Introduction and Comprehension (2)
全国硕士研究生招生考试英语(二)考试大纲(非英语专业)
全国硕士研究生招生考试英语(二)考试大纲(非英语专业)全文共3篇示例，供读者参考篇1National Master's Postgraduate Entrance Examination English (II) Examination Syllabus (Non-English Major)Introduction:The National Master's Postgraduate Entrance Examination English (II) is a standardized test designed to assess the English language proficiency of non-English major students who wish to pursue a master's degree in China. This examination is a crucial part of the application process for graduate programs in various disciplines, and it tests the candidates' reading, listening, speaking, and writing skills in English.Examination Format:The National Master's Postgraduate Entrance Examination English (II) consists of four sections:1. Reading Comprehension:This section assesses the candidates' ability to understand and analyze written texts. The candidates will be required to answer multiple-choice questions based on a series of passages on various topics, such as science, history, literature, and social issues.2. Listening Comprehension:In this section, the candidates will listen to a series of recordings and answer multiple-choice questions based on the content of the recordings. The recordings may include conversations, lectures, and news reports.3. Speaking:The speaking section evaluates the candidates' ability to express their ideas and opinions in English. The candidates will be asked to respond to prompts on various topics and engage in discussions with the examiners.4. Writing:The writing section tests the candidates' ability to write coherent and well-organized essays in English. The candidates will be required to write an essay on a given topic within a specified time limit.Preparation Strategies:To excel in the National Master's Postgraduate Entrance Examination English (II), candidates should adopt the following preparation strategies:1. Practice regularly: Candidates should practice reading, listening, speaking, and writing in English on a daily basis to improve their language skills.2. Familiarize themselves with the examination format: Candidates should understand the format of the examination and practice past papers to become familiar with the types of questions that may appear on the test.3. Expand their vocabulary: Candidates should learn new words and phrases in English to enhance their ability to understand and express themselves effectively.4. Seek feedback: Candidates should seek feedback from teachers, tutors, or peers to improve their language proficiency and address any weaknesses in their English skills.Conclusion:The National Master's Postgraduate Entrance Examination English (II) is an important test for non-English major students who aspire to pursue a master's degree in China. By preparing systematically and diligently for the examination, candidates canenhance their English language skills and improve their chances of success in the competitive application process for graduate programs.篇2National Master's Entrance Examination in English(Non-English Major) Exam OutlineI. IntroductionThe National Master's Entrance Examination in English (Non-English Major) is a standardized test designed to evaluate the English language proficiency of non-English major graduate students in China. The exam is an important criterion for admission to various master's programs in English-speaking countries or other programs that require English language proficiency.II. Exam ContentThe exam consists of four sections: listening, reading, writing, and speaking. Each section tests different language skills and abilities, allowing for a comprehensive evaluation of the candidate's English proficiency.1. Listening:The listening section assesses the candidate's ability to understand spoken English in various contexts, including academic lectures, conversations, and radio broadcasts. Candidates are required to answer multiple-choice questions based on the audio materials they hear.2. Reading:The reading section tests the candidate's comprehension of written English texts, such as academic articles, essays, and reports. Candidates are expected to answer questions that assess their ability to analyze and interpret the information presented in the texts.3. Writing:The writing section evaluates the candidate's ability to express ideas clearly and coherently in written English. Candidates are asked to write essays or reports on given topics, demonstrating their skills in argumentation, logic, and organization.4. Speaking:The speaking section examines the candidate's ability to communicate effectively in spoken English. Candidates are required to participate in conversations, role-plays, orpresentations, demonstrating their fluency, pronunciation, and accuracy in speaking.III. Exam FormatThe exam is conducted in a computer-based format, with different sections administered at specified times. Candidates are allotted a specific amount of time for each section, with breaks provided between sections to ensure optimal performance.IV. ScoringThe exam is scored on a scale from 0 to 100, with each section weighted differently. The final score is a composite of the scores obtained in each section, providing an overall assessment of the candidate's English proficiency level.V. PreparationTo prepare for the National Master's Entrance Examination in English (Non-English Major), candidates are advised to practice regularly and familiarize themselves with the exam format and content. They can use study materials, attend preparatory courses, or seek guidance from English language tutors to improve their language skills.In conclusion, the National Master's Entrance Examination in English (Non-English Major) is a crucial assessment that determines the English language proficiency of non-English major graduate students seeking admission to master's programs. By understanding the exam outline, content, format, scoring, and preparation strategies, candidates can effectively prepare for the exam and increase their chances of success.篇3National Master's Entrance Examination English (Part II) Syllabus (Non-English Major)1. Listening Comprehension (30%)Part A: Listen and select the best response to the question you hear. (5 points)Part B: Listen and choose the best answer to the question you hear. (10 points)Part C: Listen and choose the statement that best summarizes the passage you hear. (5 points)Part D: Listen and choose the correct speaker for each statement. (5 points)Part E: Listen and fill in the blanks with the missing information you hear. (5 points)2. Grammar and Vocabulary (30%)Part A: Choose the word or phrase that best completes the sentence. (10 points)Part B: Choose the word(s) or phrase(s) that best explain the underlined word(s) or phrase(s). (10 points)Part C: Choose the word(s) or phrase(s) that best fits the blank in the sentence. (10 points)3. Reading Comprehension (30%)Part A: Read the passage and answer the questions. (10 points)Part B: Read the passage and fill in the blanks with the correct words or phrases. (10 points)Part C: Read the passage and choose the statement that best summarizes the passage. (10 points)4. Writing (10%)Part A: Write an article on a given topic. (10 points)Total: 100 pointsNote: The above exam syllabus is subject to change based on the examination committee's decision. Candidates are advised to prepare thoroughly by practicing sample questions and familiarizing themselves with the exam format. Good luck with your preparation!。
新视角研究生英语读说写2四单元课后练习答案
Unit 4: Reading comprehension
7. According to paragraphs 14–17, Gen Xers are constantly changing jobs instead of working for a single employer all their lifetime like their parents. What are the two reasons we can find to explain Gen Xers’ frequent change of their jobs?
