unit 5 minutes and note-taking
Unit5+口语课教案 高中英语人教版(2019)必修第一册 (1)
Unit5口语课教案Explore Different Kinds of English一、Teaching Objective:The main objective of this lesson is to explore different kinds of English language skills and techniques. Students will be able to understand and apply various forms of English, such as spoken, written, and creative expression. This will help them improve their overall English language proficiency.二、Teaching Points:1. Different forms of English language skills and techniques2. Importance of mastering different types of English3. Strategies for improving English language skills in each form4. Engaging in group discussions and activities to practice these skills三、Teaching Key Points:1. Understanding the different forms of English language skills and techniques2. Applying these skills in real-life situations3. Improving overall English language proficiency through diverse learning methods四、Difficulties:1. Overcoming the fear of making mistakes when practicing different forms of English2. Maintaining focus and engagement during group discussions and activities五、Student Analysis:This class is designed for high school students who are at an intermediate level of English language proficiency. They should have a basic understanding of grammar rules and vocabulary, but may struggle with applying these skills in real-life situations or expressing themselves creatively in English.六、Teaching Process:1. Introduction (5 minutes)-Briefly introduce the topic of exploring different kinds of English and their importance in today's globalized world.- Discuss common challenges that students may face when learning English and how this class can help overcome them.2. Formative Assessment (10 minutes)-Have students work in pairs to discuss their favorite ways to practice English (e.g., reading, writing, listening, speaking) and why they enjoy these activities.-Encourage students to share examples of how they have used English in their daily lives.3. Learning Objectives (15 minutes)-Introduce the different forms of English language skills and techniques (e.g., spoken, written, creative expression).-Discuss the benefits of mastering each form and how it can improve overall English language proficiency.- Provide examples of each form and discuss strategies for improving each skill.4. Application (20 minutes)-Break students into small groups and assign each group a specific form of English language skill or technique to explore (e.g., poetry writing, storytelling, debate).- Have students engage in group discussions and activities related to their assigned skill, using a variety of resources (e.g., books, articles, videos).- Encourage students to share their findings with the class and provide feedback on each other's work.5. Closing (5 minutes)- Review the key points covered in the lesson and emphasize the importance of practicing different forms of English in order to improve overall proficiency.- Ask students to reflect on what they learned in this lesson and what they plan to do differently moving forward to improve their English language skills.七、Homework:1. Write a reflection paper on the different forms of English language skills and techniques covered in the lesson. Discuss how you can apply these skills in your own life to improve your overall English language proficiency.2. Practice a new form of English language skill or technique outside of school by setting aside time each day to engage in the activity (e.g., reading a book in English, watching a movie without subtitles, joining an online forum to practice writing).3. Share your progress with your teacher or classmates by presenting your reflection paper or sharing your experiences practicing a new form of English language skill or technique.。
note-taking听力原文
note-taking听力原文【释义】note-takingn.记笔记，随手记【短语】1Note-taking Skills记录技巧;笔记技巧;笔记技能2Listening¬e-taking听讲与笔记记录3note taking in Interpreting第三单元4Note-taking Exercises记录练习5Note taking笔记记录;记录笔记;笔记备忘;是要熄火6Minutes and note taking会议记录与会议笔记7English Note-Taking Skills口译英文笔记训练8Chinese Note-Taking Skills口译中文笔记训练9Note-Making&Note-Taking充分利用笔记优势【例句】1They listened to the same lectures and were told to use their usual note-taking skills.他们听了相同讲座，并被告知要使用他们日常的笔记技巧。
2Evernote is the most ubiquitous digital note-taking tool.Evernote是使用最普遍的电子笔记记录工具。
3However,the class was primarily a lecture with note-taking.这个课程基本上都是传授，不用做笔记。
4Its content is in a form somewhere between note-taking and writing.其内容是一种介于笔记和书写之间的形式。
5Note-taking,cataloging,and bookmarking service Evernote divides people.集笔记，分类和书签功能于一身的服务Evernote将人划分成两类。
6You don’t need a computer to take notes—good note-taking is not transcribing.你根本不需要电脑来作笔记——好的记笔记的方法并不是抄录。
施心远听力教程1(第三版)第二单元文本与答案解析
Unit 2 Visiting a New PlaceSection 1 Tactics for ListeningPart 1 PhoneticsA. Listen and repeat1. Oh, you need some lean meat, some vegetables, some butter, flour, salt.2. I’d like to. But I can’t.3. A: I had a call from Bill.B: From Bill? Who’s Bill?A. He’s a very special friend of mine. He telephones me from overseas. Every day.B. Complete the following short dialogue as you listen to the tape. Pay special attention to the weak forms, link-ups and contractions.Woman: Good evening.Man: Good evening. Can you (1) make up this prescription, please? Woman: Certainly. (2) Would you like to wait?Man: How long (3) will it take?Woman: (4)It’ll be ready in twenty minutes.Man: Oh, (5) I’ll come back later.Woman: All right, sir,Man: (6) Shall I pay now or later?Woman: (7) Later’ll be all rightPart 2 Listening and Note-takingExercise:Where they are ① now Cinema ④Bridge Street ⑦Station ③Tapescript:Man: Excuse me. How can I get to the station please?Woman: The station, the station, the station ...let me see. Ah, yes. You can go down ... no. Go straight on until you come to a cinema. Let’s see now— that’s the second turn on your right. The cinema’s on the corner. Turn right at the cinema and you’ll be in Bridge Street. I think it’s Bridge Street. Go along Bridge Street for a few minutes and then take the second — no, not the second, the first, that’s fight, the first turning. On your left. The station is straight ahead, right in front of you.Man: So that’s second right and first left. Thank you very much. That’s very kind of you.Woman: Don’t mention it.Section 2 Listening ComprehensionPart 1 Words or Message?A. Listen to two sentences. Is it “eligible” or “illegible”? Tick the right box.1. No one knows why the most prescriptions written by doctors are almost illegible, including those in the general hospitals.2. The people in the United States are eligible to claim a refund if they buyanything undesirable within 30 days.B. Listen to some sentences and rewrite them with the help of the clue.1. His knowledge of English is very limited.2. At time have I have a member of that club.3. Little is known about that primitive tribe.He speaks very little English.I have never been a member of that club.Nobody knows about that primitive tribe.Part 2 DialoguesDialogue 1 Welcome to BristolExercise A: Listen to the dialogue and decide whether the following statements are true or false. Write T or F in the space provided. Discuss with your classmates why you think the statement is true or false.T 1. Etienne Bertrand is from Switzerland.(I’m Etienne Bertrand, from Switzerland.)T 2. The Bakers are expecting Mr. Bertrand.(Mrs. Baker says “Hello, Etienne. Come in. Welcome to Bristol.”)T 3. There have probably been hijacks in recent days.(Mr. Baker says “How was your trip? No hijacks?” and Etienne answers “No, it was all fight, thank you/” We may draw a conclusion that they were serious.)F 4. The plane was late because there had been a hijack attempt.(The plane was late probably because it was the holiday season.)T 5. The airport is usually crowded at this time of the year.(It is the holiday season.)T 6. It is probably still cold.(Mr. Baker mentions central heating and tells Etienne to use extra blankets if he feels too cold.)F 7. The central heating doesn’t work.(It doesn’t work very well.)T 8. Mr. Baker can’t find the blankets.(Mr. Baker asks Mrs. Baker where the blankets are.)Exercise B: Listen to some extracts from the dialogue and complete the following sentences with the missing words.Mrs. Baker: Hello, Etienne. Come in. Welcome to Bristol.Etienne: Hello. Pleased to meet you, Mrs. Baker.Mrs. Baker: Oh, call me Nicola. And this is my husband, Nigel.Tapescript:Etienne has just arrived in England,Etienne: Hello. Are you Mrs. Baker? I’m Etienne Bertrand, from Switzerland. Mrs. Baker: Hello, Etienne. Come in. Welcome to Bristol.Etienne: Hello. Pleased to meet you, Mrs. Baker.Mrs. Baker: Oh, call me Nicola. And this is my husband, Nigel.Mr. Baker: How was your trip? No hijacks?Etienne: No, it was all right, thank you. But the plane was late and the airport was crowded.Mr. Baker: Well, it’s the holiday season. You expect it at this time of the year. Here, let me take your bags upstairs.Etienne: Oh, that’s all right. I’ll take this one. It’s heavy.Mr. Baker: Well. Here’s your room. I hope it’s big enough for you and not too cold. We do have central heating but it doesn’t work very well There are extra blankets in the cupboard, I think. Oh, well… Nicola, where are the blankets? Let’s go down and meet the rest of the family.Dialogue 2 Have You Ever Lived Abroad?Exercise A: Listen to the interview and complete the following questionnaire.•Questionaire•Name: Phyllis Nationality: British•Being abroad:•Yes:√No: _______•If has been abroad:•Country: Australia•Length of stay: 12 years•Where were his family during his stay in that country: They were with her.•Advantages of living in that country: good climate; relaxed at work aswell as socially•Time when he returned home: ten years agoExercise B: Listen to some extracts from the dialogue and write down what the speaker really wants to say.1. Home to me is being near the people you’re fond of.2. And presumably they came back to the U.K.?Tapescript:Interviewer: Have you ever lived abroad, Phyllis?Phyllis: Yes, I have actually. What about you?Interviewer: No, unfortunately I haven’t.Phyllis: Oh, what a shame!Interviewer: Where did you live when you were abroad?Phyllis: I lived in Australia.Interviewer: Really? That’s a long way away.Phyllis: Uhm, uhm, yes!Interviewer: How long were you there for?Phyllis: I was there for twelve yearsInterviewer: Oh! What a long time!Phyllis: Yes. Rather,Interviewer: Erin. So how long have you been back in the UK?Phyllis: I’ve been back about, erm, ten years now.Interviewer: Uhm. When you were in Australia, did you think of it as yourhome?Phyllis: Well, it depends on what, you mean by home. When 1 was... home to me is being near the people you’re fond of.Interviewer: Uhm, yeah. So does that mean that your family were with you in Australia?Phyllis: Yes, they were there with me.Interviewer: And presumably they’ve ... they came back to the UK?Phyllis: Yes, they did. They came back with me.Interviewer: Uhm. If you had a choice, where do you think you’d be living now? Phyllis: Oh. I would really like to go back to Australia Interviewer: Oh, yeah? Why’s that? Phyllis: Well, for one thing, it’s the climate.Interviewer: Uhm.Phyllis: And, er, secondly, it’s ... very relaxed.Interviewer: Oh? In what way?Phyllis: Well, you know, the wave of life, nobody hurries.Interviewer: Uhm. Is that at work as well as socially? Phyllis: That’s right, everythingPart 3 Passage Welcome to London!Exercise A: Listen to the passage and choose the best answer to each of the following questions.1. How many tourists pour into London in the summer?2. What will happen to Oxford Street?3. How about the food and weather in London?4. Which of the following is not one of the many obvious tourist attractions mentioned in London?5. Where can travelers find a good introduction to the historical London?6. What does “democratic” refer to?7. What does the speaker say about shopping?8. What does the speaker say about eating?1. A2. A3. D4. D5. B6. C7. A8. BExercise B: Complete the following sentence with what you have remembered.You can spend a lot of money, in shops from aristocratic Knightsbridge to democratic Marks and Spencer.Tapescript:Welcome to London! You and seven million other tourists will fill Britain’s capital city this season, jostling* each other along Oxford Street, getting lost on the Underground, staring at Buckingham Palace, and complaining about the food and the weather.What can you do when you’re here? There are the obvious tourist attractions of royal London, the London of pageantry* and soldiers in fancy uniforms. There is historical London, with the ancient buildings and magnificent churches. A good introduction to all this can be found in the London Museum in the Barbican*.You can spend a lot of money, in shops from aristocratic* Knightsbridge* to democratic Marks and Spencer*, all of them anxious to receive travellers’cheques in almost any currency. There are many hotels at your service, and your chambermaid may well be able to talk to you in your own language —though probably not in English, Restaurants are here by the hundred. You can eat your way round the world in London, from China to Argentina*, though you may have a bit of a job finding good English food.Section 3 Oral WorkPart 1 Questions and AnswersExercise: Listen to the dialogue and then answer some questions about it. You will hear the dialogue and the questions only once. Answer each question witha complete sentence after you have heard it.1. What did the woman order?(She ordered the roast beef.)2. What would the woman like to have as a starter’-(She would like to have the garlic mushrooms.)3. What vegetables does the restaurant offer?(It offers cauliflower and carrots.)4. What vegetable did the woman order?(She ordered carrots.)5. What sort of drink did she order?(She ordered a glass of water.)6. She ordered a dessert, didn’t she?(No, she did not order any dessert.)7. Did the woman like the bread served?(No, she didn’t like it.)8. Why didn’t she like the bread?(Because it was stale / not fresh.)Tapescript:Man: Are you ready to order?Woman: Er, yes, please. I’ll have the roast beef.Man: Uhm, Would you like a starter?Woman: No thanks, oh, why not? I’ll have the garlic mushrooms please. Man: And would you like salad or vegetables with your roast beef Woman: Er, what vegetables have you got?Man: Cauliflower and carrots.Woman: Er, have you got any cabbage?Man: No, I’m afraid not.Woman: Oh, well, never mind, I’I1 have the carrots.Man: Carrots. Can I get you anything to drink?Woman: Er, just a glass of water.Man: And would you like anything for dessert?Woman: No thanks.