剑桥实境英语听说1-Lesson 14

Unit 14 AdvertisingPart ACommunicative Function Agreement or Disagreement1. a. Agree b. Disagree2. a. Agree b. Disagree3. a. Agree b. Disagree4. a. Agree b. Disagree5. a. Agree b. Disagree6. a. Agree b. Disagree7. a. Agree b. Disagree8. a. Agree b. DisagreeScript1. --Do you think we should put an ad in the newspaper to sell our apartment?--Sure, why not?2. --Campus Daily isn't very interesting this week.--You can say that again.3. --I hear putting an ad in a newspaper costs a lot of money.--It depends.4. --In my opinion watching so many TV ads is a waste of time.--I couldn't agree with you less.5. --You don't care for commercials on TV, do you?--I'll say I don't.6. --Didn't you think the movie we saw last night was fascinating?--I wouldn't say that.7. --There'll be a football match between England and France on Channel 10 tonight.--Are you absolutely sure?8. --The design of the movie ads appeals to me very much.--You said it.NotesWe can express disagreement either directly or indirectly. You disagree directly when you are sure of the fact or when you think your opinion is more reasonable. Otherwise indirect disagreement often sounds more polite. "Are you absolutely sure?" and "I wonder if there's a mistake" are examples of showing disagreement indirectly.Listening StrategyDistinguishing Signal WordsWords like "but", "although" and "however" give a signal that the speaker (or writer) is going to say something different from what has been said. On the other hand, words like "and", "besides" and "also" only add something similar to what has been said. The ability to recognize these signal words while listening is a great help in understanding a text correctly.Listen to the short conversations and choose the right answers to the questions you hear.1. a. Yes b. No2. a. Yes b. No3. a. Yes b. No4. a. Yes b. No5. a. Yes b. No6. a. Yes b. No7. a. Yes b. No8. a. Yes b. NoScript1. --How do you like our campus, John?--Well, it's very large but it's not clean enough.Q: Does John have a favorable opinion of the campus?2. --How do you like your English teacher, Li Ming?--She's very strict and her classes are always well-organized. Besides, she often givesup her free time for her students.Q: Does Li Ming like her English teacher?3. --How did you enjoy your vacation, Jack?--Although it was short, I visited many museums and art galleries.Q: Did Jack enjoy his vacation?4. --Michael, everybody says Professor Fall is a boring teacher. What do you think?--Everyone falls asleep in his class. And he's hard to talk to.Q: Is Professor Fall popular among his students?5. --What's your impression of New York, Barbara?--I really like the stores and the museums appeal to me, too.Q: Does Barbara like New York very much?6. --Do you like living on campus?--I think so. But sometimes the dorm is so noisy that I can't get anything done.Q: Does the woman have a completely favorable opinion of living on campus? 7. --Do you think you will major in medicine, Mary?--I think being a doctor means a lot of study and then working all sorts of hours.Q: Does Mary want to major in medicine?8. --How do you like living with your roommates?--Well, sometimes it's hard to share a room with others but you get along with yourroommates by compromising.Q: Does the woman get along with her roommates?Part BListening TasksScriptPlacing an Ad(Ring …Ring … Sound of phone being picked up)John: Hello, Campus Daily, advertising department. This is John speaking.Maggie: Hi. I'm calling to place a couple of ads.J ohn: Sure. Under what classification?Maggie: Well, I'd like one in the "Roommates Wanted" section.J ohn: All right. And how would you like your ad to read?Maggie: It should read "Female roommate wanted for pleasant, sunny two-bedroom apartment on Fifth Avenue, three blocks from campus. Share rent and utilities. AvailableSeptember first. Call between 5 and 9 p.m. and ask for Maggie."John: Fine. And what about your other ad?Maggie: That one I'd like under "Merchandise for Sale", and I'd like it to read "Matching blue sofa and easy chair for sale, excellent condition, $350 or best offer. Call between 5 and9 p.m. and ask for Maggie." Did you get all that?J ohn: Uh, huh. You'll want your phone number on these, right?Maggie: Oh sure. Thanks for reminding me. It's 555-6792.John: And how long do you want these ads to run?Maggie: For a week, I guess. How much would that be?John: Let's see—it's $8 a week per line. Your two ads will both take up three lines, so that's $24 per ad.Maggie: All right.Language and Culture Notes1.Background information University and college students often run their own newspapers to keep the university community informed of what happens on campus. They cover major school events, notices issued by the school authorities, sports and entertainment news, and articles written by students to air different viewpoints. A special column called "classifieds", or "classified ads", is devoted to advertisements for jobs, accommodation news, sale of used things -- books, furniture, cars, etc.—under such headings as "Help Wanted", "Services", "Furniture for Sale", "Roommates Wanted", "Miscellaneous". To place an ad, one can call the advertising department of the paper to arrange it and pay a small fee. For example, a student-run paper at an American university in New York charges the following advertising rates: 8 dollars for the first 20 words, 25 cents for each individual word and 50 cents for a box.2. Campus Daily Name of a school newspaper3. How would you like your ad to read?What words would you like to put in your advertisement?4. Roommates Wanted A type of classified advertisement. You place your ad in this column in order to find others to share your apartment.5. utilities Supplies of water, gas, electricity and sometimes, telephone.6. Available September first. The earliest date for the roommate to move in will be September 1st.7. Matching blue sofa and easy chair The sofa and easy chair are of the same design and color8. ... or best offer Or highest price offered by a potential buyer9.it's $8 a week per line It costs $8 for one line to run /appear a week in the paper.Exercise 1: Listening for general understandingListen to the recording once and choose the right answers to the questions you hear.1. Who are the two speakers in the telephone conversation?a. A newspaperman and a reader.b. An advertising agent and a client.c. A real estate agent and a tenant.d. A shop assistant and a customer.2. What is Maggie doing in the conversation?a. She is applying to work for a newspaper.b. She is trying to sell her apartment through a local newspaper.c. She is running the ads column of a campus newspaper.d. She is having two ads run in a school newspaper.3. What can you infer about Maggie?a. She will graduate soon.b. She feels lonely living in an apartment all by herself.c. She will move out of a two-bedroom apartment.d. She might be unable to afford a two-bedroom apartment alone.Exercise 2: Listening for detailsListen to the recording once again and fill in the blanks with the missing information.Part CAdditional ListeningA Passage Different Kinds of AdvertisingListen to the passage and fill in the blanks with the missing information.ScriptDifferent Kinds of AdvertisingAdvertising is an important part of marketing. V ery few companies are able to sell a product without advertising. It is possible, but very unlikely. There are many different kinds of advertising. The simplest is called promotion. Promotion is using brochures or pamphlets to advertise. Theses can be handed to people on the street or they can be mailed. If they are mailed, it is called direct mail advertising. After direct mail advertising, there are: newspaper advertising, radio advertising, magazine advertising and television advertising. Newspaper advertising is the cheapest kind, while television is the most expensive.Television ads are generally used by large companies selling a product to a large market segment. Television advertising can be very successful because it reaches such a large audience. Small companies may find television advertising too expensive, so they often use newspapers to advertise. However, large companies also like newspapers because of their wide circulation.Part DTest Your ListeningA Compound DictationListen to the passage three times and supply the missing information.Advertising is an important part of the free enterprise 1) system. This is because different businesses are 2) competing for the same market. For this reason, they buy advertising 3) space in newspapers or magazines and advertising time on radio or TV. They each hope that advertisements will increase 4) demand for their products.In order to do well in the market, advertisers need to decide on a target; in other words, who are possible 5) buyers for their product? For example, what is the age and sex of their target group? How much education do they have? What are their political 6) beliefs and values? How much money do they make? Some companies such as McDonald’s target various groups, so they have many different ads—one for 7) teenagers, one for families and several in different languages.8) After advertisers decide on who, they need to determine where. What is a good place for their advertisement? Sellers of toys often advertise during children’s TV programs on Saturday morning. Sellers of expensive clothing advertise in V ogue and other fashion magazines.9) Advertisers also need to think about people’s motivation—their reasons for buying something. What makes people buy one product but not another? There are many possible reasons: health, profit, love, entertainment, etc. A study of advertising can also be a study of psychology. 10) When we think about the products that people buy, we learn about their needs, wants, fears, and values.。