Reference
1) Gen Xers believe that their future lies in their resumes rather than their loyalty to any one company. 2) They want to develop diverse work skills by trying different but challenging jobs.
Gen Xers are so independent because they had been the ―latchkey kids‖. When they were young, they had been left alone by divorced and / or working parents. Therefore, they learnt to deal with things independently. For example, at the workplace, they hope to have flexible work schedules. They don’t want to be watched closely and instructed step by step while doing their work. They only want guidance and encouragement from their managers.
英语大学英语第二版
Analysis of Listening Materials
Identifying the type of listening material
Understanding what type of listening material is being used (e.g., news, lectures, conversations, etc.) and how it may affect the listening process
Determine the author's purpose in writing the passage, which is to inform, supervise, or retain
Recognizing Text Structure
Identify the organizational pattern of the text, such as comparison and contrast, cause and effect, or problem and solution
Understanding the context
Understanding the context of the listening material and how it might affect the meaning of the words and phrases being used
Listening Practice
Active learning
Practicing using new vocabulary in speaking or writing exercises to deepen understanding and memory.
新视野大学英语第三版读写第二册unit 2教案
授课题目：College—The Ladder to Success?授课时间：第____周第____周授课类型：理论课授课时数：4教学目的：After finishing this unit, students will be able to:1.To talk about the significance of humanities;2.Get deeper insights into the text;3.Make creative use of words, phrases and sentence patterns;4.To master the essay writing skill: focus on an advantage\disadvantage;5.To read with the skill “reading for major details”.教学重点和难点：1.To further understand the text;2.To apply the words, phrases and sentence patterns;3.To read with the skill “reading for major details”;4.To write an essay with the skill “focus on an advantage\disadvantage”.教学方法和手段：Various kinds of teaching methods are used:1.Teaching in class. Explain the profound theoretical knowledge in class;2.Case study. Provide case study during teaching, and make the students to discuss about the case;3.Bilingual and full English teaching;4.Applying modern multimedia teaching technologies;5.Taking advantage of abundant network teaching resources.教学内容和过程：Section A The humanities: Out of date?Step One Warming-up Activities 30 minutesI.Lead-in:Discuss the following questions:1.How do you think of your current major? If you were given a second chance to choose your major, what would you select and why?— If I were given a second chance to choose my major, I would choose …/ I think being a … is …— accounting, computer science, psychology,—civil engineering, philosophy, medical technology …—popular, interesting, enjoyable, promising, practical, meaningful, beneficial, well-pa id …2. What liberal arts / humanities courses do you learn in college? Do you think they are necessary for your education?—I learn Chinese, English, philosophy, psychology, history … in college. I think they are an essential part of the college education and benefit me a lot.• gain more insight in life and society• better understand and predict human behavior• realize different interpretations of life and history• understand the past which has created the present• be aware of cultural a nd religious differencesII.Cultural background1. What are the humanities?The humanities are a group of academic disciplines that study the human condition, using methods that are primarily analytical, critical, or speculative. Therefore, they are distinguished from the approaches of natural sciences. The humanities, called social sciences, include history, anthropology, communication studies, cultural studies, law, linguistics, etc.2. Why are the humanities important?Through exploration of the humanities, students learn how to think creativelyand critically, to reason, and to ask questions. Because these skills allow students to gain new insights into everything from poetry and paintings to business models and politics, humanistic subjects have been at the heart of a liberal arts education. Today, humanistic knowledge continues to provide the ideal foundation for exploring and understanding the human experience.Step Two Text Study 80 minutesI.Interactive reading of the text1. Reading comprehension1)Why do many students calculate they can’t major in English or history?2)Why does the author say that a college education is more and more seen as ameans for economic betterment rather than a means for human betterment?3)How do you understand “These days, labs are more vivid and compellingthan libraries” (Para. 3)?4)Why does the author say that the inner aspect of our being has captured ourimagination from the very beginning?5)According to the author, what are the advantages of studying the humanities?6)What are “well-rounded human beings” (Para. 10) according to the author?2. Structure of the textPart 1 (Para, 1-5) IntroductionTo improve their future chances of finding a job, college students are now moving away from the humanities and taking accounting or some “hard-skill” courses. The humanities will continue to be in bad shape due to the economic downturn. Nevertheless, the humanities can bring true value to people’s lives, and the basis of study of the humanities is formed by the inner power that has driven human beings to either greatness or destruction.Part 2 (Para. 6-9) Body: Why the humanities?This part presents the author’s argument to stand up for the true value that the humanities bring to people’s lives.Part 3 (Para 10) Concluding partThe humanities help to create human beings with insight and understanding of the passions, hopes and dreams common to all humanity. The humanities will never be out of date. They are as useful and relevant in our modern age as they have alwaysbeen.3. Summary of the TextRetell the text according to the following tips.1）(Part I) When the job market worsens, many students calculate ... Probably, the humanities will continue …. Once …, the humanities now …2）(Part II) Here, please allow me to … that the humanities add to people’s lives. Studying the humanities improves… Most importantly, studying the humanities invests us with …, thereby… Perhaps the best argument in favor of the humanities is… In fact, increasingly… is seen as the ideal in…3）(Part III) In summ ary, the humanities help to create …, teach us to … and… It makes sense to …, our outstanding and remarkable …nguage FocusWords and expressions1. when the going gets tough: when the situation becomes difficultWhen the going gets tough, women can get as tough as men.当形势变得严峻时，女人可以变得跟男人一样坚强。
