Audio scripts in lesson 2

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Listeningu2b3NHCER1106 英语特别学习法1

Taking Notes: Word Maps
使用词汇图谱法 One way of taking good notes is to use word maps. A word map consists of connected circles, each with important information in it. These circles connect ideas using lines from one circle to another.
W and lifting weights. 2. Exercise makes him happy, keeps his stress level down, and gives him all sorts of energy for his work and family. 3. Open-minded Understanding Short Conversations (p.19) 1. C 2. C 3. B 4. A 5. D 6. B 7. C 8. D 9. A 10. A Understanding a Long Conversation (p.20) 1. D 2. C 3. A 4. B 5. A Understanding a Passage (p.21) 1. B 2. D 3. D 4. C 5. A
Short Conversations: Audio Scripts(2)
8.M: Have you seen how much weight Angela’s put on? Why do you think she stopped exercising and started eating such unhealthy foods? W: It’s a sad story. Her parents got divorced, and now she’s totally ignored her health. Q: What is the conversation about? D 9.W: Hello? Are you the person I talked to on the phone about checking in for an appointment? M: Yes. Just sign your name on this piece of paper, and the doctor will see you as soon as he is free. Q: Where does the conversation possibly take place? A

Audio Scripts1-3

Track 1IntroductionTrack 2Unit One: b and pLet’s LearnB. Listen and speak.ballbellbagcabcubTrack 3Unit 1: b and pLet’s PracticeB. Listen. Circle the words that begin with b.1. bug2. fat3. man4. boxTrack 4Unit 1: b and pLet’s PracticeC. Listen. Circle the words that end with b.1. cub2. nut3. sub4. dogTrack 5Unit 1: b and pLet’s LearnB. Listen and speak.pencilpincaptopmopTrack 6Unit 1: b and pLet’s PracticeB. Listen. Underline the words that begin with p.1. ten2. picture3. pin4. cab Track 7Unit 1: b and pLet’s PracticeC. Listen. Underline the words that end with p.1. pup2. bug3. van4. mopTrack 8Unit 2: d and tLet’s PracticeB. Listen and speak.dolldogdiamondsadbedTrack 9Unit 2: d and tLet’s PracticeB. Listen. Color the words that begin with d.1. bug2. duck3. desk4. bibTrack 10Unit 2: d and tLet’s PracticeC. Listen. Color the words that end with d.1. bed2. hand3. cup4. webTrack 11Unit 2: d and tLet’s LearnB. Listen and speak.toetaptenjetratTrack 12Unit 2: d and tLet’s PracticeB. Listen and trace.1. bat2. cut3. towel4. tipTrack 13Unit 3: f and vLet’s LearnB. Listen and speak.fivefootfathoofroofTrack 14Unit 3: f and vLet’s PracticeB. Listen and draw.1. four2. loaf3. wolf4. fanTrack 15Unit 3: f and vLet’s LearnB. Listen and speak.vanvetvestdivegloveTrack 16Unit 3: f and vLet’s PracticeB. Listen and circle the words that begin with v.1. vacuum2. pup3. cap4. vine Track 17Unit 3: f and vLet’s PracticeC. Listen and circle the words that end with the v sound.1. nut2. cave3. stove4. fanTrack 18Unit 4: m and nLet’s LearnB. Listen and speak.manmatmomgumteamTrack 19Unit 4: m and nLet’s PracticeB. Listen and sort.1. Pam2. mop3. marker4. drum5. mix6. gumTrack 20Unit 4: m and nLet’s PracticeB. Listen and speak.neckninefanmansunTrack 21Unit 4: m and nLet’s PracticeB. Listen and match.1. nine2. vase3. fox4. nail5. nose6. bedLet’s LearnB. Listen and speak.antcatbagsadgasTrack 23Unit 6: Short aLet’s PracticeB. Listen. Write a or X.1. ant2. ten3. dog4. van5. bat6. pen7. Sam8. ratTrack 24Unit 7: Short eLet’s PracticeB. Listen and speak.eggbedelephanttentTrack 25Unit 7: Short eLet’s PracticeB. Listen. Circle the words with short e.1. ten2. red3. map4. eggTrack 26Unit 7: Short eLet’s PracticeC. Listen. Circle the words that rhyme.1. pen, pan2. bag, leg3. red, bag Let’s ChooseA. Listen. Write a or e.1. man2. men3. pen4. map5. ten6. panTrack 28Unit 8: Short iLet’s LearnB. Listen and speak.inkpigbibigloosixTrack 29Unit 8: Short iLet’s PracticeB. Listen for short i. Circle or write X.1. pen 5. pin2. six 6. big3. hill 7. igloo4. rat 8. redTrack 30Unit 9: Short oLet’s LearnB. Listen and speak.momfoxoctopusdollsockTrack 31Unit 9: Short oLet’s PracticeB. Listen and sort.1. van2. omelet3. pond4. wig5. momLet’s LearnB. Listen and speak.bugcupsunhugumbrellaTrack 33Unit 10: Short uLet’s PracticeB. Listen. Write a ✓ or an X.1. bus 6. umpire2. wig 7. cap3. bug 8. pup4. cub 9. sub5. pen 10. mug Track 34Unit 12: h and jLet’s LearnB. Listen and speak.hillhathearthippohouseTrack 35Unit 12: h and jLet’s PracticeB. Listen for h. Circle yes or no.1. house2. box3. pencil4. hair5. heartTrack 36Unit 12: h and jLet’s LearnB. Listen and speak.jump ropejeepjuicejugjet Let’s PracticeB. Listen and color.1. jam2. jacket3. map4. fat5. jeepTrack 38Unit 12: h and jLet’s ChooseA. Listen. Write h or j.1. house2. heart3. jacket4. hair5. jeep6. jar7. hand8. jetTrack 39Unit 13: Hard g and Soft G Let’s LearnB. Listen and speak.girlgumegglegdogTrack 40Unit 13: Hard g and Soft G Let’s PracticeB. Listen and match.1. girl, kite2. bat, guitar3. gum, lemonTrack 41Unit 13: Hard g and Soft G Let’s LearnA. Listen and speak.gemgiantgymgiraffeLet’s PracticeB. Listen. Circle the words that begin with soft g.1. dog 7. Ginger3. gem 8. lion3. sun 9. ant4. giant 10. pencil5. germ 11. circle6. man 12. giraffeTrack 43Unit 14: Hard c and Soft cLet’s LearnB. Listen and speak.cupcomputercatcobcubTrack 44Unit 14: Hard c and Soft cLet’s PracticeB. Listen and match.1. car2. hill3. pan4. carrotTrack 45Unit 14: Hard c and Soft cLet’s LearnA. Listen and speak.cerealcirclecityceilingTrack 46Unit 14: Hard c and Soft cLet’s PracticeB. Listen and color.1. nail 5. man2. city 6. apple3. boy 7. circus4. leg 8. ceiling Let’s LearnB. Listen and speak.sunsixsofabusoctopusTrack 48Unit 15: s and zLet’s PracticeB. Words that begin or end with s. Listen and fill.1. soap2. seal3. mug4. foot5. circus6. van7. tub8. grassTrack 49Unit 15: s and zLet’s LearnB. Listen and speak.zerozoodozesneezequizTrack 50Unit 15: s and zLet’s PracticeB. Begins or ends with the z sound. Listen and write.1. breeze2. fizz3. zigzag4. zebra5. zipper6. buzz7. zoo8. prizeB. Listen and speak.rainbowrockredflowerunderTrack 52Unit 16: r and lLet’s PracticeB. Listen. Circle the words that begin with r.1. rat2. run3. hat4. redTrack 53Unit 16: r and lLet’s PracticeC. Listen. Circle the words that end with r.1. flower2. dog3. red4. starTrack 54Unit 16: r and lLet’s LearnB. Listen and speak.leglinelemontalldollTrack 55Unit 16: r and lLet’s PracticeB. Begins or ends with l. Listen and write.1. long2. pencil3. bell4. leaf A. Begins with r or l. Listen and write.1. rainbow2. lion3. rectangle4. little5. lemon6. rulerTrack 57Unit 16: r and lLet’s ChooseB. Ends with r or l. Listen and write.1. oval2. star3. marker4. pencil5. car6. fingerTrack 58Unit 17: w and yLet’s PracticeB. Listen and speak.watchwebwigwaveTrack 59Unit 17: w and yLet’s PracticeB. Listen and match.1. hat 6. watch2. water 7. wig3. dog 8. wand4. witch 9. fox5. lionTrack 60Unit 17: w and yLet’s LearnB. Listen and speak.yolkyogurtyarnyakyardB. Listen and speak.keykissbeakhookcookTrack 62Unit 18: k and xLet’s PracticeB. Listen. Write a ✓ or an X.1. key2. hat3. mop4. kingTrack 63Unit 18: k and xLet’s LearnB. Listen and speak.axboxwaxMaxTrack 64Unit 18: k and xLet’s PracticeB. Listen and circle words that end with X.1. cup2. six3. teapot4. wax5. sax6. nut7. ox8. mix A. Listen and circle.1. Max2. ox3. sax4. fork5. desk6. skunk7. peek8. sinkTrack 66Unit 19: quLet’s LearnB. Listen and speak.questionquiltqueenquietTrack 67Unit 19: quLet’s PracticeB. Listen. Begins with qu. Circle yes or no.1. lion2. pan3. quail4. quickTrack 1IntroductionTrack 2General ReviewA. Begins with b or p. Listen and write.1. pencil2. pin3. bug4. pan5. boyTrack 3General ReviewC. Begins with d or t. Listen and write.1. diamond2. teapot3. ten4. doll5. dogTrack 4General ReviewH. Ends with m or n. Listen and circle.1. team2. pan3. gum4. man5. drumTrack 5General ReviewL. Short i or o. Listen and check.1. doll2. mix3. sock4. fish5. octopusTrack 6General ReviewM. Short o or u. Listen and write.1. omelet2. umbrella3. bug4. mom5. duckTrack 7General ReviewO. Hard g or soft g. Listen and circle.1. gas2. gem3. giraffe4. girl5. giantTrack 8General ReviewP. Begins or ends with hard g. Listen and write.1. egg2. gum3. garden4. mug5. bugTrack 9General ReviewQ. Hard c or soft c. Listen and circle.1. city2. circle3. cab4. carrot5. computerTrack 10General ReviewS. Ends with the s or z sound. Listen and check.1. doze2. prize3. gas4. bus5. octopusTrack 11General ReviewW. Ends with k or x. Listen and circle.1. ax2. hook3. mix4. wax5. beakTrack 12Unit 1: Blends with lLet’s LearnA. Listen and speak.blackblobcloudclockflagflipTrack 13Unit 1: Blends with lLet’s PracticeB. Listen and color.1. clap2. flip3. blue4. clam5. classTrack 14Unit 1: Blends with lLet’s LearnA. Listen and speak.glueglassplumplugslamslugTrack 15Unit 1: Blends with lLet’s PracticeB. Listen and match.1. slim2. slip3. globe4. play5. plugTrack 16Unit 2: Blends with rLet’s LearnA. Listen and speak.brush drawbread dresscrib frogcrayon friend Track 17Unit 2: Blends with rLet’s PracticeB. Listen. Write dr, fr, br, or cr.1. fruit2. crab3. drum4. drill5. friend Track 18Unit 2: Blends with r Let’s LearnA. Listen and speak. gringreenpresentprincesstraintreeTrack 19Unit 2: Blends with r Let’s PracticeB. Listen and draw.1. green2. prince3. trash4. truck5. prettyTrack 20Unit 3: Blends with s Let’s LearnA. Listen and speak. scarfscaresmellsmilesnowsnailTrack 21Unit 3: Blends with s Let’s PracticeB. Listen and circle.1. small2. scar3. sniff4. scuba5. smog6. snakeTrack 22Unit 3: Blends with s Let’s LearnA. Listen and speak. skyspillstirswimTrack 23Unit 3: Blends with sLet’s PracticeB. Listen and color.1. star2. swing3. stop4. swan5. skip6. spot7. ski8. spillTrack 24Unit 3: Blends with sLet’s ChooseA. Listen and circle.1. small2. scarf3. swan4. spillTrack 25Unit 3: Blends with sLet’s ChooseB. Listen. Write sk, sm, sn, sp, st, or sw.1. snake2. star3. skunk4. space5. smile6. swan7. skip8. snowTrack 26Unit 5: Magic e with a and eLet’s LearnA. Listen and speak.cavewhalecapePetetheseTrack 27Unit 5: Magic e with a and eLet’s PracticeB. Listen. Circle the magic e with a words.1. race2. bat3. grape4. pen5. waveTrack 28Unit 5: Magic e with a and eLet’s PracticeC. Listen. Color the magic e with e words.1. doll2. Steve3. Pete4. duckTrack 29Unit 6: Magic e with iLet’s LearnA. Listen and speak.bikericeninewhitediveTrack 30Unit 6: Magic e with iLet’s PracticeB. Listen and fill the magic e with i words.1. Mike2. web3. flag4. pine5. hiveTrack 31Unit 6: Magic e with iLet’s PracticeC. Listen. Circle or write X.1. ice2. star3. cape4. kiteTrack 32Unit 7: Magic e with oLet’s LearnA. Listen and speak.conesmokeholedozehoseTrack 33Unit 7: Magic e with oLet’s PracticeB. Listen and color.1. mole2. stone3. clap4. witchTrack 34Unit 7: Magic e with oLet’s PracticeC. Listen for magic e with o. Circle yes or no.1. stove2. wand3. key4. globe5. closeTrack 35Unit 8: Magic e with uLet’s LearnA. Listen and speak.flutemulecubeJuneTrack 36Unit 7: Magic e with uLet’s PracticeB. Listen and match.1. mule2. tune3. fox4. dune5. lemon6. hugeTrack 37Unit 7: Magic e with uLet’s ChooseA. Listen, match, and write.1. flute2. prune3. smoke4. stone5. cube6. hose7. cute8. doze Track 38Unit 9: Vowels and Magic e Let’s LearnA. Listen and speak.cancanepetPetepinpineRobrobetubtubeTrack 39Unit 9: Vowels and Magic e Let’s