Unit 1 Task 1 【答案】 A. 1) She wanted to see St. Paul’s Cathedral. 2) She was so surprised because she saw so many Englishmen who looked alike. 3) They were all wearing dark suits and bowler hats, carrying umbrellas and newspapers. 4) Because she had often read about them and seen photographs of them, who all looked as if they were wearing a uniform. 5) No, he didn’t. 6) He used the English saying “It takes all kinds to make a world” to prove his opinion. B. If all the seas were one sea, what a great sea it would be! And if all the trees were one tree, what a great tree it would be! And if this tree were to fall in the sea, what a great splash there would be! 【原文】 Yesterday morning Gretel went to the City of
Unit 8 P40—WU 1.get off 2.blocks 3.get on 4.go down 5.take 6.get 7.catch 8.corner P41—FL 1.Tivoli Gardens 2.Harrods 3.Red Square 4.Singapore Zoo 5.Sydney Opera House 6.Imperial Palace P41—SL 1. I’m looking for… 2.Do you know where…? 3.Do you know where…? 4.Can you tell me how to find…? 5.We’re trying to find… 6.Do you know where…? P41—TL 1.Just walk down the street;You can’t miss it 2.on the other side of town;but I’m not sure 3.It’s easy;Over there 4.very far from here;take a taxi 5.You can’t see it from here 6.get to the station P42—PREPARE communicate,money,inexpensive,scared,way P42—GTMI 4,2,8,5,9,10,1,6,3,7 Unit 9P44—WU 2.responsibility 3.leadership 4.great salary 5.long hours 6.teamwork 7.danger 8.no comment P45—FL 1.accessories shop 2.fast food restaurant 3.insurance company 4.hotel P45—SL 1.She could practice foreign languages. 2.He learned to use a cash register. 3.He learned to work on computers. 4.She could ski a lot. Unit 10 P48—WU 1.L 2.J 3.A 4.F 5.I 6.H 7.C 8.D 9.B 10.E 11.G 12.K P49—FL 1.Mexio 2.Arizona 3.China 4.China P49—SL 1.It means “miracle”.It protects her. 2.It is Navajo.It reminds him of a place. 3.They are porcelain.They’re from the Ming dynasty. 4.It means “harmony”.It represents his daughter. P50—PREPARE Livestrong:knowledge is power,attitude is everything,help people with cancer ONE:global unity,fight to end poverty,one person=one vote Personal commitment:color of purpose,practice=commitment,commit to your goals P50—GTMI Yellow:Livestrong,help people with cancer,Lance Armstrong White:ONE,end poverty and injustice,Bono Red:Personal commitment,to help accomplish goals,Kathleen Hall Review Unit 2P52—PART 1 1.weigh,rather 2.talk about 3.e-mail address 4.nephew 5.adopted 6.sister,brother-in-law 7.grandparents 8.around the coner 9.go down,on your right 10.Turn right,two blocks 11.great salary 12.responsibility 13.teamwork 14.necklace 15.special meaning P53~54—PART 2 1.a 2.c 3.a 4.b 5.b 6.c 7.c 8.b 9.a 10.b P55—PART 3 1.That’s kind of private. 