新视角研究生英语读说写2三单元课后练习答案
Unit 3: Reading comprehension
4. What point does the author want to illustrate by writing about the European rabbits in paragraph 4?
Reference
He wants to illustrate that natural habitats of some native species could be destroyed by the introduction of foreign species. species. The introduction of European rabbits into Australia is a good example. They multiplied quickly and example. threatened the habitat of native grazing animals in Australia by eating all the vegetation. vegetation.
Unit 3: Reading comprehension
9. What is the main idea of paragraph 11? 11?
Reference
Paragraph 11 mainly tells us that the value of the vast majority of species has yet to be discovered. It is very discovered. important for us to protect the diversity of species. If we species. don’t, we will lose species that may turn out to be extremely important to our own survi of the text
高级英语课程第二册
Vocabulary collection and idiomatic usage
Introduction collection
Explain collection as the natural combination of words that occurs frequently and sound right when used together Provide examples of common settlements in English
Developing writing skills: Students will be able to write clear, well structured essays that present a coherent argument
Refine speaking skills: Students will be able to express themselves fluently and accurately in English, using appropriate language and promotion
• Variety of text types: The textbooks include a range of text types such as narratives, repository texts, and argumentative essays to expose students to different styles of writing
Emphasis on critical thinking
The current resources students to think critically about the material they are studying, developing their ability to analyze and synthesize information
体验商务英语综合教程2 教案
外语系教案第次课学时：授课时间：第周Context: Unit 1Title: IntroductionsThe tone of a business relationship can be set by an initial introduction. It is important to make a good impression right from the first handshake. When meeting businesspeople for the first time, is it better to be formal or informal? If in doubt, advise students to adopt a more formal approach. Here are some points to remember when making business introductions in English-speaking Western countries:a.Introduce businesspeople in order of professional rank –the person of highestauthority is introduced to others in the group in descending order, depending on their professional position.b.When possible, stand up when introductions are being made.c.If clients are present, they should be introduced first.d.The same and title of the person being introduced is followed by the name and titleof the other person.PROCEDURESLesson 1Starting upSs listen to four businesspeople and match the speakers to their business cards. Vocabulary 1: Job titlesSs list word as job titles or departments. Then Ss talk about their jobs or studies. Vocabulary 2: NationalitiesSs match countries and nationalities.Reading: Describing peopleThis reading section can be completed in two parts. Ss can start preparatory work on the article about Phil Knight, the founder and CEO of Nike, and complete Exercise A. Lesson 2Reading: Describing peopleSs complete more detailed comprehension questions about Phil Knight (Exercise B and C). Language focus 1: to beSs are introduced to positive and negative forms of the verb to be.Language focus 2: a/an with jobs; wh- questionsSs look at the use of a/an before vowels and consonants and are introduced to what, who and where question words.Lesson 3Listening: Talking about yourselfSs listen to three people talking about their jobs.Skills: Introducing yourself and othersSs listen to three conversations where people introduce themselves and others. They then practice introductions.Lesson 4Case study: Aloha in HawaiiSs find out information about people at a conference.WritingSs write an e-mail about two people from the conference.第次课学时：授课时间：第周Context: Unit 2Title:Work and leisureIt has never been easy to balance work and leisure. During the late twentieth century the concept of a job for life was largely replaced by the short-term contracts favored by the enterprise culture. Some found themselves with too much free time n their hands when company restructures led to redundancies. Others saw leisure time shrink and working hours increase in exchange for greater financial rewards. The British TUC estimates that, despite European Union legislation, 4 million people in the UK work more than 48 hours per week and 1 in 25 work over 60 hours. It is thought that managers and professional staff work the longest hours.PROCEDURESLesson 1Starting upSs listen to four people talking about what they want from work and make word partnerships.Vocabulary 1: Days, months, datesSs practice days, months and dates and use the prepositions in, at and on with time phrases.Lesson 2Reading: Describing your routineSs read an article about the working day of Michael Dell, Chairman of Dell computers. Language focus 1: Present simpleSs look at the present simple to talk about habits and work routines.Vocabulary 2: Leisure activitiesSs use leisure activities, verbs and time phrases to talk about leisure time.Lesson 3Language focus 2: Adverbs and expressions of frequencySs complete exercises using adverbs and expressions of frequency and listen to three people talking about their typical day.Skills: Talking about work and leisureSs match questions and answers about work and leisure and then listen to a conversation about what Tim does at the weekend. Afterwards they talk about their own work and leisure activities.Lesson 4Case study: Independent Film CompanySs role play an interview between Human Resources and unhappy employees of a film company.WritingSs use the information from the case study to list the working conditions they want to change.