高职英语听说教程第二册-样章

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《E时代高职英语教程形成性评估手册2》听力原文及答案

Unit 1Part I Listening ComprehensionSection A1.【录音】How was your honey moon?【答案】A2.【录音】When did you get married?【答案】D3.【录音】Do you think I should meet him again?【答案】A4.【录音】How many roses do you want, sir?【答案】C5.【录音】We are getting married next month!【答案】BSection B6.【录音】M: I think this movie is very good. Did you enjoy it?W: Yes, I think it’s interesting.Q: How does the woman feel about the movie?【答案】C7.【录音】M: Are you planning to go on the date with Mike tomorrow?W: No, I need to meet my lawyer tomorrow.Q: Who will the woman meet tomorrow?【答案】C8.【录音】W: David gave me 99 roses yesterday. I was so surprised.M: Wow, he is really good at making you happy.Q: How many roses did David give the woman?【答案】D9.【录音】M: Tomorrow is our 5th wedding anniversary.W: Congratulations!Q: How long has the man been married with his wife?【答案】A10.【录音】M: Where are your parents going to celebrate their anniversary?W: I thought they wanted to go to Paris. But they decided to go German at the end.Q: Where will the man’s parents celebrate their anniversary?【答案】BSection CConversation 1【录音】M: How was your date with John?W: It’s OK. It seems we have a lot in common.M: Really? That’s great. What does he look like?W: He is tall and handsome.M: Wow, what do you think of him?W:He is a nice guy and very smart.11.Which sentence is right?【答案】B12.What does the woman think of John?【答案】AConversation 2【录音】M: Hi, Ruth. What are you doing right now?W: Nothing. I’m just watching TV.M: Would you like to see a movie with me?W: Sure. What time?M: The film will start at 2:30 p.m.W:Sounds good. Where and when will we meet?M:In my parking lot, at 2:00 p.m.W:All right. See you then.13. What is the woman doing now?【答案】A14. What are they going to do together?【答案】B15. When will they meet?【答案】DSection D【录音】If you have found true love, then you will give and receive respect. You will respect them for who they are and what they do in the world, including with you. You will see the good in them. You will treat them as a human being and view them as your equal, not your superior or someonewho is lower than you. And, they will treat you with the same level of respect.16.【答案】true love17.【答案】including18.【答案】treat them19.【答案】lower20.【答案】same levelPart II Vocabulary and StructureSection A1 idealize2 civilize3 care4 useful5 beautify6 classySection B7 stare at 8 waiting for 9 was attempted to10 a glimpse of 11 have trouble with 12 glance at13 is hard to 14 feels like 15 catch my breath16 chatting withSection C17 to 18 to 19 with 20 off 21 from22 through 23 for 24 between 25 to 26 beyond Section D27 B 28 A 29 D 30 B 31 A32 A 33 D 34 A 35 C 36 APart III Reading Comprehension1—5 B B C A D 6—10 B C D D B 11—15 B C C B A 16 home-made and home-grown 17 Village18 from 10:00 a.m. to 3:00 p.m. 19 business hours20 Hartley Life care Co. Ltd21—25 B B C C DPart IV Translation1 A2 A3 B4 A5 我想告诉你的是，我从没想过在我的生命中会遇到一个像你一样爱我的人。

高级英语视听说教程_第二册__听力文本

Chapter 9 Lecture: Public Education: Philosophy and FundingMost young people in the United States, like most young people around the world, attend public school. Indeed, young people in the U.S. have to attend school because education is compulsory, in most states to the age of sixteen or until the students reach ninth grade.A small percentage of American youth attend private schools, wither religious or secular schools, but the vast majority attend public schools. One distinguishing feature of U.S. public education that surprises many foreigners is that although there are some standardized examinations, there is no nationwide curriculum set by the government ministry of education determines the curriculum that all students study and the examinations that all the students take at a set time. Of course, U.S. students follow a curriculum, and they take examinations as all students do. Although the federal government does influence public education by providing funds to schools for special programs such as education for the handicapped and for bilingual education, the federal government does not determine the curriculum or the examinations. Today I’d like to talk about the three levels of control within each state and then spend some time discussing where the money for education comes from and three issues related to funding.Control of education in the United States is mainly exercised locally at three levels. Let’s begin with the state department of education. The department of education of each of the fifty states has two basic functions. First, each state department of education sets basic curriculum requirements for all the schools in its state. For example, a high school might require four years of English, three years of math, two years of social science, and so forth. The state also sets the number of credits a student must complete in order to graduate from a high school. This total number of credits includes both required courses and electives. So much for the state part in education.The second level of control is the school district. The number of school districts a state has depends on the size of its population and the size of the state. A large metropolitan area would have several school districts. A smaller community might have only one district. Each school district is run by a school board that is elected by the citizens of the district. The school district is responsible for the specific content of courses taught in its schools. In other words, the school district determines what the students will study in each of their, let’s say, four years of high school English. The school district also decides what electives will be available for students. Besides determining course content, the school district is responsible for the operation of the schools in its district, for example, the hiring if teachers and administrators. The third level of control is the individual school itself, where teachers have primary responsibility for deciding how to teach the content of each course and for preparing and giving examinations to the students.Local control of schools may seem very strange to some of you, but it will seem less strange if you consider how public schools in the United States are funded- that is, where money to run the schools comes from. Only about 7 percent of the money comes from the federal government. The rest of the money comes from state and local taxes. The percentages supplied by the state and by the local districts fluctuate over tome and from state to state. Currently appropriately 49 percentage of school funding comes from the states and about 44 percent comes from the local communities, that is, the school districts.Finally, I’d like to discuss three issues related to the funding of schools that have been receiving a lot of attention recently in the United States. The first issue deals with theinequality of educational opportunity that students face. Because public schools are funded to a great degree by local taxes, this means that schools in poorer communities or poorer parts of large cities do not have the same amount of money as schools located in richer communities. This, in turn, means that children from poorer areas are less likely to receive a good education than children from wealthier areas. The second issue, one that has been controversial since the beginning of public education, is the issue of funding for private schools, which are generally run by religious organizations. As you already know, the First Amendment to the U.S. Constitution mandates separation of church and state. A little background on the history and development of public education will be useful here.During colonial times, education was largely a religious concern and most schools were supported by religious organizations. However, during the nineteenth century, there was widespread support and acceptance of public education paid for by taxes as the best way to provide equal educational opportunity for all children. Nevertheless, some parents have always chosen to send their children to either private religious schools or private schools devoted to academic excellence. Because private schools are not funded by the government, parents have had to pay tuition to send their children to private schools. People who have wanted to send their children to private schools have long questioned why they should have to pay taxes for public schools at the same time as they pay private tuition for their children’s education.Although this issue is not new, during the last twenty years or so, more parents have become unhappy about what they perceive to be the increasingly secular nature of public education and prefer to send their children to schools where they will receive an education more in line with their religious beliefs. Other parents are concerned about the questionable quality of education in public schools. These concerns have led to efforts by the school system, and the government, to offer alternative educational opportunities, that is, educational choices. Two of the most important responses to these concerns have been charter schools and school vouchers. Both of these alternatives to regular public education are based on the idea that competition in the educational market is a good thing, but otherwise, they differ quite a bit. Charter schools are nonsectarian public schools that compete with regular public for students. Charter schools operate under contract to a sponsor, usually a state or local school board. Charter schools are accountable to their sponsors, the parents who choose to send their children to them, and the public that funds them through their tax money. In turn, charter schools generally have greater autonomy, that is, independence, over selection of teachers, curriculum, resources, and so on, than regular public schools. The first charter schools came into existence toward the end if the 1980s. By 2003, there were 2,695 charter schools with almost 685,000 students enrolled. This was a 15 percent increase over the year 2003, which shows how fast these schools are growing. There are many issues surrounding charter schools, but a study published in 2003 found that charter school students did a little better than their public school counterparts on a standardized exams.The school voucher concept is a much more controversial one than charter schools. The idea behind school vouchers is that the government provides students with a certain amount of money each year that they can use to attend whatever school they choose, public or private. The idea again is that competition will improve the education students receive. Voucher schools in reality are largely private schools, and most often religiously based schools. They are quite different from charter schools, which as public schools are first of all, nonsectarian, that is, not religious. Second, charter schools cannot apply restrictive admission standards, as publicschools do. To date, voucher programs funded by taxpayers are operating in only three U.S. cities, and there are many court battles over the voucher system. Supporters of the voucher system feel very strongly that private schools offer better education than public schools. Those opposed to the voucher system claim that vouchers rob public schools of needed funding and that voucher schools do not truly provide school choice because of restrictive admissions standards, which can include academic performance, religion, sex, and other factors. Opponents of vouchers also strongly believe that using taxpayer funds for private religious schools violates the separation of church and state built into the U.S. Constitution.The third and final issue I’d like to touch on today is also very controversial. I mentioned earlier that United States does not have a nationwide curriculum nor nationwide exams set by the government. However, in the past fifteen or twenty years, there has been an increased emphasis in various states on raising standards and on giving students standardized exams to monitor their progress. The federal government in 2002 passed a sweeping education bill that requires states that wish to receive certain federal funding to develop and put in place extensive testing programs and other systems to ensure adequate yearly progress of students. Although the percentage of funding for schools from the federal government is relatively small, it still represents a lot of money that schools do not want to lose. Some people support this movement toward standardization and accountability in the educational system, while others see it as a dangerous step away from local control of schools.No one can predict the future of public education in the United States, but it appears that emphasis on educational choice and on accountability of educational system for student results will be with us for a long time.Chapter 10 Postsecondary Education: AdmissionsIn this lecture, I’m going to talk to you about postsecondary education in the United States. Today I’ll give you some facts and figures about colleges and universities in the United States and some general information about admission policies. I will also make a few remarks about community colleges and finish up by giving you an idea of what kinds of students make up the student body on a typical U.S. campus.Let’s begin with some facts and figures. The most recent figures I have reveal there are 4,182 public and private four-year and two-year colleges in the United States. These range from full universities with diverse programs to smaller four-year colleges to two-year community colleges. Most of them are accredited, which means the schools meet certain standards set by institutional and private evaluators. When applying to a school, you would probably want to make sure it was accredited. Even though there are more private colleges than public ones, over three-quarters of students, precisely 78 percent, are enrolled at public colleges and universities. Some of the small private schools may have fewer than 100 students, whereas some of the large state university systems may have 50,000 or more students. Most of these schools are coeducational although some of them are primarily for women and others are primarily for men. Some schools may offer only one program of study and others have a great variety of programs. The total cost for attending one of these schools may be less than $5,000 a year or as much as 30 or 40 thousand dollars a year for one of the prestigious private schools. These schools are located all over—in industrial areas, agricultural areas, large cities, and small towns in a wide variety of climates.With such a wide variety of sizes, kinds, and locations of schools, it probably won’t surpriseyou to find out that admissions requirements at these colleges and universities vary greatly also. Some are relatively easy to be admitted to whereas others are highly competitive. However, most schools will ask undergraduate applicants to submit their high school transcripts with a record of their grades and test results from one of the standardized tests regularly offered to high school students. The most common of these standardized exams is the Scholastic Aptitude Test, commonly known as the SAT. Students who are applying to graduate school are usually asked to take other, more specific standardized exams depending on which college they are applying to. For example, some students are required to take the Graduate Record Exam, or the GRE. Students applying to a business college will probably have to take the GMAT, and students applying to law college will have to take the LSAT. You probably know about the TOEFL exam, which most foreign students have to take before being admitted to American colleges or universities. These exams, including the TOEFL, are all prepared by a company that is independent of the school system. These exams have come under a lot of criticism lately, but they are still widely used as one way to determine who will be admitted to various schools. However, most schools try to look at the whole student and consider factors other than simply grades and test scores. Some of these factors may be extracurricular activities in school, ethnic background, work experience, and so on. Some schools will have personal interviews with students they are considering for admission. Many schools, private as well as public, try very hard to have a student population with a wide variety of backgrounds and ages. Even the most prestigious and most highly competitive colleges and universities will not take only those students with the highest grades and standardized test scores but will consider these other factors. Nevertheless, schools of this type, such as Stanford and Harvard, have so many more people applying than they can possibly accept that students who want to get into such schools take grades and SAT exams very seriously. In general, medical and law colleges, both private and public, are very difficult to get into, and, once again, test scores on standardized exams can be extremely important to those applying to these schools.However, for students who want to attend a state college or university in their own state, it may be enough to graduate from high school in the upper third or even upper half of their high school class. This may surprise those of you who come from an educational system that is highly competitive, a system in which only a small percentage of students who pass a very difficult nationwide standardized high school examination can enter a university. You may be even more surprised by what I have to tell you about community colleges.An interesting feature of education in the United States is the two-year community college. Community colleges that are publicly supported offer somewhat different educational opportunities than those offered by a senior college or a university. First, admissions requirements at public community colleges are usually much more lenient than those at a four-year college or university. It’s usually enough to have graduated from an American high school to be admitted. Second, it is also cheaper to attend a community college. The tuition and fees are usually quite a bit lower. Students often live at home because this type of school does not have dormitories. For these two reasons, many people who are unable to go to a four-year college or university can have an opportunity to take classes for college credit. Finally, community colleges offer two-year programs that can lead to an Associate of Arts degree. Many of these programs, but not all of them, are vocational in nature. People attend community colleges for many different purposes. Some people may be taking on a course or two in some field that particularly interests them and may not be planning on getting a degree. Other people may be going to community collegefull-time and planning to transfer to a four-year college or university upon successful completion of two years at a community college. Well, so much for community colleges.I promised to tell you a little about the actual student body on a typical U.S. campus. Let’s start with some statistics, and then we’ll discuss two items that surprise many foreign students. Among the 2.8 million high school graduates in 2002, 65.2 percent were enrolled in college the following October. More than 90 percent of those attended full time. Young men represented half of the high school graduates, but more women than men went on to college. The exact statistics are:68.4 percent of female high school graduates and 62.1 percent of male high school graduates. If we break down the statistics racially, we find that white students enrolled in college in greater proportions than black or Hispanic students. The figures are 66.7 percent for white graduates, 58.7 percent of black graduates, and 53.5 percent of Hispanic students. My next statistic may be surprising. 42.6 percent of full-time students in 2002 were either employed or looking for work. That number jumps to 75.7 percent for part-time students. That last statistic makes more sense when we consider that besides the students who are from eighteen to twenty-two years old that one expects to find on a college campus, there are also many older married students. They may be people who attend part-time to upgrade their skills, people who are changing careers, or retired people who still have a desire to learn. Also, foreign students are often surprised at how poorly prepare American students are when they enter a university. Actually, at very select schools the students are usually very well prepared, but at less selective schools, they may not be as well prepared as students in your country are. If you will remember the educational philosophy we discussed in the last lecture, you will understand why. Schools in the States simply admit a lot more students than is usual in most other countries. Also, most young American university students have not traveled in other countries and are not very well versed in international matters and do not know a lot about people from other countries. Foreign students usually find them friendly but not very well informed about their countries or cultures.In brief, you can see that educational opportunities and admissions standards vary greatly in the United States. While it may be quite difficult to gain admission to some colleges and universities because of the very large number of applicants, probably any student graduating from high school with reasonable grades can find some accredited university or college to attend. Those students hoping to enter graduate school will often face very stiff competition, whether at private or public schools. Many students who start at a college or university will not finish in four years. Some will drop out to work or travel and may never finish. Others will return to school a few months or a few years later. Some will go to school full-time and others part-time. Some will not work while going to school, but most will work at some time or other during their school years.We’re out of time, I see. In my next lecture, I’ll talk to you about a relatively new development in education, distance learning. It should be of interest to those of you who want to attend college but can’t because of living far from a college, busy schedules, or for other reasons.Chapter 11 Lecture: Distance educationOne of the most exciting changes in education in the United States today is the incredible growth of distance education at the post-secondary level. Let me begin the lecture by asking you a couple of questions. First, can you imagine getting a college, or university, degree, without ever once setting foot on a college campus? Second, would you believe me if I told you thereare a few higher education institutions that grant degrees that don’t even have a campus? Some of these schools even grant graduate degrees, that is, a master’s degree or even a Ph.D.What is distance education? A publication called Distance Education: A Consumer’s Guide defines distance education this way:” Distance education is instruction that occurs when the instructor and student are separated by distance or time, or both,” That sounds a little strange, but it’s not really new.As early as 1840, it was possible to take a correspondence course in shorthand; that is, a student could learn shorthand by mail. And the University of Wisconsin offered the first correspondence catalog in 1892. This meant that a student could take university courses by mail over 100 years ago. So distance education is not really new; however, modern technology, such as audio, video, and computer technology, has changed distance education a great deal. Today almost all distance education programs are online or have an online learning component to take advantage of the technology.As I mentioned, distance education is now growing at an incredible rate, Peterson’s 1994 Guide to Distance Learning listed 93 accredited distance education programs available at community colleges and universities across the United States and Canada, whereas its 1997 guide listed more than 700 programs. In 2003, almost 1,100 programs were listed. According to the U.S. college and universities with 10.000 students or more offer distance education programs with new ones coming online continuously.Distance education is quite a complex subject with many aspects to look at. Today let’s look at the reasons why distance education is growing so rapidly, how distance education works, that is, what the modes of delivery are, and some things people considering distance education need to be aware of.To start with, why is distance education growing at such an incredible rate?First, rapidly changing economic conditions require many professional people to upgrade their knowledge or skills on an almost continuous basis. For example, a person who graduates with a degree in engineering or computer science may find it necessary to take courses to upgrade his or her skills every few year. Or a person who begins his or her career with a B.A. or B.S. degree may find it desirable to pursue an M.A. after some time, or even a Ph.D. Busy working people often find it difficult or even impossible to take courses they need or to pursue degrees on campus. Thus, there are a lot of people wanting post-secondary education who don’t find it convenient to study in the traditional on-campus setting.At the same time that demand for postsecondary education is growing, many U.S. colleges and universities are facing budget crunches; many U.S. colleges and universities are facing budget crunches; that is , they just don’t have as much money as they had in the past, but at the same time they have more students. They have to find ways to deliver instruction in the most economical way possible.The final reason is modern technology, which is the key to making the desired postsecondary education available to the millions of people who have access to audio, video, and computer technology. Many institutions offer distance education courses, certificate programs, and degree programs. How does distance education work at the postsecondary level? What are the usual modes of delivery?The modes of instruction can vary greatly and different courses in a program may use different modes. And any given course may use several different modes. Some of the modes include video,audio, CD-ROM, Internet, bulletin boards, chat rooms, and e-mail. Let’s consider some of the possibilities among these technologies. Video, for example, can be as simple as videotape the student plays on his or her VCR. Or it could involve video conferencing where the student is able to see and interact with the instructor and other students. Audio works similarly. A student may have a set of audiotapes to play on a cassette player or may be connected to an audio conference where he or she interacts with other students and the instructor. When students study on their own, at a time convenient to them to them, from a video-or audiotape, it is asynchronous learning, asynchronous meaning not at the same time. Video and audio conferencing, on the other hand, are called synchronous learning; that is, the instructor and the students are engaged in the teaching and learning process at the same time. Let’s look at two other popular modes used in distance learning: bulletin board anytime of the day and night, read what other students have written, and respond, by either adding his or her ideas or asking a question. Chat rooms, on the other hand, offer a discussion forum where students can interact in real time, that is, synchronously. CD-ROMs may come to the student via mail or the student may download materials from the Internet. E-mail provides a very convenient way for students to submit assignments or to ask the instructor questions. There are many more modes of instruction, but this should give you an idea of the possibilities.Students interested in pursuing distance education degrees need to consider the following six points:Number 1. Many distance education programs have a residency requirement. The students may be required to take two courses on campus, that is, six hours of credit, or students may be required to spend several days on campus several times during the program.Number 2. Distance education courses generally have time limits. Courses and programs must be completed within a certain time limit. Assignments must be submitted on time.Number 3. Admissions requirements are the same as those of an on-campus education.Number 4. Distance education can save students money in terms of not having to travel to campus for classes, and the like, but the academic fees about the same as for traditional education. Fulfilling the residency requirements may be quite costly in terms of travel and lodging for students who live far from the campus.Number 5. Online study requires students to have access to a computer that meets minimum requirements such as the latest version of Windows, a microphone, sound card and speakers, adequate hard drive and RAM, a modern, browser (Internet Explorer or Netscape), and Internet connection. Connection speed is very important and many schools recommend having high-speed Internet access like a cable modern or DSL.And finally Number 6. Distance learning requires that students be disciplined and independent learners. Distance education is not easier than traditional education. Not everyone is temperamentally suited for distance education. The dropout rate from distance education courses and programs is higher than for traditional courses and programs.Before I close today, let me just say that many people are still suspicious of distance education believing that it cannot possibly be equivalent to a traditional classroom education, although there are studies that indicate that distance education can be as effective as traditional education and some times even more effective. However, some suspicions are well founded. There are many unscrupulous and disreputable universities advertising on the Internet with very alluring Web sites. Therefore, it is important for everyone wishing to take a courseor pursue a degree to check out the credentials of the school they are considering very carefully.We have an expression: Let the buyer beware. That means that anyone who wishes to buy something should be very careful! And that includes online or distance eductation.。

