听力第二册UNIT5Word文档下载推荐.docx

1、 How old is he?4. A: Can I book a table for tonight, please? Certainly. How many is it for? A: Therell be three of them.5. A: Can you get some cornflakes? Do you want a large or small packet? A small one.Exercise: a. want b. grapes a. 1ike b. them a. think b. scotland a. been b. there a. call b. Dav

2、idB: a. old b. he a. book b.tonight a. certainly b. manyA: a. three b. them a. get b. cornflakes a. large or small b.packet a small b.onePart2 listening and Note-takingReadingWhen should a child start learning to read and write? This is one of the questions I am most frequently asked. There is no ha

3、rd and fast 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 t

4、hat he or 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 seve

5、n should 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 rea

6、ding for 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 par

7、ents are 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*.Exercise A:1

8、. There is no hard and fast rule, for no two are alike.2. The fact that he or she might later be s affair.3. If badly done it could put them off reading for life4. But the task should be undertaken gently.5. Reading should never be made to look like a chore.Exercise B:It would be wrong to set a time

9、 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 when joining a class of non-readers at infant school. Then it is up the teacher to see tha

10、t 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 soughtParents should not ignore the young childs appeal to teach him to read

11、. 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 falgSection Two Listening ComprehensionPart 1 DialoguesDialogue 1 Digital SoundMusicMIKE

12、: Wow! 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. 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? Actually, I do know

13、that. Really? Its all based on digital sound. CDs are digital. Digital sound is like 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

14、all sounds like one long piece of sound, but its 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* - thats how they used to record. Analog is more like one wave of sound. It moves

15、 up and down with volume and pitch. Anyway, analog is like a single wave. Digital is like a series of pieces. OK, I understand that. But how do they make the CDs? I told you. They get a hunch of musicians together, and they sing and play.QualityRecording techniqueDigital soundMuch clearerDigital sou

16、nd is like several photos all taken one after another. Its Kind of like pictures of sound, Digital is like a series of pieces. Analogical soundAanlog is more like one wave of sound. It moves up and down with volume and pitch. Analog is like a single waveDialogue 2 How Do They Make CDs? I told you, M

17、ike. They get a bunch of musicians together, and they sing and play. Kathy ! No. What really happens is first they do a digital recording - on videotape. On videotape. Yeah, they use videotape. So then the videotape is played through a computer. OK. What does the computer do? Well, the computer is u

18、sed to figure out the of sound we were talking about; how long everything is, how far apart spaces are. OK. So the computer is figuring out those separate Yeah. They need to do that to make the master. The master? The master is the original that all the other CDs are copied from. Its made of glass.

19、Its a glass disk that spins around - just like a regular CD. And the glass disk is covered with a chemical. They use a laser to bum the signal, or the song, into the glass plate. The laser burns through the chemical, but not through the glass. So the laser cuts the sound into the plate. Right. What

20、its doing is cutting little holes . into the back of the disk. Those holes are called pits. The laser puts in the pits. So CDs really have little holes on the back? I didnt know that. Yeah. Tiny pits. Theyre too small to see. Pause. Anyway, then theyve got the master, and they make copies from it. T

21、hen you buy your copy and put it in the CD player. Put it in the CD player . That part I understand. KATHY:s 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 scatte

22、red. Anyway, the computer in your CD player reads the light that bounces off the pits. And you 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. You want me to explain it again?MusicI. The

23、 making of the CDs A. Recording a. They get a bunch of musicians together, singing and playing. b. First they do a digital recording - on videotape. c. Then the videotape is played through a computer. d. The computer figures out those separate of sound to make the master. B. The making of the master

24、 a. The master is the original that all the other CDs are copied from. b. Its made of glass, covered with a chemical. c. They use laser to burn the signal, or 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

25、disk. Those holes are called 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. T

26、he computer in your CD player reads the light that bounces off the pits. d. You get the music.Part 2 PassagesPassage 1 Toothbrush Brushing our teeth - such a commonplace activity today, has been around for a long time. Imagine: the ancient Egyptians were already concerned about their dental hygiene!

27、 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. Its comical to imagine an Egyptian stopping to brus

28、h 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 boar which were fixed to a bamboo

29、 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 was more customary after meals to u

30、se 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 was imported for its neck hairs for a long, long time . in fact, until nylon was invented, in the 20th century! In 1937, in the Du Pont laboratorie