第次课学时：授课时间：第周Context: Unit 3Title:ProblemsProblems are a fact of life. So problem-solving is an essential life skill both at home and in the office. Many pressurized managers in the modern business world may benefit from training in conflict resolution to resolve disagreements. It is wise to deal with sensitive matters face-to-face. Irate e-mails and memos often contain sentiments we would modify if speaking to the person directly. Social psychologist Albert Merabian says that words account for seven percent of communication, tone 38 percent and body language 55 percent. These elements are particularly useful in understanding and resolving potential conflict situation but can be lost in cyber communication. PROCEDURESLesson 1Starting upSs match sentences and problems and listen to five phone calls to identify the product and the problem.Vocabulary: AdjectivesSs look at the adjectives and their opposites and use too and enough.Lesson 2Reading: Dealing with problems at workFour people answer the question: ‘What are the biggest problems facing your company?’Language focus 1: Present simple: negatives and questionsSs match questions and answers, make negative sentences and practice the question forms in a role play.Lesson 3Language focus 2: have gotSs look at the use of have got, haven’t got and Have you got? To talk about possession. Skills: Telephoning: solving problemsSs listen to four phone calls where people talk about problems. Then they role play a phone conversation talking about problems with a product.Lesson 4Case study: Blue HorizonGuests of a holiday company compare their holiday apartments with the holiday brochure and complain to a representative of the company.WritingSs listen to a voice mail and write a telephone message for the manager of Blue Horizon. 第次课学时：授课时间：第周Context: Unit 4Title:TravelAround 1400 BC Polynesians paddled across the open ocean in canoes, serching for new trading partners, and the age of business travel began. The modern businessperson is more likely to choose flying as the quickest way of getting from A to B. Although safer than canoe, this can still pose hazards. Frequent fliers are likely to encounter a number of hurdles that can lead to increased stress levels. First, you have to acturally get on the plane. Most airlines overbook to minimise seat wastage and no-shows. This means that if all the passengers who actually booked seats turn up, there could be a shortage of place. If there are not enough volunteers to give up their seats, then you may find yourself bumped – denied boarding and put on a later flight.PROCEDURESLesson 1Starting upSs talk about things they like and don't like when travelling on business. Vocabulary: Travel detailsSs practise the alphabet and numbers 1-100 and match verbs and travel phrases. Listening: Listening for informationSs listen and answer questions about travel information.Lesson 2Language focus 1: can/ can’tSs put a dialogue into the correct order and then listen to check. Then Ss role play a conversation using can/ can’t.Reading: Business hotelsSs read about facilities in The Tower Hotel.Lesson 3Language focus 2: there is/ there areSs complete sentences using ther is/ there are and carry out a role play about a new job abroad.Skills: Making bookings and checking arrangmentsSs listen and answer questions about booking a hotel room before role playing a similar situation.Lesson 4Case study: Pacific HotelA hotel manager and assistant manager allocate rooms to twelve guests at a small hotel. WritingSs write a fax to one of the guests confirming arrangements.第次课学时：授课时间：第周Context: Unit 5Title:Food and entertainmentFood can communicate complex messages about status, nationally and identity. The fashion for eating out in restaurant was adopted by the upper classes during the French revolution. Most English words relating to eating out are adopted from the French (hotel, café, menu, chef, etc.) including restaurant, which was originally from the French verb meaning ‘to store’. Later, the migrations of the twentieth century proved fertile ground for mingling cuisines and a knowledge of the vast variety on offer is viewed as a mark of modern cosmopolitan taste.PROCEDURESLesson 1Starting upSs talk about the kind of food they like and match dishes and countries. Vocabulary: Eating outSs look at food groups and different parts of a menu.Reading: TippingThis reading section can be completed in two parts. Ss match jobs with places where people work. Then Ss talk about what services they tip before completing a table about which countries tip most often (Exercises A-C).Lesson 2Reading: TippingSs read an article about factors that encourage people to tip and answer comprehension questions (Exercises D-E).Language focus 1: some/anySs correct mistakes using some and any and underline the correct words in a dialogue. Listening: Ordering a mealSs listen to what a man and a woman order in a restaurant.Lesson 3Language focus 2: Countable and uncountable nounsSs identify countable nouns and complete exercises using a lot of, many or much. Skills: EntertainingSs look at language for entertaining visitors in a restaurant and listen and respond to a waiter’s questions.Lesson 4Case study: Which restaurant?Three colleagues decide which restaurants to choose to entertain three important customers.WritingSs write an e-mail inviting a customer to dinner and giving details about the restaurant. 第次课学时：授课时间：第周Context: Unit 6Title:SalesThings have come a long way since the days when peddlers went from door to door selling wares from a pack. Now advertisements pop up as text messages. Goods can be ordered by mall order. We can compare prices, get quotes, check if an item is in stock and place an order without moving away from our computer screen. In some ways the methods o buying and selling have undergone a revolution and in others little has changed since the early 1900s when keywords in sales were service and relationships. A modern sales force uses a mixture of tried and tested techniques and new technology to increase sales. The foundation of modern sales techniques was developed in the 1950s and includes gaining the client’s interest, building desire by showing product features or giving samples, increasing conviction by comparing the product with competitors or using statistics to highlight benefits and, finally, closing the deal.PROCEDURESLesson 1Starting upSs listen to three people talk about where and when they buy products. Vocabulary 1: Buying and sellingSs complete a sales leaflet for a computer company and listen to a conversation between a buyer and