剑桥真题14听力答案解析剑桥英语考试系列是全球范围内备受认可的英语考试，其中剑桥英语考试真题尤为重要。

剑桥真题14是最新一期的剑桥真题系列，为考生提供了宝贵的练习和复习材料。

本文将对剑桥真题14的听力部分答案进行详细解析，帮助考生更好地应对考试。

第一篇听力题目是关于旅行预订的电话对话。

对话中的主要内容是一个女士打电话给旅行社预订欧洲之旅。

她询问了具体行程、机票预订和住宿安排等问题。

下面是该对话的解析。

首先，女士询问了具体行程安排。

她问到了旅行的起始和终点以及途中的一些景点。

答案是D。

这是因为在对话中，旅行社的工作人员提到了该行程从伦敦出发，途经巴黎和威尼斯，最后结束于罗马。

接下来，女士询问了机票预订的相关问题。

她想知道什么时候能够收到机票和预订方式。

答案是C。

对话中，旅行社的工作人员表示机票会在预订后的一周内寄出，并且还提到了电话预订和网上预订两种方式供选择。

最后，女士询问了住宿安排的细节。

她关心酒店的位置和预订流程。

答案是B。

在对话中，工作人员提到了酒店位于市中心，并且可以在电话预订或者网上预订时一并安排好，无需额外付费。

通过以上的解析，我们可以看出这道题主要考察考生对于电话预订和旅行细节的理解。

考生需要注意听对话中的关键信息，并且具备一定的英语词汇和背景知识。

第二篇听力题目是关于一场学术讲座的介绍。

介绍内容包括讲座的主题、时间和地点等。

下面是该题目的解析。

首先，讲座的主题是讲解关于气候变化的新研究。

答案是A。

这是因为在对话开头，主持人明确提到了这一点。

然后，主持人提到了讲座的具体时间和地点。

答案是C。

对话中，主持人表示讲座将于下周五下午在大会堂举行。

最后，主持人提到了免费注册的事项。

答案是B。

在对话中，主持人明确表示讲座免费，需要提前到场进行注册。

通过对这道题的解析，我们可以看出这道题主要考察考生对于学术讲座的信息获取和理解能力。

考生需要通过听取主持人的介绍，掌握讲座的主题、时间、地点和注册方式等重要信息。

学术英语视听说1 lesson14 听力原文全文共6篇示例，供读者参考篇1My Week at Summer CampHi everyone! Today I want to tell you all about my awesome week at summer camp last month. It was so much fun and I learned a ton of cool new stuff. Get ready for a long story because there's a lot to cover!On Monday morning, my mom drove me to Camp Wildwood which is about an hour away from our house. I was a little nervous since I had never been away from home for a whole week before. But as soon as I arrived, the counselors were really nice and helped me feel welcome. They showed me and the other new campers around the camp and explained all the different activities we could do.After dropping off my stuff in the cabin, we headed over to the lake for swimming lessons. I'm not the strongest swimmer yet, so I was in the beginners group. The lifeguards taught us how to float on our backs and tread water. It was hard work butI'm glad I practiced those skills. Later that afternoon, we had arts and crafts time where I made a cool tie-dye shirt.The best part of the day though was definitely campfire time at night. All the campers gathered around the fire pit and the counselors told spooky stories and taught us funny camp songs. We made s'mores too which was my first time trying them. So good! I had a hard time falling asleep that first night because I was too excited.Tuesday started with an awesome nature hike through the woods. Our counselor Jim pointed out different plants, birds, and animal tracks along the trail. He taught us tree identification by looking at the leaves and bark. After the hike, we had an outdoors cooking lesson over the campfire. We made hobo pies which are like little personal pies cooked in tinfoil with fruit filling inside. Delicious!In the afternoon, we went canoeing on the lake. I was a little nervous getting into the canoe at first because I thought it might tip over. But our counselors showed us the proper rowing technique to keep the canoe stable. It was harder work than I expected to paddle across the lake! That night after campfire, we had a stargazing session with a big telescope. It was amazing to see planets, stars, and galaxies up close.Wednesday was probably my favorite day. In the morning, we went on a rockin' climbing adventure! Camp Wildwood has this awesome rock climbing wall and high ropes course. After getting harnessed up, I conquered my fear of heights and made it all the way to the top. The view from up there was incredible. In the afternoon, we did some team building games and activities which helped me make new friends. At night, we had a talent show around the campfire where kids could sing, dance, tell jokes, or show off any other talents. I told a few of my favorite kid-appropriate jokes which got some good laughs.Things slowed down a little on Thursday. We had a relaxing morning learning about bird watching and identifying different species by sight and sound. Later on, we had a workshop on camping skills like how to pitch a tent, build a fire, read a compass, and other survival stuff. I feel ready to go camping in the wilderness now! That evening, we had an outdoor movie night on a big screen set up near the lake which was really cool.On my last day Friday, I was definitely feeling sad that camp was ending. We spent the morning packing up our stuff in the cabins and doing cabin clean-up duties. In the afternoon though, we had one final big event which was the Camp Wildwood Olympics! Campers were split into teams to compete in goofyevents like a three-legged race, water balloon toss, tug-of-war and more. My team was unstoppable and we won the gold medal!After the Olympics, we had one final campfire ceremony where they handed out awards and signatures to decorate our Camp Wildwood shirts and bandanas. I was honored to receive the "Camper of the Week" award which made me feel so proud. I'll never forget that incredible, adventure-filled week of learning new skills, conquering challenges, and making wonderful friends.So that's the full scoop on my summer camp experience, friends! I highly recommend going to sleep-away camp if you get the chance. You're guaranteed to have an awesome time exploring nature, trying new activities, and creating lasting memories. I'm already counting down the days until next summer when I can go back to Camp Wildwood!篇2My Big Adventure at the ZooLast weekend, my mom and dad took me to the zoo for my birthday! I was so excited because I love animals. We got up really early and packed a picnic lunch with sandwiches, fruit, chips, and juice boxes. The drive to the zoo took forever, or atleast it felt like it to me. I kept asking "Are we there yet?" every five minutes.Finally, we made it to the zoo entrance. I could see the huge sign with a picture of an elephant. My dad paid for our tickets and we went inside. The first thing I saw was the map showing all the different animal exhibits. There were so many! I didn't know where to start.We decided to head to the Africa section first to see the lions, zebras, and giraffes. On the way, we stopped to watch the sea lion show. The sea lions were so funny and did lots of cool tricks like balancing balls on their noses and jumping through hoops. One of them even waved at me!In the Africa section, we saw the most amazing animals. The lions were sleeping in the shade under a big tree. They looked very peaceful and fluffy. The male lion had a huge mane around his head that made him look like a king. I wouldn't want to make him mad though - those teeth were massive!My favorite was definitely the giraffes. They were so tall - taller than the trees even! Their long necks seemed to go on forever. One giraffe was sticking his giant purple tongue out to grab some leaves off a branch. I wanted to pet their spots but the sign said not to try to touch or feed the animals.Next, we went to the primate area to see the monkeys and apes. They were so funny, swinging from branch to branch and making lots of loud noises. Some of the smaller monkeys liked to pick bugs and leaves out of each other's fur. The gorillas were incredible - they looked so strong and powerful. One silverback gorilla was beating his chest which made the ground shake!After that, it was time for our picnic lunch. We found a nice shady spot near the duck pond to eat our sandwiches and rest our feet for a bit. I fed the ducks some crumbs from my chips which they seemed to love.Our last stop was the reptile house. To be honest, I was a little scared at first because some of the snakes looked really slippery and creepy behind the glass. But I was also fascinated by how they could unhinge their jaws to swallow huge prey whole. The crocodiles and alligators were pretty scary too with their massive jaws and teeth.My favorite reptiles ended up being the turtles. There was a really old, huge one that looked like it was smiling as it swam around its pond. The zoo keeper said some turtles can live to be over 100 years old! I also got to pet a smaller tortoise. Its shell felt hard but smooth, almost like a rock.After the reptile house, we were all getting pretty tired so we decided to call it a day. On the way out, I begged my parents for one last treat - a swirl ice cream cone from the snack stand. Cookies and cream for me, please!I had such an amazing day seeing all the cool animals up close. The zoo was so much fun that I can't wait to go back again sometime soon. Maybe next time I'll even get to feed a giraffe! I just hope nobody tells the lions where I live - those teeth were no joke.篇3Hi, my name is Timmy and I'm in 3rd grade. Today I want to tell you about what I learned in Listening Lesson 14 in my Academic English class. It was all about understanding different accents and pronunciation in English. Boy, was it interesting!First, we talked about how English is spoken differently in different countries and regions. My teacher said that even though English started in England, it spread all around the world as people moved and settled in new places. So now there are lots of different "accents" or ways of pronouncing English words.One accent we learned about was the British accent from England. The teacher played some recordings and it soundedreally fancy and proper to me. Like when they say words with an "a" like "can't" or "pants", they make it sound more like "cahn't" or "pahn'ts". They also don't pronounce "r" sounds as strongly as Americans do.Then we listened to some Australian English accent samples. That one sounded really relaxed and casual, kind of like a dude at the beach. They say "day" like "dye" and "no" like "nah". The Australian accent makes a lot of the vowel sounds higher too.The next one was from India and it sounded very melodic and musical to me. In Indian English, they really stretch out their vowel sounds and their accents go up and down a lot on different syllables of words. Like "hello" almost sounds like "helloooo". It's a very lilting accent.After that was the Jamaican accent from the Caribbean islands. That one was my favorite - it had such a fun, bouncy rhythm! The Jamaican speakers we heard kind of sang their words and dropped a lot of consonant sounds. Like "There" became "Dere" and "think" was more like "tink".We also covered the Southern American accent from states like Texas and Alabama. That drawling accent drew out a lot of vowels, like "I" became "Ahhhhhh" and "prize" turned into "prahhhhhz". The Southern accent speakers also tended to drop"g" sounds at the end of words like "going" (goin') and "reading" (readin').Finally, we learned about the Boston accent from Massachusetts. Boy, that was a tricky one! In the Boston accent, "r" sounds get added to words that don't actually have any "r"s! So "park the car" comes out like "pahk the cah". They also make the "a" really flat like the British do.After listening to all those different accents, we had to do some exercises identifying which accent we were hearing in short clips. I got most of them right because the different accents all sounded really distinct to me after practicing.My teacher said it's important to be able to understand all the different accents because English is a global language spoken by people all over the world. If you can't understand different pronunciations, then you'll miss out on communicating with a lot of people! She also said having an accent is totally normal and natural. As long as you can be understood, there's no accent that's "better" or more correct than others.I think my favorite part was hearing the fun rhyme about all the accents:"There once was a speaker from Mass,Whose accent would make your head ask -Was there an "r" carOr a kid named Marr?Who could nevah be sure, in that class!"I had such a good time learning about all the different ways to speak English in Lesson 14. Understanding accents helps me appreciate how diverse and far-reaching the English language is across the globe. I can't wait for the next lesson to learn more!篇4Hi there! My name is Emily and I'm going to tell you all about Listening Lesson 14 from my Academic English class. It was super interesting to me so I want to share what I learned.The lesson was all about understanding conversations between multiple people. The teacher said this is an important skill because in the real world, we often find ourselves in group situations where several people are talking at once. It can be really hard to follow along!We started by listening to a conversation between three friends deciding where to go for lunch. There were lots of suggestions being thrown around - pizza, Chinese food, that newburger place. I had to concentrate really hard to keep track of who said what and their reasons for wanting a particular type of food. The friends also interrupted each other a few times which made it even trickier.After listening, the teacher asked us some comprehension questions. Things like "Who suggested the pizza place?" and "What reason did Jessica give for not wanting burgers?" I got most of them right because I took good notes while listening. Writing down key words and details really helps me concentrate.Next up was a more challenging conversation - a family discussion about what to do over summer vacation. This time there were four people involved - mom, dad, and two kids. They were weighing the pros and cons of different vacation options like going to the beach, visiting relatives, or staying home and doing local activities.The hard part was keeping track of who preferred what option and why. The mom and dad had different priorities than the kids. And then the kids weren't fully agreeing with each other either! At one point they all started talking over each other and I got a bit lost. But I tried circling words like "I think," "My idea is," and "What if we..." to identify who was stating an opinion.When we discussed it as a class, I realized I had missed some key points about the dad's perspective. My teacher reminded me to always be listening for cues about each speaker's stance, like "My main concern is..." or "The best part would be..." Those signal phrases helped clue me into the main arguments.The final conversation was THE HARDEST! It involved a teacher and four students having a casual discussion about favorite books. With so many people, there was a lot of crosstalk and interrupting. Also, people would briefly mention book titles or authors without giving much context. So I'd be scrambling to write down vocabulary words I couldn't quite make out.For that one, taking notes wasn't as effective for me. I ended up having to listen for context clues about what book someone was referring to based on their opinion about the writing style, character descriptions, etc. The teacher said that for complex group conversations, that's a really important skill - making inferences from limited information.Overall, I learned that following group conversations requires intense concentration, active listening, and note-taking skills. It's something I definitely need to keep practicing. Maybe I'll ask my friends to have more multi-person chats when we hang out! I'll be the expert conversation-follower in no time.Whew, that was a lot of detail! But I really enjoyed that listening lesson and wanted to share all the tips I picked up. Let me know if you have any other questions!篇5Lesson 14: My Favorite AnimalTeacher: Good morning, class! Today, we are going to talk about our favorite animals. Let's start with you, Jenny. What is your favorite animal?Jenny: Good morning, everyone! My favorite animal is a dolphin. Dolphins are super smart and friendly. They live in the ocean and swim really fast. They can even jump out of the water and do tricks. I like watching videos of dolphins because they make me happy.Teacher: That sounds wonderful, Jenny! Dolphins are amazing creatures. How about you, Tim? What is your favorite animal?Tim: Hi, everyone! My favorite animal is a cheetah. Cheetahs are the fastest land animals. They have spots on their fur, which helps them hide in the grass. I love watching documentaries about cheetahs running and chasing their prey. They are so cool!Teacher: Great choice, Tim! Cheetahs are indeed fascinating animals. Now, let's hear from you, Sarah. What is your favorite animal?Sarah: Hello, everyone! My favorite animal is a panda. Pandas are adorable and cuddly. They are black and white, and they eat bamboo. I think they look like big teddy bears. Whenever I see a picture of a panda, I want to give it a big hug.Teacher: Oh, pandas are absolutely adorable, Sarah! They are loved by people all around the world. Thank you for sharing. Now, let's move on to you, Alex. What is your favorite animal?Alex: Hi, everyone! My favorite animal is a monkey. Monkeys are so playful and funny. They swing from trees and make funny sounds. I like watching videos of monkeys doing tricks and imitating humans. They always make me laugh.Teacher: Monkeys are indeed entertaining, Alex! They are full of energy and mischief. Thank you for sharing your favorite animal. Now, let's hear from you, Emma. What is your favorite animal?Emma: Hello, everyone! My favorite animal is a butterfly. Butterflies are so colorful and beautiful. They start as caterpillarsand then turn into butterflies. I love seeing them fluttering around flowers. They make me feel happy and peaceful.Teacher: Butterflies are truly magical, Emma! They bring joy and beauty to our surroundings. Thank you for sharing that. Now, let's hear from you, David. What is your favorite animal?David: Hi, everyone! My favorite animal is a lion. Lions are the kings of the jungle. They have a big mane and a loud roar. I like watching videos of lions hunting and protecting their pride. They are strong and brave.Teacher: Lions are majestic creatures, David! They are symbols of strength and courage. Thank you for sharing. Now, let's move on to you, Lily. What is your favorite animal?Lily: Hello, everyone! My favorite animal is a horse. Horses are elegant and graceful. They can run really fast, and they are good at jumping. I like riding horses and taking care of them. They make me feel free and happy.Teacher: Horses are magnificent animals, Lily! They have been our companions for centuries. Thank you for sharing your favorite animal. Now, let's hear from you, Ethan. What is your favorite animal?Ethan: Hi, everyone! My favorite animal is a dog. Dogs are loyal and friendly. They are our best friends. I like playing fetch with them and taking them for walks. They always make me feel loved and protected.Teacher: Dogs are indeed wonderful companions, Ethan! They bring so much joy and love to our lives. Thank you for sharing. Well, class, it was fantastic to learn about your favorite animals. Remember, every animal is unique and special in its own way. Let's appreciate and respect them all.篇6Lesson 14: Our Amazing Solar SystemHello, everyone! Today, we are going on an exciting adventure to explore our amazing solar system. Are you ready? Let's start our journey!Our solar system is made up of the Sun and all the objects that orbit around it. The Sun is like a big, bright ball of fire in the sky. It gives us light, heat, and energy. We should always remember to never look directly at the Sun because it can hurt our eyes.Mercury is the closest planet to the Sun. It's a small, rocky planet that is very hot during the day and extremely cold at night. It takes Mercury only 88 days to orbit around the Sun. That's really fast!Venus is the second planet from the Sun. It's often called Earth's sister planet because it's similar in size. Venus has thick clouds that trap heat, making it the hottest planet in our solar system. Did you know that it spins in the opposite direction compared to most other planets?Earth is our home planet, and it's the third planet from the Sun. We are so lucky to live here! Earth has everything we need to survive – air, water, and beautiful landscapes. It takes 365 days for Earth to complete one orbit around the Sun, and that's why we have different seasons.Next, we have Mars, also known as the "Red Planet." It gets its nickname from the reddish color of its surface. Scientists have sent many missions to Mars to learn more about it. Who knows, maybe one day we'll be able to visit Mars and explore it ourselves!Jupiter is the largest planet in our solar system. It's so big that all the other planets could fit inside it! Jupiter has a big, redspot called the Great Red Spot. It's actually a huge storm that has been going on for hundreds of years. Isn't that amazing?Saturn is famous for its beautiful rings made up of ice and rocks. These rings make Saturn look like a giant with a fancy belt. It's truly a sight to behold! Saturn also has many moons, and some of them are even covered in ice.Uranus and Neptune are the last two planets in our solar system. They are both known as ice giants because they are made mostly of ice and gas. Uranus is a bluish-green color, while Neptune is a deep blue. They are very far away, and it would take a long time to reach them.Wow! Our solar system is full of wonders. From the scorching heat of Mercury to the icy beauty of Neptune, each planet has its own unique characteristics. Remember to keep exploring and learning about our incredible universe. Who knows what other mysteries we will uncover in the future?I hope you enjoyed our journey through the solar system. Until next time, keep reaching for the stars!。

Lesson FourteenSection One:Tapescript.Dialogue 1:—I want to fly to Geneva on or about the first.—I’ll just see what there is.—I want to go economy, and I’d prefer the morning.—Lufthansa Flight LH 203 leaves at 0920.—What time do I have to be there？—The coach leaves for the airport at 0815.—我想在一号或一号前后飞往日内瓦。

—我来查一下有没有。

—我想要经济舱,最好早上起飞。

—汉莎航空LH 203班机早上9：20起飞。

—我什么时间到那里呢？—大巴会在8：15出发去机场。

Dialogue 2:—You must have some more chicken.—No, thanks. I’m supposed to be slimming.—Can’t I tempt you？—Well, maybe I could manage a very small piece.—你一定得多来些鸡肉—不了，谢谢。

我应当减肥了。

—我都劝不动你吗？—好吧，也许我可以吃一小块。

Dialogue 3:—I expect you could do with a cup of tea, couldn’t you？—I’d rather have a cup of coffee, if you don’t mind.— Milk and sugar？— A milky one without sugar, please.—我想你可以喝杯茶，对吗？—如果你不介意的话，我想要一杯咖啡。

—加奶和糖吗？—加奶不加糖，谢谢。

Dialogue 4:— What would you like to drink？— A black coffee for me, please.— How about something to eat？—Yes, I’d love a portion of that strawberry tart.—Right. I’ll see if I can catch the waitress’s eye.—你想喝什么？—请给我一杯清咖啡。

