新通用大学英语综合教程第四册听力及答案Unit 4.docx

新通用大学英语综合教程第四册听力及答案Unit 4.docx

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新通用大学英语综合教程第四册听力及答案Unit4

Unit4LookingGood

UnitGoals

1.Discussappropriatedress

2.Commentonfashionandstyle

3.Evaluatewaystochangeone’sappearance

4.Describewhatmakesapersonbeautiful

5.Writeadescriptionofpeople

Lesson1

Lead-in

TVDocumentary:

SellingThemShort

A.Thereportmentionssomeproblemsshortmenface.Whatarethey?

buyingclothes,gettingadate,seeingaroundpeopleinelevators,seeingamoviescreen,drivingcars

B.Usewordsfromtheboxtocompletethestatement.Youwillnotuseallofthewords.

1.matureandrespected2.submissive,childish,weak

VideoScript

LynnSherr:

Imagineaworldwherenothingfits.Wherepantsaretoolong.

Craig:

Thecrotchesaredowntohere,theseat’sdowntohere,thepantsareuptothere.

LynnSherr:

Whereelevatorsarefilledwithgiants.

Rob:

Youkindofgetcramped.Andyouknow,it’skindofhardtobreathesometimes.

LynnSherr:

Wheredrivingacarmeansyourfeetdon’treachthepedals.

David:

Youhavetofumbledownhere,andsomehavebarsunderneathandsomehavetheselittleelectronicthingsonthesideyouhavetofigureout.

LynnSherr:

Andwhereyoucan’tseethemoviescreen,letalonefindadatetothere.

lstwoman:

Idon’tcarehaircolor,eyecolor,skincolor-theyneedtobetall.Sorry.

LynnSherr:

Welcometotheworldofshortmen.RalphKeyes,5’7”,wroteabookaboutheight.

RalphKeyes:

Wejustassumeanybodywe’relookinguptohaspower…haspoweroverus.

LynnSherr:

WeputChrisandDebbie,colleagueshereatABCNews,infrontofourcamera,posingatdifferentheights.HalftheshotsshowedChrisasthetallerofthepair.

Chris:

Theair’skindofthinuphere.

LynnSherr:

Intheotherhalf,Debbiewastaller.ThenwegavethephotostostudentsatFairleighDickinsonUniversity,andaskedthemtotellusastoryaboutwhatwasgoingon.WhenChriswastaller,theadjectivesusedtodescribehimwerematureandrespected.WhenChriswasshorterthanDebbie,theycalledhimsubmissive,childish,weak.AndreaMcGinty,whorunsadatingserviceinChicago,knowsallthetricks.Weaskedhertohelpusconstructanexperimenttotestjusthowwillingwomenaretodateshortermen.Andwefoundthreebravevolunteers.Stuistheshortest.Howtallareyou?

Stu:

I’m5foot.And5’5”withtheAfro.

LynnSherr:

Robis5’3”.Hepreferstallerwomen.

Rob:

Ikindofenjoyit.Imean,Ithinktherearesomeseriousadvantagestobeingalittlebit,havingawomanwho’salittlebittaller.

LynnSherr:

Davidisgettingmarriedthisfall.

David:

Sheis5feettall.

LynnSherr:

Andyouare?

David:

Iam5’6”.

LynnSherr:

Oh,well.

David:

Giant,right.

LynnSherr:

WerecruitedothermenaboutthesameageasDavid,Stu,andRob,buttaller.Weaskedthemalltodressinjeansandasweater,thenwedidsomethingcruel.Weputtheminlineups,fiveatatime,behindatwo-waymirror.Themencouldn’tseeorhearwhatwasgoingoninthenextroom.That’swhereweinvitedgroupsofwomentolookatthemenandchooseadate.Inthiscase,wewantedtoseeifanyonewouldpick5’3”Rob.WhenAndreatolduswomenlikedoctors,wegavehimanM.D.Theirchoice?