PracticeB. Listen. Write o, i, or e.1. glob2. fine3. globe4. finTrack 40Unit 9: Vowels and Magic e Let’s ChooseA. Listen and circle.1. kite2. hop3. hug4. tapeTrack 41Unit 9: Vowels and Magic e Let’s ChooseB. Listen and circle.1. man2. note3. cube4. fireTrack 42Unit 11: sh and chLet’s LearnA. Listen and speak.shaveshellshipwashbrushTrack 43Unit 11: sh and chLet’s PracticeB. Begins or ends with sh. Listen and write.1. sheep 5. flash2. brush 6. shirt3. cash 7. shoe4. shapes 8. trashTrack 44Unit 11: sh and chLet’s LearnA. Listen and speak.chincheckbeachbranchcouchTrack 45Unit 11: sh and chLet’s PracticeB. Listen and match.1. chalk2. lunch3. children4. chase5. ranch6. benchTrack 46Unit 12: thLet’s LearnA. Listen and speak.threethickbathmouthmothTrack 47Unit 12: thLet’s PracticeB. Begins or ends with th. Listen and write.1. thread 5. throw2. cloth 6. tooth3. south 7. thumb4. thirsty 8. thank Track 48Unit 12: thLet’s LearnA. Listen and speak.thisthatthesethoseTrack 49Unit 12: thLet’s PracticeB. Listen and color1. chest 7. cat2. than 8. flute3. brush 9. the4. zoo 10. these5. that 11. hat6. thisTrack 50Unit 12: thLet’s ChooseA. Listen and match.1. thick2. these3. that4. there5. thorn6. threadTrack 51Unit 13: wh and ph Let’s LearnA. Listen and speak.whiskwhitewhalewheelwhistleTrack 52Unit 13: wh and ph Let’s PracticeB. Listen and trace.1. wheelchair2. lemon3. which4. throwTrack 53Unit 13: wh and phLet’s PracticeC. Listen. Begins with wh. Circle yes or no.1. wheelbarrow2. wheat3. glue4. scubaTrack 54Unit 13: wh and phLet’s LearnA. Listen and speak.pharmacyphonicsphonephotopheasantTrack 55Unit 13: wh and phLet’s PracticeB. Listen and match.1. phone2. pheasant3. phonics4. photoTrack 56Unit 15: The Long a SoundLet’s LearnA. Listen and speak.rainpaintsnailtrainsailTrack 57Unit 15: The Long a SoundLet’s PracticeB. Listen and circle ai words.1. pail2. tail3. bug4. nail5. ten Track 58Unit 15: The Long a Sound Let’s PracticeC. Listen and check.1. brush2. fish3. braid4. trail5. paintTrack 59Unit 15: The Long a Sound Let’s LearnA. Listen and speak.claytraygraydayTrack 60Unit 15: The Long a Sound Let’s PracticeB. Listen and circle ay words.1. spray2. kitten3. teapot4. ray5. tray6. duckTrack 61Unit 15: The Long a Sound Let’s PracticeC. Listen and sort.1. clay2. paint3. mop4. play5. flowerTrack 62Unit 16: The Long e Sound Let’s LearnA. Listen and speak.beachteapotleafgreendeerLet’s PracticeB. Listen. Circle or write X.1. eat2. seal3. star4. cake5. peachTrack 64Unit 16: The Long e Sound Let’s PracticeC. Listen. Circle or write X.1. bee2. bone3. wig4. knee5. streetTrack 65Unit 16: The Long e Sound Let’s LearnA. Listen and speak.shehecandysunnywindyTrack 66Unit 16: The Long e Sound Let’s PracticeC. Listen for words with long e. Fill.1. thirsty2. bunny3. omelet4. giant5. happyTrack 67Unit 17: The Long i Sound Let’s LearnA. Listen and speak.fryskycryflyspy Let’s PracticeB. Listen. Write y or X.1. cub2. fly3. throw4. chair5. dryTrack 69Unit 17: The Long i Sound Let’s PracticeC. Listen and match.1. cry2. wheel3. ten4. fry5. spyTrack 70Unit 17: The Long i Sound Let’s LearnA. Listen and speak.friestiefliesspiesdieTrack 71Unit 17: The Long i Sound Let’s PracticeB. Listen. Circle or write X.1. apple2. die3. fries4. mopTrack 72Unit 17: The Long i Sound Let’s PracticeC. Listen and check.1. pie2. pencil3. tie4. dog5. fliesLet’s LearnA. Listen and speak.boatgoathoeJoedoeTrack 74Unit 18: The Long oSound Let’s PracticeB. Listen and color.1. loaf2. toad3. jeep4. baby5. roachTrack 75Unit 18: The Long o Sound Let’s PracticeC. Listen and match.1. Joe, cup2. hoe, rice3. hippo, doeTrack 76Unit 18: The Long o Sound Let’s LearnA. Listen and speak.bowlpillowsnowthrowyellowTrack 77Unit 18: The Long o Sound Let’s PracticeB. Listen for ow. Check or write X.1. red2. row3. bow4. window5. man Let’s PracticeC. Listen. Write ow or X.1. shadow2. chest3. blow4. nail5. yellowTrack 79Unit 19: The Long u Sound Let’s LearnA. Listen and speak.cluebluegluefuelTrack 80Unit 19: The Long u Sound Let’s PracticeB. Listen and match.1. glue2. monkey3. fuel4. yellow5. clue6. blue7. zebraTrack 81Unit 19: The Long u Sound Let’s LearnA. Listen and speak.juicecruisefruitsuitTrack 82Unit 19: The Long u Sound Let’s PracticeB. Listen. Color or write X.1. juice2. suit3. flower4. fan5. cruise6. cloudTrack 1IntroductionTrack 2General ReviewB. Ends with b, p, d, or t. Listen and circle.1. web2. cup3. rat4. bedTrack 3General ReviewD. Begins with m or n. Listen and write.1. nut2. gum3. map4. pan5. noseTrack 4General ReviewE. a or e. Listen and fill.1. bed2. red3. apple4. map5. eggTrack 5General ReviewG. i or o. Listen and check.1. octopus2. wig3. ink4. rock5. boxTrack 6General ReviewJ. Hard g or soft g. Listen and color.1. gum2. girl3. giraffe4. gas5. giantTrack 7General ReviewK. Begins or ends with s or z. Listen and write.1. bus2. seal3. zebra4. quiz5. sofaTrack 8General ReviewM. Ends with r or l. Listen and circle.1. oval2. car3. pencil4. star5. ballTrack 9General ReviewN. Ends with k or x. Listen and write.1. fork2. ax3. cook4. wax5. boxTrack 10General ReviewP. Listen and write the words.1. cub2. fox3. box4. van5. ten6. bed7. fan8. tub9. dad10. vet11. gem12. mop13. net14. hat15. sixTrack 11General ReviewQ. Listen and write the words.1. rat2. red3. fox4. sub5. wig6. bag7. run8. zoo9. jar10. legTrack 12General ReviewB. cr, br, fr, dr, gr, pr, or tr. Listen and write.1. prince2. tree3. frog4. green5. crab6. bread7. drum8. crayon9. dress10. presentTrack 13General ReviewC. sc, sm, or sn. Listen and circle.1. smell2. scarf3. snow4. scuba5. snakeTrack 14General ReviewE. Magic e with a, e, i, o, or u. Listen and write.1. kite2. pine3. vase4. these5. hole6. bone7. tube8. scene9. five10. bikeTrack 15General ReviewF. Begins or ends with sh or ch. Listen and write.1. brush2. chest3. sandwich4. shark5. chalkTrack 16General ReviewG. th. Listen and color.1. thirty2. thin3. that4. think5. this Track 17General ReviewH. wh or ph. Listen and check.1. wheel2. phone3. white4. phonics5. whaleTrack 18General ReviewN. Listen and write the words.1. flag2. slam3. snow4. swim5. sheep6. crib7. truck8. plum9. trash10. wheatTrack 19Unit 1: -s and -esLet’s LearnA. Listen and speak.sockscatspensdogswatchesdishesTrack 20Unit 1: -s and -esLet’s PracticeB: Listen. Circle the words with –s or –es.1. fans2. rats3. benchesTrack 21Unit 1: -s and -esLet’s PracticeC. Listen. Trace the words with –s or –es.1. axes2. cows3. hatsLet’s ChooseA. Listen and color.sofasbooksrocksbatschairsTrack 23Unit 1: -s and -es Let’s ChooseB. Listen and fill.1. pencils2. dresses3. brushes4. markers5. busesTrack 24Unit 2: Silent Letters Let’s LearnA. Listen and speak. comblambknitwrenchwreathTrack 25Unit 2: Silent Letters Let’s PracticeB. Listen. Write b, k, or w.1. wrench2. knob3. wrist4. knife5. comb6. write7. thumbTrack 26Unit 4: au and aw Let’s LearnA. Listen and speak. AugustsaucerfaucetPaul Let’s PracticeB. Listen. Check or write X.1. faucet2. yellow3. sausage4. saucer5. thumbTrack 28Unit 4: au and awLet’s PracticeC. Listen. Circle or write X.1. broom2. faucet3. autumn4. laundry5. glueTrack 29Unit 4: au and awLet’s LearnA. Listen and speak.pawfawndrawyawnTrack 30Unit 4: au and awLet’s PracticeB. Listen and match.1. pencil2. straw3. tray4. hawk5. pawTrack 31Unit 4: au and awLet’s PracticeC. Listen for aw. Circle yes or no.1. saw2. fawn3. jeans4. pillow5. yawnLet’s LearnA. Listen and speak. housecloudmouseloudTrack 33Unit 5: ou and ow Let’s PracticeB. Listen. Circle or write X.1. mouse2. flag3. couch4. bike5. cloudTrack 34Unit 5: ou and ow Let’s PracticeC. Listen and color.1. ground2. house3. wrench4. ax5. loudTrack 35Unit 5: ou and ow Let’s LearnA. Listen and speak.cowtowelcrownclownTrack 36Unit 5: ou and ow Let’s PracticeB. Listen and match.1. clown2. glue3. crown4. owl5. howl6. vase Let’s LearnA. Listen and speak. soiloilboilcoinTrack 38Unit 6: oi and oy Let’s PracticeB. Listen and match.1. coin2. foil3. mice4. oil5. whale6. boil7. coilTrack 39Unit 6: oi and oy Let’s LearnA. Listen and speak. boytoysJoyRoyTrack 40Unit 6: oi and oy Let’s PracticeB. Listen and match.1. giraffe2. boy3. toy4. queen5. truck6. Joy7. cowboyTrack 41Unit 7: ow and ea Let’s LearnA. Listen and speak. yellowpillowsnowthrowLet’s PracticeB. Listen and color the ow words.1. crow2. wig3. bowl4. bowTrack 43Unit 7: ow and eaLet’s PracticeC. Listen and write ow or X.1. slow2. snow3. igloo4. yellow5. clamTrack 44Unit 7: ow and eaLet’s LearnA. Listen and speak.headbreadsweaterheavyTrack 45Unit 7: ow and eaLet’s PracticeB. Listen and trace.1. sweater2. head3. picture4. stone5. featherTrack 46Unit 7: ow and eaLet’s PracticeC. Listen and circle ea words.1. bread2. thread3. heavy Let’s ChooseA. Listen and draw.1. crown2. yellow3. owl4. crow5. bowTrack 48Unit 7: ow and eaLet’s ChooseB. Listen and color.1. head2. jeans3. peach4. sweater5. leafTrack 49Unit 8: ooLet’s LearnA. Listen and speak.cookiecookbookfootTrack 50Unit 8: ooLet’s PracticeB. Listen and draw.1. foot2. rice3. candy4. cookie5. woodTrack 51Unit 8: ooLet’s PracticeC. Listen and color oo words.1. book2. teapot3. hook4. lookTrack 52Unit 8: ooLet’s LearnA. Listen and speak.broomballoonkangaroomoonTrack 53Unit 8: ooLet’s PracticeB. Listen for oo. Circle yes or no.1. pool2. igloo3. boot4. write5. crowTrack 54Unit 8: ooLet’s PracticeC. Listen and circle.1. balloon2. chest3. spoon4. fishTrack 55Unit 10: Three-Letter Blends Let’s LearnA. Listen and speak.thronethreadshrimpshrubTrack 56Unit 10: Three-Letter Blends Let’s PracticeB. Listen and match1. three2. throat3. shred4. throne5. shrub6. thread7. throw8. shrimp Track 57Unit 10: Three-Letter Blends Let’s LearnA. Listen and speak.scrapscrewspreadsproutstrawstringTrack 58Unit 10: Three-Letter Blends Let’s PracticeB. Listen and color.1. screen2. screw3. zebra4. scrub5. knivesTrack 59Unit 10: Three-Letter Blends Let’s PracticeC. Listen and trace.1. strawberry2. sprinkle3. strong4. spring5. streetTrack 60Unit 11: Digraphs and Blends with n Let’s LearnA. Listen and speak.sinkskunkwandhandTrack 61Unit 11: Digraphs and Blends with n Let’s PracticeB. Listen. Circle the words with nk.1. flip2. ink3. trunk4. clap5. drinkTrack 62Unit 11: Digraphs and Blends with n Let’s PracticeC. Listen. Trace or write X.1. ground2. sand3. sad4. stand5. pondTrack 63Unit 11: Digraphs and Blends with n Let’s LearnA. Listen and speak.springsingtentantTrack 64Unit 11: Digraphs and Blends with n Let’s PracticeB. Listen. Check the words with ng.1. wing2. strong3. note4. swat5. longTrack 65Unit 11: Digraphs and Blends with n Let’s PracticeC. Listen. Circle the words with nt.1. drum2. print3. bent4. front5. whaleTrack 66Unit 12: Other Digraphs and Blends Let’s LearnA. Listen and speak.chickclocktalkelk Track 67Unit 12: Other Digraphs and Blends Let’s PracticeB. Listen and match.1. milk, duck2. elk, sock3. truck,chalk4. walk, rock5. black, silk6. neck, talkTrack 68Unit 12: Other Digraphs and Blends Let’s LearnA. Listen and speak.chesttoastheartdirtTrack 69Unit 12: Other Digraphs and Blends Let’s PracticeB. Listen. Write st or X.1. nest2. hook3. test4. fast5. crabTrack 70Unit 12: Other Digraphs and Blends Let’s PracticeC. Listen and color.1. tart2. mow3. dart4. feather5. testTrack 71Unit 13: Other BlendsLet’s LearnA. Listen and speak.torchbirchbenchbranch。