2.I don’t really give out my phone number. 3.I’d rather not talk about that. 4.I like to keep that to myself. 5.That’s a strange question. 6.Are you two related? 7.How are you related to Tom? 8.I look like my father. 9.I take after my mother.What about you? 10.We get
大学英语听力教学心得 庞静 相对于其他正规院校的本科生来说，高职生的英语基础较差，平均水平不高。从英语听力课的教学来看，其不足主要表现为词汇量少，语音语感较差，知识面窄，独立进行分析判断能力不足，从而反应较慢。除此之外，高职生在英语听力学习方面的不足还表现为缺乏良好的英语听力的自我控制能力和逻辑思维能力，缺乏良好的听力习惯，缺乏应有的自学能力，这一切都无形中构成了高职生英语听力学习的障碍。在我上的大学英语听力的部分系部表现的特别明显。教材是教学的依据，教材的选用和利用对于教学来讲意义重大。虽说我们学校的大学英语听力选用了不同的教材——外语系选用的大学英语听力；人文系选用的英语教程；音乐美术系选用的实用英语。但由于系部不同班级的学生水平也参差不齐，所以因材施教显得尤为重要。 外语系学生相对英语成绩相对较好，大部分学生的学习积极性都比较高。处在这个竞争愈来愈激烈的社会中，他们强烈地感受到自身的不足，从而有着很高的学习积极性。但同时也有相当一部分同学由于种种原因或自卑不前，或自满松懈，或心不在焉，学习态度和学习成绩均和前者有着很大差距，形成两极分化。外语系选用的教材中每个单元由三部分组成：第一部分通常是语音练习，它对于纠正学生的发音很有帮助。教师在完成这一部分的听力练习之后可以接着让学生跟读，模仿，从单词到长句，循序渐进。同时讲解相应的发音规则。第二部分通常是对话和短文。由于部分学生基础较差，如果按照机械的程序从讲解词汇，介绍背景，播放录音直至完成练习，他们会感到十分吃力。于是我一般在讲完词汇和介绍完背景之后，先把所要播放的录音内容概述一下，当然语速要慢。这样可以给学生留下一定的适应时间，帮助他们理解接下来的内容。第三部分是口头练习，这一部分往往会被忽略，我认为这是十分可惜的。不妨让学生根据所听的内容编排对话，复述大意或进行主题讨论，将听与说结合，把听到的内容用自己的语言表达出来。语言是交流的工具，而交流则包涵了由听到说的过程。听是说的基础，听最终要服务于说。 人文系现在的英语教程听力没个单元有不同的话题，围绕这个话题从report 来引出话题，这部分比较简单。然后10个段对话，1个长对话，1个短文听力。这部分听完，再简单讲解一下基本上要花一节课的时间。对于学生的认知，45分钟都在不停的听，做题目无疑会走神，事倍功半，往往是开始20分钟效率特别高，然后就思想松散了听的有一句没一句的。休息5分钟后按照课本内容是听电影片段做填词。这部分联系简单但由于是原声电影说话的语速很快而且连读，省略都很多，加之听力疲劳。所以效果也不佳。我觉得还是听与说要结合交替进
Value Engineering 1系统设计思想 随着互联网和信息技术的迅速发展，大量的网络自主学习平台开始在教育、企业中广泛应用。同时各高等院校的网络设施建设逐步完善，应用的范围日趋广泛。并且近几年随着学校招生规模的不断扩大，一些公共课程的开课班级和开课门数也越来越多，传统的 教学和考试模式面临着改革。 查阅大量的参考文献以及市场调研我们发现面向体育院校学生，服务于体育类专业的自主学习平台几乎寥寥无几，因此，在校园网的基础上，建立全面的学生自主学习平台与评价系统是目前教学改革中一个新的发展趋势。 经过我们的问卷调查与访谈了解到，43.8%的学生表示当前的学习非常需要自主学习平台与评价系统，系统的设计思想是教师为主导、学生为主体的“双主”教学思想，在实施教与学的活动中一直渗透自主学习能力培养策略，而且具有资源共享、不受时空限制、系统开放等优势，使学习者既能自主安排学习计划，又能主动探索新知识，积极参与互动并及时获得反馈，充分体现了教学方法和教学模式的多样化。 以西安体育学院计算机应用基础学习平台为例，本系统是以培养学生自主学习能力为目的的网络自主学习平台与评价系统，在该系统的设计中，作者以前期研究中提出的网络自主学习模式为依据，网络环境下自主学习能力培养策略为导向，以便在该平台的应用中能遵循这些策略对学生进行自主学习能力培养。该系统将授课内容、课件、教学录像、学习策略、学习技巧、教学互动、知识拓展、参考资料、知识库、课程考试等有效地集成为一体，涵盖了教学的全部 环节，方便学生进行自主学习、 自我监控、互动协作、自我评价。该系统不仅为学生提供了丰富的学习资源、互动交流空间，还提供了友好地支持自主学习的测评模块、自主学习互动讨论区和个人学习技巧的补充材料等。 2功能模块设计 基于网络环境的自主学习平台与评价系统是一个综合性的教学、 管理应用系统，它包含一个学习与评价系统的很多方面。该学习系统作为网络环境下教学的一个支撑平台，从功能来看，包括学生网络学习系统、教师网络教学系统和系统管理三个系 统。学生学习系统包含学生注册信息、 账户登录、在线学习、在线测试、在线讨论以及接受教师反馈等功能。