…Woman: Excuse me?Man: Yes?Woman: I’m afraid this bread is stale.Man: Oh, I’m terribly sorry, I’ll get you some fresh, madam.Part 2 RetellingIt was Monday morning. Betty left home early that day because she was going to start work at an office. She was only sixteen and this was her first job. Unfortunately, the traffic was so dense that she was a few minutes late When she arrived at the office.When she entered the office, she saw Mr. Crump, her boss, speaking to the people in an angry voice. She was very afraid and didn’t dare to say anything.Later that day, she found out what had happened, As a rule, Mr. Crump came to the office at about 9:30, because he lived a long way out in the country and came up by train every day. That morning, however, he happened to catch an earlier train, and when he arrived at the office, he was greatly annoyed to see that no one was working. All the clerks were standing around, smoking, laughing and telling jokes.Section 4 Supplementary ExercisesPart 1 Listening Comprehension Entertainments in LondonExercise: Listen to the passage and choose the best answer to each of the following questions.1. When was London known as “Swinging London”?2. Why are so many people attracted to visit London?3. Why is the British Theatre world-famous?4. Where are the films shown in a large number of cinemas from?5. What does “take your choice” mean here when the concert is mentioned?6. Which are the best places to go when it rains?7. How can a traveler get to Greenwich?8. What does the speaker think of making a trip to London?1.C2. A3. D4. B5. D6. C7. B8. DTapescript:You come, of course, from all over the world, attracted by the comparative cheapness of London and its relatively new reputation as a good place to have fun — a reputation which really only dates from the mid 1960’s, that era* of “Swinging London,”* of pop stars and fashion photographers and dress designers.There’s certainly no lack of entertainment. The British Theatre is world famous, and offers everything from Shakespeare to West End comedy*. There’s a large number of cinemas presenting films from all over the world.Every night of the week there are concerts. Classical or pop, take your choice. And of course night clubs will be happy to take large quantifies of cash from you in return for the illusion* of being sophisticated* and perhaps slightly wicked*. When it rains (and it will rain) there are museums and art galleries to give you shelter— and they’re free! When it’s fine, take a boat trip along the River Thames, downstream to Greenwich* or upstream to Hampton Court*.You may be exhausted by London; you may be cheated in London; you may not be able to get a drink when you want one, thanks to the ridiculous licensing laws; you may get wet and catch a cold; but you’re not likely to be bored.Part 3 Video British Pub Tradition Under ThreatExercise:1. Why are pubs important for British people?For hundreds of years, British pubs have been at the center of social life. They are the places where people can go for a pint of beer and lively conversation.2. Why is pub culture changing recently?According to Bridget Walsh, people tend to go restaurants instead of pubs and they buy cheap booze in supermarkets and drink it at home.3. What makes British pub business go downward?They are the poor economy, a ban on smoking inside and high taxes on beer consumed at pubs.4. How does Stuart Mills, an entrepreneur, view the rapidly deteriorating economic conditions?He sees the economic downturn as an opportunity and runs an Internet service to get more people into pubs by allowing them to have their mail delivered to their local pub.5. Do you think British pubs will dry up someday?I’m afraid not. The British love of beer and the rare British summer day is a good reason for them to have a pint of beer in the pub.Tapescript:For hundreds of years, British pubs have been at the center of social life. The place to go for a pint of beer and lively conversation. But Britain’s pubs are under threat. The poor economy, a ban on smoking inside and high taxes on beer consumed at pubs are all putting pubs under pressure. Bridget Walsh has been in the business for 42 years. She says pub culture is changing.“People aren’t going into pubs the way they used to years ago. They tend to go restaurants. They tend to buy cheap booze in supermarkets and drink indoors, because people have entertainment indoors these day,” she said.It’s not just indoor entertainment people are looking for. Pubs—once smoke-filled rooms—are no longer. Smokers have to go outside these days. That’s hurt business too. “If they can’t have a pint and cigarette, you might as well drink at home,” Walsh adds.At the annual Great British Beer Festival in London, there are hundreds ofbeers, bitters, ales and plenty of enthusiasts. One might almost believe that pubs will be forever. But Neil Williams from the British Beer & Pub Association says the problem is serious.“Fifty-two pubs are closing every week here in the U.K., and that’s a big increase and, if we don’t take action, we’re going to lose a lot of our much-loved community pubs,” he said.Williams says taxes on beer served in pubs rose by 20 percent in 18 months. All in all, he says it’s a difficult time.“Unfortunately, the smoking ban coincided with a lot of other very adverse trading conditions: rising costs, we had rapidly deteriorating economic conditions, plus hug tax increases, so we’ve likened it to a perfect storm,” he said.Stuart Mills, an entrepreneur, sees the downturn as an opportunity. He runs an Internet service that allows customers to have their mail delivered to their local pub.“What we’re really trying to do is to do two things, to get more people into pubs more often, but also really to help pubs cement their position at the heart of their local communities,” Mills explains.Tastes here are changing though. Wine bars, a recent trend, are taking away some of the business for pubs. But the British love of beer and the rare British summer day will mean, pub owners hope, that business will never totally dry up.。
英语教学法(1)教材复习提要
5109英语教学法（1）试题复习提要教材《英语教学法》（1）（开卷）I: Basic Theories and Principles:Unit 1 Introduction1.The Grammar-Translation Method2.syllabus be organizition ?3.Functional-Notional Approach4.characteristic of acquisition5.Behaviorism6.The Humanist Approach?7.Audio-lingual Method8.Direct method9.What does TPR stand for?10.L inguistic competence ，Communicative competence，Discoursecompetence11.t he description of a function12.d ifferent types of syllabus13.W hat is “Needs Analysis”?14.S tage of course designUnit 2 the Communicative Approach重点单元15.T he basic characteristics of Communicative Approach16.d ifference between oral and written communication17.c ommunicative language teaching18.r oles of teachers19.c ommunicative activitiesUnit 3 Focus on Reading20.m ajor reading strategies: skimming, scanning, inferring21.t hree stages of teaching reading: pre-reading, while-reading,post-reading22.t he top-down approach of reading , The bottom-up approach ofreading, The interactive approach of readingUnit 4 Focus on Listening23.T he major listening skillsListening for gist, listening for specific information, listening for detailed information, inferring, note-taking24.T ree stages of teaching listening: pre-listening, while-listening,post-listeningUnit 5 Focus on Speaking25.Speaking syllabus26.The PPP model27.conversational technique28.features of spoken English29.designing a speaking activityAppendix: Focus on Pronunciation30. liaison in pronunciation, articulation, stress ,rhythm30.e rror tolerationII: Lesson Plan重点复习《英语教学法》（2）Unit 9 Lesson Planning，也请参考相应章节的具体教学法，如设计阅读课程参考阅读的教学法。
学术英语(第二版)医学教师用书Unit 5
UNIT 5 Healthy LivingTeaching ObjectivesAfter learning Unit 5, Ss are expected to accomplish the following objectives:Teaching Activities and ResourcesPart 1 ReadingText ALead-inSuggested teaching plan1.Start the class by brainstorming how health has been and should be defined. AskSs about their ideas and share beliefs and experience in this respect.2.Lead Ss to do Task / Lead-in.Key to the task1) Balancing calories:•Enjoy food, but eat less•Avoid oversized portions2) Increasing consumption of certain foods:•Whole grain•Fat-free or low-fat (1%) milk•Fruits and vegetables3) Reducing consumption of certain foods:•Low-sodium foods•Sugary drinks3.Introduce the topic of Text A as a natural continuum of Lead-in.Text ComprehensionSuggested teaching plan1.Chronic diseases have constituted a primary threat to health and well-being of theglobal population, and the chronic diseases have much to do with lifestyles. With that in mind, T may start the class by eliciting Ss’ perception of health, chronic diseases and healthy lifestyles.2.Analyze the text and lead Ss to discuss, integrating Task 2 / Critical reading andthinking / Text A into analysis and discussion. The presentation topics should be assigned to individual Ss for preparation at least one week in advance. Ask other Ss to preview the text with the guidance of the presentation topics.3.Integrate Task 2 / Language building-up / Text A when an expression of causeor effect is covered.4.When analyzing the text, ask Ss to pay special attention to the sentences listed inLanguage focus below.5.If time allows, ask Ss to do Task 1 / Critical reading and thinking / Text A inabout five minutes. Check out the task by asking one or two Ss to read their answers. This is done to get an overview about the text.Language focus1.The rise in chronic disease incidence and prevalence is paralleled by anunrelenting rise … (P110, Para. 2)parallel作为及物动词表示“使……与……平行”，此处用在被动语态中，可译为：慢性病发病率和患病率的上升与不健康生活表型的持续上升相伴相生。
全新版大学英语综合教程第二册教案Unit3Book2
全新版⼤学英语综合教程第⼆册教案Unit3Book2Unit 3 The Generation GapI. Teaching ObjectivesStudents will be able to:Students will be able to:1understand the main idea (Father meddled in children?s affairs with good intentions, but only to find his efforts unwelcome) and structure ( three settings, three scenes) of the text;2 appreciate the basic elements of a play;3 grasp the key language points and grammatical structures in the text;4 conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea ofthe text will be the focus. Only a few words and sentences, which will be the obstacles for students? understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structures are hard to analyze:1. Line 43: Sean and I will have a man to man talk.2. Line 45-47: And I just wanted you to know that I?ll do anything I can to help him through life?s dangero us sea.3. Line 103: My treat, I told him. And of course, he was glad to accept..IV. Teaching Materials: Power point and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher?s Introductory Remarks and Students? Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A. Check on Ss? home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasks1 T asks Ss the following questions on the song The Times They Are A-changing?: ( 5 minutes)---Who should be sitting up and taking notice？Why? (parents, politicians, writers and critics should listen up, because the times are changing so fast that one can?t be content with one?s old way of life)---What does the singer think of his parents? way of doing things? ( outdated)2 Pair interview ( 23 minutes)1)T dictates to Ss the following list of questions:---When are your parents? birthdays and their wedding anniversary?---Do your parents celebrate your birthday? How about their own birthday celebration?---In your parents? eyes, what are you interested in?---In your eyes, what are your parents interested in?---In what areas do your parents want you to improve?---In what ways do you want your parents to improve?---Tell of an instance when your parents and you disagree over something.2)Ss form pairs to interview each other. If there is an odd number of Ss in theclass, one group may consist of 3 Ss. The interviewer must note down the answer from the interviewee.3)Some Ss report interview results to class.3 T may lead in to Text A by saying: As we find from our interviews, parents and children do not often see eye to eye. When parents interfere with their children?s affairs, they believe that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father Knows Better. When you read on, I want you to bear this questionin mind: despite their complaints, the Thompson children actually love their father very much. Do you yourself show similar attitudes towards your own parents?( 2 minutes)B. While-reading tasks1 A brief introduction to play ( 25 minutes)1)T writes down on the blackboard the major components of a play: characters,settings, stage directions, language, conflicts, climax, and theme.2)Ss identify the characters in this play.3)Ss read the directions for Text Organization Exercises 1 and 2, then scan theplay to divide it into three parts. T may drop a hint: just read the stagedirections put in brackets.4)T explains the functions of stage directions: to set up stage properties in theproper place; to indicate a change in setting; to direct actors? movements, gesture, facial expression, tone of voice, etc. Then T draws the followingillustration on the blackboard:5)T invites one S to read aloud Heidi?s speech to the audience at the verybeginning of the play, then ask another S to re-create Heidi?s words into a complete and grammatical paragraph. They may refer to Writing Strategy to see the stylistic differences between speech and writing.6)T defines conflicts as the essence of a play, a clash of actions, ideas, desires orwills. It may happen in three forms: man against man, man againstenvironment, man against himself. When a conflict develops to the mostintensified point, it becomes a climax. T asks Ss to find out the form(s) of conflict in this play as they later go through the text.7)T explains that, unlike a novelist or short-story writer, a playwright can notcome forward, interrupt the action, and tell the audience what he/she means by a certain scene or explain to them what is going on in the minds of the characters. The audience must conclude by themselves what theme of the play is. T tells Ss that they will do so at the end of reading this play.2 T explains language points in Part I and gives Ss practice ( see Language Study).( 15 minutes)3 Ss sum up the main conflict in Part I. ( 3 minutes)4 T explains language points in Part II and gives Ss practice ( see Language Study).( 25 minutes)5 Ss sum up the main conflict in Part II.( 3 minutes)6 T explains language points in Part III and gives Ss practice ( see Language Study). ( 15 minutes)7 Ss sum up the main conflict in Part III.( 3 minutes)8 Ss sum up the theme of the play. ( 6 minutes)C. Post-reading tasks1. The way they are (25minutes)1)Ss form groups of 3-4, re-read Part Ⅱ. Based on it, they will come up with abrief summary of the characteristics of Mother, Father, and the children (see Text Analysis). T may give Ss the following model:“Father shows great respect for Mother. He pulled the chair for her before dinner, and obeyed her commands like …do go on?, …do get on with it?, …don?t keep us in suspense?. Besides, although Father was pleased with what he had done for Diane, he had learned from experience that his efforts were not always welcome. That way why he could quickly realize his blunder, as made clear by sentence …I do? Yes, I guess I do. I?ve…done it again, haven?tI ??2)When Ss discuss within the group, the following questions might help:---- How did Mother address Father and her children?---- How many do?s and don?ts did she use? What do they tell about her character?---- On whose side Heidi and Sean stage whisper to each other?---- What did Sean tell Father that “I do believe Diane would like to know the surprise?”---- How did Diane feel when she said “Thank you, Sean. I owe you one”?---- What were Diane?s reactions during the scene?3)Several groups report their summaries to the class.