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初级新编剑桥商务英语第三版听力原文全文共3篇示例，供读者参考篇1Title: Original Listening Text from Cambridge English for Business 3rd EditionUnit 1: Introducing the BusinessPart 1: Company BackgroundNarrator: Welcome to the first unit of Cambridge English for Business 3rd Edition. In this unit, we will be introducing the concept of a business and discussing the background of a company. Let's listen to a conversation between two colleagues, Mike and Sarah, as they discuss their company's history.Mike: So Sarah, can you tell me a bit about the background of our company?Sarah: Sure, our company was established in 1998 by a group of entrepreneurs who saw a gap in the market for innovative technology solutions. Since then, we have grown to become a global leader in the IT industry.Mike: That's impressive. What are some of the key milestones in our company's history?Sarah: Well, in 2005, we launched our flagship product, which revolutionized the way businesses handle data storage. And in 2010, we expanded into new markets in Asia and Europe, further solidifying our presence in the industry.Mike: It sounds like our company has come a long way since its inception. What sets us apart from our competitors?Sarah: I think it's our commitment to innovation and excellence. We are constantly striving to stay ahead of the curve and deliver cutting-edge solutions to our clients. This has helped us build a strong reputation in the market.Narrator: Thank you for listening to this conversation on company background. In the next part, we will discuss the importance of market research in business. Stay tuned!Part 2: Market ResearchNarrator: In this part, we will explore the concept of market research and how it can benefit businesses. Let's listen to a discussion between two marketing executives, Jane and Tom, as they talk about the importance of conducting market research.Jane: Tom, why do you think market research is essential for businesses?Tom: Well, market research provides valuable insights into consumer preferences, market trends, and competitor strategies. By understanding the needs and wants of their target audience, businesses can tailor their products and services to meet customer demand effectively.Jane: That makes sense. How can market research help businesses make informed decisions?Tom: Market research allows businesses to gather data on consumer behavior, competitor performance, and market conditions. This information can help businesses identify new opportunities, anticipate market trends, and make strategic decisions that will drive growth and profitability.Jane: It sounds like market research can be a powerful tool for businesses. How can small businesses benefit from market research?Tom: Even small businesses can benefit from market research by gaining a deeper understanding of their target market, identifying niche opportunities, and assessing thecompetitive landscape. This can help them make informed decisions and compete effectively in the market.Narrator: Thank you for listening to this discussion on market research. In the next unit, we will explore the role of communication in business. Stay tuned!End of Unit 1This is just a sample of the original listening text from Cambridge English for Business 3rd Edition. The full version of the textbook contains a wide range of listening materials that cover various business topics in depth. We hope you found this sample text helpful in improving your listening skills and understanding of business concepts. Thank you for listening!