U5听力教程第三版施心远学生用书答案.docx

1、U5听力教程第三版施心远学生用书答案Unit 5Section One Tactics for ListeningPart 1 PhoneticsStress, Intonation and AccentScript Listen to Peter talking to Maggie. Is he asking a question or does he just want her to agree? Tick the right box.1. Youve been to Canada, havent you? 2. Oh yes, I remember. You went a couple

2、of years ago, didnt you? 3. Now, lets see . Its er, its a mainly agricultural country, isnt it? 4. Well yes, I know, but theres not much industry once youve left the coast, is there? 5. I see . Mm, so the North would be the best place to go to, wouldnt it? 6. Yeah. Mind you, I should think the South

3、 is very beautiful, isnt it? 7. (laughs) Yeah. Thats right. Oh and what about transport? Itd be better to hire a car, wouldnt it? 8. Really? Thats cheap. It costs that much a day here, doesnt it? Key12345678Am I right?Agree with me. Part 2 Listening and Note-TakingReadingScriptA. Listen to some sent

4、ences and fill in the blanks with the missing words.1. There is no hard and fast rule, for no two are alike.2. The fact that he or she might later be “bored” when joining a class of nonreaders at infant school is the teachers affair.3. If badly done it could put them off reading for life.4. But the

5、task should be undertaken gently.5. Reading should never be made to look like a chore.B. Listen to a talk about reading. Take notes and complete the following summary.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 f

6、ast rule, for no two are alike, and it would be wrong to set a time when all should start 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

7、 she might later be “bored” when joining a class of non-readers at infant school is the teachers 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

8、 be given every help by teachers and parents alike. They should make certain 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

9、life), there is no harm in preparing them for simple recognition of letters 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 parents are

10、capable of doing so, such an appeal should not be ignored. But the 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*.KeyA. 1. There is no

11、hard and fast rule, for no two are alike.2. The fact that he or she might later be “bored” when joining a class of non-readers at infant school is the teachers affair.3. If badly done it could put them off reading for life.4. But the task should be undertaken gently.5. Reading should never be made t

12、o look like a chore.B. ReadingIt would be wrong to 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

13、of non-readers at infant school. Then it is up to the teacher to see that such a child is given more advanced reading material.Similarly, if a child cannot read at the age of seven, teachers and parents should make certain that he is not dyslexic. If he is, specialist help should immediately be soug

14、ht.Parents should not ignore the young childs appeal to be taught to read. But the 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, if his interests start to flag.Section T

15、wo Listening ComprehensionPart 1 Sentence IdentificationScriptIdentify each sentence as simple (S), compound (CP), complex (CPL) or compound-complex (C-C). You will hear each sentence twice. Write the corresponding letter(s) in the space provided. 1. The line down the middle of the road wavered, zig

16、zagged, and then plunged right off the pavement.2. My sister likes classical music, but I prefer the kind she dismisses as “junk.”3. Either you must improve your work or I shall dismiss you.4. Babara and Andrew are sitting under the tree by the river.5. She only hoped that the entire incident would

17、be forgotten as soon as possible.Key 1. S 2. C-C 3. CP 4. S 5. CPLPart 2 DialoguesDialogue 1 Digital SoundScriptA. Listen to the dialogue and compare digital sound and analogical sound. musicMike: Wow! Nice. CDs have such good sound. Do you ever wonder how they make CDs?Kathy: Well, they get a bunch

18、 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?Kathy: Actually, I do know that.Mike: Really?Kathy: Its all based on digital sound. CDs are digital. Digital sound is lik

19、e several photos, all taken one after another. Its kind of like pictures of sound. The intensity of the sound how strong it is is measured very quickly. Then its measured again and again. When we hear the sound, it all sounds like one long piece of sound, but its really lots of pieces close together

20、. And each piece is really clear.Mike: So digital is like lots of short “pieces” of sound.Kathy: Exactly. This is different from analog* thats how they used to record. Analog is more like one wave of sound. It moves up and down with volume and pitch. Anyway, analog is like a single wave. Digital is

21、like a series of pieces.Mike: OK, I understand that. But how do they make the CDs?Kathy: I told you, Mike. They get a bunch of musicians together, and they sing and play.Mike: Kathy!Kathy: No. What really happens is first they do a digital recording on videotape.Mike: On videotape?Kathy: Yeah, they

22、use videotape. So then the videotape is played through a computer.Mike: OK. What does the computer do?Kathy: Well, the computer is used to figure out the “pieces” of sound we were talking about; how long everything is, how far apart spaces are.Mike: OK. So the computer is figuring out those separate

23、 “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 the other CDs are copied from. Its made of glass. Its a glass disk that spins around just like a regular CD. And the glass disk is covered with a chemical. They use a l

24、aser to burn the signal, or the song, into the glass plate. The laser burns through the chemical, but not through the glass.Mike: So the laser cuts the sound into the plate?Kathy: Right. What its doing is cutting little holes into the back of the disk. Those holes are called “pits.” The laser puts i

25、n the pits.Mike: So CDs really have little holes on the back? I didnt know that.Kathy: Yeah. Tiny pits. Theyre too small to see. Anyway, then theyve got the master, and they make copies from it. Then you buy your copy and put it in the CD player.Mike: Put it in the CD player . That part I understand

26、.Kathy: Theres another laser in your CD player. The light of the laser reflects off the CD. The smooth part of the CD reflects straight back, like a mirror. But the light that bounces off the pits is scattered. Anyway, the computer in your CD player reads the light that bounces off the pits. And you

27、 get the music.Mike: Reflected light, huh? . Uh . you knew what I like? Just relaxing, listening to music, and not really worrying about how it gets on the disk.Kathy: You want me to explain it again?musicB. Listen to the dialogue again and complete the following outline.C. Listen to an extract from

28、 the dialogue and complete the following sentences with the missing words.Mike: So the laser cuts the sound into the plate?Kathy: Right. What its doing is cutting little holes into the back of the disk. Those holes are called “pits.” The laser puts in the pits.Key A. QualityRecording techniqueDigita

29、l soundMuch clearerDigital sound is like several photos, all taken one after another. Its kind of like pictures of sound. Digital is like a series of pieces.Analogical soundAnalog is more like one wave of sound. It moves up and down with volume and pitch. Analog is like a single wave.B. I. The makin

30、g of CDsA. Recording a. First they do a digital recording on videotape. b. Then the videotape is played through a computer. c. The computer figures out those separate “pieces” of sound to make the master. B. The making of the master a. The master is the original that all the other CDs are copied fro

31、m. b. Its made of glass, covered with a chemical. c. They use a laser to burn the signal, or the song, into the glass plate. The laser burns 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 back A. You buy the copy and put it in the CD player. B. The light of the laser reflects off the CD. a. The smooth part of the CD reflects straight back, like a mirror. b. But the light that bounces off the pits is scattered. c. The compu