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss? home reading (Text B) (3 minutes)4. Ss so Part Ⅳ: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare for the next unit: (2 minutes)1)do the pre-reading task;2)preview Text A.VIII. Assignments:Assignments for 1st and 2nd periods:Vocabulary Exercises I, II, III in Text A●Listen to the recording of the textAssignments for 3rd and 4th periods:●Review what have been learned in class●Comprehensive Exercises, I, II in Text A●Read the text fluently and imitate the pronunciation and intonation of therecordingAssignments for 5th and 6th periods:●Review what have been learned in class●Language Practice in Text B●Preparations for paragraph recitation and dictation of new words andexpressions in Unit 3Assignments for 7th and 8th periods:●Review what have been learned in class●Home listening: Task 1, 2 and 3●Previewing text A in Unit 4IX. Teaching Reflection:Try to listen to the feedback of the students during and after the course, analyze the weaknesses in teaching and improve the methods as much as possible.The feedback from the students:The methods taken to improve the teaching and learning:X. Appendix: Teaching Contents:A. Text AnalysisAlthough a playwright can?t come forward to speak directly readers, we may still form a mental picture of what each character is like.Let?s take Part Ⅱfor example. From the way they speak, their tone of voice, their facial expressions and their actions, we find Father, Mother and the three Thompson children life-like.Since a brief discussion of Father?s characteristics is given as a model in the Suggested Teaching Plan, here we will focus on Mother and the children.As we notice, in her speech Mother uses quite a number of do’s and don’ts, pleases, dears, and sweetheart’s. She is the real head of the Thompson household, giving out commands to her children as well as her husband. Moreover, most times her orders are respected. On the other hand, knowing her children?s attitude towards Father?s meddling, she tries to maintain the peace, as in the in stance when she maintains Father?s dignity by telling the children “Don?t interrupt”, “Don?t distract your father”, and “give your father the respect he deserves”, or when she tries to divert the conversation by talking about her dessert.The Thompson chil dren respect Mother, as shown by their frequent “Yes, Mother” and “Sorry, Mom”. On the other hand, they are used to Father?s meddling with their affairs. When Sean and Heidi find out that this time the bad luck had befallen Diane, they can afford to stand back and poke a few bemused comments. Diane?s feelings are entirely different, though. She is put on guard when Father tells her “I have a surprise for you.” Then she is embarrassed as Father mentions her feelings toward young Kyle. Later, as Father goes on delaying telling the truth, she becomes hysterical. Finally, when she learns the truth, she loses her temper.Isn?t it a wonder that words can tell so much about people?B. Cultural Notes1.Family life: Some families are very child-centered. The closest families eat meals at the same time and spend their free time together. Some families, however, only see each other for a short time in the evening, and though the children are still considered important, they have to fit in the lives of their parents.The average day for many families begins with getting the children up and ready for school. There is usually a rush for everyone to use the bathroom, find clean clothes, eat breakfast, and catch the bus. In the meantime the parents have to get ready for work themselves. Early mornings are a scramble for many families.The school day usually ends at about 3 p.m. in the US and 4 p.m. in Britain, and the working day at 5 p.m. or later, so many parents have to make arrangements for their children after school. They may go to an after-school center or stay with a neighbor?s children. Older children often do activities like sports or music at their school, or go home and do their homework. Children often also have to do chores.In many families, the children eat when they get home and their parents eat later. In the evenings the children play or go and see friends. If everyone is staying in they may watch television together. Many parents make an efforts t spend quality time with their children, an hour or so each day when they give them the full attention.American families are often criticized for the way they do things separately, though many people believe that it is good for children to learn to be independent. From an early age children are encouraged to decide what they want to do, eat or wear, and their parents try to respect their opinions.2. Part-time job: Many American teenagers earn a good portion of their college expenses by working during the summer as waiters or waitress, construction workers, mother? h elpers, gas station attendants, telephone operators or messengers. They are not concerned with status. Being unskilled, they try to find jobs at whatever level they can. They seek not only money, but also experience. They learn work habits, responsibility, the ability to take orders and to get along with a boss and different kinds of people.C. Language Study1. location n. a place or position 场所；位置e.g. With nesses showed the police the exact location of the accident.The school is going to move to a new location2. dine vi. eat dinner 进餐dine out having an evening meal away from home 外出进餐e.g. It?s Jan?s birthday, so we are dining out tonight at a special little restaurant we know.3. embarrass vt. make (Sib.) feel awkward or ashamed 使窘迫；使不好意思e.g. I chose my words carefully in order to avoid embarrassing anyone.It embarrassed him that he had to give a talk in front of a lot of people. adj. embarrassed: (sb.) shy, guilty or ashamed about sth.e.g. I was really embarrassed when I knocked the cup of tea over my teacher.4. dumb a. foolish; unable to speak 愚蠢的；哑的e.g. He was so dumb that he left his keys at home again.Don?t be dumb. You can?t get a loan from the bank if you are laid-off.Children born deaf and dumb can nowadays be taught to speak and lip-read.Martin was born dumb, but he has still managed to get a good job.5. unison n. ⼀致；齐唱；齐奏in unison acting in the same way at the same time ⼀致地；⼀起e.g. The children find it difficult to play their instruments in union.The international community is ready to work in unison against terrorism.6.consist vi. 组成，构成consist of be made up of 由…组成e.g. The book consists of essays written over the last twenty years.The committee consists of scientists and engineers.7. palm n. (1)⼿掌；掌状物（2）棕榈树vt. 把---藏于⼿（掌）中palm off to persuade someone to accept sth. because you do not want it and it has no value⽤欺骗⼿段把---卖掉e.g. She tried to palm her old car off on me.她设法骗我买下她那辆旧车。
学术英语医学Unit5
has many benefits: controlling calories; ensuring provision of fiber, photochemicals, vitamins, and minerals; and 2)
5. walking as one of the best exercises
• easy to do it anywhere • no need to be a super athlete • good for
-heart -weight control
Unit 5 Healthy Living
2. tips on going to see doctors enough
Pick a day and make all of your doctor’s appointments
• a screening with the dermatologist • a mammogram if you are a woman • a Pap Smear and check-up with gynecology
4. ways to get relaxed
• Reading • Walking
Unit 5 Healthy Living
Listening
Suggested answers
Task 1 Watch the video and take notes about the following points. Try to use the note-taking symbols you have learned in Units 4 and 5.
听力原文+答案 UNIT 5
UNIT 5Section One Tactics for ListeningPart 1 PhoneticsExercise: Complete the following short dialogue as you listen to the tape. Pay special attention to the weak forms, link-ups and contractions.Woman 1: Oh did he I don't (1) believe it!Woman 2: And so I said...Waiter: Yes, what (2) would you likeWoman 2: Oh, I don't know. Just let me (3) have a look at the menu. Let me see ...Woman 1: Erm. I'll have a cheeseburger, chips (4) and a large coke.Woman 2: Ugh! I hate cheese. (5) I'll have a beefburger and chips.Waiter: Anything elseWoman 2: (6) Have you got any orange juiceWaiter: Large (7) or smallWoman 2: Small, please. So anyway, (8) and then 1 said... Part 2 Listening and Note-Taking1.Prices on a Tokyo stock market rose more than 5%. The Nikkei closed at 17,686 points.2.The Dow Jones Industrial Average went up a modest 14 points to — a fractional gain for the "blue-chips." The Standard and Poor's 500 index closed l0points higher — less titan 1%. The technology-weighted Nasdaq composite gained about 40 points over 1%.The US economy may be slowing, but the latest data shows it is still vibrant. US consumer confidence bounced back this month. And sales of existing homes in June rose a surprising % — a stronger-than-expected jump.Exercise: Listen to some statements. Fill in the blanks with the correct numbers.Section Two Listening Comprehension Part 1 DialoguesDialogue 1 Are you ready to orderWaiter: Are you ready to orderWoman: Er, yes, please. I'll have the roast beef.Waiter: Mhm. Would you like a starter'Woman: No, thank ... oh, why not I'll have the garlic* mushrooms* please.Waiter: And would you like salad or vegetables with your roast beefWoman: Er, what vegetables have you gotWaiter: Cauliflower* and carrots.Woman: Er, have you got any cabbageWa/tel: No, I'm afraid not.Woman: Oh, well, never mind, I'll have the carrots. Waiter: Carrots. Can I get you anything to drink Woman: Er, just a glass of water. Waiter: And would you like anything for dessert Woman: No, thanks.Exercise: Listen to the conversation between a woman and a waiter.Complete the following form.Order Form4TableStarter.' garlic mushroomsMain course: roast beef with carrots Drinks: a glass of waterDialogue 2 two 74s please At MacArthur's, a hamburger restaurant in Putney, near Wandsworth.Dave: I still don't understand why you had to see your grandmother on Saturday evening.Carol: Well, it was a sort of family thing. Everyone was there. I'd completely forgotten aboutthe concert. Anyway, my mum would have been upset if I hadn't gone.Dave: She wouldn't have been, surely She would have understood. You could have told heryou had tickets.Carol: 1 said I forgot.Waitress: Are you ready to order nowDave: Yes. Two 74s, please — one medium and one rare -Oh -------------- a nd two salads.Waitress: And to drink Carol: Coffee for me. Dave: Two coffees, please.Carol: And you haven't phoned mee at all during the week. You're too busy with your cycle club. If you'd phoned me on Friday night, 1 wouldn't have forgotten. Dave: But you know I ~o training every Friday night. Carol: I'm sorry but it's just that... Dave: WhatCarol: Well. I wish you wouldn't take me for granted so much. Dave: I don't! Anyway, you wanted to go to the concert. You bought the tickets months ago.Anyway, we always go out on Saturdays. Carol: That's just it. Dave: That's just whatWaitress: Did you want dressing with your salad'Dave: What Oh, no. thanks.Waitress: OK. No dressing.Carol: Oh. 1 don't know. It's just...Dave: It's just whatWaitress: Two 74s. Whose is the rareDave: Mine.Carol: Oh, sometimes I wish I f d never started going out with you. You act as if you own me. If only you were a bit more ...Waitress: Is everything all rightDave: Fine, everything's fine.Exercise A: Listen to the dialogue and decide whether the following statements are true or false. Write T or F in the space provided. Discuss with your classmates why you think the statement is true or false.F 1. They were supposed to go to the theatre on Saturday evening. (They were supposed to go to the concert on Saturday evening.)F 2. The girl didn't go to meet the boy because she had to see her grandmother. (The girl didn't go to meet the boy because she had forgotten.)T 3. The boy was a member of a cycle club. (Carol: You're too busy with your cycle club.)F 4. The boy phoned tile gift on Friday night. (The boy didn't phone the girl on Friday night.)T 5. The boy thought the girl would remember everything. (Carol:Well I wish you wouldn'ttake tile for granted somuch.)Exercise B: Listen to the dialogue again and answer the questions.1.What does "Two 74s f mean74 probably is the number of the dish on the menu, presumably beef, -they ordered the same dish — one medium and the other rare.2.What else did they orderThey ordered salad and coffee also.Part 2 PassagesPassage 1 Instant CoffeeWhen coffee arrives at an instant coffee factory it has already been roasted and ground. In the factory, water is slowly passed through the coffee. The resulting* liquid is then repeatedly pumped through tubes at a very high temperature and pressure. The liquid is boiled and sugar, salt and a variety of chemicals are carefully added. This makes some of water evaporate*, leaving very strong coffee liquor*.To make instant coffee powder, the coffee liquor is poured through large cylindrical* driers at a temperature of 250-C. The heat evaporates the liquid, leaving instant coffee powder, which is collected and put into jars.Granulated* coffee is made by freeze-drying, The process is a secret one and is passed from one family of manufacturers to the next. The coffee liquor is rapidly frozen into blocks. After these have been broken up into very small pieces, they are dried in a vacuum. This removes the water without heat, leaving instant coffee granules*.Exercise: Listen to the passage and choose the best answer to complete each of the following sentences.1,B 2. A 3. C 4, C 5. D 6. D 7. B 8. APassage 2 Tinned T omato SoupTinned tomato soup is horrible. Why not make your own It's dead easy, and it tastes delicious.You need some onions*, some tomatoes, butter or margarine*, salt, pepper*, some wine, and any herbs* that you feel like putting in.The first thing to do is to pour yourself a glass of wine. Then chop*the onions up small, wash the tomatoes carefully ---------------------------------------------------------------------------------------------------- you don't knowwhat sort of chemicals they've had on them, do you — and cut them into quarters. Then you I'm sorry, I didn't say how many tomatoes, did IMy book says 700 grams for four to six people, but I don't find that's enough, because the soup's so good that everybody asks for more. So I usually make twice as much. If they don't eat it all you can always freeze it. I use about one and a half kilos of tomatoes, and two or three big onions, or five or six small ones. You must have enough onions — that's what makes the soup taste good,OK, so you chop the onions and cut the tomatoes into quarters. When you've done that, you put some butter in a big saucepan — or you can use margarine or oil instead, if you prefer put it on a low heat and fry* the onions and garlic gently for three or four minutes. Yeah, sorry, 1 should have said — you need two cloves* of garlic, chopped up small or crushed*. You might like to throw in a piece of bacon rind* as well. Keep stirring* everything gently while it's frying.After three or four minutes, put the tomatoes into tile saucepan, and pour in some water about a quarter of a litre. A bit more if the tomatoes aren't very juicy. Add plenty of salt and pepper, and herbs if you want to.Stir everything thoroughly, put the lid on the saucepan, and bring it to the boil* Then leave it to cook slowly over a low heat for an hour or so. Pour yourself another glass of wine.When it's ready -= you can tell if it's ready, because everything's soft and it smells terrific —when it's ready, take it off the cooker and strain* it carefully through a sieve*. Actually, it's best if you've got one of those little machines where you turn a handle and it pushes everything through a round metal plate with little holes in — you know what I meanPut the soup back into the saucepan and see whether it needs any more salt. Then bring it to the boil again. Cook it gently for two or three minutes; keep stirring it. When you serve it, you can mix in some milk ifyou like, but I don't bother ---------------------------------------------------- I think it's nice as it is. You're supposed tomake croutons* as well — you know, little squares of toast or friedbread ------------------- but I don't bother about that either. It's too much trouble. Do