INTENSIVE LEVEL OF IELTS LISTENING COURSE SYLLABUS
lecture 1. 雅思简介
IELTS is managed by three reputable, international
organisations: British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL).
图表完成题（Chart/table completion）
短问答
(Short-answer question)
Matching Sample Exercise:
Tick A if the repair will be done immediately. Tick B if the repair will be done during the following week. Tick C if the repair will be done in two or more weeks.
listening
5 minutes
reading
5 minutes
writing
12:00
speaking
11-14 minutes
2. References
• Websites:
• • (for information and materials) •
• • • •
• (for examination information教育部考试中心)
(for materials, test samples) (for books, PPT slides)
3.4 assessment for speaking
• • • • Fluency and coherence Lexical resource Grammatical range and accuracy Pronunciation
simonielts
simonieltsSimon IELTSIntroductionThe Simon IELTS (International English Language Testing System) is a standardized test designed to evaluate the English language proficiency of non-native English speakers. It is widely recognized and accepted by universities, employers, and immigration authorities as a reliable assessment of an individual's English language skills. In this document, we will explore the various sections of the Simon IELTS and provide helpful tips and strategies for achieving success.Section 1: ListeningThe listening section of Simon IELTS tests your ability to understand spoken English in various contexts. It consists of four parts, each increasing in difficulty. The questions are designed to assess your comprehension skills, including identifying main ideas, understanding specific details, and recognizing speakers' attitudes and opinions. To excel in this section, it is essential to practice active listening and develop strong note-taking skills.Section 2: ReadingThe reading section evaluates your ability to comprehend written English. It consists of three sections, each containing one or more passages followed by a set of questions. The questions assess your ability to understand the main ideas, logical arguments, and factual information presented in the passages. To perform well in this section, it is crucial to develop effective reading strategies such as skimming, scanning, and identifying key information.Section 3: WritingThe writing section of Simon IELTS measures your ability to produce coherent and cohesive written responses. It consists of two tasks: Task 1 requires you to interpret and summarize visual information, such as graphs, charts, or diagrams, while Task 2 requires you to write an essay on a given topic. To excel in this section, it is important to practice organizing your thoughts, developing strong arguments, and using appropriate vocabulary and grammar.Section 4: SpeakingThe speaking section assesses your ability to communicate effectively in English. It is a face-to-face interview conducted by a certified examiner. The test consists of three parts: an introduction and interview, a short speech on a given topic,and a discussion. The examiner evaluates your fluency, vocabulary, grammar, pronunciation, and ability to express ideas clearly and coherently. To perform well in this section, it is helpful to practice speaking English in various contexts and develop confidence in expressing your thoughts.Preparation TipsPreparing for the Simon IELTS requires dedication and consistent effort. Here are some tips to help you achieve success:1. Understand the test format: Familiarize yourself with the format of each section, including the types of questions and the time allotted for each task.2. Practice regularly: Set aside sufficient time for practice and simulate the test conditions as closely as possible. Use practice materials available online or through official IELTS preparation books.3. Develop time management skills: Pay attention to the time limits for each section and practice managing your time effectively to complete each task within the allotted time frame.4. Expand your vocabulary: Work on improving your vocabulary by learning new words and their usage in different contexts. Use flashcards or vocabulary-building apps to enhance your word bank.5. Seek feedback: Practice speaking and writing tasks and ask for feedback from a native English speaker or a qualified English teacher. They can provide valuable insight into areas of improvement and suggest strategies to enhance your performance.6. Focus on comprehension: Develop your reading and listening skills by regularly engaging with English-language materials such as newspapers, magazines, podcasts, and movies. Focus on understanding the content and identifying key information.ConclusionThe Simon IELTS is an important test for individuals seeking to study, work, or immigrate to English-speaking countries. By understanding the test format, practicing regularly, and developing essential skills, you can improve your performance and achieve your desired score. Remember toapproach the test with confidence and maintain a positive attitude. Good luck!。
IELTS Listening第一次课
印音：t d p b k g r l
5. I preferred to sit in an aisle seat.（走道） 6. I lent him a book. 7. I must have left my keБайду номын сангаасs at my sister’s house. 8. The rent here is rather high.
