第一篇：英語初級聽力(Listen_to_This_1)教師用書Lesson13-18(聽力稿)

Lesson Thirteen Section One: Tapescript.A.Dialogues: Dialogue 1: — Can I help you, sir？ — We want a meal.— What sort of meal？ A hot one or a cold one？ — A salad, I think.— Which one, sir？ A ham or a beef salad？ — What’s this sort of salad in English？ — Which one are you looking at, sir？

— That one over there, next to the bread rolls.— That’s a beef salad, sir.— Thank you.Is there any rye bread？ — No, I’m sorry.There are plenty of rolls.Dialogue 2: — Excuse me, sir, where do you come from？ — We come from Copenhagan.— You speak English very well.— Thank you.— What are you doing at the moment？ — We’re visiting London.— What do you both do？ — We are teachers.Dialogue 3: — Do you like your salad？

— Yes.It’s nice and fresh.Is yours good, too？ — No.Mine is rather tasteless.— You need some salt and some olive oil.Dialogue 4: — Allow me to fetch you a chair.— Thank you, but I’ve just asked the waiter to get me one.— Let me get you a drink, then.— Thank you again, but look, John’s bringing me one now.— I don’t seem to be very useful, do I？

— Don’t say that.There’s always another time, you know.B.Restaurant English: Dialogue 1: Man: Three gin and tonics please.Waitress: I’m sorry, sir, but we’ve not allowed to serve drinks before twelve o’clock midday.Would you like me to bring you something else？ Some coffee？ Dialogue 2: Man: Waiter, this table-cloth is a disgrace.It’s covered with soup stains.Waiter: Oh, I’m so sorry, sir.It should have been changed before.If you’ll just wait one moment...Dialogue 3: Man: Waiter.I can’t quite understand how you manage to get ten marks plus twelve marks plus sixty-five marks fifty pennies to add up to one hundred and seventy-seven marks fifty pennies.Waiter: One moment, I’ll just check it, sir.You’re quite right, sir.I can’t understand how such a mistake could have been made.I do apologize, sir.Section Two: Tapescript.A.Discussing Past Events: Interviewer: Now let’s go back to your first novel, Rag Doll.When did you write that？ Writer: Rag Doll, yes.I wrote that in 1960, a year after I left school.Interviewer: How old were you then？

Writer: Um, eighteen？ Yes, eighteen, because a year later I went to Indonesia.Interviewer: Mm.And of course it was your experience in Indonesia that inspired your film Eastern Moon.Writer: Yes, that’s right, although I didn’t actually make Eastern Moon until 1978.Interviewer: And you worked in television for a time too.Writer: Yes, I started making documentaries for television in 1973, when I was thirty.That was after I gave up farming.Interviewer: Farming？

Writer: Yes, that’s right.You see, I stayed in Indonesia for eight years.I met my wife there in 1965, and after we came back we bought a farm in the West of England, in 1970.A kind of experiment, really.Interviewer: But you gave it up three years later.Writer: Well, yes.You see it was very hard work, and I was also very busy working on my second novel, The Cold Earth, which came out in 1975.Interviewer: Yes, that was a best-seller, wasn’t it？

Writer: Yes, it was, and that’s why only two years after that I was able to give up television work and concentrate on films and that sort of thing.And after that...B.Telephone Conversation: Shop Assistant: Harling’s Hardware.Customer: Hello.I’d like to buy a new fridge.I can’t afford a very expensive one, and it mustn’t be more than 140 cm high.Shop Assistant: Right.I think I have one here.Wait a moment.Yes, here we are.It’s 50 cm wide and 130 cm high.Customer: Oh.And how much is it？

Shop Assistant: It’s one hundred and twenty-nine pounds, very cheap.Customer: I’ll come over and have a look at it.C.Conversation at Perfect Partners Ltd, a Dating Agency: A: Good morning.Can I help you？

B: Yes.I’d like to find my perfect partner.A: I see.Well, if you could just answer a few questions？ B: Certainly.A: First of all, what age would you like your partner to be？ B: About twenty.Not more than twenty-five, anyway.A: Okay.And what sort of build？ B: What do you mean？

A: Well, would you like someone who is very slim or would you prefer someone rather more plump？

B: Ah, I see what you mean.I don’t think I mind, actually.A: And what about height？ B: Oh, not too tall.A: So, medium-height？ B: Yes, and long hair.A: Any particular color？

