第2册视听阅读Unit9 听力转换成阅读
Aquarium on Wheels
In a classroom at the National Aquarium in Baltimore, ten high school students are preparing for a lesson. They’re also preparing a show-and-tell presentation to give to a group of children and creating costumes for a pla y that they’ve written. Due to their age, this preparation and planning appears to be schoolwork, but it isn’t. In fact, these students are employees of a very special program called “Aquarium on Wheels” .
DeJane’ Jones, Aquarium on Wheels: “There’re a l ot of kids who do not have the opportunity to come to the aquarium, or see live animals or anything like that, so we bring the aquarium to them.”
The overall objectives of Aquarium on Wheels are to entertain and educate. This year’s goal is to explain the importance of the world’s rain forests to young people. These student teachers want to help their young audience to better understand conservation. The play is about a species threatened by the loss of the rain forest because it relies on it for food: the monkey.
Actress: “They’re going to cut down this tree.”
Actor: “They’re going to cut down this tree? How am I going to find my leaves to eat? That means I’m going to have to fight other monkeys! I can’t fight other monkeys; I’m going to mess up my hai r!”
George Faulk, Aquarium on Wheels: “We’re trying to get through to the kids that saving one tree can be important to all the animals in the rain forest.”
For aquarium administrators, on the other hand, the program is about more than just teaching bio logy, or even teaching about the environment; it’s about offering student employees lessons for life. Martha Schaum is the program coordinator at the aquarium.
Schaum: “Most kids like to play in the water—let’s be realistic—so marine biology is a really great vehicle to use to teach the other skills that they need to know.”
One set of skills that the high school students need are the communication skills necessary to get— and keep—a job.
Schaum: “I think for many of them—probably for most of them—they are probably the first in their family to go to college. And so what we’re doing is coming along behind them and saying, …You can do it!’”
Jones: “I wouldn’t be the person I am today if it wasn’t for them. Basically, they taught me responsibility. That’s a big thing I’ve learned here. The rainy season, it rains, like, all day.”
Schaum: “They knew we were going to discuss the rain forest. That’s a big topic. They had to decide how they wanted to present it, the concept that they wanted to use. They had to write the script. They had to decide the sorts of things that they wanted in the lab.”
Through this work, the student teachers learned an enormous amount about organization and planning, and they also learned a bit about themselves as well. Jones: “I t means a lot to me. Like I said, I have been here for three years and I really feel like I’ve helped a lot of people understand conservation.”
However, for many of these teenagers, the real value of Aquarium on Wheels is more personal; it’s about their d reams for their lives.
Student Employee, Aquarium on Wheels: “At first it just seemed like a really cool job to work at the aquarium. Now that I’ve been working here, I’ve finally found out what I would like to be. I’ve found out that I would like to be a marine biologist.”
Faulk: “I want to be an environmental lawyer, so it helps me out a lot.”
Student Employee, Aquarium on Wheels: “It really . . .the program really means a lot to me because I want to major in marine biology. And here at the aquarium I can get the experience that most other students wouldn’t be able to receive.”
The program is proving to be advantageous for these students in helping them to prepare for their future professional lives. For Martha Schaum, the program allows her to achieve personal and professional satisfaction from watching these teenagers grow as people.
Schaum: “This program has meant more to me than anything else, because I’ve just, I have watched these kids grow and develop.”
The Aquarium on Wheels program is having a powerful impact on more than just the rain forests; it’s having a positive effect on everyone involved with this very special program.
Pre-reading activities
1. (Predicting) According to the title, the special program is named “Aquarium on Wheels”because:
A.It is designed for children who often go to the aquarium.
B.It brings the aquarium to schools and libraries around the city by van.
2. (Scanning) How many student teachers are there in the program?
3. (Skimming) How many persons are involved in this text besides the narrator?
While-reading activities
1.Which of the following is not mentioned about the ten high school students?
A.They are preparing for a lesson.
B.They are preparing a show-and-tell presentation.
C.They are creating costumes for a play.
D.They are preparing for a dancing party.
2.The overall objectives of “Aquarium on Wheels” are to _________.
3.Decide whether the following statements are true(T) or false(F).
A.___The play is about an animal affected by the environmental pollution.
B.___The monkey in the play feels upset because people are going to cut down the trees in the rain forest.
C.___For the aquarium administrators, the special program “Aquarium on Wheels”is just aiming at teaching biology to the kids.
D.___According to Martha Schaum, the program coordinator, most kids like to play in the snow.
E.___Marine biology is a great vehicle to use to teach these young employees other skills they need to know in the future.
4.Match column A with column B to make correct sentences.
Column A Column B
1. I really feel like A. how they wanted to present it.
2. For many of these teenagers, the real
value of Aquarium on Wheels
B. their dreams for their lives.
3. They had to decide C. I’ve helped a lot of people understand
conservation.
4. It is about D. is more personal.
https://www.360docs.net/doc/323532319.html,plete the table below to show the positive effects that “Aquarium on Wheels” is having on both the team of high school students and the program coordinator.
Benefits of “Aquarium on Wheels”
For the young teachers For the program coordinator
The program (1)___ a lot to them.
They get the (2)___ that most other students wouldn’t be able to (3)___.
The program may help (4)___ them for their future (5)___ lives. The program allows her to (6)___ personal and professions (7)___.
The program (8)___ more to her than anything else because she may watch these (9)___ grow and (10)___.
Post-reading activities (you can choose one of the two)
1.work in pairs. Start a dialogue with your partner talking about the special program “Aquarium on Wheels”and the high school students involved in this program.