seller.Lesson 2Reading: Thirsty for success?Ss read a job advertisement for a sales representative in a soft drinks company. Language focus 1: Past simpleSs complete a sales report using the past simple.Vocabulary 2: Buying and sellingSs complete a leaflet for a car hire company.Lesson 3Listening: SellingKevin Warren, the Vice President, Sales and Marketing, of Coca-Cola Enterprises, gives some advice to salespeople.Language focus 2: Past time referencesSs are introduced to expressions that refer to the past, such as ago, last (week), for, on, from… to, in and during.Skills: Presenting a productSs listen to a salesperson presenting a product at a trade fair. Then they role play being the buyer and seller at a trade fair.Lesson 4Case study: Link-up LtdA company sells mobile phones and service packages. Ss role play being salespeople and customers.WritingSs write an e-mail to a colleague about what phone and service package a customer wants, using information from the case study.第次课学时：授课时间：第周Context: Unit 7Title:PeopleWhat charactreristics can help people to succeed in business and in life? A positive attitude, intelligence, perserverance and self discipline all help. Are the personality traits that contribute to success or failiure genetic? Or do we learn these characeristics are we grow up? Experts still disagree as to whether nature or nurture is more important.Can personality and intelligence be measured? IQ and psychometric tests remain popular, and the latter are still used by many companies as part of the selection process. However, in recent years the idea that only one type of intelligence exists has been criticised. Howard Gardner developed the theory of multiple intelligence. This said that people have a number of different types of intelligence that they possess to varying degrees. These are linguistic, musical, logical-mathematical, spatical, body-kinesthetic, intrapersonal(e.g. insight) and interpersonal (e.g. social skills and the ability to understand and motivate other people).PROCEDURESLesson 1Starting upSs answer a questionnaire about what sort of person they are.Vocabulary: Describing peopleSs look at the adjectives to describe people’s personalities.Listening: A difficult colleagueA property developer talks about a colleague who left the company.Lesson 2Language focus 1: Past simple: negatives and questionsSs focus on past simple negatives and questions and write questions using Why, How long, What, When and Where.Reading: Stella McCartneySs read an article about the fashion designer Stella McCartney. Ss then match verbs and nouns to make word partnerships.Lesson 3Language focus 2: Questions formsSs look at yes/no questions and open questions. They complete a questionnaire and then listen to check answers.Skills: Negotiating: dealing with problemsSs listen to a conversation about problems of understafing in a company. Then they role paly a conversation negotiating a new company car.Lesson 4Case study: A people problemA US food coompany has problems with a business manager.WritingSs write a memo aobut their meeting.第次课学时：授课时间：第周Context: Unit 8Title:MarketsIf a company wants to sell a product or service successfully, it ust identify the target market. There are many different types of market to choose from. The mass market aims to sell to as many people as possible, crossing age and income groups. In contrast, a niche market focuses on a narrowly defined group fo customers. It often caters to a need that has been overlooked by those suppliers who cater to markets which deal in more mainstream products or sevices. Focussing on niche markets can be cost effective as marketing campaigns can sim budgets directly at potential customers, for example through advertising on local radil or in magazines targeting special interst gorups. PROCEDURESLesson 1Starting upSs ask and answer questions about a populatioin pie chart.Vocabulary: Types of marketSs listen and repeat large numbers and look at adjectives to describe markets.Lesson 2Reading: The car market in ChinaSs answer quesitons and search for large numbers in an article aobut the Chiese car market.Language focus 1: Comparatives and superlativesSs practice comparative and superlative forms of adjectives..Lesson 3Listening: Doing business in RussiaSs listen to three parts of a presentation about doing business in Russia.Language focus 2: much/ a lot, a little/ a bitSs use the language to compare cars and pool talbes and use a bar chart to talk about sales in Russia and Poland.Skills: Telephoning: solving problemsSs listen to three marketing executives talking about a new snack bar and then role play taking part in a marketing meeting.Lesson 4Case study: Cara CosmeticsA body care company is launching a new shampoo. Ss siscuss the name , size and price of the product, main outlet and income group of the target market.WritingSs write a short description of the new shampoo for Cara Cosmetics catalogue.第次课学时：授课时间：第周Context: Unit 9Title:CompaniesA company is an organisation that produces goods or services to make a profit. There ar e many different types.A small business might become a medium or large business. If a company sells directly to the public, it is a retil business. A wholesale business sells goods in bulk to other companies. Some companies have Ltd in their name. This stands for limited company. Here, shareholders only lose what they invested if the company goes bankrupt. A company with PLC after its name is a Public limited company – its shares can be freely bought and sold. In contrast a Private limited company only passes shares to another person if other shareholders agree. A conglomerate consists of several companies that have joined together. A multinational or transnational company has global operations in many different countries.PROCEDURESLesson 1Starting upSs do a companies quiz and then talk about famous companies from their country. Listening: The Mini rangeSs listen to the Corporate Communications Managers for the Mini range of cars at BMW. Language focus 1: Present continuousSs look at the present continuous for temporary ations and things that are happening now.Lesson 2Vocabulary: Describing companiesSs complete exercises to describe two companies and then complete a company profile. Reading: LVMHSs read about LVMH, the luxury goods manufacturer.Lesson 3Language focus 2: Present simple or present continuousThe tenses are compared and contrasted. Ss then do exercises to find the correct tense before carrying out a role play showing someone around a company.Skills: Starting a presentationSs listen to the start of a presentation and use notes to introduce their own presentation.Lesson 4Case study: You and your companySs role play introducing themselves and their company at a training course on giving presentations.WritingSs write a short profile about their company from the information in the case study.