新标准高职公共英语实用听说2第三版答案

新标准高职公共英语实用听说2第三版答案一、听力理解1、Question:What’s the matter with Linda? ( ) [单选题] *A、 She has a toothache.(正确答案)B、 She has a headache.C、 She is terrible.答案解析：M: What’s wrong with you, Linda?W: I have a terrible toothache.2、Question:How often does the man go swimming? ( ) [单选题] *A、 Once a week.B、 Twice a week.(正确答案)C、 Twice a month.答案解析：W: Do you often go swimming?M: Yes, twice a week.3、Question:Where is the bank?( ) [单选题] *A、It’s next to the hospital.(正确答案)B、It’s in front of the hospital.C、It’s next to First Street.答案解析：M: Excuse me, where is the bank?W: It’s on First Street, next to the hospital.4、Question:What is Tommy’s job?( ) [单选题] *A、 A store.B、 A salesperson.(正确答案)C、 A manager.答案解析：W: What do you do, Tommy?M: I’m a salesperson at Macy’s.5、Question:How much is the shirt now?( ) [单选题] *A、 $15.(正确答案)B、 $25.C、 $30.答案解析：W: How much is this shirt?M: The regular price is 30 dollars, but it’s on sale now, only 15 dollars.6、Question:How long does the man sleep every day?( ) [单选题] *A、 6 hours.B、 7hours.(正确答案)C、 17hours.答案解析：W: How many hours do you sleep every day?M: Seven hours.7、Question:How does the man go to school?( ) [单选题] *A、 Take a bus.B、 Drive a car.C、 On foot.(正确答案)答案解析：W: Do you drive to school or walk?M: I often walk to school.8、Question:Where is the library?( ) [单选题] *A、It’s next to Sam Store.(正确答案)B、 Turn right on Hampton Street.C、 Go straight on Hampton Street.答案解析：M: Excuse me, could you tell me the way to the library?W: Go straight and turn left on Hampton Street. It’s next to Sam Store.9、Question:What does Amanda’s sister do?( ) [单选题] *A、 She works in a hotel.B、 She works in the Shelton Hospital.C、 She is a nurse.(正确答案)答案解析：M: Where does your sister work, Amanda?W: She works in the Shelton Hospital. You know she is a nurse.10、Question:How much is the 2-inch binder?( ) [单选题] *A、 $5.B、 $8.(正确答案)C、 $15.答案解析：W: How much is the binder?M: 5 dollars each for the 1-inch ones, and 8 dollars each for the 2-inch ones.11、Question: What does the man want to buy? ( ) [单选题] *A、 A flower.B、 A toy car.(正确答案)C、 A book.答案解析：W: Hello, can I help you?M: I’d like to buy a toy car for my sister.12、Question:Which floor can she find the shoe shop? ( ) [单选题] *A、 1st floor.B、 2nd floor.(正确答案)C、 3rd floor.答案解析：W: Excuse me, where is the shoe shop?M: It is on the second floor.二、英语基础知识应用1、English is( )useful language in ( ) world. [单选题] *A、 an, the(正确答案)B、 a, theC、 the, /2、( )this your friend? [单选题] *A、 DoB、 AreC、 Is(正确答案)3、Are these Helen’s pencils?( ) [单选题] *A、 Yes, they’re.(正确答案)B、 No, they are.C、 Yes, they are not.4、My parents gave ( )a nice toy dog for my birthday. [单选题] *A、 IB、 me(正确答案)C、 my5、There are many ( )in the fridge. [单选题] *A、 breadsB、 milksC、 hamburgers(正确答案)6、May is the ( ) month of the year. [单选题] *A、 fiveB、 fifth(正确答案)C、 six7、( ) is the school concert? ( ) the morning of May 2nd. [单选题] *A、 When; InB、 When; On(正确答案)C、 Where; In8、--- Can you speak Japanese?---No, I ( ). [单选题] *A、mustn’tB、needn’tC、can’t(正确答案)9、--- I think drinking milk every morning is good ( ) our health.--- Yes, I agree with you. [单选题] *A、 withB、 toC、 for(正确答案)10、--- I am leaving for Canada tomorrow. My plane leaves at 6:00 tomorrow morning. --- ( ). [单选题] *A、 Fine.B、 Have a good trip!(正确答案)C、 How wonderful!。