B: No.As long as it’s long, it doesn’t matter what color.A: Good.Now, is there anything else at all？

B: Well, obviously I’d like someone good-looking.A: Well, we’ll see what we can do.Would you like to fill in this form in the next room and I’ll call you soon.(enters C)C: Hello.Is this the Perfect Partners office？ A: That’s right.C: I’m interested in meeting someone new.A: Well, you’ve certainly come to the right place.What sort of person are you looking for？

C: Oh, someone tall, dark and handsome.A: I see.And what sort of age？ C: Oh, mid-twenties, I suppose.A: Well, I might have just the person for you.Could I just ask how old you are？ C: Twenty-four.A: Good.Could you just wait here a minute？(C puzzled)(A goes and fetches B)A: This doesn’t usually happen, but I think I’ve found just the person for you.B: Oh, no！C: Not you！

B: What are you doing here？

C: I think I should be asking you that.B: Well, I just wanted to...(interrupted by A)A: Excuse me, but what’s going on？ C: That’s my husband.B: And that’s my wife.A: But you’re just right for each other, from what you told me.(Pause)B: Yes...I see what you mean.C: I suppose it’s true.You are what I’m looking for.B: Oh, darling.Why did we ever leave each other？ C: I don’t know, but it’s not too late, is it？ B: No.(they embrace)A: Excuse me.B&C:(surprised)Sorry？

A: That’ll be twenty-five pounds please！

Section Three: Dictation.47 Riverside Road, London SE1 4LP.10th May, 1989 Dear Chris, Thanks for your letter.I’m sorry I haven’t answered it sooner but writing is difficult at the moment.I fell off my bike last week and broke my arm.It isn’t anything very serious and I’ll be OK in a few weeks.Your holiday sounds fantastic.I’m sure you’ll enjoy it.Someone at work went to Jamaica last year and had a wonderful time.When are you going exactly？ I hope you’ll have good weather.There isn’t really much more news from here.I’ll write a longer letter in a few weeks.Send me a postcard and give my regards to everyone.Yours

Kim.Lesson Fourteen Section One: Tapescript.Dialogue 1: — I want to fly to Geneva on or about the first.— I’ll just see what there is.— I want to go economy, and I’d prefer the morning.— Lufthansa Flight LH 203 leaves at 0920.— What time do I have to be there？

— The coach leaves for the airport at 0815.Dialogue 2: — You must have some more chicken.— No, thanks.I’m supposed to be slimming.— Can’t I tempt you？

— Well, maybe I could manage a very small piece.Dialogue 3: — I expect you could do with a cup of tea, couldn’t you？ — I’d rather have a cup of coffee, if you don’t mind.— Milk and sugar？

— A milky one without sugar, please.Dialogue 4: — What would you like to drink？ — A black coffee for me, please.— How about something to eat？

— Yes, I’d love a portion of that strawberry tart.— Right.I’ll see if I can catch the waitress’s eye.Dialogue 5: — Can I take your order, sir？

— Yes.I’d like to try the steak, please.— And to follow？ — Ice-cream, please.Dialogue 6: — Can I help you, madam？ — Is there a bank at this hotel？

— Yes, madam, the International Bank has an office on the ground floor of the hotel.— Is it open yet？

— Yes, madam, the bank is open from Monday to Friday from 9.30 a.m.till 3.00 p.m.— Thank you.Dialogue 7: — Can I still get breakfast in the brasserie？

— Yes, sir, if you hurry you can just make it—breakfast is served until 10.30.Dialogue 8: — How soon do I have to leave my room？

— Normally it’s by 12 noon on the day of your departure.— Well, you see, my plane doesn’t go till half past five tomorrow afternoon.— I see.Which room is it, madam？

— Room 577—the name is Browning.You may keep the room till 3 p.m.if you wish.— Oh, that’s nice.Thank you very much.Section Two: Tapescript.A.Telephone Conversations: Conversation 1: Mrs.Henderson has just answered the telephone.Frank wasn’t in so she had to take a message for him.Listen to the conversation and look at the message she wrote.Julie: 789 6443.Who’s calling, please？

Paul: Paul Clark here.Can I speak to Mr.Henderson, please？ Julie: Sorry, he’s out at the moment.Can I take a message？

Paul: Yes, please.Could you tell him that his car will be ready by 6 p.m.on Thursday？ Julie: Yes, of course.I’ll do that.What’s your number, in case he wants to ring you？ Paul: 2748 double 53.Julie:(repeating)2...7...4, 8...double 5...3.Thank you.Goodbye.Conversation 2: Male: 268 7435.Who’s calling？