教师教学系统包括教师的注册信息、账户登录、上传教学资料，编辑测试题库、发布学习资讯、向学生反馈作业点评信息，以及与学生在线讨论等功能。不同教师进入该系统时，需要输入自己的用户名和口令。管理系统是对教师和学生的注册信息进行审核和验证，并且有对教学资料、试题、论坛以及对系统安全维护的功能。 2.1系统模块设计整个系统模块设计见图1。主要功能介绍如下：①教学管理。教师使用该系统为学生提供教师介绍、课程介 绍、授课内容、课件、课后复习、教学安排、参考资料等信息。②作业 管理。教师可以利用该平台发布作业、批改作业，学生可以在线获取作业、提交作业、回收老师批改后的作业。③考试管理。传统的考试主要是发放纸制试卷，采用现场笔试答题，需要花费大量的人力物力。采用网络在线系统进行在线测评考试，既能及时了解学生的学习情况，并且极大地减轻教师的工作量，并能节约开支。当学生登陆进入测评系统时，系统根据学生需求信息组织并调用试卷，接着调用测试模块显示该试卷并由测试模块管理考试过程，当学生完成并提交试卷后，系统立即通过试卷评阅模 块批改、 分析试卷，通过成绩管理模块给出测评成绩。考试结束后，学生和教师可以对测评成绩进行查询，同时可以看到相应的作答评语和试卷分析。④师生交互。师生交互模块主要包含网上论坛、在线辅导、双向视频讨论、留言板、电子邮件、课程公告、作业批改与反馈、及时通知等形式提供师生实时或非实时的交互。⑤学习专题。学习内容以专题的形式进行讲授和学习，本课程的所有学习资源，包括教师的课件、教案、录像、作业及答案、本节小结等均上传。学生可以在线学习，也可以下载到本地计算机上进行学习和练习。该版块的所有学习资料均由该课程教师上传，教师具有上传、修改和删除的权限，学生仅具备下载的权限。 2.2教师教学模块下面以教师教学模块为例介绍该系统的功能（由于篇幅有限其他模块略）。教师教学模块式该系统的核心模块，是自主学习中教师主导作用的体现。课程的学习与测评资源通 过该空间发布。每位教师拥有自己的账户和密码， 只有通过身份验证方能进入该系统。教师教学模块为教师提供多种功能，主要包含发布教学通知、教学资源管理、作业管理、试题库管理、测评管理、在线答疑讨论等模块，生成系统的网络教学支撑环境。 图2给出了该系统教师教学模块的简单流程图。3系统综述 该系统采用基于Web 的B/S 模式，充分利用当今最新的Web 技术解决方案， 系统具有较好的可靠性和扩展性。客户端无需额外安装客户端软件，在通用浏览器下运行可靠，容错性好，兼容各种运—————————————————————— —作者简介：魏娟丽（1972-），女，陕西眉县人，计算机软件专业硕士，西安体育学院副教授，研究方向为计算机软件和体育计算机技术。基于网络环境的自主学习平台与评价系统的设计 Design of Web-based Self-learning Platform and Evaluation System 魏娟丽Wei Juanli （西安体育学院，西安710068） （Xi'an Physical Education University ，Xi'an 710068，China ） 摘要：目前，网络自主学习成为一种重要的学习方式，越来越受到教师和学生的重视。在这样的背景下作者以体育类院校作为主要研究对 象，从学生特点和课程设置出发，初步研究并构建一种适合体育院校学生的自主学习模式，并以该模式为依据，设计和开发一个以培养学生自主 学习能力为目标的、尽可能提供较大优越性和可行性的完善服务的基于网络环境的自主学习平台与评价系统。 Abstract:Currently,the web-based self-learning as an important way of learning,has draw more and more attention of teachers and students.In this context,the author takes the sports colleges as main object of study,starting from student characteristics and course offered,makes a preliminary study and builds a self-learning pattern which is suitable for sports academies,and based on the model,it designs and designs a new platform and evaluation system to cultivate students'self-learning ability,and provide the preferable and feasible service. 关键词：网络；自主学习；系统设计Key words:network ；self-learning ；system design 中图分类号：TP393 文献标识码：A 文章编号：1006-4311（2012） 06-0123-02 ·123·
A Cheap Parking Lot Before going to Europe on business, a woman drove her new so the women handed over the keys to her Rolls-Royce. The car was parked on the street in front of the bank. The bank bank's president and its officers all enjoyed a good laugh at the woman for using a $250,000 Rolls-Royce as collateral garage and parked it there. Two weeks later, the woman walked through the bank's doors and "Wait, Miss," the loan officer said, " While you were away, we checked you out and found that you are a multi-millionaire. What puzzles us is why you would bother to borrow $5,000." The women replied: " (1) downtown