2-英语听力教程第二版 2 课后答案 (张民伦张锷著) 高等教育出版社

Unit 1 Under the Same RoofPartⅠ B. 1.picture two2.picture one3.picture four4.picture threeC. 1.He’s a cook2.There are six people in my family3.She turned twenty in August4.They live in Tokyo5.I have two brothers and one sister6.His name is David7.She works in a hospital8.Since 19949.Yes,two daughters and one son10.We met at my best friend’s birthday partyPartⅡ A. 1.The parents2.The children3.Different but equal4.Women’s5.You know that you have to work at it to create love6.Helping people learn to work at their relationships to make their relationship workB. lauthoritarian model:children have no rightspermissive era:children are the bosses;they are allowed to do whatever they want to;parents run around behind them third position:parents and children are different but equalwomen’s movement:women demand a freer choice about who they are and how they can beappreciation for men: (1) being bread-winner and providers for families (2) being more involved with their childrenarranged marriage:you have to work at it to create the lovemarriage out of love:you don’t know how to work at it when it gets tricky,and you are more easily to opt out PartⅢ A. 1.separate2.Smoking,drinking3.collecting4.On the railway5.easy6.Play a lot of games7.go out,18B. 1.(F) 2.(F) 3.(T) 4.(F) 5.(F) 6.(T)PartⅣ A. 1.wise,knows2.thankless,provider,enemy3.poorest,richest4.trust,educate5.fourteen,ignorant,stand,around,twenty-one,astonished,learned6.hard,hardships,hardships,through,started7.realizes,right,wrong8.baby,woman,woman,back9.need,strong,protectionB. Dad,Daddy,meal,greeting cardsee,24%,1960,8%married,poor,leave school,crimelarge,ended,50%,1960,6%70%,8%,15%,different1960s,involved,love,unemotional,leaders,punished, Most,cleaning 1960s,1970s,interested,wives,housework,earnsSeveral,health,fatherhoodPartⅤ 1.b 2.d 3.a 4.c 5.b 6.bUnit 2 Smacking or Reasoning?PartⅠ B. trouble,obeyed,play with,winewise,dear,late,oftenresults,stopped,wanted,allowedPartⅡ A. 1.22.Student Medical Adviser3.22221224.Fifteen5.About ten minutes6.Christine7.worried,safe8.go out again9.sit down,chatB. 1.b 2.c 3.d 4.a 5.cPartⅢ A. 1.K 2.P 3.P 4.K 5.P 6.PB. Speaker 1 : Approval of Punishment to Some Degree discipline,too muchSpeaker 2 : Disapproval of PunishmentTalk,explain,wrongSpeaker 3 : Disapproval of PunishmentTalk withSpeaker 4 : Disapproval of PunishmentstrictSpeaker 5 : Approval of Punishment to Some Degreesmack,hand,armSpeaker 6 : Approval of Punishment to Some Degreeshout,reason,send,up to,let,spankPartⅣ adopted,born,accept,cruel,particular,parents,directly,great,biological,same,due to,early,hear,sad, told,person,shock,left,teenagers,trust,deceived,suggests,felt,thought,closely,suitablePartⅤ A. 1.Two TV plays2.At least 45 minutes3.Yes4.Doing piano lessons and reading a bookB. 1.(T) 2.(F) 3.(F) 4.(F)Unit 3 A Sweet,Sweet HomePartⅠ B.可对照原文找答案PartⅡ A. 1.Notes : pot-plantsType of the Dream House : a canal boat2.Type of the Dream House : a detached modern house3.Notes : Cornwall,unspoiltType of the Dream House : a cottage in a small village by the sea4.Type of the Dream House : a white-walled villa in Spain5.Type of the Dream House : a big old family house in the country6.Notes : daft,isolated,high tideType of the Dream House : an enormous castle on an isolatedislandB. 1.Bright red2.On a little roof-garden3.White pillars4.Cliffs and treets5.Plunge into the sea6.Its heat7.A dry-stone wall8.By a boatPartⅢ A. Things That Will Be Taken Away : fridge,washing machineTings That Will Be Left Bahind : gas cooker/stove, gas fire,plumbing, electric shower,ovenB. The smallest bedroom : a bedThe medium sized bedroom : a fitted cupboard some shelvesThe largest bedroom : a wash basina double fitted cupboarda double bedThe bathroom : an airing cupboardan electric shower1.(F)2.(F)3.(T)4.(F)5.(T)PartⅣ 45%,married parents,18,traditional,25%population,live,changes,occupy,one parent,not married,related,family members,same sexdecreased,in a hurry,financial security,later, having childrenlonger,left homeliving alone,27 000 000,26%,choose,failed,65,died100 000 000,households,25%,7 000 000,high rate,unmarried,one third2 000 000,increaseeffects,government,added,social service,two-parentPartⅤ 1.(F) 2.(T) 3.(F) 4.(F) 5.(T) 6.(F) 7.(T)Unit 4 Going to School [Ⅰ]PartⅠ B. 1.(T) 2.(F) 3.(T) 4.(F) 5.(T) 6.(T) 7.(F) 8.(F) 9.(F) C. 1.b 2.c 3.a,c,f 4.b,c,e,f,g,h,i,l 5.d 6.a 7.c 8.bPartⅡ A. 1.The French teacher2.For five years3.13 years4.French and German5.Grammar and vocabulary6.Video and cassettes7.Conversation class8.Visit FranceB. Nationality:EnglishAppearance: hair: blackeyes: darkeyebrows: very thick and bushyother features: glasses with black framesLesisure activity: music: playing pianosingingsport: rugbytennisFamily: three children and an interesting wifeC. serious,friendly,learned a lot,strict,work very hard,interesting,France and the French,languages,university, foreign language,opening a door,a window,foreign country,do things,think,only way,best way PartⅢ A. Advantages : unexpected,entertaining/funnyDisadvantage : terribly hard,physically,emotionallyB. Ⅰ.human,open,to know more about themopen,relaxed,formalprogress,assessmentⅡ.try to win and earn the respect of childrena relaxed relationship and relaxed classroompurposeful quality workC. unexpectedtrust,personthe big world,relationships,valuesproperly,appropriatemagic,excitingcaresrelaxed,friendly,supportiveindividualsallows,individualvoice,feedback,valuable,planning,developingrespect,relaxedPartⅣ colleges,universities,brains,information,libraries,solve,problems,reports,letters1 000 million,900 million,require,own,givee-mail,communicate,friends,family,research,learn,grades,sign,classes,comecommunications,organization,English,history,5 000,1985,information,day,night,requirement,professor,students,much,more,two,three,four,admits,limitscomputer-based,older,job,family,40%,non-traditionalPartⅤ Jack : 1.Homesick at his aunt’s house at the seaside.2.Wanted to take his toys — took teddy.3.Didn’t have a very good time,but made a lot of friends and found a wife.4.Miss Robson — kind,marvelous storyteller.5.Mr.Goodman — pulled his ear.6.Bucket of water fell on Mr.Goodman.Shirly : ke District:honey and porridge for breakfast.2.Very frightened and shy.3.Loved school — a bit of a goody-goody.4.Miss Brown — made history come to life.5.Mrs.Sharpe — impatient math teacher.6.She cried.Unit 5 Going to School [Ⅱ]PartⅠ B. Problems : 1.Rely,dictionary2.main point,article,paragraph3.sure,serious4.slowlyAdivices : 1.dictionary,first2.Read through,what it’s about,take notes3.as much as4.time limit,as much as,timeC. Pros : rmation,text books,educational equipment2.teachersputer programs,inerest,math,understandputer,secondary,collegesCons : 1.better,books,sports,educational visits2.Space Invader3.school time,electronic games4.learnPartⅡ A. Good qualities : 1.intelligent2.good at drawing3.good in English4.strong oral skills5.good in sportShortcomings : 1.not concentrating in class2.talking too much in class3.not giving in homeworkB. 1.intelligent,talk/chat,harder2.difficult3.concentrate4.drawing,talking5.homework,term6.plenty,say7.more,bottom8.important,hockeyPartⅢ A. 1.Give you a list of courses and some general advice.2.1)Write to schools.2)Ask people who’ve been on a course.3.1)Private language schools.2)Further education colleges.3)Universities.4.pratice English.5.hardly speak to you,you don’t get on with.6.1)it rains.2)the weather turns cold.3)one’s money gets stolen.B. 1.advanced,elementary,finding out,British Council2.find out,various addresses3.accommodation,English family4.at classes,real life situation,far and away,acquiring5.personal recommendation,stayed with,heard about,met PartⅣ aims,values,indicate,personally,skilled,authority,Influencing, Changing,Raising,active,backgrounds,responsibility,rich, difficulty,contribution,original,owing,Creating,political, successful,environment,philosophy,community,married,very impotant,seven,percentageKeeping up,52%,social life,59%,field,62%,friends,64%,family, 66%,Helping,70%,Developing,75%objectives,first-year,desire,business,tell,clean up,rated,45% concern,decidingPartⅤ WOMAN : Wake up,Work,breakfast,Potter about,shopping, a rest,suupperMAN : Get up,seven,a cup of coffee,totally organized,six hours,stoppingUnit 6 Earning and Spending Money Wisely PartⅠ B. 1.In the basement2.Five fifty pounds3.Soup plates4.Four pounds5.To the third floor6.150 pounds7.A supermarket8.In the roof gardenPartⅡ 可对照原文找答案PartⅢ A. 1.On the 10th May.2.At ten o’clock.3.At five o’clock.4.18.50 pounds.5.19.50 pounds.6.On the 9th May.7.36 pounds.8.12 pounds.9.88.5 pounds.10.2.5 pounds.B. 1.(F) 2.(T) 3.(T) 4.(F) 5.(F)6.(T)7.(F)8.(F)9.(T) 10.(F) PartⅣ A. 8 — 12 years old780unskilled workershousehold chores31／2 per week11／2 per weekB. 可对照原文找答案PartⅤ 1.b 2.d 3.a 4.c 5.c 6.aUnit 7 Choice Versus ChancePartⅠ B. B → F → D → A → G → C → EPartⅡ A. 1.In a hotel.On the beach.In Italy.2.Over 500 pouds.3.In the morning.4.Helping in the kitchen:wash and peel vegetables,prebreakfast trays,wash up,etc.5.F T F T FT6.Hiring out deck chairs and selling newspapers.7.He wanted a cheap holiday.8.He has been working as a courier,and taking Americans round Italy on coach tours.9.He’s been invited to go and work in America next summer.B. enjoying,boring,too bad,quite interesting,the work itself,the friends,spare time,seaside town,going on,dancing,bowing,cinemas,afternoons off,sunbathing and swimmingPartⅢ A. an abattoir,a factory,station,a chicken batteryB. First speaker: television reporter,archaeologist,anthropologistSecond speaker: third baseman for the New York MetsThird speaker: photographerC. 1st speaker: mad,money,travel,different coutries2nd speaker: boring,responsibility,best baseball team3rd speaker: incapable,torture,work with people,independent,ownPartⅣ vocation,chance,choice,selecting,vocational planning,the world of work,requirements,present,time,effort,study,rewards factors,interests,training,salaries,essentialgrow,decline,economy,demand,changesAccountants,programmers,officers,engineers,Lawyers,Medical,Public-relations,financial,Tool,agentsmanual,rely on,respond,opportunities,workersButchers,operators,Mail,clerks,installersPartⅤ A. 1.She thinks that to be conscientious means to be extremely careful and pay attention to details.2.She left her last job because she wanted something more challenging.B. 1.Because Mr.Toms knew that Michael was the Director’s nephew and he did not want Mrs. Grey to embarrass Michael by her questions.2.He plays football twice a week and plays golf nearly every morning.C. 1.Michael James. Because he is the Director’s nephew.2.(Open-ended)Unit 8 Eating the Right ThingsPartⅠ B. 可对照原文找答案C. coffee,caffeine,morning,393,sugar,decaf,article,heart,five,death,Americans,people,body,five,Coke,twice,drinks,health,myself,walkPartⅡ B. Terms: Natural foodUsage of the term: all kinds,Narrower,the same food,preciseExamples: dried beans,Fresh fruit/raw honey,organic fertilizerrefined,Meats,hormonesC. 1.It’s not. It’s an example of processed food. In bread-making,a number of chemical substances are added.2.Vitamin content is greatly reduced.3.People usually base their choice on smell,color and texture. Actually we should consider vitamin content instead. PartⅢ A. 1.eat fast food2.kind of3.How often,week4.day5.a main meal6.think of,convenient,tastes,expensiveB. 1.Yes2.burgers,sandwiches,pizza,kebabs3.Monday to Friday:every day;weekends:no4.lunchtime;in the evenings5.main meal6. A.DT B.T C.F D.T E.TPartⅣ 350 000,one percent,organic,chemicals,labor,sales,13%,28%,farms,land,operations,marketstores,supply,producers,milk,butter,meats,chickens,drugs, fertilizers,Harvests,organization,three,soiltransportation,crops,changes,demandPartⅤ Ancient Egyptians: record,gum swelling,spices and on ions,person, 5 000,doctor of the toothChinese: acupuncture,filling holes,mercury,silver and tinMaya: pretty,stone and metalAncient Romans: false teeth,replaceEuropeans: barber-surgeons,cutting hair,pulling teeth,dental treatment French: modern dentistry,dental scienceUnit 11 Sportsmanship and ChampionshipPartⅠ B. 可对照原文找答案C. 1.country and western (59%)2.for news (92%) guides (17m)4.swimming (17%)5.In their free time,they like to be active. (40%)PartⅡ A. 1.forward bend2.cobra3.bow4.fish5.plough6.locust7.candle/shoulder-standB. 1.lying,back,lift,legs,resting,shoulers,legs2.lying,back,stretch,legs,toes touch3.lying,back,arch,back,take,crown,head4.sitting,bend5.lying,stomach,raise,head6.lying,stomach,arms,raise,legs7.lying,stomach,raise,legs,trunk,catch,feet,hands8.Stand,headC. Candle: 1 minute: —Plogh: 2 minutes: good for circulation of blood to the brainFish: 1 minute: —Forward Bend: 2 minutes: good for stomach and whole digestive system Cobra: 1 minute: straighten backLocust: 1 minute: good for blood circulation and backBow: 1 minute: lose weightHeadstand: 1 – 10 minutes: good for the whole bodyPartⅢ A. 1.Sumo2.Football3.RunningB. 1.The Panda,Fujino shin,The Truth,150 kilos,60 kilos,Onokuni2.Naples,Cameroon,Columbia,comes out,Roger Milla,score,2:0,the Cameroon,quarter final3.80 meters,hits the front,1’44”96,second serious outdoor racePartⅣ seen,experienced,shaking,four,knocking,leaping,opponents,hard-fought,exchanging,90,touching,hugging,beating,competitors,behavesportsmanship,sports,competition,clean,victory,defeat,grace,dignityplaying,following,respecting,officials,treating,respectgolden,treating,with,against,treated,demonstrate,yourself,teammates,opponents,coaches,referees,judgesreserved,field,fans,parents,aware,competition,style,attitude,positiveLean,Play,Show,work,realize,deserves,politely,courteously,before,after,cool,tempers,Remind,hard,practiced,played,Avoid,violence,threatening,help,respond,penalized,hurt,Cheer,statements,trash-talking,Acknowledge,applaud,call,gracefully,right,people,best,win,lose,congratulatePartⅤ A. snooker hurdling football sumo cricket bowling skiing table tennis swimming golf tennis hockey running boxing baseball squash basketball rugbyB. 1.hurdling2.tennis3.boxing4.snooker5.basketball6.rugby7.swimmingUnit 12 ReviewActivity 1 Children’s jokes1.He said,”That wasn’t an accident. The bull did it on purpose.”2.Both the horse and the man went off the edge.3.It means sarcastically that the London Bridge was built within a very short period of time,less than one day.4.(Open ended)Activity 2 Do you believe it?A 1.UFO sends TV sports show to earth.2.Giant kangaroos attack school.3.2000-year-old Greek statue has face of rock star.4.Man loses one hundred pounds.5.Elephant joins soccer team.B. 1.b 2.b 3.a 4.b 5.aActivity 3 Hope you don’t mind my askingFirst speaker: A nice mealTo go to IndonesiaGetting to OxfordWinston ChurchillHis wifeDaughter said,”Daddy,you’re the most wonderful person in the world.”Second speaker: Sitting in front of a fire and readingTo have as much money as possibleHaving her daughterMahatma GandhiHer daughterWent for a nice walkThird speaker: His workTo go on a safari in East AfricaRaising three daughtersHis wifeHis wifeWent for a drive in the countryActivity 4 Market surveyStan: 1. think of a list of Christmas presents I’m going to buy and a list of people I have to send cards to2. add up the prices of what I buy,what I spend every week on food and drink3. compare prices now with what I used to play 10 years agoJudy: 1. try to remember the most romantic evening I ever spent with my husband,and try to remember every detail: place,clothing,etc2. day-dream what I would do with the money if my husband won a million on the football pools3. wonder what a famous film star in the queue would be buyingAlice: 1. try to remember the people I went to school with,classmates,teachers,and what we all did at school2. try to remember a particular group and try to see how much I know about their lives afterwards: marriage,children, occupation,living places,etc.3. reconstruct the family tree with the names and dates and all the different relationships back to the great-grandparents4. text my memory,see if I can remember what I was doing a week/month ago or relive a moment in my summer holiday Activity 5 You and your community1.c2.a3.a4.dActivity 6 Help your doctor to help you1.heart disease,stoke,flu,bronchitis,birth injuries,congenital malformations,cancer,accidents,pneumonia,diabetes,cirrhosis of the liver,suicide2.cigarettes,alcohol,physical inactivity,over-eating3.The over-weight eat less,Drinkers drink less,Smokers stop smoking ,Everyone takes a little more exerciseActivity 7 Men and womenA.Things Women Do Better: doing more than one thing at a timedeveloping relationshipsThings Men Do Better: reading mapsgeographyB.Women: 1.can talk to someone or probably cook something at the same time2.loath to look at the world and think”we can write it down on a piece of paper”3.taught to please other people4.can have fairly personal and truthful conversations even after a relatively short time of knowing each otherMen: 1.find difficult to conduct a conversation at the same time2.want to reduce things,for example,the universe to something easily understandable3.taught to please themselves4.have conversations not about real things,for example,talk about their work or their interests in a superficial way。