失音问题
3. 剑桥雅思1-8
个人信息表格题
1. 熟悉人名、地名、数字、日期及专有名词的写法。
人名 – 分清名和姓部分，第一个字母必须大写。 地名 – 第一个字母必须大写，要注意涉及到街道时候的不同说法。 数字 – 最好用阿拉伯数字，牢记分位计数。 日期 – 不能用数字书写, 英式和美式都被接受, 注意序数词缩写。 数字和字母的混合编码－字母应大写。 国籍－与国名有区别。
7. I hadn’t thought much about it.
4. 国际口音
主要集中在英音（50%-60%）、美音（10%-20%）和
澳音（20%），其它口音占10%。 为适应英音，建议： (1) 仔细、反复听真题。 (2) 收听广播或看电影。
4. 国际口音
美音：r
o 澳音：ei 变成 ai
职位－每个词首字母须大写。
2. 听录音时注意信息修正和非直接信息。
Section 1: 以咨询(enquiry)为主，和生活息息相关。 如：租房/车(renting)、银行服务(banking)、旅游预定
(travelling & booking)、找工作(job hunting)、医疗保险
(medical care & insurance)、购物(shopping)、申请入会 (membership application)等。
雅思英语听力评分标准表
雅思英语听力评分标准表The IELTS (International English Language Testing System) listening test is an important component of the overall assessment and is designed to evaluate a testtaker's ability to understand spoken English in various contexts. The test consists of four sections, each with a different type of listening task. The scoring system for the IELTS listening test is based on a band scale from 0 to 9, with 0 being the lowest and 9 being the highest. The score is determined by the number of correct answers a test taker provides.In order to achieve a high score on the IELTS listening test, it is essential for test takers to develop strong listening skills. This includes the ability to understand a range of accents and dialects, as well as the capacity to comprehend both formal and informal language. Additionally, test takers must be able to follow the development of ideas and opinions in a spoken discourse, and to identify the speaker's attitude and purpose.The IELTS listening test is scored based on a variety of factors, including accuracy, coherence, and lexical resource. Accuracy refers to the test taker's ability to accurately understand and respond to the questions and tasks presented in the test. Coherence refers to the test taker's ability to maintain a logical and organized response throughout the test. Lexical resource refers to the range and accuracy of the test taker's vocabulary and the ability to use it effectively in a variety of contexts.In order to achieve a high score on the IELTS listening test, it is important for test takers to develop effective listening strategies. This includes practicing active listening, which involves focusing on the speaker's main ideas and supporting details, as well as making predictions about the content of the listening tasks. Additionally,test takers should familiarize themselves with thedifferent types of listening tasks that may appear on the test, such as multiple choice, matching, and labeling diagrams or maps.It is also important for test takers to developeffective note-taking skills in order to keep track of important information and details during the listening test. This can help test takers to organize their thoughts and responses, as well as to remember key points that may be relevant to the questions and tasks presented in the test. Furthermore, test takers should practice listening to a variety of English language materials, such as podcasts, radio programs, and academic lectures, in order to improve their overall listening comprehension skills.In conclusion, the IELTS listening test is an important component of the overall assessment and requires testtakers to demonstrate strong listening skills in order to achieve a high score. By developing effective listening strategies and practicing active listening and note-taking skills, test takers can improve their ability to understand and respond to the listening tasks presented in the test. Overall, the IELTS listening test provides an opportunityfor test takers to showcase their ability to comprehend and engage with spoken English in a variety of contexts.。
雅思听力课程教学大纲
