1、 Unit5 Section One Tactics for Listening Part2 listening and Note-taking Reading B: 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
2、 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 i
3、s the teachers 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
4、 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 la
5、belling 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 b
6、e 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*. Exercise A: 1. There is no hard and fast rule, for no two are alike. 2. The fact that he or she migh
7、t later be “bored“ when joining a class of non-readers at infant school is the teachers 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. Exercise B: It would be wrong to set a time when
8、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 the teacher to see t
9、hat 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 childs appeal to teach him to r
10、ead. 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 falg Section Two Listening Comprehension Part 1 Dialogues Dialogue 1 Digital Sound Mu
11、sic 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
12、: Actually, I do know that. MIKE: Really? KATHY: Its all based on digital sound. CDs are digital. Digital sound is like several photos, all taken one after another. Its kind of like pictures of sound. The intensity of the sound how strong it is - is measured very quickly. Then its measured again and
13、 again. When we hear the sound, it all sounds like one long piece of sound, but its really lots of pieces close together. And each piece is really clear. M1KE: So digital is like lots of short “pieces“ of sound. KATHY. Exactly. This is different from analog* - thats how they used to record. Analog i
14、s 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. MIK
15、E: 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 the “pieces“ of
16、 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
17、. Its made of glass. Its 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 bum 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 i
18、nto the plate. KATHY: Right. What its 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 didnt know that. KATHY: Yeah. Tiny pits. Theyre too small to see. Pause. Anyway, then theyv
19、e 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: Theres another laser in your CD player. The light of the laser reflects off the CD. The smooth part of the CD reflects straight back, lik
20、e 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
21、gets on the disk. KATHY: You want me to explain it again? Music A: Quality Recording technique Digital sound Much clearer Digital sound is like several photos all taken one after another. Its Kind of like pictures of sound, Digital is like a series of pieces. Analogical sound Aanlog is more like one
22、 wave of sound. It moves up and down with volume and pitch. Analog is like a single wave B: I. The making of the CDs A. Recording a. They get a bunch of musicians together, singing and playing. b. First they do a digital recording - on videotape. c. Then the videotape is played through a computer. d
23、. 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. Its made of glass, covered with a chemical. c. They use laser to burn the signal, or the song, into the glass plate. Th
24、e laser bums 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
25、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. Dialogue 2 Lost in Translation Man: Heres one I wouldnt have thought of. You know those “b
26、efore and after“ commercials for laundry soap? Woman: The ones with a pile of dirty clothes on one side and then the same clothes after theyve 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 dir
27、ty 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 dont
28、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 th
29、e 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. Man: Oh, heres another one. Some shirt maker put an ad in a Mexican magazine. Woman: And? Man: Well, the ad was supposed to say, “When I wore this shirt, 1
30、 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 1 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
31、 sometimes its 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 sta
32、tions in Japan, and they advertised using their American name. Unfortunately, they didnt 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
33、 stop? Man : No, and neither did the Japanese. Exercise: Product advertised Description of the ad Message Mistake made detergent 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. This detergent would make reall
34、y dirty clothes clean. In the Middle East, they should have changed the order of the pictures. shirt When I wore this shirt, I felt good. They made a translation mistake, which changed the meaning into “until I wore this shirt, I felt good.“ gas They advertised using their American name. Unfortunate
35、ly, which is a short way of saying “Engine stop“ in Japanese. Part 2 Passages Passage 1 Toothbrush 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 the
36、y 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. Its comical to imagine an Egyptian stopping to brush his teeth after a meal, on hi
37、s 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
38、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, o
39、r one made of silver or copper. 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. The animal was imported for its neck hairs for a long, long time . in fact, until nylon was invented, in the 20th century!
40、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. Wests miracle toothbrush with nylon bristles. The wild boars were final
41、ly 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, wouldnt dry very well or became full of bacteria), the consumers were not entirely satisfied. This is because the nylon bristles were very stiff and hur
42、t 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! Exercise A: First, t
43、he toothbrush was made of hairs from the neck of a Siberian wild boar. Second, the toothbrush was made of horse hairs and other animals hairs. In the 20th century, the toothbrush was made of nylon bristles. Exercise B: 1.A 2. B 3. C 4. B 5. A 6. D 7. C 8. D Exercise C: 1. In Egypt, tombs from 3,000
44、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. Part 3 News News Item 1