kidsbox活动用书答案

kidsbox活动用书答案1、Activity BookThe Activity Book is designed to give pupils further practice of the new language and to help them consolidate their learning.Spanish handwriting font serves as a model for writing throughout the levels.For this updated edition,exam practice pages have been revised to match the new specifications of the 2018 revised exam,including new vocabulary items and activity types.2、Pupil’s BookThe Pupil’s Book presents and practices new language through stories,songs and activities,making the learning process a joy.You will also find CLIL,Values and festival lessons;a strong focus on pronunciation and phonics;and review sections.The exams in levels 2,4 and 6 have been updated to reflect the 2018 revised Young Learners exams.New vocabulary included in the syllabus of the exam has also been added.3、Teacher’s BookThe full-colour Teacher’s Book provides teaching notes for each lesson,which include audio scripts for all listening activities as well as full answer keys.Facsimile pages of thePupil’s Book and Activity Book are also included.There is also an overview of the syllabus for each level,extraactivities,photocopier pages and useful classroom language.The updated Second edition includes shields with letters corresponding to the first letter of Starters,Movers and Fliers to signpost exam content in the Teacher’s Book4、For PupilsAll levels are also available as digital books.These books can be used online and offline,and they are both multi plat form and multi device,allowing for them to be used with PCs or tablets.Online Activities in the Cambridge LMS provide even more grammar,vocabulary,reading and listening practice.They are accessed via a code in the Activity Book.A fully interactive CD-ROM accompanies the Activity Book with stimulating games and songs.。

五年级下英语第二课译林真人讲解

五年级下英语第二课译林真人讲解Title: My Review on "Liulian Real English" Lesson 2, Grade 5Introduction:In this review, I will discuss my thoughts on the second lesson of the "Liulian Real English" textbook series for Grade 5. This particular lesson focuses on various topics related to daily routines, including time, activities, and the use of prepositions.Lesson Coverage:The lesson begins with a warm-up activity where students are asked to match pictures with corresponding words related to daily routines. This activity helps children to associate vocabulary words with visuals, enhancing their understanding.Next, the teacher introduces new vocabulary words such as "get up," "brush teeth," "have breakfast," and "go to school." The use of real-life examples and context-rich sentences helps learners to comprehend the meaning and usage of these words in a practical manner.Grammar Points:One of the key grammar points covered in this lesson is the use of prepositions. Students are taught about different prepositions, such as "at," "on," and "in," and how they are used to express time, place, and manner. Engaging activities, including filling in the blanks using appropriate prepositions in sentences, provide practical applications of this grammar concept.Listening and Speaking Activities:To enhance students' listening skills and understanding of daily routines, the lesson includes several audio dialogues and exercises. By listening to the conversations,students learn how to ask and answer questions about daily activities. These activities encourage learners to actively participate in speaking and expressing their ideas in English.Reading and Writing Activities:The lesson incorporates reading comprehension exercises that require students to read short passages about daily routines and answer questions based on their understanding. This helps improve reading skills and comprehension abilities.In terms of writing, learners are guided to write about their own daily routines. They are encouraged to describetheir morning routines, including what time they wake up,what they do first, and how they prepare for the school day. This exercise enhances their writing skills and enables themto convey information effectively.Interactive Games and Digital Resources:In addition to the textbook content, the "Liulian Real English" series provides interactive games, songs, anddigital resources that supplement the lesson. These resources create an engaging learning environment and reinforce the taught concepts in an interactive manner.Conclusion:The second lesson of the "Liulian Real English" seriesfor Grade 5 effectively covers various aspects of daily routines, including vocabulary, grammar, listening, speaking, reading, and writing. The inclusion of interactive activities, real-life examples, and digital resources makes the learning experience enjoyable and effective for young learners. Byusing this textbook series, students can acquire English language skills while developing an interest in the language and culture.。