第次课学时：授课时间：第周Context: Unit 10Title:The WebNow that the Internet has arrived, it is difficult to imagine how we lived without it; it is has revolutionised communications. Changes are taking place at an incredible speed. Hardware is becoming more compact, faster and more affordable, allowing more individuals and companies to utilise the Net. In the past, research took longer, important documents got lost in the post and information could be difficult to find. Unfortunately this revolution has brought with it a new set of problems. Research is certainly quicker but connections can be slow, making it difficult to access the websites that you need. Documents can still get lost, but now they float around cyberspace. Spam can be a problem when you e-mail account becomes overloaded with advertising that you don't want. But more sinister are the various computer viruses which can make your computer crash. And not all countries have equal access to the advantages of new technology. PROCEDURESLesson 1Starting upSs listen to people talking about what they use the Internet for and then talk about their own Internet use.Vocabulary: Internet termsSs read advice about using the Internet and match Internet terms with their definitions.Listening: Website designA website designer talks about his job.Lesson 2Language focus 1: Talking about future plansSs look at the use of the present continuous for future use and going to for future plans. Reading: E-commerceSs look at an article about making money form the internet.Vocabulary 2: Time ecpressionsSs complete future time expressions such as by net year, in two week s’ time, tomorrow evening, in the near future.Lesson 3Language focus 2: willSs use will to complete exercises about future events and predictions. Then they role play a meeting to talk about the launch of a new website.Skills: Making arrangemensSs listen to four people making and changing arrangements by phone and role play similar situations.Lesson 4Case study: Isis Books plcThe marketing director and two sales representatives of an Internet business book company plan a sales trip to Poland and Russia.WritingSs write an e-mail to customers to confirm the date and time of the appointment arranged in the case study..第次课学时：授课时间：第周Context: Unit 11Title:CulturesCompanies which deal in the global marketplace need to be able to adapt to different business cultures. It is easier to make a good impression in our own culture than in another, where our knowledge of the language and rules of behavior may be limited. Knowledge of the protocol and etiquette in the countries we do business with is essential. Protocol is adhering to the correct procedures and conduct in formal situations. This involves knowing the acceptable way to behave and includes formalities of rank, which denotes the level of a person’s position in an organisation. Etiquette focusses on communicating in a respectful and polite way in accordance with the good manners and accepted norms of the culture.PROCEDURESLesson 1Starting upSs look at tips for visiting another country or doing business there.Vocabulary: Company culturesSs complete sentences about different company cultures.Listening: Cultural mistakesSs listen to three people talk about cultural mistakes they have made.Lesson 2Language focus 1: should/ shouldn'tSs use should and shouldn't to give advice and make suggestions.Reading: Fast food in JapanAn American sandwich chain has problems with their Japanese franchise. Ss are introduced to phrasal verbs.Lesson 3Language focus 2: could/ wouldSs look at could and would to make requests and offers.Skills: Identifying problems and agreeing actionSs listen to a human resources manager talking to the general manager of a company about problems with an employee. The Ss role play a similar problem.Lesson 4Case study: A change of cultureA general manager of an overseas bank encounters problems from the staff when she wants to introduce new ideas.WritingSs write action minutes for the meeting they had in the case study.第次课学时：授课时间：第周Context: Unit 12Title:JobsThere are valuable skills that make job seekers attractive to employers:Technical skills – which include the specialist knowledge that will help them do the job. Personal skills –personality, attitude, personal work habits and style. (Can they work under pressure? Can they work as a part of a team as well as unsupervised?). Transferable skills – the basic skills learnt through everyday situations or previous work experience that can be usefully applied to a new position.PROCEDURESLesson 1Starting upSs discuss which jobs should get the highest salary and what aspects they would like or not like in a job.Vocabulary: Skills and abilitiesSs use verbs to complete a job advertisement.Language focus 1: Present perfectSs look at the use of the present perfect to talk about actions that continue from the past to the present.Lesson 2Reading : A curriculum vitaeSs put headings in the correct place and answer questions about a curriculum vitae.Lesson 3Language focus 2: Past simple and present perfectThe tense are compared and contrasted. Ss complete a text using the correct form of the verb and look at time expressions that go with each tense.Skills: Interview skillsSs look at interview tips, listen to an interview and role play an interview situation.Lesson 4Case study: High Profile Inc.The marketing director and the human resources director of a sports agency interview candidates for a job.WritingSs write a letter to the successful candidate from the case study interview.