剑桥实境英语听说1-Lesson 24

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剑桥实境英语听说1-Lesson 26

when he’s free?
▪How do you spell that?
▪Can you say that I called? ▪Can I leave a message? ▪Can you put me through?
▪Can you speak a little more slowly, please?
▪Please call me as soon as you get this message.
▪Who’s calling please?
▪Could you call back later?
▪I’ll put you through.
▪He’s on another call right now.
▪Hello. Lisa speaking. ▪This is George here. ▪You can reach me on my mobile.
▪ What do you do when you can’t fully understand someone’s speech?
Geena is listening to her voicemail messages on her mobile phone. Listen and match each message with a reason for the call.
▪ Leaving a voicemail message: please?
▪ Hello. This is Lisa.
▪ You can call me on…
▪ I’m phoning to tell you about…, ▪ I’m calling to ask about…

剑桥实境英语听说1-Lesson 30

▪ Which expression do you use after a positive sentence?/ a negative sentence?
▪ Write Me too or Me neither after each statement below to agree.
seminar?
Agreeing: I agree. I think you are right. I agree completely.
Agreeing: I don’t agree. I don’t agree at all. I’m not sure I agree.
▪ Match each statement a-f with a reply 1-6. ▪ Practice saying the sentences.
▪I think you’re right.
I finish?
ቤተ መጻሕፍቲ ባይዱ
▪That’s a good point.
▪Sure. Go ahead.
▪Can you say a bit more about ▪I’d like to ask you about…
that?
▪ What is a seminar? ▪ What do you prepare for a seminar? ▪ What questions do you ask when you cannot understand the
▪Sorry. Do you mind if I interrupt?
▪I don’t agree at all.
▪What do you mean exactly?
▪What do you think of…?

剑桥实境英语听说1-Lesson 29

clarification.
What’s your opinion?
▪Do you agree that…?
▪Can you explain that?
▪I think you’re right.
▪Can I say something here?
▪I agree completely. ▪I’m not sure I agree.
▪Listen again and tick T or F for each statement.
▪Asking for clarification: ▪What do you mean exactly? ▪Can you explain that, please? ▪Could you say a bit more about that, please? ▪Could you go into more detail e right.
I finish?
▪That’s a good point.
▪Sure. Go ahead.
▪Can you say a bit more about ▪I’d like to ask you about…
that?
How often do you ask questions in a talk or seminar? almost always\I sometimes ask questions\ I prefer to listen to other
▪ Match each person with their opinions.
▪ Listen again and complete the expressions for agreeing and disagreeing.

剑桥实境英语阅读1-lesson1

9.00
9.00 9.00 9.00 9.00
to
to to to to
18.00
18.00 20.00 18.00 18.00
1. Is it open on Sundays? 2. What time does it open in the mornings? 3. Is it open later in the evening?
Lesson 1
How to Scan A Text Efficiently
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Warming Up : )
noodles
eggs
bread steamed twisted roll
Warming Up : )
steemed twisted roll 花卷 steemed bread 馒头
Practice : )
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Help yourself to breakfast between 7am-10am (8am-11am at weekends).Just book and pay at reception when you check in.
3. Where can you have it? 4. How much does it cost?
Practice : )
Breakfast
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剑桥实境英语听说1-Lesson 20

▪ It’s huge! ▪ How beautiful! ▪ It’s fantastic!
▪ Look at the map and listen to this tour guide on a tour bus in Barcelona. ▪ Which route does the bus take?
▪A ▪B ▪C ▪D
The people are very friendly. It’s very quiet.
The food is great. It’s quite expensive. The hotel is a bit disappointing. There’s a lot to see.
▪ SEA LIFE Sydney Aquarium has the world’s largest collection of Australian aquatic life.
▪Bill and Giulia are sightseeing around Sydney, Australia. Listen and number the attractions 1-5 in the order Bill and Giulia mention them.
▪ …is very popular. ▪ …is famous for markets. ▪ It’s not far from here. ▪ There’s a guided walk starting soon. ▪ A tour bus leaves from just across the road. ▪ That’s fine with me. ▪ That’s a good idea./ That sounds great. ▪ It’s up to you./ I don’t mind.

剑桥实境英语听说1-Lesson 14

▪ straight ahead ▪ next to ▪ on the left ▪ on the right ▪ go up ▪ go down
▪Imagine you are at an information desk at an airport. ▪To be polite, …
▪Listening-At the meeting point
▪ asking for information ▪ Excuse me. Where can I get a taxi? ▪ Where can I hire a car? ▪ Where can I find a bureau de change? ▪ Where’s the bus station? ▪ How can I get to the city center? ▪ Can you recommend a good hotel?
Your passport, please
▪ Yes, of course. Here you are. ▪ Here it is. /Here they are. ▪ Here you are. /Here you go. ▪ I’m taking this hand luggage. ▪ Where can I get a taxi/ hire a car, please? ▪ Where can I find a bureau de change? ▪ Where’s the bus station, please? ▪ How can I get to the city centre? ▪ Can you recommend a good hotel? ▪ Thanks very much for your help. ▪ I’m exl? Have you ever picked somebody up at the airport? Whom can you turn to for help?

视听说unit 1 听力原文

Active Listening & Speaking IScript:Hi, my name is Rebecca Darnell, workforce service specialist with Contra Costa County, and today we’re going to discuss how to choose a career based on your personality. The first step is to really understand yourself and your own personality. Sometimes that’s easier said than done. There are a lot of different tools that you can utilize in order to really get a clear view or picture of your personality and your personality traits. A lot of times, our own self-assessments are not always as accurate as we think they are, so it’s important to get a clear picture of what types of things best describe you and your personality traits.They may be as simple as being an extrovert, which means that you are very social and enjoy being around people, versus an introvert, which would mean that you prefer to be more to yourself and in solitary situations. These types of personality traits are extremely important in determining what kind of career would be best for you because to be successful, you need to really be comfortable with yourself in the type of work that you’re doing.So just for an example, if you were to take a personality test and it determined that you are an extrovert, then it would be a good idea for you to look at jobs or different employment opportunities in social settings, potentially retail, or if you are to be a clerk or in a different job environment that allows you to interact with people and work in a team environment, and actually have a partnership with people where your work combined with theirs to make an end product. If that’s not something that you feel comfortable with, then you would want to explore other types of work. Possibly if you’re more of an introvert, you would maybe look at something along the lines of truck driving where you spend most of your time alone and you rely solely on your own skills and your own time frames and you really set your own schedule.So it’s important to take a look at how you fit into the job that you’re interested in because the happier you are and the better it fits with you, the more success you will have in your job search and in finding a job that’s going to make you happy.Notes1. end product: 最终产品，制成品2. time frame: 时间范围，期限3. fit into: 适应4. Contra Costa County: 康特拉科斯塔县，位于旧金山湾区的东部Active Listening & Speaking IIScript:Personality Affects Life after PresidencyWhen former president George W. Bush left the White House in 2009, he largely left the spotlight.However last year he worked alongside volunteers in Zambia to renovate a clinic that specializes in treating cervical cancer. Like other former presidents, Mr. Bush uses his fame to draw attention to issues, but says he prefers not to call attention to his own work.“I hope you don’t see much of it, because I don’t want to be in the news. In other words, I believe that quiet service is the best kind of service.”But former presidents have the ability to harness the public’s attention and goodwill. President Obama tapped Bush and former president Bill Clinton to lead a fundraising effort in 2010 after the earthquake in Haiti.“On behalf of the American people, I want to thank both of you for returning to service and leading this urgent mission.”Mr. Clinton has remained in the public eye since his presidency, pressing North Korea to release American prisoners, campaigning for his wife, Hillary Clinton, who ran for president in 2008, and founding the Clinton Global Initiative, or CGI. “CGI was designed to tackle big global challenges in bite-sized pieces.”But the elder Mr. Bush has little interest in pursuing that kind of high-profile work, preferring personal causes, says the director of the Lyndon Baines Johnson Presidential Library, Mark Updegrove. “It’s a relatively passive post-presidency. Of course, the most significant chapter in his post-presidency was when he became the father of the president of the United States.”“I think in many ways that the post-presidential activities of our former presidents are more reflective of their character than their years in office, which tend to be more insular in nature,” says Updegrove, the author of various books on the presidency.Former president Jimmy Carter’s work often focuses on health, human rights, and democracy promotion, including election monitoring. He says his life’s interests did not change when he left office back in 1981.“I would say, and I think my wife would agree, that the time we spent since the White House has been the most exciting and productive and adventurous and unpredictable and gratifying time.”Notes1. campaign for: 为……助选2. bite-sized: 很小的3. high-profile: 高调的4. in office: 执政，在位5. The Clinton Global Initiative(CGI), established in 2005 by President Bill Clinton, convenes global leaders to create and implement innovative solutions to the world’s most pressing challenges. CGI Annual Meetings have brought together more than 180 heads of state, 20 Nobel Prize laureates, and hundreds of leading CEOs, heads of foundations and NGOs, major philanthropists, and members of the media. To date, members of the CGI community have made more than 3,100 Commitments to Action, which have improved the lives of over 430 million people in more than 180 countries.6. The Lyndon Baines Johnson Library and Museum: Also known as the LBJ Presidential Library, one of 13 Presidential Libraries administered by the National Archives and Records Administration. The Library houses 45 million pages of historical documents, including the papers of Lyndon Baines Johnson and those of his close associates and others. The Library was dedicated on May 22, 1971, with Johnson and then-President Richard Nixon in attendance. The current director is Presidential historian Mark K. Updegrove.Supplementary Listening & SpeakingScript:Personality & StressYou have been circling the parking lot for what seems like an hour trying to find a parking spot. You left home extra early so that you wouldn’t be late for your class again. Aha! You finally see someone pulling out of a parking spot. You put your blinker on and wait patiently, silently praising the parking gods for your good luck. Just as the person backs out of the parking spot, from out of nowhere, another car squishes around the corner coming from the opposite direction and quickly pulls into the spot that was clearly yours.Your mouth drops open.You can’t believe what just happened. How do you react? Does your personality play a role in terms of how you respond to the stressor? To a large extent, our personality predicts how we perceive and deal with stressors and those accompanying stressful emotions.And that brings me to the question —is it possible to change our personality? In order to answer that question, let’s examine just exactly what I’m talking about when I refer to personality.It is thought that personality is made up of four components: values, which are abstract qualities that give meaning to our lives; attitudes, perceptions derived from values; beliefs, thoughts, ideas and perceptions based on our attitudes and values; and behaviors, or actions based on our values, attitudes and beliefs.So going back to the question of “is it possible to change our personality?”, let me first ask is it possible to change any of these components? Is it possible to change our values, attitudes, beliefs or behaviors? Actually it is possible to change all four of these components. But there is one component that’s the most easily influenced. This is not to imply that it is easy to change but it is the least difficult component to change compared to the other three. And that is behaviors! We definitely can change our behaviors. In fact, behaviors are considered to be the least difficult to change compared to the other three components. It is a bit more difficult to change deeply-rooted values, attitudes and beliefs. Of the four compon ents the one that’s the most difficult to change is your values, many of which are instilled at a very young age.So going back to the question of whether or not we can change our personality, if we can change our behavior which is a component of personality, then technically, yes, we can change our personality to an extent. In a sense, learning to change your personality or one component of your personality is absolutely critical to effectively managing stress.Notes1. pull out of: 驶出2. pull into: 驶入3. put your blinker on: 打开你的闪光警戒灯4. back out of the parking spot: 把车倒开出车位。