Female: This is Helen Adams.Could I speak to my husband？ Male: Sorry, Mr.Adams is out.Can I take a message？

Female: Could you tell him that my mother is arriving on Thursday？ At about 1 p.m.Male: Right, Mrs.Adams.I’ll do that.Where are, in case he wants to ring you？ Female: I’m not at home.The number here is 773 3298.Male:(repeating the number)773 3298.Thank you.Goodbye.Conversation 3: Female: 575 4661.Who’s calling, please？

Male: This is Mr.Jones from the Daily Star.I’d like to talk to Mr.Henderson.Female: Sorry, I’m afraid he isn’t in.Can I take a message？

Male: Yes...Please tell him that the advertisement will definitely be in Friday’s paper.That’s Friday, the 13th of this month.Female: Certainly, Mr.Jones.What’s the phone number, in case he has forgotten.Male: My number？(astounded)The number of the Daily Star？ Everyone knows it.(chanting)123 4567.Female:(laughing and repeating)1-2-3-4-5-6-7.Thank you, Mr.Jones.B.Shopping.Shopkeeper: Yes, Mrs.Davies？ What could we do for you today？ Mrs.Davies: I want to order some foods.Shopkeeper: Well, I thought that might be the reason you came here, Mrs.Davies.Ha, ha, ha, ha, ha.Mrs.Davies: But I want rather a lot, so you’ll have to deliver it.Shopkeeper: That’s perfectly all right.You just order whatever you like and we’ll send it straight round to your house this afternoon.Mrs.Davies: Right.Well, first of all I want two boxes of baked beans.Shopkeeper: You mean two tins？

Mrs.Davies: No, I mean two boxes.Two boxes of tins of baked beans.Shopkeeper: But each box contains forty-eight tins.Are you really sure you want so many？ I mean, it would take a long time to eat so many.Mrs.Davies: Who said anything about eating them？ I’m saving them.Shopkeeper: Saving them？ Mrs.Davies: Yes, for the war.Shopkeeper: War？ Are we going to have a war？

Mrs.Davies: You never know.I’m not taking any chances.I read the papers.You’re not going to catch me stuck in the house without a thing to eat.So put down two boxes of baked beans, will you？ And three boxes of rice, five boxes of spaghetti and you’d better send me a hundred tins of tomato sauce to go with it.Have you got that？ Shopkeeper: Yes, two boxes of baked beans, three boxes of rice, five boxes of spaghetti and a hundred tins of tomato sauce.But I’m not sure we have all these things in stock.I mean not that amount.Mrs.Davies: How soon can you get them, then？

Shopkeeper: Well, within the next few days.I don’t suppose you’ll be needing them before then, will you？

Mrs.Davies: You never can tell.It’s touch and go.I was watching the nice man on the television last night.You know, the one with the nice teeth.Lovely smile he’s got.And he said, ‘Well, you never can tell.’ And that set me thinking, you see.Anyway, you just deliver them as soon as you can.I shan’t be going out again after today.Now...now what else？ Ah yes, tea and sugar.I’d better have a couple of boxes of each of those.No...no make if four of sugar.I’ve got a sweet tooth.Shopkeeper: So two boxes of tea and four boxes of sugar.Anything else？ It doesn’t sound a very interesting diet.How about half a dozen boxes of tinned fish？

Mrs.Davies: Fish？ No, can’t stand fish.Oh, but that reminds me, eight boxes of cat food.Shopkeeper: Cat food？

Mrs.Davies: Yes.Not for me.You don’t think I’m going to sit there on my own, do you？