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Before going to Europe on business, a woman drove her new Rolls-Royce to a downtown bank in New York City and went in to ask for a loan of $5,000. The bank officer said the bank would need some kind of security for the loan, so the women handed over the keys to her Rolls-Royce. The car was parked on the street in front of the bank. The bank agreed to accept the car as collateral for the loan. The bank's president and its officers all enjoyed a good laugh at the woman for using a $250,000 Rolls-Royce as collateral against a $5,000 loan. An employee of the bank then proceeded to drive the Rolls into the bank's underground garage and parked it there. Two weeks later, the woman walked through the bank's doors and asked to settle up her loan and get her car back. "That will be $5,000 in principal, and $20.30 in interest," the loan officer said. The woman wrote out a check and started to walk away. "Wait, Miss," the loan officer said, "We're very happy to have had your business, and this transaction has worked out very nicely, but we are a little puzzled. While you were away, we checked you out and found that you are a multi-millionaire.
《现代大学英语》 听力2课程教案 授课时间：2014-2015第二学期 授课班级：英1243 授课人：何林
Unit 1 教案 【Task 1】 Warm up Exercises: A. 1) She wanted to see St. Paul’s Cathedral. 2) She was so surprised because she saw so many Englishmen who looked alike. 3) They were all wearing dark suits and bowler hats, carrying umbrellas and newspapers. 4) Because she had often read about them and seen photographs of them, who all looked as if they were wearing a uniform. 5) No, he didn’t. 6) He used the English saying “It takes all kinds to make a world” to prove his opinion. B. If all the seas were one sea, what a great sea it would be! And if all the trees were one tree, what a great tree it would be! And if this tree were to fall in the sea, what a great splash there would be! 