高级职业英语听说教程2-unit-2-Listening-and-Speaking

the necessary information about potential customers and markets. ❖ 4. How can you obtain all the information about a new business partner? ❖ 5. There is a variety of sources of ind markets.
send a letter to explore the possibilities of setting up business relations.
back
Section 1 Activity Three: Speak out
Task 1 Talk to 2 students and complete the table below.
Task 2 Listen and Write
Task 1 Talk and complete
Task 2 Prepare a Speech
back
Section 1 Activity One
Task 1 Listen and Match
next
Section 1 Activity One
1-f 8-c 7-a
back
Section 1 Activity Three: Speak out
Task 2 Prepare a short speech to be presented in class by filling in the blanks with the information from the table above.
6-j
back
2-e 3-i 4-h
5-g
Section 1 Activity One

高级职业英语听说教程Section 2 task 2

6Task 2Xiaofang lives in Qingdao. Now he is driving to the airport to pick up his American friend Amile, who comes here to attend the Qingdao International Beer Festival. He has reserved a single room for her in Qingdao Holiday Inn. It’s a five-star hotel. Fiona is living in Wuhan. Now she is seeing off her general manager, Mr. Li, at the railway station, who came to sign a contract with ABC Company. He stayed in Yangtze Hotel these days, which is also a five-star hotel. Miss Wang lives in Guangzhou. She is going to the subway to pick up his boss and his wife. They come to attend China Import and Export Fair. They’ll stay in Garden Hotel.7A: Hello. May I speak to Mr. Morris, please?B: Sorry, he’s just gone out.A: When is he expected to be back?B: Two hours later, I guess.A: Could you please take a message for him?B: Yes, certainly.A: This is Paul. Please tell him I’ll call him again at the office tomorrow morning.B: All right. I’ll tell him when he comes back.A: Thank you very much. Goodbye.B: You’re welcome. Goodbye.8.I am a secretary in a shoe-making company. My main duties are to arrange and make preparations for meetings. There are two meetings to be held in our company this week. One of them is an annual sales meeting. There will be 100 participants in the meeting. I have notified every attendee to attend the meeting well in advance. In addition, I have sent an agenda to each participant so that they can come prepared. As usual, I’m the one who takes the minutes.9.Business trips are common to business people, but a lot of preparations have to be done before starting the trip. First, determine the goals of your trip. You should know what you want to accomplish in this trip. Second, set up appointments. As your company will pay for the travel expenses, it is necessary to make your trip productive, time-saving and money-saving. Try to make some appointments with your customers or business partners before departure. Third, make arrangements for transportation, and accommodation, such as booking a flight, or a train and a hotel. Fourth, get necessary trip documents ready, such as your passport, visa and health certificate. Fifth, pack your luggage with necessary items, such as business documents, laptop, address books, name cards, cell phone, or anything that is needed for you to do your work.10.My name is David Liu. I am employed as a software developer in the Great Wall Computer Company. Our manager is an easygoing person and usually plays jokes with us, but he is strict and serious in work. Most of my colleagues are ready to help and support. I can get along with most of them. However, I was in a situation where I had a problem with one of my colleagues. Later I talked to him directly and sincerely and resolved the conflict between us. Now I find it enjoyable to work with him.。

新标准高职商务英语：视听说教程第2册 Unit 1 PPT课件

Will Mr. Rodgers be in tomorrow? W: Sorry, his calendar is full tomorrow.
Leading in: 2C | 2D | 2E
Listening Strategy
Getting Started
Actual Communication
Punctuality is vital when doing business in China. Late arrivals are seen as an insult.
Leading in
Listening Strategy
Getting Started
Actual Communication
2A 2B 2C 2D 2E 2F
Culture Focus
Listening Strategy
Getting Started
Actual Communication
Video Episodes
Business Etiquette Guideline in Making Appointments
New Words
1. What is the main information provided by the first speaker?
The speaker is giving the details of the company’s annual picnic.
2. What is the second speaker mainly talking about?
Video Episodes
Dialogue 5 M: Could I schedule a time to meet with Mr. East? W: His schedule is open all day Monday. M: Okay. Monday morning at 9:00.

高职高专致用英语听力教程第二版答案unit16答案

高职高专致用英语听力教程第二版答案unit16答案听力试题第一节听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

1. What is the man doing?A. Asking the way.B. Giving directions.C. Correcting a mistake.2. What dress size does the woman want?A. 8.B. 10.C.12.3. What is the woman likely to do?A. Make a phone call.B. Handle the problem.C. Have a rest.4. Which tour does the man seem to be interested in?A. The evening tour.B. The half-day tour.C. The full-day tour.5. Where are the speakers?A. At a canteen.B. At a clinic.C. At a bank.第二节听下面5段对话或独白，每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最住选项。

听每段对话或独白前，你将有时间阅读各个小题,每小题5秒钟:听完后,各小题将给出5秒钟的作答时间。

每段对话或独白读两遍。

听第6段材料，回答第6、7题。

6. What does the woman think of the match?A. Entertaining.B. Encouraging.C. Boring.7. What do the speakers plan to do on Tuesday afternoon?A. Watch a game.B. Play tennis.C. Go to the cinema.听第7段材料，回答第8至10题。

高级英语视听说教程_第二册__听力文本[精品文档]