篇2Cambridge English for Business is a series of self-study or classroom courses for professional English learners. The series is designed to improve communication skills and provide a strong foundation in the language for work-related purposes. The third edition of Cambridge English for Business offers updated content and a variety of activities to help learners engage with the material.One key component of the Cambridge English for Business series is the listening section. Listening is a crucial skill for effective communication in the business world, as it allows professionals to understand instructions, conversations, and presentations. The listening section in the third edition of the series is designed to expose learners to a range of accents and speech patterns, helping them become more comfortable with understanding English spoken in different ways.Each unit in the Cambridge English for Business series includes a listening task that focuses on a specific aspect of business communication. For example, learners may listen to a simulated business meeting, a customer service call, or a presentation. The materials are authentic and relevant toreal-world business situations, providing learners with valuable exposure to business English in context.In addition to listening practice, the Cambridge English for Business series also includes activities to help learners develop their listening skills. These activities may include pre-listening tasks to set the context, comprehension questions to check understanding, and post-listening activities to reinforce learning. Learners have the opportunity to practice listening for gist,specific information, and detail, as well as to improve their ability to identify key points in a conversation or presentation.Overall, the listening section in the third edition of Cambridge English for Business is a valuable resource for professionals looking to improve their listening skills in a business context. With a focus on authentic materials, relevant content, and varied activities, the series provides learners with the tools they need to succeed in the global business environment.篇3Cambridge English for Business第三版是一套专门设计用于商务英语听力训练的教材。
捷进英语Unit 2老猴子咬菜根学习交流Unit 2 Lesson 1 Baby talk. 儿语Hi Sherise. 嗨，Sherise。
Hello Sherise. 你好，Sherise。
Where's Sherise? Sherise去哪儿了？Has Sherise gone to the movies? Sherise去看电影了吗？No,she hasn't. 不，没有。
She's right here! Wuh-wuh-wuh... 她就在这儿！Excuse me? 对不起。
Oh! Good morning. 噢！早上好。
Good morning, Wendy. 早上好，Wendy。
Friend of yours? 你的朋友？That's Sherise. 她是Sherise。
Where's Sherise? Sherise在哪儿？Sherise is in the restaurant. Sherise在餐厅。
The question is, who is Sherise? 问题是，Sherise是谁？Nina's baby. Nina的小孩。
Oh. 噢。
And where is Nina? 那么Nina在哪儿?She's at a meeting. 她在开会。
And where's the meeting? 在哪儿开会？At the Children's Center. 在儿童中心。
Nina's gone to a meeting at the Children's Center, and her baby is here?Nina去儿童中心开会了，而她的孩子在这儿？That's right. 对。
Has Sherise gone to the meeting? Sherise去开会了吗？No,she hasn't.没有。