tryit. You'll thank me.Exorcise A: Listen to the passage and choose the best answer to each of the following questions.2. D3. A4. C5. D6. D7. A8. BExercise B: Listen to the passage again and complete the following outline.1. PreparationA. ingredientsa. onionsb. tomatoes, about 700 grams for four to six peoplec. butter or margarined. herbs (optional)e. two cloves of garlicB. Preparationa. chop the onionsb. wash and cut the tomatoes into quartersc. chop or crush the garlic II. CookingA.Put some butter or margarine or oil in a big saucepan.B.Put it on a low heat.C.Fry the onions and garlic gently for three or four minutes. Keep stirring everything gentlywhile it's frying.D.Put the tomatoes into the saucepan, and pour in some water -------------------------------------------------------------------------------------------------------------about a quarter of a litre. Add plenty of salt and pepper, and herbs if you want to.E.Stir everything thoroughly, put the lid on the saucepan, and bring it to the boil.F.Leave it to cook slowly over a low heat for an hour or so.G.When it's ready, take it off the cooker and strain it carefully through a sieve.H.Put the soup back into the saucepan and add more salt if necessary.I. Then bring it to the boil again. Cook it gently for two or threeminutes: keep stirring- it.J. Serve it, you can mix in some milk if you like.Part 3 NewsNews item 1Talks about the disputed* sea border between North and South Korea have ended. The forty five minute meeting Wednesday did not produce an agreement. The North Korea representative later said his country might take defensive action. He did not say what action that might be. Officials have met six times since the navies of the two Koreas fought a sea battle in June. Each side accused the other of violating* the border.Exercise A: Listen to the news item and complete the following summary.There was no agreement on talks about ( 1 ) the disputed sea border between North and South Korea. Each side accused(2) the other of violating the border.Exercise B: Listen to the news item again and decide whether the following statements are true or false. Write T or F in the space provided, Discuss with your classmates why you think the statement is true or false.F 1. North and South Korea had a forty-minute meeting Wednesday to talk about the disputed sea border between them. (North and South Korea had a forty five minutes meeting Wednesday to talk about the disputed sea border between them.)F 2. The North Korea representative later said his country might take offensive action. (The North Korea representative later said his country might takedefensive action.)F 3. Officials have met sixty times since the navies of the two Koreas fought a sea battle in June. (Officials have met six times since the navies el the two Koreasfought a sea battle in June.)T 4. They accused each other of violating the border. (Each side accused the other of violating the border.)News Item 2Reports say a civilian* was at one of the controls of the nuclear submarine that hit a Japanese fishing boat last week. The Navy said here is no evidence that the civilian was directly involved in the accident. NineJapanese students, and crew members from the fishing boat axe still missing. Twenty-six other people survived die accident. The Navy has sent a deep-sea vehicle to the sunken wreckage* It also will decide if the boat can be raised. On Tuesday, President Bush told Japanese Prime Minister Yoshiro Mori* that he greatly regretted sinking the boat. The president spoke to Mi Marl by telephone.Exercise A: Listen to the news item and complete the following summary.This news item is about an accident in which a US nuclear submarine hit a Japanese fishing boat last week.Exercise B: Listen to the news item and fill in the following blanks.Sinking of a Japanese Fishing BoatAccident: a nuclear submarine hit a Japanese fishing boat last week Result of the accident: The Japanese fishing boat sank after being hit by tile nuclear submarine.Casualty of the accident: A Japanese students and crew members are missingNumber of survivors: 26Actions of the American Navy: 1. The Navy has sent a deep-seavehicle to the sunken wreckage2. The Navy also will decide if the boatcan be raised.Action of President Bush: President Bush expressed his regrets at sinking the boat to Japanese Prime Minister Yoshiro Mori by telephone on Tuesday.News Item 3In the United States, the Navy has released* underwater pictures of the Japanese fishing boat sunk by an American submarine 9 days ago. A deep-sea robot took the pictures 600 meters below the ocean surface near the state of Hawaii. The families of 9 missing Japanese saw the pictures Saturday. Two of the missing victims were teachers. Four others were students. They are believed to be dead. Earlier the commander of the Navy's Pacific Fleet* said 3 officers from the submarine will face a public investigation court* later this week. The officers could be tried* by a military court if the investigation finds them responsible.Exercise A: Listen to the news item and complete the following summary.This news item is about the release of underwater pictures of the Japanese fishing boat sunk by an American submarine 9 days ago.Exercise B: Listen to the news item again and choose the best answer to complete each of the following sentences. I,B 2. A 3. D 4. CSection 3 Oral WorkPart 1 Questions and AnswersMan: Hello. Could I speak to Miss Appleby, please This is John Blofeld.Woman: One moment, please. I'm afraid she's out at tile moment. She's visiting a factory.Man: I see. Will she be back in her office at Woman: Let me see, Uhm. Well, she might be late because of the traffic.Man: All right. She's a difficult person to get hold of, isn't sheWhat about lunch time Is she free then Woman: Yes, I'm awfully sorry. Just one moment. I'll check. No,she's having flinch with adesignerMan: Oh, dear. What time will she be backWoman: Erin ... At two o'clock. She's seeing a customer here in her office.Man: Ah. So what time can I phone back' Woman: Any time after . Man: Are you sureWoman: Definitely. She will be in her office for the rest of the afternoon.Man: OK. I'll phone back then. Thank you. Woman: That's ~dl right. Goodbye.Exercise: Listen to a dialogue and then answer some questions about it. You will hear the dialogue and the questions only once. Answer each question in complete sentence after you have heard it. Questions: 1. Was Miss Appleby in (No, she was out.)2.Where was she (She was at a factory.)3.Would she be back at 10:30(No. she would be back later than that.)4.Why would she be back late(The traffic was busy.)5.Would she be free at lunch time(No, she would be having lunch with a designer.)6.What would she do at two o'clock(She would see a customer in her office.)7.She was a person who was hard to get hold of, wasn't she(Yes. she was a difficult person to get hold of.)8.When could John Blofeld phone back(He could phone back anytime after .)Part 2 RetellingJimmy left home when he was fifteen and went to London He did lots of different jobs and always got tip very early, at about . He went to work on a bicycle and always crossed a vet busy main road to work.One Monday morning he had an accident. He crossed the road carelessly and a car hit him. He fell off his bike and hit his head on the pavement. He was sent to hospital in an ambulance. When he was in hospital he did a lot of thinking about this life and his work.When he left hospital, he went straight to a second-hand shop and got all old electric guitar for 25 pounds. He forgot about his job in the factory and never went back to it again. He lost his job but he found another work and a better way of life. He often thinks, "I'm glad I had that accident."Exercise: Listen to the passage and then retell it in your own words. You will hear thepassage only once.Section Four Supplementary exercise Part 1 Listening ComprehensionThe World Health Organization bas opened a new medical training center to help developing countries identify and control diseases. The center opened last month in Lyons*, France. It will help poor countries set up laboratories tc quickly identify and control infectious diseases.The WHO already operates an international system that watches for major health threats thatcould develop into world problems. The WHO executive director for communicable diseases is David Heymann. Doctor Heymann says the new medical center in France will help strengthen public health laboratories and services in developing countries.Doctor Heymann says there is a great need for this. In Africa, for example, he says only one laboratory can identify tile Ebola* or Marburg* viruses that cause serious diseases. It is the WHO laboratory in South Africa.Bacteria or other substances that are collected in any country inAfrica are sent to the laboratory in South Africa. Or they are sent to laboratories in Europe, North Anrerica or Asia. Doctor Heymann says Ebola is an example of a very complex disease that is hard to identify. But many countries, he says, do not even have the ability to identify more commonly known diseases, such as cholera* or yellow fever*.The World Health Organization estimates that diseases spread to other people kill more than 13,000,000 people around the world each year. Most of the victims are poor people in developing countries.To help solve this problem, the WHO hopes to train people from 45 countries in Africa, Asia and Latin America, The first training class begins in April in Lyons. Laboratory experts from eight countries in West Africa and Central Africa will take part. The programme will offer the medical experts and ,scientists new skills to identify diseases. They also will learn how to use communications equipment, the Internet and electronic mail. This technology will help them respond quickly to pos sible medical problems.The WHO says'the purpose of the project is to build a system that will help countries identify diseases. With these skills, the WHO says countries will he able to react more quickly to fight the spread of disease.Exercise: Listen to the report carefully and complete the following passage.The World Health organization has opened a new medical training center Io help developing countries identify and control diseases. That center opened last month in Lyons, France.The WHO already operates an international system that watches for major health threats that could develop into world problems. It estimates that diseases spread to other people kill more than 13,000,000 people around the world each year. Most of the victims are poor people in developing countries.The new medical center will help strengthen public health laboratories and services in developing countries. The first training class will begin in April in Lyons. The programme will offer the medical experts and scientists from countries in Africa, Asia and Latin American new skills to identity diseases. They also will learn how to use communications equipment the Internet and electronic mail. This technology will help them respond quickly to possible medical problems.Part 2 Oral WorkLast Christmas Professor Smith wanted to show his family that he was young and fashionable atheart, so he decided to give them clothes as Christmas presents.For his twelve-year old nephew he thought a pair of shorts would be suitable. Unfortunately the pair he got didn't fit him at all. They were much mo big. His brother was very keen on swimming so he got him a pair of swimming trunks. They were a size too small, however, and so were much tootight. But that was the last mistake the poor professor made, because while he was picking out a bright pink summer dress for his daughter, she happened to see him in the shop and managed to persuade him that the colour didn't go with the colour of her hair, She was quite relieved to open her Christmas present the next week and find a book on wild flowers.Exercise: Listen to the passage and then give your opinion on the following topics,1.Wily do you think Professor Smith couldn't buy the right presents for his children2.Have things of this kind ever happened in your family。
Cornell Note Taking
The Cornell Note Taking SystemThis format provides the perfect opportunity for following through with the 5 Rs of note taking: Record : During the lecture, record as many meaningful fact and ideas as you can in the Note Taking Area Reduce : As soon as possible after the lecture, summarize these facts and ideas concisely in the Cue column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory Recite : Cover the Note Taking Area and, using only your cue column, talk over the facts and ideas of the lecture as full as you can in your own words. Then verify what you said with the Note Taking Area Reflect : Draw out opinions from your notes and use them as a starting point for your own reflections on the course and how it relates to your other courses. Reflection will help prevent ideas from being inert and soon forgotten Review : Spend as least 10 minutes every week in quick review of all your notes, and you will retain most of what you have learned Common Abbreviations for Note TakingApproximately w/ With w/o Without wh/ Which * Most Important + / & And or more ff Following < Less than > Greater than = The same as/equal to No equal to Increasing Decreasing esp. Especially b/c Because @ At/At about # Number % Percent ? / Q Question etc. Et ceterab/w Between ∴ Therefore ∆ Change amt Amount re Regarding “” Repeating the same information Resulting inAs a result of/consequence of8.5”11”Note Taking Area: Record the lecture as fully and as meaningfully as possible here Cue Column: While you are in class taking notes, keep this column empty. Soon after class, reduce your notes to concise jottings as cues for Reciting, Reviewing, and ReflectingSummaries: Sum up each page of your notes in a sentence or twoSummary_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Note Taking Area______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Cue Column。
口译教程二Note-taking
c Note-taking Practice
Note that the interpreter’s foremost concern should be concentrating on listening to grasp the idea of the original speaker, and on this basis, to complete the listening- transference-speaking process speedily and accurately. Note-taking, though very important, plays a supplementary role in this process. 1) Offer students some choices, short paragraphs three times and ask students to reduce their number of words. The teacher should demonstrate the notes on the blackboard.
e.g1. Mr. speaker, I think it is deplorable that the Premier has gone on a trip to Europe. Not only is the timing for such a trip wrong, it is too expensive. Furthermore, I understand he is now planning to go on to America. This will also turn out to be an absolute waste of money.
Using Language 听说课 教学设计-高中英语人教版(2019)选择性必修第一册
Matters needing attention
Teachers should scaffold students by explaining vocabulary in topics, listening skills and note-taking techniques.Before listening to the conversation, the teacher should help the students to understand the questions fully. And without revealing the corresponding achievements of people before starting Activity 1, let students use their prior knowledge to do so. In addition to this, students should be told not to feel worried if they feel unfamiliar with them, as the conversation that follows will help them.
2. Teaching difficult point
They are able tostate their ideas to talk about great people with using language fillers, which make natural conversation.