第次课学时：授课时间：第周Book IIContext: Unit 1Title:CareersReports of the death of the traditional career have been greatly exaggerated. Despite the growth of outsourcing (buying in services that were previously performed by a company’s employees from outside the organisation) and teleworking by freelancers working from home communicating via the Internet, most professional people still go to what is recognisably a job in a building that is recognisably an office. The average tenure, the length of time that people spend in a particular job, has remained unchanged (at about seven years) for two decades.PROCEDURESLesson 1Starting upSs talk about their level of ambition and say what makes for a successful career. Vocabulary: Career movesSs look at typical word combinations and verbs used with career.Listening : Human resources and recruitmentSs listen to a public relations professional who advises companies on human resources and recuitment.Lesson 2Reading: Female train driversSs read an article about the recruitment of female underground train drivers in London.Language review: Modals 1Ss look at modals used for ability, requests and offers (can, could and would) and do exercises based around a job interview.Lesson 3Skills: Telephoning: making contactSs listen to some calls and learn how to get through to who they want to speak to, leave messages, etc.Lesson 4Case study: Blue HorizonSs choose the right candidate for an internal promotion within an international training company.第次课学时：授课时间：第周Context: Unit 2Title:Selling onlineThe world of e-commerce moves fast. The dotcom frenzy of the late 1990s, with companies raising vast amounts of money from investors, for example just to sell dog food over the Internet, came and went, and some organisations removed the dotcom suffix from their names, so much did it become a synonym for failure. E-commerce courses in business schools are no longer oversubsribed and no longer preaching that ‘everything has changed’. Companies look more at how e-commerce can be used in conjunction with other methods of selling: in retailing this means clicks and mortar, combining traditional retail outlets with online operations, ratther than investing in a whole new expensive infrastructure.PROCEDURESLesson 1Starting upSs talk about traditional shopping versus buying online and goods typically bought online Vocabulary: Shopping onlineSs work on words related to buying and selling.Listening: Selling onlineSs listen to the founder of the British operation of Amazon talk about how to succeed in online selling.Lesson 2Reading: Virtual pocket moneyTeenagers buy a lot online. The article looks at payment methods they can use to do this. Language review: Modals 2Ss apply modals for obligation, necessity and prohibition (must, need to, have to and should) in the context of rules for an online book club and in an interview.Lesson 3Skills: Negotiation: reaching agreementSs discuss tips for successful negotiating, listen to a negotiation and then role play one themselves.Lesson 4Case study: Blue HorizonA traditional package holiday company wants to team up with an online business. Ss role play negotiations between the two companies.第次课学时：授课时间：第周Context: Unit 3Title:CompaniesMultinationals are the most visible of companies. Their local subsidiaries give them sometimes global reach, even if their corporate culture, the way they do things, depends largely on their country of origin. But the tissue of most national economies is made up of much smaller organisations. Many countries owe much of their prosperity to SMEs (small and medium-sized enterprise) with tens or hundreds of employees, rather than the tens of thousands employed by large corporations. Small businesses with just a few employees are also important. Many governments hope that the small businesses of today will become the multinationals of tomorrow, but many owners of small companies chose to work that way because they find it more congenial and do not want to expand. PROCEDURESLesson 1Starting upSs talk about the types of company they would most like to work for and the business sector they work in now.Vocabulary: Company vocabularySs look at vocabulary used to describe companies and that used in company reports to describe performance.Listening: Reasons for successSs listen to the sales manager of a UK motocycle manufacturer talk about the factors that make his company successful.Lesson 2。
新视野大学英语视听说教程1答案第二版
新视野大学英语视听说教程1答案第二版Title: New Vision English College Listening and Speaking Course 1 Answer Key (Second Edition)Introduction:The New Vision English College Listening and Speaking Course 1 Answer Key (Second Edition) is a comprehensive guide that provides detailed answers and explanations to all the exercises and activities in the textbook. Designed for English learners at the university level, this answer key serves as a valuable resource for both teachers and students, aiding in the learning and understanding of the course materials. Covering a wide range of topics related to listening, speaking, and pronunciation, this answer key aims to improve students' language proficiency and communication skills.Section 1: Listening ExercisesUnit 1: Greetings and IntroductionsIn this unit, students are introduced to basic greetings and introductions conversations. The listening exercises focus onunderstanding everyday dialogues in various social interactions. The answer key provides transcripts, comprehension questions, and suggested answers, enabling students to better analyze the audio content and enhance their listening skills.Unit 2: Personal InformationThis unit focuses on listening exercises that help students understand and acquire vocabulary related to personal information. The answer key includes comprehension questions and listening strategies to assist students in comprehending the audio content. It also provides sample answers to encourage students to practice speaking using the newly learned vocabulary.Section 2: Speaking ExercisesUnit 3: Hobbies and InterestsUnit 3 aims to develop students' speaking skills by providing vocabulary and phrases related to hobbies and interests. The answer key includes sample answers