2ndwoman:

Anderw.

3rdwoman:

Iwouldsay,Matt.

LynnSherr:

No,Rob.Wepiledonsomemoreassets.Wesaid,besidesbeingadoctor,hewasalsoabest–sellingauthorandchampionskierwhojustbuilthisownskihouse.

AndreaMcGinty:

Doesthataffectyourchoices?

4thwoman:

He’sstillshort.

LynnSherr:

ThenwegaveRobapromotion.Wemadehimchiefofataprestigioushospital.

AndreaMcGinty:

Whowouldyoupick,Kim?

5thwoman:

Andrew’sprobablytheclosesttowhoI’dpick.

6thwoman:

I’dpickMatt.

7thwoman:

Jeffrey,thepilot.

LynnSherr:

Whatwouldittake?

Now,wesaidRobwasalsoagourmetcookwholoveschildren.

8thwoman:

Oh,definitelyIwouldtakehiminaminute,then.Height,noproblem.

7thwoman:

Iwouldn’t,becauseIwouldthinkIdon’twantshort,littlekids.Iwasthinkingthat!

LynnSherr:

Well,atleastsomeonelikedRob.Butifitwasthisharshforhimat5’3”,whatwouldittaketogetadateforStuatjust5feet?

Listening

Part1

A.SoundBites

Readandlistentoaconversationbetweenacoupleaboutdressingupanddressingdown.

TeachingSuggestions

●Havestudentslookonlyatthephotos.Ask:

What’sthemanwearinginthefirstphoto?

（asuitandtie）

What’shewearinginthesecondone?

（jeansandaT-shirt）

Wheredoyouthinkthepeoplearegoing?

●SayYouaregoingtohearaconversationaboutdressingupanddressingdown.AskWhatdoyoudressingupanddressingdownmean?

●Havestudentsreadandlistentotheconversation

Languagenote:

Studentsmayneedhelpwiththefollowingwordsorexpressions:

T39

B.PairWork

Usethefollowingwordstotellthestoryofwhathappenedintheconversation.

Teachingsuggestions

●Tocheckcomprehensionofthewordsinthebox,ask:

InwhichphotoisPaulwearingformalclothing?

（thefirst）

Inwhichishewearingcasualclothing?

（thesecond）

InwhichphotoisPauloverdressed?

（thefirst）Why?

Whyisheunderdressedinthesecondphoto?

●Inpairs,havestudentstellthestoryofwhathappenedintheconversationusingthewordsinthebox.

●Circulatetoofferhelpwiththenewwordsasneeded.

●Toreview,haveavolunteertellthestorytotheclass.

Part2

EvaluateWaystoChangeOne’sAppearance

A.ListeningComprehension

ListentoPart1ofaradioprogramaboutmen’shairstyles.Thenreadthestatementsandlistenagain.Completethestatements,accordingtotheinformationintheprogram.

1.a2.b3.a

ScriptT44

Part1[C=ChuckSims,host;S=SusanYiga1,Australia]

C:

ChuckSimshere,andyou’relisteningtoInStyle.TodaywewelcomeSusanYiga1,ahairstylistwhodoesalotofworkforthefilmindustry.Susanhaswonnumerousawardsforherbeautifulwork.

S:

Oh,thanks.

C:

Susan,Iloveyourwork.Somanymovies.Somanygorgeousactors.

S:

Thankyou,Chuck.Greattobehere.

C:

Susanisanexpertonthehistoryofhairstyles,andtodaywe’regoingtofocusonmen’shairstyles.Susan,tellussomethingabouthowmen’shairstyleschangedinthetwentiethcentury.

S:

Absolutely.ButbeforeIdo,let’snotforgetsomeofthestylesthatwereinfashionbeforethetwentiethcentury.Rememberthatbackintheseventeenthandeighteenthcenturies,amongtheEuropeanupperclasses,thewigwasafashionmust.Everyoneworeone.

