U5听力教程第三版施心远学生用书答案

Unit 5

Section One Tactics for Listening

Part 1 Phonetics

Stress, Intonation and Accent

Script

Listen to Peter talking to Maggie. Is he asking a question or does he just want her to agree? Tick the right box.

1. You’ve been to Canada, haven’t you? ↘

2. Oh yes, I remember. You went a couple of years ago, didn’t you? ↗

3. Now, let’s see ... It’s er, it’s a mainly agricultural country, isn’t it? ↘

4. Well yes, I know, but there’s not much industry once you’ve left the coast, is there?

↗

5. I see ... Mm, so the North would be the best place to go to, wouldn’t it? ↘

6. Yeah. Mind you, I should think the South is very beautiful, isn’t it? ↘

7. (laughs) Yeah. That’s right. Oh and what about transport? It’d be better to hire a car,

wouldn’t it? ↗

8. Really? That’s cheap. It costs that much a day here, doesn’t it? ↘

Key

Part 2 Listening and Note-Taking

Reading

Script

A. Listen to some sentences and fill in the blanks with the missing words.

1. There is no hard and fast rule, for no two are alike.

2. The fact that he or she might later be “bored” when joining a class of nonreaders at

infant school is the teacher’s affair.

3. If badly done it could put them off reading for life.

4. But the task should be undertaken gently.

5. Reading should never be made to look like a chore.

B. Listen to a talk about reading. Take notes and complete the following summary.

When should a child start learning to read and write? This is one of the questions I am most frequently asked. There is no hard and fast rule, for no two are alike, and it would be wrong to set a time when all should start being taught the ins and outs of reading letters to

form words.

If a three-year-old wants to read (or even a two-year-old for that matter), the child deserves to be given every encouragement. The fact that he or she might later be “bored”

when joining a class of non-readers at infant school is the teacher’s affair. It is up to the teacher to see that such a child is given more advanced reading material.

Similarly, the child who still cannot read by the time he goes to junior school at the age of seven should be given every help by teachers and parents alike. They should make certain that he is not dyslexic*. If he is, specialist help should immediately be sought.

Although parents should be careful not to force youngsters aged two to five to learn to read (if badly done it could put them off reading for life), there is no harm in preparing them for simple recognition of letters by labelling various items in their room. For instance, by a nice piece of cardboard tied to their bed with BED written in neat-big letters.

Should the young child ask his parents to teach him to read, and if the parents are capable of doing so, such an appeal should not be ignored. But the task should be undertaken gently, with great patience and a sense of humour. Reading should never be made to look like

a chore and the child should never be forced to continue, should his interest start to flag*.

Key

A. 1. There is no hard and fast rule, for no two are alike.

2. The fact that he or she might later be “bored” when joining a class of non-readers at

infant school is the teacher’s affair.

3. If badly done it could put them off reading for life.

4. But the task should be undertaken gently.

5. Reading should never be made to look like a chore.

B. Reading

It would be wrong to set a time when a child should start learning to read and write.

Parents should encourage youngsters aged two to five to read if they show interests in it,

but never force them to learn to read. He or she might later be “bored” when joining a

class of non-readers at infant school. Then it is up to the teacher to see that such a child

is given more advanced reading material.

Similarly, if a child cannot read at the age of seven, teachers and parents should make certain that he is not dyslexic. If he is, specialist help should immediately be

sought.

Parents should not ignore the young child’s appeal to be taught to read. But the task should be undertaken gently, with great patience and a sense of humour. Reading should

never be made to look like a chore and the child should never be forced to continue, if

his interests start to flag.

Section Two Listening Comprehension

Part 1 Sentence Identification

Script

Identify each sentence as simple (S), compound (CP), complex (CPL) or compound-complex (C-C). You will hear each sentence twice. Write the corresponding letter(s) in the space provided.

1. The line down the middle of the road wavered, zigzagged, and then plunged right off

the pavement.

2. My sister likes classical music, but I prefer the kind she dismisses as “junk.”

3. Either you must improve your work or I shall dismiss you.

4. Babara and Andrew are sitting under the tree by the river.

5. She only hoped that the entire incident would be forgotten as soon as possible.

Key

1. S

2. C-C

3. CP

4. S

5. CPL

Part 2 Dialogues

Dialogue 1 Digital Sound

Script

A. Listen to the dialogue and compare digital sound and analogical sound.

[music]

Mike: Wow! Nice. CDs have such good sound. Do you ever wonder how they make CDs?