Section Three: Spot Dictation.Spot Dictation 1: A(sailor)once went into(a pub)in a very dark street in(Liverpool).He got(very drunk)there and staggered out(around 11 p.m.).Around(midnight), one of his friends found him(on his hands and knees)in the gutter.“What are you doing(there)？” he inquired.“I’m looking for(my wallet).I think I lost it in that dark street(down there),” he said.“Well, if you lost it(in that street), why are you looking for it(here)？” the friend(demanded).The sailor thought for a moment.“Because(the light)is better here,” he answered.Spot Dictation 2: A famous(85)-year-old(millionaire)once gave a lecture at(an American university).“I’m going to tell you how to live(a long, healthy life)and how to get(very rich at the same time),” he announced.“The(secret)is very(simple).” “All you have to do is(avoid bad habits)like(drinking)and(smoking).But you have to(get up early)every morning,(work)at least(10 hours)a day and(save every)penny, as well,” he said.A young man in(the audience)stood up.“My father did(all those things)and yet he died(a very poor man)at the age of only(39).How do you(explain that)？” he asked.The millionaire thought(for a moment).“It’s very simple.He didn’t(do them)for(long enough),” he answered.Lesson Fifteen Section One: Tapescript.Dialogue 1: — What flights are there from London to Vienna tomorrow？ — If you’d like to take a seat, I’ll find out for you.— I’d like to travel first class, please.— BEA Flight BE 502 takes off from Heathrow at 0925, and flies direct.— What time have I got to get there？

— You’ll have to be at West London Air Terminal by 0810 at the latest.Dialogue 2: — Another piece of meat pie？ — No, thanks, really.I’m on a diet.— Please do.You’ve hardly eaten anything.— It’s delicious, but I don’t think I ought to.Dialogue 3: — How about a nice cup of tea before you go？ — Yes, I’d love one.— How do you like it？

— A strong one with three spoons for me, please.Dialogue 4: — What are you going to have to drink？ — I’d like something cool.— Would you care for some cake？ — Yes, I’ll try a piece of cheese cake.— It certainly looks tempting.I wouldn’t mind some myself.Dialogue 5: — Have you chosen something, sir？ — Yes, I think I’ll have the curry, please.— What would you like afterwards？ — I’d like some fruit if you have any.Dialogue 6: — Would you like a cigarette？

— No, thanks.I’m trying to cut down.— Go on.I owe you one from yesterday.— OK, but next time you must have one of mine.Dialogue 7: — I wonder if you could help me—I’m looking for a room.— I have got a vacancy, yes.— What sort of price are you asking？

— Eight pounds fifty a week excluding laundry.— Would it be convenient to see the room？

— Can you call back later？ We’re right in the middle of lunch.Dialogue 8: — Will Dr.Black be able to see me at about 9.15 tomorrow？

— Sorry, but he’s fully booked till eleven unless there’s a cancellation.— Would ten to one be convenient？ — Yes, he’s free then.Dialogue 9: — Can you fix me up with a part-time job？ — Anything in particular that appeals to you？

— I was rather hoping to find something in a school.— Have you done that kind of thing before？ — Yes, I was doing the same job last summer.— I might be able to help you, but I’d need references.Section Two: Tapescript.A.Quick Lunch: Mr.Radford has just dropped in for a quick lunch.Waitress: A table for one, sir？ Mr.Radford: Yes, please.Waitress: Are you having the set lunch？ Mr.Radford: Yes.Waitress: What would you like to start with？ Mr.Radford: What’s the soup of the day？ Waitress: Mushroom.Mr.Radford: Yes, please.I’ll have that.Waitress: And for your main course？

Mr.Radford: The plaice, I think, and apple tart to follow.Waitress: Would you like something to drink with your meal？ Mr.Radford: Yes.A lager please.Waitress: Thank you.B.Dinner: Waiter: Good afternoon.Mr.Blackmore: Good afternoon.I have a table for two under the name of Blackmore.Waiter: Yes, sir.Would you like to come this way？ Mr.Blackmore: Thank you.Waiter: Can I take your coat, madam？ Mrs.Blackmore: Thank you.Waiter: Will this table do for you？

Mr.Blackmore: That will be fine, thanks.Waiter: Would you like a drink before your meal？ Mrs.Blackmore: Yes.A dry sherry, please.Mr.Blackmore: Half of bitter for me.Waiter: Are you ready to order？ Mr.Blackmore: Yes, I think so.Waiter: What would you like for starters, madam？

Mrs.Blackmore: I can’t decide.What do you recommend？

Waiter: Well, the prawns are always popular.The pate is very good...Mrs.Blackmore: The prawns then please, for me.Waiter: And for you, sir？

Mr.Blackmore: I think I’ll try the soup.Waiter: Very good, sir.And to follow？ Mrs.Blackmore: Rack of lamb, I think.Waiter: And for you, sir？

Mr.Blackmore: I’ll have the steak.Waiter: How would you like your steak done, sir？ Mr.Blackmore: Medium rare, please.Waiter: Thank you.Would you like to see the wine list？ Mr.Blackmore: Do you have a house wine？ Waiter: Yes, sir.Red or white？