Unit 1 Hello again!1.Listen and point.Stella:Hello again! We’re the Star Family. I’m Stella Star and I’m eight. This is my brother, Simon. He’s seven, and this is my sister, Suzy. She’s four.Simon:This is my grandmother. She’s grandma Star.Grandma:Hello.Simon:This is my grandfather. He’s grandpa Star.Simon:Grandpa, say hello.Grandpa:Oh! Hello, everybody.Mrs Star:And we’re Mr and Mrs Star.Simon:What’s your name How old are you2.Listen, point and repeat.StellaSimonSuzyMr Star?Mrs star?Grandma StarGrandpa Star?3.Listen and answer.Trevor:Hello! I’m Trevor.Look at number four. Who’s heLook at number one. Who’s sheLook at number eight. Who’s heLook at number three. Who’s sheLook at number six. Who’s sheLook at number two. Who’s heLook at n umber nine. Who’s sheLook at number ten. Who’s heLook at number five. Who’s sheLook at number seven. Who’s he(Answer:4 Mr star, 1 Suzy, 8 Monty, 3 Stella, 6 Grandma Star, 2 Simon, 9 Marie, 10 Maskman, 5 Mrs Star, 7 Grandpa Star)Unit 2 Back to school!1.Listen and point.Stella:Hello, Alex! Hello, Lenny! How are youAlex and Lenny:Fine,thanks.Merra:Is this your classroom,SimonSimon:Yes.Merra:Who’s that on the boardSimon:That’s my favourite toy, Maskman. Look at my Maskman ruler. Lenny:That’s nice. My ruler’s on my desk.Stella:Are your school books in the bookcaseSimon:No, they are in the cupboard. Our teacher’s here now.Stella and Meera:Oops2.Listen, point and repeat.board?bookcase?cupboard?desk?rulerteacher?6.Listen, point and repeat.There’s a long pink ruler on her desk.There are a lot of boos in the bookcase.There’s a big whiteboard on the wall.There’s a computer in the classroom, but there isn’t a television. Unit 3 Play time!1.Listen and point.Suzy:Ooh, kites! Can we look at them, DadMr Star:OK, Suzy. Where are theySuzy:Over there! Next to the lorries.Simon:Look at these robots!Stella:Ugh! They’re ugly!Alex:I like this big yellow watch.Meera:Look at this camera. It’s orange, my favourite colour. Stella:Hum! … Look! Computer games! I love computer games!Simon:Great! Is there a Maskman PlayboxStella:Yes, there is, and there’s a ‘Can you spell…’ game. Meera, Alex, Simon:Ugh! Stella!2.Listen, point and repeat.Camera?watch?kite?robot?lorry?computer?game?3.Listen, point and say the numbers.There are dolls.This is a robot.This is a train.This is a camera.These are lorries.This is a watch.This is a computer game.This is a kite.These are balls.4.Listen and say ‘yes’ or ‘no’ .There are two bid red lorries.(No-There’s a red lorry and a yellow lorry.) There’s a beautiful pink and purple kite. (Yes)There’s a Maskman computer game.(Yes)There’s an ugly robot with green eyes.(No-There’s an ugly robot with red eyes.) There’s a small orange camera.(Yes)There’s a clean orange camera.There are two small white balls.There are three happy dolls.There are two big yellow watches.There’s a long brown train.5.Listen, point and repeat.Toys in the toy box,Come alive,Walk and talk,On the count of five.One, two, three, four, five.Monty:Look at Suzy’s kite! It’s beautiful. It’s pink and purple with a long tail.Maskman:And it’s big, and it can fly. I can fly too. What’s that, Marie Marie:It’s a ‘Can you spell…’ computer game.Monty:Whose is it Is it Suzy’sMarie:No, it isn’t. It’s stella’s.Monty:What’s that under the tableMaskman:It’s Simon’s basketball.Monty:No, not that. What’s that new toy next to the ballMarie:It’s a big robot. It’s ‘Metal Mouth’.Maskman:Metal Mouth Hmm, yes. It’s an ugly robot.Monty:Whose is itMaskman:It’s Simon’s.Metal Mouth:My name is Metal Mouth. My name is Metal Mouth.Monty:Ooh, look! It can walk and talk.Maskman:Yes, but it’s can’t fly. I can fly.6.Listen, point and repeat.Look at Suzy’s kite.Whose is the computer gameIt’s Stella’s computer game.It’s Simon’s robot.Unit 4 At home!1.Listen and point.Stella:Can I play, SuzySuzy:OK!Stella:Where’s my bedroomSuzy:It’s there, next to the bathroom.Stella:OK!Suzy:Put this blue mat on the floor next to your bed.Stella:Can I have a phone in my bedroomSuzy:No, you can’t. The phone’s in the living room next to the sofa. Stella:Can I have a Lamp, pleaseSuzy:OK. You can put the lamp on the table next to your bed.Stella:Thanks, Suzy. Where can I put the armchairSuzy:Put it in the living room under the clock.Stella:Is there a mirror in my bedroomSuzy:A mirror in your bedroom No, there isn’t. There are three mirrors. one in the bathroom, one in my bedroom and one in Simon’s bedroom.Stella:Oh.2.Listen, point and repeat.mat?lamp?clock?phone?mirror?sofa?4.Listen and correct.There’s a girl sitting on the sofa.(No, there isn’t. There’s a boy sitting on the sofa.)There’s a mirror in the living room.(No, there isn’t.There’s a mirror in the bathroom.)There’s a phone in the bedroom.(No, there isn’t. There’s a phone in the hall.)There’s a boat on the bed.(No, there isn’t. There’s a boat in the bath.)There’s a sofa in the hall.(No, there isn’t. There’s a sofa in the living room.)There’s a lamp under the window.(No, there isn’t.There’s a lamp on the table.)There’s a clock next to the bath.(No, there isn’t. There’s a clock on the wall.)There’s a boy sitting on the bed.(No, there isn’t. There’s a girl sitting on the bed.)5.Listen and correct.Grandpa:Simon! Stella! Can you take your clothes to your bedrooms, please Simon and stella:OK!Grandpa:Whose T-shirt is thatStella:Which T-shirtGrandpa:The yellow one.Stella:It’s Suzy’s.Simon:No, it isn’t. It’s mine.Stella:No, Simon. That T-shirt’s very small. Yours is the big yellow one over there.Simon:Oh! Yes!Grandpa:OK. Are those blue socks yours, SimonSimon:No, they aren’t mine. They are Dad’s.Grandpa:What now Oh, yes! Whose black trousers are thoseStella and Simon:They’re yours, Grandpa.Grandpa:Oh, yes! That’s right, they are.6.Listen, point and repeat.Grandpa:Whose T-shirt is thatSimon:It’s mine.Grandpa:Whose black trousers are thoseStella and Simon:They’re yours, Grandpa.Unit 5 Meet my family 1.Listen and point.Stella:Look, Lenny’s with Frank’s mum and dad.Simon:Who’s FrankStella:Frank’s Lenny’s baby cousin.Meera:Oh, how old is heStella:He’s one.Simon:How many cousins have you got, MeeraMeera:Six: four boys and two girls. How many cousins have you got Simon:None, but we’ve got a baby. Her name’s Suzy.Suzy:I’m not a baby. I’m a big girl! Grandpa! Simon says I’m a baby.Grandpa:Simon, as you’re a big boy, you can fly Suzy’s kite with her. Here you are!Simon:Puph! Thank you!2.Listen, point and repeat.mummy?daddy?grandma?grandpa?cousin?baby3.Listen, point and answer.He’s Lenny’s daddy. What’s his name (Nick)She’s Frank’s cousin. What’s her name(May)He’s Kim’s brother. What’s his name (Ben)She’s Lenny’s sister. What’s her name (May)She’s Frank’s mummy. What’s her name (Lucy)He’s May’s cousin. What’s his name (Frank)He’s Frank’s grandpa. What’s his name (Nelson)She’s Sam’s grandma. What’s her name (Anna)5. Listen and say the numbers.Lenny’s hitting the ball.(16)The dog’s getting the ball. (19)The boy’s mother is cleaning his mouth. (14)The baby’s sleeping. (11)Simon’s throwing the ball. (15)The girl’s kicking the football. (18)Frank’s mum and dad are talking. (12)Meera’s catching the ball. (17)Grandpa’s flying a kite. (13)The cat’s jumping. (20)Unit 6 Dinner time1.Listen and point.Simon:What are you doing, DadMr Star:I’m making dinner. This evening we’ve got bread and water. Stella:No, we can’t have bread and water for dinner, Dad. We have bread and milk for breakfast.Suzy:Hmm. Milk’s my favourite drink.Simon:Orangejuice is my favorite drink.Suzy:So, what is for dinner, DadSimon:Let’s have egg and chips.Suzy:Let’s have chocolate cake!Mr Star:No, Suzy. Chocolate cake’s for tea.All three children:So, what for dinnerMr Star:Hmm… for dinner It’s your favourite, it’s my favouri te, it our favourite. This evening we’ve got…Dad’s Star dinner!... Chicken and rice! Stella, Simon and Suzy:Lovely.2.Listen, point and repeat.breadwatermilkjuicechickeneggschipsrice5.Listen and answer.Mr Star:Come on, everybody. Sit down. It’s dinner time.All three children:OK, Dad.Suzy:Can I have some fruit juice, please, MumMrs Star:Yes, Suzy. Orange juice or apple juiceSuzy:Orangejuice, please.Mrs Star:Here you are.Suzy:Thank you! Stella:Thanks! I’m sorry. It’s chicken and rice for dinner toni ght, but, if you’re good, you can have chocolate ice cream after. Simon:Hmm, great! Chocolate ice cream’s my favourite.6.Listen, point and repeat.Suzy:Can I have some fruit juice, please, MumMrs Star:Here you are.Stella:Can I have some brown bread, pleaseMrs Star:Here you are.7.Listen and say ‘yes’ or ‘no’.Marie:I’m having chicken and rice. (No. I’m having tomatoes and carrots.) Monty:Can I have some milk, please (No. Can I have some apple juice, please) Maskman:Is there any chocolate cake (Yes.)Trevor:Yes, there is. (No. No, there isn’t.)Monty:No, it isn’t mine. It’s Trevor’s. (No. No, it isn’t mine. It’s Marie’s.)Trevor:Er, no. It isn’t chicken. It’s a long brown pencil. (Yes.) Unit 7 At the farm (在农场)1.Listen and point.Suzy:Look at all those animals.This is a nice zoo.Mr Star:It isn’t a zoo. It’s a farm. Look- there’s a cow under the tree. Simon:Uh oh! Mum! The goat’s eating your bag.Mrs Star:Aaahh! Shoo! Shoo! Stop that!Stella:Look, Suzy. The baby sheep are drinking milk.Suzy:Ahhh!Mr Star:Let’s give the ducks some bread.Suzy:There’s a frog!Simon:Look, Stella. There’s a lizard on your T-shirt!Stella:Ha,ha,Simon. Very funny! I know, and I love lizards. Do you like spiders, SimonSimon:No, I don’t.Stella:Oh. Well, there’s a big, black, ugly spider in your hair. Simon:Ahh!2.Listen, point and repeat.cow?duck?goat?lizard?sheep?spider?frog?5.Listen and answer.Toys in the toy box,Come alive.Walk and talk,On the count of five,One, two, three, four, five.Marie:Trevor, can I have the sheep, please Let’s put it here, next to the cows.Trevor:Here you are.Monty:Oh, I love sheep. Baa, baa.Trevor:So do I.Maskman:I don’t. I love horses.Marie:So do I.Trevor:I don’t. Horses are very big and they can kick.Maskman:What nowMonty:Let’s put the goat under the tree.Marie:No, Monty. It can eat the flowers and I love flowers.Maskman:So do I.Trevor:Flowers, Maskman Do you love flowersMaskman:Yes, I do. I can give them to Marie.Monty and Trevor:Oooohhh!6.Listen, point and repeat.Monty:Oh, I love sheep. Baa, baa.Trevor:So do I.Maskman:I love horses.Trevor:I don’t.Unit 8 My town1.Listen and point.Suzy:This is a long street, grandpa.Grandpa:Yes, it is. It’s a big city. Can you see my flatSuzy:No. Where is itGrandpa:It’s over there, next to the park. It’s the one with the green windows.Suzy:Oh, yes. What’s this over here, next to the toy shop.Grandpa:That’s a hospital.Suzy:Ooh, look! There’s a shoe shop! Look at those beautiful red shoes, grandpa.Grandpa:What… Oh, yes.Suzy:The shoe shop’s next to the café, Grandpa.Grandpa:Good idea. Let’s go to the café for a drink.Suzy:No, grandpa. Let’s go to the shoe shop for my new red shoes. Grandpa:Oh, sorry… Yes…Of course.2.Listen, point and repeat.park?shop?street?hosp ital?café?flat?5.Listen and ponit.Narrator:Mr Star is playing his guitar at Simon and Stella’s school. Simon’s sitting between Stella and Suzy, and Mrs Star’s sitting next to Suzy. Lenny’s sitting in front of Mrs Star, and Lenny’s mum’s sitting between Lenny and his dad. Grandpa and Grandma Star are sitting behind Simon and Suzy. Everybody is very happy, but Suzy isn’t.Stella:I love music.Mrs Star:So do I.Suzy:Mum, I can’t see.Mrs Star:Shh, Suzy. Be quiet.Suzy:But, I can’t see. Lenny’s mum’s in front of me.Grandma:Shh, Suzy. Be quiet. I can’t hear if you’re talking.Suzy:Can I sit with Stella, pleaseMrs Star:Well, all right, but be quiet.Suzy:Yes, mum. Thanks.Suzy:Oh, this is good. Now I can see.Stella:Huh! You can see, but I can’t, Mum!Unit 9 Our clothes1.Listen and answer.Stella:Hello and welcome to the Star Fashion Show. Here are Simon and Alex. They’re wearing black shirts, blue jeans and white shoes. Simon’s got small black sunglasses on his head. Alex is wearing a new yellow watch. Thank you, Simon. Thank you, Alex.Now here’s Meera. She’s wearing a short brown skirt and an orange jacket. She’s wearing long yellow socks and green shoes. Thank you, Meera.Now we’ve got Suzy, the star of the show. She’s wearing a long purple dress and big pi nk shoes. She’s wearing a nice big red hat and she’s got beautiful gold handbag. Thank you, Suzy.Now here’s Lenny. He’s wearing grey trousers, black shoes, and a red T-shirt with a green lizard on. What a beautiful T-shirt! Thank you, Lenny.2.Listen, point and repeat.dress?glasses?handbag?hat?shirt?jeans?4.Listen and correct.1.There’s a big box with toys. (No, there’s a big box with clothes.)2.Three boys are wearing jeans. (No, one boy is wearing jeans.)3.Two girls are wearing red jeans. (No, one girl is wearing red shoes.)4.Five children are wearing glasses. (No, four children are wearing glasses.)5.One girl’s wearing a dress. (No, two girls are wearing a dress.)6.There are six handbags. (No, there are four handbags.)7.Two boys are wearing short trousers. (No, one boy is wearing shorttrousers.)8.There are five hats. (No, there are four hats.)5.Listen and point.Toys in the toy box,Come alive.Walk and talk,On the count of five,One, two, three, four, five.Trevor:You know, Maskman, we’ve got a good life. We’ve got a nice family and we’ve got a lot of friends.Maskman:I know, Trevor, and we’ve got a house and a garden with lots of trees and beautiful flowers.Marie:Yes, a lot of toys haven’t got a house or a garden…Maskman:Or a car. I’ve go t a big car. Have you got a car, TrevorTrevor:No, I haven’t got a car. I can’t drive.Maskman:I’ve got superhero clothes. Have you got superhero clothes, TrevorTrevor:No, I haven’t. I’m not a superhero.Monty:Marie’s a doctor. She’s got a long white jacket and glasses. Maskman:Yes, I’ve got black glasses, too.Trevor:Yes, Maskman, we’ve got a good life. We’ve got a nice dog too. Look, there she is.Maskman:Aaaghh!!... And she’s got a big mouth.Others:Ha ha ha!6.Listen, point and repeat.Trevor:We’ve got a nice family and we’ve got a lot of friends. Maskman:Have you got superhero clothes, TrevorTrevor:No, I haven’t. I’m not a superhero.Monty:Marie’s a doctor. She’s got a long white jacket and glasses. Unit 10 Our hobbies1.Listen and answer.Suzy:Stella, I’ve got a book about sports. What are these sportsStella:The man with the hat’s hitting the ball. He’s playing baseball, and this man here’s playing basketball. He’s bouncing the ball.Suzy:What are Lenny and Simon doingStella:They’re playing ho ckey.Suzy:Are grandpa and Alex playing tennisStella:No, they’re playing badminton.Suzy:Grandma’s painting. Is painting a sportStella:No, it isn’t, Suzy. It’s a hobby.Suzy:Merra’s taking a photo. I s that a sport or a hobbyStella:It’s a hobby, Suzy.Suzy:What’s your favourite hobby, StellaStella:It’s reading, … and yoursSuzy:My favourite hobby … Er … It’s, er … talking.Stella:Yes, it is.2.Listen, point and repeat.painting?badminton?table tennis?hockey?baseball?basketball3.Listen and say the hobby.1.She’s bouncing the ball. Now she’s throwing it to her friend.2.He’s throwing the small ball to his friend … Yes, She’s hitting it. Oh!Yes … now she’s catching the ball.3.They’re playing with a small ball. They’ve got a big table between themand th e ball’s bouncing on the table.4.They aren’t playing with a ball. They’re hitting a small white object.It isn’t bouncing and they aren’t catching it.5.She’s running and kicking the ball. The ball isn’t bouncing and theyaren’t catching it.6.They’re running with a small ball. He’s hitting it with a long stick.(6 basketball, 3 baseball, 4 table tennis, 1 badminton, 5 football, 2 hockey) 5.Listen and point.Mr Star:Hi. My name’s Bruce Star. I like playing the guitar and I love cooking, but I don’t like riding horses.Mrs Star:Hi. I’m Angelina Star. I love riding horses and reading, but I don’t like cooking.Grandpa:Hello. I’m Grandpa Star. I like fishing and playing badminton, but I don’t like cleaning my shoes.Grandma:Hello. I’m Grandma Star. I love painting and driving, but I don’t like gardening.Stella:Hi. I’m Stella. I love playing the piano and I like reading about sports, but I don’t like doing sport.Simon:Hello. My name’s Simon. I like playing basketball and hockey, but I don’t like cleaning my room.Suzy:Hi. I’m Suzy. I love singing and drawing, but I don’t like playing soccer..Alex:Hello. I’m Alex. I like playing badminton and I love playing the piano, but I don’t like playing baseball.Lenny:Hi. My name’s Lenny. I like swimming and playing football, but I don’t like playing table tennis.Meera:Hello. I’m Meera. I like riding my bike and I love taking photos, butI don’t like watching TV.11.Listen and say ‘yes’ or ‘no’.1.What a great game of soccer! Yes! What a great goal! (Yes)2.Number 8 is kicking the ball. Now number 5 is hitting the ball with hishead. (No-18 and 15)3.No, Maskman! You can’t touch the ball with your head! (NO-hands)4.Now number 15 is running with the ball. (Yes)5.Trevor! Are you eating the book (No-ball)e and play badminton with us, Marie! (No-football)Unit 11 My Birthday!我的生日1.Listen and answer.Simon:What are you cookingMr Star:I’m cooking burgers and sausages.Simon:Are we having chips tooMr Star:Yes, we’re having fries. Grandma’s getting them from the kitchen. Grandpa’s helping her.Simon:Yum, yum. And we’ve got lemonade to drink.Suzy:Mummy, is there any fruit juiceMrs Star:Yes, I can get it for you.Suzy:ThanksStella:What are you doing, MeeraMeera:I’m trying to take a photo of Simon.Alex:Yoo hoo, Meera! We’re in front of you. Take a photo of us.Stella:No, don’t take a photo of them. Take one of Simon.Meera:I’m trying to take a photo of him. Alex, Lenny, can you stand behind me, please I don’t like taking ugly photos.2.Listen, point and repeat.sausages?burgers?cake?watermelon?oranges?lemonade?4.Read and answer.1.He’s cooking the burgers and sausages.2.Meera’s taking photos.3.He’s got a nice new bike.4.It’s blue.5.He’s eight.5.Listen and answer.Toys in the toy box,Come alive.Walk and talk,On the count of five,One, two, three, four, five.Trevor:Monty, what would you like to eat Would you like a burger or a sausage Monty:I’d like a sausage, please, Trevor.Trevor:Here you are.Monty:Thanks.Maskman:Can I have a sausage and a burger, pleaseMarie:One moment, please, Maskman. It’s not your turn.Monty:Er, here you are, Maskman. Would you like some fries too Maskman:Yes, I’d love some. Lots, please, Monty.Trevor:Marie, what would you like to drinkMarie:I’d like some fruit juice, please, Trevor.Maskman:Can I have some lemonade, pleaseMonty:Maskman, please would you like to wait a moment. It’s not your turn.Maskman:Oh, sorry.Monty:Would you like some fries too, Trevor … Please.Trevor:Er … Well … Ok, Monty. Fries aren’t my favourite food, but … for you.6.Listen, point and repeat.Trevor:Would you like a burger or a sauageMonty:I’d like a sausage, please, Trevor.Trevor:Here you are.Maskman:Can I have some lemonade, please剑桥国际少儿英语Unit12文本Unit 12 On holiday!度假1.Listen and answer.Lenny:We’re on holiday! Great!Simon:I love holidays.Lenny:So do I.Simon:I love playing on the beach. The clean, yellow sand, the big sun, the beautiful, blue sea. I love swimming in the sea.Lenny:Er, the beach is OK, but I love walking in the mountains. There are lots of green trees and beautiful flowers.Simon:What! Flowers, LennyLenny:Well, yes, er … flowers and animals, big animals.Simon:Hmm. I like fishing with my grandpa. We can’t fish in the city.Lenny:Dose Stella and Suzy like fishingSimon:Oh, no. Suzy likes picking up shells from the beach and Stella loves sitting in the sun and reading.Lenny:Come on, Simon. Let’s go! We’re on the holiday!Simon:Yeh!2.Listen, point and repeat.beach?sandsea?shell?sun?mountain?5.Listen and answer.Mrs Star:Well, children. It’s the end of the school. Where do you want to go on holidaySimon:Let’s go to the beach.Stella:Oh, I want to go to the mountains this year. I want to draw birds and trees and I want to watch small animals. I’d like a new notebook and pe ncils, please.Suzy:Are there shells in the mountains, StellaStella:No, there aren’t, but you can get lots of beautiful flowers.Mr Star:Do you want to go to a big city We can walk in the streets and sit in cafe.All:Oh, no! We don’t want to go to a city.Simon:OK, let’s go to the mountains. Can we swim there, MumMrs Star:Yes, you can.Mr Star:OK, that’s good. We’re all happy to go to the mountains for our holidays.Stella:So can I have a new notebook and pencils, thenSimon:Well, I want some new sunglasses, please. Suzy:And I want a new sunhat, please.Grandpa:Hmm, and now I want my dinner.7.Listen and say the letter.1.Which melon do you want I want the big green one.2.Which shoes do you want I want the red ones.3.Which monster do you want I want the ugly one.4.Which ice cream do you want I want the lemon one.5.Which apples do you want I want the green ones.6.Which doll do you want I want the happy one.7.Which cake do you want I want the small one.8.Which shoes do you want I want the white one.。