剑桥实境英语听说1-Lesson 31

▪Listen again and complete Monika’s weekly schedule.
▪Complete each sentence with at, in or on.
▪ Asking about schedules: ▪ When does the court start? ▪ Which room is it in? ▪ How many classes are there a week? ▪ When are the classes? ▪ Who’s teaching the course?
end of next week?
▪ Give it to me first thing on Monday ▪ When can you hand it in?
When did you start studying English? How often do you study English now?
▪Now imagine you are talking to a friend. ▪Use the notes below to tell your friend about the course.
▪ Listen to Mrs Havers, the Course Administrator, tell students about some special guest lectures this month. Complete the chart.
report on time.
▪ I want to tell you about some
morning.
special lectures this month.
▪ Please do this in time for the

剑桥实境英语听说1-Lesson 13

▪Listen again and answer the questions.
▪ responding to requests
▪ Here it is. ▪ Here they are. ▪ Here you are. ▪ Here you go.
▪Imagine you are checking in at London Heathrow airport.
▪Listen to the check-in clerk and use the ideas below to answer each question.
▪Da-Ho is arriving at Los Angeles International airport. ▪He is speaking to an immigration officer. ▪Listen and number the questions in the order you hear them.
▪ Can I have your ticket and passport, please? ▪ How many bags are you checking bags yourself? ▪ Are there any sharp items in your hand luggage? ▪ Would you like an aisle seat or a window seat? ▪ This is your boarding card. ▪ Where are you travelling from today? ▪ What’s the purpose of your visit? ▪ Do you have anything to declare? ▪ Here. I’ll take your bag.

剑桥实境英语听说1-Lesson 2

▪Keep smiling and eye contact when you are speaking to someone. This shows you are interested.
▪Responding to information: ▪Oh yes. ▪Oh, really? ▪That’s interesting. ▪I didn’t know that. ▪That’s good. ▪How amazing!
Where are you from?
▪Hello. My name’s ______. ▪Hi. I’m ______. ▪Nice to meet you. ▪I’m very well, thank you. And you? ▪How’s work at the moment?
• It’s a great place. • It’s a beautiful city. • You should visit sometime. • Do you have any children? • Do you enjoy your job? • Do you have any plans for the
▪Listen again to the conversation between Ang and Teresa. Tick the responding information you hear.
▪Listen to each statement and respond using one of
weekend? • How about you? / What about you?
▪What’s your name? ▪Where are you from? ▪Hi there. How’s it going? ▪How are you? ▪Nice to meet you, too. ▪How are things? ▪What do you do?

剑桥实境英语听说1-Lesson 32

▪Listen to these teachers give homework assignments. ▪Write the number of each assignment a-e next to the correct topic.
▪Listen again and complete each assignment.
▪Listen once again and write the day or date when students must finish each assignment.
▪Listen to Mike speak to his supervisor, Dr Gupta. ▪Answer the questions.
▪ Look at these ways of asking for permission. Tick the most informal expression.
▪ Could I hand my essay in tomorrow? ▪ Would next Friday be OK? ▪ Can I give it to you next week?
▪Listen to this extract from the conversation above. ▪Note how Mike’s voice goes up when he confirms the date.
▪Listen and respond to these statements. Repeat the information making your voice go up.
I’ll hand it in tomorrow.
▪Have you got your schedule for ▪Who’s teaching the course?

