U5听力教程第三版施心远学生用书答案.docx

U5听力教程第三版施心远学生用书答案.docx

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U5听力教程第三版施心远学生用书答案

Unit5

SeCtiOnOneTaCtiCSforLiStening

Part1PhOnetiCS

StreSs,IntOnatiOnandACCent

SCriPt

LiStentoPetertalkingtoMaggie.IsheaskingaquestionordoeshejustWanthertoagree?

TiCktherightbox.

1.You'vebeentoCanada,haven'tyou?

∖

2.Ohyes,Iremember.YouWentacoupleofyearsago,didn'you?

/

3.Now,let'See...It'ser,it'samainlyagriculturalCoUntry,isn'tit?

∖

4.Wellyes,Iknow,butthere'notmuchindustryOnCeyou'eleftthecoast,isthere?

/

5.ISee...Mm,sotheNorthwouldbethebestplacetogoto,wouldnSit?

∖

6.Yeah.Mindyou,IshouldthinktheSouthisVerybeautiful,isnSit?

∖

7.（IaUghS）Yeah.That'Sright.OhandWhatabouttransport?

Itcar,dbebettertohirea

wouldn'it?

Z

8.Really?

That'cheap.Itcoststhatmuchadayhere,doesn'tit?

∖

Key

1

2

345

678

AmIright?

I√I

√

√

AgreeWithme.

√

√

√

√

√

Part2LiSteningandNOte-TakingReading

SCriPtA.

LiStentosomeSentenCeSandfillintheblanksWiththemissingwords.

1.Thereisnohardandfastrule,fornotwoarealike.

2.ThefactthatheorShemightlaterbe“bored”WhenjoiningaclaaSofnonreaders

infantschoolistheteacher'Saffair.

3.IfbadlydoneitcouldPUtthemoffreadingforlife.

4.BUtthetaskshouldbeUndertakengently.

5.Readingshouldneverbemadetolooklikeachore.

B.

LiStentoatalkaboutreading.Takenotesandcompletethefollowingsummary.

WhenshouldachildStartlearningtoreadandwrite?

ThiSisOneofthequestiOnSIam

mostfrequentlyasked.Thereisnohardandfastrule,fornotwoarealike,anditwouldbeWrongtoSetatimeWhenallshouldStartbeingtaughttheinsandoutsofreadingIetterSto

formwords.

Ifathree-year-oldWantStoread（Orevenatwo-year-oldforthatmatter）,thechilddeservestobegiveneveryenCOUragement.ThefactthatheorShemightlaterbe“bored”Whenjoiningaclassofnon-readersatinfantschoolistheteacher'fsair.ItisUPtotheteachertoSeethatSUChachildisgivenmoreadvaneedreadingmaterial.

Similarly,thechildwhostillCannotreadbythetimehegoestojuniorschoolattheageofSeVenshouldbegiveneveryhelpbyteachersandParentsalike.TheyshouldmakeCertainthatheisnotdyslexic*.Ifheis,SPeCiaIiSthelpshouldimmediatelybesought.

AlthoughParentsshouldbeCarefUInottoforceyoungstersagedtwotofivetolearntoread（ifbadlydoneitcouldPUtthemoffreadingforlife）,thereisnoharminPreParingthemforSimPIerecognitionofIetterSbylabellingVariOUSitemsintheirroom.ForinStance,byanicePieCeofCardbOardtiedtotheirbedWithBEDWritteninneat-bigletters.

ShouldtheyoungchildaskhisParentstoteachhimtoread,andiftheParentsareCaPabIeofdoingso,SUChanappealshouldnotbeignored.BUtthetaskshouldbeUndertakengently,WithgreatPatienceandaSenSeofhumour.Readingshouldneverbemadetolooklikeachoreandthechildshouldneverbeforcedtocontinue,shouldhisinterestStarttoflag*.

Key

A.1.Thereisnohardandfastrule,fornotwoarealike.

2.ThefactthatheorShemightlaterbe“bored”Whennioin!

■headecfeaaSof

infantschoolistheteacheraffair.'S

3.IfbadlydoneitcouldPUtthemoffreadingforlife.