Where are you from?Get ready to listen and speakGet students to discuss the question in pairs. Tell students to check the meaning of each adjective using their dictionaries. Then read aloud each adjective and ask students to repeat. Tell the class which adjectives you think apply to you and explain why. Then tell students to tick (✓) the adjectives that they think describe themselves, and tell their partner.A Listening – Introducing yourselfBefore students begin, write the following situations on the board: at a party, with colleagues at work, with friends, with family, with your boss, with relatives. Point to each situation and ask students to call out if they think formal or informal greetings are appropriate.1–4Play the recording and ask students to complete the exercises. Feedback as a class. Put students into smallgroups and get them to role play introductions based on the recordings. They can use their own names or invent characters.Remind students the normal response for Nice to meet you, Pleased to meet you and Good to meet you is to repeat the same, and add too, for example, Nice to meet you too.Did you know…?Read aloud the text and demonstrate each greeting. Ask students how people normally greet each other in their country.B Listening – Exchanging personal informationPlay the recording and ask students to complete the chart. After checking answers, put students into pairs and tell them to ask and answer questions about each person. For example, Where is Shizuka from? Where does Daniela live?Focus on… saying helloAsk students to complete the exercises. After checking answers, ask students to practise the conversations in pairs. Tell them to swap roles when they fi nish, so they practise each conversation twice.Sound smart – Intonation to show interest1 Write the example sentence on the board and mark theintonation with a rising and falling arrow. Play the recording several times, asking students to repeat each time.2 Play the recording and ask students to complete the exercise.After checking answers, emphasize that the more we make our voice go up and down, the more emotion we display, such as interest, surprise, etc. The less we vary our voice, i.e. the more monotone we sound, then the less interested we sound.3 Play the recording again and ask students to repeat thesentences. Next get students to practise in pairs. Ask themto take turns saying a sentence while their partner guesses if they are trying to sound interested.C Speaking – Taking the initiative 2 Before students begin, tell them to look at the pictures anddescribe each person with a partner. Encourage them to talk about each person’s appearance, and try to guess a little about their personality too, e.g. are they friendly, shy, etc. In theirpairs get students to role play a conversation for each situation.You may wish to have volunteers role play their conversation to the class.D Listening – Making small talk1 Play the recording and ask students to complete the exercise.After checking answers, play the recording again and point out the main stress and intonation. Then ask students to practise the conversation in pairs.2–4Play the recording again and ask students to complete the exercises.5 Play the recording and ask students to answer the question,adding What about you? or How about you? after theiranswer. After checking answers, tell students to practise inpairs. Explain they should take turns making statements and responding, using What about you? or How about you?Learning tipAsk for a volunteer to come to the front of the class. Demonstrate the difference between good body language when talking to someone, and poor body language.E Speaking – Reacting to what you hear1 Tell students that if they try to show interest when they talk tosomeone in English, it will help the conversation fl ow morefreely. Add that they should not be shy to give their ownopinion on a topic, as this will be of interest to the speaker.Also mention that a good technique to keep the conversation going when talking in English is to ask questions. Get students to do the exercise.2Play the recording and ask students to respond to each statement with an expression from Exercise 1. Ask students ifthey can think of a question to ask too. After checking answers, tell students to practise in pairs. Explain they should take turns making statements and responding, using one of the expressions provided. Encourage them to ask a follow-up question for more information.Focus on… saying goodbyeAsk students to complete the exercises. After checking answers, ask students to practise the conversations in pairs.Class bonus – class role playIf students are shy at fi rst, encourage them by taking part in the activity yourself. Introduce yourself to several students, making sure your voice is animated and your body language appropriate. Make sure students maintain conversations by sounding interested and asking questions.Do you need any help?Get ready to listen and speakPut students into pairs and ask them to look at the picture and describe what they can see. Then tell them to ask and answer the questions with their partner. After checking answers, tell students to take turns choosing someone in the class and describe what he / she is wearing to their partner. Their partner must listen and guess who they are describing.A Listening – In a clothes shop1–4Play the recording and ask students to complete the exercises. After checking answers, put students into pairsand tell them to turn to page 89 and practise Carlos’sconversation with their partner.Learning tipTell students that reading the questions fi rst means they are better prepared to listen for the answers. Say that often it is not necessary to understand everything in a listening passage in order to answer the questions. Explain to students they should just try to listen for the information they need.Focus on… singular and pluralAsk students to complete the exercise. After checking answers, write on the board How much is / are…?, Where is / are…?, What size is / are…? Put students into pairs and tell them to close their books. Explain they should write as many questions using these phrases as they can remember and add any more they can think of. Review answers as a class.B Speaking – At the shops1 Reinforce the fact that Right and OK are common phrasesstudents can use to show they understand. If you wish, tell students to practise the conversation in pairs, replacing key information with their own ideas. Ask students to complete the exercise.2 Ask students to complete the exercise. After checkinganswers, tell students to practise the conversations in pairs.3Ask students to complete the exercise.4Play the recording and ask students to complete the exercise.Sound smart – Sentence stressExplain to students that the important words in a sentence have more stress and are usually the words that carry the most meaning, such as verbs, adjectives and nouns. Point out that English is a stress-timed language, and that students should try to emphasize key words in a sentence by stressing them, in order to sound more natural when speaking in English.Play the recording and ask students to complete the exercises. C Listening – At a marketBefore students begin remind them of the learning tip and tell them to read the questions carefully before they listen.Play the recording and ask students to complete the excercise. After checking answers, point out that the stallholder says dear. This is a friendly expression in British English used by some people. Write to bargain on the board and explain it is common in American English, but in British English to haggle is also popular. Explain that bargain can be a verb or a noun, and write It’s a bargain! on the board. Put students into groups to talk about the last time they haggled and got a good bargain!Did you know...?Add that in the UK £10 is sometimes called a tenner. Explain these are colloquial phrases and that they are not used in formal conversations.D Listening – Understanding numbers; prices1–3Ask students to complete Exercise 1. Play the recordings and ask students to complete the last 2 exercises in thissection. After checking answers, put students into smallgroups and ask them to write fi ve prices. Students then take turns reading aloud their prices to their classmates. Can their classmates write each price correctly?E Speaking – In a clothes shop1Ask students to complete the exercise.2 Ask students to complete the exercise; then play therecording and check answers. Put students into pairs topractise the conversation. Explain that when they fi nish they should swap roles so they practise the conversation twice.3Play the recording again and ask students to complete the exercise.4Ask students to complete the exercise.Class bonusIf you wish, tell the shop assistants to stand behind their desks and write the name of their shop on a piece of paper. Encourage the customers to visit several shop assistants and to bargain hard for what they want! While students are engaged in the activity, walk around and make a note of any errors you hear students make, and review afterwards.Extra practiceTell students that there are a lot of free listening materials onthe Internet. Explain that some websites are better than others. Add that the BBC Learning English website, / worldservice/learningenglish, has lots of good quality practise material. Encourage them to use the Internet regularly as a way to practise and improve their listening in English.Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.I’ll have pizza, pleaseGet ready to listen and speakPut students into pairs. Tell them to look at the picture and describe what they can see with their partner. Then tell them to ask and answer the questions with their partner.A Listening – Ordering a meal ina restaurantBefore students begin, put them into groups, and ask them to discuss the following questions: When was the last time you went out for a meal? Where did you go? What did you have to eat? After they have fi nished, take a show of hands to fi nd out how often students eat out (once a week, twice a week, once a fortnight, etc.).1–4Play the recordings and ask students to complete the exercises.Did you know...?Point out that in British English some people say pudding, sweet or afters for dessert, and what Americans call French fries are more normally called chips in the UK. However, emphasizethat students should not worry too much about vocabulary differences, as they seldom cause serious problems.B Speaking – Understanding the menu1–2Ask students to look at Exercise 1 and complete Exercise 2.Learning tipPoint out that it is often quite easy to predict language you might need to use in certain situations, such as in a restaurant or café. Explain that the better prepared they are, the easier they will fi nd it to communicate. Emphasize that students should think about the language they need to use in advance wherever possible.Sound smart – Intonation in questionsPut students into groups and ask them to make a list of questions they might want to ask in a restaurant. Then askthem to call out their questions and write them on the board. Review accuracy, making any corrections necessary, and then tell students to identify which questions have rising intonation and which have falling intonation. Finally, model the pronunciationof each sentence as students listen and repeat. Ask students to complete the exercises. Check answers.C Listening – Talking about food1–2Play the recordings and ask students to complete the exercises.Option: Tell students to note three dishes they like to order when they go out for a meal. Put them into pairs and tell them to exchange lists with their partner. Explain they should take turns asking and answering questions about the dishes on their partner’s list.Focus on… words describing foodAsk students to complete the exercises. After checking answers, put students into pairs. Tell them to choose fi ve adjectivesand write at least two foods that can be described using each adjective. For example, fresh – apple, lettuce, bread, etc. Monitor and check for accuracy. When students fi nish, ask them to read their lists to each other.D Speaking – Giving opinions about food1Point out that people often add … for me to explain why they do not like a particular dish. For example, It’s a bit salty for me / It’s a bit spicy for me.2Ask students to do the exercise, then put students into pairs.Tell them to look at the menu and imagine they are at therestaurant eating one of the dishes. Explain they should ask each other about their dishes, and give their opinion.3Play the recording and ask students to complete the exercise.E Listening – Fast food1–2Play the recording and ask students to complete the exercises. After checking answers, ask students how oftenthey eat fast food (once a week, twice a month, etc.). Putstudents into pairs to discuss the benefi ts and drawbacks of eating fast food. List their ideas on the board, e.g. benefi ts:quick, easy, fi lling, drawbacks: not very tasty, can be expensive, messy.Class bonusIf possible, rearrange the class so each group is sat around a different table. Try to make sure they are reasonably far apartso they do not distract each other. Monitor and check grammar, vocabulary and pronunciation. Give help where necessary.Learning tipPoint out that pictures can be a very useful source of information, not just on menus in fast food restaurants, but also in shops, museums and many public buildings where things such as opening times, lifts, toilets and exits are often listed or signed.Extra practicePut students into groups and encourage them to exchange any good recipes that they have found. Tell them to explain how each dish is made, and what it tastes like.More activitiesDo a whole class restaurant role play, with several waiters and tables, to review all the language in the unit. Tell students to ask about the menu, order, describe their food, and if youwish encourage students to complain about various things,for example the quality of the food, the service, etc. Take the role of manager and help resolve each problem!This is your roomGet ready to listen and speak• Explain that when many students study abroad they often either stay with a host family or they stay in a dormitory with other students. In homestay accommodation you usually have your own room, with a desk. All meals, towels and sheets are included too and your host will usually do your laundry oncea week as well. Read aloud the question and ask students toraise their hands according to which type of accomodationthey think is better.• Tell students to read the list of benefi ts and tick their answers.Then put them into groups to compare their ideas. Encourage them to explain their reasons and discuss any differences of opinion.•Take a class survey to fi nd out which benefi t students think is most important.Option: Ask students to consider other accommodation options, e.g. staying in a hotel or renting an apartment. Take a show of hands to fi nd which accommodation option students prefer.A Speaking – Greetings and introductions1–2 Ask students to read the conversation in Exercise 1 and make sure they understand the phrases in bold. Then askstudents to complete Exercise 2. Check answers.3 Explain students are going to listen to a conversation and areasked to give an appropriate response. Remind students to use the expressions from Exercises 1 and 2 in their response.After checking answers, play the recording again and point out the main stress and intonation. Then ask students to practise the conversation in pairs.Option: Put students into groups to role play similar conversations.B Listening – Understanding directions1–3 Play the recordings where indicated and ask students to complete the exercises. After checking answers, put students into groups to take turns describing where they live. The rest of the group should listen and draw a fl oorplan (similar to the one in the book) for each person’s home.Did you know...?Point out that in American English people say take a bath / shower rather than have a bath / shower. You could also point out that in American English people say across from rather than opposite, e.g. the lounge is across from the kitchen.Sound smart – Linking words together1 Explain to students that English is a stress-timed language, andthat native speakers often link words together when they speak in order to ‘keep up’ with the rhythm. Play the recording and point out that when one word ends in a consonant sound and the next begins with a vowel sound, the fi nal consonant of the fi rst word is pronounced at the start of the word that follows, for example, thi sis, an don, righ tis, etc. Play the recordingagain and ask students to repeat the two sentences. 2–3Play the recording where indicated and ask students to complete the exercises.Focus on… modal verbsAsk students to complete the exercises. After checking answers, tell students to write four sentences for rules they have to follow in class. Explain they should write one sentence for each modal verb, can / can’t, have to / don’t have to, for example, I can’t talk when the teacher is talking, I have to complete my homework on time.C Listening – Understanding rules1–2Play the recording and ask students to do the exercises. After checking answers, put students into pairs to discuss the rules where they live. Explain they should use the modal verbs can / can’t, have to / don’t have to, for example, I can’t have pets in my house, I have to do the washing-up twice a week.Learning tipEmphasize that please and thank you are among the most common words in the English language. Tell students that it is easy to appear impolite or rude by mistake, so always saying please or thank you will help avoid this problem.D Speaking – Asking for permission1 Demonstrate the use of these phrases by going up tostudents and saying things like: Is it OK if I borrow your pen?Point out that when responding to requests, students can use phrases like, yes that’s fi ne or sure, go ahead, but the correct response to Would you mind if I … is No, not at all (I would not mind).2 Read aloud the example, then put students into pairs to makeas many sentences as they can.Option: Go round the class asking students to call out adifferent sentence each time.3Ask students to complete the exercise.E Speaking – Talking about your experience1 Point out that in the UK some people say not bad meaninggood. Write the following example on the board How wasyour day? Not bad, thanks. Encourage students to come up with more examples for Not bad, thanks. Get students tocomplete the exercise.2Ask students to complete the exercise.Class bonusGive students time to prepare their ideas, then put them into pairs or small groups to talk about their experience. Encourage students to ask questions where possible.Extra practiceDirect students to any resources in your school where they can fi nd information on studying abroad.One fi rst class stampGet ready to listen and speak•Get students to do the exercise and compare their answers with a partner.•Write the words post and mail on the board and ask students if they know which word is British English and which word is American English. Ask students to complete the exercise in pairs.A Listening – Asking about services1Play the recording and ask students to complete the exercise.Learning tipExplain to students that identifying key words in this way can allow them to understand the general meaning, even if they have not understood every word. By identifying important information, they can often guess or ignore the parts they have not understood.2 Play the recording again and ask students to complete theexercise. After checking answers, tell students to close their books and try to remember what service each person asked for.3Play the recording again and ask students to say each sentence.Did you know...?Write on the board any phrases students use to describe an ATM. Then put students into pairs to make a list of services banks offer in their country.B Listening – In a bankBefore students begin, ask them to discuss in pairs what documents they think are necessary to open a bank account. Explain that trying to predict what they are going to hear can help them understand more when they listen.1–4Play the recording where indicated and ask students to complete the exercises. After checking answers, put students into pairs to discuss what banking services and facilities they use, and how often.Focus on… moneyAsk students to complete the exercises. After checking answers, put students into pairs to test each other. Explain they should take turns reading a defi nition while their partner has to remember the correct word.C Speaking – Using a bank accountWrite on the board I have to pay my electricity bill, and I wantto pay my electricity bill. Point out that I have to and I need to suggest an obligation, while I want to and I’d like to suggest a preference.1–3Play the recording where indicated and ask students to complete the exercises.D Listening – In a post offi ce1–2Play the recording and ask students to complete the exercises. After checking answers, put students into pairs and tell them to turn to page 91 and practise the conversations.Explain that when they fi nish, they should swap roles sothey practise each conversation twice. Monitor and checkpronunciation, stress and rhythm.E Speaking – Sending mail1 Play the recording again and get students to complete theexercise. Next, ask students to identify the main stress in the expressions they hear, then tell them to listen and repeatonce more, being sure to stress the right words.2Ask students to complete the exercise.3 Play the recording. Explain to students that they need to usethe ideas a–f to have a conversation with the post offi ceclerk. When students fi nish, put them into pairs to practise the conversation once again.F Speaking – Changing moneyTell students to look at the picture and explain that a Bureau de change is exclusively for changing money from one currency into another. Ask any students who have used a Bureau de change to tell the class where and when they used such a service. Option: Review currencies in different countries, e.g. Russia– ruble, India – rupee, etc. Tell students that over 300 million people live in the Eurozone; a group of European countries that all use the euro.1–2Play the recording and ask students to complete the exercises.3Play the recording. Explain to students that they need to use the ideas e–i to respond to the clerk. After checking answers, put students into pairs to practise the conversations. Whenthey fi nish they should swap roles so they practise eachconversation twice.Class bonusPut students into pairs and tell them to sit opposite one another. Explain they should decide who is the customer and who is the bank clerk. Tell them to use the language in the unit to role play several conversations at a bank. When they fi nish, they should swap roles and role play conversations in a post offi ce. Monitor and check grammar, vocabulary and pronunciation. Give help where necessary.Extra practicePoint out that to change a large note into smaller notes students can say, Please can you change this twenty. I’d like four fi ves? Explain that in American English, they might hear Please can you break this twenty?I don’t feel very wellGet ready to listen and speak•Read aloud the question and tell students to tick their answers. Ask students to call out any other ideas they have for keeping healthy and write them on the board. Then put them into pairs to discuss the things they do to keep healthy.•Take a class survey to fi nd out how often students are ill. Read aloud the question and ask students to raise their hands for each answer. Then put students into pairs to talk about a time they were ill.•Ask students to match health problems (a–h) with a picture (1–8). Check answers.A Listening – Health problems1 Play the recording and ask students to complete theconversations. After checking answers, mime each healthproblem to the class and encourage them to call out thecorrect answer. Write on the board any more health problems students can think of. Point out that in American Englishpeople say have a fever rather than have a temperature.2 Play the recording. Ask students to look at conversations a–cin Exercise 1. Explain that they need to take the expressions from the conversations, and put them into the correct column in the table. After checking answers, tell students to practise the conversations in pairs.B Speaking – Talking about health problems1Point out the intonation in these phrases and tell students to practise each one, sounding as sympathetic as they can.2Play the recording. Ask students what they would say to the people who are ill. Remind them that they need to besympathetic. After checking answers, tell students to practise in pairs using their own ideas.Focus on… giving adviceExplain that we use should when we think something is a good idea and shouldn’t when we think it is a bad idea. Ask students to complete the exercises. After checking answers read aloud each complete sentence and ask students to repeat.C Speaking – At the chemist’s1 Remind students that we use many for countable nouns, e.g.How many tablets. Much is used for uncountable nouns, e.g.How much cream.2Explain to students that they need to look at the pictures and ask for the medication for these health problems. Whenstudents fi nish, put them into pairs to role play similarconversations using their own ideas.3Play the recording. Explain to students that they need to use the ideas a–e to have conversations with the chemist.D Listening – Making an appointment1–2Play the recording and ask students to complete the exercises. When students fi nish, tell them to turn to page 92 and practise the conversation in pairs.Option: For a greater challenge, ask students to repeat each conversation using only their notes to help them.Sound smart – the schwa /ə/Play the recording and ask students to complete the exercises. After checking answers, tell students to look again at the audioscript for the conversations on page 92. Explain they should identify all the schwa sounds they can fi nd.Learning tipTell students that by focusing on only the information they need, for example, in this case, days, times, and names, they can make their listening more effective.E Speaking – Confi rming an appointment1Choose two students to read aloud the conversations to the class. Ask students to complete the exercise. Check answers.2Point out that students should make sure they speak clearly, pausing between each piece of information; OK, so that’sThursday / at 4:30 / with Doctor Park. Play the recording.Explain to students that they need to use the ideas provided to make a doctor’s appointment. When students fi nish, put them into pairs to role play a conversation between a patient and a doctor’s receptionist. Explain that they should make an appointment and confi rm all the details.Focus on… imperativesWrite on the board drink a lot of water and you should drink a lot of water. Ask students which is stronger. Point out that the imperative is often used as a way of giving strong advice. Ask students to complete the exercises.F Listening – At the doctor’sPlay the recording and ask students to complete the exercise.Class bonusIf you wish, tell the doctors to sit behind their desks and write their name on a piece of paper. Encourage the patients to visit several doctors. While students are engaged in the activity, walk around and make a note of any errors you hear students make, and review afterwards.More activitiesGet students to listen to any radio or TV programmes about health, for general advice and tips on being healthy. Ask them to write down the tips and bring them to their next lesson to discuss.。

