新通用大学英语综合教程第四册听力及答案-unit-3

UNIT 3 Money Matters
Unit Goals
Talk about your financial goals
Express buyer’s remorse
Describe your spending habits
Discuss reasons for charitable giving
Write a composition about the theme
Lesson 1
Lead-in
On-the-Street Interview: I’m a little better about saving…
A. Match each statement with the person who said it. You will use one name twice.
1. b
2. c
3. b
4. a
B．Complete each sentence with the correct name
1. Joe
2. Deepti
3. Deepti
4. Joe
5. Deepti
6. Lisa
VIDEO SCRIPT
Interviewer: So tell me a little bit about you and money—whether you are good at saving, or can you save for something special. Do you just blow all your money as soon as you
have it?
Deepti: Well, when I was growing up in India, my parents were, you know, very open and free with money. So if I wanted something, they would say, “OK, you can go ahead and take this.” And I think that spoiled me a little bit, because I would just, whatever I wanted,
the importance of saving I’d take the money and go buy it, and I didn’t really realize
money. So when I grew up, I was twenty-two, and I left India to go to Singapore, and I
was on my own, and I had a scholarship, and my father would, on the phone, he would
talking ask me, “So, how much money have you saved?” And I was like, “What are you
about? I’m not saving any money.”　A nd he got married, and he wanted me to start
saving money. It was very hard for me to save money because I would go out and walk
nd be past a shop that had clothes and go, “Oh, I want that,” and I would go in, get it, a
really happy. It made me happy, you know. But, I think after a year or so when I realized
that I had to take care of myself, not only now, but let’s say a year from now, and a year
o start saving so from now I might not have the money that I’m getting now, so I have t
that I’m not, you know, no the streets without any money. So I started saving, but I still
had a hard time with it. My sister is very good. She is very stingy with money, you know.
o on, spend the money. You And when I was in India, I would tell her, “Oh come on, g
know, if you want something, go get it.” And she would always tell me,” You should think about our parents. They’re making all this money for us, but we shouldn’t spend it just like that.” I think now I am a little better about s a ving, but not very good. Not as good as I
could be.
Joe:I think I’m very good at handling money. I save when I need to; I spend when I would
like to. I try to keep control of my funds so that I don’t end up in situations where I don’have money to pay for basic necessities. But I do feel that you should spend money that
you have while you have it and while you’re here, as opposed to saving it for a rainy day
that never comes.
Interviewer: And saving, what are you trying to do to save? Have you made a plan?
Lisa: I have made a plan. I, what I do now is just take out a certain amount of money at
the beginning and save it. I just put it away before I even really see it. So that way I can
like build up and spend whatever else I have.
Interviewer: And is that working?
Lisa:It’s going pretty well. It’s going pretty well. I have a little bit of something saved up.
Listening
Part 1
Talk About Saving Money
A. Read and listen to a conversation between two friends about saving money.
Teaching Suggestions
Step 1
Have students look at the pictures. Ask What is it?
What do you think it’s used for?
Step 2
Then ask How do children save money in this country?
Step 3
After students read and listen, ask What did Judy buy?
(an entertainment system) Did she pay in cash or by credit card? (in cash) Is she rich? (No.
she had to save up for it.) How did she save enough money? (She cut back on spending;
She started living within her means.)
Step 4
own experiences, ask Have you ever put money aside to buy
To draw on students’　
something you wanted, such as an entertainment system, a computer, a bicycle, or a car?
Encourage students to share their experiences. Ask Was it hard to save the money you
needed?
Language note: Students may need help with the following words or expressions: strike it
rich (suddenly make a lot of money); cut back on (reduce the amount, size, cost, etc., of
something); out of hand (impossible to control).
Save, save up, put money away, and put money aside have the same meaning. (The
latter is introduced in lesson 2.) They can be followed by an infinitive or for and a noun.
For example, I want to put money aside to buy a car; I’m saving up for a new car; I’m
putting money away for a down payment.
Kind of is an expression used in spoken English meaning slightly or in some ways.
Culture note: A piggy bank is a container used mainly by children to store coins. Piggy
banks are to encourage good saving and spending habits: the pig must be broken open
for the money to be retrieved, forcing the child to justify his or her decision. The name
piggy bank originated in the twelfth century; pygg referred to a type of clay used for
making jars people stored their money in. By the eighteenth century, the term pygg jar had evolved to pig bank.
Option: On the board, write the following expressions:
Did you strike it rich?
My bills are totally out of hand.