剑桥实境英语1听说教师用书

Where are you from?Get ready to listen and speakGet students to discuss the question in pairs. Tell students to check the meaning of each adjective using their dictionaries. Then read aloud each adjective and ask students to repeat. Tell the class which adjectives you think apply to you and explain why. Then tell students to tick (✓) the adjectives that they think describe themselves, and tell their partner.A Listening – Introducing yourselfBefore students begin, write the following situations on the board: at a party, with colleagues at work, with friends, with family, with your boss, with relatives. Point to each situation and ask students to call out if they think formal or informal greetings are appropriate.1–4Play the recording and ask students to complete the exercises. Feedback as a class. Put students into smallgroups and get them to role play introductions based on the recordings. They can use their own names or invent characters.Remind students the normal response for Nice to meet you, Pleased to meet you and Good to meet you is to repeat the same, and add too, for example, Nice to meet you too.Did you know…?Read aloud the text and demonstrate each greeting. Ask students how people normally greet each other in their country.B Listening – Exchanging personal informationPlay the recording and ask students to complete the chart. After checking answers, put students into pairs and tell them to ask and answer questions about each person. For example, Where is Shizuka from? Where does Daniela live?Focus on… saying helloAsk students to complete the exercises. After checking answers, ask students to practise the conversations in pairs. Tell them to swap roles when they ﬁ nish, so they practise each conversation twice.Sound smart – Intonation to show interest1 Write the example sentence on the board and mark theintonation with a rising and falling arrow. Play the recording several times, asking students to repeat each time.2 Play the recording and ask students to complete the exercise.After checking answers, emphasize that the more we make our voice go up and down, the more emotion we display, such as interest, surprise, etc. The less we vary our voice, i.e. the more monotone we sound, then the less interested we sound.3 Play the recording again and ask students to repeat thesentences. Next get students to practise in pairs. Ask themto take turns saying a sentence while their partner guesses if they are trying to sound interested.C Speaking – Taking the initiative 2 Before students begin, tell them to look at the pictures anddescribe each person with a partner. Encourage them to talk about each person’s appearance, and try to guess a little about their personality too, e.g. are they friendly, shy, etc. In theirpairs get students to role play a conversation for each situation.You may wish to have volunteers role play their conversation to the class.D Listening – Making small talk1 Play the recording and ask students to complete the exercise.After checking answers, play the recording again and point out the main stress and intonation. Then ask students to practise the conversation in pairs.2–4Play the recording again and ask students to complete the exercises.5 Play the recording and ask students to answer the question,adding What about you? or How about you? after theiranswer. After checking answers, tell students to practise inpairs. Explain they should take turns making statements and responding, using What about you? or How about you?Learning tipAsk for a volunteer to come to the front of the class. Demonstrate the difference between good body language when talking to someone, and poor body language.E Speaking – Reacting to what you hear1 Tell students that if they try to show interest when they talk tosomeone in English, it will help the conversation ﬂ ow morefreely. Add that they should not be shy to give their ownopinion on a topic, as this will be of interest to the speaker.Also mention that a good technique to keep the conversation going when talking in English is to ask questions. Get students to do the exercise.2Play the recording and ask students to respond to each statement with an expression from Exercise 1. Ask students ifthey can think of a question to ask too. After checking answers, tell students to practise in pairs. Explain they should take turns making statements and responding, using one of the expressions provided. Encourage them to ask a follow-up question for more information.Focus on… saying goodbyeAsk students to complete the exercises. After checking answers, ask students to practise the conversations in pairs.Class bonus – class role playIf students are shy at ﬁ rst, encourage them by taking part in the activity yourself. Introduce yourself to several students, making sure your voice is animated and your body language appropriate. Make sure students maintain conversations by sounding interested and asking questions.Do you need any help?Get ready to listen and speakPut students into pairs and ask them to look at the picture and describe what they can see. Then tell them to ask and answer the questions with their partner. After checking answers, tell students to take turns choosing someone in the class and describe what he / she is wearing to their partner. Their partner must listen and guess who they are describing.A Listening – In a clothes shop1–4Play the recording and ask students to complete the exercises. After checking answers, put students into pairsand tell them to turn to page 89 and practise Carlos’sconversation with their partner.Learning tipTell students that reading the questions ﬁ rst means they are better prepared to listen for the answers. Say that often it is not necessary to understand everything in a listening passage in order to answer the questions. Explain to students they should just try to listen for the information they need.Focus on… singular and pluralAsk students to complete the exercise. After checking answers, write on the board How much is / are…?, Where is / are…?, What size is / are…? Put students into pairs and tell them to close their books. Explain they should write as many questions using these phrases as they can remember and add any more they can think of. Review answers as a class.B Speaking – At the shops1 Reinforce the fact that Right and OK are common phrasesstudents can use to show they understand. If you wish, tell students to practise the conversation in pairs, replacing key information with their own ideas. Ask students to complete the exercise.2 Ask students to complete the exercise. After checkinganswers, tell students to practise the conversations in pairs.3Ask students to complete the exercise.4Play the recording and ask students to complete the exercise.Sound smart – Sentence stressExplain to students that the important words in a sentence have more stress and are usually the words that carry the most meaning, such as verbs, adjectives and nouns. Point out that English is a stress-timed language, and that students should try to emphasize key words in a sentence by stressing them, in order to sound more natural when speaking in English.Play the recording and ask students to complete the exercises. C Listening – At a marketBefore students begin remind them of the learning tip and tell them to read the questions carefully before they listen.Play the recording and ask students to complete the excercise. After checking answers, point out that the stallholder says dear. This is a friendly expression in British English used by some people. Write to bargain on the board and explain it is common in American English, but in British English to haggle is also popular. Explain that bargain can be a verb or a noun, and write It’s a bargain! on the board. Put students into groups to talk about the last time they haggled and got a good bargain!Did you know...?Add that in the UK £10 is sometimes called a tenner. Explain these are colloquial phrases and that they are not used in formal conversations.D Listening – Understanding numbers; prices1–3Ask students to complete Exercise 1. Play the recordings and ask students to complete the last 2 exercises in thissection. After checking answers, put students into smallgroups and ask them to write ﬁ ve prices. Students then take turns reading aloud their prices to their classmates. Can their classmates write each price correctly?E Speaking – In a clothes shop1Ask students to complete the exercise.2 Ask students to complete the exercise; then play therecording and check answers. Put students into pairs topractise the conversation. Explain that when they ﬁ nish they should swap roles so they practise the conversation twice.3Play the recording again and ask students to complete the exercise.4Ask students to complete the exercise.Class bonusIf you wish, tell the shop assistants to stand behind their desks and write the name of their shop on a piece of paper. Encourage the customers to visit several shop assistants and to bargain hard for what they want! While students are engaged in the activity, walk around and make a note of any errors you hear students make, and review afterwards.Extra practiceTell students that there are a lot of free listening materials onthe Internet. Explain that some websites are better than others. Add that the BBC Learning English website, / worldservice/learningenglish, has lots of good quality practise material. Encourage them to use the Internet regularly as a way to practise and improve their listening in English.Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.I’ll have pizza, pleaseGet ready to listen and speakPut students into pairs. Tell them to look at the picture and describe what they can see with their partner. Then tell them to ask and answer the questions with their partner.A Listening – Ordering a meal ina restaurantBefore students begin, put them into groups, and ask them to discuss the following questions: When was the last time you went out for a meal? Where did you go? What did you have to eat? After they have ﬁ nished, take a show of hands to ﬁ nd out how often students eat out (once a week, twice a week, once a fortnight, etc.).1–4Play the recordings and ask students to complete the exercises.Did you know...?Point out that in British English some people say pudding, sweet or afters for dessert, and what Americans call French fries are more normally called chips in the UK. However, emphasizethat students should not worry too much about vocabulary differences, as they seldom cause serious problems.B Speaking – Understanding the menu1–2Ask students to look at Exercise 1 and complete Exercise 2.Learning tipPoint out that it is often quite easy to predict language you might need to use in certain situations, such as in a restaurant or café. Explain that the better prepared they are, the easier they will ﬁ nd it to communicate. Emphasize that students should think about the language they need to use in advance wherever possible.Sound smart – Intonation in questionsPut students into groups and ask them to make a list of questions they might want to ask in a restaurant. Then askthem to call out their questions and write them on the board. Review accuracy, making any corrections necessary, and then tell students to identify which questions have rising intonation and which have falling intonation. Finally, model the pronunciationof each sentence as students listen and repeat. Ask students to complete the exercises. Check answers.C Listening – Talking about food1–2Play the recordings and ask students to complete the exercises.Option: Tell students to note three dishes they like to order when they go out for a meal. Put them into pairs and tell them to exchange lists with their partner. Explain they should take turns asking and answering questions about the dishes on their partner’s list.Focus on… words describing foodAsk students to complete the exercises. After checking answers, put students into pairs. Tell them to choose ﬁ ve adjectivesand write at least two foods that can be described using each adjective. For example, fresh – apple, lettuce, bread, etc. Monitor and check for accuracy. When students ﬁ nish, ask them to read their lists to each other.D Speaking – Giving opinions about food1Point out that people often add … for me to explain why they do not like a particular dish. For example, It’s a bit salty for me / It’s a bit spicy for me.2Ask students to do the exercise, then put students into pairs.Tell them to look at the menu and imagine they are at therestaurant eating one of the dishes. Explain they should ask each other about their dishes, and give their opinion.3Play the recording and ask students to complete the exercise.E Listening – Fast food1–2Play the recording and ask students to complete the exercises. After checking answers, ask students how oftenthey eat fast food (once a week, twice a month, etc.). Putstudents into pairs to discuss the beneﬁ ts and drawbacks of eating fast food. List their ideas on the board, e.g. beneﬁ ts:quick, easy, ﬁ lling, drawbacks: not very tasty, can be expensive, messy.Class bonusIf possible, rearrange the class so each group is sat around a different table. Try to make sure they are reasonably far apartso they do not distract each other. Monitor and check grammar, vocabulary and pronunciation. Give help where necessary.Learning tipPoint out that pictures can be a very useful source of information, not just on menus in fast food restaurants, but also in shops, museums and many public buildings where things such as opening times, lifts, toilets and exits are often listed or signed.Extra practicePut students into groups and encourage them to exchange any good recipes that they have found. Tell them to explain how each dish is made, and what it tastes like.More activitiesDo a whole class restaurant role play, with several waiters and tables, to review all the language in the unit. Tell students to ask about the menu, order, describe their food, and if youwish encourage students to complain about various things,for example the quality of the food, the service, etc. Take the role of manager and help resolve each problem!This is your roomGet ready to listen and speak• Explain that when many students study abroad they often either stay with a host family or they stay in a dormitory with other students. In homestay accommodation you usually have your own room, with a desk. All meals, towels and sheets are included too and your host will usually do your laundry oncea week as well. Read aloud the question and ask students toraise their hands according to which type of accomodationthey think is better.