课程内容： 15 次课/30 课时听力技巧精讲，雅思真题精讲，题库热点分析教材：剑桥雅思真题 5-9，雅思听力直达 6 分入学测试：学员入学前建议做 30分钟的满分为 40 分的测试UNIT ONEPART 1 - 日常易混淆的近音或同音字总结PART 2 - 答案预测的方向性说明PART 3 –住房场景考点总结1.need a quieter place2.unhelpful ownerReason for moving3.bad environment4.convenient for work5.other reasonsHouse huntingHunting channels RentalsHunting contentsRent furnitureMovingRules 1.university agency2.newspaper3.agency4.introduced by friends1.introduced by real estates2.introduced by previous landlord3.introduced by current landlord1.address2.house settings / floor plans3.accompanies4.interior decorations5.surrounding environment6.type of rentals –share / alone / home stay1.depositparisons1.rental prices2.insurances3.other rulesUNIT TWOPART 1 -基本数字总结PART 2 - 信号词的应用说明PART 3 - 逻辑信号词分类说明1表示列举，增补关系的信号词2表示转折或者对比关系3表示顺序和序列关系的信号词4表示解释或者强调关系的信号词5表示因果关系的信号词6表示归纳，结论性关系的信号词PART 4 - 新生入学场景总结Campus Resources校内资源介绍OrientationsFinancial Advices 新生入学理财建议Refresh study继续教育Course selection选课1.basic facilities2.teaching resources1. impressions 3.student comments2. dissatisfaction1.how to use money correctly2.making time arrangement3.life problems1.develop interestsparison between programs1.majors2.selective couses3.class features：part time / full time / flexibility/ with(out) work experiences4.class administration5.class enrollment6.scholarships7.study groups8.expensesUNIT THREEPART 1 - 时间和日期的总结PART 2 - 同义表达的总结PART 3 -课题研究场景的考点总结RequirementsVideo projectsAssignmentsIncompletion reasonsPresentationsMarketing surveyStudy method 1.number of projects2.topic of assignments3.numberof words4.references1.designer2.objects / purposes3.quality4.others1.illness or accidents2.have other assignments to do1.performances: nervous / confident2.attitudes3.methods used4.knowledge used5.tasks1.survey in the shopping mall2.survey on the street1.taking notes2.special educationUNIT FOURPART 1 - 地点词汇总结PART 2 - 大写专有名词总结PART 3 - 语调和语气在听力中的作用说明PART 4 - 重音指示的应用说明1词重音和词重读的作用2句重读的作用3语体范围的指示作用PART 5 - 重音指示的应用说明PART 6 -图书馆场景的考点总结History of libraries Floor planRules of using Reading resources Improvements 1.book storages2.types of books3.locations1.departments2.on line sections3.professions1.duration of keeping books2.recall systems1.books2.magazines3.cassettes4.videos5.internet1.questionnaire forms2.questionnaire effectivenessUNIT FIVEPART 1 - 地点词汇总结1.个人名2.昵称 -包括爱称、略称和小名3.姓氏PART 2 - 提炼文章中的重要信息PART 3 - 听写PART 4 -日常活动场景的考点总结AttentionsDomestic TraveltourismInternationaltourismCampus tour1.itinerary2.tour spot introduction3.essential supplies1.featuresIn zoos 2.opening hours3.ticket informationcational purposes In theme parks2.entertainment facilities3.class trips1.process of applying a visa2.currency exchange3.schedules of the school visited2.school activities3.campus mapUNIT SIXPART 1 –名词单复数变化规则1绝大多数的可数名词的复数形式，是在该词末尾加上后辍-s。
IELTS listening section1
一、听力场景词汇1：住房雅思考试是一门非常贴近生活的考试。
这个特点尤其在其中的听力考试部分有非常充分的体现。
听力考试中常考的场景，很多都是生活里一些小片段的节选。
在接下去的听力专题中，我们将挑选一些常考的典型场景，跟读者一起来通过场景这个角度，熟悉和熟悉雅思听力。
雅思考试是非常贴近生活的考生，而雅思听力场景也是非常贴近生活，其中雅思听力租房场景就其中较为代表性的场景，为此小编特收集整理的雅思听力租房场景的相关介绍，分享给大家，希望对大家有所帮助，文中观点仅供参考。
首先，我们来看雅思听力租房场景。
租房场景是雅思听力中一个非常重要的生活场景。
在2005年的考试中，一共考察了7次。
尤其集中在7月份的考试中，考察了3次之多。
且均出现在第一部分，为男女对话。
如，在7月9日的考试中，一男子电话询问一个房屋中介(house agent)，问了4套房子的情况。
要求考生根据所听到的对话，填写下面的表格(划线部分为答案)：从例子来看，雅思听力租房场景可以从题型和词汇两方面来进行预备。
从题型上看，租房场景经常会出现各种形式的填空题，如个人信息填空、表格填空题和句子填空等等。
在个人信息填空中，往往是某一个学生的住宿情况登记(Accommodation Form)，其中的考点包括：姓名、日期、地址的写法、住宿类型、个人爱好、饮食习惯、其他住宿要求等等。
这一部分对话速度不会很快，而且会有信息的重复，所以对于考生把握到答案难度并不大。
但是，从以往考生的考试经验来看，这一部分也是十分轻易失分的部分。
这主要是由于这一部分几乎所有填空题对于答案的要求很高，如：常见姓名的拼写、专有名词首字母大写、名词答复数等等。
考生往往偏重于对于答案内容的把握，而忽视对于格式的要求而“大意失荆州”。
由于近期考试租房场景几乎都以填空题形式出现，对于租房场景词汇的把握程度也决定了考生在考场中的表现。
在这个场景涉及到的双方，主要是需要租房的房客(tenant)以及出租房屋的房东(landlord/landlady)，或者代理房屋出租的房产中介(house agent)。
雅思基础听力Lesson 3——住宿篇(学生公寓)
Contact phone number
667549
人名 Name
名：first name given name 姓：last name / family name / surname full name
注意：常见人名需要自己拼写，不常见的会拼读
J/G Gormley M/N Urwin
C9T2S1 Write ONE WORD AND/OR A NUMBER for each answer.
Date of birth:
2________
Country of origin:
India
Course of study:
3________
Number of years planned in hall:
4________
Preferred catering arrangement:
Half board
June July
October November
April August December
➢ 序数词 1 first 11 eleventh 21 twenty-first
2 second
3 third
12 twelfth
13 thirteenth
22 twenty-second 23 twenty-third
C9T2S1 Write ONE WORD AND/OR A NUMBER for each answer.