Teacher’s Book for Unit 3Unit 3 Write a quick operation guideStarting upAbout the unitIn the workplace, we need to know how to use office equipment. As technicians, we need to read product manuals, and write quick operation guides for colleagues. To write a clear and efficient operation guide, we should know what information needs to be included in it and the kind of writing style to use. This unit introduces some information about product operation, and offers strategies in writing a quick operation guide. After completing this unit, Ss will develop their writing skills, and will be able to write a quick operation guide.Teaching objectivesWhen teaching this unit, the T should enable Ss to•note down specific information about product operation (Set the task & Prepare for the task); •list two to three key points they need to consider when writing a quick operation guide (Develop the strategies);•write a quick operation guide (Fulfil the task & To extend).Teaching suggestionsThe T can present this unit in different ways. A product-oriented approach is suggested. With this approach, the T can guide Ss through the output task by showing them how to note down specific information about product operation and how to write a quick operation guide.MotivatingAsk Ss to think about what preparations to make before writing a quick operation guide. EnablingScenario•Introduce “Scenario” and help Ss to get background information about the task, e.g. people’s identities, information about the companies, etc.•Ask Ss to discuss in pairs possible preparations which should be made before writing a quick operation guide.•Explain the language tip.Set the task•Ask Ss to listen to the conversation and ask them what the task is for Chen Jie.•Listen again and get Ss to finish the tasks in “Understand the text”.•Explain the vocabulary.•Check Ss’ answers to the task in “Language in focus”.•Explain the career tip.Prepare for the task•By “Reading” & “Listening”, ask Ss to note down specific information that should be included in a quick operation guide.•Enable Ss to develop their skills in identifying key information while reading and listening by finishing the tasks in “Understand the text”.•Explain the vocabulary.•Check Ss’ answers to the tasks in “Language in focus”.•Explain the structure and the intercultural tip when necessary, and ask Ss to practice the when-clause with classmates.Develop the strategies•Ask Ss to discuss what the language style of an operation guide is written in, and what sentence pattern(s) and tense(s) should be used in a guide in order to provide information in a concise and logical way.•Check Ss’ ideas by reading “Language style of an operation guide”.•Lead Ss in making and translating imperative sentences.AssessingFulfil the task•Encourage Ss to complete the task by explaining the steps in the Student Book.•Ask Ss to complete the quick operation guide for the projectors.•Invite Ss to read the finished operation guide to the rest of the class. Ask Ss to give feedback on each other’s work and give your comments or feedback.To extend•Ask Ss to do the comprehension work in Task1 by reading the passage.