• Tell students to read the list of beneﬁ ts and tick their answers.Then put them into groups to compare their ideas. Encourage them to explain their reasons and discuss any differences of opinion.•Take a class survey to ﬁ nd out which beneﬁ t students think is most important.Option: Ask students to consider other accommodation options, e.g. staying in a hotel or renting an apartment. Take a show of hands to ﬁ nd which accommodation option students prefer.A Speaking – Greetings and introductions1–2 Ask students to read the conversation in Exercise 1 and make sure they understand the phrases in bold. Then askstudents to complete Exercise 2. Check answers.3 Explain students are going to listen to a conversation and areasked to give an appropriate response. Remind students to use the expressions from Exercises 1 and 2 in their response.After checking answers, play the recording again and point out the main stress and intonation. Then ask students to practise the conversation in pairs.Option: Put students into groups to role play similar conversations.B Listening – Understanding directions1–3 Play the recordings where indicated and ask students to complete the exercises. After checking answers, put students into groups to take turns describing where they live. The rest of the group should listen and draw a ﬂ oorplan (similar to the one in the book) for each person’s home.Did you know...?Point out that in American English people say take a bath / shower rather than have a bath / shower. You could also point out that in American English people say across from rather than opposite, e.g. the lounge is across from the kitchen.Sound smart – Linking words together1 Explain to students that English is a stress-timed language, andthat native speakers often link words together when they speak in order to ‘keep up’ with the rhythm. Play the recording and point out that when one word ends in a consonant sound and the next begins with a vowel sound, the ﬁ nal consonant of the ﬁ rst word is pronounced at the start of the word that follows, for example, thi sis, an don, righ tis, etc. Play the recordingagain and ask students to repeat the two sentences. 2–3Play the recording where indicated and ask students to complete the exercises.Focus on… modal verbsAsk students to complete the exercises. After checking answers, tell students to write four sentences for rules they have to follow in class. Explain they should write one sentence for each modal verb, can / can’t, have to / don’t have to, for example, I can’t talk when the teacher is talking, I have to complete my homework on time.C Listening – Understanding rules1–2Play the recording and ask students to do the exercises. After checking answers, put students into pairs to discuss the rules where they live. Explain they should use the modal verbs can / can’t, have to / don’t have to, for example, I can’t have pets in my house, I have to do the washing-up twice a week.Learning tipEmphasize that please and thank you are among the most common words in the English language. Tell students that it is easy to appear impolite or rude by mistake, so always saying please or thank you will help avoid this problem.D Speaking – Asking for permission1 Demonstrate the use of these phrases by going up tostudents and saying things like: Is it OK if I borrow your pen?Point out that when responding to requests, students can use phrases like, yes that’s ﬁ ne or sure, go ahead, but the correct response to Would you mind if I … is No, not at all (I would not mind).2 Read aloud the example, then put students into pairs to makeas many sentences as they can.Option: Go round the class asking students to call out adifferent sentence each time.3Ask students to complete the exercise.E Speaking – Talking about your experience1 Point out that in the UK some people say not bad meaninggood. Write the following example on the board How wasyour day? Not bad, thanks. Encourage students to come up with more examples for Not bad, thanks. Get students tocomplete the exercise.2Ask students to complete the exercise.Class bonusGive students time to prepare their ideas, then put them into pairs or small groups to talk about their experience. Encourage students to ask questions where possible.Extra practiceDirect students to any resources in your school where they can ﬁ nd information on studying abroad.One ﬁ rst class stampGet ready to listen and speak•Get students to do the exercise and compare their answers with a partner.•Write the words post and mail on the board and ask students if they know which word is British English and which word is American English. Ask students to complete the exercise in pairs.A Listening – Asking about services1Play the recording and ask students to complete the exercise.Learning tipExplain to students that identifying key words in this way can allow them to understand the general meaning, even if they have not understood every word. By identifying important information, they can often guess or ignore the parts they have not understood.2 Play the recording again and ask students to complete theexercise. After checking answers, tell students to close their books and try to remember what service each person asked for.3Play the recording again and ask students to say each sentence.Did you know...?Write on the board any phrases students use to describe an ATM. Then put students into pairs to make a list of services banks offer in their country.B Listening – In a bankBefore students begin, ask them to discuss in pairs what documents they think are necessary to open a bank account. Explain that trying to predict what they are going to hear can help them understand more when they listen.1–4Play the recording where indicated and ask students to complete the exercises. After checking answers, put students into pairs to discuss what banking services and facilities they use, and how often.Focus on… moneyAsk students to complete the exercises. After checking answers, put students into pairs to test each other. Explain they should take turns reading a deﬁ nition while their partner has to remember the correct word.C Speaking – Using a bank accountWrite on the board I have to pay my electricity bill, and I wantto pay my electricity bill. Point out that I have to and I need to suggest an obligation, while I want to and I’d like to suggest a preference.1–3Play the recording where indicated and ask students to complete the exercises.D Listening – In a post ofﬁ ce1–2Play the recording and ask students to complete the exercises. After checking answers, put students into pairs and tell them to turn to page 91 and practise the conversations.Explain that when they ﬁ nish, they should swap roles sothey practise each conversation twice. Monitor and checkpronunciation, stress and rhythm.E Speaking – Sending mail1 Play the recording again and get students to complete theexercise. Next, ask students to identify the main stress in the expressions they hear, then tell them to listen and repeatonce more, being sure to stress the right words.2Ask students to complete the exercise.3 Play the recording. Explain to students that they need to usethe ideas a–f to have a conversation with the post ofﬁ ceclerk. When students ﬁ nish, put them into pairs to practise the conversation once again.F Speaking – Changing moneyTell students to look at the picture and explain that a Bureau de change is exclusively for changing money from one currency into another. Ask any students who have used a Bureau de change to tell the class where and when they used such a service. Option: Review currencies in different countries, e.g. Russia– ruble, India – rupee, etc. Tell students that over 300 million people live in the Eurozone; a group of European countries that all use the euro.1–2Play the recording and ask students to complete the exercises.3Play the recording. Explain to students that they need to use the ideas e–i to respond to the clerk. After checking answers, put students into pairs to practise the conversations. Whenthey ﬁ nish they should swap roles so they practise eachconversation twice.Class bonusPut students into pairs and tell them to sit opposite one another. Explain they should decide who is the customer and who is the bank clerk. Tell them to use the language in the unit to role play several conversations at a bank. When they ﬁ nish, they should swap roles and role play conversations in a post ofﬁ ce. Monitor and check grammar, vocabulary and pronunciation. Give help where necessary.Extra practicePoint out that to change a large note into smaller notes students can say, Please can you change this twenty. I’d like four ﬁ ves? Explain that in American English, they might hear Please can you break this twenty?I don’t feel very wellGet ready to listen and speak•Read aloud the question and tell students to tick their answers. Ask students to call out any other ideas they have for keeping healthy and write them on the board. Then put them into pairs to discuss the things they do to keep healthy.•Take a class survey to ﬁ nd out how often students are ill. Read aloud the question and ask students to raise their hands for each answer. Then put students into pairs to talk about a time they were ill.•Ask students to match health problems (a–h) with a picture (1–8). Check answers.A Listening – Health problems1 Play the recording and ask students to complete theconversations. After checking answers, mime each healthproblem to the class and encourage them to call out thecorrect answer. Write on the board any more health problems students can think of. Point out that in American Englishpeople say have a fever rather than have a temperature.2 Play the recording. Ask students to look at conversations a–cin Exercise 1. Explain that they need to take the expressions from the conversations, and put them into the correct column in the table. After checking answers, tell students to practise the conversations in pairs.B Speaking – Talking about health problems1Point out the intonation in these phrases and tell students to practise each one, sounding as sympathetic as they can.2Play the recording. Ask students what they would say to the people who are ill. Remind them that they need to besympathetic. After checking answers, tell students to practise in pairs using their own ideas.Focus on… giving adviceExplain that we use should when we think something is a good idea and shouldn’t when we think it is a bad idea. Ask students to complete the exercises. After checking answers read aloud each complete sentence and ask students to repeat.C Speaking – At the chemist’s1 Remind students that we use many for countable nouns, e.g.How many tablets. Much is used for uncountable nouns, e.g.How much cream.2Explain to students that they need to look at the pictures and ask for the medication for these health problems. Whenstudents ﬁ nish, put them into pairs to role play similarconversations using their own ideas.3Play the recording. Explain to students that they need to use the ideas a–e to have conversations with the chemist.D Listening – Making an appointment1–2Play the recording and ask students to complete the exercises. When students ﬁ nish, tell them to turn to page 92 and practise the conversation in pairs.Option: For a greater challenge, ask students to repeat each conversation using only their notes to help them.Sound smart – the schwa /ə/Play the recording and ask students to complete the exercises. After checking answers, tell students to look again at the audioscript for the conversations on page 92. Explain they should identify all the schwa sounds they can ﬁ nd.Learning tipTell students that by focusing on only the information they need, for example, in this case, days, times, and names, they can make their listening more effective.E Speaking – Conﬁ rming an appointment1Choose two students to read aloud the conversations to the class. Ask students to complete the exercise. Check answers.2Point out that students should make sure they speak clearly, pausing between each piece of information; OK, so that’sThursday / at 4:30 / with Doctor Park. Play the recording.Explain to students that they need to use the ideas provided to make a doctor’s appointment. When students ﬁ nish, put them into pairs to role play a conversation between a patient and a doctor’s receptionist. Explain that they should make an appointment and conﬁ rm all the details.Focus on… imperativesWrite on the board drink a lot of water and you should drink a lot of water. Ask students which is stronger. Point out that the imperative is often used as a way of giving strong advice. Ask students to complete the exercises.F Listening – At the doctor’sPlay the recording and ask students to complete the exercise.Class bonusIf you wish, tell the doctors to sit behind their desks and write their name on a piece of paper. Encourage the patients to visit several doctors. While students are engaged in the activity, walk around and make a note of any errors you hear students make, and review afterwards.More activitiesGet students to listen to any radio or TV programmes about health, for general advice and tips on being healthy. Ask them to write down the tips and bring them to their next lesson to discuss.。