I need to live within my means.
I cut way back on spending.
In pairs, have students think of different ways to say each expression. 〔+5-10 minutes〕
B. Pair Work Listen to the conversation again. Then discuss the questions and explain
your answers.
1. No, she does not.
2. No, he is not.
3. She had a lot of credit card debt.
4. She cut back on her spending.
5. She has a high financial IQ.
6. The answer will vary.
Teaching Suggestions
Step 1
Have pairs discuss the questions. Review the answers to questions 1-5 as a class. Call on
students to share their explanations.
Step 2
Have volunteers share whether they are more like Judy or David and give a supporting
reason. (Possible responses: I’m more like Judy because I try to live within my means; I identify with David because I spend a lot of money on bills.)
Step 3
Have a volunteer read the statements out loud. If necessary, clarify the meaning of I can’ｔmake ends meet. (The money I earn every month is not enough to cover my expenses.)
Step 4
Point out the useful language to talk about managing money: live within / beyond your means; keep track of your expenses; put money away into saving; pay your bills off / in full;
make ends meet. Have students underline these expressions.
Step 5
Have students choose the statements individually.
Step 6
As pairs compare their answers, encourage them to give specific examples for each item.
For example, I live beyond my means. When I go shopping, I just can’t help buying the things I like.
Step 7
Ask What habits would you like to change, if any? What can you do to raise your financial
IQ? (Possible response: I only keep track of my most important expenses. I think I should
buy some financial planning software to get better organized and keep track of all my expenses.)
Step 8
To review, have volunteers talk about their money spending / saving habits with the class.
Part 2
Describe Your Spending Habits
A. Listening Comprehension.
Read the statements. Then listen to a radio call-in show and check True or False.
1. T
2. T
3. F
4. F
Script
( L = Lara Savino, U.S, New York; S = Steve )
L: Welcome back to Money Talks. I’m still your host, Lara Savino. We’ve got some listeners on the line with financial questions. Let’s go to our first caller … Steve, you’on the air. Talk to me.
S:Hi, Lara. I’m afraid I’m really having problems making ends meet.
L: Tell me about it.
S: I earn a good living, but it seems like no matter how much money I make, I can’t seem to catch up.
L:Believe me, you’re not alone, Steve.
S: Sometimes it feels that way.
L: Let me ask you something. Do you put anything away for a rainy day?
S:You mean savings? No way. There’s ne ver enough for that.
L:Well, here’s a tip for you, Steve. From now on when you spend money throughout the
day …？
S: Uh-hmm.
L:Don’t spend any of your change. When you get home every evening, put your loose
change in a jar. You’ll be surprised how much you’ll have saved up in even a few
weeks.
S: Wow! I never thought of doing that.
say, once a month, OK?
L:And put that change you’ve saved up in the bank—
S:OK. I’ll try that.
L: Steve, what about debt? Are you maxing out on your credit cards?
S: Well, yes, I do use credit cards, if that’s what you mean.
L: Do you pay you bills on time?
S: I try to.
L: Do you pay the minimum, or do you pay off the whole thing each time.
S: Well, it kind of depends on how much it is.
L: Well, are you drowning in credit card bills, or have they been fairly reasonable so far?
S:Well … I guess I’d have to say I’ve been drowning in debt.
L:OK, Steve. Here’s what I want you to do. How many credit cards do you have?
S: Maybe ten or twelve.
L:Steve, that’s a lot of cards. Decide which two you want to use regularly, OK?
S: OK.
L: Take all the other cards and cut them up.
S: Cut them up?
L:You heard me. Cut them up. You can get along just fine with two credit cards. If you’re using ten or twelve credit card, Steve, that tells me t here’s something wrong with this
picture. You see what I mean?
S:Well, I’m not sure.
L:Steve, if you want to keep your head above water, you’ve got to live within your means.
That means spending less than you’re making, not more.
S: Oh.
L: OK, Steve. Her e’s one other thing I’d like you to do.
S: Yeah?
L: Sit down and plan a budget for yourself.
S: A budget?
L:That’s right. If you feel like your finances are out of control, then you need to take the
bull by the horns and take control of your finances. You follow me?
S: I think so.
L:Sit down and make a list of all your regular expenses. Keep track of how much you’re spending on everything and I mean everything, OK? Try that for three months and see
if it doesn’t help you out.
S:OK, I’ll give it a try.
L: And Steve.
S: Yeah?
L: When you plan that budget, make sure you treat yourself to something nice once in a
while, OK?
S: Really?
L:You bet. If your budget is nothing but don’t spend, don’t spend, it isn’t going to work.
Know what I mean?
S: I hear you.
alk to me!
L:Good luck, Steve. Next caller. You’re on the air! T
Teaching Suggestions
Step 1
Have students look at the photo and read the caption. Ask What do you think the woman’s occupation is? (a radio host) Do you ever listen to the radio? What kind of programs do
