听力教程第二版第二册Unit-5答案精品资料

1、Unit5Section OneTactics for ListeningPart2listening and Note-takingReadingB: When should a child start learning to read and write? This is one of the questions I am most frequently asked. There is no hard and fast rule, for no two are alike, and it would be wrong to set a time when all should start

2、being taught the ins and outs of reading letters to form words.If a three-year-old wants to read (or even a two-year-old for that matter), the child deserves to be given every encouragement. The fact that he or she might later be "bored" when joining a class of non-readers at infant school

3、 is the teacher's affair. It is up to the teacher to see that such a child is given more advanced reading material.Similarly, the child who still cannot read by the time he goes to junior school at the age of seven should be given every help by teachers and parents alike. They should make certai

4、n that he is not dyslexic*. If he is, specialist help should immediately be sought.Although parents should be careful not to force youngsters aged two to five to learn to read (if badly done it could put them off reading for life) there is no harm in preparing them for simple recognition of letters

5、by labelling various items in their room. For instance, by a nice piece of cardboard tied to their bed with BED written in neat-big letters.Should the young child ask his parents to teach him to read, and if the parentsMusicMIKE:are capable of doing so, such an appeal should not be ignored. But the

6、task should be undertaken gently, with great patience and a sense of humour. Reading should never be made to look like a chore and the child should never be forced to continue, should his interest start to flag*.Exercise A:1. There is nohard and fast rule, for no two arealike.2. The fact that he or

7、she might later be bored"" when joining a class of non-readers at infant school is the teacher'saffair .3. If badly done it could put them off reading for life4. But the task should be undertaken gently.5. Reading should never bemade to look like a chore.Exercise B:It would be wrong to

8、 set a time when a child should start learning to read and write. Parents should encourage youngsters aged two to five to read if they show interests in it, but never force them to learn to read. He or she might later be "bored" when joining a class of non-readers at infant school. Then it

9、 is up the teacher to see that such a child is given more advanced reading material.Similarly, if a child cannot read at the age of seventeachers and parents should make certain that he is not dyslexic. If he is, specialist help should immediately be soughtParents should notignore the young child

10、9;s appeal to teach him to read. But the task should be undertaken gently, with great patience and a sense ofhumour Reading should never be made to look like a chore and the child should never be forced to continue, if his interests start to falgSection TwoListening ComprehensionPart 1 DialoguesDial

11、ogue 1 Digital SoundWow! Nice. CDs have such good sound. Do you ever wonder how they make CDs?KATHY: Well, they get a bunch of musicians together, and they sing and play.MIKE:Come on. You know what I mean. Why is the sound quality so good? I mean, why do CDs sound so much clearer than cassette tapes

12、?KATHY:Actually, I do know that.MIKE:Really'?KATHY:It's all based on digital sound. CDs are digital. Digital sound is like several photos, all taken one after another. It's kind of like pictures of sound. The intensity of the sound how strong it is - is measured very quickly. Then it'

13、;s measured again and again. When we hear the sound, it all sounds like one long piece of sound, but it's really lots of pieces close together. And each piece is really clear.M1KE:So digital is like lots of short "pieces" of sound.KATHY . Exactly. This is different from analog* - that&

14、#39;s how they used to record.Analog is more like one wave of sound. It moves up and down with volumeand pitch. Anyway, analog is like a single wave. Digital is like a series ofpieces.MIKE:OK, I understand that. But how do they make the CDs?KATHY:I told you, Mike. They get a bunch of musicians toget

15、her, and they singand play.MIKE:Kathy !KATHY:No. What really happens isfirst they do a digital recording - onvideotape.MIKE:On videotape.KATHY:Yeah, they use videotape. Sothen the videotape is played through acomputer.MIKE:OK. What does the computer do?KATHY:Well, the computer is used to figure out

16、the "pieces" of sound we weretalking about; how long everything is, how far apart spaces are.MIKE:OK. So the computer is figuring out those separate "pieces" of sound.KATHY: Yeah. They need to do that to make the master.MIKE:The master?KATHY:The master is the original that all th

17、e other CDs are copied from. It's madeof glass. It's a glass disk that spins around - just like a regular CD. Andthe glass disk is covered with a chemical. They use a laser to bum thesignal, or the song, into the glass plate. The laser burns through thechemical, but not through the glass.MIK

18、E:So the laser cuts the sound into the plate.KATHY:Right. What it's doing is cutting little holes . into the back of the disk.Those holes are called "pits." The laser puts in the pits.MIKE:So CDs really have little holes on the back? I didn't know that.KATHY:Yeah. Tiny pits. They&#