•Ask Ss to discuss the questions in Task 2.Detailed Procedures & KeyScenarioDiscussionWork in pairs and discuss the following question:Imagine you are Chen Jie. What preparations will you make before writing the quick operation guide?ProceduresBreak up the topic by asking detailed questions such as:•Where could you get information about how to use the projectors?•Is it necessary to include all the information about the projector in a quick operation guide? •What information might be the most important for your colleagues in helping them to use the projector?•Are illustrations (e.g. drawings, pictures etc.) necessary in a quick operation guide?•What sentences are most often used in product operation guides?Vocabulary1.Bright Future Co., Ltd is a media company.media company 传媒公司e.g. He set up a media company in early 2012.2012年初，他成立了一家传媒公司。
Lesson 3 Is it a pig?一、教学内容和要求(Teaching contents and demands)二、难点分析(Analyses of teaching contents)1.语音(Phonetics)本课重点学习i, o, u的短音，同时复习a的短音和e的短音，要掌握单音的读法并能够拼读含i, o, u的短音的单词，同时与a, e的短音进行对比，复习巩固，加深印象。
本课还学习了字母组合sh,ck的发音。
字母c和字母组合ck在单词中的读音和字母k一样，都读作k。
字母组合sh的发音，可借助于汉语拼音进行学习，口诀是“师傅，汉语sh, 英语sh, sh, sh”，汉语拼音sh发音时有韵母i，不噘嘴，而英语读音要去掉韵母，同时噘嘴。
字母x的读音，可以采用掐头法，将x名称音中的第一个音去掉，即可得到x在单词中的读音/ks/。
2.词汇(Words)本课共有16个生词，这些生词除fox外都要求四会，含有i的短音的生词有it, is, pig等，含o的短音的生词有not, dog等，含有u的短音的单词有bus, run, duck等。
3.语言结构(Structure)本课的重点语言结构是Is it a pig? Yes, it is. It is not a fox. It抯 a dog. Cana duck swim? Yes, it can.本课学习情态动词can的用法，学习其一般疑问句及其肯定回答。
通过学习，学生要能够理解和掌握can表示能力的用法，并能够运用这一用法表达“我能做什么”。
前面几课都是在学习主系表结构，本课首次出现了含有实义动词的句子，教师在教学中要注意引导。
而含有实义动词的句子中，can句型又是其中比较简单的，因此教师只要让学生知道句子结构即可，不必过多讲解。
本课Let抯talk既是学习新句型，同时也是对本课语音、词汇的进一步复习巩固和运用，真正做到语音、词汇、语言结构相结合，在语流中学语音。
捷进英语介绍捷进英语是一家提供英语学习服务的在线教育平台。
它致力于为学生提供高质量、灵活的英语学习材料和个性化的学习经验。
捷进英语的目标是帮助学生提高英语听说读写能力，使他们能够在全球范围内有效地交流和应对各种英语考试。
课程捷进英语提供多种类型的课程，以满足不同学生的需求。
以下是一些主要的课程类型：1.听力课程：捷进英语的听力课程旨在帮助学生提高听力技能。
课程内容包括听力练习、听力技巧和听力理解的相关内容。
2.口语课程：捷进英语的口语课程旨在帮助学生提高口语表达能力。
课程内容包括口语练习、口语技巧和口语交流的相关内容。
3.阅读课程：捷进英语的阅读课程旨在帮助学生提高阅读理解能力。
课程内容包括阅读材料、阅读技巧和阅读理解的相关内容。
4.写作课程：捷进英语的写作课程旨在帮助学生提高写作能力。
课程内容包括写作练习、写作技巧和写作结构的相关内容。
特点捷进英语相比于其他英语学习平台具有以下几个特点：1.个性化学习：捷进英语为每个学生都提供个性化的学习计划。
根据学生的英语水平和学习目标，平台会为学生推荐适合的课程和学习材料。
2.灵活学习：捷进英语的学习时间和地点非常灵活。
学生可以根据自己的时间安排和个人需求，在任何时间和任何地点开始学习。
3.高质量内容：捷进英语的教材和课程内容由专业英语教师精心准备。
学生可以通过学习教材和参加课程，提高自己的英语水平。
4.互动交流：捷进英语鼓励学生进行互动交流。
学生可以与教师和其他学生进行讨论和合作，提高学习效果。
学习流程1.注册成为捷进英语的会员。
2.进行英语水平测试，得到个人学习建议。
3.根据学习建议选择适合的课程和学习材料。
4.根据个人时间和需求制定学习计划。
5.开始学习，完成课程和练习。
6.定期参加评估测试，了解学习进展。
7.参与互动交流，与教师和其他学生进行讨论和合作。
8.持续学习，提高英语能力。
总结捷进英语是一个提供高质量、灵活的英语学习服务的在线教育平台。
通过个性化的学习计划、灵活的学习方式和互动交流的机会，学生可以提高英语听说读写能力，更好地应对各种英语考试和全球交流。
Lesson 3 Is it a pig?一、教学内容和要求(Teaching contents and demands)二、难点分析(Analyses of teaching contents)1.语音(Phonetics)本课重点学习i, o, u的短音，同时复习a的短音和e的短音，要掌握单音的读法并能够拼读含i, o, u的短音的单词，同时与a, e的短音进行对比，复习巩固，加深印象。
本课还学习了字母组合sh,ck的发音。
字母c和字母组合ck在单词中的读音和字母k一样，都读作k。
字母组合sh的发音，可借助于汉语拼音进行学习，口诀是“师傅，汉语sh, 英语sh, sh, sh”，汉语拼音sh发音时有韵母i，不噘嘴，而英语读音要去掉韵母，同时噘嘴。
字母x的读音，可以采用掐头法，将x名称音中的第一个音去掉，即可得到x在单词中的读音/ks/。
2.词汇(Words)本课共有16个生词，这些生词除fox外都要求四会，含有i的短音的生词有it, is, pig等，含o的短音的生词有not, dog等，含有u的短音的单词有bus, run, duck等。
3.语言结构(Structure)本课的重点语言结构是Is it a pig? Yes, it is. It is not a fox. It抯 a dog. Cana duck swim? Yes, it can.本课学习情态动词can的用法，学习其一般疑问句及其肯定回答。
通过学习，学生要能够理解和掌握can表示能力的用法，并能够运用这一用法表达“我能做什么”。
前面几课都是在学习主系表结构，本课首次出现了含有实义动词的句子，教师在教学中要注意引导。
而含有实义动词的句子中，can句型又是其中比较简单的，因此教师只要让学生知道句子结构即可，不必过多讲解。
本课Let抯talk既是学习新句型，同时也是对本课语音、词汇的进一步复习巩固和运用，真正做到语音、词汇、语言结构相结合，在语流中学语音。