剑桥实境英语听说1-Lesson 1

Lesson 1
Where are you from?
▪Hello. My name’s ______. ▪Hi. I’m ______. ▪Nice to meet you. ▪I’m very well, thank you. And you? ▪How’s work at the moment?
▪Check if you are:
sociable talkative
friendly polite
shy easy-going
பைடு நூலகம்
▪ What are they doing? ▪ Where do you think are they from?
▪ In the UK, people often shake hands when they first meet. ▪ In Japan, people give a bow. ▪ In France, they sometimes kiss on each cheek. ▪ How do people in China greet each other when they first meet?
▪ Conversations ▪ Language: formal or informal
▪ Listen and match. ▪ Listen and write. ▪ Listen and have a discussion. ▪ Listen and tick.
▪ name, country, job and city
• It’s a great place. • It’s a beautiful city. • You should visit sometime. • Do you have any children? • Do you enjoy your job? • Do you have any plans for the

剑桥实境英语听说1-Lesson 7

In the UK, public toilets are often called the Ladies and Gents. You may also hear someone ask “Where’s the loo?” A. E.: restroom/bathroom
▪ We often link words together when we speak.
▪ Mrs Woods: Paula, I’d like you to meet my husband. ▪ Paula: Nice to meet you, Mr Woods. ▪ Mr Woods: Nice to meet you too, Paula. Please call me Kevin. ▪ Mrs Woods: And this is my daughter, Abigail. ▪ Paula: Hello, Abigail. Pleased to meet you. ▪ Abigail: Hi. How was your trip? ▪ Paula: It was fine, thanks.
▪ on the left ▪ on the right ▪ at the top of ▪ at the bottom of ▪ at the end of ▪ next to ▪ opposite
▪Mrs woods is showing Paula around the house. Listen and write the letter of each room in the correct place on the plan.
Thi you. ▪Nice to meet you, too. ▪It’s a big room with a view of the park. ▪Is it OK if I watch TV? ▪Do you think I could make a cup of coffee? ▪Would you mind if I invite a friend for dinner? ▪Is it OK if I turn up the heating?

剑桥实境英语听说1-Lesson 18

▪ I hear the Health Centre is expanding. So, is that the new d↗octor?
▪ Are you th↗irsty?
▪ Fall-rise intonation describes how the voice falls and then rises. We use fall-rise intonation at the end of statements when we want to say that we are not sure, or when we may have more to add:
▪ I think we are completely l↘ost.
▪ OK, here’s the magaz↘ine you wanted.
▪ Rising intonation describes how the voice rises at the end of a sentence. Rising intonation is common in yes-no questions:
▪ go along ▪ turn left ▪ turn right ▪ go straight ▪ in front of ▪ cross the foot bridge ▪ miss ▪ go past ▪ go through
▪ post office ▪ library ▪ hospital ▪ supermarket ▪ subway station ▪ bus stop ▪ book shop ▪ information office ▪ museum ▪ bar
▪ park ▪ café ▪ shopping center ▪ cinema ▪ restaurant ▪ pedestrian mall ▪ shopping complex ▪ food court

剑桥实境英语听说1-Lesson 9

in Italy, Switzerland and many other European
ABM countries, and an
in Canada!
▪Listen to a bank clerk explain how to open a new account. ▪What documents do you need? ▪Complete the notes.
▪ How much is it to send this letter to…? ▪ Can I send this by airmail, please? ▪ Can I change some dollars, please? ▪ What’s today’s exchange rate? ▪ Do you charge commission? ▪ That’s fine. ▪ I’ll think about it.
▪ Match each British English word or phrase with an American one that means the same.
▪ post ▪ postman ▪ recorded delivery ▪ cheque ▪ parcel
package registered mail bill mailman check mail
▪a. _______________________________ ▪b. _______________________________ ▪c. _______________________________
▪a. _______________________________ ▪b. _______________________________ ▪c. _______________________________

剑桥实境英语听说1-Lesson 5

▪ Would you like to see the menu? ▪ Can I get you anything to drink? ▪ Are you ready to order? ▪ What would you like for starter? ▪ And for your main course? ▪ How would you like your steak?
▪ How often do you eat out? ▪ What kind of restaurants do you like to go to?
▪ Expensive restaurants ▪ Small, local restaurants ▪ family restaurants ▪ fast food restaurants
• What’s in the Mexican Mixed Grill? • Can you tell me what the House Special is, please? • That sounds good. • How’s your chicken? • What’s the soup like? • It’s delicious. • It’s a bit too salty. • Is service included? • Can I have the bill, please?
▪Excuse me. What’s a Caesar Salad? ▪What’s in the Mexican Mixed Grill? ▪Can you tell me what the House Special is, please?
▪Look at the menu and imagine you are in a restaurant. ▪You want the waiter to explain what these dishes are.

英语初级听力unit24听力原文

Lesson 24Section one 泛听A.Calculations:1. Add two and four; eight and ten; fourteen and seven.2. Subtract six from eighteen; four from eleven; five from nineteen.3. Multiply two by eight; five by three; six by four.4. Divide six by three; eight by two; twenty by five.B.Numbers and symbols1. I'll take a commission of ten per cent.佣金2. The current rate of interest is twenty-three per cent.3. I only get three-eighths of the total.4. It's only a fraction of the cost, about a sixteenth. 只是成本的一小部分5. Divide nine by two and you get four point five.6. You only get two point four six per cent.C.Asking for advice1. I have to get a new pair of Jeans. Is there anywhere ...? Do you know a, a good shop where I can get a pair?2. Look, er, I want something interesting. All I've eaten since I've arrived here is junk food.垃圾食品I want some good local food. Where should I go and what shall I ask for?3. The car's giving problems again. I had it serviced last week but it's as bad as it was before. I don't know what to do about it.4. Ooh, yes, I need your advice. The problem is that I have to go to this very formal dinner party next week and I haven't got a dinner suit here. I really don't want to buy one. What do you suggest?5. Ever since I've been here I had this stomach problem, you know. I mean, it's not serious. Well, I don't think it is. I mean, you often get these things when you travel. Must be the different water or something. But it rea1ly is a nuisance and it seems to be getting worse ...6. Damn! I've lost my wallet!Section twoA.TelegramMan: Telegram, miss.Jean: Oh, thanks.Jean: I wonder who it's from. Oh, it's for Helen. Helen, there's a telegram for you. Helen: For me? Oh, Jean, will you open it? I hate opening telegrams.Jean: Do you? Why?Helen: Well, it's just that I think a telegram must mean bad news.Jean: I'm just the opposite. I love opening telegrams because I'm sure they must mean something exciting.Jean: Helen, you'd better sit down. You aren't going to believe this. It says, 'Congratulations, Nurse of the Year. Letter follows.'Helen: It can't be true.Jean: Here. You read it.B.Interview appointmentHello. This is Sophie Peter's ringing from the Brook Organization. Um, we got your job application工作申请and I'm ringing just to arrange an interview with you. How about Monday morning at, er, 11:30? Would that be all right? That's Monday morning of the 10th of August. Um, if you can't make that time, could you please give us a ring? The interview will be with myself and Brian Shaw, so we, um, we look forward to seeing you then. Bye-bye.C.Henry泛听"Henry!""Yes, dear?""I'm going up to bed now. Don't forget to do your little jobs.""No, dear."Henry turned off the television and went into the kitchen. He fed the cat, washed up several dishes, dried them and put them away. Then he put the cat out, locked all the doors and turned out all the lights. When he got to the bedroom, his wife was sitting up in bed reading a book and eating chocolates."Well dear, have you done all your little jobs?""I think so, my love.""Have you fed the cat?""Yes, dear.""Have you put him out?""Yes, dear.""Have you washed up the dishes?""Yes, dear.""Have you put them all away?""Yes, dear.""Have you tidied the kitchen?""Yes, dear.""Have you turned out all the lights?""Yes, dear.""Have you locked the front door?""Yes, dear.""Then you can come to bed.""Thank you, dear."After a little while they heard a gate banging downstairs."Henry.""Yes, dear.""I'm afraid you've forgotten to shut the garden gate.""Oh dear! ..."D.Radio talk—Ladies and gentlemen, it's the Lake Late Talk Show, with your host, Dickie Reeves. (applause)—Nice to be with you again, folks. And among the line of interesting guests I'll show you tonight is the lady you've all been reading and hearing about recently. She is beautiful.She is clever. And she is brave. She is the lady who makes friends with monkeys. She is with us tonight. Ladies and gentlemen, the apewoman herself, Josephin Carter. (applause) Hello, Josephin, or can I call you Joe? (A woman who studies apes猿人) —Please do.—The first question that I know everybody has been dying to ask you is, how long have you been living with monkeys? (be dying to do sth. 渴望做某事）—Apes actually. Well, I've been studying apes for quite a long time, ever since I was at university. But I've only been actually living with them for five years.—Five years in the African jungle, with only monkeys to talk to.—Apes actually. （非洲丛林）—Oh, with only apes to talk to. That's fantastic! And I know you're going back to your monkey colony ...—Ape colony actually. （猿人栖息地）—... to finish your work.—Oh, yes. I haven't finished it yet. Although I have been recording their behavior and watching their movements very closely, I still haven't finished my work. I've also been training my husband to work with me.—Your husband?—Yes. He's come with me tonight. Let me introduce you to Tarsan!—Hi, everybody.E.Mr. Pollard and the SolicitorExorbitant: 过高的、搞的离谱的(formal:of a price) much too highinefficient secretaries效率低下的秘书the building society 建筑协会take possession of 拥有、占有how will more time help?更多的时间会有什么帮助？People think that all solicitors are rich and prosperous繁荣的、兴旺的、成功的. In any town there are, of course, rich and prosperous solicitors, but there are also solicitors like me. I am neither rich nor prosperous. I have an office over a fish and chip shop, for which I pay an exorbitant rent,and two rather inefficient secretaries.I suppose it is because my premises are in the less fashionable part of the town, but my clients always seem to have enormous problems and miserable incomes. Mr. Pollard was exactly that sort of client. He was a small, untidy little man, with a large head and round, old-fashioned spectacles."I have a problem," he began nervously, "I bought this house, you see. I got a mortgage from the building society, but then I lost my job, so I got behind with the payments." He gave me the details. It appeared that he owed eleven payments of fifty pounds, and had no job and no money. Not surprisingly the building society had written to say they intended to take possession of the house; sell it, and thus get back their money."What would happen if they sold it for less than I paid?" he asked. "Would I get back any money?""Probably not," I replied."Would you mind telephoning the building society?" he pleaded, "and see if they could possibly give me a little more time?""If you're not earning any money, how will more time help?" I asked. He looked at me hopelessly.In the end the house was sold. The building society debt was paid off and Mr. Pollard got sixty pounds.F.Monologue泛听I can't see anybody apart from me who is.除了我，我看不到任何人。