you listen to? What kind of show do you think Lara Savino hosts?
Step 2
Pre-listening: Ask What’s a radio call-in show? (a radio program in which people call to
give their opinions or ask questions)
Step 3
Have students read statements 1-4.
Step 4
First listening: Have students listen and decide if the statements are true or false.
Step 5
Second listening: Have students listen for information to support their answers.
Encourage them to take notes.
Step 6
Review as a class. Have volunteers share their answers. (Possible answers: 1. True.
Steve says he can’t make ends meet and never has enough money to save. 2. True.
Steve says he’s drowning in debt. 3. False. Steve says there’s never enough money to put any away in savings. 4. False. Lara suggests that he try to keep a budget for three months.
He hasn’t started yet.)
Language note:
maxing out on his credit cards, she’s asking if he When Lara Savino asks Steve if he’ｓ
reaches the maximum credit limit on his credit cards each month. Buying on credit is an arrangement with a store, bank, credit card company, etc., that allows you to buy something now and pay for it later. A budget is a careful plan of how you will spend money.
B. Now listen again. What are the three tips Lara Savino gives the caller?
1. Save his change and put it in the bank
2. Only have two credit cards
3. Sit down and plan a budget .
Teaching Suggestions
Step 1
Have students listen for the three tips Lara gives.
Step 2
Have students compare answers with a partner. If necessary, have them listen again for
confirmation.
Step 3
Review tips as a class. Have volunteers share the tips with the class.
c. Vocabulary. Describing spending habits. Listen and practice.
Teaching Suggestions
Step 1
Have students listen to the words and study the definitions. Then have students listen and
repeat the words chorally.
Step 2
Point out that some of these words have a positive connotation, some have a negative
connotation, and one is neutral.
Step 3
Have pairs read the definitions carefully and decide the connotation of each word.
Step 4
To review, write the column headings Positive, Negative, and Neutral on the board and
have students say the vocabulary words for each column. (Positive:generous, thrifty,
frugal; Negative: a spendthrift, a cheapskate, a tightwad, cheap, stingy; Neutral: a big spender)
Vocabulary-Building Strategies
Option: Have students think of someone they know whose spending habits they would
describe using one or more of the vocabulary words. In pairs, have students describe that
person’s habits. To review, have volunteers tell the class about the person their partners described. 〔+5 minutes〕
D. Complete the sentences about people’s spending habits.
1. a cheapskate/a tightwad
2. generous
3. cheap/stingy
4. a big spender
5. thrifty/frugal
6. a spendthrift
Teaching Suggestions
Step 1
Model the first item with the class. Point out that to choose the right words, students should take into account both meaning and grammar. For example, in item 1, cheap and stingy match the context, but a noun is necessary, so the correct answer is a cheapskate or a tightwad. Point out that more than one word might be possible.
Step 2
Have students compare answers with a partner. Then review as a class.
Speaking
A. CONVERSATION SNAPSHOT
Teaching Suggestions
Step 1
Have students look at the photo. Ask What kind of electronic product do you think this is?
(an MP3 player) Elicit from the class that an MP3 player is an audio player onto which you can download songs from online music stores or from your own collection of music stored
in your computer to listen to.
Step 2
Have students read and listen to the conversation. T o check comprehension, ask What did
ery the man buy? (a new MP3 player) Is he happy with it? (no) Why not?(because it’s v hard to operate) Did he know this before buying it? (no. otherwise, he would have bought
a different brand.)
Step 3
To draw on students’　
own experiences, ask them if they have an MP3 player. If some students have one, ask Are you happy with it? Is it hard to operate? What brand is it? How
long does it take to download a song?
Language note: Students may need help with the following expressions: Lucky you (used to say that someone is fortunate); to tell you the truth (used to emphasize that you are being very honest); I could kick myself (said when you are annoyed with yourself because
you have realized that you made a mistake or missed a chance); What a pain! (used to say that something is very annoying); You’ve t elling me(used to emphasize that you already know and agree with something that someone has just said).
Rhythm and intonation practice
Step 1
Have students repeat chorally. Make sure they:
○ use emphatic stress for you in Lucky you!
○　pause slightly after truth in Well, to tell you the truth . . .
○　use falling intonation but higher pitch for What do you mean?
○　use emphatic stress for hours in It took me hours to figure out . . .
○use emphatic stress for me in You’re telling me.
. . .I would have gotten . . .
○　use the contracted form would’ve in
○　use the following stress pattern:
STRESS PATTERN
——·——···—···—··——·——
A: Hey, I heard you got an E-tec M P 3 player. Lucky you!
——·——··——··——··