【Teaching materials】 Yesterday morning Gretel went to the City of London. She wanted to see St. Paul's Cathedral. She was surprised to see so many Englishmen who looked alike. They were all wearing dark suits and bowler hats. They were all carrying umbrellas and newspapers. When she returned home she asked Mr clark about these strange creatures. "They must be typical English gentlemen," she said." I have often read about them and seen photographs of them. They all look as if they are wearing a uniform. Does the typical English gentleman still exist?" Mr. Clark laughed. "I've never thought about it," he answered." It's true that many of the men who work in the City of London still wear bowler hate and I suppose they are typical Englishmen. But look at this." Mr. Clark picked up a magazine and pointed at a photo of a young man. "He's just as typical, perhaps. It seems as if there is no such thing as a 'typical' Englishman. Do you know the English saying 'It takes all kinds to make a world'? That's true of all countries-including England." “Oh, just like the poem ‘If All the Seas Were One Sea’,”Gretel began to hum happily. If all the seas were one sea, what a great sea that would be! If all the trees were one tree, what a great tree that would be! And if this tree were to fall in the sea, what a great splash that would be!” Task 2 【Teaching materials】 A. 1) people were much busier 2) colder than England; minus thirty degrees; last longer 3) much more mountainous; much higher and much more rocky; more beautiful 4) tend to be more crowded 5) the houses; smaller
基于网络平台的大学生自主学习课程建设 本文在分析网络环境下大学课程自主学习特点的基础上以《社交礼仪》课程为例，探讨了自主学习课程的网络学习平台设计与运用及课程建设问题，认为网络学习平台为学生提供了个性化的学习资源，进一步加强平台设计和课程建设，有利于全面提高学生的自主学习能力。 标签：大学；自主学习；网络学习平台；课程建设；社交礼仪 自主学习是与传统的接受学习相对应的一种现代化学习方式。对自主学习的系统研究始于从上世纪七、八十年代初，Holec（1981）将自主学习定义为学习者对自己的学习负责，Littlewood（1999）认为自主学习可分为两类：后摄性和前摄性自主学习。前者指在教师的指导下进行的自主学习，而后者指的是学习者在没有任何外界因素影响的前提下进行的自主学习。无论何种自主学习方法，都需要有获取资料、学习交流的平台。随着现代计算机技术的发展和Interne的普及，教师的教学方法和学生的学习方式都发生了根本性的变革。计算机具有多重交互性和资源共享性，弥补了传统教学的不足；同时，大量网络学习平台相继出现，为学生提供了个性化的学习资源，为学生自主学习能力的实现提供了现实可能。《社交礼仪》课程作为本科学生自主学习课程，全部教学内容均为自主学习。除了开学初、期中阶段几次以课堂授课的形式外，其余时间均为自学。这也是培养大学生通过独立分析、探索、实践、质疑、创造等方法来实现学习目标的一种大胆尝试。 一、网络环境下的大学课程自主学习特点 计算机网络为学生营造了广阔的、自由的、开放的学习氛围，延伸了传统的课堂教学。《社交礼仪》课程作为自主学习课程，大部分时间需要学生自主学习，网络资源如教学网站等为学生学习提供了丰富的资料，也为教师引导学生提供了很好的平台。与传统的课堂教学不同，大学自主学习有如下特点： 1、自主和自为的结合 自主学习中，学生自身是学习的主体。所谓“自主”，就是什么时候学、学什么、怎么学习，都由自己说了算，学习成为“自己的事情”。学生需要将学习内容纳入自己的生活中，学习事宜均由自己安排而不是被教师牵着鼻子一步一趋地前行。所谓“自为”，指的是学生可以根据自己的实际情况，来选择学习的内容、方法和进度等，所以自为学习本质上就是学习者自我探索、选择和创造知识的过程。和传统的教师课堂“灌输式”教学方法不同，自主学习给了学生更多的自主权力，每位学习者完全可以根据自己的特点自由学习，提高学习效率。网络平台所提供的更多更新更全的学习资源，是学生学习、探索知识的庞大的知识库。《社交礼仪》课程通过网站发布了“自主学习指南”、“教学大纲”，同时也鼓励学生通过网络自己寻找相关的视频或文字等学习资料。
网络环境下学生自主学 习方式研究 HEN system office room 【HEN16H-HENS2AHENS8Q8-HENH1688】