19、39;re too small to see. Pause. Anyway, then they'vegot the master, and they make copies from it. Then you buy your copyand put it in the CD player.MIKE:Put it in the CD player . That part I understand.KATHY:There's another laser in your CD player. The light of the laser reflects offthe CD. T

20、he smooth part of the CD reflects straight back, like a mirror.But the light that bounces off the pits is scattered. Anyway, the computerin your CD player reads the light that bounces off the pits. And you getthe music.MIKE:Reflected light, huh? . Uh . you knew what I like? Just relaxing,listening t

21、o music, and not really worrying about how it gets on the disk.KATHY:You want me to explain it again? MusicA:QualityRecording techniqueDigital soundAnalogical soundMuchclearerDigital sound is like several photos alltaken one after another. It's Kind of likepictures of sound, Digital is like a se

22、riesof pieces.Aanlog is more like one wave of sound.It moves up and down with volume andpitch. Analog is like a single waveB:I. The making of the CDsA. Recordinga. They get a bunch ofmusicians together, singing and playing.b. First they do a digital recording - on videotape.c. Then the videotape is

23、played through acomputer.d. The computer figures out those separate "pieces" of sound to make the master.B. The making of the mastera. The master is theoriginal that all the other CDs arecopied from.b. It's made of glass, covered with a chemical.c. They use laser to burn the signal, or

24、 the song, into the glass plate. The laser bums through the chemical, but not through the glass.d. It cuts little holes into the back of the disk. Those holes are called pits"."e. They make copies from it.II. Playing backA. You buy the copy and put it in the CD player.B. The light of the l

25、aser reflects off the CD.a. The smooth part of the CD reflectsstraight back, like a mirror.b. But the light that bounces off the pits isscattered.c. The computer in your CD player reads the light that bounces off the pits.d. You get the music.Dialogue 2 Lost in TranslationMan: Here's one I would

26、n't have thought of. You know those "before and after" commercials for laundry soap?Woman: The ones with a pile of dirty clothes on one side and then the same clothes after they'vebeen washed? Sure.Man: There was an American company that had one of those ads. It was really successf

27、ul inWoman:Man:Woman:Man:Woman:Man:North America. In the ad there was a pile of dirty clothes on the left, a boxof the laundry soap in the middle, and a pile of clean clothes on the right.So, the messagewas that a box of this detergent* would make really dirtyclothes clean.Yeah?So what do you think

28、happened when they used the ad in the Middle East?I don't know.Think about it. In the Middle East, languages are written from right to left.People look at things from right to left.So it looked like the soap made the clothes dirty?"Our soap will make your clothes dirty !" Not a very sm

29、art ad campaign.Woman:They should have changed the order of the pictures. They should have putMan:Man:the picture of the clean clothes on the left side and the dirty clothes on theright.Really.Oh, here's another one. Some shirt maker put an ad in a Mexicanmagazine.Woman:And?Man:Well, the ad was

30、supposed to say, "When I wore this shirt,1 felt good."But they made a translation mistake.Woman:What did they say?Man:Instead of "When I wore this shirt," the ad said, "Until 1 wore this shirt, Ifelt good."Woman: "Until I wore this shirt, I felt good"? Gee, ch

31、anging one little word gave it the oppositemeaning.Man :The article says sometimes it's not just the advertising slogan that getscompanies into trouble. Sometimes the company name can scare offbusiness.Woman:What do you mean?Man:Well, there was a large oil company in the United States called Enc

32、o:E-N-C-O.Woman:Yeah, I remember them.Man:They opened some gas stations in Japan, and they advertised using theirAmerican name. Unfortunately, they didn't know what the word means inJapanese.Woman:What does it mean?Man:"Enco" is a short way of saying "Engine stop" in Japanese

33、.Woman: Great. Would you buy gasoline from a company that said your car engine wouldstop?Man :No, and neither did the Japanese.Exercise:ProductDescription of the adMessageMistake madeadvertiseddetergentIn the ad there was a pileThis detergent wouldIn the Middle East,of dirty clothes on themake reall

34、y dirtytheyleft, a box of the laundryclothes clean.should have changedsoap in the middle, and athepile of clean clothes onorder of the pictures.the right.shirtWhen I wore this shirt,I felt good.They made atranslationmistake, whichchanged the meaninginto "until I wore thisshirt, I felt good.&quo

35、t;gasThey advertisedusing their Americanname. Unfortunately,which is a short wayof saying "Enginestop" in Japanese.Part 2 PassagesPassage 1 ToothbrushBrushing our teeth - such a commonplace activity today, has been around for a long time. Imagine: the ancient Egyptians were already concern