Unit 14 HealthListening Task1. A: Hello.B: Hey, Nick. Why aren't you at class?A: I'm sick.B: What's the matter?A: I have a bad sore throat. It really hurts.B: You should try some hot tea with honey. And get some sleep.A: Yeah. See you.2.A: Hello.B: Sandy? Hi. Are you OK?A: Oh, hi, Jen. Well, I can't move.B: What do you mean?A: Well, I was playing football yesterday, and I think I did something to my back.B: Ooh. Have you seen a doctor?A: No, not yet.B: You should take a hot bath. That might help.A: Yeah, maybe later. Thanks.3. A: Hello.B: Andrew, is that you?A: Yeah, Terry. What's up? Kind of busy now.B: How are you doing? You sound kind of stressed.A: Stressed? Yeah, I’m stressed. So much work this week, and last week, so many deadlines, and next week. Oh, I'm going crazy.B: Why don't you take a walk in the park?A: Take a walk in the park? I don't have time for that.B: No, come on. Move your body. Get some fresh air. Slow down your mind. It will help you relax.Interactive practiceVideo 1 Seeing a doctor: Are you feeling any better?Lisa:Good morning. I’m here for my 9 o’clock appointment with Dr. Zhang. My name is Lisa. Receptionist: Good morning, Lisa. Dr. Zhang is expecting you. Please follow me.( R brings Lisa to Dr. Zhang.)Dr. Zhang: Lisa, nice to see you again. Are you feeling any better? Are you still getting frequentheadaches?Lisa: Things have improved a little, but I still get a headache every other day.Dr. Zhang: Hmm. Are you taking your aspirin three times per day?Lisa: Yes.Dr. Zhang: Well, maybe the problem isn’t remediable through medication alone. Perhaps we need to look at lifestyle changes. Do you feel stressed these days?Lisa: I feel incredibly stressed and overworked. In fact, I am spending 60 hours per week at work?Dr. Zhang: Being overworked will clearly cause a lot of stress, fatigue and headache. Here, let me write a note for your boss. You definitely need to spend a few days at home to get some rest.Video 2 What’s the matter with you?Dr. Zhang:So what’s the matter?Jane:I don’t feel well at all.Dr. Zhang: I’m sorry to hear that. What symptoms do you have?Jane: Well. I have a terrible earache and temperature. My glands in my throat also feel a bit swollen.Dr. Zhang: Please sit on the table, so I can look at your ear. Which one is hurting.Jane: My left ear.Dr. Zhang:Hmm, let me see… Oh, you have an ear infection. That’s why your glands are swollen too.Jane: An ear infection? How can I treat it?Dr. Zhang: I will prescribe some eardrops. You will need to put drops in your infected ear twice per day.Jane: Anything else?Dr. Zhang: Lots of rest. Here is the prescription for your eardrops.Jane: Thank you, doctor.Dr. Zhang: you’re very welcome.。

NARRATOR: aSTELLA: Hello, I’m Stella. I’m nine. I’ve got a brother and a sister. This is my favorite computer game. It’s called ‘Brainbox’.NARRATOR: bHello, I’m Suzy. I’m five. I’ve got a big dog. She’s black and white and she’s called Dott y.NARRATOR: cHi, I’m Simon. I’m eight. I like reading comics. My favorite comic’s called ‘Lock and Key’.CD1,03 磁带1 Ad-o-l-lb-i-k-eT-r-a-i-nm-o-n-s-t-e-rg-a-m-ec-o-m-p-u-t-e-rk-i-t-ec-a-m-e-r-al-o-r-r-yh-e-l-i-c-o-p-t-e-rShe’s d rinking orange juice.She’s jumping.He’s eating an apple.He’s showing Lenny his new school bag.She’s reading a book.He’s playing football.CD1,09 磁带1 A1 frog2 dress3 hit4 box5 watch6 friend7 swim8 man9 bread 10 egg 11 milk 12 flat 13 in 14on 15 hat 16 drinkCD1,12 磁带1 ASTELLA: Hi, everyone.This is my project. Here’s my family tree. There are my parents, Mr and Mrs. Star.And look, here are Grandma and Grandpa Star. They’re my grandparents and they’ve got two children: a son and a daughter.T heir son’s my dad and their daughter’s my Aunt May. I’ve got one aunt and one uncle: Aunt May and Uncle Fred. Aunt May’s my dad’s sister. Uncle Fred’s my mum’s brother. Grandma and Grandpa Star have got three children: one grandson, Simon, and two granddaughters, Suzy and me.This person’s taking a photo of his son.This person’s playing football with his uncle.This person’s reading a book to her daughter.This person’s playing a game with her aunt.This person’s painting a picture of her gran ddaughter.CD1,15 磁带1 AGrandma Star’s painting a picture of her [beep].Simon’s playing football with his [beep].Mrs. Star’s reading a book to her [beep].Grandpa Star’s taking a photo of his [beep].Stella’s playing a game with her [beep].Mr. and Mrs. Star are Simon’s [beep].CD1,19 磁带1 A1 chicken2 clothes3 purple4 crocodile5 smile6 tree7 cousin8 tomato9 sausage 10 coconut 11 cupboard 12 lemonade 13 chips 14 mirror 15 hall 16 pineappleMEERA: We’ve got a new flat. We’re movin g from our house in the country to a flat in the town.ALEX: Do you like living in the country?MEERA:I love the country. At the moment I live in a small village. It’s quiet and there are a lot of trees.LENNY: Has your house got a basement under the floor?MEERA: Yes, it’s full of boxes and old toys.ALEX: And what about your new flat?MEERA: Well, it hasn’t got a basement or a garden, but it’s got a beautiful balcony for my parents.ALEX: Cool.What else?MEERA: The house in the village has got stairs to go up and down but the flat in the city is different. There are five floors so we go upstairs and downstairs in a lift!LENNY: Wow! I want to live in a flat!CD1,24 磁带1,Ba basement, a village, a lift, upstairs, a balcony, a town, downstairsMay lives at number seventy-two.Tom lives at number ninety-eight.Jack lives at number twenty-three.Daisy lives at number forty-one.Peter lives at number sixty-four.Mary lives at number eighty-five.Sally lives at number thirty-seven.Vicky lives at number fifty-nine.CD1,33 磁带1,BStella wakes up at seven o’clock every day.Stella gets up.Stella has a shower.Then Stella gets dressed. She puts on her skirt and her T-shirt. Stella catches the bus to school.Stella does her homework.Before dinner, Stella washes her hands.Stella gets undressed. She takes off her skirt and her T-shirt. Stella goes to bed at nine o’clock.Have breakfast. Go to bed. Have lunch. Put on your jacket.Take off your shoes. Wake up. Have a shower. Put on your T-shirt. Get up. Wash your hands. Have dinner. Catch the bus.CD1,38 磁带2,ALENNY: How often do you play in the park, Simon? Do you play every day?SIMON: Well, no.I never plays in the park on Mondays.LENNY: Yes, we always have lots of homework on Mondays. SIMON: I sometimes play in the park after school on Wednesdays, but I sometimes go swimming with Dad.LENNY: And what about at the weekend?SIMON: I always play in the park on Sundays. It’s my favorite day. LENNY: Simon...What day is it today?SIMON: It’s Sunday! Let’s go to the park!CD1,44 磁带2,AWho is it?This person works in a hospital and looks after you when you’re not well. This person uses water to stop big fires.This person works in a school and helps children to learn.This person knows a lot about teeth.MEERA: Look at this map. My new flat’s on it.ALEX: Cool! Is there a sports centre near you?MEERA: Yes, look.It’s over here, next to the bus station.SIMON: Wow! And there’s a really big swimming pool behind it! STELLA: Oh, look. He re’s Park Road. There’s a big library...Mum. Lots of books there.MEERA: Yes, that’s next to the bank, where my dad works.LENNY: Mum.What’s this, next to the cinema?MEERA: That’s the market. We get our fruit there.ALEX: Oh, we go to the supermarket to get our food.SIMON: Mum...Food. Come on! Let’s go for lunch.ALEX AND LENNY: Yeah, good idea, Simon.See you, Meera! See you, Stella!MEERA: See you!STELLA: So where is your flat, Meera?MEERA: It’s here, behind the park, next to the library.Where’s the park?Where’s the bus station?Where’s the hospital?Where’s the supermarket?Where’s the sports centre?Where’s the cinema?Where’s the bank?Where’s the swimming pool?CD1,47 磁带2,ANARRATOR: The children are in the library, looking at books. LENNY: Look at this book, Stella! It’s about football.STELLA: Shh, Lenny! We’re in a library. We must be quite.LENNY: Meera, look what I’ve got.MEERA: That’s nice, Lenny.LENNY: It’s about football! It’s got lots of pictures of pictures of my favorite players!MEERA: Shah, Lenny. You must be quite in the library!ALEX: Hey, Lenny.What has you got?LEENY: It’s a book about football.SIMON: Cool! That’s GREAT! Can I see? Look, it says football is...STELLA, MEERA: SHHHH, SIMON! YOU MUST BE QUIET IN THE LIBRARY!GRANDPA: Come on, everybody.It’s five o’clock. We must go and catch the bus now.LENNY: OK, OK.Can we come back next week?GRANDPA: Yes, I think so...but you must be quiet!CD1,48 磁带2,A1 The children are at the bank.2 You must be quiet in the library.3 Lenny’s got a book about art.4.The book’s got lots of pictures of Lenny’s favorite football players.5.Grandpa Star and the children must catch a plane.6.The children want to come back next week.CD1,53 磁带2,A1 radio,2 school,3 playground,4 park,5 cinema,6 station,7 map,8 city,9 street,10 afternoon,11 question, 12 motorbike, 13 dirty, 14 walk, 15 fruit, 16beautifulCD2,03 磁带2,B1 Do you play in the park on Saturday, Jack?No. I always go out with my mum on Saturday?Oh, that’s nic e! Where do you go?We go to the cinema.2 Do you finish school at three o’clock, Daisy?Yes, but I don’t come home then.Really? Why not? Where do you go?I go to the swimming pool after school.So, what time do you come home?I come home at five o’clock.3. When do you do your homework, Paul?I do it before dinner.What do you do after dinner?I always watch TV.4. Do you walk to school, Vicky?No. I never walk to school. I catch the bus everyday.Oh, do you go to the bus station every morning?No, I catch the bus in the front of my house.5 Are you going into town, John?Yes. I need a new book.Are you going to the library?精品文档. No. I’m going to that big new bookshop next to the hospital. Oh, can I come with you?。