网络环境下学生自主学习方式研究 山东曲阜市实验小学王生 摘要：本文以素质教育思想和现代学习理论为指导，充分利用现代教育技术构造一个网络环境下的自主学习方式，并给出具体的的操作方法和实施途径。论述了构建网络环境下学生自主学习方式的内涵、意义与理论依据、网络环境的功能与优势等，以及学生自主学习的研究。 关键词：网络环境自主学习方式 一、引言 随着新课程改革全面实施，信息技术在学校教育教学中的应用己显得越来越普遍。一方面，新课程的实施加速了教育信息化的进程；另一方面，信息技术在改变着人们日常生活的同时，也在悄然改变着传统的学习方式。为了更好的推进素质教育和学校教育现代化的发展进程，改革教学内容、方法和手段，从而实现基础教育的跨越式发展是教育现代化的必由之路。研究学生在网络环境下如何进行学习，显得尤为必要。作为我们信息技术教师，应该根据新课程的理念，引导学生走出过去的传统的课堂。充分利用和开发校内外的各种课程资源，开展自主性学习。而这一切都离不开信息技术的支持。在新课程教改中，我们对网络环境下的自主学习方式进行了初步探索。 二、网络环境下学生自主学习的内涵 基于网络环境下的自主学习，就是在运用网络优势的前提下，在教学过程中，在教师的启发、引导、点拨、帮助下，带着一种积极要求了解问题、解决问题的强烈愿望与心情，用探究的方法，自主参与学习，从而达到解决疑问，掌握相应的知识与能力的目的；以科学研究的方法探索问题的学习过程，自主性学习是比较适合在网络环境中进行的，网络能解决研究所需的大量资源，能帮助学生建立小组协作，能使教师实现异步指导。因此，开展以学生为中心的、自主的学习，教师关键要设计一个学习环境，激发学生的学习需要与学习兴趣，让学生在获得丰富的情感体验，学生通过网络掌握大量的学习资源，根据自己的学习特点和愿望，按照自己的学习方法，主动地选择学习内容、学习时间和学习进度。学生在基于网络的自主学习中树立“自主学习观”。 三、网络环境下自主学习方式概述 利用网络环境开展学生自主性学习，让学生的“自主”唤醒和激发主动参与的意识，训练掌握认知策略，发挥选择性、能动性、积极性和创造性。 1．网络环境下基于游戏的自主学习方式 基于游戏的自主学习方式，是针对小学生在教师指导下，以游戏方式开展的自主学习模式。由于小学生的生理、心理特点，他们对游戏有着特别的爱好，在游戏环境中，他们能快乐地进行学习而不容易产生厌学情绪。多媒体和网络技术由于能提供界面友好，形象直观的交互式学习环境，有利于激发学生的自主学习兴趣。同时，它还能提供图、文、声、像并茂的多种感官综合刺激，更有利于情景创设和大量知识的获取，为小学生营造快乐的学习环境提供了理想的条件。但由于小学生自主选择能力和判断能力还不是很强，所以在学习过程中需要教师给予必要的引导。让学生从生活经验和已有知识背景出发，使学生们都融合进角色之中，在快乐的游戏中掌握知识，训练技能，了解方法，培养情感。
Task 1 Unit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9Unit 10 Task 1Task 2Task 3 Model 1Model 2Model 3 Task 1Task 2Task 3 Further listening 1Further listening 2Further listening 3Further speaking 1 Unit 5 Does your best friend have four legs? Done with this task. Target score: 60% Your current score: 65% Unit 5 test Next Directions: Click on the speaker to the left to start playing the audio recordings Parts I, II and III. They will be played continuously. Once the recording starts playi please do NOT click on either the speaker icon or the 'Unit Quiz' link in the menu above. Otherwise, you may lose the chance of hearing the complete recording. Part I Script Directions: Listen to the short dialogs, and then choose the correct answers to the questions. You will hear the recording twice. After the first playing, there will be time for you to choose the correct answers. Use the second playing to check your answers. 1.(Listen to the audio recording for the question.) A. His parents wanted him to learn to be responsible. B. His parents believed it was good for his health. C. His parents hoped he would not be lonely. D. His parents loved animals. 2.(Listen to the audio recording for the question.) A. She saw her uncle riding a horse many times when she was young.