B: Well, to tell you the truth, I could kick myself.
——··——
A: What do you mean?
··—·—····——·—·····——······
B: I had no idea it would be so hard to operate. It took me hours to figure out how to ——··——
download a song.
——·——
A: What a pain!
——··——··——···——··——·——
B: You’re telling me. Had I known, I would have gotten a different brand.
B. Vocabulary. Expressing buyer’s remorse. Listen and practice.
Teaching Suggestions
Step 1
Elicit the meaning of buyer’s remorse from the class. (a strong feeling that it was a mistake to have bought something)
Step 2
Have students listen to the statements and look at the illustrations. Then have students
listen and repeat chorally.
Step 3
To check comprehension, have students look at each picture and ask What is the woman
(the TV)
spending a lot of money on? (car service) What is too big for the man’s room?
What is the man trying to figure out? (how to put the second system together) Why is the
food processor collecting dust in the closet? (because nobody uses it)
C. listening Comprehension. Listen to the conversations in which people regret having
bought something. Complete each statement by inferring the reason for buyer’s
remorse.
1. b
2. a
3. b
4.b
5.a
Script
Conversation 1
F: Wow, what a g reat juicer! That’s even big enough for my family!
M: Actually, I hardly ever use it. It’s way too big. I have such a small kitchen.
F: So, why’d you buy it?
M: I got it on sale—at a great price.
Conversation 2
M: I see you bought a digital camera. How do you like it?
F: Well, I might like it if I could figure out how to use it. Truth is, it’s a pain in the neck. M: What do you mean?
F:It has way too many features. Believe me, if I had known you couldn’t just point and shoot, I never would have gotten it.
Conversation 3
F1: Hey, I love your new exercise bike! It must be great having one of those.
F2: Well, yes and no.
F1: What does that mean?
F2:I like it, but I guess I’m just a couch potato. I just don’t use it enough.
Conversation 4
M1: What a cool sound system! You just get it?
M2: Yeah.
M1: Look at all those pieces. When are you going to put it all together?
M2:Well …　that’s a problem actually. There are so many components. And the instructions don’t help at all. Look.
M1: Whoa! That looks pretty complicated.
M2:Had I known how complicated it was going to be, I would have gotten a different model.
Conversation 5
M: Love your new car! You must be on cloud nine driving that thing!
F:Oh, it’s fun to drive, but I’m not so sure it’s worth it.
M: Really? Why?
F:You wouldn’t believe it. Between the premium gas and visits to the mechanic … It’s costing me an arm and a leg!
M: Ouch!
F:I can’t afford to drive it! Probably wouldn’t have bought it had I given it more thought.
Teaching Suggestions
Step 1
First listening: Have students listen to the five conversations and identify what each
person has bought. Review as a class. (1. a juicer, 2. a digital camera, 3. an exercise bike,
2. a sound system, 5. a car)
Step 2
Second listening: Have students listen and complete the statements.
Step 3
Third listening: In pair, have students write down phrases from the conversations to
support their answers. Review as a class. (1. “It’s way too big.” 2. “I might like it if I could figure out how to use it.” 3. “I just don’t use it enough.” 4. “There are so many components. And the instructions don’t help at all.” 5. “. . . it’s costing me an arm and a leg!”
Reading
Text A
Background Information （少）
Key Words and Expressions
Aquarium n.玻璃养鱼缸
We went to Stanley Park and the aquarium，up Grouse Mountain，
and to museums and galleries.
The colorful and active platy provides a vivid contrast to the rich green
plants in your aquarium.
bulky adj.体积大的
To protect himself, Ruiz used to wear a bulletproof vest under his suit
jacket, but the vest was bulky and hot.
Traditional lithium-ion batteries have carbon electrodes, which are
relatively bulky for the energy they provide.
gadget n. 小机械；小装置
Are you looking for a cool back-to-school gadget?
A corkscrew is a very useful gadget for opening bottles of wine. purchase v.购买
Employees are encouraged to purchase shares in the firm.
The new couple spent some money for the purchase of the furnature
necessary for their new house.
remorse n.懊悔；悔恨
He was filleed wuth remorse for having refused to visit his dying
father.
In a fit of remorse she burnt all her lover,s letters.
screwdriver n.螺丝起子
You turn the screws round and round with a screwdriver.
I can't find a screwdriver but this serve the purpose.
spin v.快速旋转；（车子）飞奔
Her top spin, back spin and side spin contributed a lot to her
winning of the final.
It takes Pluto 248 Earth years to spin around the Sun.
tropical adj.热带的；炎热潮湿的
I perfer to eat tropical fruits.
Some animals can not indure tropical climate.
wagon n.
.四轮运货马车；运货牛车
Among the remains of a scorched wagon,you find three corpses and a Wand of Fire.
A four-wheeled, open, box-shaped wagon or iron car run on tracks in a coal mine.
wrap v.包，裹（某物）；用（东西）把…裹起来
I wrapped the rug around the sick man's legs to keep him warm.
The assistant wrapped it up for her as quickly as possible. Teaching Suggestions 少
Reference Translation
购买礼物者指南
选择礼物时要考虑的事情
你总是经历过一个购买者的后悔心态的——那种后悔的感觉往往来源于购买了那些不
需要的或者根本不该买的东西。