朗文英语听说教程二听力原文

LECTURE AUDIOSCRIPTSUNIT 1 What’s in a Name?TEACHER: Good morning, everybody. Good morning, Felipe, Monica, Theo, and I can't remember your name.STUDENT 1: Patricia.TEACHER: Patricia, right, Patricia. Those are all beautiful names, and that's our topic today-names. Names are a culture universal. This means everyone uses names. A person's name can tell us a bit about a person's family. Today, we’ll begin by looking at first na mes and how people choose names for their children. And then we'll talk about family names, and look at the different categories of family names. Although the scope of the lecture today is English-language names, we can use the same approach, you know, to look at names from any culture.Let's take a brief look at first, or given names. There are several ways parents choose the first name for their child.The first way is by family history. Parents may choose a name because it is passed from generation to generation; for example, the first born son might be named after his father or grandfather. Although family names are also passed to daughters, it is usually as a middle name. Adding "junior" or "the second" for example, William Parker the seconds only done with boys', not with girls’names.The second way parents choose a name is after a family member or friend who has died recently, or after someone "they admire, like a well-known leader or a famous musician. Although most English first names mean something, for example, "Richard" means powerful and “Ann" means grace, nowadays meaning is not the main reason people select their baby's name.The third way is to provide a "push" for the child. Parents want to choose a name that sounds very "successful." A strong name might help them in the business world, for example. Or they might choose a name that works for either gender, like Taylor or Terry. So, given these three methods, what is themost common way parents choose a name? Many parents choose a name simply because they like it, or because it's fashionable or classic. Fashions in names change just as they do in clothes. One hundred years ago, many names came from the Bible names such as Daniel, and Anna, and Hannah and Matthew. Then fifty years ago, Biblical names went out of fashion. Nowadays, names from the Bible are becoming popular again.Similarly, parents often choose classic names, names that were popular in 1900, 1950, and are still popular now. Classic names for boys include Thomas, David, Robert, and Michael. And for girls: Anna, Elizabeth, Emily, and Katherine, just to name a few. They're classic. They never go out of style.Let's look at the origin of last names, also called family names or surnames. Researchers have studied thousands of last names, and they've divided them into four categories. The categories are: place names, patronymics, added names, and occupational names. A recent survey showed that of the 7,000 most popular names in the United States today, 43 percent were place names, 32 percent were patronymics, 15 percent were occupational names, and 9 percent were added names.The first category is place names. Place names usually identified where a person lived or worked. Someone named John Hill lived near a hill, for example, and the Rivers family lived near a river. If you hear the name Emma Bridges, what image do you see? Do you see a family that lives near a bridge? If you do, you get the idea.The second category is patronymics. That's P-A-T-R-O-N-Y-M-I-C-S. A patronymic is the father’s name, plus an ending like S-E-N or S-O-N. The ending means that a child, a boy, is the son of his father. The names Robertson, Petersen, and Wilson are patronymics. Robertson is son of Robert, Petersen is son of Peter, and so on.The third category is added names. Linguists sometimes call this category "nicknames," but when most of us hear the word "nickname," we think of a special name a friend or a parent might use. The word "nickname" is actually an old English word that means an additional name, an added name. So I'll use the term "added name." This category of last names is fun because the names usually described a person. Reed, Baldwin, and Biggs are examples. Reed was from "red" for red hair. Baldwin was someone who was bald, someone who had little or no hair. And Biggs.STUDENT 2: Someone big?TEACHER: Yeah, someone big, right. Now, if we look around the room, wecould probably come up with some new last names, like, uh. Curly or Strong. Now, the fourth category is occupational names. The origin of the family name was the person's occupation. The most common examples of occupational names still used today are Baker (someone who bakes bread). Tailor (someone who sews clothes). Miller (someone who makes flour for bread), and Smith. . . . Now, Smith is actually the most common name in the western English-speaking world. The name comes from an Old English word, smite, that's S-M-I-T-E, which means to hit or strike. In the old days, a smith made metal things for daily life, like tools. Every town needed smiths. What's interesting is that many languages have a family name that means Smith. In Arabic it is Haddad, H-A-D-D-A-D. In Spanish it is Herrera, H-E-R-R-E-R- A. In Italian it is Ferraro, F-E-R-R-A-R-O. And in German it is Schmidt, spelled S-C-H-M-I-D-T. All these names mean smith.Though names may tell us something about someone's family history, you need to keep in mind that they may not tell us much at all about the present. For example, there's usually not much connection between the origin of the name and the person who has it now. Take the name Cook, for instance. A person named Cook today probably doesn't cook for a living. Also, many people change their names for various reasons. Lots of people who have moved to the United States have changed their names to sound more American. This happens less now than in the past, but people still do it. People also use pen names or stage names to give themselves a professional advantage. For example, the writer Samuel Clemens used the pen name Mark Twain, and Thomas Mapother IV uses the stage name Tom Cruisey.So, let's recap now. In today’s lesson, we looked at how parents choose English first names. We also looked at some common origins of family names. In the next class, we'll look at how names are given in Korea and in Japan. This is covered in the next section of the book. That’s all for today.Unit 2 English: A Global Language? TEACHER:Today’s topic is English as a global language. I know many of you speak English as a second language, right? How about you, Hiroshi? Is English your first language?STUDENT 1: No, my first language is Japanese. English is my second language.TEACHER: And how about you, Patricia?STUDENT 2: English is my second language, too. My first language is Spanish.TEACHER: See, many of you use English as a second language, even as a global language to communicate with other people who speak English as a second language. Today, I want to give you two contrasting points of view on whether or not English is a global language. The first is that English is obviously a global language. People who support this point of view believe English is the language people all over the world use to communicate, and that it is gradually replacing other languages. The second point of view is that English is not truly a global language because it is not the main language spoken by people worldwide. Supporters of this view say that though many people speak some English worldwide, English has not replaced other languages. They acknowledge that people use English every day, for many reasons, but this doesn't mean English is replacing other languages, nor does it make English the main language spoken in the world.First, let's examine the first view. First of all, English is the dominant language of business, travel, and science. When people need a common language, they often use English. Think about it. English is often used at tourist information centers, in international hotels. If you use a taxi in Rome, and you can't speak Italian, the taxi driver is more likely to use English than any other languages. It is use at business meetings and international sports events. The European Unio n uses English, along with French, at its meetings….ASEAN the Asian trade group, uses English at its meetings. Can you think of other situations in which English is used as common language?STUDENT 2: How about this class? All of in the Philippines, Singapore, and Indian.TEACHER: Absolutely. Educational settings are a great example. Any others?STUDENT 2: How about a chatroom on sometimes go to chatrooms andeveryone is using English.TEACHER: Excellent example. The Internet has created a lot of communities and people often use English. In fact, most people who use the Internet know English. This helps support the view that English is a global language.The second major reason that people believe English is a global language is that it is the official language of more than seventy-five countries. This means these countries use English in schools, banks, business, and government. Of these seventy-five countries, English may be the only official language of the country, like in England, or English may be used along with other official languages, like in the Philippines, Singapore, and India. In countries like India, where so many languages are spoken, you can see how using English as an official language makes it easier for people to communicate.The third reason to support the global argument is that every year about 1 billion people study English. Why? What are some of the reasons? Hiroshi? How about you?STUDENT 1: Well, now to study, and someday I want to be in international business.TEACHER: That's a solid reason. How about you, Oksana?STUDENT 3: I'm not really sure. I just think it will help me in the future somehow.TEACHER: OK. There's a more general reason. The point is, people want and need to learn English because it offers them opportunities.To sum up, English is used every day by many people. People all over the world come in contact with each other for many reasons. They need a common language, a language to facilitate communication. Being proficient in English gives someone an advantage in these situations.OK. I have given you many examples of how English is used in a variety of situations. Nevertheless, does this mean that English is a global language?Let's look at why some people don't believe English has replaced other languages. First, there are about three times as many people who speak Chinese as their first language as those who speak English as a first language. And in many countries where some people use English for work each day, they don't use English anywhere else. Even in English-speaking countries, there are millions of people who prefer to speak a language other than English at home, with friends, or at work.Second, I mentioned before that seventy-five countries have English as their official language. This doesn't mean all, or even most of the people in these countries can speak English. For example, in India, most sources agree that only about 5 percent of the population speaks English. That's a small percentage!Third, how much English does a person need to know to be called an English speaker? People may learn some English for specific situations, such as the taxi driver I mentioned earlier. However, I think you would all agree with me that a taxi driver who knows a few phrases like where are you going?" or "What is the name of your hotel?" isn't really a proficient English speaker. Another example is Airspeak, the English that is used by air traffic controllers and pilots. A pilot for Japan Airlines or an air traffic controller in Paris needs to know Airspeak. But they may learn only the English words they need for these jobs, and therefore they can't be considered English speakers.The point here is that people all over the world may use some English for work or other situations. Nevertheless, this doesn't mean they are fluent in English. They still use their first language for daily communication. English is not their main language.So, what does this all mean? I think it's safe to say that English will continue to be the main language used in many international settings because, as I said earlier, people all over the world need a common language. And, for now, English is that language.But, English won't replace other languages for most daily communication and this, to me, is what a global language really is, one that replaces others for most everyday communication. Some people are afraid of this. They worry that as people use English more and more, their ability in their first language will decline. I think people will use English along with other languages. We are moving into a global culture, and as this continues, I think people from non-English speaking countries will want to maintain their culture, including their first language. They may still want to learn English, but I don't see them giving up their own language for English. What do you think?I'm going to stop there. I know that's a lot of information to digest. We'll continue talking about some of the differences in the English words used in various countries like Australia, Singapore, and the Philippines. That's all for today. Come see me if you have any questions.Unit 3 High Anxiety: PhobiasTEACHER: Good afternoon. Today we're going to turn to a new topic in psychology and start looking at some specific psychological problems. There are a variety of mental problems that can affect us in our daily lives-some are not so serious, like a fear of cats or of insects, and others are more serious. Now as psychologists, we try to study these different problems and find ways to help people.I want to start the discussion by talking about a fairly common kind of psychological problem-a phobia, that's P-H-O-B-I-A. First, I'll explain what a phobia is and then I'll talk about some theories on why people have phobias. As you probably know, a phobia is a fear. So do any of you have phobias? Oh, come on, you can tell me; I'm a psychologist. Yes, Monica?STUDENT 1: I have a fear of swimming. I don't like to go near the ocean. TEACHER: OK, that's not an unusual phobia. Anyone else? Ali? STUDENT 2: I hate dogs. I mean, I just don't like them. When I see a big dog, actually any dog, I just get nervous, so I avoid them.TEACHER: OK, that's another common phobia. Thanks for sharing those examples of phobias. A phobia is not a normal fear; it is an extreme fear―a very strong fear. For example, my brother, who's a successful artist, had compute r phobia. He didn't simply dislike using computers. He used to have a very strong fear of using them.Psychologists have come up with three characteristics of a phobia. People display these three characteristics if they have a phobia, not just a normal fear. Now first, a phobia is not a rational response. It's a very strong reaction, too strong for the situation. For my brother, this meant he had a very strong physical reaction if someone asked him to use a computer. He started shaking violently and had trouble breathing. Once, he even started choking. Physical reactions like this are common. Second, a phobia often lasts for a long time, for months or even years. In my brother’s case, it lasted several years. Third, the reaction is too strong for a person to control. For example, even if my brother told himself not to be afraid at the computer, it didn't help. He still felt very afraid. Usually, people avoid whatever it is they are so afraid of. So, in my brother’s case, he avoided using a computer.OK, so those are the three characteristics of phobias. It's an extreme, irrationalresponse, it's long-lasting, and it’s uncontrollable.STUDENT 3: So uncontrollable means even if you try to control it, you can't? TEACHER: Yes, it means you can't control it by trying to deny you feel the phobia. There are ways to treat phobias, and we'll talk about those in a minute. Yes?STUDENT 4: What happened to your brother? Did he get over it? TEACHER: Yes, he did. The main thing was that he decided that he wanted to get over it, and he was treated by a psychologist. Now he uses computers all the time.OK, so let's spend a minute going over some classifications of phobias. Phobias are classified by the thing or situation that the person fears. Greek or Latin names are usually used to describe the fear. Here's an example: hypno, H-Y-P-N-O, means sleep, so fear of sleep is hypnophobia. Cyno, C-Y-N-O, means dog. So a fear of dogs is ... cynophobia, right? Here's another example. Aerophobia. Listen to the first part, Aero. What's the fear? Aero as in airplane- aerophobia is fear of flying.Let's turn now to the causes of phobias. One theory is that a phobia is learned. This means something happens that causes someone, or in a sense "teaches someone" to free afraid. For example, Ali could have learned to be afraid of dogs if he was attacked and injured by one as a child.People can also learn to have phobias by watching how other people react. In fact, doctors find that phobias tend to run in families. For example, let's imagine that Ali’s mother has always been afraid of dogs. Whenever All and his mother were together and saw a dog, his mother would get very scared, very nervous. When Ali saw how his mother reacted, he would then gradually become very scared, too. He would then have developed cynophobia from watching his mother. So, you can see that there are two ways learning can be involved in phobias. So, the first theory is that a phobia is learned. Learned either by direct experience or by watching the reactions of others.The second theory says that a phobia is only a sign of a deeper problem. This means that the phobia isn't the whole problem. Let's take another example. I once treated a teenager who was very afraid of the dark. He couldn't be in a dark room by himself. He was terrified to go outside at night, and so on. According to this theory, when he acted afraid of the dark, he was really showing his fear of something else. In therapy, it was revealed that he was afraid of his father. His father was very strict when he was young, and once his father made him sit in a dark the room when he did something bad.According to this theory, his fear of the dark was a sign of his deeper, real fear of his father. Yes, question.STUDENT 4: So what did you do? Did he have to talk with his father? TEACHER: Well, no, we couldn't do that. But recognizing that he was really afraid of his father, and not the dark was the key step in the treatment. Nowhe's cured. No more fear of the dark.OK, so let's think about these two theories, and about the main difference between them. The first theory says that the phobia is the problem itself. Right? And, the second theory says that the phobia is a sign of a deeper problem the person has. Why is this difference important? It's mostly important in deciding how to treat the person. According to the first theory, if a phobia is learned, perhaps it can be unlearned. A psychologist who follows this theory will tryto teach someone to react differently, to behave differently when he or she feels afraid. Changing the person’s behavior is the goal. On the other hand, a psychologist who believes the second theory may start by trying to teach the person to react differently, but the doctor is interested in more than that. The doctor’s objective, or goal, is to help the patient reveal the deeper psychological problem, because it will be easier to treat the phobia if the deeper problem is identified and worked on as well.I want you to think for a minute about the significance of having these two theories, or any competing theories. What does it mean? It tells us that psychologists, like any scientists, have to continue to do research, to learn, and to test treatments we believe will be effective based on research. Treatments improve the more we learn.I’m going to stop there for today. In the next class, I want to talk about other psychological problems. Read the next unit in your book before the next class. That’s all for today.Unit 4 TV: What We WatchTEACHER: Good morning. Who watched TV last night? Ah, most of you. OK, today we are going to talk about an important part of the media—TV. Specifically, TV viewing and TV dramas. Now first, I'll give you some background, then we'll discuss what makes this type of programming, dramas, so popular worldwide.OK. Let's get started. Most of you would agree that watching TV is part of most people lives. Now statistics vary on how much TV people watch, but research shows that quite a few Americans, on average, exceed six hours of TV per day.An English professor named Cecelia Tichi has studied TV for many years. In her book, Electronic Hearth: Creating ' an American Television Culture, she discusses how the TV has become the center of activity at home. We walk into a room, turn on the TV, and suddenly the outside world becomes less important. People use TV to tune out, or forget, about the outside world. We're safe to relax and join the world of the TV shows. Do you ever feel this way about TV? ... Yes, many of you are nodding. She also sees our culture as being defined by TV Now, by this she e means that TV has a huge influence on our attitudes, on what we like to eat, on what we like to wear, on what we like to talk about. For example, popular TV shows are discussed at work, at school, in coffee shops. Why, even children four or five years old do this with their favorite shows. This shows that we live in a TV culture.Improved technology has contributed further to our TV culture. Satellite services, in particular, have expanded the TV programming in many parts of the world. There are now hundreds of TV channels people can watch, and the options continue to expand: game shows, sports, news, talk shows, comedies, TV dramas, movies, ... Man, with cable and satellite there are a lot of choices. Nielsen Media Research studies people’s TV viewing habits in the U.S. They monitor which shows are popular brand with whom. For example, popular shows have included the game show Who Wants To Be A Millionaire? And the reality TV show Survivor. They were very, very popular and watched by millions of people of all age groups.Now, all of this is really background. What I want to focus on today is one form of a popular TV show that is popular with many people of many agegroups. This is rat TV dramas, specifically TV dramas known as soap operas, or, in Spanish, telenovelas.Some of you might be familiar with telenovelas. Telenovelas and soap operas in the U.S. are similar but have one big difference—the number of episodes they have. Telenovelas and TV serials end after about 200 episodes. The story eventually ends. Soap operas in the U.S., however, continue day after day for many years and may never end. Well, for example. The Guiding Light has been on^ for more than 12,000 episodes, and on it goes. Can you believe that? More than 12,000 episodes! Soap operas started in the United States in 1959, with the show The Guiding Light. These TV shows were called soap operas because the main advertisers were companies that made soap.Now, this type of programming is popular all over the world. Dozens of countries make their own soap opera shows. Mexican soap operas have been voted the most popular TV show of the year in countries such as Korea and Russia. Japanese soap operas are sent to Belgium. U.S. soap operas are watched worldwide. The Latin American soap opera, Betty La Fea, or Betty The Ugly, was a huge success in the U.S. Brazilian telenovelas are the most widely distributed television shows in the world and have been seen in more than 100 countries. And there are many other examples.What is it about these shows that makes them popular everywhere? And why do people from very different cultures all enjoy watching the same soap opera? Well, there are a couple of reasons.One reason suggested by Robert C. Allen, who has done extensive researchon television viewing, is that many soap operas deal with universal themes that people all over the world understand. Themes are topics ---for example, family, love, personal struggle, money problems, marriage problems, health problems, job problems. Viewers do not need to know the culture in order to understand the family problems in the show.Now according to Irna Phillips, one of the creators of The Guiding Light, another reason is that people identify with the characters. They feel the characters are just like them. To quote her from an interview, "they (the soap operas) deal with life as we know it." Now by this she means the families in soap operas deal with problems of everyday life. And so, as people watch every day, day after day, a special bond or feeling develops between them and the TV family. They get to know the characters and their problems. The TV family's welfare becomes important. There is a sense of community, of sharing, of family. All of these things contribute to character loyalty. If any ofyou have watched a show regularly, you know what I mean. You watch it because you identify with the characters.Now, writers of TV shows understand that TV viewers want to have a groupof characters to know and care about. As Wendy Riche, former executive producer of General Hospital put it, "the audience wants a personal human connection and when they g et it, they are devoted.” This means they become very loyal to the TV characters they watch every day. To give an interesting example from As the World Turns: Some years back, the writer wanted to have the main character, Bob Hughes, get shot on a Friday. Well, that Friday turned out to be Christmas Eve. The producers of the show told the writers. “No, no, no… he can’t be shot on this Friday’s show. Do you know why? STUDENT 1: Because it was too violent.TEACHER: Well, no, not because it was too violent, bu t they didn’t wanthim shot on the Friday before Christmas.STUDENT 1: Why? I mean, why not?TEACHER: Because the audience would worry all weekend about him. They wouldn’t know if he was alive or dead, and they would not enjoy Christmas. So the writers had to change the story, and have him shot after Christmas. I mean, the viewers really identify with these characters as if they’re real people. Writers for evening TV also try to create character loyalty, but not with a continuing story. Instead, each week, the story begins and ends. However, each week the same characters appear, and viewers watch because they know the characters and they care about them, like friends. A great example of this was the show Seinfield. There were four main characters Jerry, George, Kramer, and Elaine. They each had their own problems their own personalities. Viewers got to know them, and wanted to see what would happen to them. When you think about it, don’t good writers usually do this? They developour interest in the characters so that we want to keep reading, or keep watching TV.The next time you watch a soap opera, thin about the themes that make these shows so popular worldwide. Think about how as people watch each day, they get to know the characters and become a part of that TVB community. OK, that’s all for today. Uh, it’s time for you to go home and watch some TV!。