ⅡLesson Procedures
口语考试 English Speaking Examination
Preparation time: 5 minutes - take notes (on rough work sheets or note card or examination paper)
Find out what you must discuss Read and understand the discussion input given Think of specific ideas based on the input given
Comparing things / people: Difference - A factory worker earns more than a tutor. - Being a tutor is not the same as being a factory worker. - A tutor does not earn as much as a factory worker.
Comparatives (-er)
- better, faster, cheaper, shorter, easier, smaller
Superlatives (-est)
- the best, the cheapest, the fastest, the biggest
Most and more for long adjectives
Bullies Gangsters Target Triad members Victim
To intimidate people who are smaller in size and weaker To report the crime to the police To teach somebody a lesson To threaten somebody
Note—taking
Word Bank
urban-rural gap 城乡差异 centre of population 城市 city 城 capital 首都 metropolis 大都市 centre 市中心 (美作:center) shopping centre 商业区 municipality 市政当局 municipal 市的,市政的 district 区 residential area 居民区,住宅区 urban 市区的 suburb 近郊区 outskirts 郊区 slums 贫民窟,贫民区 shantytown 贫民区
庄稼灰塌塌的全拧成了绳，地上一踩就冒起一股烟。 太阳一出，地里的庄稼便抹上一层金子般的颜色。 地里的麦子，长得肥绿肥绿，风刮着，就像一湖绿水。 微风吹拂，麦苗轻轻晃动，好像把自己的精神抖擞抖擞， 准备使出全身的力气往上蹿呢! 麦子长势差，稀稀拉拉，又细又蔫又黄，像狗尾巴草一样 短小干瘪。 田垄里的麦苗稀稀拉拉的，像是在翘首苦盼着下雨。 那沉甸甸的稻谷，像一垄垄金黄的珍珠，真是喜煞人啊! 那稻子换上了富丽的金装，羞答答地低垂着头。微风吹拂， 金涛滚滚。 庄稼汉们站在地头，望着这片黄澄澄像狗尾巴的稻谷，心 里像酿了蜜一样的甜。 这一路种的都是高粱，已经长得高过人头了，绿油油的像 一堵没有止境的围墙。 红红的高粱，像无数支火把，映红了天际。 那一片片火红的高粱穗子缀满了圆饱饱的珍珠一样的果实， 在微风中向着勤劳的人们点头微笑
In rural areas, due to overpopulation, relative land, water and other natural resources, particularly arable land is extremely scarce, in a fit state percapita cultivated area is usually only a few minutes, the best, but one or two acres. In the meantime, the growing surplus of labor and decentralized form of management of the agricultural machine, the pace of technology is extremely slow, because of space management for large sparse chaos, the family planning policy is not strictly enforced and the farmers the concept of the rural population ignorant and backward also increased with impunity, consume poor accumulation.
听力原文+答案unit
UNIT 5Section One Tactics for ListeningPart 1 PhoneticsExercise: Complete the following short dialogue as you listen to the tape. Pay special attention to the weak forms, link-ups and contractions.Woman 1: Oh did he? I don't (1) believe it!Woman 2: And so I said...Waiter: Yes, what (2) would you like?Woman 2: Oh, I don't know. Just let me (3) have a look at the menu. Let me see ...Woman 1: Erm. I'll have a cheeseburger, chips (4) and a large coke.Woman 2: Ugh! I hate cheese. (5) I'll have a beefburger and chips.Waiter: Anything else?Woman 2: (6) Have you got any orange juice?Waiter: Large (7) or small?Woman 2: Small, please. So anyway, (8) and then 1 said... Part 2 Listening and Note-Taking1.Prices on a Tokyo stock market rose more than 5%. The Nikkei closed at 17,686 points.2.The Dow Jones Industrial Average went up a modest 14 points to —a fractional gain for the "blue-chips." The Standard and Poor's500 index closed l0 points higher — less titan 1%. The technology-weighted Nasdaq composite gained about 40 points over 1%.The US economy may be slowing, but the latest data shows it is still vibrant. US consumer confidence bounced back this month. And sales of existing homes in June rose a surprising % — a stronger-than-expected jump.Exercise: Listen to some statements. Fill in the blanks with the correct numbers.Section Two Listening Comprehension Part 1 DialoguesDialogue 1 Are you ready to orderWaiter: Are you ready to order?Woman: Er, yes, please. I'll have the roast beef.Waiter: Mhm. Would you like a starter'?Woman: No, thank ... oh, why not? I'll have the garlic* mushrooms* please.Waiter: And would you like salad or vegetables with your roast beef?Woman: Er, what vegetables have you got?Waiter: Cauliflower* and carrots.Woman: Er, have you got any cabbage?Wa/tel: No, I'm afraid not.Woman: Oh, well, never mind, I'll have the carrots. Waiter: Carrots. Can I get you anything to drink? Woman: Er, just a glass of water. Waiter: And would you like anything for dessert? Woman: No, thanks.Exercise: Listen to the conversation between a woman and a waiter.Complete the following form.Order Form4TableStarter.' garlic mushroomsMain course: roast beef with carrots Drinks: a glass of waterDialogue 2 two 74s please At MacArthur's, a hamburger restaurant in Putney, near Wandsworth.Dave: I still don't understand why you had to see your grandmother on Saturday evening.Carol: Well, it was a sort of family thing. Everyone was there. I'd completely forgotten aboutthe concert. Anyway, my mum would have been upset if I hadn't gone.Dave: She wouldn't have been, surely? She would have understood. You could have told heryou had tickets.Carol: 1 said I forgot.Waitress: Are you ready to order now?Dave: Yes. Two 74s, please — one medium and one rare -Oh -------- and two salads.Waitress: And to drink? Carol: Coffee for me. Dave: Two coffees, please.Carol: And you haven't phoned mee at all during the week. You're too busy with your cycle club. If you'd phoned me on Friday night, 1 wouldn't have forgotten. Dave: But you know I ~o training every Friday night. Carol: I'm sorry but it's just that... Dave: What?Carol: Well. I wish you wouldn't take me for granted so much. Dave: I don't! Anyway, you wanted to go to the concert. You bought the tickets months ago.Anyway, we always go out on Saturdays. Carol: That's just it. Dave: That'sjust what?Waitress: Did you want dressing with your salad'?Dave: What? Oh, no. thanks.Waitress: OK. No dressing.Carol: Oh. 1 don't know. It's just...Dave: It's just what?Waitress: Two 74s. Whose is the rare?Dave: Mine.Carol: Oh, sometimes I wish I f d never started going out with you. You act as if you own me. If only you were a bit more ...Waitress: Is everything all right?Dave: Fine, everything's fine.Exercise A: Listen to the dialogue and decide whether the following statements are true or false. Write T or F in the space provided. Discuss with your classmates why you think the statement is true or false.F 1. They were supposed to go to the theatre on Saturday evening. (They were supposed to go to the concert on Saturday evening.)F 2. The girl didn't go to meet the boy because she had to see her grandmother. (The girl didn't go to meet the boy becauseshe had forgotten.)T 3. The boy was a member of a cycle club. (Carol: You're too busy with your cycle club.)F 4. The boy phoned tile gift on Friday night. (The boy didn't phone the girl on Friday night.)T 5. The boy thought the girl would remember everything. (Carol:Well I wish you wouldn'ttake tile for granted somuch.)Exercise B: Listen to the dialogue again and answer the questions.1.What does "Two 74s f mean?74 probably is the number of the dish on the menu, presumably beef, -they ordered the same dish — one medium and the otherrare.2.What else did they order?They ordered salad and coffee also.Part 2 PassagesPassage 1 Instant CoffeeWhen coffee arrives at an instant coffee factory it has already been roasted and ground. In the factory, water is slowly passed through the coffee. The resulting* liquid is then repeatedly pumped through tubes at a very high temperature and pressure. The liquid is boiled and sugar, salt and a variety of chemicals are carefully added. This makes some of water evaporate*, leaving very strong coffee liquor*.To make instant coffee powder, the coffee liquor is poured through large cylindrical* driers at a temperature of 250-C. The heat evaporates the liquid, leaving instant coffee powder, which is collected and put into jars.Granulated* coffee is made by freeze-drying, The process is a secret one and is passed from one family of manufacturers to the next. The coffee liquor is rapidly frozen into blocks. After these have been broken up into very small pieces, they are dried in a vacuum. This removes the water without heat, leaving instant coffee granules*.Exercise: Listen to the passage and choose the best answer to complete each of the following sentences.1,B 2. A 3. C 4, C 5. D 6. D 7. B 8. APassage 2 Tinned Tomato SoupTinned tomato soup is horrible. Why not make your own? It's dead easy, and it tastes delicious.You need some onions*, some tomatoes, butter or margarine*, salt, pepper*, some wine, and any herbs* that you feel like putting in.The first thing to do is to pour yourself a glass of wine. Then chop*the onions up small, wash the tomatoes carefully -------------------------------------------------- y ou don't knowwhat sort of chemicals they've had on them, do you? — and cut them into quarters. Then you I'm sorry, I didn't say how many tomatoes, did I?My book says 700 grams for four to six people, but I don't find that's enough, because the soup's so good that everybody asks for more. So I usually make twice as much. If they don't eat it all you can always freeze it. I use about one and a half kilos of tomatoes, and two or three big onions, or five or six small ones. You must have enough onions — that's what makes the soup taste good, OK, so you chop the onions and cut the tomatoes into quarters. When you've done that, you put some butter in a big saucepan — or you can use margarine or oil instead, if you prefer put it on a low heat and fry* the onions and garlic gently for three or four minutes. Yeah, sorry, 1 should have said — you need two cloves* of garlic, chopped up small or crushed*. You might like to throw in a piece of bacon rind* as well. Keep stirring* everything gently while it's frying.After three or four minutes, put the tomatoes into tile saucepan, and pour in some water about a quarter of a litre. A bit more if the tomatoes aren't very juicy. Add plenty of salt and pepper, and herbs if you want to.Stir everything thoroughly, put the lid on the saucepan, and bring it to the boil* Then leave it to cook slowly over a low heat for an hour or so. Pour yourself another glass of wine.When it's ready -= you can tell if it's ready, because everything's soft and it smells terrific —when it's ready, take it off the cooker and strain* it carefully through a sieve*. Actually, it's best if you've got one of those little machines where you turn a handle and it pushes everything through a round metal plate with little holes in — you know what I mean?Put the soup back into the saucepan and see whether it needs any more salt. Then bring it to the boil again. Cook it gently for two or three minutes; keep stirring it. When you serve it, you can mix in some milk ifyou like, but I don't bother ------------------------ I think it's nice as it is. You're supposed tomake croutons* as well — you know, little squares of toast or friedbread ---------- but I don't bother about that either. It's too much trouble. Do tryit. You'll thank me.Exorcise A: Listen to the passage and choose the best answer to each of the following questions.2. D3. A4. C5. D6. D7. A8. BExercise B: Listen to the passage again and complete the following outline.1. PreparationA. ingredientsa. onionsb. tomatoes, about 700 grams for four to six peoplec. butter or margarined. herbs (optional)e. two cloves of garlicB. Preparationa. chop the onionsb. wash and cut the tomatoes into quartersc. chop or crush the garlic II. CookingA.Put some butter or margarine or oil in a big saucepan.B.Put it on a low heat.C.Fry the onions and garlic gently for three or four minutes. Keep stirring everything gentlywhile it's frying.D.Put the tomatoes into the saucepan, and pour in some water ------------------------------------------------------about a quarter of a litre. Add plenty of salt and pepper, and herbs if you want to.E.Stir everything thoroughly, put the lid on the saucepan, and bring it to the boil.F.Leave it to cook slowly over a low heat for an hour or so.G.When it's ready, take it off the cooker and strain it carefully through a sieve.H.Put the soup back into the saucepan and add more salt if necessary.I. Then bring it to the boil again. Cook it gently for two or threeminutes: keep stirring- it.J. Serve it, you can mix in some milk if you like.Part 3 NewsNews item 1Talks about the disputed* sea border between North and South Korea have ended. The forty five minute meeting Wednesday did not produce an agreement. The North Korea representative later said his country might take defensive action. He did not say what action that might be. Officials have met six times since the navies of the two Koreas fought a sea battle in June. Each side accused the other of violating* the border.Exercise A: Listen to the news item and complete the following summary.There was no agreement on talks about ( 1 ) the disputed sea border between North and South Korea. Each side accused(2) the other of violating the border.Exercise B: Listen to the news item again and decide whether the following statements are true or false. Write T or F in the space provided, Discuss with your classmates why you think the statement is true or false.F 1. North and South Korea had a forty-minute meeting Wednesday to talk about the disputed sea border between them. (North and South Korea had a forty five minutes meeting Wednesday to talk about the disputed sea border between them.)F 2. The North Korea representative later said his country might take offensive action. (The North Korea representative later saidhis country might take defensive action.)F 3. Officials have met sixty times since the navies of the two Koreas fought a sea battle in June. (Officials have met six timessince the navies el the two Koreas fought a sea battle in June.)T 4. They accused each other of violating the border. (Each side accused the other of violating the border.)News Item 2Reports say a civilian* was at one of the controls of the nuclear submarine that hit a Japanese fishing boat last week. The Navy said here is no evidence that the civilian was directly involved in the accident. NineJapanese students, and crew members from the fishing boat axe still missing. Twenty-six other people survived die accident. The Navy has sent a deep-sea vehicle to the sunken wreckage* It also will decide if the boat can be raised. On Tuesday, President Bush told Japanese Prime Minister Yoshiro Mori* that he greatly regretted sinking the boat. The president spoke to Mi Marl by telephone. Exercise A: Listen to the news item and complete the following summary.This news item is about an accident in which a US nuclear submarine hit a Japanese fishing boat last week.Exercise B: Listen to the news item and fill in the following blanks.Sinking of a Japanese Fishing BoatAccident: a nuclear submarine hit a Japanese fishing boat last week Result of the accident: The Japanese fishing boat sank after being hit by tile nuclear submarine.Casualty of the accident: A Japanese students and crew members are missingNumber of survivors: 26Actions of the American Navy: 1. The Navy has sent a deep-seavehicle to the sunken wreckage2. The Navy also will decide if the boatcan be raised.Action of President Bush: President Bush expressed his regrets at sinking the boat to Japanese Prime Minister Yoshiro Mori by telephone on Tuesday.News Item 3In the United States, the Navy has released* underwater pictures of the Japanese fishing boat sunk by an American submarine 9 days ago. A deep-sea robot took the pictures 600 meters below the ocean surface near the state of Hawaii. The families of 9 missing Japanese saw the pictures Saturday. Two of the missing victims were teachers. Four others were students. They are believed to be dead. Earlier the commander of the Navy's Pacific Fleet* said 3 officers from the submarine will face a public investigation court* later this week. The officers could be tried* by a military court if the investigation finds them responsible.Exercise A: Listen to the news item and complete the following summary.This news item is about the release of underwater pictures of the Japanese fishing boat sunk by an American submarine 9 days ago.Exercise B: Listen to the news item again and choose the best answer to complete each of the following sentences. I,B 2. A 3.D 4. CSection 3 Oral WorkPart 1 Questions and AnswersMan: Hello. Could I speak to Miss Appleby, please? This is John Blofeld.Woman: One moment, please. I'm afraid she's out at tile moment. She's visiting a factory.Man: I see. Will she be back in her office at ? Woman: Let me see, Uhm. Well, she might be late because of the traffic.Man: All right. She's a difficult person to get hold of, isn't she?What about lunch time? Is she free then? Woman: Yes, I'm awfully sorry. Just one moment. I'll check. No,she's having flinch with adesignerMan: Oh, dear. What time will she be back?Woman: Erin ... At two o'clock. She's seeing a customer here in her office.Man: Ah. So what time can I phone back'? Woman: Any time after . Man: Are you sure?Woman: Definitely. She will be in her office for the rest of the afternoon.Man: OK. I'll phone back then. Thank you. Woman: That's ~dl right. Goodbye.Exercise: Listen to a dialogue and then answer some questions about it. You will hear the dialogue and the questions only once. Answer each question in complete sentence after you have heard it. Questions: 1. Was Miss Appleby in? (No, she was out.)2.Where was she? (She was at a factory.)3.Would she be back at 10:30?