Accommodation Form — Student Information
Example Type of accommodation:
hall of residence
Name:
Anu 1________
新职业英语2视听说教程unit1-4课文内容
Unit 1Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical working situations in the workplace.Procedures:Step 1: Elicit typical workplace situations from students.Step 2: ask students to read unit objectives to get a clearer idea.Step 3: remind students to bear the objectives in mind while studying.Step 4: explain new words or expressions if necessary.ListeningTask 1Objective: students learn how to ask for leave and how to grant leave.Procedures:Step 1: students get prepared for the conversation of asking for leave by finishing warming-up. Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening.Step 4: students review expressions concerning asking for leave in language summary.Script:(Frank, a sales representative in the Sales & Marketing Department, comes to his manager, Bill Smith’s office, to ask for sick leave)Bill: Good morning, Frank. You look pale. What’s the matter?Frank: Mr. Smith, I think it’s not a good time to ask for some time off as we’re up to our eyeballs, but I really have to. I’ve got a terrible headache.Bill: have you caught a cold?Frank: No. But recently I’ve been feeling really stressed and I’ve not been sleeping well.Bill: perhaps you need to slow down a bit.Frank: That’s the reason why I’ve come to ask for leave. And on top of it all, my mother had a heart attack yesterday. She’s in hospital.Bill: I’m really sorry to hear that.Frank: I really need some personal time to spend with my mother. Could I have a week off?Bill: That’s going to be difficult as we’re so understaffed at the moment…But Frank, family comes first, so take some time off. All I ask is: could you please submit a detailed progress report before you go?Frank: Yes, of course. I can get that done this afternoon. By this way, Lisa has offered to do some work on my project while I’m away. And I’ll get back as soon as possible.Bill: Good, thanks for that. Give my best wishes to your mother. I hope she gets better soon. Frank: thank you.Key:1.warming upfatigue concentration trouble muscle trouble headaches stomach problems restless sleep3.intensive listeningC B BTask 2 Team CooperationObjective: students can talk about team building and cooperation in the workplace. Procedures:Step 1: students get prepared for the conversation of asking for leave by finishing warming-up. Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive watching.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive watching.Script:(Bill goes to the project team to encourage them and to see if he can offer some help)Bill: I’ve heard that some team members have been complaining.Jenny: It’s because we’ve been under great pressure recently.John: Our marketing plan was turned down again yesterday. I feel very frustrated.Bill: Well, frustration is not terrible. What’s terrible is to expect failure.John: What makes me despair is that Frank is not here. If he were here, we’d probably have managed to work out effective marketing strategies that would have been accepted.Bill: Well, Lisa can help you. She’s taken over Frank’s work and will work with you on the strategy.Lisa: I will do my best to help. In my opinion, if the work is difficult, it’s better to use all the strengths of the team. We can bring all our abilities and wisdom into full play.John: Yeah, well, that sounds right. Maybe I have to learn to manage myself better. I have to realize the importance of cooperation.Bill: Cooperation is most important for us all. Well, is there anything else I can do for your team, Jenny?Jenny: No. Thanks. We’ll probably encounter some more difficulties, but together we can get through them and achieve our goals.Bill: Wonderful. I’m happy to see that you have self-confidence and the spirit of cooperation. Jenny: Thanks very much.Key:2. extensive watchingJohn has taken Frank’s place to help the team work on the marketing strategiesLisa feels disappointed because of experiencing difficulties in the work again3.intensive watchinga. False …some team members have been complainingb. True If he were here, we’d probably have managed to work out effectively marketingstrategies…c. False Maybe I have to manage myself better.Task 3 SpeakingObjective: This part aims at guiding students to practice the skills they’ve learned in listening and watching. Students achieve communication skills in asking for leave, building mutualtrust and team cooperation.Procedures:Step 1: explain the task and lead students through the sentence given.Step 2: put students into pairs and ask them to think of as many expressions or sentences as possible about asking for and granting leave of absence.Step 3: ask students to take turns to read aloud the sentences. Circulate to provide help if necessary.Step 4: call on volunteers or selected pairs to make a presentation to the class.Sample:…have a week off work…my father had a stroke due to high blood pressure.