(完整word版)视听说听力原文lesson1-13

Lesson 1 NapoleonToday, I’m going to talk to you about one of the most important historical figures in European history: Napoleon Bonaparte. Let ’s start by talking about his early life. Napoleon was born in 1769 on the island of Corsica. When he was only 10 years old, his father sent him to military school in France. Napoleon was not a very good student in most of his classes, but he excelled in mathematics and military science. When he was 16 years old,he joined the French army. In that year 1785,he began the military career that would bring himfame ,power,riches and finally defeat. Napoleon became a general in the French army at the young age of 24. Napoleon had many victories on the battlefield but he also became involved in French law and politics. And in 1804, at the age of 35,he became the first emperor of the France.Napoleon was many things. He was, first of all, a brilliant military leader. His soldiers were ready to die for him. As a result, N.won many military victories. At one time he controlled most of Europe, but some countries, including England, Russia, and Austria fought fiercely against him. His defeat —“his end”came when he decided to attack Russia. In this military campaign against Russia, he lost most of his army.The great French conqueror died alone – deserted by his family and friends in 1821. Napoleon was only 51 years old when he died.=========================================================== Lesson 2 PompeiiThe lecture for this class is about the city of Pompeii. A natural disaster occurred there almost 2000 years ago.Today many rich people who live in large metropolitan areas such as Beijing, Paris and New York leave the city in the summer. They go to the mountains or to the seashore to escape the city noise and heat.2,000 years ago, wealthy Romans did the same thing.They left the city of Rome in the summer. Many of these wealthy Romans spent their summers in the city of Pompeii, a beautiful city, located on the Bay of Naples.In the summer of the year 79 C.E., a young Roman boy who later became a very famous Roman historian was visiting his uncle in P.. The boy’s name was Pliny the Younger. One day Pliny was looking up at the sky. He saw a frightening sight. It was a very large dark cloud. This black cloud rose high into the sky. What Pliny saw was the eruption of the volcano called Mount Vesuvius.Rock and ash flew through the air. The city of P . was at the foot of Mt. V.. When the volcano first erupted, manypeople were able to get out of the city and to escape death. In fact, 18,000 people escaped the terrible disaster. Unfortunately, there was not enough time for everyone to escape. More than 2,000 people died. These unlucky people were buried alive under the volcanic ash.The eruption lasted for about 3 days. When the eruption was over, P . was buried under 20 feet of volcanic rock and ash. The city of P . was forgotten for almost 1,700 years.In the year of 1748 an Italian farmer was digging on his farm. As he was digging, he uncovered a part of a wall of the ancient city of P.. Soon archaeologists began to dig in the area. As time went by, much of the ancient city of P. was uncovered. Today tourists come from all over the world to see the ruins of the famous city of Pompeii.===========================================================Lesson 4 Roller CoasterLet's talk about the physics involved in a ride on a roller coaster. I'm sure many of you have taken a ride on a roller coaster. A simple roller coaster consists of a frame with a track on it. The track is very much like a train track, this track goes over a series of hills and around curves. It follows a path that ends at the same place it started. A trainof cars travels around on this track, very fast. The cars have two sets of wheels. One set of wheels rolls on top of the track, and the others set of wheels rolls below the track. The wheels below the track keep the fast moving cars from coming off the track, roller coaster cars as you probably know don't have any motors or engines. Instead, a chain pulls the cars up the first, tallest and steepy staff hill, this is how the ride begins. Then, at the top of the hill the chain comes off the cars and gravity takes over. gravity pushes the cars down the other side of the hill. the taller and steeper the first hill is, the faster the ride will be. And the farther the cars will travel. as the cars rolled downhill they gained speed. the cars have enough speed and energy to send them up the next hill. as the cars near the top of the second hill they begin to slow down. but then, the cars reached the top of that hill, and start down the other side. gravity again pushes them toward the ground. this process repeats on each hale. Okay, so let's go over this process again. first, the cars are pulled by a chain up the first highest hill. then they go down a very steep slope, at this point, there is enough energy to pull the cars up and over the next hill. when they reached the bottom of that hill, there is enough energy to climb the next hill, the roller coaster cars lose energy as the ride continues. so, the hills have to be smaller toward the end of the track, finally we roll to a stop on ground level right where we began.======================================================== Lesson 5 Language: How Children Acquire TheirsWhat I’d lie to talk to you about today is the topic of child language development. I know that you all are trying to develop a second language, but for a moment, let’s think about a related topic, and that is: How children develop their first language.What do we know about how babies develop their language and communication ability? Well, we know babies are able to communicate as soon as they are born,even before they learn to speak their first language. At first, they communicate by crying. This crying lets their parents know when they are hungry, or unhappy, or uncomfortable. However, they soon begin the process of acquiring their language. The first state of language acquisition begins just a few weeks after birth. At this stage, babies start to make cooing noises when they are happy. Then, around four months of age they begin to babble. Babies all over the world begin to babble around the same age, and they all begin to make the same kinds of babbling noises. Now, by the time they are ten months old, however, the babbling of babies from different language backgrounds sounds different. For example, the babbling of a baby in a Chinese-speaking home sounds different from the babbling of a baby in an English-speaking home. Babiesbegin a new stage of language development when they begin to speak their first words. At first, they invent their own words for things. For example, a baby in an English-speaking home may say ―baba‖for the word ―bottle‖or ―kiki‖for ―cat.‖In the next few months, babies will acquire a lot of words. These words are usually the names of things that are in the baby’s environment, words for food or toys, for example. They will begin to use these words to communicate with others. For example, if a baby holds up an empty juice bottle and then says ―juice,‖to his father, the baby seems to be saying, ―I want more juice, Daddy‖or ―May I have more juice, Daddy?‖This word ―juice‖is really a one-word sentence.Now, the next stage of language acquisition begins around the age of 18 months, when the babies begin to say two-word sentences. They begin to use a kind of grammar to put these words together. The speech they produce is called ―telegraphic‖speech because the babies omit all but the most essential words. An English-speaking child might say something like ―Daddy, up‖which actually could mean ―Daddy, pick me up, please.‖Then, between two and three years of age, young children begin to learn more and more grammar. For example, they begin to use the past tense of verbs. The children begin to say things such as ―I walked home‖and ―I kissed Mommy.‖They also begin toovergeneralize this new grammar rule and make a log of grammar mistakes. For example, children often say such thins as ―I goed to bed‖instead of ―I went to bed,‖or ―I eated ice cream‖instead of ―I ate ice cream.‖In other words, the children have learned the past tense rule for regular verbs such as ―walk‖and ―kiss,‖but they haven’t learned that they cannot use this rule for all verbs. Some verbs like ―eat‖are irregular, and the past tense forms for irregular verbs must be learned individually. Anyway, these mistakes are normal, and the children will soon learn to use the past tense for regular and irregular verbs correctly. The children then continue to learn other grammatical structures in the same way.If we stop to think about it, actually it’s quite amazing how quickly babies and children all over the world learn their language and how similar the process is for babies all over the world.Do you remember anything about how you learned your first language during the early years of your life? Think about the process for a minute. What was your first word? Was it ―mama‖or maybe ―papa‖? Now think also about the process of learning English as a second language. Can you remember the first word you learned in English? I doubt that it was ―mama.‖Now, think about some of the similarities anddifferences involved in the processes of child and adult language learning. We’ll talk about some similarities and differences in the first and second language learning processes tomorrow. See you then.===========================================================Lesson 7 RobotsWhen people think about a robot,they often picture a machine that look s something like a human being.However,that’s not always the case.Mo st robots do not look much like a human being at all,they look like machi nes because that’s what most of them are-industrial machines.Today,I’m going to talk mostly about industrial robots used in industry. These are robots that do work that for humans would be physically dema nding,repetitive,dangerous or very boring.Most industrial robots work on in an assembly line in a factory.For example,a robot might put liz on j ars of fruits or start boxesfor shaping.In a car factory,robotic arms on an assembly line join the parts of a car together;other robots tighten the b oats on the car’s wheelsor paint the car.There are thousands of robots p utting cars together in___plan.These robots are very precise when repe ating a task.For example,they always tighten boats with the same exact amount of force.They always move a heavy engine to exactly where it should be and they always put ahold in the exact same place in every car d oor hour after hour.These are examples of robots doing the work human s could do but the robots are doing the work more efficiently and precise ly.So,just how do robots work?To do its job a robot first needs a control s ystem.This control system directs the robots mechanical parts.The contr ol system of a robot is sort of speak--a robot brain.So how does a robot learn which action to do first and whi ch of its moving part needs to do that action?A robot learns its job with the help and guidance of a human being.To teach an industrial robot to do something,first a person must use a hand-held computer.The computer is used to guide the robot’s arm and hand through the motions it needs to do.Then,the robot stores exact movem ent in its computer memory.The robot has sensors to gather information ,so now the robot will use its sensors to direct its actions.The robot tells its moving part what to do and then it performs the action.For example, to pick up and move a box,the robot first finds the box,next it decides t he weight of the box.Then it decides how much force is needed to lift an d move the box,and finally,it finds the correct place to put the box dow n.It repeats the process over and over until it's turned off.It does the sa me job until it is given the job and new program to follow.Some scientists think that robots of the future will be smarter than today's robots.They may also look more human like or even animal like.In fact,they may wo rk and think more like humans do.The industrial robots we've been talki ng about so far today are automatic robots.They are known as automatic robots because they have program to follo w a specific series of ually,they have parts that move but t hey really don't travel around.On the other hand,an autonomous machi ne can change itsbehavior in relation to its surroundings.For example,an autonomous robot with wheelsor legs to move around can change direc tion when it senses that there are something in its way.A robot such as …can detect the movement of people nearby.It can move to avoid bump ing into ing toward it.Asthma can even learn to dance by followi ng the movements of a dancer next to it.I don't know whether or when people would welcome autonomousmachines or human like robots.I gu ess that we will not only think about that in the future.We need to think about how we will interact with our global doctor:robal teacher,robal p et,or even our robal friend.===========================================================Lesson 8 A Tidal WaveA tidal wave is a very large and very destructive wall of water that rushesin from the ocean towards the shore. Many scientists call these waves tsunami. In Japanese tsunami means “storm wave.” But do you know that tidal are not caused by storms and that they are not true tidal at all? A true tidal is the regular rise a waves and fall of ocean waters, at definite times each day, but a tidal wave comes rushing in suddenly and unexpectedly. A tidal wave is caused by an underwater earthquake. The word “seaquake” is made up of two words, the word “sea” which means “ocean” and the word “quake”. “To quake” means “to shake” or “to tremble.” When a seaquake takes place at the bottom of the ocean, the ocean floor shakes and trembles, and sometimes the ocean floor shifts. It is this shaking that produces the tidal wave. The tidal wave begins to move across the sea at great speed.Tidal waves have taken many human lives in the past. Today scientists can predict when a tidal wave will hit land. They use a seismograph to do this.A seismograph is an instrument that records the strength, the direction, and the length of time of an earthquake or seaquake. It is not possible to hold back a tidal wave, but it is possible to warn people that a tidal wave is coming. This warning can save many lives.