英语听力教程2听力原文高等教育出版社unit11

Unit 11. Sportsmanship and ChampionshipPart ⅠGetting readyA The following words and phrases will appear in this unit. Listen carefully and study the definitions.1. sports fan: a very keen follower or supporter of a sport2. championship: a competition held to find the champion3. dynamic: of force or power that causes movement4. referee: a judge in charge of some games5. foul: an act that is against the rules6. penalty area: (in football) a space in the shape of a rectangle which is in front of the goal7. commentary: spoken description (with opinions and explanations) that is broadcast with, and at the same time as, an event, occasion, football match, etc.8. final: the last and most important in a set of matches9. stamina: the strength of body or mind to fight tiredness, discouragement, or illness10. deuce: (in tennis) 40 : 40; 40 points to each player. After deuce has been reached, one of the players must then get two points in a row to win the game.B You are going to hear a news item about a basketball tournament. Write the scores in the circles. Which team wins each game? Which is the champion team? Write the teams’ names in the squares.Hello, sports fans, and welcome to "This Week's Sports". The big news this week, of course, is the basketball championship. It started on Friday. The Lions beat the Hawks, ninety-four to sixty-eight. That score again: The Lions won. Lions ninety-four, Hawks sixty-eight.Things were closer with the Tigers and the Eagles. The Eagles won. They won by just four points. The score: one hundred and three to ninety-nine. Again, the Eagles one-oh-three, the Tigers ninety-nine.Next, the Panthers played the Bears. The Panthers won over the Bears, eighty-seven to seventy-three. The Panthers eighty-seven, the Bears seventy-three.And in the last game, the Rockets beat the Comets. The Rockets won, seventy-two to sixty-five. Rockets seventy-two, Comets sixty-five.Then on Saturday, we saw some real action. It was the Lions against the Eagles. And the Lions won, with ninety-two points. The Eagles had eighty points. The score: Lions ninety-two, Eagles eighty.And in the other big game on Saturday, the Rockets beat the Panthers one hundred and seven to eighty-six. The Rockets won. Rockets one-oh-seven, Panthers eighty-six.That brings us to the championship game on Sunday. It was the Lions against the Rockets. It was a good game. And in the end, the Rockets won; they had one hundred and nine points. The Lions had ninety-eight. So the new champions are the Rockets. Rockets one-oh-nine, Lions ninety-eight.That's it for basketball action. Turning now to the excitement of professional bowling ...Part ⅡYoga exercisesA. You are going to hear a conversation between two students Paul and Lisa about some yoga exercises. Listen carefully. Match the names of the yoga postures with proper pictures.Paul: Hey, Lisa! Lisa.Lisa: Phew! Take it easy!Paul: Oh, it's, well, I just realized, after the yoga session, that the only notes I'd taken were the names of the yoga postures, and now I don't remember which was which ...Lisa: You are a dream, aren't you. You'll forget your head one day.Paul: You couldn't just run through the list with me and tell me what ... Lisa: ... OK, OK. But I haven't got long.Paul: Thanks a lot. I write down number one as the "Candle".Lisa: The "Candle"? Oh, that's the shoulder-stand ... where you start by lying on your back and then lift your legs up till all your weight's resting on your shoulders, and your legs are straight up in the air.Paul: Shoulder-stand.Lisa: Yes, and you do it for a minute. The second one was the "Plough", which you start by lying on your back and then ...Paul: Hold on a minute ... this is the "Plough" you're talking about?Lisa: Number two on your list, and mine. Start on your back and then stretch your legs over till your toes touch the floor behind you. And that takes two minutes including the dynamic stage.Paul: Two ... minutes ... including ... the ... dynamic ... stage. Right. And the "Fish"?Lisa: The "Fish" is the one where you start by lying on your back and then you arch your back and take the weight on the crown of your head.Paul: How long for?Lisa: She said one minute.Paul: And what are the "Plough" and the "Fish" good for?Lisa: Lots of things. Everything. Well, she said the "Plough" was especially good for the circulation of blood to the brain, so that would do you a lot of good. Might even make you less absent-minded.Paul: Thank you very much.Lisa: You're welcome.Paul: The "Forward Bend"?Lisa: In the "Forward Bend", you start by sitting straight and then you bend forward. What else did you think it was?Paul: And how long do you do it for?Lisa: Two minutes, including the dynamic bit where you hold on to your feet anduse your hands to pull yourself down till your head touches your knees. Paul: Right. Got that. What about the "Cobra"?Lisa: What does a real cobra do?Paul: Lie on its stomach and then raise its head into the air. And look at you, trying to hypnotize you.Lisa: Correct. One minute, including the dynamic bit.Paul: And what's it good for?Lisa: For you? Well, as you live on hamburgers and Coke, the "Forward Bend" would do your stomach and your whole digestive system a lot of good, and the "Cobra" might do a miracle and straighten your back.Paul: What about the, er, "Locust"?Lisa: Lie flat on your stomach with your arms by your sides and then raise your legs. One minute, including the half-locust. Good for your Coke circulation (I)mean your blood circulation, and for your back, since you seem to spend most of the day sitting down in a chair.Paul: I get the impression that you don't have a very high opinion of me. Lisa: I get the impression that you're not really interested in yoga at all. Paul: But I am, I am. What about the "Bow"?Lisa: The "Bow" is the one where you lie on your stomach and then raise your legs and your trunk till you can catch your feet with your hands and look like a bow. One minute of that is enough.Paul: What's it good for?Lisa: In your case, losing weight, losing all that fat you get from eating hamburgers. Now can we finish please because I've got another class to go to? Paul: And the "Headstand"?Lisa: In the "Headstand", Paul, you stand on your head, and you can do it for anything from one to ten minutes, and it does everything good. Now I must go, so good-bye.Paul: Thank you Lisa ... thank you. She looks so lovely when she's angry!B. Listen to the conversation again. While you listen, add more key words in the left-hand column. After listening, complete the descriptions for each yoga posture.C. Listen to the conversation once more. Complete the following chart with the help of the above notes.Part ⅢSignals used by referees and linesman in footballA You are going to hear a conversation between a football course tutor and several students about signals used by referees and linesmen. Listen carefully. Which signals in the following pictures are mentioned? Match them with the explanations by writing the correct numbers in the brackets.Course Tutor: Right. Now, you've all come on this course for referees and linesmen, so I ... or I suppose I should say "linespersons", should I? ... so I expect you've all watched quite a lot of football. But, I wonder if you've ever paid much attention to the signals that referees and linesmen give? I mean, now, they're not very complicated, but, of course, it's vital that they're used in the correct manner so that all the people involved in the game — the players and the officials — know exactly what's going on. So, I want to start off by seeing how much you already know about these signals. Now, for instance, does anyone know what signal to give if the referee wants play to continue — that's to say, if he doesn't want play to stop?Woman 1: Er, doesn't he put his hands forward, like this?Course Tutor: Yes. yes, that's right. The arms are held forwards, at waist height, with the palms upwards. That's good. And, can anyone tell me what this signal means: when I blow my whistle and point with the other hand down towards the ground?Man 1: Some sort of free kick, isn't it?Course Tutor: Yes, that's right. It is. What sort of a free kick is it, though? Man 2: Direct. Direct free kick.Course Tutor: That's right. That's right. A direct free kick. So, in that case, what is the signal for an indirect free kick?Woman 2: Oh ...Course Tutor: Yes?Woman 2: It's one palm raised up, and one down.Course Tutor: That's right — one hand held firmly beside ... down at the side, and the right hand held straight up in the air.Man 2: Palm up.Course Tutor: That's right. That's an indirect free kick. Good. Well now, going on to linesmen. What would a linesman do if he saw a foul?Man 1: Put his flag up.Course Tutor: Yes ...Woman 2: Yeah, but, but ... Held right up.Course Tutor: Yeah. Anything else? Does more than just ...?Woman 2: Wave it about — backwards and forwards.Course Tutor: That's ... yes. Now that is important. He waves it about, but he waves it backwards and forwards. The object, of course, is to catch the referee's eye, so the movement is more likely to catch the eye. That's why that signal is the way it is. Excellent! ...Man 3: Excuse me ...Course Tutor: Yes?Man 3: Doesn't it depend where the foul is?Course Tutor: Ah, well, yes. That's perfectly right, because if the foul is in the penalty area — if you obviously know the difference — you can tell me what the signal is.Man 3: Well, the linesman holds the flag across his body.Course Tutor: Yes. That's right. He holds it across his body, up towards his shoulder. Now ... another of the linesman's signals: what would he signal if he sees a player offside?Man 3: I used to know that.Woman 2: Isn't it when he holds it straight out in front of him? He's got the ...Course Tutor: That's right, that's right. Holding the flag straight out across the line of play in the direction in which the offside took place. Fair enough. Now then, moving back to referees for a moment, what does this signal mean — if the referee holds his hands up, palms outwards, in front of his chest?Man 1: That's when he ... That's when he wants a new ball, isn't it?Course Tutor: That's right, yes. He actually looks as though he's asking for the ball to be put in his hands. So, that's good. Right now, then — there's another signal that linesmen give. A linesman standing with the flag straight down by his right hand side and his hand in front of his thigh with two fingers pointing downwards, flat against his leg.Woman 1: Ti ... Oh! ...Course Tutor: What does that mean?Woman 1: Time up?Course Tutor: No, not time up. He's got two fingers pointing downwards.Woman 1: Two ... two minutes until ...Course Tutor: Two minutes ...Woman 1: ... till the end of the match.Course Tutor: Till the end of the match, according to his timing. That's right. He's indicating to the referee ...B Listen to the conversation again. While you listen, add more key words in the left-hand column. After listening, complete the descriptions for each signal. Part ⅣMore about the topic: Women in SportsThe following short passage is about professional women basketball players in America. Supply the missing words while listening.The Woman's National Basketball Association played its first season this past summer. The WNBA was organized by the man's National Basketball Association. The WNBA is called the little sister of the NBA. There're eight teams in the women's league. They play in eight major American cities.The women's basketball games have been more popular than expected. An average of almost 9 000 people attended the 28 games during the two-month-long season. Three American television networks also broadcast some of the games. Millions of people watch them. Major companies pay to advertise their products during the broadcasts of the games. The WNBA employs a lot of women. Female announcers describe the action during the games. Female referees make sure the players follow the rules.The WNBA is the second professional women's basketball league now playing in the United States. An independent group started the American Basketball League last fall. The nine ABL teams play in the autumn and winter in smaller cities. An average of 3 500 people attended the ABL games last year. The League is not as well known as the WNBA. However, several members of both the leagues are well known. They played for the United States on the women's basketball team that won a gold medal during the Olympic Games in Atlanta, Georgia.How is women's basketball different from men's basketball? One former college men's basketball coach says, "Women's basketball is easier to watch than men's basketball. It is more traditional. It has more structure. And the players work together more as a team. It costs much less to attend a WNBA game than a men's professional basketball game. So many families attend the women's games. More women and young girls also attend the games. Many young girls consider the women's basketball players to be their heroes. The players are evidence of another thing that women can do well."Another difference between men's and women's basketball is that female players have a closer relationship to the people who come to watch them play. For example, female players spend hours after the games meeting their fans and signing their names for them. However female players earn much less money than male professional basketball players. Last year ABL players earned an average of $70 000. The average pay for a male NBA player's is more than $2 000 000 a year.A star of the New York Liberty Team of the WNBA explains the difference between men's and women's basketball this way: "Women play a clean game —pure basketball. Right now women are still playing for the love of the game." People who attended the WNBA games could buy many kinds of basketballclothing and other products. One shirt described professional basketball this way: "Invented by man, perfected by woman."Part ⅤMemory test: Which Sport?A Below is a list of popular sports and a set of sports pictures. Listen carefully. Match the sports with their pictures.First commentator: ... and McAlister bringing up the rear. And Brown is a good 4 yards ahead at the half-way mark and he's still jumping smoothly and confidently. Smith is moving up steadily, though I think he's tiring. And Brown glances back over his shoulder, he's still got a good lead. Oh, my goodness me! He's fallen, what a tragedy, he's on the ground and Smith's going past him with a smile on his face. Oh this really is a terrible disappointment for young Leroy Brown from Croydon, who had such high hopes of making the final …Second commentator: ... backhand across court to Bradford, return across the net, Davis just reaches it at full stretch with a forehand low across the net, Bradford lobs and Davis smashes the ball into the net. Oh, what a bad mistake at this stage of the match by this 22-year-old New Zealander ...Umpire: Deuce.Commentator: And Bradford serves from the left-hand court, quick passing shot from Davis who smashes that one down ...Third commentator: ... and with sixty seconds left in this final round, Robson is still very much on the attack. A left-hand jab to the shoulder has Leonard staggering back onto the ropes and Leonard is really in trouble now as Robson moves in with that lethal right hand of his, he's really punishing this 18-year-old Scot. And the referee's moving forward pushing Robson away — he's having a word with him, I think he may be going to warn him, no he's not, he's having a word with Leonard now. Leonard is shaking his head and looking terribly tired ... and the referee ... he's stopped the fight ... it's all over and so Robson is now the new ...Fourth commentator: ... a fine shot puts the red into the center pocket and leaves him in a good position to take the pink and he's going to try to put it into the far pocket he may be making a big mistake here, but Thompson is a very experienced player and he doesn't usually make mistakes ... Oh dear, he's pocketed the cue ball ... a very bad error there and that really does leave it wide open for Donovan to take the frame ...Fifth commentator: ... so it's the All Stars in the lead at the beginning of thethird quarter and it's still anyone's match. Anderson with a high ball to Sampson who takes it up towards the Rochester net and passes to Green for a shot but it goes wide and the loose ball is picked up by Thomas for Rochester, across to Hunter, the 21-year-old Welsh international, who tries a long shot and it's in! 23 all now and everything to play for ...Sixth commentator: ... Williams takes the throw and St Mary's get the ball, it goes back to Murphy and out to Green and then to Jones, who's unmarked. He's got a clear run to the far corner if ... Oh, he's making for the post. This could be dangerous because the Richmond fullback is gaining on him now. He looks back but he's not going to make it. He tries a kick and ... he's just managed to make touch. Lucky there. And now there's a lineout on the far side, 20 yards from the Richmond goal line ...Seventh commentator: ... not a good start for the British girl but she's managing to make it up and the Russian girl is now only about five strokes ahead. And at the turn, Debbie is closing the gap, the Russian girl is visibly tiring, this is where stamina really counts and at 24 Ludmilla may well be less fit than 15-year-old Debbie Woods. And it's between the two of them, they're side by side now and with 10 yards to go ... what a finish! Come on Debbie, you can do it ... Come on Debbie ...B Listen to some extracts of sports commentaries. Decide which sport is being played in each extract you hear. You may find the above list helpful.。

新标准高职商务英语：视听说教程第2册 Unit 2 教案 (1)

（章节教案首页）课题：Unit2 We will take care of everything. （1）授课时间：年月日教学时数：（ 2 ）学时，其中理论（ 2 ）、实验（ 0 ）学时、上机（ 0 ）学时、其它（ 0 ）学时，其它是指：教学目标与要求：情感目标：引导学生树立一种主人翁意识，不仅要学习业务知识，还要学习管理、学政治，只有学习好了，才能在岗位上发挥更大的影响，实现个人的社会价值。

知识目标：能够听懂文章中的细节信息；掌握不同场合会见客户时用到的基本表达和需要注意的细节问题。

技能目标：能够运用恰当的语句表达在不同场合下与客户的会面。

教学方法设计：任务型教学法，讨论法，直观演示法，练习法教学重点与难点：教学重点：学会不同场合会见客户时用到的基本表达和需要注意的细节问题。

教学难点：在掌握不同场合会见客户需要注意的细节的前提下，能够运用恰当的语句无障碍与客户沟通。

主要参考资料：施志渝，《视听说教程2》，上海外语教育出版社，2020年2月.教具使用：多媒体设备，畅课平台课后作业：1.完成畅课平台的作业；2.同桌合作完成P23角色扮演；3.预习下节课内容。