Kathy: Well, they get a bunch of musicians together, and they sing and play.

Mike: Come on. You know what I mean. Why is the sound quality so good? I mean, why do CDs sound so much clearer than cassette tapes?

Kathy: Actually, I do know that.

Mike: Really?

Kathy: It’s all based on digital sound. CDs are digital. Digital sound is like several photos, all taken one after another. It’s kind of like pictures of sound. The

intensity of the sound — how strong it is — is measured very quickly. Then it’s

measured again and again. When we hear the sound, it all sounds like one long

piece of sound, but i t’s really lots of pieces close together. And each piece is

really clear.

Mike: So digital is like lots of short “pieces” of sound.

Kathy: Exactly. This is different from analog* —that’s how they used to record.

Analog is more like one wave of sound. It moves up and down with volume and

pitch. Anyway, analog is like a single wave. Digital is like a series of pieces.

Mike: OK, I understand that. But how do they make the CDs?

Kathy: I told you, Mike. They get a bunch of musicians together, and they sing and play.

Mike: Kathy!

Kathy: No. What really happens is first they do a digital recording — on videotape.

Mike: On videotape?

Kathy: Yeah, they use videotape. So then the videotape is played through a computer.

Mike: OK. What does the computer do?

Kathy: Well, the computer is used to figure out t he “pieces” of sound we were talking

about; how long everything is, how far apart spaces are.

Mike: OK. So the computer is figuring out those separate “pieces” of sound.

Kathy: Yeah. They need to do that to make the master.

Mike: The master?

Kathy: The master is the original that all the other CDs are copied from. It’s made of glass. It’s a glass disk that spins around — just like a regular CD. And the glass

disk is covered with a chemical. They use a laser to burn the signal, or the song,

into the glass plate. The laser burns through the chemical, but not through the

glass.

Mike: So the laser cuts the sound into the plate?

Kathy: Right. What it’s doing is cutting little holes into the back of the disk.Those holes are called “pits.” The laser puts in the pits.

Mike: So CDs really have little holes on the back? I didn’t know that.

Kathy: Yeah. Tiny pits. They’re too small to see. Anyway, then they’ve got the master, and they make copies from it. Then you buy your copy and put it in the CD

player.

Mike: Put it in the CD player ... That part I understand.

Kathy: There’s another laser in your CD player. The light of the laser reflects off the CD. The smooth part of the CD reflects straight back, like a mirror. But the

light that bounces off the pits is scattered. Anyway, the computer in your CD

player reads the light that bounces off the pits. And you get the music.

Mike: Reflected light, huh? ... Uh ... you knew what I like? Just relaxing, listening to music, and not really worrying about how it gets on the disk.

Kathy: You want me to explain it again?

[music]

B. Listen to the dialogue again and complete the following outline.

C. Listen to an extract from the dialogue and complete the following sentences with

the missing words.

Mike: So the laser cuts the sound into the plate?

Kathy: Right. What it’s doing is cutting little holes into the back of the disk.Those holes are called “pits.” The laser puts in the pits.

Key

A.

B. I. The making of CDs

A. Recording

a. First they do a digital recording — on videotape.

b. Then the videotape is played through a computer.

c. The computer figures out those separate “pieces” of sound to make the master.

B. The making of the master

a. The master is the original that all the other CDs are copied from.

b. It’s made of glass, covered with a chemical.

c. They use a laser to burn the signal, or the song, into the glass plate. The laser

burns through the chemical, but not through the glass.

d. It cuts little holes into the back of the disk. Those holes are called “pits.”

e. They make copies from it.

II. Playing back

A. You buy the copy and put it in the CD player.

B. The light of the laser reflects off the CD.

a. The smooth part of the CD reflects straight back, like a mirror.

b. But the light that bounces off the pits is scattered.

c. The computer in your CD player reads the light that bounces off the pits.

d. You get the music.

C.Mike: So the laser cuts the sound into the plate?

Kathy: Right. What it’s doing is cutting little holes into the back of the disk. Those holes are called “pits.” The laser puts in the pits.

Dialogue 2 Lost in Translation

Script

A. Listen to the dialogue. What mistake have some companies made when they used

the same ad in a different country or area? Complete the following chart.

Man: H ere’s one I wouldn’t have thought of. You know those “before and after”

commercials for laundry soap?

Woman: The ones with a pile of dirty clothes on one side and then the same clothes after they’ve been washed? Sure.