36、ed about their dental hygiene! We know this today because they also had the good habit of being entombed* with all their treasures . So we were able to discover that tombs from 3,000 years before Christ contained small tree branches whose ends had been frayed* into soft fibers. It's comical to i

37、magine an Egyptian stopping to brush his teeth after a meal, on his break from building a pyramid!The true ancestor of our toothbrush, however, was invented by the Chinese in the 15th century and brought back to Europe by travellers. This toothbrush was made of hairs from the neck of a Siberian wild

38、 boar which were fixed to a bamboo or bone handle. The people of the Occident*, however, found the wild boar hairs too stiff. At the time, very few people in the Western world brushed their teeth, and those who did preferred horse hairs, which were softer than those of the wild boar! In Europe, it w

39、as more customary after meals to use a goose feather toothpick, or one made of silver or copper. Other animals' hair was also used for dental care, right up until this century. But it was the poor Siberian wild boar that took the brunt of it. The animal wasimported for its neck hairs for a long,

40、 long time . in fact, until nylon was invented, in the 20th century!In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was invented by Wallace H.Carothers. In 1938, this new material became a symbol of modernism and prosperity through the commercialization of nylon stockings and of Dr. Wes

41、t's miracle toothbrush with nylon bristles. The wild boars were finally off the hook!At first, even if there were many advantages to using this new brush instead of the one made with wild boar hairs (which fell out, wouldn't dry very well or became full of bacteria), the consumers were not e

42、ntirely satisfied. This is because the nylon bristles were very stiff and hurt the gums. In 1950, Du Pont improved their toothbrush by giving it softer bristles.Today the brands, types, and colours of toothbrushes on the market are almost endless. In spite of this, certain African and American popul

43、ations still use tree branches to care for their teeth!Exercise A:First, the toothbrush was made of hairs from the neck of a Siberian wild boar. Second, the toothbrush was made of horse hairs and other animals' hairs. In the 20th century, the toothbrush was made of nylon bristles.Exercise B:1.A2

44、.B3.C4.B5.A6.D7.C8.DExercise C:1. In Egypt, tombs from 3,000 years before Christ contained small tree branches whose ends had been frayed into soft fibers.2. In the 15th century, Europeans usually use a goose feather toothpick, or one made of silver or copper to care for their teeth.3. People used a

45、nimals' hair for dental care right up until the 20th century when nylon was invented.4. In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was invented by Wallace H. Carothers.5. Certain African and American populations still use tree branches to care for their teeth.Part 3 NewsNews It

46、em 1Section Three Oral WorkRetellingScheduled to address the nation one day, Winston Churchill, running unusually late, hailed a cab in London's West End and ordered him to drive to the BBC as quickly as possible."Sorry, sir," the driver replied. "You'll have to find yourself

47、another cab.""And why is that?" Churchill asked."Ordinarily it wouldn't be a problem, sir," the driver apologetically explained, "but Mr Churchill is broadcasting at six o'clock and I want to get home in time to hear him."Churchill, greatly flattered, took

48、a pound note from his wallet and handed it to the cabbie. The man gladly took the tip: "Hop in, sir? he exclaimed. "The devil with Mr Churchill!"Section FourSupplementary ExercisesReading RecoveryMore than 1 million school children in the United States have gone through a program call

49、ed Reading Recovery. The program is for six-year-olds who are struggling to learn to read,The Reading Recovery Council of North America says more than one-fifth of United States public schools with first grades use the program.The Reading Recovery method calls for a specially trained reading teacher

50、 to work With children one at a time. The lessons take a half-hour each school day. They employ reading, writing and the study of the letters of the alphabet.Reading Recovery came to the United States in 1984. Education expert Marie (pronounced MAHR-ee) Clay of New Zealand developed the program. A n

51、umber of other countries also use this method. Programs can differ from school to school.Reading Recovery lessons take place for twelve to twenty weeks. During the lessons, the teacher looks for ways that the child seems to learn best. Then the teacher works to help the student develop these strateg

52、ies to solve problems in reading. The idea is for the student to continue to use and extend these strategies each time he or she reads.Reading Recovery students read many short books. Some of the books are written in a way similar to spoken language. Children also read and write stories or messages

53、in their own words. The material gets harder with time.The lessons end when the student's reading ability is within the average level of the class. The Reading Recovery Council of North America says eighty percent of students who finish the lessons can read and write within their class average.T

54、he council is a group with 11,000 members. The group named a new president this month. Mary Jackson is director of special programs for the Fort Bend public school system in Sugar Land, Texas. Mizz Jackson says more than 99 percent of the Reading Recovery students in the schools passed the state reading examination.Some administrators* may not like the higher cost of the Reading Recoverymethod compared to other interventions*. Teachers, after all, work with only small numbers of first gr