(No. she would be back later than that.)4.Why would she be back late?(The traffic was busy.)5.Would she be free at lunch time?(No, she would be having lunch with a designer.)6.What would she do at two o'clock?(She would see a customer in her office.)7.She was a person who was hard to get hold of, wasn't she?(Yes. she was a difficult person to get hold of.)8.When could John Blofeld phone back?(He could phone back anytime after .)Part 2 RetellingJimmy left home when he was fifteen and went to London He did lots of different jobs and always got tip very early, at about . He went to work on a bicycle and always crossed a vet? busy main road to work.One Monday morning he had an accident. He crossed the road carelessly and a car hit him. He fell off his bike and hit his head on the pavement. He was sent to hospital in an ambulance. When he was in hospital he did a lot of thinking about this life and his work.When he left hospital, he went straight to a second-hand shop and got all old electric guitar for 25 pounds. He forgot about his job in the factory? and never went back to it again. He lost his job but he found another work and a better way of life. He often thinks, "I'm glad I had that accident."Exercise: Listen to the passage and then retell it in your own words. You will hear thepassage only once.Section Four Supplementary exercise Part 1 Listening ComprehensionThe World Health Organization bas opened a new medical training center to help developing countries identify and control diseases. The center opened last month in Lyons*, France. It will help poor countries set up laboratories tc quickly identify and control infectious diseases.The WHO already operates an international system that watches for major health threats thatcould develop into world problems. The WHO executive director for communicable diseases is David Heymann. Doctor Heymann says the new medical center in France will help strengthen public health laboratories and services in developing countries.Doctor Heymann says there is a great need for this. In Africa, for example, he says only one laboratory can identify tile Ebola* or Marburg* viruses that cause serious diseases. It is the WHO laboratory in South Africa.Bacteria or other substances that are collected in any country inAfrica are sent to the laboratory in South Africa. Or they are sent to laboratories in Europe, North Anrerica or Asia. Doctor Heymann says Ebola is an example of a very complex disease that is hard to identify. But many countries, he says, do not even have the ability to identify more commonly known diseases, such as cholera* or yellow fever*.The World Health Organization estimates that diseases spread to other people kill more than 13,000,000 people around the world each year. Most of the victims are poor people in developing countries.To help solve this problem, the WHO hopes to train people from 45 countries in Africa, Asia and Latin America, The first training class begins in April in Lyons. Laboratory experts from eight countries in West Africa and Central Africa will take part. The programme will offer the medical experts and ,scientists new skills to identify diseases. They also will learn how to use communications equipment, the Internet and electronic mail. This technology will help them respond quickly to pos sible medical problems.The WHO says'the purpose of the project is to build a system that will help countries identify diseases. With these skills, the WHO says countries will he able to react more quickly to fight the spread of disease.Exercise: Listen to the report carefully and complete the following passage.The World Health organization has opened a new medical trainingcenter Io help developing countries identify and control diseases. That center opened last month in Lyons, France.The WHO already operates an international system that watches for major health threats that could develop into world problems. It estimates that diseases spread to other people kill more than 13,000,000 people around the world each year. Most of the victims are poor people in developing countries.The new medical center will help strengthen public health laboratories and services in developing countries. The first training class will begin in April in Lyons. The programme will offer the medical experts and scientists from countries in Africa, Asia and Latin American new skills to identity diseases. They also will learn how to use communications equipment the Internet and electronic mail. This technology will help them respond quickly to possible medical problems.Part 2 Oral WorkLast Christmas Professor Smith wanted to show his family that he was young and fashionable atheart, so he decided to give them clothes as Christmas presents.For his twelve-year old nephew he thought a pair of shorts would be suitable. Unfortunately the pair he got didn't fit him at all. They were much mo big. His brother was very keen on swimming so he got him a pair of swimming trunks. They were a size too small, however, and so were much too tight. But that was the last mistake the poor professor made, because while he was picking out a bright pink summer dress for his daughter, she happened to see him in the shop and managed to persuade him that the colour didn't go with the colour of her hair, She was quite relieved to open her Christmas present the next week and find a book on wild flowers.Exercise: Listen to the passage and then give your opinion on the following topics,1.W ily do you think Professor Smith couldn't buy the right presents for his children?2.Have things of this kind ever happened in your family?。
减少写作业的时间英语
减少写作业的时间英语Certainly! Here's a lesson plan outline on the topic of "Reducing Homework Time in English":LessonObjective: To equip students with effective techniques to manage and reduce the time spent on English homework.Warm-up Activity (5 minutes):- Discussion Prompt: "What are some challenges you face when doing English homework?"- Encourage students to share their experiences and thoughts.Introduction (5 minutes):- Briefly explain the importance of homework in reinforcing learning and the goal of the lesson.Main Activity 1: Prioritization (10 minutes):- Group Work: Divide students into small groups.- Task: Each group must prioritize a list of English homework tasks based on difficulty and importance.Main Activity 2: Time Management Techniques (15 minutes):- Lecture: Introduce different time management techniques such as the Pomodoro Technique, where students work for a set period (e.g., 25 minutes) and then take a short break.- Practice: Have students apply these techniques to a sample English homework task.Main Activity 3: Effective Note-Taking (15 minutes):- Demonstration: Show examples of effective note-taking for English homework.- Activity: Students practice note-taking while summarizing a short English text.Main Activity 4: Using Technology (10 minutes):- Presentation: Discuss how technology can aid in reducing homework time, such as using apps for vocabulary building or grammar checkers.- Interactive Session: Allow students to explore and suggest their favorite tools.Main Activity 5: Group Problem-Solving (15 minutes):- Scenarios: Provide students with common homework scenarios that require problem-solving.- Collaboration: Have students work in groups to find solutions that save time.Conclusion (5 minutes):- Reflection: Ask students to reflect on the strategiesthey've learned and how they plan to implement them.- Homework: Assign a homework task that incorporates thetime-saving techniques discussed.Assessment:- Observe group discussions and participation.- Review the effectiveness of the note-taking and problem-solving activities.- Monitor the use of time management techniques in the next homework assignments.This lesson plan aims to provide students with practical strategies to reduce the time spent on English homework while maintaining or improving the quality of their work.。
note taking
Lecture 6:Note taking as an aid to memoryNote taking is a key skill in consecutive interpreting, although it is sometimes used in other modes of interpreting too. The interpreter's notes are designed to provide support to the memory, when the interpreter has to wait for the speaker to complete the whole speech, or a substantial part of it, before he or she can start working into the TL.Why do we need to take notes?When an interpreter is required to interpret any type of speech as short as two minutes or as long as one hour, he/she will inevitably need the aid of notes in order to render an accurate interpretation. It is impossible for a person to reproduce a speech of such length in detail when relying solely on memory. What the human memory is capable of remembering is the meaning, the general gist of the content.Interpreting means more than just summarising interpreting; it means reproducing the speech in the target language just as if the interpreter were the speaker. When the utterance is relatively long, this can only be achieved through the use of notes.The function of our memoryIn order to understand how to effectively use notes, we must understand how our memory works. Memory plays an extremely important role in the process of interpreting; in fact, interpreters develop a very good memory because they are always exercising it.(For more detailed information about memory, see chapter 4 of:Ginori L., Scimone E., Introduction to Interpreting, Lantern Press Sydney, 2003).The role of the Long-term memory (or Passive memory)is one of the essential techniques of interpretation. In order to activate the long-term memory there must be a stimulus; otherwise, the details of the content of a speech might all be forgotten, only leaving a general passive knowledge. This is why note taking is so important. The notes will consist of key words and other symbols that will indicate the essence of what will be expressed in detail at the time of delivery.General principles of note takingNote taking is used as a memory aid in Consecutive Interpreting. The notes serve to trigger the memory; they serve as a reminder, not as a sole means for the delivery of the interpretation.There are no rigid rules for note taking in interpreting, as the conditions vary with the interpreter's writing habits, previous experience of note taking at school or university, languages spoken, etc. In fact, there is no universal note-taking system. What interpreters record and how they record it depends on a number of factors:▪The type of text and density of the speech▪The interpreter’s prior knowledge of the subject, and▪The interpreter’s state of concentration.There are, however, some general principles derived from the experience of the best practitioners,The first principle is to remember that note taking in interpreting is for immediate use only. The interpreter’s notes do not reproduce the speech; they are only written indications to help the interpreter to remember it. The time factor is important – writing too much can lead to a time lag and the interpreter risks to miss what comes next!The second principle is: do not jot down detailed, unprocessed information. Make notes that are the result of a meaningful analysis of the speech as it is being delivered. Write down what you, the interpreter, intend to say, and not what you have heard.Make a logical analysis of the speech while the speech is being delivered.▪Try to understand in full what the speaker is talking about, as if you were a member of the audience to whom the speech is directed, not the interpreter.▪Don't be excessively concerned with the speaker's actual words, but▪Try to catch the meaning of what is being said; in other words, try to understand the content of the speech, and▪Use key words to represent the speaker’s main ideas. These can be written in capital letters.▪Take more detailed notes at the beginning of the speech, since the introductory remarks are usually a synopsis of the speech.For your notes to be effective, you need to use a clear note-taking technique that will aid your interpretation rather than hinder it. Here are some suggestions, mainly from chapter 8 of: Ginori L., Scimone E., Introduction to Interpreting, Lantern Press Sydney, 2003).Use the notebook page as a bi-dimensional unit.This means that the notes are not to be written necessarily from left to right or right to left, and from top to bottom like ordinary writing. They have to be looked at.Indent each new idea or groups of ideas.The notes should be arranged vertically or diagonally, not horizontally.Your concepts/words should be entered following intuitive, consequential, conventionally adopted rules.▪Divide the notebook page according to conceptual segments, that is meaningful chunks or blocks.▪Allocate to each segment a link word or a link sign representing a connection with the previous segment, e.g. but, if, then, so, +. These links have a double function: they (i) work as cues helping to retrieve from memory the stored content and (ii) add style and cohesion to the presentation.▪Write down key words to record the main ideas from the speaker.Like "milestones" in the course of the speech the key words will provide most significant cues for the retrieval process. They will also allow the interpreter to present the interpretation in the same chronological order as the original speaker.▪Use acronyms e.g.: NSW, DIAC, USA, AUS, UN, etc. (use existing ones, be careful with inventing acronyms on the spot!).▪Whenever possible words should be written down in abbreviated form, e.g. product = prod, immigration = immig, and so on.▪Use symbols and signs(+, -, =, >, <, :, !, ?, $) as required.▪Symbols and signs may be used straightforwardly, or with extended meaning.▪The +sign, for instance, should be used to indicate more, additionally, further;grow, enlarge, expand; raise, increment, etc. The same applies to other signs.▪ A most widely used sign in note taking is the arrow: pointed upwards it is used to indicate increase, rise, progress, while when it points downwards it indicates decrease, fall or decline. Some interpreters use the arrow pointing to the right to indicate a movement forward in space (go, towards) or in time (tomorrow, afterwards). The arrow pointing to the left will indicate a movement backwards, also in space or in time.▪Any symbols from computing, mathematics or other fields with which you are familiar should help you.▪Emphasise by underlining. E.g. imp. = very important; double underlining: [imp. = extremely important], and so on.▪Take note of verb tenses (mainly the present, the past, the future and the conditional). You can use a graphic sign near the verb form (an L sign to indicate the future, a reversed L sign to show the past, a circumflexed stress to indicate the conditional, while nothing is needed for the present tense).