Man: There was an American company that had one of those ads. It was really successful in North America. In the ad there was a pile of dirty clothes on the

left, a box of the laundry soap in the middle, and a pile of clean clothes on the

right. So, the message was that a box of this detergent*would make really

dirty clothes clean.

Woman: Yeah?

Man: So what do you think happened when they used the ad in the Middle East?

Woman: I don’t know.

Man: Think about it. In the Middle East, languages are written from right to left.

People look at things from right to left.

Woman: So it looked like the soap made the clothes dirty?

Man: “Our soap will make your clothes dirty!” Not a very smart ad campaign.

Woman: They should have changed the order of the pictures. They should have put the picture of the clean clothes on the left side and the dirty clothes on the right.

Man: Really. Oh, here’s another one. Some shirt maker put an ad in a Mexica n magazine.

Woman: And?

Man: Well, the ad was supposed to say, “When I wore this shirt, I felt good.” But they made a translation mistake.

Woman: What did they say?

Man: Instead of “When I wore this shirt,” the ad said, “Until I wore this shirt, I felt good.”

Woman: “Until I wore this shirt, I felt good”? Gee, changing one little word gave it the opposite meaning.

Man: The article says sometimes it’s not just the advertising slogan that gets companies into trouble. Sometimes the company name can scare off business.

Woman: What do you mean?

Man: Well, there was a large oil company in the United States called Enco: E-N-C-O.

Woman: Yeah, I remember them.

Man: They opened some gas stations in Japan, and they advertised using their American name. Unfort unately, they didn’t know what the word means in

Japanese.

Woman: What does it mean?

Man: “Enco” is a short way of saying “Engine stop” in Japanese.

Woman: Great. Would you buy gasoline from a company that said your car engine would stop?

Man: No, and neither did the Japanese.

Key

Part 3 Passage

Toothbrush

Script

B. Listen to the passage and choose the best answer to each of the questions you will

hear.

Brushing our teeth — such a commonplace activity today, has been around for a long time. Imagine: the ancient Egyptians were already concerned about their dental hygiene! We know this today because they also had the good habit of being entombed* with all their treasures ... So we were able to discover that tombs from 3,000 years before Christ contained small tree branches whose ends had been frayed* into soft fibers. It’s comical to imagine an Egyptian stopping to brush his teeth after a meal, on his break from building a pyramid!

The true ancestor of our toothbrush, however, was invented by the Chinese in the 15th century and brought back to Europe by travellers. This toothbrush was made of hairs from the neck of a Siberian wild boar which were fixed to a bamboo or bone handle. The people of the Occident*, however, found the wild boar hairs too stiff. At the time, very few people in the Western world brushed their teeth, and those who did preferred horse hairs, which were softer than those of the wild boar! In Europe, it was more customary after meals to use a goose feather toothpick, or one made of silver or copper.

Other animals’ hair was also used for dental car e, right up until this century. But it was the poor Siberian wild boar that took the brunt of it. The animal was imported for its neck hairs for a long, long time ... in fact, until nylon was invented, in the 20th century!

In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was invented by Wallace H.

Carothers. In 1938, this new material became a symbol of modernism and prosperity through the commercialization of nylon stockings and of Dr. West’s miracle toothbrush with nylon bristles. The wild boars were finally off the hook!

At first, even if there were many advantages to using this new brush instead of the one made with wild boar hairs (which fell out, wouldn’t dry very well or became full of bacteria), the consumers were not entirely satisfied. This is because the nylon bristles were very stiff and hurt the gums. In 1950, Du Pont improved their toothbrush by giving it softer bristles.

Today the brands, types, and colours of toothbrushes on the market are almost endless.

In spite of this, certain African and American populations still use tree branches to care for their teeth!

Questions:

1. How do we know ancient Egyptians were concerned about their dental hygiene?

2. What is amusing about the Egyptians?

3. Who invented the true ancestor of our toothbrush in the 15th century?

4. Which of the following is not true about the people in the Occident in the 15th

century?

5. What did people begin to use for dental care in the 20th century?

6. When were toothbrushes with nylon bristles first made?

7. What was the fate of the wild boars when D r. West’s toothbrush with nylon bristles

became popular?

8. Why were the consumers not entirely satisfied with nylon bristles at first?

C. Listen to the passage again and discuss the following questions.

Key

A. Most are made of soft nylon bristles.

B. 1. A 2. B 3. C 4. B 5. D 6. C 7. C 8. D

C. 1. In Egypt, tombs from 3,000 years before Christ contained small tree branches whose

ends had been frayed into soft fibers.