C:

Thinkwigswillevercomeback?

S:

Thesedays,youneverknow.Doyouknowwhytheybecamesofashionable?

C:

Notreally.

S:

Well,yousee,intheseventeenthcentury,KingLouisXIVofFrancewasgoingbald–sohehadastaffofaboutfortywigmakersworkingonlongcurlywigsforhimtowear.

C:

Fortywigmakers!

S:

Yes.Andofcourseitthenbecametherageforallmentowearlongcurlywigs–untilthenineteenthcentury.Atthattime,thestylechanged,andmenstoppedwearingwigsbythebeginningofthenineteenthcentury.Afterthat,theygenerallyworetheirownhairfairfairlylong,andmostmenworeverylongbeardsorsideburns.

C:

Whichweseeinsomeoftheveryearlyphotosfromthattime.

S:

Right.Butbytheearlytwentiethcentury,thathadchanged.Thenormformenwastoweartheirhaircutvery,veryshort.Andbeardsweresomethingonlygrandfatherswore.Ifamanworeamustacheatall,itwascutveryshort.

C:

Untilthe1960sand’70s,ofcourse.

S:

Ofcourse.

B.ReadthefollowingstatementsandlistentoPart2again.Completethestatements,accordingtotheinformationintheprogram.

1.b2.a3.c

Script

Part2

S:

Bythe1960s,inEuropeandthroughouttheAmericas,menbegantoweartheirhairlong,andtheygrewbeardsandmustaches–prettymuchasaprotestagainstdecadesofwhattheysawasaveryconservativeculture.

C:

Irememberthat.

S:

Atthattimetherehadbeenanunwrittenfashioncodethatsaidanymanwhodidn’twear

hishairveryshort–orwhohadabeard–wasaradical.

C:

That’shardtobelievetoday.

S:

Butthat’showitwas.IntheUKandtheU.S.,rockmusiciansledthewaywithhair,andmustachesseemingtogetlongereachyear.

C:

Mentodaydon’talwaysrealizewhatanincrediblechangethatwas.Isn’tthattrue?

S:

Absolutely.Howamanworehishairwasasocialandpoliticalstatement.Buttoday,men’shairfashionsareallovertheplace–whichwascertainlynottruebackthen.Mencanweartheirhaireitherlongorshort.Anythinggoes.

C:

Ponytails.Braids.

S:

Yup.Ashortbeardormoustache.

C:

Thegoateehasbeenthebeardofchoiceforanumberofyearsnow.

S:

And,ofcourse,thebaldlookhasbecomeverypopularnow.Whowouldhavethoughttwentyyearsagothatmenwouldactuallychoosetoshaveoffalltheirhair!

Noway!

C:

Anyothertrendsworthlookingat?

S:

Well,wehaven’tsaidanythingyetaboutmendyeingtheirhair.Overthelastdecadesomemenhavechosentodyetheirhairbrightblond,red,yellow–evengreenorpurple.

C:

Yeah,asamatteroffact,IsawthatlasttimeIwasinTokyo.

S:

That’sright.I’veheardthatinJapanthisisakindofsocialstatementinresponsetostrictschooldresscodes.

C:

Well,thankyou,Susan,for…ahem…lettingyourhairdownaboutaveryinterestingsubject.

S:

Goodone,Chuck.Thanksforhavingme.

Teachingsuggestions

Step1

Haveavolunteerreadthestatementsandanswerchoicesoutloud.Ifnecessary,explainthemeaningsofunfamiliarterms.

Step2

Reviewanswersasaclass.

Step3

Tohavestudentssupporttheirchoices,askWhatweremanprotestingagainstwhentheychangedtheirhairstyles?

Whatwouldithavebeenconsideredeccentric?

Whydotheywanttoexpresstheirindividuality?

Option:

Formsmallgroups.Topersonalizetheactivity,havemalestudentstelltheir