▪Modality is important too. Note modal verbs in the shortest form available (these verbs are relatively shorter in English: may, must, can, want, etc.).The language of the interpreter's notesThe “rule” that t here are no definite rules in note taking also applies to the language of the interpreter's notes. Some say that notes should be taken in the TL, because the translation work is done at the note-taking stage. Others prefer the SL, others still use a mixture of both SL & TL. In sum, there is no consensus; each interpreter needs to decide for him/herself what suits him/her best. Many interpreters, however, take notes in the target language, as there is a view that the need to interpret what is heard encourages the interpreter to catch the meaning of what is said. This in turn helps remembering.What should be remembered is that notes are about ideas and concepts and that interpreters don't use a particular language. They use a combination of symbols, abbreviations, numbers, signs, words in one or more languages, which constitutes a highly personalized cryptic language.Note-taking vs. shorthand writingNote taking for interpreting purposes is not to be confused with shorthand. The interpreter's notes are very different from those of a stenographer, because writing down words in the source language makes the interpreter's job harder when he or she has to translate the speech into the target language.Many professional interpreters develop their own "ideogramic" symbology, which allows them to take down not the words, but the thoughts of the speaker in language-independent form. Then the interpreter's output is more idiomatic and less SL bound.The writing of a speech using one of the existing shorthand methods does not require full comprehension of what is being said; it induces the listener concentrating on the actual words uttered by the speaker. This militates against the basic theory of interpreting, which states the contrary: the interpreter shall be a translator of thoughts, not of words. Shorthand is therefore not recommended amongst the interpreting techniques.* * *Some additional points on note takingIn order for note taking to be successful, the following additional suggestions may be useful:▪Elaborate on the key words to reproduce the speech in the target language.▪Write BIG and leave a lot of space between words and symbols to facilitate a prompt rendition.▪Draw a line after every major concept.▪Write a full stop or a stroke after every sentence.▪Write the lists down in columns.▪Always jot down numbers, dates and names.▪Write down the symbol that represents the main topic bigger than the rest of the notes.▪Indicate importance by underlining twice. or by writing in capital letters.▪Pay undivided attention to the speaker.▪Make a logical sequence of thoughts.▪Where a short synonym exists for a common word, it should always be used in note taking (whether it will be used or not in the actual interpretation, which can differradically in construction and terminology from the notes anyway. Remember, your notes are only triggers for your memory!).e.g. therefore = sohowever =but▪Intonation: for questions it is handy to use the Spanish-style upside down question mark at the beginning of a question (¿ ………….?) to remind you, before you start interpreting the question, that you should adopt an intonation appropriate for aquestion.Examples of symbols:The following symbols are to be used only as a guideline for you to create your own system of symbols, they are not to be taken as the only and definitive series. They are simply a collection of some more or less common symbols used by some interpreters. Remember, YOU should develop YOUR own symbols: those that make sense to you. (it is dangerous for you to use other people's symbols if they don't mean much to you…). Instead of wasting time trying to memorize other people’s symbols, use the ones you are familiar with.It should also be noted that too many symbols are more confusing than helpful. Approximately 20 pictorial symbols plus the mathematical signs, arrows etc. are probably quite sufficient.consequencesdevelopment relationsagriculture agreementenvironment roleenergy successtrade problempolitics repressiondemocracy impactwork countrymoney meetinginflation industrydeficitsurpluson the one handalways(toujours in French)...on the other handuntilon behalf offrom that time on as opposed to beforerecentlymore than/less than allany nowsimilarend startSource: http://interpreters.free.fr/consecnotes/symbolexamples.htmSuggested practice methods:Good notes require speed, accuracy, clarity and consistency. Interpreters take notes to help them remember what speakers say, focusing their attention on the speaker's key words and main ideas. This takes practice, and requires an ability to organise ideas/concepts in a logical and sequential manner.- To begin with, use short segments of speech on concrete topics. It is far more difficult toanalyse and note down abstract ideas.- Keep a record of material you use for your practice.- Use the tape recorder as a tool to help you practice with different types of recorded texts. - This also allows you to perform self-checks on your progress.- Ask somebody to read you a text at normal speed (starting with one minute, going up to three or four) and take notes as if you were going to do consecutive interpreting. Rewrite the entire text in longhand comparing it to the original and check for inaccuracies and omissions. Think about the possible reasons. Do this in one language until you feel confident, then from one into another and back again.- Do the same exercise but this time delivering the speech consecutively rather than rewriting it.-------------------------------------------------------------------------------------------------------------- References & suggested readings:1Ginori L. and Scimone E. (2003), Introduction to Interpreting, Sydney: Lantern Press. 2Herbert, Jean. 1978. 'How Conference Interpretation Grew', in Gerver, D. and Sinaiko,H.W. (eds) 1978, 5-9.3Rozan, J.F. (1974), La Prise de Notes en Interprétation Consecutive. Geneva: Georg. 4Seleskovitch, D. (1978), Interpreting for International Conferences, Washington, DC: Pen and Booth.。
chapter 5 口译笔记
Note-taking in Interpreting
口译笔记
Fengjianzhong 1
I. Necessity of Learning Note-taking
• For example, we may write “if” to stand for all conditional expressions such as “so long as”, “on condition that”, “provided/providing that” and “in case”; “tho” for all concessive expressions such as “although”, “though”, “even though”, “while” “in spite of” and “despite”; “to” for all expressions of purpose such as “so as to”, “in order to/that” and “so that”; “due” for all expressions of cause such as “because”, “as”, “since”, “for”, “for this reason”, “now that”, “owing to” and “thanks to”; “so” for all expressions of result such as “thus”, “therefore”, “hence”, “as a result of” and “consequently”; and “but” for all transitional expressions like “nevertheless”, “still”, “however”, “yet”, “even so”, “on the contrary” and “on the other hag notes is by no means an easy job. The fact that taking notes diverts attention and interferes with listening poses the first obstacle. The second problem is that untrained interpreters are often at a loss what notes to take and how. Thus, to learn note-taking well, we must, first of all, know some special features governing the acquisition of this basic skill.
听力教程第二版第二册Unit-3答案
听力教程第二版第二册Unit-3答案Unit3Section One Tactics for ListeningPart2 Listening and Note-takingA TerritoryWhen we talk about a territory, we mean a defended space. Animals have their territories, which they mark out with their personal scent. The scent is their territorial signal. Human beings have other territorial signals. There are three kinds of human territory, marked by different territorial signals.First, there are the Tribal Territories, which in modem terms are known as countries. Countries have a number of territorial signals. The borders are often guarded by soldiers and they usually have customs barriers, flags, and signs. Other signals of the tribal territory are uniforms and national anthems. These signals are important, because they warn the visitor that he is entering a foreign country and, while he is there, he must behave like a visitor.Second, there is the Family Territory, at the center of which is the bedroom. This is usually as far away as possible from the front door. Between the bedroom and the front door are the spaces where visitors are allowed to enter. People behave differently when they're in someone else's house. As soon as they come up the driveway or walk through the front door -- the first signals of family territory -- they are in an area which does not belong to them. They do not feel at home, because it is full of other people's belongings -- from the flowers in the garden to the chairs, tables, carpets, ornaments, and other things in the house. In the same way, when a family goes to the beach or to the park for a picnic, they mark out a small territory with towels, baskets, and other belongings; other families respect this, and try not to sit down right beside them.Finally, there is the Personal Territory. In public places, people automatically mark out an area of personal space. If a man enters a waiting room and sits at one end of a row of chairs, it is possible to predict where the next man will sit. It won't be next to him or at the other end of the room, but halfway between. In a crowded space like a train, we can't have much personal territory, so we stand looking straight in front of us with blank faces. We don't look at or talk to anyone around us.Exercise A:1. When we talk about a territory, we mean a defended space.2. These signals are important, because they warn the visitor that he is entering a foreign country.3. People behave differently when they're in someone else's house.4. In public places, people automatically mark out an area of personal space.5. It won't be next to him or at the other end of the room, but halfway between.section two listening comprehensionpart 1 DialoguesDialogue I Credit Card—I recently touring around America found there was a chap I was with ... He ... we were booked in by an American organization into a hotel, paid for by them, but they would not let him go through the lobby to his room unless they had a credit card number to prove that he was a human being that was trustworthy, {right, right}. In other words we've got to the stage now with credit cards, however friendly you look, however wealthy you look, or however nice you look ... (That's right, it doesn't matter, they just want to see that number.) Excuse me, where is your credit card?—Because you know you can't rent a major automobile in the States, you know, you can't rent without, without using a credit card, you can't, you know like you were saying, go into a hotel ...—I think that what's underneath that is the society in which you're only good if you have numbers attached to you, (Mm.) that are computerised, (Yeah.) and can trace you, and everybody's insured against everybody else (Yeah.) and ... that side of credit I find rather upsetting.— It's kind of ugly, isn't it?— Like a lot of people ，it's a great facility, if you're disciplined with it.1.D2. D3. CDialogue 2 Card Insurances— I'll tell you about one awful experience that happened to me, erm, I took out, erm ... one of these card insurances that cover all your cards (Mm.) should your cards be stolen and I had my handbag snatched* in a store and immediately got the store security, who were very quick, got me into their office and we phoned all of the credit cards that I had on me, within ten minutes.— Which is what they tell you to do?—Yeah. When, I suppose by the time we’d got to all of them it about half an after the bag had been snatched. Got up to the top floor of the office, started ringing round, and the whole thing was done within half an hour. Erm, when the bag was snatched it went through apparently a chain of people, out of the store, and it went two miles away and they managed to ... three different people had spent over ￡2,000 on four of my cards ...—But you're only liable* for the first 50.—I wasn't liable for any of it. Because thank goodness I had this insurance. —None of it. Yeah.—But ...—Touch wood* quick. That was ...—.. They'd spent it within twenty minutes of stealing.—That's incredible, isn't it?—And the thing that absolutely horrified me was I was close to limits on two of the cards, the ones that I do clear every month (Mm – mm.) I was close to the limit I'm allowed on those, and they, both of those cards they went into banks, said they were me, and got (No!) well over what the top limit would have been. —Really! Well it just goes to show, you could walk into a bank and get more than you could possibly ever pay off*!—I couldn't probably, because I go in, and they say, "No, you've spent it all already?—Right, right.1. F2. F 3, F 4. T 5. T 6. T 7. F 8.TPassage 1 Credit CardsThe system of bank credit cards operates in much the same way as a store credit account except that the holder is not restricted to making purchases in one place.Cards can be presented at any place where the bank card sign is displayed, and that could be at a shop, a service station, a hotel, a restaurant or in fact at all kinds of businesses.The sales assistant imprints the card details onto a sales voucher* which the customer signs, and the card is then returned to the customer. Each month the bank sends the holder a credit card statement setting out where purchases were made and totalling what is owing. A payment has to be made within 25 days of the date of the statement, but not necessarily the full amount. If the customerpays in full within this time the use of the card does not cost anything, But if he decides to pay only the minimum repayment shown on the statement –￡5 or 5% of the outstanding* balance*, which- ever is the greater -- he automatically chooses to use the system's extended repayment facility. The remaining balance is then carried forward and attracts interest at the rate of 2.25% per month.Bank credit cards are more versatile than store credit accounts in that they also enable people to obtain cash .Any bank displaying the bank card sign will arrange a cash advance* for a card holder, whether or not be is one of their own customers. For money drawn in this way the bank makes a charge at the rate of 2 25% a month calculated. cash advances appear on the monthly bank card statement.The bank credit card system operates entirely separately from cheque accounts but nevertheless it is a customer's previous relationship with his bank that is used as a guide to the amount of credit he will be extended. When a card is issued a personal credit limit is imposed indicating the maximum that can be owing at any one time. This is confidential* between customer and bank and does not appear on the card.Exercise A:The system of bank credit cards operates in much the same way as a store credit account except that the holder is not restricted to making purchases in one place. Bank credit cards can be presented at any place where the bank card sign is displayed and in fact at all kinds of businesses. Bank credit cards also enable people to obtain cash.Exercise B:1. A2. C3. C4. B5. D6. D7.B8. BExercise C:1. Bank credit cards can be presented at any place where the bank card sign isdisplayed, e.g. at a shop, a service station, a hotel, a restaurant, etc.2. Each month the bank sends the holder a credit card statement setting out where purchases were made and totalling what is owing,3. The customer can pay in full within 25 days of the date of the statement or he can pay only the minimum repayment shown on the statement4. Because they also enable people to obtain cash.5. When a card is issued a personal credit limit is imposed indicating the maximum that can be owing at any one time.Part 3 NewsNews Item 1Thousands of public workers have begun to demonstrate violently against a retirement reform plan passed by Brazilian lawmakers Wednesday. Demonstrators clashed with riot police in front of Congress after the chamber of deputies approved the measure. Brazilian media reports say at least 60 people were injured. Some demonstrators said the president had betrayed them byseeking approval of the measure in Congress. The measure is designed to cut retirement assistance, raise the retirement age of public workers and tax their retirement money. The government says the changes are necessary to save the government thousands of millions of dollars.Exercise