2. In the 15th century, Europeans usually use a goose feather toothpick, or one made of

silver or copper to care for their teeth.

3. People used animals’ hair for dental care right up until the 20th century when nylon

was invented.

4. In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was invented by

Wallace H. Carothers.

5. Certain African and American populations still use tree branches to care for their

teeth.

D. 1. Other animals’ hair was also used for dental care, right up until this century. But it

was the poor Siberian wild boar that took the brunt of it.

2. In 1937, nylon was invented by Wallace H. Carothers. In 1938, this new material

became a symbol of modernism and prosperity. The wild boars were finally off the

hook!

Part 4 News

News item 1 Europe’s Migrant Crisis

Script

A. Listen to the news item and answer the following questions. Then give a brief

summary about the news item.

As migrants and refugees continue to rush into Europe, European Union (EU) members held an emergency summit in Brussels.

They hope to agree on how to deal with this large movement of refugees and migrants into Europe. The refugees are coming from countries hurt by war and poverty in the Middle East and Africa.

News reports say the EU members pledged* to better control European borders from mass migration.

The number of refugees could grow into the millions, not thousands, warned the European Union President Donald Tusk.

Mr. Tusk is hosting the emergency summit. He said it is “critical*” that European countries end their disagreement over the migrants. He said they need to agree on a plan, in his words, “in place of the arguments and the chaos we have witnessed.”

Also at the meeting, the European interior ministers offered new aid to Turkey and other countries that are hosting refugees.

Meanwhile, migrants continue to move through European countries toward a preferred final destination. For many, that is Germany or Austria.

B. Listen to the news item again and complete the following sentences.

Key

A. 1. Migrants and refugees continue to rush into Europe due to war and poverty in Middle

East and Africa.

2. EU member states held an emergency summit in Brussels.

3. They pledged to better control European borders from mass migration.

4. They offered new aid to Turkey because it is one of the countries that is hosting a

large number of refugees.

5. It is Germany or Austria.

This news item is about Migrant crisis in Europe.

B. 1. At the emergency summit, the EU president sa id that it is “critical” that European

countries end their disagreement over the migrant crisis.

2. Meanwhile, migrants continue to move through European countries and the number

grows into the millions, which causes a lot of chaos.

C.Mr. Tusk is hosting the emergency summit. He said it is “critical” that European

countries end their disagreement over the migrants. He said they need to agree on a plan, in his wor ds, “in place of the arguments and the chaos we have witnessed.”

News item 2 African Nations Seeking Greater Power at UN

Script

A. Listen to the news item and decide whether the following statements are true (T) or

false (F). Then give a brief summary about the news item.

The leaders of Zimbabwe and Equatorial Guinea are calling for African nations to have more power and influence at the United Nations.

President Robert Mugabe of Zimbabwe and President Teodoro Obiang Nguema of Equatorial Guinea say the continent should have at least one permanent seat on the powerful U.N. Security Council.

The two leaders spoke during a visit to Zimbabwe by Nguema as they prepare for the meeting of the African Union General Assembly later this month in Ethiopia.

They also spoke about peace, security and terrorism in Africa. And Nguema said African

nations must work to become economically independent, just as they have become politically independent.

He said Africa should have two seats on the U.N. Security Council. But the continent should at least have one, he said, with the power to veto*, or cancel, resolutions.

The United States, Russia, Britain, China and France have permanent seats on the council, with veto powers. There are also 10 non-permanent members. These nations serve on the Council for two years. They cannot veto resolutions.

B. Listen to the news item again and complete the following sentences.

Key

A. 1. The leaders of Zimbabwe and Equatorial Guinea are calling for African nations

to have more power and influence at the United Nations.

2. Both presidents think the African continent should have at least two permanent

seats on the powerful U.N. Security Council.

3. The two presidents also discussed issues of poverty, security and terrorism in

Africa.

4. President of Zimbabwe said that African nations must work to become

economically independent, just as they have become politically independent.

5. There are 10 non-permanent members who serve on the UN Security Council for

two years. They cannot veto resolutions.

This news item is about African countries seeking more power and influence at UN.

B. 1. President of Equatorial Guinea visited Zimbabwe in preparation for the meeting of

the African Union General Assembly later this month in Ethiopia.

2. Both leaders think African nations should have the permanent seat on the Council

with the power to veto, or cancel resolutions.

C.And Nguema said African nations must work to become economically independent, just

as they have become politically independent.