教学反思：结合上节课的反馈，加上本节课学生的实际练习，发现在听力环节过程中学生的单词量的多少，单词发音的正确与否，语法知识结构是否庞大，平时的听力练习多少和与否等因素，直接决定了学生在课堂上能否快速完成听力练习，并迅速从听力材料中提取有效信息。

所以，除了课堂上的练习，课下学生的练习也是必不可少的，这项任务可以加在每次的作业里面。

★Part Ⅰ导入新课1.考勤：利用畅课进行学生考勤，生成今日数据；2.给学生们放一段视频《高档场所会见顾客，不懂礼仪出洋相》，引导学生们展开讨论，在此场景下会见客户应该注意什么礼仪问题。

★Part II 讲解新课教师发布任务：Task 1You’re going to hear three short conversations. At the end of each conversation, a question will be asked. Listen carefully and answer the following questions with what you hear.学生作答，答对的同学给予加分奖励，教师有针对性的进行相关知识点的补充。

高职英语读写教程第二册-样章

UNIT 5 JOB HUNTING
Section 1 Get Ready before Reading / 112 Section 2 Let’s Read / 116 Section 3 Practice after Reading / 123 Section 4 Focus on Grammar / 127 Section 5 Let’s Write / 134 Section 6 Interesting English / 139
UNIT 3 ENTERTAINING
Section 1 Get Ready before Reading / 54 Section 2 Let’s Read / 58 Section 3 Practice after Reading / 65 Section 4 Focus on Grammar / 69 Section 5 Let’s Write / 74 Section 6 Interesting English / 78
odd /ɒd/ adj. 1. a number that cannot be divided exactly by two 奇数的 2. strange or unusual 古怪的；不寻常的
★ freight /freɪt/ n. [U] goods that are carried by ship, train, or aircraft, and the system of moving these goods 货运
动。此部分旨在培养学生的实际阅读能力和通过阅读获取工作岗位知识的能力。
Section 3 Practice after Reading（阅读后训练）：包括 1 个独立阅读任务和 1 个词汇学习任务，供学生课后检阅自己的应用阅读技能和总结本单元工作岗位词汇知识。

高职国际进阶英语视听说教程2

高职国际进阶英语视听说教程2高职国际进阶英语视听说教程2 Unit 1 Welcoming guests Language focusA:1、wine2、toy car3、Russian dolls4、clay sculpture5、chocolate6、homemade biscuitsB:1、Russian dolls2、toy car3、chocolate4、homemade biscuits5、wine6、clay sculptureC:1、answer2、understand3、open4、meet5、become6、askLesson ABefore you watch > B1、A2、B3、C4、B5、CWhile you watch > A1、T2、F3、F4、F5、TWhile you watch > B1、B2、D3、B4、DWhile you watch > C[1]、that’s fine[2]、come and get them[3]、good to see you again[4]、Nice to see you again too[5]、How are you[6]、I’m fine[7]、Very well[8]、checked into your hotel OK[9]、organising everything for us again[10]、No problem[11]、a small present from our company[12]、That’s really kind of you[13]、No worries[14]、open it upstairs[15]、go upAfter you watch > A1、You are welcome.2、Fine, thanks, Jasmine. And you?3、Nice to see you again too!4、Thank you very much. It’s lovely!After you watch > B1、That’s r eally kind of you.2、Nice to see you again too, Diane.3、How are you, T ony?4、Here’s a small present from all of us.5、Fine, thanks. And how about you?After you watch > C[1]、to[2]、too[3]、are[4]、thanks[5]、well[6]、for[7]、My[8]、here[9]、is[10]、At Lesson B Section I: Listening 1 > A ·empty-handed ·insist on ·inexpensive ·wine·in this case ·clay sculptureListening 1 > B1、F2、F3、F4、FListening 1 > C1、D2、C3、B4、AListening 1 > D1、In factdon’t have to2、go empty-handed3、often bring a bottle of wine4、wonderfulThank youwelcomea good timeListening 2 > A·informed·handicrafts ·specialty ·hometown ·arrived ·decorated Listening 2 > B1、F2、T3、F4、TListening 2 > C1、C2、B3、C4、DListening 2 > D 1、Coffee, please.2、Good to see you too.3、Thanks.4、How nice of you!Speaking 1 > A Attention:A=Giving a giftB=Receiving a giftC=Describing a giftD=Making a compliment 1-5: ADBAB6-10: DDDCA11-13: BCCSection II:Listening 3 > A ·babysit ·aunt·free·pick·upListening 3 > B1、F2、F3、F4、FListening 3 > CCDE1、6:002、6:303、7:004、6:305、7:00Listening 3 > D1、May I speak toA2、How are you?A3、wondering if you’d like to come to dinner then to the moviesA4、Should I pick you upA5、How aboutAListening 4 > A·chat·looking forward to ·exhibition ·sometimeListening 4 > BBCFListening 4 > C·Saturday/Saturday afternoon ·Sunday ·next weekListening 4 > D1、I was hopingI am afraid I can’t2、What about SundayI wish I could3、Maybe next weekMuch as I’d like toI won’t be free next week4、Sorry to hearI was looking forward to I am really sorry MaybesometimeSpeaking 2 > AAttention：A=Extending an invitationB=Negotiating a timeC=Accepting an invitationD=Declining an invitation1-5: DCAAB 6-10: CBDBC 11-14: DABA Quiz> A:1、D2、A3、D4、B5、B> B:6、C7、B8、C9、D10、B> C:[11]、wondered[12]、empty-handed[13]、insisted[14]、inexpensive[15]、wine> D:16、John’s wedding17、chatting with her18、modern art exhibition19、her father’s birthday20、WorkUnit 2 Making arrangements ?Language focus1、attending a meeting2、visiting a client3、writing a report4、making a sales call5、going to a trade fair6、having lunch with a clientLesson ABefore you watch > B1、A2、C3、C4、BWhile you watch > A1、F2、F3、F4、T5、FWhile you watch > BToday：·tour factory with Diane and Chris Fox ·meet engineers·dinner with Diane and Mr HarrisTomorrow：·visit the test facility with Diane and Jasmine; meet Jim Gibson ·taxi from Lowis Engineering to the airportWhile you watch > C[1]、here’s the schedule for the next two days[2]、just run through it[3]、factory manager[4]、show you the factory[5]、you can talk to some of our engineers[6]、taking you to dinner[7]、Managing Director[8]、Sounds good[9]、are picking you up from your hotel[10]、take you by car to our test facility just outside of London[11]、That’ll be interesting[12]、you’re meeting the test manager[13]、a taxi’s picking you up from here and taking you to the airport[14]、Australia[15]、that all sounds very well organisedAfter you watch > A[1]、First[2]、After[3]、Next[4]、then[5]、While[6]、FinallyAfter you watch > B1、Today I’m planning to listen to my English CD while driving to work.2、First of all, we’re having a meeting.3、After that I’m having lunch with Jasmine.4、Then I’m writing a report for my boss.5、Finally, this evening I’m going to a movie.After you watch > C1、flying to the US to visit our New York office2、I’m meeting with the sales managers3、I’m having a tour of the warehouse4、I’m having lunch with the Managing Director to discuss the business plan5、I’m doing some sightseeing and flying back to London at 10 pm Lesson BSection I:Listening 1 > A·Convention Centre·booked·rundown·itinerary·inform·scheduleListening 1 > B1、July 11thJuly 12th2、July 13th3、July 14th4、July 13th5、July 10thListening 1 > C1、B2、A3、A4、CListening 1 > D1、B2、A3、B4、BListening 2 > A ·paperwork·chat·available ·appointment ·postponedListening 2 > B1、Friday afternoon2、Wednesday afternoon3、Wednesday morning4、Thursday afternoon5、Friday afternoon6、Thursday morningListening 2 > C1、A2、B3、B4、DListening 2 > D1、A2、B3、B4、ASpeaking 1 > AA=Asking about arrangements B=Taking about arrangements。

新世纪英语高职高专版听力unit2

П Dialogues
Exercise 1
Dialogue One:
1. Where are the two speakers? B A. At a party. B. In a bank. C. In a university. D. At a meeting. 2. What kind of foreign currency deposit account will the woman open? A. US dollars. B.RMB. C. Euro. D. British pounds. 3. What is the current interest rate for a fixed account? A A. 0. 8125 ％. B. 0. 8251％ . C. 0. 125％ . D. 0. 152％ . B 4. What kind of account did the woman open finally? A. A current account. B. A fixed account. C. A checking account. D. An export account. 5. What would happen if the woman draw money before the due time? A The interest rate would be lower. B. She could only withdraw half of the amount before the due time. C. The interest rate wouId be the same. D. She has to withdraw the money for only once.