作为一个礼物接受者，你或许也有过遗憾之感——打开一件包装精美的礼物，却那般令人失望——哦，天哪——那是你不需要也是赠送者根本不值得买
的东西。

这里有一些给礼物赠送者的指导，这会避免让那些买礼物和接受礼物的人感到后悔。

潜在费用
当选择礼物时，我们需要考虑到商店给的标价可能不是唯一的花费。

有些产品需要定期的维护保养，以保证它们正常工作。

我祖母就曾经收到一个热带鱼鱼缸作为礼物。

然而，这
个鱼缸的耗电量使我祖母的电费帐单足足增长了一倍！
占用空间
同时也要置于考虑范围的是礼物的体积。

毫无疑问的，我妹妹肯定会喜欢一辆健身自行车，但是自行车是否适合放在她那狭小的公寓里呢？所以，当你要购买体积庞大的物品时，
先想想要如何放置。

有没有足够的空间？不需要使用的时候，物品又该存放在什么地方？
说明书页数
人人热爱科学技术，但是在购买一件新玩意之前，先要看看的是说明书的页数。

是否需要一个人达到工程师的水平才能掌握如何使用这个玩意？我曾经给我叔叔买了一部数码相
机。

一年之后，当我发现他还在用老式相机进行拍照时，我便问他数码相机是否好用。

他回
答说，由于实在无法找到电源开关，他只好把数码相机退了回去。

一些必要的安装
选购礼物时买者需要认识到两个重要的原则：1）礼物进行装配时不应多于两件工具。

2）物品不应多于六个零件。

有人曾送给我女儿一辆手推车，我花费了四个多小时的时间才
将它组装好。

由于使用了错误的螺丝刀，我切到了手指，而且我始终不能把车轮装正。

我恨
死了那辆手推车。

实用性
最后，还要考虑到礼物对于接受者的实用性。

要认识到，这或许是一件不错的产品，而
只有当它发挥作用时才会成为一个好的礼物。

我曾送给我兄弟一种大型电子搅拌机，只是因为它看起来很酷。

但是，这个搅拌机一直没有离开过厨房的储物柜因为它从没被用来做过饭。

A. Read the magazine article. Then read it again and underline the word or phrase
that correctly completes each sentence.
1. buy gifts
2. buyer’s remorse
3. cost too much to maintain
4. take up so much room
5. to operate
6. put together
7. just sits around collecting dust
B. Choose one of the following topics to write about. Write a paragraph of at least
four to fives sentences.
没有答案！
Text B
Background Information 太少了
Oscar 奥斯卡奖是美国电影艺术与科学学院奖的别称。