三、教学建议(Suggested teaching methods)1.复习(Revision)(1) 复习16个辅音音素及26个字母的读音，教师出示卡片，学生朗读。
(2) 复习含有a, e的短音的单词，教师说中文，让学生写出英文，然后教师将这些词写在黑板上，让学生进行分解式拼读，并说出汉语词义。
下列单词供参考：a man fat am hat ane bed hen pen egg red yes(3) 复习第二课的结构，教师与学生互相作自我介绍，再随意拿起钢笔(实物或图片)等问学生A pen? 学生回答Yes. 之后让学生两人一组进行问答表演。
对话模式如下：___ Hi. I am ....___ Hi. I am ....___ A hen?___ Yes.2.学习第一部分Let’s listen and learn(1) 教师板书字母i(用红色的粉笔)，教读i的短音：前舌后部抬高，舌端抵下齿，双唇稍开，牙床半合。
教师示范口型，学生跟着模仿即可，不必给学生过多强调发音部位和方法。
之后竖排再写下7个i，边写边领读，直到熟练。
(3) 在第一个红色的i之前加字母p，让学生读其音，然后再在后面加字母g，让学生读其音。
之后教师示范分解式拼读p-i-g，再拼读出整个单词pig，领学生多读几遍，可以三遍连读，如：pig,pig,pig。
前两遍用升调，后一遍用降调，注意韵律。
读熟之后，教师在单词旁边画一头猪(简笔画)，告诉学生pig的词义，之后边看图边读单词，记住词义。
(4) 用上述方法学习其他生词it, is, big, his, ship, fish等。
不能用简笔画的可以直接给出汉语词义。
字母组合sh的读音与汉语拼音sh进行对比，让学生注意英汉之间的区别，并多模仿几遍。
his一词，字母s下加横线，表示读z的音。
(5) 打开课本，朗读生词(并连读三遍)，边读边记词义。
3.学习第一部分Let’s talk(1) 复习i的短音和字母组合sh的读音。
(2) 复习Let’s listen and learn中的单词，让学生独立拼读含有i的短音和字母组合sh的单词。
(3) 讲解Let’s talk：教师画简笔画,在黑板上画小男孩和妈妈在看画册，画册上有一只肥猪，接着教师一个人扮演近处的两个角色，把Let’s talk对话内容表演出来：___ Is it a pig?___ Yes.同样的方法教Let’s talk中的其他两段对话：___ Is it a big ship?___ Yes, it is.___ Is it his fish?___ Yes, it is.(4) 教师在简笔画下面给出关键词，让学生看着简笔画和关键词跟录音或跟老师逐句读，并译成汉语。
然后让学生把整个对话连起来说，多说几遍，直到熟练掌握。
(5) 学生看简笔画和关键词复述对话，先集体，再个人。
(6) 学生运用本课所学的结构进行实际交际，谈论前两课所学的物品。
4.学习第二部分Let’s listen and learn(1) 教师板书字母o(用红色粉笔)，教读o的短音：后舌微微抬起，双唇收圆，牙床全开，喉头肌肉紧张。
教师示范口型和方法，学生跟着模仿即可，不必给学生过多强调发音方法。
之后教师竖排再写5个o，边写边领读，直到学生熟练掌握。
(2) 在第一个红色的o前加字母d，让学生读其发音d，然后再在o之后加字母g，让学生读其发音g, 教师示范分解式拼读d-o-g，并拼读出整个单词dog，然后领读三遍dog, dog, dog, 读时前两遍用升调，后一遍用降调，注意韵律。
之后学生练习三遍连读，多练几次。
读熟后，教师在单词旁边用简笔画画一只狗，讲解dog的汉语意思，并进行动作表演，再领学生边看图边连读三遍单词，记住词义。
(3) 用上述方法学习生词not, frog, box和fox，不能用简笔画表示词义的可以直接给出汉语词义。
字母x是首次出现，教师要教其发音：将x名称音中的第一个音去掉，余下的就是该字母在单词中的读音ks，让学生多模仿几遍，再学习生词box 和fox。
(4) 打开课本连读三遍生词，边读边记汉语词义，能够表演的进行表演，如：dog, fox,frog等。
5.学习第二部分Let’s talk(1) 教师可以用简笔画导入。
先在黑板上画一幅简笔画：一只青蛙在河里,一只狐狸在岸边指着青蛙和一只狗在对话。
教师分别充当三种动物将对话表演出来：Fox: A frog?Dog: Yes.(2) 教师在简笔画下面给出关键词，让学生看着简笔画和关键词跟录音或教师逐句读，并译成汉语。
然后教师引导学生根据对话总结出下列两个句子：It’s not a fox.It’s a dog. It’s a fox. It’s in a box. 练习It抯...句型的肯定形式和否定形式。
(3)进行操练，可以将学生按三人一组分组，先集体后个人，例如：充当狐狸的同学一起说狐狸的台词，练熟后，再按三人一组进行练习。
(4) 让学生三人一组看着简笔画和关键词复述对话，能够做到不看提示更好。
(5) 学生运用本课所学的结构进行实际交际，用It’s ...句型的肯定形式和否定形式谈论前两课所学的物品。
6. 学习第三部分Let’s listen and learn(1) 教师板书字母u(用红色粉笔)，教读短音u的短音/V/，后舌抬高，双唇收圆，牙床半合，喉肌肉松弛。
教师示范口型和发音方法，学生模仿，不必过多强调发音部位和方法。
(2) 教师竖排再写5个u，边写边领读，直到学生熟练掌握。
(3) 在第一个红色的字母u前加字母r，后加字母n，教师示范分解式拼读r-u-n，再读出整个单词run，然后领读三遍run, run, run，前两遍用升调读，后一遍用降调，注意韵律，之后学生连读三遍，直到熟练。
教师在单词旁边画简笔画：一个人在奔跑，讲解run的汉语意思，并进行动作表演。
然后领学生边做动作边连读三遍单词。
(4) 用同样的方法学习生词bus, but, cup和duck，不能用图画表示词义的直接写汉字。
字母c和字母组合ck是首次出现，教师要对其发音进行讲解。
(5) 复习a, e, i的短音，用上述同样的方法学习can, swim等生词。
(6) 打开课本,看图跟读Let抯listen and learn中的生词，可以采用连读三遍的方法。
能够进行动作表演的要进行动作表演，如duck, run, swim等。
7. 学习Let’s practise学习第一幅图：(1) 教师可以用简笔画导入。
先在黑板上画一幅简笔画：一只拟人猫指着河边走路的一只小鸭子问拟人狗。
教师分别充当两种动物以自问自答的方式将对话表演出来：Cat: Can a duck swim?Dog: Yes, it can.(2) 教师在简笔画下面给出关键词，让学生看着简笔画和关键词跟录音读，或教师逐句读，并译成汉语。
(3) 进行操练，可以将学生分成两组，一组充当猫，一组充当狗，先集体说后个人说。
熟练后，再进行两人一组的练习。
(4) 让学生两人一组看着简笔画和关键词复述对话，能够做到不看提示更好。
(5) 学生运用本课所学的结构进行实际交际，用can句型谈论自己能做什么。
学习第二幅图：(1) 教师在黑板上画一辆行驶中的公共汽车,并以第一人称的口气介绍说I抦a bus. Ican r un.然后写出这一幅图中的句子，让学生朗读：___ Can a bus run? ___ Yes, it can.(2) 让学生打开课本,用书中提供的情景操练对话内容，先集体后个人。
可以让学生把英语翻译成汉语。
(3) 在操练熟练之后，让学生自己创设情景进行表演。
8.学习Let’s read复习i, o, u的短音，能够拼读含有这些音的单词。
9.巩固(Consolidation)做《活动手册》中的练习。