外研社Unit 2 (新未来大学英语综合教程2 U2客观题答案及脚本

Unit 2Section 1Episode 1AudioScripts:WH=Wang Hao; T=Tom; YF= Yi Fei; A=AliceWH: So, I think we all agree that Alice’s idea for an online language exchange platform is cool. T: Yeah, I think it’s perfect for the college competition.WH: Right. Something that supports learning should please the judges, too.YF: And it’s also about intercultural exchange.WH: Yeah, they’ll like that, too.YF: It’s perfect, Alice! Can you run us through the idea again to make sure we’re all on the same page?A: Sure! Well, basically it’s a platform where people register and enter the languages they want to learn, and the languages they can teach. The app would then match up the “students” and the “teachers”, and they can arrange online meet-ups to teach each other their languages.T: A bit like a dating app then!A: Kind of, but for learning, Tom!WH: Right! I just want to check I’ve got it right. So, I could register and teach Chinese to someone in exchange for them teaching me, say, Flemish.A: That’s right, but do you really want to learn Flemish?WH: Maybe. It was just an idea. I’d like to visit Belgium.T: What about people who can’t find a direct exchange?YF: We could have a credit system where you collect points for teaching and you can then “buy” lessons with these points.A: Yeah, that could work … But shall we leave that for phase two? Let’s keep it simple at this point.T: Yeah, you’re right. We don’t want to overcomplicate things.WH: But having ideas for future developments might look good for the competition.A: True.YF: So, what do we need to do next?A: We need to fill in these fields about ourselves and our ideas. It’s quite straightforward, but we need a name for our business. Any ideas?YF: We should focus on the core concept: language … sharing … or exchange?T: How about LanguageX? “X” for exchange.WH: That’s cool!A: Or, Lingua-X.YF: I like that one!WH: Me too!T: Now, let’s start thrashing out the details of the business plan …Episode 1Answers:③B④1. intercultural exchange2. a credit system3. exchangeLanguage in focusWords and expressions①1. devising2. commercially3. transparency4. supplement5. guaranteed6. embraces②1.The company produces and sells many different products, but one of its core products issmartphones.2.I’m just not sure what we need to do. Could you run me through the process quickly?3.I really like working with him, because we always seem to be on the same page (about whatwe’re doing).4.This problem is not going to go away on its own. Let’s just call a meeting and thrash out asolution / thrash it out until we find a solution.Collocations③1. We are working to increase transparency in our purchasing processes.When the landlord raised the rent, the restaurant had to increase the prices of their dishes. Our factory aims to increase efficiency by 10 percent over the next year.2. My ambition is to start my own technology company in the future.It was so cold that it took 10 minutes for him to start his car in the morning.Once I have established my career, I plan to start a family.3. Let’s try to arrange another meet-up next month.The photography club arranges trips to beautiful scenic spots every month.Please talk to my assistant to arrange an appointment.Translation④1. To guarantee that a project goes smoothly and finally achieves success, team members need tobe on the same page about the project goal, etc.2. Being able to deal with setbacks and failures is critical to success. Set your sights on long-term goals, and you will not lose confidence in your ability.3. Universities and recruitment websites in China held hundreds of online job fairs together, inviting companies to participate and matching up graduates and employers.4. Inspired by the mass entrepreneurship and innovation initiative, many university students choose to return to the countryside after graduation and help local farmers sell agricultural produce through online platforms.Episode 2VideoScripts:YF=Yi Fei; I1=Interviewee 1; I2=Interviewee 2; I3=Interviewee 3; I4=Interviewee 4;I5=Interviewee 5YF: So now you understand the basic concept about our business idea, I’d like some feedback on whether it’s something you’d be interested in.I1: Well, it sounds brilliant to me. I really want to practice my English but have no money for a tutor.I2: It’s a good idea, but I’m not sure it’d always be a fair exchange.YF: What do you mean?I2: It could be unbalanced if one puts in more work than the other … prepares more, that kind of thing.I3: Or if the student doesn’t prepare for the class, that can make the tutor’s job harder.I1: But I guess if it didn’t work out, you could stop the exchange and find someone else, right?I4: Yeah, if the app had reviews, that would encourage people to take it more seriously.I5: That’s a good point.YF: So, apart from you, which of you would use Lingua-X?I5: I would give it a go.I4: Me too!I3: I’m not sure. I don’t think I’ve got time for the teaching part.I2: I’m going to Thailand in the summer, so I could learn some useful phrases before I go, without having to dedicate myself to a whole course.YF: Great! Now the big question: Would any of you be willing to pay a small fee to register?I5: I don’t know about it. It is supposed to be an exchange, right?I1: Yeah, I would definitely have to think twice if there was a fee.I2: Unless you could guarantee the quality. But it’s an exchange between users, so I don’t see how you could …I3: Same, I’d give it a miss, myself.YF: So, how would you feel about adverts on the app?I4: As long as there weren’t too many adverts, I could bear it, especially if it meant the app would be free.I3: I feel the same, so long as the adverts don’t appear during the actual meet-up sessions. YF: OK. So, you mentioned learning Thai. Are there any other languages that any of the rest ofyou would like to learn?I1: As I said, English. I need to get a good grade this semester. I5: Spanish might be popular. It is spoken in a lot of places. I4: I’ve always wanted to learn Japanese.YF: Wow!Episode 2Answers:①1. T2. NG3. F4. F5. T6. NG7. F8. T②1) people’s behaviors or opinions2) interviews3) large groups4) low5) follow-up questions6) time-consuming7) people’s feelings or perceptions8) the target population.9) a professional moderator10) commercial market research11) the quality of discussionLanguage in focusWords and expressions①1) perceive2) clarification(s)3) time-consuming4) lend themselves to5) participants②1. give it a miss2. feedback3. brilliant4. had dedicated5. put inCollocations③1. carefully2. easily3. directly4. honestly5. seriouslyStructure④1. without having to wear earphones2. without having to carry cash / use multiple cards3. without having to leave the house4. without having to ask their teachers for helpSection 2Text AAnswers:①1. B2. B3. C4. A5. ALanguage in focusWords and expressions①1. autonomy2. shifts3. implications4. disrupted5. predict6. favor②1. Not having enough workers for the construction leaves us worse off.2. Online shopping, with the convenience it brings to customers, will likely continue to be here to stay.3. We have a pool of applicants who want to take on the job.4. Moving to another city really helped me break free of my normal routine and experience a new way of life.5. In the next 10 years, a new breed of young people with fresh and original ideas will be entering the technology business.6. Long-term employment today is by no means guaranteed, with short-term contracts becoming more common.Collocations③1. became obvious2. fall asleep3. fell silent4. become anxious5. fell ill6. becoming … importantBanked cloze④1) B 2) E 3) J 4) G 5) A6) F 7) IStructure⑤1. There is highly likely to be someone who knows the answer to this question.2. There are likely to be many people who will pay money for such a unique experience.3. Even though many people will complain, I believe that there are likely to be a lot of people who will like our new design.4. I can tell from the color of the sky that there is (very) likely to be a storm on the way.5. I had to rush to finish my homework, so there are likely to be a lot of mistakes.Translation⑥1. After work, more and more people opt to go outdoors, visiting local museums and experiencing folk culture to satisfy their cultural pursuits.2. To work remotely, all one needs is a computer and an Internet connection. Furthermore, a study shows that people who work remotely enjoy more autonomy and so are generally happier.3. As the Chinese economy is shifting from high-speed growth to high-quality development, many new jobs requiring new skills and knowledge have appeared from all walks of life.4. Currently, China is largely successful in keeping employment stable. As a result of an evolving economy, the number of jobs will continue to grow and the employment structure will keep improving.。