…take a half-day off…I need to go for a health checkup.Unit 2Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical situations encountered when preparing for and havingmeetings.Procedures:Step 1: elicit typical working situations for preparing for and having meetings from students. Step 2: ask students to read unit objectives to get a clearer idea.Step 3: remind students to bear the objectives in mind while studying.Step 4: explain new words or expressions if necessary.Task 1 Reason for a MeetingObjective: students can give reasons for or against having a meeting.Procedures:Step 1: students get prepared for the conversation concerning reasons for a meeting by finishing warming up.Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening.Step 4: students review expressions for future plans and intentions in language summary. Script:(In the CEO’s office, Bruce is talking to Bill about the sales for the first half of this year.) Bruce: Bill, I’ve been reading the sales report you gave me the other day. I see our sales have been decreasing since the last quarter. What’s happened?Bill: That’s what I want to talk to you about. There are lots of reasons, but primarily, wee think it’s because we don’t have enough new products to meet market demands.Bruce: That can’t be right. We’ve a lot of new products.Bill: Still not enough. According to our research, the market is changing much faster than we expected. So are our competitors.Bruce: Then I think we need to have a meeting to discuss the problem and work out whatmeasures to take.Bill: That would be great.Bruce: I’ll ask the Production and the R & D Departments to join the meetings as well. And I need you to contact all the sales representatives and ask them to attend the meeting.Bill: No problem. When do you want to have it?Bruce: How about next week? You contact all the sales representatives and set a time. Next week I’m available every day except Monday and Wednesday.Bill: OK, I’ll let you know when we set the time and I’ll copy you in on the agenda.Key:1.Warming up.Like You can exchange ideas and opinions during meetings.Dislike Meetings can be time-consuming.Sometimes people might discuss things that they don’t care about.2.extensive listeninga. False I see our sales have been decreasing since the last quarter. What’s happened?b. False Then I think we need to have a meeting to discuss the problem and work out whatmeasures to take.3. Intensive listeningB A BTask 2 watchingObjective: students learn how to take meeting minutes.Procedures:Step 1: students get prepared for the video clip about minutes taking by finishing warming up. Step 2: students watch the video clip extensively to get a global understanding. Check students’comprehension by finishing extensive watching.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive watching.Step 4: students review the usage of model verbs in language summary.Script:(Lisa is talking with Eric. She wants to seek some advice from Eric on taking Minutes.)Lisa: Hi, Eric, how’s it going?Eric: Just a bit busy. We have a meeting next Monday, so I’ve got a lot of preparation to do. Lisa: Oh, the regular meeting? I need to take minutes for an important meeting next Thursday. But to be honest, I’m not really good at it. Would you please give me some tips?Eric: I’d be happy to. Look, here are some meeting minutes.Lisa: Wow, they look good. They’re very well organized and laid out and the contents seem very logical.Eric: Thank you. To take good minutes, you really need to concentrate. Of course, you must be accurate as well. Make sure you have the name of the company and the meeting, thedate, time, and venue correct and the names of all the people present. Make a note ofthe exact time that the meeting is opened and closed and who is in the chair.Lisa: is that all?Eric: No. That’s the easy part.Lisa: Then what else should I do?Eric: During the meeting you have to take notes of all the topics discussed, the main points made by each speaker and any decisions made. Then after the meeting, you must type upyour notes and circulate them to everyone who attended the meeting.Lisa: But the problem is I can’t take down everything everyone says during the meeting.Eric: You don’t have write down every word. You just make a not of the main points about each topic, such as the business transacted, the resolutions passed and the decisions reachedat a meeting.Lisa: Oh, I see. Thank you very much!Eric: Don’t mention it. Good luck!Key:1.warming upa.Minutes: the record of a meetingb.Agenda: the items to be discussed at a formal meetingc.Schedule: timetable for a project or a program2.extensive watchinga.False …I’m not really good at it. Would you please give me some tips?b.False Then after the meeting, you must type up your notes and circulate them to everyonewho attended the meeting.3.intensive watchinga. concentrateb. accuratec. the name of the companyd. opened and closede. take notes off. decisionsg. type upTask 3 SpeakingObjective: This part aims at guiding students to practice the skills they’ve learned in Listening & Watching. The task is designed to help students achieve communication skills in typical situations related to business meetings.Procedures:Step 1: explain the task and give students time to look through the uncompleted conversation. Step 2: put students into pairs to complete the conversation. Circulate to provide help if necessary. Step 3. call on volunteers or selected pairs to role-play the conversation to the class.Key: 1. B 2. C 3.A 4. DUnit 3Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical working situations concerned with business travel. Procedures:Step 1: elicit typical working situations for preparing for and having meetings from students. Step 2: ask students to read unit objectives to get a clearer idea.Step 3: remind students to bear the objectives in mind while studying.Step 4: explain new words or expressions if necessary.Task 1 Listening Booking a TicketObjective: students learn how to book a ticket for a business trip.Procedures:Step 1: students get prepared for the conversation concerning booking a ticket by finishingwarming up.Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening.Step 4: students review expressions concerning booking tickets in language summary.Script:(Jessica is calling an agent to book a ticket for Bruce Anderson)Agent: Green Travels. May I help you?Jessica: I’d like to book an air-ticket to Taipei, please.Agent: when do you plan to leave?Jessica: On next Monday, August 29th.Agent: We have several flights available that day: 13: 10 with EV A Airways, 16: 00 with Hainan Airlines, and 16: 55 on China Airlines.Jessica: I think 13:10 suits the schedule best.Agent: how do you want to fly, business or economy?Jessica: Economy, please.Agent: May I have the passenger’s name?Jessica: Bruce Anderson.Agent: Let me confirm your reservation: Mr. Bruce Anderson on EVA Airways, Flight Number BR708, leaving at 13:10, August 29th.Jessica: Yes, that’s correct. How do I get the ticket?Agent: Either you come to our office or we deliver it to your address.Jessica: Please send it to me. I’m at TAF; that’s 46 Revolutionary Road. Tell the courier to ask for Jessica at reception. I will pay cash on delivery. Thank you!Agent: You’re welcome. It’ll be delivered this afternoon.Jessica: Thank you. Goodbye.Key:1.warming upa.seven thirty; half past sevenb.nine fifteen; a quarter past ninec.eleven forty five; a quarter to twelved.one fifty eight2.extensive listeninga. False book an air ticketb. False Please send it to me.Task 2 Watching Airport Check-inObjective: students learn how to check in at airport.Procedures:Step 1: students get prepared for the video clip about airport check-in by finishing warming up. Step 2: students watch the video clip extensively to get a global understanding. Check students’comprehension by finishing extensive watching.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive watching.Step 4: students review expressions concerning airport check-in in language summary.Script:(Bruce Anderson is checking in at the airport.)Staff A: May I have your ticket and passport, Sir?Bruce: Certainly. Here you are.Staff A: Thanks. Would you care for a window seat or an aisle seat?Bruce: It doesn’t matter, Either will do.Staff A: OK. Mr. Anderson, your seat is in Row 9, Seat A.Bruce: Thank you.Staff A: Do you have any luggage to check in?Bruce: Yes, I have one bag to check in and I have a small carry-on case. What’s the luggage allowance?Staff A: 20 kilos per passenger. Your bag is only 9 kilos, well under the allowed weight.Bruce: Thanks.Staff A: Here’s your boarding card, Sir. Your flight is boarding at Gate 6. Departure is over there and Security is just beyond.Bruce: Alright. Thank you.…Staff B: Sir, please walk through the scanner.Bruce: OK.(The alarm light turns red and when Bruce walks through the scanner.)Staff B: Excuse me, can you stand here and put your arms out? (Frisking…) What’s in your pocket?Bruce: A cigarette lighter.Staff B: I’m sorry, Sir. But lighters are not allowed on the plane.Bruce: Oh bother. I’ll leave it behind.Staff B: Thank you, Sir. Could you please open your bag? What’s this liquid?(Taking a bottle of liquid out of the suitcase)Bruce: It’s syrup for my sore throat. Not allowed either?Staff B: It’s OK. It’s less than 100ml so you can take it on board. Thank you for your cooperation. Key:1.warming- upa.knife, daggerb.rifle, handgunc.hammer, screwdriverd.gasoline, ethanol2.extensive watchinga. False well under the allowed weightb. False But lighters are not allowed on the plane.3. intensive watchinga. Cb. Bc. Cd. B4. language summarya. 行李托运b. 随身携带的小提箱c. 免费携带行李限额d. 登机牌e. 带上飞机Task 3 SpeakingObjective: This part aims at guiding students to practice the skills they’ve learned in Listening & Watching. The task is designed to help students achieve free communication skills in organizing a schedule, booking a ticket, checking in at the airport and meeting a client.Procedures:Step 1: explain the task and lead students to go through the given schedule.Step 2: have students work in pairs to describe the schedule. Encourage them to make sentences that vary in structure. Circulate to provide help if necessary.Step 3: call on volunteers or selected pairs to read aloud to the class and ask other students to comment or improve.Sample:1.I will have a full schedule on September 14th.2.I will have a meeting with the production team at 9: 30 in the morning.3.At 11:45 a.m., I will have a lunch appointment with Mr. Smith, a designer fromUTO Advertising.4.In the afternoon, I will visit a supplier’s workshop at 3:00.5.At half past four, I will pick up Mary (Tim’s daughter) after her piano lesson. Unit 4Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical working situations concerning money in the workplace. Procedures:Step 1: Elicit typical workplace situations from students.Step 2: ask students to read unit objectives to get a clearer idea.Step 3: remind students to bear the objectives in mind while studying.Step 4: explain new words or expressions if necessary.Task 1 listening Travel Expense PolicyObjective: students can understand a typical corporate travel expense policy.Procedures:Step 1: students get prepared for the conversation of the travel expense by finishing warming up. Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening.Step 4: students review expressions concerning a company’s reimbursement in language summary. Script:(Jenny will go to Chicago on business. Now she’s going to the Finance Department to ask her colleague, Ada, about the company’s travel expense policy.)Jenny: Excuse me. I’m Jenny from the Sales & Marketing Department.Ada: Good morning. What can I do for you?Jenny: I’m going away on business next month, and I want to know about our policy on travel expenses.Ada: OK. Well, cash cannot be drawn in advance for business travel, so you have to pay out of your own pocket.Jenny: So when I get back, how will the company reimburse my expenses?Ada: You have to save all the receipts from your trip and then attach them to your expenses claim form in order for them to be reimbursed. If there’s no receipt, the company can’t make a reimbursement.Jenny: I see. What about the maximum daily allowance?Ada: That depends on where you go. According to company policy, it’s $40 per day for business trips abroad, and 140RMB for any domestic travel.Jenny: OK. Er…I’m going to Chicago. Do I need to have a credit card with me?Ada: It would be better to have one. It’ll be more convenient but it needs to be an international credit card, of course.Jenny: Do I also have to take cash, US dollars then?Ada: Sure. Usually people use cash for cheaper items and sometimes cards are not accepted, so you have to pay them in cash.Jenny: Thank you very much.Ada: You’re welcome.Key:1.warming-upa.Methods of payment (Can you use a credit card? If not, will you pay out of your ownpocket, or can you request a cash in advance?)b.Reimbursable expenses (Typically these are transportation, mileage, meals, andaccommodation. You’ll probably have a certain amount you can spend on meals each day, for example.)c.Non-reimbursable expenses (For example, most companies will pay for meals, but notalcoholic beverages.)d.Documentation (Know what documentation you’ll need to accompany your expensesreport paperwork.)e.Claim deadlines (How soon must you submit your paperwork to get reimbursed?)2.extensive listeninga.False …I want to know about our policy on travel expenses.b.True It would be better to have one. Sure, …so you may have to pay in cash.3.intensive listeninga. Cb. Ac. BTask 2 Watching Applying for a Credit CardObjective: students learn how to apply for a credit card.Procedures:Step 1: students get prepared for the video clip about applying for a credit card by finishing warming up.Step 2: students watch the video clip extensively to get a global understanding. Check students’comprehension by finishing extensive watching.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive watching.Step 4: students review expressions concerning the usage of credit cards in language summary. Script:(In the bank)Jenny: Hello! I want to apply for a credit card.Clerk: we have several kinds of cards: Peony EMV Standard Credit Card, Peony RMB Credit Card and Peony Dual Currency Credit Card. Which one would you like?Jenny: Er…, well, I’m traveling abroad next month, so I guess I need an international card. Clerk: OK, what about applying for a Peony Dual Currency Credit Card? It can be used at home and abroad. And it can be settled in both RMB or US dollars.Jenny: That suits me. How can I buy goods and services with the Peony Dual Currency Credit Card?Clerk: You can use it at any store with a VISA or MasterCard logo and withdraw local currency from ATMs displaying the Cirrus logo.Jenny: I see. How do I apply for it?Clerk: Please fill out this Application Form. Could you show me your ID card please?Jenny: Yes. Here you are… (While filling in the form) Should I choose a gold card or a classic card? What’s the difference between them?Clerk: Well, with a gold card you can get a credit limit up to 50,000 yuan, but it’s only 20,000 yuan for a classic card.Jenny: I see. (Finishing filling the form) Here you are. When will I get my card?Clerk: We’ll mail you the card within 10 working days.Jenny: Thanks a lot.Clerk: My pleasure.Key:1.warming-upYou may refer to Business Notes for information about VISA and MasterCard.Unionpay: As the bankcard association in China, UnionPay operates an inter-banktransaction settlement system through which the connection and switch between bankingsystems and the inter-bank, cross-region and cross-border usages of bankcards issued byassociate banks could be realized.2.extensive watchinga. False …I need an international cardb. False Yes. Here you are… We’ll mail you the card within…3. intensive watchinga. RMB; US dollarsb. VISA; MasterCardc. credit limitd. 