===========================================================Lesson 9 Levels of LanguageToday I want to talk about levels of language usage. You probably have noticed that people express similar ideas in different ways, depending on the situation they are in. This is very natural. All languages have two general, broad categories, or levels of usage: a formal level and an informal level. English is no exception. I’m not talking about correct and incorrect English. What I’m talking about are two levels of correct English. The difference in these two levels is the situation in which you use a particular level. Formal language is the kind of language you find in textbooks, reference books such as encyclopedias, and in business letters. For example, a letter to a university would be in formal style. You would also use formal English in compositions and essays that you write in school. People usually use formal English when they give classroom lectures or speeches and at ceremonies such as graduations. We also tend to use formal language in conversations with persons we don’t know well or with people we have a formal relationship with, such as professors, bosses, doctors, friends of our parents’, strangers, etc. Informal language is used in conversations with colleagues, family and friends, and when we write personal notes or letters to close friends, as well as in diaries, etc. Formal language is different from informal language in several ways. However, today I’m going to talk only about a couple of ways. First of all, formal language tends to be more polite. Interestingly, it usually takes more words to be polite. For example, I might say to a friend or familymember, "Close the door, please", but to a stranger or someone in authority I probably would say "Would you mind closing the door" or "Excuse me, could you please close the door" Using words like "could" and "would" makes my request sound more polite, but also more formal. Another difference between formal and informal language is some of the vocabulary. There are some words and phrases that belong in formal language and others that are informal. Let me give you a couple of examples of what I mean. Let’s say "I’m just crazy about soccer!" But if I were talking to my supervisor or a friend of my parents’, I would probably say "I really enjoy soccer" or "I like soccer very much". Let’s say I’m telling someone some news I heard about the police arresting a criminal. To my friend I might say "The cops bagged the crook". To my parents’ friend I might say "The police arrested the thief".Although the line between formal and informal language is not always clear and although people are probably less formal today than in the past, it is useful to be aware that these two levels, or categories, do exist. The best way for a non-native speaker of English to learn the difference is to observe the different ways English speakers speak or write in different situations. Television newscasters, your college professors in class, your doctors in their offices, etc, will usually speak rather formally. However, your classmates, teammates, family members, friends, etc. will generally speak in an informal fashion. The difference can be learned over time byobserving and interacting with native speakers.===========================================================Lesson 10 Power: The Kinds People Use and Abuse John Mack, who is the author of a book about power, says that the need for a sense of personal power is one of the primary forces in human life. On the other hand, he also says that a feeling of powerlessness is one of the most disturbing of human emotions ―a feeling to be avoided at all costs. Just what is power?Psychologists define power as the ability to determine or to change the actions or behavior of other people. Psychologists are trying to identify different kinds of power so that they can better understand how people use these different kinds of power to gain control over other people. They are trying to understand how people manipulate other people for good and evil purposes. Psychologists have identified five basic types of power, and I’d like to talk about each of these briefly in the next few minutes.The first type of power is called information power. Some psychologist believe that information power is one of the mosteffective types of power and control. The person who has information that other people want and need, but do not have, is in a position of power. Why is this? Well, most people like to receive and have information. Having information increases a person’s own sense of power. People who provide information can manipulate those who do not have information. Often, when people receive information, they do not know that they are being manipulated by those who provided the information. The psychologist named Edwards says, for example, that newspapers provide a lot of information to their readers, and that these newspaper readers generally believe the information they read. Readers do not question the accuracy of the reports about world events they read in the newspapers.A second type of power is called referent power. For example, a person may want to behave like the members of a particular group, such as a soccer team ( or a group of classmates), or a person may identify with and want to be like a certain teacher, a friend, or say , a rock star. If you identify with another person, that person has power over you, and that person can influence your actions and behavior. Many people imitate and are controlled by the people they identify with. Let me give you a sad example ofthe use of this type of power for evil purposes. In the 1970s in Jonestown, Guyana, more than 900 people committed suicide when their religious leader Jim Jones told them to kill themselves. They did what he told them to do because he had referent power over them. They identified with him; they believe him, and they did what he told them to do. More recently a man named David Koresh controlled the lives and destinies of a small community of men, women, and children in Waco, Texas. Most people in his community died in a fire, along with their leader, during a confrontation with U.S. government agents.A third kind of power is classified as legitimate power. Government officials, according to Edwards, have a lot of legitimate power. When the government decides to raise taxes or make people go to war, most people will do what their government officials tell them to do. One psychologist reported on an experiment that showed an example of this type of power. In this experiment, a researcher asked people on the street to move away from a bus stop. When he was dressed as a civilian, few people moved away from the bus stop. When the researcher was dressed as a guard, most people moved away from the bus stop.The guard’s uniform seemed to give the researcher a look of legitimate power.A fourth kind of power is called expert power. An expert is a person who is very skilled in some area, such as sports, or who knows a lot about something, such as computers. Most people are impressed by the skills or knowledge of an expert. Some of these “experts” use their skills at playing sports or knowing about computers to gain power and influence ―and t o gain money or admiration, according to Edwards. In other words, they use their expertise to gain power.Finally, reward or coercive power is used by people who have the power to reward or punish another person’s actions or behavior. Giving a reward will change people’s behavior because it offers people a chance for gain. Giving a punishment may or may not cause the people to do what the powerful person wants them to do, but the changes may not last for a long time. The person who uses coercive power may also have to carefully watch thatthe less powerful person does, in fact, change his or her actions or behavior.To sum up, then, power may be gained in many ways. It may come from having information that other people want or need; it may come from being a referent for other people to identify with or to imitate; it may come from having an official, or legitimate, position of authority; it may come from having skills or expertise; or it may come from having the power to reward or punish people. We all exercise one or more of these various kinds of power over other people, and other people will try to exercise one or more of these kinds of power over us throughout our lives.==================================================Lesson11 Asian and African Elephants:Similarities and Diff erencesThe African and the Asian elephants are the largest land animals in the w orld.They are really enormous animals.The African and the Asian elepha nts are alike,or similar,in many ways,but there are differences between the2types of elephants,too.What are some of the similarities between the African and the Asian ele phant?Well,for one thing,both animals have long noses,called trunks. An elephant sometimes uses its trunk like a third hand.Both kinds of ele phants use their trunks to pick up very small objects and very large,heavy objects.They can even pick up trees with their trunks.For another thin g,both the African and the Asian elephants have very large ears,althoug h the African elephant’s ears are considerably larger.In addition,both animals are intelligent.They can be trained to do heavy work.They can also be trained to do tricks to entertain people.In other words,they both work for people,and they entertain people also.As I said before,the African and Asian elephants are alike in many ways, but they are also quite different,too.Let me explain what I mean.The Af rican elephant is larger and heavier than the Asian n eleph ants reach a height of about 10 feet, and African elephants reach about 13 feet tall.The African male elephant weighs between12,000and14,000pounds.I n contrast,the average Asian male elephant weighs between7,000and1 2,000pounds.So one is bigger than the other, but as you can see,both are still enormous animals.Another difference between the2kinds of elephants is the size of the ea n elephants have smaller ears than African elephants.The Africa n elephant has2very large teeth.These teeth are called tusks.The Asian elephanthowever sometimes does not have any tusks at all.The elephants differ i n color,too.The African elephant is dark gray in color while the Asian ele phant is light gray.Occasionally an Asian elephant is even white!The lastbig difference between the2 typesof elephants is their temperament.The Asian elephant is tamer than the African elephant, orin another way,the African elephant is much wilder than the Asian eleph ant.As a result,it’s more difficult to train the African elephant to perfor m tricks to entertain people.That’s why the elephants you see in the circ us are probably Asian elephants and not African elephants.Yes,there certainly are differences between the African and the Asian el ephants,but as I mention at the start of mytall,there is one big similarity between the2animals:they are both fasci nating and enormous animals.===========================================================Lesson 13 Lincoln and KennedyJohn F. Kennedy and Abraham Lincoln lived in different times and had very different family and educational backgrounds. K ennedy lived in the 20th century; Lincoln lived in the 19th cen tury. Kennedy was born in 1917, whereas Lincoln was born m ore than a hundred years earlier, in 1809. As for their family b ackgrounds, Kennedy came from a rich family, but Lincoln’s f amily was not wealthy. Because Kennedy came from a wealthy family, he was able to attend expensive private schools. He graduated from Harvard University. Lincoln, on the other hand, had only one year of formal schooling. In spite of his lack of f ormal schooling, he became a well-known lawyer. He taught himself law by reading law books. Li ncoln was, in other words, a self-educated man.In spite of these differences in Kennedy and Lincoln’s backgr ounds, some interesting similarities between the 2 men are ev ident. In fact, books have been written about the strange coin cidences in the lives of these 2 men. Take forexample ,their political careers. Lincoln began his political car eer in congress. Similarly, Kennedy also began his political car eer in congress. Lincoln was elected to the U.S. House of Repr esentatives in 1847, and Kennedy was elected to the House in 1947. So they were elected to congress exactly 100 years apart. Another interesting coincidence is that each man was e lected president of the United States in a year ending with the number 60. Lincoln was elected president in 1860, and Kenne dy was elected in 1960; furthermore, both men were presiden t during years of civil unrest in the country. Lincoln was presid ent during the American Civil War. At the time Kennedy became president,African-Americans were fighting for theircivil rights ,unrest took the form of civil rights demonstrations.Times change and it’s just over 15 more years,the United States elected its first African-American president Barack Obama. President Obama was elected in 2008 and…,but let me get back to talk about Lincoln and Kennedy.Another striking similarity between these 2 men was that, as y ou probably know, neither president lived to complete his ter m in office. Lincoln and Kennedy were both assassinated whil e in office. Kennedy was assassinated in 1963 inDallas, Texas, after only 1,000 days in office. Lincoln was assas sinated in 1865 a few days after the end of the American Civil War. It’s rather curious to note that both presidents were sh ot while they were sitting next to their wives.These are only a few examples of the unusual similarities in th e destinies of these 2 Americans – men who had a tremendou s impact on the social and political life in the United States an d the imagination of the American people.。