Section Three Oral Work

Retelling

A Sailor’s Life

Script

Listen to a passage and then retell it in your own words. You will hear the passage only once. You can write down some key words and phrases.

In these days of jet travel, when a trans-Atlantic journey is a matter of a few hours only, it is hard to imagine what travel must have been like a century or two ago, when the only means of travelling vast distances was by sailing boat.

A sailor’s life must have been hard, ind eed. Apart from the dangers of life at sea, there

must have been extreme boredom to contend with*, because each journey lasted many

weeks.

To pass the time, sailors developed hobbies and crafts. Some sailors drew pictures.

Others carved things out of wood, or painted. One of the strangest arts that was developed by these sailors of long ago, was the art of putting a ship into a bottle. And it was an art, because the ships were usually fully-rigged*, and stood much taller than the width of the bottle necks through which they had been placed.

Section Four Supplementary Exercises

Part 1 Passage

Internet Overtaking TV among Consumers

Script

A. Listen to the passage and choose the best answer to each of the questions you will

hear.

The Internet is drawing hordes of people away from their television sets but will have to become more like TV if it wants to boost its mass appeal to consumers, computer industry executives say.

In any event, the two media are converging rapidly in a trend that will accelerate when digital broadcasting replaces the dominant analog television system around the world.

In a recently completed survey by Dell Computer Corporation, customers prefer to be on the Internet than to watch television at home.

People predict the distinction between television and the Internet — the global network of computer networks — will soon start to blur.

This will lead to customized newspapers and video called up at the touch of a button as

a powerful rival to television. This is a slowly adapting marketplace, but broadcast television

might diminish.

The breakthrough will come when digital broadcasting puts television on the same technological footing as computers.

At the point when the television signal that the average person gets is digital, there is tremendous leverage to browsing the Internet model and the digital bits that you see on your screen.

To get to the 70, 80, 90 percent kind of market that television has, computer industry has to have a model that looks a lot more like television and a lot more like entertainment than any of us have seen so far. By that time the Internet might crowd out television in the battle for consumers.

The consumer is slow to adapt always. You can push the cost down and simplify things, but consumer behavior is very, very difficult to change.

On the hardware front, the trend is toward affordable computers rather than high-powered machines. People want to see very simple, low-cost devices. You don’t need the complexity if you just have a limited set of tasks.

Questions:

1. What is true about the Internet?

2. What happens to the Internet and TV when the digital broadcasting system is

adopted?

3. What does the recent survey made by Dell Computer Corporation prove?

4. What happens when television is put on the same rank as computers by digital

broadcasting?

5. What will happen when television signal is digital?

6. What will computer industry do to get to a high percentage of market shares?

7. What is true in terms of changing consumer behavior?

8. In terms of hardware, what do consumers prefer?

B. Listen to the passage again and discuss the following questions.

Key

A. 1. C 2. D 3. A 4. D 5. B 6. B 7. A 8. A

B. 1. It will have to become more like TV.

2. People predict the distinction between television and the Internet will soon start to

blur.

3. When computer industry has a model that looks a lot more like television and

entertainment.

4. Yes, it can.

5. They want very simple, low-cost devices.

Part 2 Video

Smartphone App to Bridge ASEAN Language Barriers

Script

Watch the video film and answer the questions.

The ASEAN One application will translate about a hundred useful phrases into the 10 languages of the Association of Southeast Asian Nations as well as English.

The Thai company developing the software, iGnite Asia, says it is aimed mainly at frequent business travelers.

CEO Jirath Pavaravadhana says if successful, the y will expand the application’s capabilities.

“The language would be the main theme, but, apart from language, you would have currencies, dir ectories, map and everything.”

Head of marketing Nataphol Pavaravadhana says it will also be a useful tool for students studying a neighboring country’s language.

“So we intend to penetrate the market by using the university connection, and another one is government support.”

The Thai company says it hopes ASEAN countries promote the application as a tool that can help ASEAN’s goal of forming an economic community by 2015.

ASEAN One is expected to be released around June and will be paid for through advertising, making it free for consumers.

Key

1. It will translate about a hundred useful phrases into the 10 regional languages of the

Association of Southeast Asian Nations and English.

2. It is aimed mainly at frequent business travelers.

3. It will provide almost all sources of information, such as currencies, directories and

map.

4. It will also be a useful tool for students learning the language of a neighboring

country.

5. It hopes ASEAN countries promote the application as a tool that can help ASE AN’s

goal of forming an economic community by 2015.