10Task 3 SpeakingObjective: This part aims at guiding students to practice the skills they’ve learned in Listening & Watching. The task is designed to help students achieve communicative competence in handling their business travel expenses..Procedures:Step 1: explain the task and lead students to look through the uncompleted conversation.Step 2: have students work in pairs to complete the conversation. Circulate to provide help ifnecessary.Step 3: call on volunteers or selected pairs to read aloud to role-play the conversation to the class. Sample:A: Good morning, John. I’m traveling on business next week. I’ve heard our company has a new policy on travel expenses?B: Yes, we have introduced/started/drawn up a new policy on travel expenses?A: What is it?B: First thing first, cash cannot be drawn in advance for business travel.A; So, I have to pay out of my own pocket?B: Yes. When you get back, the company will reimburse your expenses.A: What about the daily allowance for the trip, then?B: $50 per day for business trips abroad and 150 RMB for domestic travel.A: Thank you very much.B: You’re welcome.。
雅思听力教学大纲
课程内容：15次课/30课时听力技巧精讲，雅思真题精讲，题库热点分析 教材：剑桥雅思真题5-9，雅思听力直达6分入学测试：学员入学前建议做30分钟的满分为40分的测试 UNIT ONEPART 1 - 日常易混淆的近音或同音字总结 PART 2 - 答案预测的方向性说明 PART 3 – 住房场景考点总结1. need a quieter place2.unhelpful owner 3. bad environment 4. convenient for work 5. other reasons 1. university agency 2.newspaper 3. agency4. introduced by friends 1. introduced by real estates 2. introduced by previous landlord 3.introduced by current landlord 1. address2. house settings / floor plans3. accompanies4. interior decorations5. surrounding environment6.type of rentals – share / alone / home stay1. deposit2. comparisons 1. rental prices 2.insurances3. other rulesHouse huntingRentalsMovingUNIT TWOPART 1 - 基本数字总结 PART 2 - 信号词的应用说明 PART 3 - 逻辑信号词分类说明 1 表示列举，增补关系的信号词 2 表示转折或者对比关系 3 表示顺序和序列关系的信号词 4 表示解释或者强调关系的信号词 5 表示因果关系的信号词 6 表示归纳，结论性关系的信号词 PART 4 - 新生入学场景总结1. basic facilities2. teaching resources1. impressions3.student comments2. dissatisfaction1. how to use money correctly2. making time arrangement3. life problems 1. develop interests2. comparison between programs1. majors2. selective couses3. class features ：part time / full time / flexibility / with(out)work experiences4. class administration5. class enrollment6. scholarships7. study groups8. expensesUNIT THREEPART 1 - 时间和日期的总结 PART 2 - 同义表达的总结 PART 3 -课题研究场景的考点总结1. number of projects2.topic of assignments 3.numberof words4. referencesOrientation s 新生入学Video1.designer2.objects / purposes3.quality4.others1.illness or accidents2.have other assignments to do1.performances: nervous / confident2.attitudes3.methods used4.knowledge used5.tasks1. survey in the shopping mall2. survey on the street1.taking notes2.special educationPART 2 - 大写专有名词总结PART 3 - 语调和语气在听力中的作用说明 PART 4 - 重音指示的应用说明 1 词重音和词重读的作用 2 句重读的作用 3 语体范围的指示作用 PART 5 - 重音指示的应用说明 PART 6 -图书馆场景的考点总结1. book storages2.types of books 3. locations 1.departments 2. on line sections 3. professions1.duration of keeping books 2. recall systems 1. books 2.magazines 3. cassettes 4. videos 5.internet1. questionnaire forms2. questionnaire effectivenessFloor plan1. 个人名2. 昵称 -包括爱称、略称和小名3. 姓氏PART 2 - 提炼文章中的重要信息 PART 3 - 听写PART 4 -日常活动场景的考点总结1. itinerary2. tour spot introduction3. essential suppliesAttentionsTraveCampus tour1. name of the schoolvisited2. school activities3. campus map1 绝大多数的可数名词的复数形式，是在该词末尾加上后辍-s。
雅思听说剑5-听力讲解
Fishing trip 钓鱼旅行 Reptile 爬行动物 Tennis court 网球场 They also have tennis courts at the hotel, but
you’ll have to pay for those by the hour. Accommodation package 一揽子膳宿计划 Booking 预订费 Deposit 押金，定金 Provisional booking 临时预订 Reference number 查询号码
三周后，也就是。。。有一次旅行。下一次要等d time is later in the year. 虽然真正最好的时候是在下半年。
Earlier in the year 上半年
5. Can I just mention that we require all bookings to be made at least 14 days before you travel to avoid cancellations of tours. 我要提醒您注意，需 要至少提前14天预定，以免客户取消旅行。
6. Let me issue you with a customer reference number for when you call back.
给您一个顾客咨询号码，以便您下次打电话咨询 时使用。
Extra
P.31 Email and letters convenient, saves trouble and money Speed, cost, emotional concern,
We can pay up to 20 dollars for this bag.
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INTENSIVE LEVEL OF IELTS LISTENING
COURSE SYLLABUS
Autumn, 2015
A. COURSE DESCRIPTION:
This course involves in 7 courses and each course will put emphasis on the skills
and topics.
B. COURSE ARRANGEMENT:
The course will be arranged in the following ways:
1st-3rd courses: gap-fillings
4th course: table
5th-6th courses: multiple choice
7th course: map
C. CLASS RULES
1.
2.
3.
4.
No Phones Food is not permitted in the classroom. Students should take notes. The
course needs preview and review.
D. GRADING PLAN
1.
2.
3.
4.
Homework 45% Quizzes 25% Final Exam 20% Attendance 10%
E. COURSE BOOK
NICE EDUCATION INNER TEXT BOOK AND CAMBRIDGE IELTS
F. ASSIGNMENT
1. Course 1 :
?
?
2. Course 2 : Cambridge 6 test 2
?
? Cambridge 6 test 2 You must memorise 2 pages from vocabulary material after each
course Cambridge 6 test 1 You must memorise 2 pages from vocabulary material after
each course