4.BUtthetaskshouldbeUndertakengently.

5.ReadingshouldneverbemadetoIookIikeachore.

B.Reading

ItwouldbeWrongtoSetatimeWhenachildshouldStartlearningtoreadandWrite.ParentSshouldenCoUrageyoungstersagedtwotofivetoreadiftheyshowinterestsinit,butneverforcethemtolearntoread.HeorShemightlaterbebored”“Whenjoiningaclassofnon-readersatinfantschool.ThenitisUPtotheteachertoSeethatSUChachildisgivenmoreadvaneedreadingmaterial.

Similarly,ifachildCannOtreadattheageofseven,teachersandParentsshouldmakeCertainthatheisnotdyslexic.Ifheis,SPeCiaIiSthelpshouldimmediatelybesought.

ParentSshouldnotignoretheyoungchild'appealtobetaughttoread.BUtthetaskshouldbeUndertakengently,WithgreatPatienCeandaSenSeofhumour.Readingshouldneverbemadetolooklikeachoreandthechildshouldneverbeforcedtocontinue,ifhisinterestsStarttoflag.

SeCtiOnTWOLiSteningCOmPrehenSiOn

Part1SentenCeIdentifiCatiOn

SCriPt

IdentifyeachSentenCeasSimPIe（S）,compound（CP）,complex（CPL）Orcompound-complex（C-C）.YOUwillheareachSentenCetwice.WritetheCOrreSPOndingIetter（S）intheSPaCeprovided.

1.TheIinedownthemiddleOftheroadwavered,zigzagged,andthenPlUngedrightoffthePaVement.

2.MySiSterlikesCIaSSiCaImusic,butIPreferthekindShedismissesas“junk.

3.EitheryoumustimproveyourworkorIshalldismissyou.

4.BabaraandAndrewareSittingUnderthetreebytheriver.

5.SheOnlyhopedthattheentireinCidentwouldbeforgottenasSoonaspossible.

Key

1.S2.C-C3.CP_4.S5.CPL

Part2Dialogues

Dialogue1DigitaISound

SCriPt

A.LiStentothedialogueandCOmParedigitalsoundandanalogicalsound.

[music]Mike:

Wow!

Nice.CDShaveSUChgoodsound.DoyoueverWonderhowtheymake

CDs?

Kathy:

Well,theygetabunchofmusicianstogether,andtheySingandplay.

Mike:

Comeon.YouknowWhatImean.WhyistheSoUndqualitysogood?

Imean,WhydoCDSSoUndsomuchCIearerthanCaSSettetapes?

Kathy:

Actually,Idoknowthat.

Mike:

Really?

Kathy:

It'aSbasedondigitalsound.CDSaredigital.DigitaISoUndislikeSeVeraIphotos,alltakenOneafteranother.It'kindoflikePiCtUreSofsound.TheintenSityoftheSoUnd—howStrongitis—ismeasuredVeryquickly.Thenit'S

measuredagainandagain.WhenWeheartheSoUnd,itallSoUndSlikeOneIongPieCeofsound,butit'SreallylotsofPieCeSClosetogether.AndeachPieCeisreallyclear.

Mike:

Sodigitalislikelotsofshort“PieCeS”ofsound.

Kathy:

EXaCtly.ThiSisdifferentfromanalog*—that'howtheyUSedtorecord.AnalogismorelikeOneWaVeofSoUnd.ItmovesUPanddownWithvolumeandpitch.Anyway,analogislikeaSinglewave.DigitaIislikeaSerieSofpieces.

Mike:

OK,IUnderstandthat.BUthowdotheymaketheCDs?

Kathy:

Itoldyou,Mike.Theygetabunchofmusicianstogether,andtheySingandPlay.

Mike:

Kathy!

Kathy:

No.Whatreallyhappensisfirsttheydoadigitalrecording—OnVideOtape.

Mike:

OnVideOtape?

Kathy:

Yeah,theyUSeVideOtape.SothentheVideOtaPeisPIayedthroughaCOmPUter.

Mike:

OK.WhatdoestheCOmPUterdo?