A:This news item is about public workers' reaction to a retirement reform plan passed by Brazilian lawmakers.Exercise B:Thousands of public workers have begun to demonstrate violently against a retirement reform plan passed by Brazilian lawmakers Wednesday. Demonstrators clashed with riot police in front of Congress after the chamber of deputies approved the measure.Some demonstrators said the president had betrayed them by seeking approval of the measure in Congress. The measure is designed to cut retirement assistance, raise the retirement age of public workers and tax their retirement money.News Item 2According to a report to Congress, more than 4.5 million students endure sexual misconduct* by employees at their schools, from inappropriate jokes all the way to forced sex.The best estimate available shows nearly one in l0 kids faces misbehaviour ranging from unprofessional to criminal sometime between kindergarten and 12th grade.The report, delivered to Congress on Wednesday, is the first to analyze research about sexual misconduct at schools.Some educators took issue with the way the report combines sexual abuse with other behaviours such as inappropriate jokes, in one broad category of sexual misconduct.Exercise A:This news item is about prevalent sexual misconduct endured by students according to a report to Congress.Exercise B:1.B2. D3. C4. ASection three oral work Section Four Supplementary ExercisesParent-Teacher Associations6 million people in the United States belong to parent-teacher associations*, or PTA. PTA's work is to help schools and students in their communities.Members give their time to serve on committees. They plan school projects and special activities, such as sales and other events to assist schools. Members also serve as activists for children's issues* before government agencies and other organizations. There are national, state and local PTA organizations. PTA groups exist in the 50 American states and the District of Columbia. The PTA also operates in the United States Virgin Islands and in Department of Defense schools in the Pacific and Europe. These are schools for children of American military families.Three women are responsible for establishing the Parent-Teacher Association. Two of them, Alice McLellan Birney and Phoebe Apperson Hearst, established the Congress of Mothers in 1897. Both women lived in Washington, D.C.Alice Birney proposed the plan for the group in 1895. Two years later, she met Phoebe Hears who provided the money to start the organization. Later, fathers, educators and other interested citizens joined the group. It then changed its name to the National Congress of Parent-Teacher Associations.Selena Sloan Butler is considered the third founder of the PTA. She established and served as the first president of the National Congress of Colored Parents and Teachers. In 1970, the congress united with the National PTA.The National PTA provides members with, among other things, information online about educational issues. It publishes a free newsletter called "This Week in Washington" on its website. It tells about developments that affect education.There are critics of the National PTA. In a recent book, education researcher Charlene Haar says the positions of the group mainly serve the interests of teachers unions. PTA spokeswoman Jenni Sopko says the group speaks for parents, students and teachers, and is not influenced by the unions. She also notes that other countries have used the PTA in the United States as an example to develop their own parent-teacher associations.Exercise A:1. It stands for parent-teacher associations.2. Its work is to help schools and students in their communities.3. Six million people in the United States belong to parent-teacher associations.4. She established and served as the first president of the National Congress of Colored Parents and Teachers.5. The National PTA can provide its members with information online about educational issues.Exercise B:1. The plan to establish PTA group was proposed in 1895 by Alice Birney. Two years later, she met Phoebe Hearst who provided the money to start the organization. Later, fathers, educators and other interested citizens joined the group.2. Members of PTA's should give their time to serve on committees. They plan school projects and special activities. Members also serve as activists for children's issues before government agencies and other organizations.3. PTA groups exist in the 50 American states and the District of Columbia. The PTA also operates in Department of Defense schools in the pacific and Europe. These are schools for children of American military families.4. The Nation PTA publishes a free newsletter called "This Week in Washington" on its website. It tells about developments that affect education.5. There are critics of the National PTA. An education researcher Charlene Haar says the positions of the group mainly serve the interests of teachers unions. Exercise C:Your opinionDirections: Listen to the passage again and give your opinion on the following topics."PTA's work is to help schools and students in their communities."1. Is it necessary for schools in China to have PTA?2. What roles can PTA play at schools in China?3. If your parent is selected as the member of PTA. will you support him/her?Passage 2 Your Legal Rights at the SalesJust who is doing the favour for whom in the sales? Are the shops really giving us shoppers a chance to buy bargains? Or are we justhelping them to clear their shelves twice a year to make way for newlines* -- buying up* the rubbish they would otherwise throw away?In most sales there is a bit of both. Some bargains are more genuinethan others. Some price claims are true, while others are misleading orplain false.If the sale notice says "Coats -- reduced from ￡30 to ￡10” itshould ,by law ,be true.The rules are that, unless a shop says otherwise, the coats must havebeen on sale at the higher price for at least 28 consecutive days in theprevious six months. They can, however, get around it by saying "Lastweek ￡30. Now ￡10."Be a bit suspicious about a ticket which just says "Sale price ￡5.' Itmay mean the goods are specially bought in for the sale and does notnecessarily indicate any reduction.And there is nothing to prevent the shopkeeper boasting: "Worth ￡50, only ￡20' or even "Normally￡300, only ￡150."Another practice which is frowned upon, though not illegal, is animprecise offer, like "Up to ￡l0 off latest models." It gives no clearidea of how much you have to spend or exactly what you have to buy tobenefit.If you see a price claim you do not believe or feel to be misleading, youcan complain to the local Trading Standards Office -- the town hall willput you in touch.If you see a notice saying "No refunds on sales goods," ignore it, but don't forget it. It is illegal for shops to say this and you should report it to the Trading Standards Officer. He can order the signs to be removed.Sale or no sale, nothing can remove your right to your money back if the goods are faulty. If on the other hand, you just change your mind about something you buy in the sale the shop does not have to give you anything back.Goods labelled "seconds" have their own peculiar problems. You cannot expect something described as "seconds" to be perfect in every way, but the shop has no right to sell you anything that is not fit for the purpose for which it was made.A "slightly imperfect" kettle should still boil water and you can demand your money back if it doesn't. So take your spectacles with you and never be afraid to ask what is substandard about the thing you are about to buy.Exercise A:You have the right to know the true price. You have the right to know the quality of goods. Sale or no sale, nothing can remove your right to your money back if the goods are faulty.Exercise B:I.D 2. D 3. C 4. A 5. A 6. D 7. C8. BExercise C:1. In most sales, some bargains are more genuine than others and some price claimsare true, while others are misleading or plain false.2. Because they want to make way for new lines.3. The shopkeeper's boasting, like "Worth ￡50, only￡20" or even "Normally￡300, only ￡150"; and an imprecise offer, like "Up to ￡l 0 off latest models?'4. The shop has no right to sell you anything that is not fit for the purpose for whichit was made.5. When you just change your mind about the things you buy in the sale.。
任文交替传译-PPT精品文档
Theoretical Components
The way of teaching theory
◆ preferably introduced in combination with skill introduction
◆ directly relevant to the students’ needs and easy to grasp
Teaching better organized Students better guided Other usage (sight interpreting) More and up-to-date materials added
V. Teaching Plan
Option One: a new course
◆ repeatedly referred to during practice or when
correcting errors
(Seleskovitch 1989, Gile 2019)
Both process & product stressed
● Process (dynamic):
◆ understanding good interpreting principles, methods and procedures;
III. Teaching Resources
Textbook (2nd version)
III. Teaching Resources
Textbook
III. Teaching Resources
Some useful websites （口译网） tr.hjenglish （沪江口译频道） hjenglish （沪江英语） putclub （普特英语听力） chinadaily （中国日报） （中华人民共和国外交部） （世贸组织） （美国白宫网） economist （经济学人） official websites of specialized organizations…
写作业学习的英语
写作业学习的英语Certainly! Here's a lesson plan for an English class focused on homework and study skills:### LessonObjective: To improve students' ability to complete homework efficiently and develop effective study habits in English.Materials Needed:- Whiteboard and markers- Handouts with study tips- Examples of well-structured homework assignments- Timers or stopwatchesWarm-Up (5 minutes):- Begin with a quick discussion: "What are the challenges you face when doing your English homework?"- Write down the common issues on the board.Direct Instruction (15 minutes):1. Setting a Schedule: Explain the importance of having a regular homework schedule. Provide examples of how to createa weekly study timetable.2. Breaking Down Tasks: Teach students to break down larger tasks into smaller, manageable parts.3. Creating a Study Environment: Discuss the elements of aconducive study environment (quiet, well-lit, organized space).4. Active Reading: Demonstrate active reading techniques such as underlining, note-taking, and summarizing.Modeling (10 minutes):- Model how to approach a typical English homework assignment, such as a reading comprehension task or an essay question.- Use a think-aloud strategy to show your thought process.Guided Practice (15 minutes):- Provide students with a short English passage and a set of questions.- Have them apply the active reading and note-takingstrategies to answer the questions.- Circulate and offer guidance to students as they work.Independent Practice (15 minutes):- Assign a homework task that requires students to apply the study skills learned.- Encourage students to set a timer to manage their time effectively.Closure (5 minutes):- Review the key points of the lesson.- Ask students to share one new strategy they plan to use for their English homework.- Distribute handouts with study tips and a homework checklist.Homework:- Complete a mock homework assignment applying the study skills discussed.- Reflect on the effectiveness of the new strategies in a short journal entry.This lesson plan is designed to be interactive and practical, helping students to not only understand the importance of good study habits but also to apply them in their own work.。
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Notes: Before the meeting, work out a way of abbreviating the names of the participants to save time when making your notes.
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2. How to Take Minutes（如何写会议 （ 记录） 记录）
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At some point your boss may ask you to take minutes at a meeting. Since the minutes will serve as an official record of what took place during the meeting,it must be very accurate. Why do we need to take minutes for meetings? What preparation work can be done to take good minutes?
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Key terms1
Minutes Resolution Circulate Organization Venue Bullet point Attendee Regular Meeting Special Meeting 会议纪录 决议 使循环，传阅 企业 会议地点，比赛地点 着重号 在场者，出席者 例会,常务会议 专门会议
Common Abbreviations for Minutes-taking:
G--- go ahead NEC--- necessary U--- you complete sentences in OK--- alright B4--- before Cfm--- confirm Info--- information R1月21日星期日
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Suggestions
Before the Meeting Choose your tool: Decide how you will take notes, i.e. pen and paper, laptop computer, or tape recorder. Make sure your tool of choice is in working order and have a backup just in case. Use the meeting agenda to formulate an outline. During the Meeting Pass around an attendance sheet. Get a list of committee members and make sure you know who is who.
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Key terms2
Gross sales Treasurer’s report Outstanding bill Balance Receipt Disbursement Net v. Board member Resign coordinator board position Move a motion Second a motion 2010年11月21日星期日 总销售额 会计报告 未偿付的票据 余额 进款，收入，收据 付出款，支付款 净得，净赚 董事会成员 辞职 协调人 董事会职位 提出一项动议 对一项动议附议
find a good place for himself so that he can hear clearly during the meeting.
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1.The difference between Minutes and Notetaking
Minutes are a formal summarized written record of what take place at a meeting. They do not record every word that is said; instead, they summarize the main points of the meeting. In other words, when you take minutes, you should only record: 1
The information supplied
2
The proposals made
3
The resolutions or decisions arrived at
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1.The difference between Minutes and Note-taking
Minutes should be accurate, brief and clear. They always follow the same order as the agenda. The draft minutes should be approved by the Chairperson and then circulated to members as soon as possible after the meeting. Good minutes will help the organization make decisions. Minutes should also be written in a consistent style from one meeting to the next.
Number points and make lists. Use abbreviations but make sure that you will understand 2. 2. 2 Q4--- them later. Fin---finished Note taking thepossible POSS--- 4th quarter Max--- maximum
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The purpose of minutes is to record permanently the proceedings of a meeting, to provide a record of results for those who were not present at the meeting and a basis for action as well as to measure progress. That’s why they always have to be accepted or revised at the next meeting.
Try to write up the minutes immediately after the meeting
Decide on a format, Use numbers and bullet points to identify the main points
Use formal impersonal language. For example, “It was agreed that…”, “It was noted that...”.
Q2---the 2rid quarter Prod---production/products ! 1--- the 1st quarter Resp---responsible/response IMMED--- immediately Asap--- as soon as possible HRS--- attention clockwrite Notes: Do Attn--- hours/o’ not Shld--- with reference to your notes. REF--- should PLS--- conference Conf--- please Flt--- flight Min--- minimum Fm--- from MINS--- minutes 2. 2 Note taking
Unit 5 Minutes and Note-taking
会议记录和会议笔记
Highlights 1. The difference between Minutes and Note-taking 2. How to Take Minutes 3. Sample Study
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2. How to Take Minutes（如何写会议记 （ 录）
2. 1 Be selective. (brief and clear) 2. 2. 1 Listening Be objective. 2. 2. 1 Listening Listen Listening minutes, carefully and actively. (accurate)steps When taking you can follow the three
2010年11月21日星期日
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that is for example first before you be equal to not equal to be approximately equal to due to drop, decrease rise, increase therefore, so because please as soon as possible the first quarter
2010年11月21日星期日
i.e. e.g. 1st b4 u = ≠ ≈ ← ↘ ↗ ∴ ∵ pls asap Q1
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2. 3 Writing up
2. How to Take Minutes（如何写会议 （ Note down the names of people making suggestions or points. 记录） 记录）