大学英语听力教学模式 [摘要]本文针对目前大学英语教学改革中对学习者听力要求的不断提高与有限的听力教学之间的矛盾,利用在新生当中进行的有关听力方面的调查结果,归纳并分析讨论了EFL学习者在听力方面存在的问题, 指出EFL学习者在提高听力理解方面存在着诸多需要教师帮助解决的问题,并对大学英语听力教学模式提出了一些建议。 [关键词] 听力障碍;教学模式;听力技能 一、引言 听力理解一直是中国英语学习者在英语学习方面比较头痛的一个问题。随着大学英语教学改革的不断深入,听力理解题目在大学英语测试中所占的比例已达到35%。然而学生的听力课时仍然极其有限,通常平均每周为1-2节。无疑,教师面临着如何在有限的课时内进行有效的听力教学的严峻挑战。传统的听力教学模式中,教师很少去教学生怎样听,而更多的只是将大量的视听材料“灌”给学生,认为学生在接触过大量的听力内容之后便会自然而然地获得听力方面的技能,无需向学生讲授如何去听。教学中,多数教师遵循着同一种固定的模式——打开课本,讲解生词,播放磁带或光盘,提问/回答问题,给出答案。长此以往,学生会发现这种教学模式远远没有解决自己听力上的问题,进而对这种单调的教学模式失去兴趣,而学习者学习兴趣的丧失便成为了英语听力学习中最大的障碍。因此,作为教师很有必要在如何讲授听力课程方面寻找新的思路。 二、英语学习者的听力障碍 在学生中多次进行的问卷调查结果显示,听力理解成为学习者的头痛问题主要源于以下几个方面的障碍: 1. 听力理解过程的认识 对于听力理解过程的认识多数学习者只停留在“听一段材料,然后能够知道材料里说的是什么,并能回答设置的相关题目”这一层面上,对于听力理解到底是一种什么样的过程其实并不清楚。Howatt and Dakin 指出听力理解要求听者能够在接受说话者的语音、理解其语言中的词汇、语法的基础上判断和领会其所说的内容。要实现这一过程,听者需要具备一系列的听力技能,即我们通常所说的微技能。听力微技能包括: (1)预想说话者会说什么;
Unit 9 Task 1 【原文】 Compere: And now for our first question. It comes from Mrs. June Moore. Mrs. Moore Mrs. Moore: Does the panel think that computers will change our lives Compere: Mrs. Moore wants to know if computers will change our lives. Philip Barnes Philip Barnes: Computers have already changed our lives. Business is more efficient. Planes and trains provide a better service... Miss Anderson: Just a moment, Mr. Barnes. You may be right about business, but how many people have lost their jobs because of computers Computers have changed our lives, but I don't want my life changed. Arthur Haines: Excuse me, Miss Anderson. We're talking about our lives, not your life. The computer will affect everyone in the world. Records can be kept of everything we do. Records will be kept of all our private lives. In my opinion, the computer is the greatest disaster of the 20th century. Phyllis Archer: Could I interrupt Arthur Haines says the computer is a disaster, but the computer is a machine. It was invented by people; it is used by people. If the computer is a disaster, then people are a disaster. Compere: Thank you, Phyllis Archer. Thank you, panel. And thank you, Mrs. Moore. Task 2 【答案】
Price rises but inflation stays low. 1. Everybody in Britain is talking about falling prices though they know inflation is high. T F 2. Professor Brown found it easy to explain the difficult economic issue. T F 3. Chinese-made products have made Britain poorer. T F 4. In the past decade the CPI in Britain has increased only modestly. T F 5. The low inflation has resulted from higher prices for some goods and lower prices for mass-produced Chinese goods. T F Petrol, up. Eating out, up. School fees, up. Everyone in Britain seems to be talking about price rises, but why then is inflation still so low?
Professor Brown gave the seemingly difficult economic issue a simple answer: It is the low-priced "Made-in-China" products that help keep inflation under control. In his presentation at an economic forum, Brown reminded the price-sensitive Britons that Chinese-made commodities have not only helped bring down the inflation figures, but also made the already rich countries like Britain richer. Consider the following figures. Over the past 10 years, the total cost of living in Britain, as measured by the official consumer price index, has risen by just 14 percent. But that very modest average increase has included high inflation in some categories: school fees, for example, are up 62 percent, hairdressing up 58 percent, holidays up 52 percent, and eating out up 33 percent on average, with top London restaurant prices showing much faster growth. Why then has the total cost of living remained so stable? The answer to the question, the professor said, is not just interesting in its own right, but tells Britons a surprising amount about what is happening today not only in Britain but in the world economy as a whole. Because the prices of mass-produced goods have been plunging: clothes prices down by 42 percent in a decade, shoes by 31 percent and consumer electronics by 63 percent. Professor Brown said that this relates to China's entry into the global economy. By becoming the workshop of the world, China has pushed down the prices of all mass-produced goods.