Lesson 1 NapoleonToday, I’m going to talk to you about one of the most important historical figures in European history: Napoleon Bonaparte. Let ’s start by talking about his early life. Napoleon was born in 1769 on the island of Corsica. When he was only 10 years old, his father sent him to military school in France. Napoleon was not a very good student in most of his classes, but he excelled in mathematics and military science. When he was 16 years old,he joined the French army. In that year 1785,he began the military career that would bring himfame ,power,riches and finally defeat. Napoleon became a general in the French army at the young age of 24. Napoleon had many victories on the battlefield but he also became involved in French law and politics. And in 1804, at the age of 35,he became the first emperor of the France.Napoleon was many things. He was, first of all, a brilliant military leader. His soldiers were ready to die for him. As a result, N.won many military victories. At one time he controlled most of Europe, but some countries, including England, Russia, and Austria fought fiercely against him. His defeat —“his end”came when he decided to attack Russia. In this military campaign against Russia, he lost most of his army.The great French conqueror died alone – deserted by his family and friends in 1821. Napoleon was only 51 years old when he died.=========================================================== Lesson 2 PompeiiThe lecture for this class is about the city of Pompeii. A natural disaster occurred there almost 2000 years ago.Today many rich people who live in large metropolitan areas such as Beijing, Paris and New York leave the city in the summer. They go to the mountains or to the seashore to escape the city noise and heat.2,000 years ago, wealthy Romans did the same thing.They left the city of Rome in the summer. Many of these wealthy Romans spent their summers in the city of Pompeii, a beautiful city, located on the Bay of Naples.In the summer of the year 79 C.E., a young Roman boy who later became a very famous Roman historian was visiting his uncle in P.. The boy’s name was Pliny the Younger. One day Pliny was looking up at the sky. He saw a frightening sight. It was a very large dark cloud. This black cloud rose high into the sky. What Pliny saw was the eruption of the volcano called Mount Vesuvius.Rock and ash flew through the air. The city of P . was at the foot of Mt. V.. When the volcano first erupted, manypeople were able to get out of the city and to escape death. In fact, 18,000 people escaped the terrible disaster. Unfortunately, there was not enough time for everyone to escape. More than 2,000 people died. These unlucky people were buried alive under the volcanic ash.The eruption lasted for about 3 days. When the eruption was over, P . was buried under 20 feet of volcanic rock and ash. The city of P . was forgotten for almost 1,700 years.In the year of 1748 an Italian farmer was digging on his farm. As he was digging, he uncovered a part of a wall of the ancient city of P.. Soon archaeologists began to dig in the area. As time went by, much of the ancient city of P. was uncovered. Today tourists come from all over the world to see the ruins of the famous city of Pompeii.===========================================================Lesson 4 Roller CoasterLet's talk about the physics involved in a ride on a roller coaster. I'm sure many of you have taken a ride on a roller coaster. A simple roller coaster consists of a frame with a track on it. The track is very much like a train track, this track goes over a series of hills and around curves. It follows a path that ends at the same place it started. A trainof cars travels around on this track, very fast. The cars have two sets of wheels. One set of wheels rolls on top of the track, and the others set of wheels rolls below the track. The wheels below the track keep the fast moving cars from coming off the track, roller coaster cars as you probably know don't have any motors or engines. Instead, a chain pulls the cars up the first, tallest and steepy staff hill, this is how the ride begins. Then, at the top of the hill the chain comes off the cars and gravity takes over. gravity pushes the cars down the other side of the hill. the taller and steeper the first hill is, the faster the ride will be. And the farther the cars will travel. as the cars rolled downhill they gained speed. the cars have enough speed and energy to send them up the next hill. as the cars near the top of the second hill they begin to slow down. but then, the cars reached the top of that hill, and start down the other side. gravity again pushes them toward the ground. this process repeats on each hale. Okay, so let's go over this process again. first, the cars are pulled by a chain up the first highest hill. then they go down a very steep slope, at this point, there is enough energy to pull the cars up and over the next hill. when they reached the bottom of that hill, there is enough energy to climb the next hill, the roller coaster cars lose energy as the ride continues. so, the hills have to be smaller toward the end of the track, finally we roll to a stop on ground level right where we began.======================================================== Lesson 5 Language: How Children Acquire TheirsWhat I’d lie to talk to you about today is the topic of child language development. I know that you all are trying to develop a second language, but for a moment, let’s think about a related topic, and that is: How children develop their first language.What do we know about how babies develop their language and communication ability? Well, we know babies are able to communicate as soon as they are born,even before they learn to speak their first language. At first, they communicate by crying. This crying lets their parents know when they are hungry, or unhappy, or uncomfortable. However, they soon begin the process of acquiring their language. The first state of language acquisition begins just a few weeks after birth. At this stage, babies start to make cooing noises when they are happy. Then, around four months of age they begin to babble. Babies all over the world begin to babble around the same age, and they all begin to make the same kinds of babbling noises. Now, by the time they are ten months old, however, the babbling of babies from different language backgrounds sounds different. For example, the babbling of a baby in a Chinese-speaking home sounds different from the babbling of a baby in an English-speaking home. Babiesbegin a new stage of language development when they begin to speak their first words. At first, they invent their own words for things. For example, a baby in an English-speaking home may say ―baba‖for the word ―bottle‖or ―kiki‖for ―cat.‖In the next few months, babies will acquire a lot of words. These words are usually the names of things that are in the baby’s environment, words for food or toys, for example. They will begin to use these words to communicate with others. For example, if a baby holds up an empty juice bottle and then says ―juice,‖to his father, the baby seems to be saying, ―I want more juice, Daddy‖or ―May I have more juice, Daddy?‖This word ―juice‖is really a one-word sentence.Now, the next stage of language acquisition begins around the age of 18 months, when the babies begin to say two-word sentences. They begin to use a kind of grammar to put these words together. The speech they produce is called ―telegraphic‖speech because the babies omit all but the most essential words. An English-speaking child might say something like ―Daddy, up‖which actually could mean ―Daddy, pick me up, please.‖Then, between two and three years of age, young children begin to learn more and more grammar. For example, they begin to use the past tense of verbs. The children begin to say things such as ―I walked home‖and ―I kissed Mommy.‖They also begin toovergeneralize this new grammar rule and make a log of grammar mistakes. For example, children often say such thins as ―I goed to bed‖instead of ―I went to bed,‖or ―I eated ice cream‖instead of ―I ate ice cream.‖In other words, the children have learned the past tense rule for regular verbs such as ―walk‖and ―kiss,‖but they haven’t learned that they cannot use this rule for all verbs. Some verbs like ―eat‖are irregular, and the past tense forms for irregular verbs must be learned individually. Anyway, these mistakes are normal, and the children will soon learn to use the past tense for regular and irregular verbs correctly. The children then continue to learn other grammatical structures in the same way.If we stop to think about it, actually it’s quite amazing how quickly babies and children all over the world learn their language and how similar the process is for babies all over the world.Do you remember anything about how you learned your first language during the early years of your life? Think about the process for a minute. What was your first word? Was it ―mama‖or maybe ―papa‖? Now think also about the process of learning English as a second language. Can you remember the first word you learned in English? I doubt that it was ―mama.‖Now, think about some of the similarities anddifferences involved in the processes of child and adult language learning. We’ll talk about some similarities and differences in the first and second language learning processes tomorrow. See you then.===========================================================Lesson 7 RobotsWhen people think about a robot,they often picture a machine that look s something like a human being.However,that’s not always the case.Mo st robots do not look much like a human being at all,they look like machi nes because that’s what most of them are-industrial machines.Today,I’m going to talk mostly about industrial robots used in industry. These are robots that do work that for humans would be physically dema nding,repetitive,dangerous or very boring.Most industrial robots work on in an assembly line in a factory.For example,a robot might put liz on j ars of fruits or start boxesfor shaping.In a car factory,robotic arms on an assembly line join the parts of a car together;other robots tighten the b oats on the car’s wheelsor paint the car.There are thousands of robots p utting cars together in___plan.These robots are very precise when repe ating a task.For example,they always tighten boats with the same exact amount of force.They always move a heavy engine to exactly where it should be and they always put ahold in the exact same place in every car d oor hour after hour.These are examples of robots doing the work human s could do but the robots are doing the work more efficiently and precise ly.So,just how do robots work?To do its job a robot first needs a control s ystem.This control system directs the robots mechanical parts.The contr ol system of a robot is sort of speak--a robot brain.So how does a robot learn which action to do first and whi ch of its moving part needs to do that action?A robot learns its job with the help and guidance of a human being.To teach an industrial robot to do something,first a person must use a hand-held computer.The computer is used to guide the robot’s arm and hand through the motions it needs to do.Then,the robot stores exact movem ent in its computer memory.The robot has sensors to gather information ,so now the robot will use its sensors to direct its actions.The robot tells its moving part what to do and then it performs the action.For example, to pick up and move a box,the robot first finds the box,next it decides t he weight of the box.Then it decides how much force is needed to lift an d move the box,and finally,it finds the correct place to put the box dow n.It repeats the process over and over until it's turned off.It does the sa me job until it is given the job and new program to follow.Some scientists think that robots of the future will be smarter than today's robots.They may also look more human like or even animal like.In fact,they may wo rk and think more like humans do.The industrial robots we've been talki ng about so far today are automatic robots.They are known as automatic robots because they have program to follo w a specific series of ually,they have parts that move but t hey really don't travel around.On the other hand,an autonomous machi ne can change itsbehavior in relation to its surroundings.For example,an autonomous robot with wheelsor legs to move around can change direc tion when it senses that there are something in its way.A robot such as …can detect the movement of people nearby.It can move to avoid bump ing into ing toward it.Asthma can even learn to dance by followi ng the movements of a dancer next to it.I don't know whether or when people would welcome autonomousmachines or human like robots.I gu ess that we will not only think about that in the future.We need to think about how we will interact with our global doctor:robal teacher,robal p et,or even our robal friend.===========================================================Lesson 8 A Tidal WaveA tidal wave is a very large and very destructive wall of water that rushesin from the ocean towards the shore. Many scientists call these waves tsunami. In Japanese tsunami means “storm wave.” But do you know that tidal are not caused by storms and that they are not true tidal at all? A true tidal is the regular rise a waves and fall of ocean waters, at definite times each day, but a tidal wave comes rushing in suddenly and unexpectedly. A tidal wave is caused by an underwater earthquake. The word “seaquake” is made up of two words, the word “sea” which means “ocean” and the word “quake”. “To quake” means “to shake” or “to tremble.” When a seaquake takes place at the bottom of the ocean, the ocean floor shakes and trembles, and sometimes the ocean floor shifts. It is this shaking that produces the tidal wave. The tidal wave begins to move across the sea at great speed.Tidal waves have taken many human lives in the past. Today scientists can predict when a tidal wave will hit land. They use a seismograph to do this.A seismograph is an instrument that records the strength, the direction, and the length of time of an earthquake or seaquake. It is not possible to hold back a tidal wave, but it is possible to warn people that a tidal wave is coming. This warning can save many lives.===========================================================Lesson 9 Levels of LanguageToday I want to talk about levels of language usage. You probably have noticed that people express similar ideas in different ways, depending on the situation they are in. This is very natural. All languages have two general, broad categories, or levels of usage: a formal level and an informal level. English is no exception. I’m not talking about correct and incorrect English. What I’m talking about are two levels of correct English. The difference in these two levels is the situation in which you use a particular level. Formal language is the kind of language you find in textbooks, reference books such as encyclopedias, and in business letters. For example, a letter to a university would be in formal style. You would also use formal English in compositions and essays that you write in school. People usually use formal English when they give classroom lectures or speeches and at ceremonies such as graduations. We also tend to use formal language in conversations with persons we don’t know well or with people we have a formal relationship with, such as professors, bosses, doctors, friends of our parents’, strangers, etc. Informal language is used in conversations with colleagues, family and friends, and when we write personal notes or letters to close friends, as well as in diaries, etc. Formal language is different from informal language in several ways. However, today I’m going to talk only about a couple of ways. First of all, formal language tends to be more polite. Interestingly, it usually takes more words to be polite. For example, I might say to a friend or familymember, "Close the door, please", but to a stranger or someone in authority I probably would say "Would you mind closing the door" or "Excuse me, could you please close the door" Using words like "could" and "would" makes my request sound more polite, but also more formal. Another difference between formal and informal language is some of the vocabulary. There are some words and phrases that belong in formal language and others that are informal. Let me give you a couple of examples of what I mean. Let’s say "I’m just crazy about soccer!" But if I were talking to my supervisor or a friend of my parents’, I would probably say "I really enjoy soccer" or "I like soccer very much". Let’s say I’m telling someone some news I heard about the police arresting a criminal. To my friend I might say "The cops bagged the crook". To my parents’ friend I might say "The police arrested the thief".Although the line between formal and informal language is not always clear and although people are probably less formal today than in the past, it is useful to be aware that these two levels, or categories, do exist. The best way for a non-native speaker of English to learn the difference is to observe the different ways English speakers speak or write in different situations. Television newscasters, your college professors in class, your doctors in their offices, etc, will usually speak rather formally. However, your classmates, teammates, family members, friends, etc. will generally speak in an informal fashion. The difference can be learned over time byobserving and interacting with native speakers.===========================================================Lesson 10 Power: The Kinds People Use and Abuse John Mack, who is the author of a book about power, says that the need for a sense of personal power is one of the primary forces in human life. On the other hand, he also says that a feeling of powerlessness is one of the most disturbing of human emotions ―a feeling to be avoided at all costs. Just what is power?Psychologists define power as the ability to determine or to change the actions or behavior of other people. Psychologists are trying to identify different kinds of power so that they can better understand how people use these different kinds of power to gain control over other people. They are trying to understand how people manipulate other people for good and evil purposes. Psychologists have identified five basic types of power, and I’d like to talk about each of these briefly in the next few minutes.The first type of power is called information power. Some psychologist believe that information power is one of the mosteffective types of power and control. The person who has information that other people want and need, but do not have, is in a position of power. Why is this? Well, most people like to receive and have information. Having information increases a person’s own sense of power. People who provide information can manipulate those who do not have information. Often, when people receive information, they do not know that they are being manipulated by those who provided the information. The psychologist named Edwards says, for example, that newspapers provide a lot of information to their readers, and that these newspaper readers generally believe the information they read. Readers do not question the accuracy of the reports about world events they read in the newspapers.A second type of power is called referent power. For example, a person may want to behave like the members of a particular group, such as a soccer team ( or a group of classmates), or a person may identify with and want to be like a certain teacher, a friend, or say , a rock star. If you identify with another person, that person has power over you, and that person can influence your actions and behavior. Many people imitate and are controlled by the people they identify with. Let me give you a sad example ofthe use of this type of power for evil purposes. In the 1970s in Jonestown, Guyana, more than 900 people committed suicide when their religious leader Jim Jones told them to kill themselves. They did what he told them to do because he had referent power over them. They identified with him; they believe him, and they did what he told them to do. More recently a man named David Koresh controlled the lives and destinies of a small community of men, women, and children in Waco, Texas. Most people in his community died in a fire, along with their leader, during a confrontation with U.S. government agents.A third kind of power is classified as legitimate power. Government officials, according to Edwards, have a lot of legitimate power. When the government decides to raise taxes or make people go to war, most people will do what their government officials tell them to do. One psychologist reported on an experiment that showed an example of this type of power. In this experiment, a researcher asked people on the street to move away from a bus stop. When he was dressed as a civilian, few people moved away from the bus stop. When the researcher was dressed as a guard, most people moved away from the bus stop.The guard’s uniform seemed to give the researcher a look of legitimate power.A fourth kind of power is called expert power. An expert is a person who is very skilled in some area, such as sports, or who knows a lot about something, such as computers. Most people are impressed by the skills or knowledge of an expert. Some of these “experts” use their skills at playing sports or knowing about computers to gain power and influence ―and t o gain money or admiration, according to Edwards. In other words, they use their expertise to gain power.Finally, reward or coercive power is used by people who have the power to reward or punish another person’s actions or behavior. Giving a reward will change people’s behavior because it offers people a chance for gain. Giving a punishment may or may not cause the people to do what the powerful person wants them to do, but the changes may not last for a long time. The person who uses coercive power may also have to carefully watch thatthe less powerful person does, in fact, change his or her actions or behavior.To sum up, then, power may be gained in many ways. It may come from having information that other people want or need; it may come from being a referent for other people to identify with or to imitate; it may come from having an official, or legitimate, position of authority; it may come from having skills or expertise; or it may come from having the power to reward or punish people. We all exercise one or more of these various kinds of power over other people, and other people will try to exercise one or more of these kinds of power over us throughout our lives.==================================================Lesson11 Asian and African Elephants:Similarities and Diff erencesThe African and the Asian elephants are the largest land animals in the w orld.They are really enormous animals.The African and the Asian elepha nts are alike,or similar,in many ways,but there are differences between the2types of elephants,too.What are some of the similarities between the African and the Asian ele phant?Well,for one thing,both animals have long noses,called trunks. An elephant sometimes uses its trunk like a third hand.Both kinds of ele phants use their trunks to pick up very small objects and very large,heavy objects.They can even pick up trees with their trunks.For another thin g,both the African and the Asian elephants have very large ears,althoug h the African elephant’s ears are considerably larger.In addition,both animals are intelligent.They can be trained to do heavy work.They can also be trained to do tricks to entertain people.In other words,they both work for people,and they entertain people also.As I said before,the African and Asian elephants are alike in many ways, but they are also quite different,too.Let me explain what I mean.The Af rican elephant is larger and heavier than the Asian n eleph ants reach a height of about 10 feet, and African elephants reach about 13 feet tall.The African male elephant weighs between12,000and14,000pounds.I n contrast,the average Asian male elephant weighs between7,000and1 2,000pounds.So one is bigger than the other, but as you can see,both are still enormous animals.Another difference between the2kinds of elephants is the size of the ea n elephants have smaller ears than African elephants.The Africa n elephant has2very large teeth.These teeth are called tusks.The Asian elephanthowever sometimes does not have any tusks at all.The elephants differ i n color,too.The African elephant is dark gray in color while the Asian ele phant is light gray.Occasionally an Asian elephant is even white!The lastbig difference between the2 typesof elephants is their temperament.The Asian elephant is tamer than the African elephant, orin another way,the African elephant is much wilder than the Asian eleph ant.As a result,it’s more difficult to train the African elephant to perfor m tricks to entertain people.That’s why the elephants you see in the circ us are probably Asian elephants and not African elephants.Yes,there certainly are differences between the African and the Asian el ephants,but as I mention at the start of mytall,there is one big similarity between the2animals:they are both fasci nating and enormous animals.===========================================================Lesson 13 Lincoln and KennedyJohn F. Kennedy and Abraham Lincoln lived in different times and had very different family and educational backgrounds. K ennedy lived in the 20th century; Lincoln lived in the 19th cen tury. Kennedy was born in 1917, whereas Lincoln was born m ore than a hundred years earlier, in 1809. As for their family b ackgrounds, Kennedy came from a rich family, but Lincoln’s f amily was not wealthy. Because Kennedy came from a wealthy family, he was able to attend expensive private schools. He graduated from Harvard University. Lincoln, on the other hand, had only one year of formal schooling. In spite of his lack of f ormal schooling, he became a well-known lawyer. He taught himself law by reading law books. Li ncoln was, in other words, a self-educated man.In spite of these differences in Kennedy and Lincoln’s backgr ounds, some interesting similarities between the 2 men are ev ident. In fact, books have been written about the strange coin cidences in the lives of these 2 men. Take forexample ,their political careers. Lincoln began his political car eer in congress. Similarly, Kennedy also began his political car eer in congress. Lincoln was elected to the U.S. House of Repr esentatives in 1847, and Kennedy was elected to the House in 1947. So they were elected to congress exactly 100 years apart. Another interesting coincidence is that each man was e lected president of the United States in a year ending with the number 60. Lincoln was elected president in 1860, and Kenne dy was elected in 1960; furthermore, both men were presiden t during years of civil unrest in the country. Lincoln was presid ent during the American Civil War. At the time Kennedy became president,African-Americans were fighting for theircivil rights ,unrest took the form of civil rights demonstrations.Times change and it’s just over 15 more years,the United States elected its first African-American president Barack Obama. President Obama was elected in 2008 and…,but let me get back to talk about Lincoln and Kennedy.Another striking similarity between these 2 men was that, as y ou probably know, neither president lived to complete his ter m in office. Lincoln and Kennedy were both assassinated whil e in office. Kennedy was assassinated in 1963 inDallas, Texas, after only 1,000 days in office. Lincoln was assas sinated in 1865 a few days after the end of the American Civil War. It’s rather curious to note that both presidents were sh ot while they were sitting next to their wives.These are only a few examples of the unusual similarities in th e destinies of these 2 Americans – men who had a tremendou s impact on the social and political life in the United States an d the imagination of the American people.。