NHCE听说教程第二版第3册听力原文及练习答案Unit1-3

LISTENING COMPREHENSION NHCE BOOK THREE NHCE听说教程第二版第3册练习答案Unit1Unit 1 Warming up(Audio Script)1W: Did the doctor call? Did he say I’m pregnant?M: Yeah, I just talked to him.W: What did he say? Are we going to have a baby?M: You’re really excited about this, aren’t you?W: You know I am! It’s my dream to have a baby that I can teach how to be a loving person. I thought you were excited too.M: Sure, I am. I am. I’m excited for the same reason as you are. I think we can do what you said---we can teach this baby how to grow up and become a loving person.W: So… is there a baby? What did the doctor say?M: It’s exactly what we wanted. We’re going to have a baby! Let’s start off by calling our families and telling them the good news. I believe our parents are going to be as thrilled as we are.Keys: 1.F 2.NG 3.TShort Conversations(Audio Script)1. W: I don’t know what to say about your new girlfriend—she seems so cold, so distant.M: Deep down, she’s a loving person. The problem is that she didn’t have a loving family like ours. So she doesn’t know how to express love.Q: According to the man, what’s wrong with his new girlfriend?2. W: You look at my father and see a tough man with a gun and blood on his hands. But Isee him as a man who always provides for his family.M: Whoa, wait a minute. I didn’t say anything of the sort. I admire your father a log.Q: What does the man think about the woman’s father?3. W: You know, I never understood why my parents kept giving second chances to mybrother. He never does right by them.M: Then you don’t understand the nature of love. Love means never quitting on the one you love.Q: What does the woman NOT understand?4. W: If only I have more money, I would buy my parents everything they wanted.M: That’s a very nice thought, but it’s really not necessary. Visit them more. That should be enough for them.Q: What should the woman do for her parents?5. W: Excuse me! Have you already started class? Or am I on time?M: I’ve already begun the lesson. We’re talking about the meaning of love. Please take your seat.Q: What is the topic for the class?6. W: Some learn from their parents, some from their friends…but if a person has neverlearned about love, his life is a waste.M: I agree whole-heartedly. Thankfully, I learned about love from my parents at an early age.Q: What are the speakers talking about?7. W: It’s 10 o’clock! You’re late again! I just don’t know what to say anymore.M: Sweetheart, love, darling, you should know that my being late has nothing to do with my love for you. Try to understand me.Q: What can we infer from the conversation?8. W: Sometimes I’m glad our mother isn’t alive. I think if she could see the person I’vebecome, s he’d really be disappointed.M: Mom had a lot of love for you. If she were here now, she wouldn’t judge you that way. She just would’ve been happy to see her kids and help them when she could.Q: According to the man, what would their mother NOT have done if she were alive?9. W: Pardon me. Um, why don’t you teach us anything about love in class ?M: Well, love is important, but it’s not a good topic for the classroom. You should learn about love from your parents or grandparents.Q: What is the probable relationship between the two speakers?10. W: I’ve been thinking about how I could teach my children to be more loving.M: Sounds like a job for you and your husband. How about I give you some vacation time? You could take a family trip and talk more with your kids.Q: What is the probable relationship between the two speakers?Long Conversations(Audio Script)M: Sometimes I really don’t understand you. You are often rude to our children, you never play with them, and you rarely say you love t hem. This isn’t how parents are supposed to act. Where did you learn such behavior?W: Hey! I don’t think I’ve treated them any differently than my parents treated me and my sisters!M: So that’s where you learned it… from your parents?W: My parents were good. They raised three children.M: From what I can see, they didn’t teach you how to be a loving person. What is going to happen to our kids? If you keep treating them poorly, they’re going to grow up to be just like you.W: Listen, there’s a lot that I can learn about being a good mother, but I still think I’m doing a good job. Look at our kids. They’re already kind and loving people. And I don’t think you have any reason to worry.1.What are the two speakers talking about? A2.According to the man, what is wrong with the way the woman treats her children?C3. According to the man, what didn’t the woman’s parents teach? B4. What does the woman think? B5. What is the probably relationship between the two speakers? DPassage(Audio Script)All parents want to raise a happy, successful and loving child, but there is little agreement about how best to reach this goal. Over the years, parents have tried dramatically different ways. They have put their baby on a schedule, or they have fed on demand; they have let their baby cry himself to sleep, or they have picked him up as soon as he cried; they have given their child whatever he wants, or they have taught him to get everything through his own efforts. These contrasting parenting strategies arise from quite different views of the nature of children and childhood and the roles of parents. Some parents view their child the roles of parents. Some parents view their child as naturally social. To them, their job is to allow him the space to succeed. Others think that their child should be taught how to act. There are probably positives and negatives to each method. None of them guarantees that your child will become the loving individual you want him to be.But some things are certain—a child will be more likely to be loving if you show him love, more successful if you give him examples of success, and happier if you are happy.1.What is this passage about? B2.What do parents NOT agree upon? A3. Why do parents have different methods for raising children? C4. How will a father raise his child if he believes his child is naturally social? C5. What can we be certain of? CNHCE听说教程第二版第3册练习答案Unit2Unit 2 Warming up(Audio Script)W: Thank you for agreeing to take this interview. I know you're quite a busy man.M: I'm always happy to talk to people and answer questions from the audience.W: That's very nice to hear. People are calling you the world's healthiest man. What do youthink about that?M: What do I think? I think people are being very kind to me by saying so. I don't think I'mthe healthiest man in the world, but I do take my health seriously. I exercise every day,running, swimming, and lifting weights.W: You certainly look great!M: Thanks. Better than that, though, I feel great. Exercise makes me happy, keeps my stresslevel down, and gives me all sorts of energy for my work and family.W: Do you have any special words for the audience?M: Yes. Start exercising today, and start living a better life.(Words: 141)Warming up: Reference Answer1. Running, swimming, and lifting weights.2. Exercise makes him happy, keeps his stress level down, and gives him allsorts of energy for his work and family.3. (for reference) Well, there is no swimming pool near my home and I can‘t swim everyday. But anyway, I can run in the morning, lift weights afterclasses or practice tai chi before bedtime. There are many benefits to exercising. They include a stronger body, an improved mood, longer life,better appearance and an overall sense of well-being.Short Conversations: Audio Scripts6-106.W：You always do so well in your classes! How do you make it?M:Running gives me energy to stay up late into the night. This allows me to study more.Do the same and run with me tomorrow!Q: What does the man recommend? B7.M: There’s a strange limp in your walk. Did you pull a muscle or something?W: Nah. I just feel a bit tired from all of the exercise I’ve been doing at the gym. I’ll return to normal in just a moment.Q: What is wrong with the woman? C8.M: Have you seen how much weight Angela’s put on? Why do you think she stoppedexercising and started eating such unhealthy foods?W: It’s a sad story. Her parents got divorced, and now she’s totally ignored her health.Q: What is the conversation about? D9.W: Hello? Are you the person I talked to on the phone about checking in for anappointment?M: Yes. Just sign your name on this piece of paper, and the doctor will see you as soon as he is free.Q: Where does the conversation possibly take place?A10.W: I’ve been so very worried, and I don’t have a clue as to why I’ve been so sick.M: Try not to worry too much. Do some running, see me in a week, and let me know if things change. I’ll run some tests on you if you’re still not feeling well.Q: What is the probable relationship between the two speakers?A. Doctor and patient.Key:6.B 7.C 8.D 9.A 10.ALong Conversation: Audio ScriptsM; Hey! Hold up! Can you spare a minute?W: Ugh, do you think you can make it quick?M: I'll only need a minute, and then you can return to your run.W: Fine, what's up?M: Ma and Pa asked me to talk to you about all the exercising you've been doing. They toldme I could find you here at the school track.W: So what of it?M: They think you've been doing a bit too much.W: You know what the doctor said---if I don't get active, I could die of a heart attack.M: Yeah, but I don't think he meant for you to do so much. You should take it slowly.Maybeyou could build an exercise program that becomes more and more difficult as time goes by.W: Is that what your doctor said?M: No. It's just common sense. Everyone knows you shouldn't overwork yourself when you start exercising.W: Thanks for the concern. But tell Ma and Pa that I'll be fine with what I'm doing.(Words: 165) Key:DCABAA Passage: Audio ScriptIt is very important to exercise. Many studies have shown that regular activity and exercise can improve overall health substantially. Exercise reduces the risk of heart disease by up to 35%, stroke by about 28%, certain cancers by 20% and more, and high blood pressure by an amazing 52%. Exercise can also help you to build healthy bones and muscles. Athletes must do physical training on a regular basis to increase their level of performance. Exercising includes walking, running, hiking, and plenty of other activities as well. My advice would be to pick something you enjoy doing and wouldn't mind pursuing on a regular basis.Then, you must stick to a schedule. You can even pick a few different activities to mix things up and keep it interesting. Also, always stretch before physical activity! This is very important as you do not want to pull muscles. Most importantly, to keep a healthy body you must stay ACTIVE!(Words: 157)Key:BDDCANHCE听说教程第二版第3册练习答案Unit3Unit 3 Warming up(Audio Script)I am nearly 60 years old, and I like to do things the way I have always done them,following the same methods I have used for years. After all, these methods have made me successful. However I like to think I’m smarter than this. I’m too smart to think my ways of doing things are always the best. This is why I like to see what others are doing. How do Korean managemen teams train their staff members? What methods are used by German schools in teaching languages? What approaches do American high school teachers take in teaching about confidence? Looking at these things, I discover new ways of doing things. Then, if they are successful, I use them in making my own decisions.1. made him successful2. what others are doing3. they are successfulShort Conversations: Audio Scripts1. W: The president has decided that the current education system must be changed.M: Yeah. But the question is what to change and how to change it. I’d like a leader who has real ideas for how things could be done!Q: What can we infer from the conversation?2. W: A new language school from England has gotten a lot of attention because of itssuccess in teaching students English.M: I saw something on the news about it. I should ask my teacher what he thinks.Q: How does the man know of the English language school?3. W: My daughter’s college entrance exam is coming up, and I don’t think she’s ready.M: You might want to send her to a test preparation school, modeled on the schools in Japan. Students there do quite well.Q: Why does the man recommend the test preparation school?4. W: Our school has started offering classes in Chinese philosophy and religions.M: I’ve actually taken some of these classes, as well as a Chinese cooking class. And Now I want to visit China to see how the people live.Q: What does the man want to learn about when he travels to China?5. W: Do you have any ideas for how I could improve my study skills?M: There are lots of special techniques and even classes on the subject of study skills, butI think you should forget about all of that. Just study more!Q: What should the woman do?6.W: I’ve been thinking a lot about how I could become happier. But I don’t know whatto do.M: Well, I think you should give up on the idea that money brings happiness. Try learning from poor, simple farmers. They always seem happy.Q: What does the man think of farmers?7. W: Well, I can’t see why you are traveling to Germany.M: I know you want me to stay here, but my boss is sending me. I’m supposed to have alook at a factory there and learn something from it.Q: Why is the man traveling to Germany?8. W: When the meeting begins, I’d like you to introduce the methods of negotiation youlearned while you were in Japan.M: OK. Do you have plans to discuss how these methods can be used, or can I do that?Q: What are the speakers talking about?9. W: While you’re away in Australia, I’d like you to learn all you can about Australianbusiness, anything we can use to make our own company better.M: OK. I will. I’ll work hard and make the best of this opportunity.Q: What is the probable relationship between the two speakers?10. W: After trying new education methods from Germany, Japan, and India, I’m stillshocked to find that nothing is helping our students here improve.M: Maybe methods aren’t successful outside of their own countries and we should stick to our local British ways.Q: Where are the speakers?Keys: 1.D 2.C 3.B 4.C 5.C 6.B 7.A 8.C 9.B 10.ALong Conversation: Audio ScriptsM: Mandy has been working really hard to get into a good college. I wonder whether there’s anything we can do to help.W: Well, we could send her to a juku.M: A what? That sounds Japanese.W: It is Japanese. A juku is a Japanese school that prepares students for the college entrance examination.M: There are Japanese schools here in the United States?W: Not quite. There are schools here that are in the style of the Japanese ones. And they’re very successful in preparing students for big exams.M: That sounds good, but I don’t think Mandy would want to leave the school she’s at now.W: She wouldn’t leave. Jukus are attended in addition to regular schools. She’d go there every day in the evening. And she’d also attend on weekends.M: You think Mandy would do that? It’d take a lot of her free time away.W: Our daughter is a good student, and she wouldn’t mind the extra work involved.M: OK, maybe we can go and visit one first before we make any decisions. How about tomorrow?(Words: 174)What are the speakers talking about? BWhat do juku schools prepare students for? CWhat can we infer from the conversation? AHow does the woman feel about Mandy? BWhat is the probably relationship between the two speakers? DA Passage: Audio ScriptYoung people go to school to gather information, become respectable members of society, and prepare themselves either for university studies or for employment. And it is a teacher’s job to help students accomplish these goals. But are public schools teachers doing a good job?A recent report has an answer—NO. And the details are disturbing. For one, researchersclaim that 57% of all class time is wasted. During this time, no teaching or learning is actually taking place, as teachers have given this time to students to do whatever they wish. If students want to talk to friends or play computer games, that is what they do.Secondly, teachers are neglecting their classes by sometimes not even being in the room with their students. According to the report, teachers spend 33% of the time outside of the classroom where their students can’t see them. Thirdly, and probably most disturbing of all, 10% to 12% of teachers are drunk when they are giving their lessons.It is clear that something must change if public schools wish to help students accomplish their goals. And it seems that teachers should be supervised if improvements are to be made.(Words:1961. What is this passage mainly about? A2. According to the report, what happens during over half of the class time? B3. How much of class time do teachers spend out of the sight of their students? A4. What does the speaker find most disturbing? C5. What is the first step toward improving schools? A。