for each speaking exercise to guide students and help them master expressing their preferences in English. Additionally, it provides helpful tips on pronunciation and intonation.Unit 4: Daily RoutinesUnit 4 focuses on speaking exercises that revolve around describing daily routines and time expressions. The answer key complements the exercises with example responses, allowing students to imitate and practice speaking in various time frames. It also gives pronunciation guidance for improving accuracy in spoken English.Section 3: PronunciationUnit 5: Vowel SoundsThis unit deals with different vowel sounds in English and provides students with practices to enhance their pronunciation. The answer key explains the articulation points and provides detailed phonetic transcription to facilitate students' understanding and accurate pronunciation.Unit 6: Consonant SoundsUnit 6 focuses on consonant sounds and offers various exercises to help students distinguish and articulate these sounds correctly. The answer key provides clear explanations and phonetic symbols for each sound to enhance students' pronunciation skills.Conclusion:The New Vision English College Listening and Speaking Course 1 Answer Key (Second Edition) is an indispensable tool for both students and instructors using the affiliated textbook. Through comprehensive answers, explanations, and additional speech practice, this answer key promotes effective language acquisition, fosters communication skills, and instills confidence in English learners. By utilizing this answer key, students will further develop listening comprehension, speaking fluency, and accurate pronunciation in their pursuit of English proficiency.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
（1）“I’ve never found a better job.” “ .” A. I don’t think so B. Too bad C. Congratulations D. Don’t worry （2）“What do you think of the service here？”“Oh， . We couldn’t have found a better place.” A. too bad B. sorry C. wonderful D. impossible （3） Boris has brains. In fact， I doubt whether anyone in the class has IQ. A. a high B. a higher C. the higher D. the highest （4） How cold it is！ We’ve never had this winter. A. the colder day B. a cold day C. the coldest day D. She has no more than three hats. 她只有 3顶帽子。 She has not more than three hats. 她至 多有3顶帽子。 I have no more than five yuan in my pocket. 我口袋里的钱最多不过5元。 I have not more than five yuan in my pocket. 我口袋里的钱不多于5元。
三、 no less than 与 not less than
1. no less than 的意思是“多达”“有……之多”，强调多， 与 no more than 意思相反。如： He made no less than ￡500. 他赚了多达500英镑的钱 He paid no less than $10，000 for it. 他为此付了一万多美元。 No less than 50 people offered to buy it. 至少有50个人提出要买它。 No less than 50 passengers got killed in the train accident yesterday. 死于昨天火车车祸的旅客有50人之多。 My father， no less than I， is a baseball fan. 我的父亲不亚于我，也是个棒球迷。
二、 no more...than 与 not more...than
1. no more...than 表示对两者都否定，意为“同……一样不” （＝neither...nor...）。如： He is no more a writer than a painter. 他既不是画家， 也不是作家。（＝He is neither a painter nor a writer.） He’s no more able to read Spanish than I am. 他和我 都读不懂西班牙语。（＝Neither he nor I am able to read Spanish.） I know no more Spanish than I know Greek. 我对西班 牙语和希腊语同样都不懂。（＝I know neither Spanish nor Greek.）
2. not less than 为 less than（少于）的否定式，其意为 “不少于”“不下于”“至少”。如： He has not less than 10，000 dollars. 他至少有一万元。 Not less than 500 people attended the meeting. 参加会议的至少500人。 比较： He has no less than seven daughters. 他有7个女儿之多。 He has not less than seven daughters. 他至少有7个女儿。
Language Points (exercise 1)
1. no more than 及类似表达法回顾 no more than 的意思是“仅仅”“只有”“最多 不超过”，强调少,强调数字事实。如： This test takes no more than thirty minutes. 这个测验只要30分钟。 not more than 为 more than （多于）的否定 式，其意为“不多于”“不超过”。如： Not more than 10 guests came to her birthday party. 来参加她的生日宴会的 客人不超过十人。
Introduction and Comprehension (2)
Sisy
I. Warming-up Exercises
1. Any thought that this new custom will remain unchanged-or in Europe will remain uniquely English-is ridiculous. What does the author believe about the new custom? A. it will remain limited B. it custom will change C. acceptance of the custom is ridiculous
2. The complexity of the human situation and the injustice of the social order demand far more fundamental changes in the basic structure of society itself than some politicians are willing to admit in their speech. What is necessary to correct the problems of society? A. basic changes in its structure B. fewer political speeches C. honest politicians
2. How beautifully she sings！I have never heard __ voice. A. a better B. a best B. C. the better D. the best 【分析】其实此题最佳答案为 A。该句可视为 I have never heard a better voice than her voice 之省略，全句句 意为“她唱得多好啊！我从未听过她这么好的声音”。请再看 以下类似的实例： He is fine， never better. 他很好，比以往任何时候都好。 This bird is really lovely. I’ve never seen a finer one. 这只鸟真可爱，我从未见过这样好看的鸟。
3. Professor White has written some short stories， but he is_____ known for his plays. A. the best B. more C. better D. the most 【分析】此题首先不宜选 B 或 D，因为 well known 的比较级和最高级通常是 better known 和 best known，有时也可以是 more well known 和 most well known， 但通常不能是 more known 和 most known。至于是选 A 还是 C， 这就要看语境。 由于句中涉及的只有 stories 和 plays 两个对 象，故应选比较级。
2. no less...than 意为“和……一样”，用于肯 定两者。如： Your brother is no less wise than you. 你的兄弟跟你一样聪明。 A dolphin is no less a clever animal than a dog is. 海豚与狗同样都是聪明的动物。 Italian is no less a mother tongue for him than English. 如同英语一样，意大利语也是他的母语。
（1） 异类同质比较。即指两个不同的人或事物（异 类）在同一方面（同质）进行比较。如： My room is smaller than yours. 我的房间比你的小。 Our country is more powerful than theirs. 我们的国家比他们的国家更强大。
4.“Oh， how fat he is！”“But I think he is than fat.” A. short B. shorter C. more short D. shortest 【陷阱】容易误选 B。认为 short 为单音节 形容词，故用-er 构成比较级。本句译为：我认为 他不是肥而是个矮。 【分析】其实正确答案应是 C。要弄清此问题， 得先从比较句型的两种不同类型说起。
比较以下各句的意思： You are more careful than he is. 你比他仔细。 You are not more careful than he is. 你不如他仔细。 You are no more careful than he is. 你和他一样不仔细。 You are less careful than he is. 你不如他仔细（你比他粗心）。 You are not less careful than he is. 你比他仔细（你不如他粗心）。 You are no less careful than he is. 你和他一样仔细。
2. not more...than 指两者都具有某种特征，但是 程度不同，意为“不如”“不及”（＝ not so... as）。如： She is not more clever than he is. 她不如他 聪明。 （＝She is not so clever as he is. This book is not more difficult than that one. 这本书不及那本书难。 （=This book is not so difficult as that one.）