新通用大学英语综合教程第四册听力及答案-Unit-3.doc

UNIT 3 Money MattersUnit Goals Talk about your financial goals Express buyers remorse Describe your spending habits Discuss reasons for charitable giving Write a composition about the themeLesson 1Lead-in On-the-Street Interview: Im a little better about savingA. Match each statement with the person who said it. You will use one name twice.1. b 2. c 3. b 4. aBComplete each sentence with the correct name1. Joe 2. Deepti 3. Deepti 4. Joe 5. Deepti 6. LisaVIDEO SCRIPTInterviewer: So tell me a little bit about you and moneywhether 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, Id take the money and go buy it, and I didnt really realize the importance of saving 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 ask me, “So, how much money have you saved?” And I was like, “What are you talking about? Im not saving any money.” And 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 past a shop that had clothes and go, “Oh, I want that,” and I would go in, get it, and be 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 lets say a year from now, and a year from now I might not have the money that Im getting now, so I have to start saving so that Im 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. And when I was in India, I would tell her, “Oh come on, go on, spend the money. You know, if you want something, go get it.” And she would always tell me,” You should think about our parents. Theyre making all this money for us, but we shouldnt spend it just like that.” I think now I am a little better about saving, but not very good. Not as good as I could be.Joe: I think Im 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 dont end up in situations where I dont 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 youre 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: Its going pretty well. Its going pretty well. I have a little bit of something saved up.Listening Part 1Talk About Saving MoneyA. Read and listen to a conversation between two friends about saving money.Teaching SuggestionsStep 1 Have students look at the pictures. Ask What is it?What do you think its used for?Step 2Then ask How do children save money in this country?Step 3After 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 4To draw on students own experiences, ask Have you ever put money aside to buy 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; Im saving up for a new car; Im 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 minutesB. 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 SuggestionsStep 1 Have pairs discuss the questions. Review the answers to questions 1-5 as a class. Call on students to share their explanations.Step 2Have volunteers share whether they are more like Judy or David and give a supporting reason. (Possible responses: Im 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 3Have a volunteer read the statements out loud. If necessary, clarify the meaning of I cant make ends meet. (The money I earn every month is not enough to cover my expenses.)Step 4Point 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 5Have students choose the statements individually.Step 6As 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 cant help buying the things I like.Step 7Ask 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 8To review, have volunteers talk about their money spending / saving habits with the class.Part 2Describe 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. FScript( L = Lara Savino, U.S, New York; S = Steve )L: Welcome back to Money Talks. Im still your host, Lara Savino. Weve got some listeners on the line with financial questions. Lets go to our first caller Steve, youre on the air. Talk to me.S: Hi, Lara. Im afraid Im 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 cant seem to catch up.L: Believe me, youre 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. Theres never enough for that. L: Well, heres a tip for you, Steve. From now on when you spend money throughout the day ?S: Uh-hmm.L: Dont spend any of your change. When you get home every evening, put your loose change in a jar. Youll be surprised how much youll have saved up in even a few weeks.S: Wow! I never thought of doing that.L: And put that change youve saved up in the banksay, once a month, OK?S: OK. Ill try that.L: Steve, what about debt? Are you maxing out on your credit cards?S: Well, yes, I do use credit cards, if thats 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 Id have to say Ive been drowning in debt.L: OK, Steve. Heres what I want you to do. How many credit cards do you have?S: Maybe ten or twelve.L: Steve, thats 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 youre using ten or twelve credit card, Steve, that tells me theres something wrong with this picture. You see what I mean?S: Well, Im not sure.L: Steve, if you want to keep your head above water, youve got to live within your means. That means spending less than youre making, not more.S: Oh.L: OK, Steve. Heres one other thing Id like you to do.S: Yeah?L: Sit down and plan a budget for yourself.S: A budget?L: Thats 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 youre spending on everything and I mean everything, OK? Try that for three months and see if it doesnt help you out.S: OK, Ill 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 dont spend, dont spend, it isnt going to work. Know what I mean?S: I hear you.L: Good luck, Steve. Next caller. Youre on the air! Talk to me!Teaching SuggestionsStep 1Have students look at the photo and read the caption. Ask What do you think the womans 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 2Pre-listening: Ask Whats a radio call-in show? (a radio program in which people call to give their opinions or ask questions)Step 3Have students read statements 1-4.Step 4First listening: Have students listen and decide if the statements are true or false.Step 5Second listening: Have students listen for information to support their answers. Encourage them to take notes.Step 6Review as a class. Have volunteers share their answers. (Possible answers: 1. True. Steve says he cant make ends meet and never has enough money to save. 2. True. Steve says hes drowning in debt. 3. False. Steve says theres never enough money to put any away in savings. 4. False. Lara suggests that he try to keep a budget for three months. He hasnt started yet.)Language note:When Lara Savino asks Steve if hes maxing out on his credit cards, shes asking if he 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 cards3. Sit down and plan a budget .Teaching SuggestionsStep 1Have students listen for the three tips Lara gives.Step 2Have students compare answers with a partner. If necessary, have them listen again for confirmation.Step 3Review tips as a class. Have volunteers share the tips with the class.c. Vocabulary. Describing spending habits. Listen and practice.Teaching SuggestionsStep 1Have students listen to the words and study the definitions. Then have students listen and repeat the words chorally.Step 2Point out that some of these words have a positive connotation, some have a negative connotation, and one is neutral.Step 3Have pairs read the definitions carefully and decide the connotation of each word.Step 4To 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 StrategiesOption: 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 persons habits. To review, have volunteers tell the class about the person their partners described. +5 minutesD. Complete the sentences about peoples spending habits.1. a cheapskate/a tightwad2. generous3. cheap/stingy4. a big spender5. thrifty/frugal6. a spendthriftTeaching SuggestionsStep 1Model 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 2Have students compare answers with a partner. Then review as a class.Speaking A. CONVERSATION SNAPSHOTTeaching Suggestions Step 1Have 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 2Have students read and listen to the conversation. To check comprehension, ask What did the man buy? (a new MP3 player) Is he happy with it? (no) Why not? (because its very hard to operate) Did he know this before buying it? (no. otherwise, he would have bought a different brand.)Step 3To 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); Youve telling me (used to emphasize that you already know and agree with something that someone has just said).Rhythm and intonation practiceStep 1Have 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 Youre telling me. use the contracted form wouldve in . . . I would have gotten . . . 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: Youre telling me. Had I known, I would have gotten a different brand.B. Vocabulary. Expressing buyers remorse. Listen and practice.Teaching SuggestionsStep 1Elicit the meaning of buyers remorse from the class. (a strong feeling that it was a mistake to have bought something)Step 2Have students listen to the statements and look at the illustrations. Then have students listen and repeat chorally.Step 3To check comprehension, have students look at each picture and ask What is the woman spending a lot of money on? (car service) What is too big for the mans room? (the TV) 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 buyers remorse.1. b 2. a 3. b 4.b 5.aScript Conversation 1F: Wow, what a great juicer! Thats even big enough for my family!M: Actually, I hardly ever use it. Its way too big. I have such a small kitchen.F: So, whyd you buy it?M: I got it on saleat a great price.Conversation 2M: 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, its a pain in the neck.M: What do you mean?F: It has way too many features. Believe me, if I had known you couldnt just point and shoot, I never would have gotten it.Conversation 3F1: Hey, I love your new