Interchange2 Self-study audio scripts

Self-study audio scriptsUnit 1 Child summersA Listen to Kim and Jeff talk about their childhood summers. What three things do they have in common?JEFF: Hey, Kim, are these pictured of you when you were a kid?KIM: Yeah. Tha t’s me with my dog. We used to spend a week at my uncle’s beach house every summer.JEFF: Hmm. When I was a kid, we used to take our dog and cat with us to the each every year.Summers were always so much fun!KIM: Yeah. I used to spend all day playing up in our tree house. I even brought y pet rabbit up there!JEFF: Really? Our neighbors down the street had a great tree house. My bother and I used to sneak up there to play chess and read comic books.KIM: Really? I remember that some kids used to leave heir comic book in our tree house, but we never saw the kids.JEFF: That’s funny. What else did you use to do up there?KIM: We used to climb up and make scrapbooks out of pictures we cut out of magazines. We also painted animals on the walls.JEFF: Hun? What kinds of animals?KIM: Dogs, horse, my rabbit…JEFF: Wait a minute. Was your uncle’s house on Glenn Avenue?KIM: That was you?!B Listen again. What were their summers like? Complete the chart.Unit 2 Tourist informationA Listen to some tourists ask for information at their hotel. Write what each person needs to do.1. MAN: Do you know when the banks open? I have to exchange some money.2. WOMAN: Could you tell me what time the post office closes? I need to mail some postcards.3. MAN I’d like to buy some souvenirs. Can you tell me how to get to the outdoormarkets?4.WOMAN: I need to go to the airport. Can you tell me where the nearest taxi stand is?5. MAN: Do you know how much it costs to use the parking garage? I need to park my car.6. WOMAN: I’d like to get something to eat. Could you tell me which restaurants serve dinnerthis late?B Listen again. Check the correct response.Unit 3 Apartment for rentA Listen to two people call about apartment advertisements. Do you think the woman is going to rent the apartment?MAN 1: [phone rings] Creative Rentals. Good morning.WOMAN 1: Hello. I’m calling about the apartment you have for rent.MAN 1: Yes. What can I tell you about it?WOMAN 1: Where is it, exactly?MAN 1: It’s on King Street, just off the freeway.WOMAN 1: Oh, near the freeway. Can you hear the traffic?MAN 1: Yes, I’m afraid you do hear some. But the apartment has lots of apace. It has three bedrooms and a very large living room.WOMAN 1: I see. And is it in a new building?MAN 1: Well, the building is over 50 years old.WOMAN 1: Un-huh. Well, I’ll think about it. I wish it weren’t so close to the freeway.MAN 1: Well, if you want to see it, just give me a call.WOMAN 1: OK, thank you.MAN 1: Thanks for calling. Bye.WOMAN 2: [phone rings] Town and City Rentals. How can I help you?MAN 2: Hi.umm… is that apartment you advertised still available?WOMAN 2: Yes, it is.MAN 2: Oh, good. Umm… listen. I, I can’t pay too much, so the low price is really good for me.WOMAN 2: Great.MAN 2: Is it a big place?WOMAN 2: No. it’s two rooms, plus the kitchen and bathroom.MAN 2: And is it a safe area to live?WOMAN 2: Well, I can tell you I’ve lived in this neighborhood for five years and I’ve never heard about anybody having a problem.MAN 2: Oh, that’s good. Uh…let’s see. Oh, yeah. Does the apartment have a lot ofwindows?WOMAN 2: Windows? Yes, there are plenty of windows. But unfortunately, there’s anther building right next door. I wish the apartment have a lot of windows?MAN 2: Oh. Well, I’m never around during the day. Anyway is it all right if I come look at it?WOMAN 2: Sure. Just tell me when you want to see it.B Listen again. Which adjectives best describe each apartments? Write 1 for the first apartment or 2 for the second apartment.Unit 4 Have you tried it?A Listen to two people shop for good. What foods have they tried? Write H for Heidi or P for Peter.HEIDI: Over here, Peter! The fish looks so fresh. We could make ceviche this weekend. I love ceviche! Have you tried it?PETER: No, I haven’t. How do you make it?HEIDI: Well, first you cut up the seafood in bite-size pieces.PETER: So we’ll need different kinds of fish?HEIDI: Yeah. Let’s get three kinds.PETER: OK. Then what?HEIDI: Then you mix the seafood with chili peppers.PETER: Here are some red chili peppers, but I don’t know what they’re like. have you tried this kind?HEIDI: Yes, I tried them once. They were very spicy!PETER: Good. I love spic food. What next?HEIDI: Next, you add lime juice and mix it in. after that, you put the seafood in the refrigerator t marinate.PETER: You don’t cook it?HEIDI: No, you just marinate it overnight. Finally, you put the mixture on some lettuce and serve it!PETER: OK, so what are we having tonight?HEIDI: Oh! I know how to make a great dish – it’s Thai fried noodles with chicken. PETER: That sounds interesting. I’d like to try it, but I ate chicken for lunch. I really love coconut curry. Have you ever had it?HEIDI: No, but it sounds good. Let’s make that!PETER: OK. Um, there are some spices right over there. Let’s get some and then go. I’m getting hungry! Let’s get some and then go. I’m getting hungry!B Listen again. How do you make ceviche? Number the picture from 1 to 5.Unit 5 Vacations plansA Listen to Cynthia discuss her vacation plans with Paul. Check the things she talks about doing. PAUL: So, Cynthia, what are you doing with your time off?CYNTHIA: I don’t know. I haven’t decided yet. I might go camping somewhere and just enjoy nature for a couple of weeks.PAUL: Well, you’d better pack a first-aid kit and be careful. It could be dangerous! CYNTHIA: Uh, yeah. Or maybe I’ll go abroad and study a foreign language.PAUL: Hmm. But there probably isn’t enough time. You’ll have to get a passport and maybe even a visa.CYNTHIA: OK, so maybe I’ll go to the beach and catch up on some reading.PAUL: You shouldn’t go to the beach at this time of year. It’ll be too crowded! CYNTHIA: Well, then I probably won’t go anywhere. I’ll just stay home and watch TV! PAUL: That sounds boring. Why don’t you do something more fun?B Listen again. For each activity you checked, write Paul’s advice.Unit 6 simple requestsA Listen to people make requests. Check the thing each person talks about.1. MAN: Would you mind turning it down, please? I’m trying to read and I can’tconcentrate with it on so loud.2. WOMAN: Can you pick them up? You need to put them away as soon as you take them offinstead of just leaving them on the floor for someone to trip over.3. MAN: Could you take him out for a walk? He hasn’t been out for a couple of hours.Don’t forget to keep him on the leash.4. WOMAN: Would you please close it? When you leave it open, the wind blows and makes theroom really cold.5. MAN: Can you turn that on for me? It’s getting dark in her, and I can’t see what I’mreading.6. WOMAN: Would you mind not leaving them on the counter when they’re dirty? At least putthem on the counter when they’re dirty? At least put them in the sink.B Listen again. Write the words that helped you choose each answer.Unit 7 computer supportA Listen to Janet call a computer support center for help. What is Janet’s problem?MATT: [phone rings] Support center, this is Matt.JANET: Uh, hi. Matt. I’m having problems with my laptop.MATT: What’s the problem?JANET: I’m not really sure.MATT: Well, what do you see when you turn you laptop on?JANET: It comes on at first, but then it goes black after a while. I think the monitor may be broken, or maybe I have a virus.MATT: Hmm. What do you normally use your laptop for?JANET: I use it for writing e-mail and surfing the Internet. I also use it to play cmpute games. MATT: And how long do you usually leave it on?JANET: Well, I also download music sometimes, so I leave it on all day while I’m doing other things.MATT: Uh-huh. Always remember to turn on the screen saver when you’re away from your laptop. Your monitor will last longer that way.JANET: What’s a screen saver?MATT: It’s something that comes on while you’re not suing your monitor, to protect it. Be sure to turn it on.JANET: OK. And what does it look like when it comes on?MATT: Well, it’s black unless you download something else to use.JANET: It’s black? Oh, and what happens when you use the keyboard.MATT: Your monitor comes back on when you use the keyboard. You can also move the monitor.JANET: Uh, OK, well… I don’t think I have a problem with my monitor anymore… it was just the, uh, screen saver.MATT: Well, don’t forget to download a new screen saver. Then next time your monitor goes black, you’ll know it’s really broken!B Listen again. Check the correct answer(s)Unit 8 Trick or treat!A Listen to someone talk about Halloween. Check True or False for each statement.MAN: One fall day, as you walk down the street, you might see ghosts, strange animals, and other weird things. What’s going on? It’s probably October 31st, or Halloween.Halloween is a day when people go out wearing costumes and colorful makeup.Some people think that Halloween started in Ireland during the 400s. October 31st was the end of summer, and people believed that everyone who died during the year came back on that day. To scare away the dead, people put on costumes and went out into the streets to make noise.Different cultures have different ways of celebrating Halloween. In the United States, it’s the night when children dress up in costumes and go to neighbors’ houses to “trick or treat,” or ask for candy. Some adults wear funny or scary costumes and go to parties or parades. Halloween has become a fun holiday for both adults and children.B Listen again. For the statements you marked false, write the correct information.9 Too much technology?A Listen to Jimmy and his grandfather talk about technology. Check the things his grandfather has used.GRANDFATHER: What are you listening to, Jimmy? Is that a radio?JIMMY: No, it’s an MP3 player.GRANDFATHER: An MP3 player? What’s that?JIMMY: It’s machine that plays music that I download form my computer. GRANDFATHER: Hmm. When was a child, we listened to the radio. Then, people listened to albums, and later, to cassettes. Everything changes so fast these days! JIMMY: Yeah. Now, most people get music from CDs or the Internet. In five years. I bet there will be other ways.GRANDFATHER: CDs, huh? Well, I guess if I don’t pay attention, I’ll miss out on a lot of new technology.JIMMY: Right. Like just a few years ago, they made a cell phone that also surfs the Inter net. Soon, we might not even need laptops or MP3 players- everythingwill be in one piece of equipment, you’ll have fewer things to carry. GRANDFATHER: Exactly! And if you don’t need a laptop, an MP3 player, and a cell phone, you won’t need such a big allowance, right?JIMMY: Uh, well…B Listen again and answer these questions.Unit 10 Election debateA Listen to an election debate. Write A for Andre or J for Jeri beside the adjective that best describes each person.TEACHER: Welcome to our debate! The candidates for class president this year are Andre andJeri. Please