Kathy:

Well,theCOmPUterisUSedtofigureoutthe“PieCeS”ofSoUndWeWalking

ofsound.

Vegotthe

about;howIongeverythingis,howfarapartSPaCeSare.

Mike:

OK.SotheCOmPUterisfiguringoutthoseSeParate“PieCeS”

Kathy:

Yeah.Theyneedtodothattomakethemaster.

Mike:

Themaster?

Kathy:

ThemasteristheoriginalthatalltheotherCDSareCOPiedfrom.Itmadeofglass.It'SaglassdiskthatSPinSarou⅛ιuStlikearegularCD.AndtheglassdiskisCOVeredWithaChemiCal.TheyUSealasertoburntheSignal,orthesong,intotheglassplate.ThelaserburnsthroughtheChemiCal,butnotthroughtheglass.

Mike:

SothelaserCUtStheSoUndintotheplate?

Kathy:

Right.Whatit'doingisCUttinglittleholesintothebackofthedisk.Thoseholesarecalled“pits.”Thetπsepi∣t^tsin

Mike:

SoCDSreallyhavelittleholesOntheback?

Ididn'tknOWthat

Kathy:

Yeah.Tinypits.They'retoosmalltosee.Anyway,thentheymaster,

andtheymakeCOPieSfromit.ThenyoubuyyourCopyandPUtitintheCDplayer.

Mike:

PUtitintheCDPIayer...ThatPartIUnderstand.

Kathy:

There'SanotherlaserinyourCDplayer.ThelightofthelaserrefleCtsofftheCD.ThesmoothPartoftheCDrefleCtsStraightbaCk,likeamirror.BUtthelightthatbouncesoffthePitSisSCattered.Anyway,theCOmPUterinyourCDPIayerreadsthelightthatbouncesoffthepits.Andyougetthemusic.

Mike:

RefleCtedlight,huh?

...Uh...youknewWhatIlike?

JUStrelaxing,Iisteningto

music,andnotreallyWorryingabouthowitgetsOnthedisk.

Kathy:

YouWantmetoexplainitagain?

[music]

B.LiStentothedialogueagainandcompletethefollowingoutline.

C.LiStentoanextractfromthedialogueandcompletethefollowingSentenCeSWiththemissingwords.

Mike:

SothelaserCUtStheSoUndintotheplate?

Kathy:

Right.Whatit'doingisCUttinglittleholesintothebackofthedisk.Thoseholesarecalled“pits.”ThelaserPUtSinthepits.

Key

A.

QUaIity

ReCOrdingtechnique

DigitaISoUnd

MUChCIearer

DigitaIsoundislikeSeVeraIphotos,alltakenoneafteranother.It'kindoflikePiCtUreSofsound.

DigitaIislikeaSerieSofpieces.

Analogicalsound

AnalogismorelikeOneWaVeofSoUnd.Itmoves

UPanddownWithvolumeandPitCh.AnalogislikeaSinglewave.

B.I.ThemakingOfCDS

A.ReCOrding

a.FirSttheydoadigitalrecording—onVideotape.

b.ThentheVideOtaPeisPIayedthroughaCOmPUter.

c.TheCOmPUterfiguresoutthoseSeParate“PieCeS”ofSoUndhtelmaster.

B.Themakingofthemaster

a.ThemasteristheOriginalthatalltheotherCDSareCoPiedfrom.

b.It'Smac⅛laSs,COVeredWithaChemiCal.

C.TheyUSealasertoburntheSignal,orthesong,intotheglassPIate.ThelaserburnsthroughtheChemiCal,butnotthroughtheglass.

d.ItCUtSlittleholesintothebackofthedisk.ThoseholesareCalledPits.”

e.TheymakeCOPieSfromit.

II.Playingback

A.YoubuytheCoPyandPUtitintheCDPlayer.

B.ThelightofthelaserreflectsOfftheCD.

a.ThesmoothPartoftheCDreflectsStraightback,likeamirror.

b.BUtthelightthatbouncesoffthe_PjiSisSGattered.

c.TheCOmPUteri