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▪Responding to requests: ▪--Sorry, I’m afraid I can’t. ▪--Sure, no problem. ▪--I’m afraid not. ▪--Yes, that’s fine.
▪ Match the requests with the responses.
▪ Can you send someone to repair it? please?
▪ Can you find out the price, please? ▪ The price is a bit high. ▪ Can you give me a discount? ▪ Do you charge for delivery?
▪ Can you tell me when the order is ready?
▪ I think this one is better/ lighter/ cheaper.
▪ No, I’m afraid we don’t.
you.
▪ Yes, we do. We sell all the main brands.
▪ We can send someone this afternoon.
▪ That’s the best price we can offer
▪ Is that everything? ▪ I’ll keep it until 5pm on Wednesday.
▪Can you imagine after you place an order online, what will happen to the goods to be delivered?
Supplies to place an order. ▪ Listen and complete the
form.
▪reliable ▪large ▪cheap ▪efficient
▪well-made ▪easy ▪difficult
▪Emily wants to buy a printer. ▪She is discussing which to buy with her friend, Tom. ▪Listen and tick the printer she decides to buy.
▪ Th out on Friday.
▪ No, I’m afraid we don’t do repairs. ▪ We deliver free of charge.
▪ We have a wide range of …
▪ Do you have an account with us?
▪ Listen to each requests and answer with the correct response.
▪ Listen to requests. Pause after each request and use the ideas below to respond.
▪ Nihar is from India. ▪ He calls Hadley Office
▪Emphasizing alternatives: ▪Do you want the blue one or the black one?
▪Listen to questions b-e. Pause the recording and repeat each one. Try to make your voice go up and then down.
When can you deliver?
▪ Do you sell…?
▪ When can you deliver?
▪ I’m looking for…
▪ It’s very urgent.
▪ Do you repair computers?
▪ Could you send it by special delivery,
▪Making comparisons: ▪--I think this one is better. ▪--This one is cheaper/ bigger/ lighter. ▪--This one is more reliable. ▪--This one is easier to use.
▪Can you remember what they say about each printer? ▪Try to complete the chart, then listen and check.
T150 X80
advantage cheaper
disadvantage
▪Listen and tick the expression Emily uses to make her choice. ▪--I think I’ll get ________ ▪--I’d rather have ________ ▪--I’d prefer to have _______