1102 剑桥国际少儿英语1 第一单元文本Unit 1 Hello!1. Listen and point.Mrs Star:Hello. I’m Mrs Star.Mr Star:Hello. I’m Mr Star.Stella:Hello. I’m Stella Star. This is Marie. Simon:Hello. I’m Simon Star. This is Maskman. Suzy:Hello. I’m Suzy Star. This is Monty. Suzy, Stella and Simon: Goodbye.Monty:Hello. I’m Monty. What’s your name?2. Listen, point and repeat.Mrs star Mr Star Stella Simon Suzy 3. Listen and do the actions.Toys in the toy box.玩具在玩具盒里。

e alive.活跃起来Walk and talk.走路和说话On the count of five,数到五One, two, three, four, five.Marie: Hello. I’m Marie. What’s your name? Maskman: Maskman. What’s your name? Monty:Monty.All:Goodbye.4. Say the chant.One, two, three, four, five,Six, seven, eight, nine and ten.5. Listen and point.Stella: Hello. Meera.Meera:Hello, Stella. Hello. What’s your name?Suzy: Suzy.Meera: How old are you?Suzy:I’m three.Simon:How old are you, Meera?Meera:I’m eight, and you?Simon:I’m six.6. Listen, point and repeat.Simon:Hello. I’m Simon. I’m six.Meera:Hello. I’m Marie. I’m eight.Suzy:Hello. I’m Suzy. I’m three.Stella:Hello. I’m Stella. I’m seven.7. Sing the song.份Red and yellow and pink and green,Orange and purple and blue.I can sing a rainbow.我可以唱彩虹。

Lesson 14 答案Section 1A. DialoguesDialogue 1 :1. Geneva.2. By air.3. Because he prefers morning flights.4. 9:20.5. 8:15.Dialogue 2 :1. To have some more chicken.2. She wants to be slimming.3. A very small piece.Dialogue 3 :1. A cup of tea.2. Coffee.3. He wants milky coffee without sugar.Dialogue 4 :1. Black coffee.2. Yes. A portion of strawberry tart.3. Because they need her service.Dialogue 5 :Steak and ice-cream.Dialogue 6 :1. The hotel has a bank office on the ground floor which belongs to the International Bank.2. The bank is open from Monday to Friday from 9:30 a.m. till 3:00 p.m.Dialogue 7 :The speaker is afraid that he was late for breakfast. But he can just make it if he hurries because breakfast is served until 10:30.Dialogue 8 :The woman’’s plane is leaving at 5:30 tomorrow.1. The woman2. Her number is 577 and her name is Browning.12:00 noon on the day of one’’s 3. One is normally supposed to leave the hotel by 12:00 noon on the day of onedeparture.4. The woman is allowed to keep the room till 3:00 p.m.Section 2A. Telephone Conversation:No. No. called CallerCaller’’s No. MessageHenderson’’s 1 7896443 2748553 Mr. Hendersoncar will be ready by6 p.m. Thursday.Adams’’ 2 2687435 7733298 Mr. Adamsmother-in-law isarriving onThursday.3 5754661 1234567 The ad will be inFriday’’s paper, 13thFridayof the month.B. Shopping:1. Complete the following chart:No. Food ordered Amount1 baked beans2 boxes2 rice3 boxes3 spaghetti 5 boxes4 tomato sauce 100 tins5 tea 2 boxes6 sugar 4 boxes7 cat food 8 boxes2. Answer the following questions briefly.(1) All her food is to be delivered to her house.(2) This afternoon.(3) Forty-eight tins.(4) Because she wants to save the food for war.(5) Because she can’’t stand fish.(5) Because she canSection 3Dictation 1:A sailor once went into a pub in a very dark street in Liverpool. He got very drunk there and staggered out around 11 p.m. Around midnight, one of his friends found him on his hands and knees in the gutter. "What are you doing there?" he inquired. "I'm looking for my wallet. I think I lost it in that dark street down there," he said. "Well, if you lost it in that street, why are you looking for it here?" the friend demanded. The sailor thought for a moment." Because the light is better here," he answered.Dictation 2:A famous 85-year-old millionaire once gave a lecture at an American university. "I'm going to tell you how to live a long, healthy life and how to get very rich at the same time," he announced. "The secret is very simple. All you have to do is avoid bad habits like drinking and smoking. But you have to get up early every morning, work at least 10 hours a day and save every penny, as well," he said. A young man in the audience stood up. "My father did all those things and yet he died a very poor man at the age of only 39. How do you explain that?" he asked. The millionaire thought for a moment. "It's very simple. He didn't do them for long enough," he answered.。

Unit 14 Let’s help the old
Teaching aims and demands：通过学习本单元，使学生逐步培养扶老携幼的意识。

学习和掌握一定数量的动词短语词组。

继续学习字母组合th的读音。

Expressions in communication：
What is he/she doing?
He/She is mopping the floor.
Here we are.
Would you like to listen to my story?
Yes, thanks a lot.
‘Would you like a cup of tea?
I’ll clean the kitchen.
How can we make grandpa and grandma happy?
教学步骤：1. Warm up
2 words dictation.
3. Revision(1)chant and sing
(2)翻译下列句子
Presentation:1. New words studying 学生拼读，老师带读，学生带读，自己练习读Part1 1.先听一遍录音，把对话排序。