Useful words and expressions
the National Aquarium in Baltimore/ presentation/ Overall objectives/ young audience/ conservation
2.Work with a partner. Role-play a dialogue between a young woman and a monkey actor. Situation: An actor wearing a monkey costume is speaking to a young woman in front of a rain forest background.
Role A: You are the young woman who comes to inform the monkey actor that people are going to cut down the trees in the rain forest.
Role B: You are the monkey actor. You become very upset on hearing the news.
Useful expressions
cut down trees/ find leaves to eat/ That means... / fight other monkeys / mess up one’s hair
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U9—10词汇拓展复习+阅读 第一部分 一、阅读理解。 Several months after I was badly hurt in a car accident, my father sent me to a blind school. That morning was the new beginning. I went to this school and I heard lots of children. My new teacher took me to the class where we were taught to write and type in Braille(盲文) . I found it quite difficult. "Hi, sweetheart, how is school going?" asked my father. "Daddy, I can't do this. I try and try but I just don't get it. I don't know if I am ever going to learn to read Braille. It/s too difficult," I cried. Daddy just held me in his arm and said, "Do you remember that we went to the temple which is on the top of a mountain? When we were climbing the mountain, my legs started aching, I sat down and said, 'I can't see the temple. You can't see it because it is covered with fog. Although you can't see it, I know it is there. I will make sure you will climb up to it.'" "That day you showed me that just you can't see something does not mean it is not there. So although climbing the mountain was difficult, I knew I would get to the top." I was cleat what my dad wanted me to understand. I went back to school and started with new energy. Very soon I could red. One of my classmates said, "You are lucky, you know, you have at least seen the world. I have just heard it. I have been told there are many colors in this world but I don't understand what color means." After listening to her for the first time in two years, I felt lucky. And on that day I learnt that although the light in my eyes is gone, I must see the world with the light in my heart. 1. What can we know about the writer? A. He was born blind. B. He was sent to a blind school because he wanted to learn Braille.
新标准大学英语视听说第1册答案
Unit 1 Accad 461352 Bcad Unit 2 257813496 Cdabcbd Deafgbc
go ahead and start，you can go to a restaurant，stay too late，would arrive，everyone tries everything ，you don't like their cooking，that's considered rude，nothing more than that cdbd ehgacbfd Unit 3 234 a centre，words，sentences，a tree，a lot of colours dbab 51,50,12，three and a half months in white coats，my family，almost immediately，words and pictures，a lot of words，read and write，the right time 326154 Bdadd Unit 4 1,4,5,6,8 160，1992，1,000,000,000，20,000,000,000，10, 15，2004，450，2，1，10% 1,4,5 stands for，only，reached，has quickly become，text，up to，By，which is when，As a result，most successful 5,7,4,2,3,6,1 Aadbb 3,4,6,7,8 Unit 5 1,2
视听阅读第四册unit9
Unit 9 Reading comprehension 1-7: DBBCABC 8: stalks and stubble 9: renewable energy technology 10: reliable alternatives to fossil fuels Home listening I Listen to the Passage 1-4: TFFFTF II Listen again 1: natural, gas 2: propane 3: smaller/guest 4: water 5: High pressure 6: a cool setting III Listen and repeat 1: Scientists are searching for sustainable sources to meet the growing demand for energy. 2: A molecule is the smallest piece of matter that has distinct chemical and physical properties. 3: Japan has begun exploration projects in the waters surrounding its coastline. 4: The gases released from calthrates may still cause harm to the environment. 5: The technology involved in processing calthrates has proven to be too complicated and expensive. Audio script A Major New Energy Source In the continuing search for sustainable sources to meet the world’s growing demand for energy, scientists have taken a second look at a group of substances discovered by Sir Humphrey Davy in 1810. These materials are called “calthrates”and they look a lot like ice. The Formation of Calthrates Calthrates are formed when two specific types of molecules combine. A molecule is the smallest piece of matter that has distinct chemical and physical properties. For example, air, water, and alcohol can all exist as molecules. Calthrates occur when a water molecule forms a cage-like structure around a smaller molecule and combines itself with this “guest”molecule. Two of the most common guest molecules that combine with water in this way are the natural gas molecules methane
新英语视听说教程答案视听说第1册答案
第一册1234 第一单元 Sharing: Task 1 (1) their social life (2) whether they go out a lot and what they did when they went out last night Sharing: Task 2 (1) busy (2) friends (3) university (4) social life Sharing: Task 3 Correct order: a, c, e, d, b, f Sharing: Task 4 Q 1 Key(s): danced Q 2 Key(s): (1) view of (2) fun Q 3 Key(s): drink Q 4 Key(s): (1) west (2) delicious meal Q 5 Key(s): (1) house (2) television/TV Listening: Task 2 Activity 1 Q 1 Key(s): 1962 Q 2 Key(s): fourth/4th Q 3 Key(s): 1990 Q 4 Key(s): 1996 Listening: Task 2 Activity 2 (1) teacher
(2) cleaned houses (3) lost (4) visited (5) work (6) his wife (7) in his own words Viewing: Task 2 Activity 1 Correct order: a, c, h, f, d, e, g, b Viewing: Task 2 Activity 2 (1) home (2) country (3) relatives (4) foreigner (5) speak (6) passed on (7) heat (8) sea (9) happiness Role-playing: Task 2 Activity 1 (1) It was great (2) He's a football player/He is a football player (3) It was really beautiful Role-playing: Task 2 Activity 2 Keys: 1, 3, 5, 7, 10 Presenting: Task 1 Activity 1 Q 1 a small town Q 2 1993 Q 3 2008 Q 4 2003 Q 5 7/seven