一年一度的颁奖典礼在美国洛杉矶举行。

(英文注释)
Key Words and Expressions
approximately adv.近似地；大约地
A unit of time corresponding approximately to one cycle of the moon's phases, or about30 days or 4 weeks.
Chinese distance measure; approximately 0.5 kilometers.
charity n.慈善机构
The Red Cross is an international charity.
His brother gets tuition to further his study from a local charity.
donate v.捐赠；赠送
To donate more for good causes , we should refrain from throwing money
around.
I sometimes donate money to World Wide Fund for Nature because I love
animals.
dual adj.双的；双重的
He has a dual interest in the football team; he's the trainer and his son plays
for them.
These engines are known as dual overhead camshaft (DOHC) engines.
generosity n.慷慨，大方
Her kindness and generosity cancel out her occasional flashes of temper. His supposed generosity is merely a form of self-interest.
humanitarian n.人道主义者
Can the Early Warning problem for civil wars and their humanitarian excesses be solved？
And, noting that many mothers are also malnourished, he said the humanitarian cost is enormous.
philanthropist n.慈善家
The power of the press produced other volunteers, among them a philanthropist who donated money, contacts and organizational skills.
So if you aim to be a truly philanthropic philanthropist, spend your money fast: do as much good as you can when you're alive, and let posterity go
hang.
sponsor v.赞助
Companies that sponsor sexually explicit TV shows or art exhibitions?
It is a pity that he doesn't have enough money to sponsor the project. string n.绳；一连串，一系列
I have broken several strings in my tennis racket.
We have had a string of complaints about the program.
temporary adj.临时的；暂时的
A large, unadorned building used for temporary occupancy.
A temporary, conditional pledge of property to a creditor as security for performance of an obligation or repayment of a debt.
trait n.特性；品质
So the trait was appearing only when sheep inherited the mutation from their
sires.
There is a common trait that identifies our people. It is our attitude and
character.
call attention to 注意，留心
Good advertising is vital to call attention to a product and introduce new products.
Today I wrote this in calligraphy to call attention to this important "final sentence."
hold one’s hand 安慰或帮助某人（减轻痛苦或摆脱困难）
Come here and hold Granny's hand till we cross the street.
She kept a firm hold of her little boy's hand as they crossed the road.
Teaching Suggestions
Step 1
Have students listen to the words and study the definitions. Then have students listen and
repeat the words chorally.
Step 2
To check comprehension, photocopy the following exercise and distribute or write on the
board:
charity contributions investment
Philanthropists profits
1. ________ often make ________ to organizations that help people in need.
2. Helping people in need does not always require a huge ________ of time and
energy.
3. All the ________ from the sales will go to a ________.
With books closed, have students complete the sentences with the words in the box. Have
students compare answers with a partner and review as a class. (1. Philanthropists, contributions; 2. investment; 3. profits, charity)
Language note: Point out useful synonyms and verb + noun combinations students will
need. Write them on the board:
charity = charitable organization
contribution = donation
make a contribution = contribute
make a donation = donate
make an investment = invest
make a profit = profit
Point out the correct prepositions: You make a contribution or donation of something to a person or organization. Or you contribute / donate something to a person or organization. Vocabulary-Building Strategies
Option: For further practice, have students discuss the following questions in pairs or small groups: 1. Are there any charities near your home? Which are they? 2. Have you
ever made a contribution to a charity? If so, which one?〔+5-10 minutes〕
Reading Warm-up
Step 1
In small groups, have students discuss the questions. Encourage them to write a list of
reasons people donate money to others.
Step 2
After students have finished discussing, have students from different groups share the reasons they thought of. You may want to write a list on the board as you get feedback
from students. (Possible reasons: They want to help people in need; They have more money than they need.)
Step 3
To finish, ask students to name people or organizations who get contributions and explain
why they get help from others.
Reading
Step 1
Have students read and listen to the article.
Step 2
Ask What reasons does Paul Newman give for donating to charity?(Those who have good fortune in their lives should help those who don’t; G enerosity is a human trait; Generosity is an investment in the community; We should be granteful and give back what
we receive.)
Language note:
You may want to share the following definitions: camp (a place where children go and stay
for a short time and take part in special activies, often as members of an organization);
life-threatening(with a potential to result in death); run for sainthood(try to do good things).
Reading strategies
Reading speed calculator
Extra reading comprehension activities
Option: To use the reading as a listening activity, draw the following graphic organizer (without the answers) on the board:
1954Paul Newman started his career as an actor . with a
friend, he invented a salad dressing . they founded a
food products company: Newman’s Own. In the first year,
they contributed US $1 million to charities. Soon they
expanded the business to other food products . they
started contributing to educational and charitable
organizations outside the United States. They particularly help
children with serious illnesses . so far, they have made
NOW contributions of more than US $150 million .
Graphic Organizers
With books closed, have students listen and complete the chronological events. Review
as a class. 〔+5-10 minutes〕
Discussion。