introduce yourselves and tell us why you’d be a good president. ANDRE: Hi, I’m Andre. I think I’d be a great class president because I’m reliable, and I’m very creative.JERI: Hi. Everyone. I’m Jeri and I’m really good at organizing. I’m also efficient, and I’m hardworking.TEACHER: How good are you working with people? Andre?ANDER: I’m really good at working with people. And I’d make a good president because I am always level-headed. Most people think I’m easy to talk to.TEACHER: And Jeri?JERI: I’m OK at working with people. Sometimes I’m a little impatient, but I’m never critical.TEACHER: OK! Next question. Andre, can you solve problems easily?ANDRE: Well, it takes a lot of work to solve problems for a whole class, but I think I’m good at it. I rally like helping people, and like I said, I’m very creative.Sometimes a problem just needs a creative solution!TEACHER: OK, Jeri, what about you?JERI: I like helping people, too. I’m so-so at solving problems, but if the solution doesn’t work, I always ask someone for help. I can’t stand making mistakes. ANDRE: Oh, I don’t mind. If you don’t make mistakes, you won’t learn anything! TEACHER: That’s a good point, Andre. Well, we’re out of time. Thanks to our candidates for participating, and don’t forget to vote on Thursday! [applause]B Listen again and complete the chart.Unit 11 The Stature of LibertyA Listen to two tourists on a boat tour of New York Harbor. Why doesn’t the man want to go inside the Statue of Liberty?GUIDE: We are now approaching the famous Statue of Liberty, which has welcomed visitors to New York Harbor since 1886.MAN: Wow! Look at it.WOMAN: Incredible, isn’t it?GUIDE: The statue was given to the United States by the people of France. It was designed by the French sculptor Bartholdi.MAN: It’s really huge. Do we get to go inside?WOMAN: I think we can climb the stairs all the way up to the crown.MAN: Stairs? There’s no elevator?WOMAN: Well…GUIDE: The Statue of Liberty is a major tourist attraction, and every year it is visited by millions of people from all over the world there are 354 steps to the top of thecrown.MAN: Did you hear that? 354 steps!WOMAN: Oh, come on, you can do it! People do it every day!MAN: But…GUIDE: The statue was manufactured in France, and shipped to New York in 1884. it arriveda year later. Then it was assembled on Liberty Island, where it stands today. Outingit together took four months.MAN: I’m not feeling so good…WOMAN: Oh, stop! I’ll be fun!GUIDE: Please be back at the boat in 30 minutes. Unfortunately, the statue is currently closed to visitors. You may walk around the island, but you visitors. You may walkaround the island, but you may not climb the stairs to the top.MAN: Hey, let’s go! What are you waiting for?B Listen again. Correct the seven mistakes in the text…Unit 12 What a lucky break!A Listen to Stacy and Richard talk about their careers. Who had a lucky break?WOMAN: How did you get into TV announcing, Stacy?MAN: Well, when I graduated from drama school, I moved to Ls Angeles to look for work as an actress. I was going to auditions every day, but I never got an parts.And I was running out of money.WOMAN: So, what did you do?MAN: I got a job as an assistant at a TV station. While I was working there, the regular announcer got sick and they asked me to fill in. I guess I did a good job, becausewithin a few weeks, they offered me a position on a new show!WOMAN: Wow, what a lucky break!MAN: So, Richard, what did you do after you graduated?WOMAN: Well, I majored in English literature in college.MAN: Uh-huh.WOMAN: So when I graduated, I tried to make my living as a writer.MAN: Oh, really?WOMAN: Yeah. See, I’ve written a novel and I’ve sent it to eight publishers, but they all, uh, rejected it. Say, would you like to read it? I have it right here with me.MAN: Well, I’d love to read it, Richard,… but not right now. Uh, so do you have a job or anything?WOMAN: Oh? Where?MAN: Actually, I’ve been working for the last month as a salesclerk in a hardware store.But when my novel sells, I know I’ll be a best-selling author and I’ll make lots ofmoney.B Listen again. Number the events for each person from 1 to 5.13 This book looks interesting.A Listen to people talk about a book. Match each character with two descriptions.WOMAN: This book looks interesting.MAN: I read that! It’s fascinating. It’s about a horse named Seabiscuit that won a big race. WOMAN: What’s so great about a horde winning a race?MAN: Well, it happened at a time when the country was struggling with the GreatDepression, and people became very excited by the story of this horse. WOMAN: Why is that?MAN: Well, it involved an unusual cast of characters. The horse’s owner was a millionaire who was very loud and outspoken. And the trainer was a quiet man who used to be acowboy in the American West.WOMAN: Those two sound pretty different.MAN: It gets better. The jockey was well-educated fighter who was also half blind, and then Seabiscuit was little odd-looking-he was considered too small to be aracehorse.WOMAN: Hmm. They do sound unusual.MAN: That’s the pint. All these strange characters came together to make Seabiscuit into a champion. The whole country was amazed.WOMAN: Hmm. Maybe I’ll read it.MAN: Yeah, it’s the one that stars Tobey Maguire.WOMAN: Oh, I’ve heard about it! It’s supposed to be fantastic!MAN: Well, then, why don’t we rent the DVD?WOMAN: You don’t mind seeing it again?MAN: Not at all. You rent the DVD, and I’ll make some popcorn.B Listen again. Complete these sentences with relative clauses from the conversation.Unit 14 Police patrolA Listen to four conversations. Number the pictures from 1 to 4.1. WOMAN 1: What’s the problem, officer?OFFICER: Well, you can’t park here.WOMAN 1: Oh. I didn’t see a sigh.OFFICER: There’s a sign right there, behind the tree.2. MAN 1: What it that police officer trying to tell us?WOMAN 2: Uh, it probably means he wants us to go over there.MAN 1: But we didn’t do anything wrong.3. WOMAN 2: Oh, look, there’s sign. We’ve got to put Fluffy on a leash.MAN 2: Excuse me, officer, can we drive through here?OFFICER: No, cars aren’t allowed on this street. It’s for pedestrians only.MAN 2: How can I get to the library form here?OFFICER: Go two more blocks to First Avenue. You can drive on that street.4. WOMAN 2: Why is that traffic officer waving at us?MAN 1: I don’t know. It must mean he wants us to stop.WOMAN 2: No, he’s making a diagonal motion with his hand. He looks annoyed.MAN 1: Ohhh, it probably means we have to fasten our seat belts! I’m wearing mine…are you?WOMAN 2: Well, uh…no.B Listen again. Write each rule under the correct picture.Unit 15 Unfortunate situationsA Listen to people describe situations. Check the correct response.1.MAN: I parked my car downtown and left my briefcase on the back seat. It had somemoney in it. I locked the car, of course, but when I came back, someone hadbroken the window and taken my briefcase.2. WOMAN: I found a hundred-dollar bill in my neighbor’s driveway. My neighbor was away,so the money probably wasn’t his. Anyway, I took the money and went shopping.I bought a cool new jacket and a fabulous skirt. Now I feel bad.3. MAN: My aunt invited me over for dinner. Unfortunately, I forgot to write it down. Theday I was supposed to go to her house, a friend invited me to see a movie withhim, and I completely forgot about dinner.4. WOMAN: I lent my car to a friend who doesn’t have a driver’s license. While he wasdriving, he had an accident and caused more than five hundred dollar’s worth ofdamage to my car.B Listen again. Write your own response for each situation.Unit 16 Don’t tell anyone…A Listen to a telephone conversation. What excuse did Susan give Bill?GRACE: [phone rings] Hello?BILL: Grace, it’s Bill.GRACE: What’s up?BILL: I’m so annoyed! Jack told me he saw Susan and her ex-boyfriend having dinner together!GRACE: Really? When?BILL: Last night. Susan and I were supposed to go to the movies. Then she called at the last minute and said she wasn’t feeling well.GRACE: Oh, so she told you she couldn’t go.BILL: Yeah. I said I understood. I told her that she should stay home and get some rest. GRACE: Good, do you express your concern?BILL: Yeah, but instead of staying home, she went out!GRACE: That’s terrible! She shouldn’t have done that.BILL: I know. She shouldn’t have made an excuse. She shouldn’t just told me the truth!Listen, don’t tell anyone, OK?GRACE: Right. Uh, I have to go. I’ll take to you later.B Listen again. Read the voice mail Grace left another friend. Then correct the six errors in he message.。

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Scripts of Track 01 on Page 4
Interviewer: How is R&D activity measured and compared?
Expert: Well, there are various measures. Some analysts compare the budgets—both from government and from the private sector— that are available to R&D establishments.
Interviewer: So, the larger the budget, the higher the level of R&D activity.
Expert: Right. Others take into account the number of new patents that are filed and obtained by a company over a given time period. A third indicator that is sometimes used is the number and the frequency of publications —especially peer-reviewed publications—that are produced by a research organization.
Interviewer: What, in your opinion, is the best measure of R&D activity?
Expert: Well, to my mind, perhaps the best indicator is the percentage of revenues that a company spends on R&D each year. This is sometimes referred to as R&D intensity.
Interviewer: Why is this a good indicator of R&D activity?
Expert: Well, there are three reasons. Firstly this ratio—the percentage of revenue that is spent on R&D—is information that is regularly updated, secondly, this information is available to the public, and thirdly it reflects business risk.
Interviewer: Risk?
Exper t: Yes. The extent to which a company is prepared to “gamble” on the future success of the products it is developing.
Scripts of Track 02 on Page 4
Interviewer: So how much do companies spend on R&D? That is, what sort of R&D intensity rates do we see, for example, in a typical U.S. manufacturing company?
Expert: Typical R&D expenditure might be around 3.5% of revenue—more or less.
Interviewer: As little as that?
Expert: Yes. High-tech companies, like computer manufacturers, for example, tend to spend more on R&D. Maybe around 7% of their revenue.
Interviewer: In which sectors do we find the bigger R&D spenders?
Expert: Well, these tend to be either high-tech companies or, especially, pharmaceutical companies. To give you an example, the American pharmaceutical giant Merck & Co.
spends about 14% of revenue on R&D while the Swiss firm Novartis invests about 15% each year. Some telecommunications companies spend heavily on R&D. For example, the Swedish company Ericsson spends 25% of revenue on R&D.
Interviewer: And who is top of the list?
Expert: The biggest spender is the American pharmaceutical company Allergan. They spend an enormous amount on R&D—43% of revenue.。