高级英语视听说教程第二册听力文本(2020年九月整理).doc

Book 2 Chapter 1 The PopulationToday we’re going to talk about population in the United States. According to the most recent government census, the population is 281,421,906 people. Now this represents an increase of almost 33 million people since the 1990 census. A population of over 281 million makes the United States the third most populous country in the whole world. As you probably know, the People’s Republic of China is the most populous country in the world. But do you know which is the second most populous? Well, if you thought India, you were right. The fourth, fifth, and sixth most populous countries are Indonesia, Brazil, and Pakistan. Now let’s get back to the United States. Let’s look at the total U. S. population figure of 281 million in three different ways. The first way is by race and origin; the second is by geographical distribution, or by where people live; and the third way is by the age and sex of the population.First of all, let’s take a look at the population by race and origin. The latest U. S. census reports that 75.1 percent of the population is white, whereas 12.3 percent is black. Three percent are of Asian origin, and 1 percent is Native American. 2.4 percent of the population is a mixture of two or more races, and 5.5 percent report themselves as “of some other race”. Let’s make sure your figures are right: OK, white, 75.1 percent; black, 12.3 percent; Asian, 3 percent; Native American, 1 percent; a mixture of two or more races, 2.4 percent; and of some other race, 5.5 percent. Hispanics, whose origins lie in Spanish-speaking countries, comprise whites, blacks, and Native Americans, so they are already included in the above figures. It is important to note that Hispanics make up 12.5 percent of the present U.S. population, however. Finally, the census tells us that 31 million people in the United States were born in another country. Of the 31 million foreign born, the largest part, 27.6 percent are from Mexico. The next largest group, from the Philippines, number 4.3 percent.Another way of looking at the population is by geographical distribution. Do you have any idea which states are the five most populous in the United States? Well, I’ll help you out there. The five most populous states, with population figures, are California, with almost 34 million; New York, with 21 million; Texas, with 19 million; and Florida, with 16 million; and Illinois with 12.5 million people. Did you get all those figures down? Well, if not, I’ll give you a chance later to check your figures. Well, then, let’s move on. All told, over half, or some 58 percent of the population, lives in the South and in the West of the United States. This figure, 58 percent, is surprising to many people. It is surprising because the East is more densely populated. Nevertheless, there are more people alltogether in the South and West. To understand this seeming contradiction, one need only consider the relatively larger size of many southern and western states, so although there are more people, they are distributed over a larger area. To finish up this section on geographical distribution, consider that more than three-quarters of the people live in metropolitan areas like Los Angeles, New York, Chicago, and Houston. That means that only 20 percent, or 2 out of 10 people, live in rural areas. An interesting side note is that some 3,800,000 U.S. citizens live abroad, that is, in foreign countries.Before we finish today, I want to discuss the distribution of the U.S. population in terms of age and sex. Just for interest, would you say there are more men or more women in the United States? Well, according to the 2000 census, there are more women. In fact, there are more than five million more women than men in the U.S. population. If we consider that more males than females are born each year, how can this difference be explained? Well, for a variety of complicated reasons that we can’t go into here, there is a progressively higher death rate for males as they get older. This is seen in 2003 life expectancy figures: the life expectancy for women is 80.4 years whereas for men it is only 74.5 years. I don’t know how these life expectancy figures compare to those in your countries, but statistically women generally live longer than men worldwide. Now, to finish up, let’s look at the average age of the whole population. Overall, the average age of the population is increasing: from 33.1 years in 1990 to 35.3 years in 2000. The average age has been slowly, but steadily, increasing over the past several decades. This trend toward a higher average age can be explained by a decreasing birth rate and an increasing life expectancy for the population as a whole. Well, I’d like to investigate these two subjects further, but I see our time is up, so we’ll have to call it quits for today. You may want to pursue the topic of the aging U.S. population further, so there are some suggestions at the end of the lesson to help you do so. Thank you.Chapter Two Immigration: Past and PresentThe act of immigrating, or coming to a new country to live, is certainly nothing new. Throughout history, people have immigrated, or moved to new countries, for many different reasons. Sometimes these reasons were economic or political. Other people moved because of natural disasters such as droughts or famines. And some people moved to escape religious or political persecution. No matter what the reason, most people do not want to leave their native land and do so only under great pressure of some sort, but a few people seem quite adventuresome and restless by nature and like to move a lot. It seems both kinds of people came to America to live. The subject ofimmigration is quite fascinating to most Americans, as they view themselves as a nation of immigrants. However, the early Britons who came to what is today the United States considered themselves “settlers” or “colonists,” rather than immigrants. These people did not exactly think they were moving to a new country but were merely settling new land for the “mother country.” There were also large numbers of Dutch, French, German, and Scotch-Irish settlers, as well as large numbers of blacks brought from Africa as slaves. At the time of independence from Britain in 1776, about 40 percent of people living in what is now the United States were non-British. The majority of people, however, spoke English, and the traditions that formed the basis of life were mainly British traditions. This period we have just been discussing is usually referred to as the Colonial Period. Today, we’re a little more interested in actual immigration after this period. Let’s first look at what is often called the Great Immigration, which began about 1830 and ended in 1930. Then let’s consider the reasons for this so-called Great Immigration and the reasons it ended. Finally, let’s talk about the immigration situation in the United States today, As I said, we’ll begin our discussion today with the period of history called the Great Immigration, which lasted from approximately 1830 to 1930. It will be easier if we look at the Great Immigration in terms of three major stages, or time periods. The first stage was from approximate1y 1830 to 1860. Now, before this time, the number of immigrants coming to the United States was comparatively small, only about 10,000 a year. However, the rate began to climb in the 1830s when about 600,000 immigrants arrived. The rate continued to climb during the 1840s with a tota1 of 1,700,000 people arriving in that decade. The rate continued to climb, and during the 1850s 2,600,000 immigrants arrived. During this first stage of the Great Immigration, that is, between the years 1830 and 1860, the majority of immigrants came from Germany, Great Britain, and Ireland. Now let’s consider the second stage of the Great Immigration. The second stage was from l860 to 1890, during which time another 10,000,000 people arrived. Between l860 and 1890 the majority of immigrants continued to be from Germany, Ireland, and Great Britain. However, during the second stage, a smaller but significant number of immigrants came from the Scandinavian nations of Denmark, Norway and Sweden. The third stage of the Great Immigration, which lasted from 1890 to 1930, was the era of heaviest immigration. Between the years l890 and l930, almost 22 million immigrants arrived in the United States. Most of these new arrivals came from the Southern European countries of Greece, Italy, Portugal, and Spain and the Eastern European countries of Poland and Russia.Now that we know something about the numbers and origins ofimmigrants who came to the States during the Great Immigration, let’s consider the reasons why most of these people immigrated to the United States. Why did such large numbers of Europeans leave their homes for life in an unknown country? It would be impossible to discuss all the complex political and economic reasons in any depth today, but we can touch on a few interesting facts that might help to clarify the situation for you. First of all, one of the most important reasons was that the population of Europe doubled between the years 1750 and 1850. At the same time that the population was growing so rapidly, the Industrial Revolution in Europe was causing widespread unemployment. The combination of increased population and the demand for land by industry also meant that farmland was becoming increasingly scarce in Europe. The scarcity of farmland in Europe meant that the abundance of available land in the growing country of the United States was a great attraction. During these years, the United States was an expanding country and it seemed that there was no end to land. In fact, in 1862, the government offered public land free to citizens and to immigrants who were planning to become citizens. In addition to available farmland, there were also plentiful jobs during these years of great economic growth. Other attractions were freedom from religious or political persecution. Some other groups also came to the United States as the direct results of natural disasters that left them in desperate situations. For example, the frequent failure of the potato crop in Ireland between the years 1845 and 1849 led to widespread starvation in that country, and people were driven to immigrate. Another factor that affected the number of immigrants coming to the United States was improved ocean transport beginning in the 1840s. At that time, ships large enough to carry large numbers of people began to make regular trips across the ocean. Now let’s summarize the reasons for the high rate of immigration to the United States during the years we discussed: first, the doubling of the population in Europe between 1750 and 1850; second, the unemployment caused by the Industrial Revolution; and third, the land scarcity in Europe, followed by religious and political persecution and natural disaster. These reasons combined with improved transportation probably account for the largest number of immigrants.I would now like to talk briefly about the period of time following the Great Immigration and the reasons for the decline in the rate of immigration. Although immigration continues today, immigration numbers have never again reached the levels that we discussed previously. There are several reasons for this decline. This decline was in part due to various laws whose aim was to limit the number of immigrants coming from different parts of the world to the UnitedStates. The first such law that limited the number of immigrants coming from a certain part of the world was the Chinese Exclusion Act of 1882. This law was followed by many other laws that also tried to limit the numbers of people immigrating from various countries or parts of the world. In addition to such laws, certainly economic and geopolitical events as important as the Great Depression starting in 1929 and World War II also contributed to the decline in immigration.Let’s conclude our talk by discussing the current situation with respect to immigration, which is quite different from that in the past. To understand some of the changes, it’s important to note that in 1965 strict quotas based on nationality were eliminated. Let’s see how different things are today from the past. As I noted, the greatest number of immigrants to the United States have historically been European. According to U.S. Census figures, in 1860, the percentage of immigrants that were European was 92 percent. But by 1960, the percentage of European immigrants had dropped to 74.5 percent, and by the year 2002, it had dropped to 14 percent! In 2002, 52.2 percent of immigrants came from Latin America, that is, from the Caribbean, Central America, and South America. Mexico is ordinarily considered part of North America, but the U.S. Census Bureau considers Mexico as a Central American country in terms of immigration statistics, and estimates that more than one-third of the total of all immigrants to the United States in 2002 came from Mexico or another Central American country. The next largest percentage, 25.5 percent, of immigrants came from Asia, mainly from the Philippines, China, and India.Although immigration dropped sharply when the United States entered World War I and remained low throughout the Depression and World War II years, at the end of the l940s, immigration began to increase again and has, in general, risen steadily since then. It might surprise you to know that the actual number of immigrants coming yearly to the States in recent years is about the same as the numbers coming yearly between 1900 and 1910. Keep in mind, though, that the population of the United States is much larger now than at the turn of the century, so that while the yearly numbers may be similar, the percentage of the population that is foreign-born is considerably smaller today than it was a century ago.It might be interesting to speculate on immigration in the future. Will the trend continue for non-Europeans to immigrate to the United States? The answer is probably yes for the foreseeable future. Do these non-European people come to the United States for the same reasons that Europeans came? Well, land is no longer plentiful and cheap. Industry no longer requires large numbers of unskilled workers. In fact, the government usually tries to restrict immigration to those people who already have the skills to be successful in U.S. society.Still, people come for politica1 and economic reasons and probably will continue to do so.Chapter 3 Americans at WorkWhether you love it or hate it, work is a major part of most people’s lives everywhere in the world. Americans are no exception. Americans might complain about “blue Monday,” when they have to go back to work after the weekend, but most people put a lot of importance on their job, not only in terms of money but also in terms of identity. In fact, when Americans are introduced to a new person, they almost always ask each other, “What do you do?” They are asking, what is your job or profession. Today, however, we won’t look at work in terms of what work means socially or psychologically. Rather, we’re going to take a look at work in the United States today from two perspectives. First, we’ll take a historical look at work in America. We’ll do that by looking at how things changed for the American worker from the beginning to the end of the twentieth century, that is, from the year 1900 to the year 1999. Then we’ll look at how U.S. workers are doing today.As we look at the changes over the last century, we’re going to use a lot of statistics to describe these changes. You will need to write down a lot of numbers in today’s lecture. First, let’s consider how the type of work people were involved in changed. At the beginning of the twentieth century, about 38 percent of the workforce was involved in agriculture; that is, they worked on a farm. By the end of the century, only 3 percent still worked on farms. There was also a large decrease in the number of people working in mining, manufacturing, and construction. The number of workers in mining, manufacturing, and construction went down from 31 percent to 19 percent.While the number of people in these goods producing industries went down, the number of people in the service industries went up. As you may know, a service industry is one that provides a service, rather than goods or products. A few examples include transportation, tourism, banking, advertising, health care, and legal services. I’m sure you can think of more. The service industry workforce jumped from 31 percent of the workforce at the turn of the century to 78 percent in 1999.Let’s recap the numbers: in 1900, 38 percent in agriculture; 31 percent in mining, manufacturing, and construction; and 31 percent in the service industries. That should add up to 100 percent. In 1999, 3 percent in agriculture; 19 percent in mining, manufacturing, and construction; and 78 percent in the service industries. Again, that should add up to 100 percent.The labor force changed in other important ways. For example,child labor was not unusual at the beginning of the twentieth century. In 1900 there were 1, 750, 000 children aged ten to fifteen working full-time in the labor force. This was 6 percent of the labor force. Over the years, child labor laws became much stricter and by 1999, it was illegal for anyone under sixteen to work full-time in any of the fifty states. While the number of children in the workforce went down, the number of women went up dramatically. In 1900, only 19 percent of women were employed; in 1999, 60 percent of women were holding down jobs.Let’s see what has happened to wages and salaries. All the numbers I will give you are in terms of 1999 dollars. Let me explain. In 1900 the average per capita income was $4,200 a year. That does not mean that the average worker in 1900 earned $4,200, a year, but that what he or she earned was equal to $4, 200 in 1999. That is, the amount of money the average worker earned in 1900 was worth the same as $4,200 in 1999. The average per capita income in 1999 was $33, 700. Not only did people earn a lot more money at the end of the century, they also received a lot more in benefits than at the beginning of the century. One of the important benefits most workers received later in the century was health insurance. Whereas wages and salaries rose over the century, the average workweek dropped. That is, workers, in general, did not work as long hours in 1999 as they did in 1900.The last area that I’d like to give you a few statistics about is workplace safety. Most of us who go to work every day don’t think a lot about whether we are safe or not, but in 1900 it was a real concern for a lot of workers. There aren’t many statistics available, but the U.S. government does have statistics on two industries that will give you some idea of the differences today. In 1900 almost 1,500 workers were killed in coal-mining accidents; in 1999, the number was 35. 2,555 railroad workers were killed in 1900, compared to 56 in 1999.People often tend to romanticize the past and talk about “the good old days,” but I think it’s fair to say that by the end of the twentieth century, U.S. workers in general made more money, they enjoyed more benefits, and their working conditions had improved greatly.Now let’s turn our attention to the current situation for U.S. workers. The picture is not so rosy as the one drawn by comparing U.S. workers at the beginning and the end of the twentieth century. I’m going to focus on the current situation in terms of productivity, working hours, and wages and salaries.First let’s consider the number of hours worked. According to a 2003 study released by the United Nations International Labor Organization, U.S. workers are the most productive in the world among industrialized nations, but they work longer hours than Europeanworkers to achieve this productivity. Europeans typically have four to six weeks of vacation a year, whereas the average American worker has only about two weeks. This study points out that the longer working hours in the United States is a rising trend, while the trend in other industrialized countries is the opposite.Workers in some European countries actually outproduce American workers per hour of work. It has been suggested that this higher rate of productivity might be because European workers are less stressed than U.S. workers.At any rate, there seems to be general agreement that U.S. productivity has greatly increased over the last thirty years. However, workers have not seen their wages rise at the same rate. A group of sociologists in their book Inequality by Design point out that there is a growing gap between rich Americans and everyone else in the United States. They write that between 1949 and 1974, increases in productivity were matched by increases in wages for workers in both manufacturing and the service industries, but since 1974, productivity increased 68 percent in manufacturing and 50 percent in services, but real wages stagnated. That is, wages moved up little or not at all. So, where does all the money generated by the increased productivity go then? According to the authors of this book, the money goes to the salaries for CEOs, to the stock market, and to corporate profits. Workers play a great role in increasing productivity, but no longer see their wages connected to increased productivity. In other words, CEOs’ salaries, the stock market, and the corporate profits go up as work productivity goes up, but workers’ wages don’t.What are the reasons why U.S. workers, who are the most productive in the world, have to work longer hours, have fewer vacation days, and see their wages stagnate and not rising at the same rate as productivity? The answer to this question is complex and controversial, but there are two reasons most people who speak or write about these issues mention: The first is that labor unions in the United States have lost great power since the beginning of the 1980s, and the second is that the government has passed laws that favor the rich and weaken the rights of the workers.I see our time is up. So, I’ll see you next time.Chapter 4 Family in the United StatesA hundred years ago, one heard the same kind of comments about the American family that one hears today --- in short, that the American family is disintegrating. Proof of this disintegration at the end of the nineteenth century included three points: the declining birth rate, a rising divorce rate, and evidence that women were not completely content with their domestic role. It’s a little surprisingto me that the same claim about the family is being made today --- that it is disintegrating. And often the same points are mentioned as proof: declining birth rates, increasing divorce rates, and discontent of women with domestic roles. Now, in no way do I mean to imply that cultural, demographic, and economic conditions are the same now as they were 100 years ago. On the contrary, the very nature of the family has changed drastically in the last 50 years, not to mention the last 100 years. But I don’t think the average person’s concept of the family has changed very much over the years. A lot of people have on fixed idea of the family: a married couple where Mother stays home to care for the children and Father works. But this idea is challenged by what we see every day in U.S. society. To be sure, the family is a very sensitive barometer for what is happening in the society, the culture, and the economy of the United States. To make this point clearer, we’ll take a look at how the American family has changed in the last 50 years by looking at three different time periods: there are the mid-1940s to the mid-1960s; the mid-60s to the mid-80s; and finally the present. Sociologist Barbara Dafoe Whitehead labels these three periods: the period of traditional familism, the period of individualism, and the period of the new familism. I will try for each period to show how economic, demographic, and cultural elements interact and, in turn, affect the family.Well, let’s proceed in chronological order and start with traditional familism. We’re talking here of the twenty years from the mid-1940s to the mid-1960s. This was the period after World War II, a period characterized by a very strong economy. This gave the United States a rising standard of living and a growing middle class. Demographically, the predominant configuration of the family from these years was the traditional one: a married couple with children. Some women worked, but divorce rates were low, and birth rates were high. I guess you could say that the country idealized the family in these years. And what I mean is, there was a commitment to the family from its members and a reverence for it from society. TV programs of the era depicted the family in the classical configuration: working father, housewife, and children. Culturally, three characteristics stand out in this period: conformity to social norms, greater male domination of the family than in the later periods, and clear-cut gender roles, that is, clear and separate roles for men and women at home and at work. Well, things changed quite a bit after this period.Let’s move on to the second period, the period of individualism. This period is from the mid-1960s to the mid-1980s. Now, because individualism is so often mentioned in our discussion of U.S. culture and people, I should make a little detour here before we discuss it. Individualism brings to mind two other words: independence andself-reliance. Individualism conveys the idea that one should think and act for himself or herself, according to what one feels is right. Individualism is easily confused with egotism or selfishness, but in its best sense, it is much more. Individualism implies that one has the freedom to decide what is best rather than allowing that decision to be made by a group such as the community or society. Individualism does, of course, conflict with the concept of community, which implies that the group shares in making decisions. And this conflict between the individual and the community is one that comes up again and again in our lecture series about the United States. All right, let’s get back to our discussion about the family.The second period, the period of individualism, saw three important social and political movements. Do you have any idea which movements I might be talking about? Keep in mind that these decades were characterized by a lack of conformity to social norms. Well, the movements have in mind are the sexual revolution, in which sex was clearly no longer reserved for marriage; the women’s liberation movement; and the movement against the war in Vietnam. All three movements---the sexual revolution, woman’s liberation, and the antiwar movement --- were typical of the nonconforming nature of these decades. Now, culturally, it is in this period where we see two important developments: one the idealization of one’s career and work and, two, the drive for self-expression and self-fulfillment. In this period, the feminist movement challenged traditional gender roles and male domination of society. Women began to enter professions previously closed to them like medicine, law, and management. Men, for their part, began at least to consider a more active role in raising their children.These cultural changes occurred during a time of economic changes, too. This was a time of rapidly rising cost of living. Together, these forces changed the demographics of the family. The former picture of the family had only one configuration: a married couple with children where Mother stayed home. The new picture of the family had to include new configurations, like families in which the husband and wife both worked, families of single parents with children, and families of cohabiting couples with or without children. With more women pursuing careers and making money, there was less economic pressure for them to stay in an unsuitable marriage. Therefore, divorce rates doubled in a decade. Rising divorce rates and more financial independence for women made marriage a less attractive arrangement for many women. Consequently, the number of single-parent households tripled. Less conformity to social norms paved the way for cohabitation. So the number of unmarried couples living together in this period quadrupled. Can you see how economic, cultural, and demographic aspects of the。