2.教师领读，学生跟读。

3．学生练习熟读，并试着自己翻译对话。

4.找同学翻译，师引导翻译
学生练习并表演对话。

5.重点句型提炼和讲解。

6.替换练习做句子
Part2 语音部分。

1复习前两个单元学过的字母组合读音。

2.听录音
3.找学生说出本单元字母组合读音。

4.带读齐读
5.练习拼读
总结本节课要点及布置作业。

Lesson 1 NapoleonToday, I’m going to talk to you about one of the most important historical figures in European history: Napoleon Bonaparte. Let ’s start by talking about his early life. Napoleon was born in 1769 on the island of Corsica. When he was only 10 years old, his father sent him to military school in France. Napoleon was not a very good student in most of his classes, but he excelled in mathematics and military science. When he was 16 years old,he joined the French army. In that year 1785,he began the military career that would bring himfame ,power,riches and finally defeat. Napoleon became a general in the French army at the young age of 24. Napoleon had many victories on the battlefield but he also became involved in French law and politics. And in 1804, at the age of 35,he became the first emperor of the France.Napoleon was many things. He was, first of all, a brilliant military leader. His soldiers were ready to die for him. As a result, N.won many military victories. At one time he controlled most of Europe, but some countries, including England, Russia, and Austria fought fiercely against him. His defeat —“his end”came when he decided to attack Russia. In this military campaign against Russia, he lost most of his army.The great French conqueror died alone – deserted by his family and friends in 1821. Napoleon was only 51 years old when he died.=========================================================== Lesson 2 PompeiiThe lecture for this class is about the city of Pompeii. A natural disaster occurred there almost 2000 years ago.Today many rich people who live in large metropolitan areas such as Beijing, Paris and New York leave the city in the summer. They go to the mountains or to the seashore to escape the city noise and heat.2,000 years ago, wealthy Romans did the same thing.They left the city of Rome in the summer. Many of these wealthy Romans spent their summers in the city of Pompeii, a beautiful city, located on the Bay of Naples.In the summer of the year 79 C.E., a young Roman boy who later became a very famous Roman historian was visiting his uncle in P.. The boy’s name was Pliny the Younger. One day Pliny was looking up at the sky. He saw a frightening sight. It was a very large dark cloud. This black cloud rose high into the sky. What Pliny saw was the eruption of the volcano called Mount Vesuvius.Rock and ash flew through the air. The city of P . was at the foot of Mt. V.. When the volcano first erupted, manypeople were able to get out of the city and to escape death. In fact, 18,000 people escaped the terrible disaster. Unfortunately, there was not enough time for everyone to escape. More than 2,000 people died. These unlucky people were buried alive under the volcanic ash.The eruption lasted for about 3 days. When the eruption was over, P . was buried under 20 feet of volcanic rock and ash. The city of P . was forgotten for almost 1,700 years.In the year of 1748 an Italian farmer was digging on his farm. As he was digging, he uncovered a part of a wall of the ancient city of P.. Soon archaeologists began to dig in the area. As time went by, much of the ancient city of P. was uncovered. Today tourists come from all over the world to see the ruins of the famous city of Pompeii.===========================================================Lesson 4 Roller CoasterLet's talk about the physics involved in a ride on a roller coaster. I'm sure many of you have taken a ride on a roller coaster. A simple roller coaster consists of a frame with a track on it. The track is very much like a train track, this track goes over a series of hills and around curves. It follows a path that ends at the same place it started. A trainof cars travels around on this track, very fast. The cars have two sets of wheels. One set of wheels rolls on top of the track, and the others set of wheels rolls below the track. The wheels below the track keep the fast moving cars from coming off the track, roller coaster cars as you probably know don't have any motors or engines. Instead, a chain pulls the cars up the first, tallest and steepy staff hill, this is how the ride begins. Then, at the top of the hill the chain comes off the cars and gravity takes over. gravity pushes the cars down the other side of the hill. the taller and steeper the first hill is, the faster the ride will be. And the farther the cars will travel. as the cars rolled downhill they gained speed. the cars have enough speed and energy to send them up the next hill. as the cars near the top of the second hill they begin to slow down. but then, the cars reached the top of that hill, and start down the other side. gravity again pushes them toward the ground. this process repeats on each hale. Okay, so let's go over this process again. first, the cars are pulled by a chain up the first highest hill. then they go down a very steep slope, at this point, there is enough energy to pull the cars up and over the next hill. when they reached the bottom of that hill, there is enough energy to climb the next hill, the roller coaster cars lose energy as the ride continues. so, the hills have to be smaller toward the end of the track, finally we roll to a stop on ground level right where we began.======================================================== Lesson 5 Language: How Children Acquire TheirsWhat I’d lie to talk to you about today is the topic of child language development. I know that you all are trying to develop a second language, but for a moment, let’s think about a related topic, and that is: How children develop their first language.What do we know about how babies develop their language and communication ability? Well, we know babies are able to communicate as soon as they are born,even before they learn to speak their first language. At first, they communicate by crying. This crying lets their parents know when they are hungry, or unhappy, or uncomfortable. However, they soon begin the process of acquiring their language. The first state of language acquisition begins just a few weeks after birth. At this stage, babies start to make cooing noises when they are happy. Then, around four months of age they begin to babble. Babies all over the world begin to babble around the same age, and they all begin to make the same kinds of babbling noises. Now, by the time they are ten months old, however, the babbling of babies from different language backgrounds sounds different. For example, the babbling of a baby in a Chinese-speaking home sounds different from the babbling of a baby in an English-speaking home. Babiesbegin a new stage of language development when they begin to speak their first words. At first, they invent their own words for things. For example, a baby in an English-speaking home may say ―baba‖for the word ―bottle‖or ―kiki‖for ―cat.‖In the next few months, babies will acquire a lot of words. These words are usually the names of things that are in the baby’s environment, words for food or toys, for example. They will begin to use these words to communicate with others. For example, if a baby holds up an empty juice bottle and then says ―juice,‖to his father, the baby seems to be saying, ―I want more juice, Daddy‖or ―May I have more juice, Daddy?‖This word ―juice‖is really a one-word sentence.Now, the next stage of language acquisition begins around the age of 18 months, when the babies begin to say two-word sentences. They begin to use a kind of grammar to put these words together. The speech they produce is called ―telegraphic‖speech because the babies omit all but the most essential words. An English-speaking child might say something like ―Daddy, up‖which actually could mean ―Daddy, pick me up, please.‖Then, between two and three years of age, young children begin to learn more and more grammar. For example, they begin to use the past tense of verbs. The children begin to say things such as ―I walked home‖and ―I kissed Mommy.‖They also begin toovergeneralize this new grammar rule and make a log of grammar mistakes. For example, children often say such thins as ―I goed to bed‖instead of ―I went to bed,‖or ―I eated ice cream‖instead of ―I ate ice cream.‖In other words, the children have learned the past tense rule for regular verbs such as ―walk‖and ―kiss,‖but they haven’t learned that they cannot use this rule for all verbs. Some verbs like ―eat‖are irregular, and the past tense forms for irregular verbs must be learned individually. Anyway, these mistakes are normal, and the children will soon learn to use the past tense for regular and irregular verbs correctly. The children then continue to learn other grammatical structures in the same way.If we stop to think about it, actually it’s quite amazing how quickly babies and children all over the world learn their language and how similar the process is for babies all over the world.Do you remember anything about how you learned your first language during the early years of your life? Think about the process for a minute. What was your first word? Was it ―mama‖or maybe ―papa‖? Now think also about the process of learning English as a second language. Can you remember the first word you learned in English? I doubt that it was ―mama.‖Now, think about some of the similarities anddifferences involved in the processes of child and adult language learning. We’ll talk about some similarities and differences in the first and second language learning processes tomorrow. See you then.===========================================================Lesson 7 RobotsWhen people think about a robot,they often picture a machine that look s something like a human being.However,that’s not always the case.Mo st robots do not look much like a human being at all,they look like machi nes because that’s what most of them are-industrial machines.Today,I’m going to talk mostly about industrial robots used in industry. These are robots that do work that for humans would be physically dema nding,repetitive,dangerous or very boring.Most industrial robots work on in an assembly line in a factory.For example,a robot might put liz on j ars of fruits or start boxesfor shaping.In a car factory,robotic arms on an assembly line join the parts of a car together;other robots tighten the b oats on the car’s wheelsor paint the car.There are thousands of robots p utting cars together in___plan.These robots are very precise when repe ating a task.For example,they always tighten boats with the same exact amount of force.They always move a heavy engine to exactly where it should be and they always put ahold in the exact same place in every car d oor hour after hour.These are examples of robots doing the work human s could do but the robots are doing the work more efficiently and precise ly.So,just how do robots work?To do its job a robot first needs a control s ystem.This control system directs the robots mechanical parts.The contr ol system of a robot is sort of speak--a robot brain.So how does a robot learn which action to do first and whi ch of its moving part needs to do that action?A robot learns its job with the help and guidance of a human being.To teach an industrial robot to do something,first a person must use a hand-held computer.The computer is used to guide the robot’s arm and hand through the motions it needs to do.Then,the robot stores exact movem ent in its computer memory.The robot has sensors to gather information ,so now the robot will use its sensors to direct its actions.The robot tells its moving part what to do and then it performs the action.For example, to pick up and move a box,the robot first finds the box,next it decides t he weight of the box.Then it decides how much force is needed to lift an d move the box,and finally,it finds the correct place to put the box dow n.It repeats the process over and over until it's turned off.It does the sa me job until it is given the job and new program to follow.Some scientists think that robots of the future will be smarter than today's robots.They may also look more human like or even animal like.In fact,they may wo rk and think more like humans do.The industrial robots we've been talki ng about so far today are automatic robots.They are known as automatic robots because they have program to follo w a specific series of ually,they have parts that move but t hey really don't travel around.On the other hand,an autonomous machi ne can change itsbehavior in relation to its surroundings.For example,an autonomous robot with wheelsor legs to move around can change direc tion when it senses that there are something in its way.A robot such as …can detect the movement of people nearby.It can move to avoid bump ing into ing toward it.Asthma can even learn to dance by followi ng the movements of a dancer next to it.I don't know whether or when people would welcome autonomousmachines or human like robots.I gu ess that we will not only think about that in the future.We need to think about how we will interact with our global doctor:robal teacher,robal p et,or even our robal friend.===========================================================Lesson 8 A Tidal WaveA tidal wave is a very large and very destructive wall of water that rushesin from the ocean towards the shore. Many scientists call these waves tsunami. In Japanese tsunami means “storm wave.” But do you know that tidal are not caused by storms and that they are not true tidal at all? A true tidal is the regular rise a waves and fall of ocean waters, at definite times each day, but a tidal wave comes rushing in suddenly and unexpectedly. A tidal wave is caused by an underwater earthquake. The word “seaquake” is made up of two words, the word “sea” which means “ocean” and the word “quake”. “To quake” means “to shake” or “to tremble.” When a seaquake takes place at the bottom of the ocean, the ocean floor shakes and trembles, and sometimes the ocean floor shifts. It is this shaking that produces the tidal wave. The tidal wave begins to move across the sea at great speed.Tidal waves have taken many human lives in the past. Today scientists can predict when a tidal wave will hit land. They use a seismograph to do this.A seismograph is an instrument that records the strength, the direction, and the length of time of an earthquake or seaquake. It is not possible to hold back a tidal wave, but it is possible to warn people that a tidal wave is coming. This warning can save many lives.===========================================================Lesson 9 Levels of LanguageToday I want to talk about levels of language usage. You probably have noticed that people express similar ideas in different ways, depending on the situation they are in. This is very natural. All languages have two general, broad categories, or levels of usage: a formal level and an informal level. English is no exception. I’m not talking about correct and incorrect English. What I’m talking about are two levels of correct English. The difference in these two levels is the situation in which you use a particular level. Formal language is the kind of language you find in textbooks, reference books such as encyclopedias, and in business letters. For example, a letter to a university would be in formal style. You would also use formal English in compositions and essays that you write in school. People usually use formal English when they give classroom lectures or speeches and at ceremonies such as graduations. We also tend to use formal language in conversations with persons we don’t know well or with people we have a formal relationship with, such as professors, bosses, doctors, friends of our parents’, strangers, etc. Informal language is used in conversations with colleagues, family and friends, and when we write personal notes or letters to close friends, as well as in diaries, etc. Formal language is different from informal language in several ways. However, today I’m going to talk only about a couple of ways. First of all, formal language tends to be more polite. Interestingly, it usually takes more words to be polite. For example, I might say to a friend or familymember, "Close the door, please", but to a stranger or someone in authority I probably would say "Would you mind closing the door" or "Excuse me, could you please close the door" Using words like "could" and "would" makes my request sound more polite, but also more formal. Another difference between formal and informal language is some of the vocabulary. There are some words and phrases that belong in formal language and others that are informal. Let me give you a couple of examples of what I mean. Let’s say "I’m just crazy about soccer!" But if I were talking to my supervisor or a friend of my parents’, I would probably say "I really enjoy soccer" or "I like soccer very much". Let’s say I’m telling someone some news I heard about the police arresting a criminal. To my friend I might say "The cops bagged the crook". To my parents’ friend I might say "The police arrested the thief".Although the line between formal and informal language is not always clear and although people are probably less formal today than in the past, it is useful to be aware that these two levels, or categories, do exist. The best way for a non-native speaker of English to learn the difference is to observe the different ways English speakers speak or write in different situations. Television newscasters, your college professors in class, your doctors in their offices, etc, will usually speak rather formally. However, your classmates, teammates, family members, friends, etc. will generally speak in an informal fashion. The difference can be learned over time byobserving and interacting with native speakers.===========================================================Lesson 10 Power: The Kinds People Use and Abuse John Mack, who is the author of a book about power, says that the need for a sense of personal power is one of the primary forces in human life. On the other hand, he also says that a feeling of powerlessness is one of the most disturbing of human emotions ―a feeling to be avoided at all costs. Just what is power?Psychologists define power as the ability to determine or to change the actions or behavior of other people. Psychologists are trying to identify different kinds of power so that they can better understand how people use these different kinds of power to gain control over other people. They are trying to understand how people manipulate other people for good and evil purposes. Psychologists have identified five basic types of power, and I’d like to talk about each of these briefly in the next few minutes.The first type of power is called information power. Some psychologist believe that information power is one of the mosteffective types of power and control. The person who has information that other people want and need, but do not have, is in a position of power. Why is this? Well, most people like to receive and have information. Having information increases a person’s own sense of power. People who provide information can manipulate those who do not have information. Often, when people receive information, they do not know that they are being manipulated by those who provided the information. The psychologist named Edwards says, for example, that newspapers provide a lot of information to their readers, and that these newspaper readers generally believe the information they read. Readers do not question the accuracy of the reports about world events they read in the newspapers.A second type of power is called referent power. For example, a person may want to behave like the members of a particular group, such as a soccer team ( or a group of classmates), or a person may identify with and want to be like a certain teacher, a friend, or say , a rock star. If you identify with another person, that person has power over you, and that person can influence your actions and behavior. Many people imitate and are controlled by the people they identify with. Let me give you a sad example ofthe use of this type of power for evil purposes. In the 1970s in Jonestown, Guyana, more than 900 people committed suicide when their religious leader Jim Jones told them to kill themselves. They did what he told them to do because he had referent power over them. They identified with him; they believe him, and they did what he told them to do. More recently a man named David Koresh controlled the lives and destinies of a small community of men, women, and children in Waco, Texas. Most people in his community died in a fire, along with their leader, during a confrontation with U.S. government agents.A third kind of power is classified as legitimate power. Government officials, according to Edwards, have a lot of legitimate power. When the government decides to raise taxes or make people go to war, most people will do what their government officials tell them to do. One psychologist reported on an experiment that showed an example of this type of power. In this experiment, a researcher asked people on the street to move away from a bus stop. When he was dressed as a civilian, few people moved away from the bus stop. When the researcher was dressed as a guard, most people moved away from the bus stop.The guard’s uniform seemed to give the researcher a look of legitimate power.A fourth kind of power is called expert power. An expert is a person who is very skilled in some area, such as sports, or who knows a lot about something, such as computers. Most people are impressed by the skills or knowledge of an expert. Some of these “experts” use their skills at playing sports or knowing about computers to gain power and influence ―and t o gain money or admiration, according to Edwards. In other words, they use their expertise to gain power.Finally, reward or coercive power is used by people who have the power to reward or punish another person’s actions or behavior. Giving a reward will change people’s behavior because it offers people a chance for gain. Giving a punishment may or may not cause the people to do what the powerful person wants them to do, but the changes may not last for a long time. The person who uses coercive power may also have to carefully watch thatthe less powerful person does, in fact, change his or her actions or behavior.To sum up, then, power may be gained in many ways. It may come from having information that other people want or need; it may come from being a referent for other people to identify with or to imitate; it may come from having an official, or legitimate, position of authority; it may come from having skills or expertise; or it may come from having the power to reward or punish people. We all exercise one or more of these various kinds of power over other people, and other people will try to exercise one or more of these kinds of power over us throughout our lives.==================================================Lesson11 Asian and African Elephants:Similarities and Diff erencesThe African and the Asian elephants are the largest land animals in the w orld.They are really enormous animals.The African and the Asian elepha nts are alike,or similar,in many ways,but there are differences between the2types of elephants,too.What are some of the similarities between the African and the Asian ele phant?Well,for one thing,both animals have long noses,called trunks. An elephant sometimes uses its trunk like a third hand.Both kinds of ele phants use their trunks to pick up very small objects and very large,heavy objects.They can even pick up trees with their trunks.For another thin g,both the African and the Asian elephants have very large ears,althoug h the African elephant’s ears are considerably larger.In addition,both animals are intelligent.They can be trained to do heavy work.They can also be trained to do tricks to entertain people.In other words,they both work for people,and they entertain people also.As I said before,the African and Asian elephants are alike in many ways, but they are also quite different,too.Let me explain what I mean.The Af rican elephant is larger and heavier than the Asian n eleph ants reach a height of about 10 feet, and African elephants reach about 13 feet tall.The African male elephant weighs between12,000and14,000pounds.I n contrast,the average Asian male elephant weighs between7,000and1 2,000pounds.So one is bigger than the other, but as you can see,both are still enormous animals.Another difference between the2kinds of elephants is the size of the ea n elephants have smaller ears than African elephants.The Africa n elephant has2very large teeth.These teeth are called tusks.The Asian elephanthowever sometimes does not have any tusks at all.The elephants differ i n color,too.The African elephant is dark gray in color while the Asian ele phant is light gray.Occasionally an Asian elephant is even white!The lastbig difference between the2 typesof elephants is their temperament.The Asian elephant is tamer than the African elephant, orin another way,the African elephant is much wilder than the Asian eleph ant.As a result,it’s more difficult to train the African elephant to perfor m tricks to entertain people.That’s why the elephants you see in the circ us are probably Asian elephants and not African elephants.Yes,there certainly are differences between the African and the Asian el ephants,but as I mention at the start of mytall,there is one big similarity between the2animals:they are both fasci nating and enormous animals.===========================================================Lesson 13 Lincoln and KennedyJohn F. Kennedy and Abraham Lincoln lived in different times and had very different family and educational backgrounds. K ennedy lived in the 20th century; Lincoln lived in the 19th cen tury. Kennedy was born in 1917, whereas Lincoln was born m ore than a hundred years earlier, in 1809. As for their family b ackgrounds, Kennedy came from a rich family, but Lincoln’s f amily was not wealthy. Because Kennedy came from a wealthy family, he was able to attend expensive private schools. He graduated from Harvard University. Lincoln, on the other hand, had only one year of formal schooling. In spite of his lack of f ormal schooling, he became a well-known lawyer. He taught himself law by reading law books. Li ncoln was, in other words, a self-educated man.In spite of these differences in Kennedy and Lincoln’s backgr ounds, some interesting similarities between the 2 men are ev ident. In fact, books have been written about the strange coin cidences in the lives of these 2 men. Take forexample ,their political careers. Lincoln began his political car eer in congress. Similarly, Kennedy also began his political car eer in congress. Lincoln was elected to the U.S. House of Repr esentatives in 1847, and Kennedy was elected to the House in 1947. So they were elected to congress exactly 100 years apart. Another interesting coincidence is that each man was e lected president of the United States in a year ending with the number 60. Lincoln was elected president in 1860, and Kenne dy was elected in 1960; furthermore, both men were presiden t during years of civil unrest in the country. Lincoln was presid ent during the American Civil War. At the time Kennedy became president,African-Americans were fighting for theircivil rights ,unrest took the form of civil rights demonstrations.Times change and it’s just over 15 more years,the United States elected its first African-American president Barack Obama. President Obama was elected in 2008 and…,but let me get back to talk about Lincoln and Kennedy.Another striking similarity between these 2 men was that, as y ou probably know, neither president lived to complete his ter m in office. Lincoln and Kennedy were both assassinated whil e in office. Kennedy was assassinated in 1963 inDallas, Texas, after only 1,000 days in office. Lincoln was assas sinated in 1865 a few days after the end of the American Civil War. It’s rather curious to note that both presidents were sh ot while they were sitting next to their wives.These are only a few examples of the unusual similarities in th e destinies of these 2 Americans – men who had a tremendou s impact on the social and political life in the United States an d the imagination of the American people.。