新职业英语视听说教程2Unit 4

Listening 1 TASK 2 Exchanging Foreign Currency
New Words & Expressions
1. Euro n. 欧元 There are 100 cents in a euro, sometimes called euro cents. 一欧元相当于100分，或称为欧分。
UNIT 4 Money
Outline
Listening Watching Speaking Supplementary Material
12 12 12
Further Listening Further Watching
Fun Time
Lead-in
What is money?
In the financial field, money includes not only cash, but also deposits, credit cards, shares and so on.
↓
Period 3: Listening 2 → Speaking 2 (Task 1-2)
↓
Period 4: Watching 2 → Speaking 2 (Task 3-4)
• After Class
Unit File + Supplementary Listening + Project
Learning Focus
Listening 1 TASK 2 Exchanging Foreign Currency
Ⅰ Warming-up
Do research on the exchange rate between RMB and the following currencies. Then discuss with your partner the difference between selling rate and buying rate.

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前言《高职英语》（Higher Vocational English）系列教材包括《高职英语听说教程》《高职英语读写教程》和《高职英语拓展教程》，是一套专门针对当前高职高专学生英语学习需求而编写的英语系列教材。

根据《高职高专教育英语课程教学基本要求》《全国高职高专英语应用能力考试（A/B级考试）大纲》和教育部颁布的《关于全面提高高等职业教育教学质量的若干意见》，本系列教材的编写在遵循语言教学的科学规律的同时，也充分考虑新形势下高职高专英语教学的实际需求。

其特点是突出实用性、职业性，兼顾知识性、趣味性。

整套教材的编写理念是以“面向社会，针对岗位，强化能力，促进发展”为宗旨，以工作需求和岗位技能为主线，以职场活动为学习情境，用任务驱动学习，促进听说读写技能的全面训练，最终实现岗位工作能力的培养和提高。

《高职英语听说教程》充分利用现代化教学设备，将听说结合起来，使学生在富有情趣的教学氛围中学会并掌握在不同的语境中正确、恰当、灵活地运用目标语言进行交际的能力，开拓学生的思维能力和创造力。

本教材具有四个突出的特色：1.突出学生中心以教师为引导、以学生为中心是现代教育的全新理念，是培养学生积极地、主动地、独立地完成学习任务的全新教学模式。

本教材在内容的选择上，遵循高职学生的认知规律，选材由浅入深，涵盖了现实生活的方方面面，体裁多样，使学习者能够接触到不同风格的规范英语。

为了体现以职业能力培养为重点，在课上及课下的语言活动中，所有的练习设计都体现了启发式、讨论式的教学方法和合作学习理念。

这些活动大大激发了学生开口说英语的兴趣，也促进了语言的教学模式向以学生为中心转变，让学生成为学习的主体，让教师成为学习的组织者、引导者和协助者。

2.突出实用性本着“适度、够用”的原则，教材的主题几乎涵盖了当代大学生在生活、学习及将来工作中所涉及的所有题材。

题材包括职场新人、日常业务、商务活动及未来发展四个方向，包括与人相处、了解工作场所、处理日常事务、外出差旅、描述产品、投诉建议、接待访客、求职应聘、培训学习、职业规划等内容，能够增强学习者进行中英文化和思维方式的对比意识和语言使用的跨文化意识，建立“自我学习、终身学习”的现代学习观。

在课程1教学中重视知识的传授、积累，以及学生能力的培养、训练，最终全面提高英语语言的综合表达能力。

3.突出教、学、做一体化为了培养学生的专业能力、社会能力和综合能力，本教材除在课上实现了融教、学、做于一体外，还设计了开放型的教学任务，设计要求体现单元教学模式，学练结合，多重循环，小步快进，及时发现问题，及时引导学生解决问题；教学过程涵盖教师示范、学生练习、考核评价，为学生的可持续发展能力奠定了基础。

4. 突出丰富性每个单元有情景对话，包括正常情景、出错情景及意外情景；同时有文化背景知识介绍和休闲娱乐板块，有利于学生增加英语学习兴趣。

《高职英语听说教程》分为一、二两册，包括学生用书和教师用书，及配套的多媒体学习课件、电子教案、自主学习网站等，其中学生用书附赠录音光盘。

整套教材分为职场环境、日常业务、商务活动和未来发展四大板块，共十六个单元。

每个单元围绕同一个职业工作技能展开训练，每个教程各有侧重，既相对独立，又相辅相成。

《高职英语听说教程》每单元由七大部分组成：Section 1 Phonetics Rules（语音知识）：语音知识简介，包括字母组合发音规律、语音知识和绕口令三个部分，旨在听说前让学生熟悉并练习语音规律，目的是让学生了解语音必要知识和发音技巧，为听说环节做好准备。

Section 2 Warming-up Module（热身模块）：包括词语搭配、猜测句意、听写常用句型等五个部分。

此部分旨在培养学生的实际阅读能力和通过阅读获取工作岗位知识的能力。

Section 3 Practice Module （练习模块）：包括三个短对话，练习学生对发音相似的单词听音辨别及对话常用句型练习。

Section 4 Profession Module（职业模块）：包括三个长对话和一篇短文，旨在对职场具体情境进行听力训练，熟悉职场常见词汇及句型。

Section 5 Cultural Notes（文化天地）：精选具有文化特色的美文帮助学生开阔眼界，了解异国风情，拓展英语文化知识，增强英语学习兴趣。

Section 6 After-class Activities（课后练习）：精选历年英语应用能力测试真题及模拟题，让学生课余时间能熟悉和了解该单元话题的考试内容。

Section 7 Fun Time（开心时刻）：通过英文经典诗歌、电影、歌曲丰富课堂内容，增加英语学习的乐趣，提高学生学习积极性。

《高职英语听说教程》由鄂州职业大学公共外语课部教师编写，是高职高专公共英语教学理念方面的新的探索和创新，缺点和疏漏之处在所难免，欢迎广大使用者批评指正。

编　者 2目录Phonetics Rules / 2Part 1Warming-up Module / 4Part 2Practice Module / 8Part 3 Profession Module / 13Cultural Notes / 20Fun Time / 22Phonetics Rules / 26Part 1 Warming-up Module / 27Part 2 Practice Module / 31Part 3 Profession Module / 36Cultural Notes / 43Fun Time / 45Phonetics Rules / 48Part 1 Warming-up Module / 49Part 2 Practice Module / 53Part 3 Profession Module / 58Cultural Notes / 64Fun Time / 65Phonetics Rules / 68Part 1 Warming-up Module / 69Part 2 Practice Module / 73Part 3 Profession Module / 78Cultural Notes / 841Fun Time / 85Phonetics Rules / 88Part 1 Warming-up Module / 89Part 2 Practice Module / 93Part 3 Profession Module / 98Cultural Notes / 105Fun Time / 107Phonetics Rules / 110Part 1 Warming-up Module / 111Part 2 Practice Module / 115Part 3 Profession Module / 120Cultural Notes / 126Fun Time / 128Phonetics Rules / 130Part 1 Warming-up Module / 131Part 2 Practice Module / 135Part 3 Profession Module / 139Cultural Notes / 145Fun Time / 147Phonetics Rules / 150Part 1 Warming-up Module / 152Part 2 Practice Module / 156Part 3 Profession Module / 161Cultural Notes / 167Fun Time / 1682Unit 1Unit 1 2suit fruit juice suitable cruiserbuilt guitar circuit biscuit buildingesday due undue cue barbecueblue true glue flue cluetall hall mall ball callPhonetics Notes英语中的重音分为单词重音和句子重音两种。

英语单词由于音节的数量不一，就出现了读起来有轻有重的现象。

一般地，每个单词都有一个音节是重读的，称为重读音节，符号/ˈsɒri/；其余的音节不重读，称为非重读音节。

但有的多音节词，除了一个重读音节之外，还有一个次重读音节，符号congratulation /kənˌɡrætjʊˈleɪʃ(ə)n/我们在朗读英语或用英语交谈时，有些词读得或说得又轻又快，而且较为含糊，有些词则读得或说得又重又慢，而且较为清晰。

那些读得或说得响亮而清晰的词就是句子的重音所在。

Unit 1 3Unit 1 4Part 1Warming-up Module Situation introduction: You are required to attend a business meeting in another city. Now you have to book a ticket and make a reservation. Do you know how to express them in English? The following expressions may help you. Let’s practice.1. Listen and match. Listen to the following expressions and match them with thepossible meanings.（1）Round-trip ticket （）A.到达时间（2）Departure time （）B.售票处（3）Regular flight （）C.正常航班（4）Travel insurance （）D.硬座（5）Ticket office （）E. 平均房价（6）Flight number （）F.洗衣服务（7）Arrival time （）G.预订表（8）Domestic flight （）H.国内航次（9）Hard sleeper （）I.入住登记表（10）Hard seat （）J.标准间（11）Free Individual Traveller（FIT）（）K.预订记录（12）Advanced deposit （）L.唤醒服务（13）Peak season （）M.往返票（14）Booking form （）N.起飞时间（15）Average rate （）O.预付押金（16）Reservation record （）P.硬卧Unit 1 5（17）Registration card （）Q.散客（18）Standard room （）R.旺季（19）Morning call （）S.航班号（20）Laundry service （）T.旅行保险2. Listen again and try to remember these expressions.3. Listen and match. Listen to the following sentences and guess their meanings.（）（1）I’d like to make a reservation to Boston next week. What about the fare?（）（2）How long is the flight?（）（3）Is there any difference in price?（）（4）I’d like a refund on this ticket.（）（5）I’d like to pay in cash.（）（6）Could you give me your name and phone number?（）（7）When do I have to check in?（）（8）I’d like to book a single room with a bath.（）（9）I’d like to book a double room for next Tuesday.（）（10）How much is this room per night?Unit 1 6A. 价格有什么不一样吗？B. 能告诉我您的名字和电话号码吗？C. 下星期二我想订一个双人房间。

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