Mr.Blackmore: Do you have half bottles of half carafes？ Waiter: Yes, sir.Mr.Blackmore: One of each then, please.C.Interview: Reporter: Now, Susan.You’ve had a few minutes to rest.Can you tell us something about yourself？ How old are you and what do you do？ Susan: I’m twenty-two and I’m a bus conductress.Reporter: A bus conductress！So you’re used to collecting money.Who taught you to cycle？

Susan: Nobody.I taught myself.I’ve been cycling since I was five.Reporter: And who bought that beautiful racing cycle for you？ Susan: I bought it myself.I worked over-time.Reporter: Good for you！And what are you going to do now？

Susan: Now？ If you mean this minute, I’m going to have a long hot bath.Reporter: You must need to relax.Again, congratulations.That was Susan James, winner of this year’s London to Brighton cycle race.D.Why can’t I do what I like？

I hope I never grow old！My grandfather lives with us and he’s making my life a misery.When I was small he was kind and cheerful.But now he’s always complaining and criticizing.I mustn’t interrupt when he’s talking.It’s rude.He doesn’t like my clothes.‘Nice girls don’t dress like that.’ I shouldn’t wear make-up.‘Natural beauty is best.’ Sometimes he interferes with my homework.‘When I was young we used to do maths differently,’ he says.Honestly, he’s so old he doesn’t know anything.But that doesn’t stop him criticizing me.He doesn’t like my friends of my favorite records.‘You’re making too much noise,’ he calls.‘I can’t get to sleep.’ When he’s not complaining he’s asking questions.‘Where are you going？ Where have you been？ Why aren’t you helping your mother？’ He thinks I’m six, not sixteen.Anyway, why can’t I do what I like？ It’s my life, not his.Section Three: Dictation.Philip is a very interesting boy.He is clever but he doesn’t like school.He hates studying but he is very keen on learning new practical skills.In his spare time he often repairs motorbikes.He likes helping the neighbours in their vegetable gardens, too.Lesson Sixteen Section One:

Tapescript.Dialogue 1: — How shall I do it, sir？

— Just tidy it up a bit, please.— Do you want some spray？

— No, nothing at all, thank you very much.Dialogue 2: — Is anybody looking after you？

— No.I’m after a size 40 V-neck pullover in grey.— The best I can do is a 36.— Could you order me one？

— I should imagine so, yes.If you leave your address, I’ll contact you.Dialogue 3: — How much is this greetings telegram to Germany, please？ — I’ll just make sure.Anything else？

— Yes.Half a dozen air mail labels and a book of stamps.— Seventy-five pence exactly, please.Dialogue 4: — I keep feeling dizzy, and I’ve got a headache.— How long has this been going on？ — It came on yesterday.— I should say you’re generally run down.— What ought I to do？

— It’s nothing serious, but you’d better stay in bed for a day or two.Dialogue 5: — Mrs.Hughes, this is Peter Brown.— How do you do？ — How do you do？

— How do you find things over there？

— If it wasn’t for the climate, I’d like it very much.— It won’t take you long to settle down.Dialogue 6: — If you’ll excuse me, I really should be off now.— Not yet surely.Have another drink at least.— No, thank you all the same.— Oh dear！What a pity！

— Thank you very much indeed for the delicious meal.— Thank you for coming.Dialogue 7: — I’m afraid I didn’t quite hear what you said.— I said, ‘There’s no rush, I can take you in the car.’ — Won’t it make you late？

— No, I’m going right past your place.Dialogue 8: — That radio’s terribly loud.Could you turn it down a fraction？ — Sorry！Is it disturbing you？

— Yes, and something else—wouldn’t it be an idea to buy your own soap？ — Sorry！I didn’t realize you felt so strongly about it.Section Two: Tapescript.A.The Snack Bar: Two customers are at the “Happy Hamburger”.Waiter: Can I take your orders, please？

1st Man: Yes.A Maxi Quarterpounder for me, please.With chips.Waiter: Anything else, sir？

1st Man: A banana long boat, I think.Waiter: What would you like to drink with your meal？ 1st Man: Can I have a beer？

Waiter: I’m sorry, sir, we are not licensed to sell alcohol.1st Man: A cold milk then, please.Waiter: And for you, sir？

2nd Man: I’ll have the cheeseburger with a green salad, please.Waiter: And to follow？ 2nd Man: I’ll decide later.Waiter: And to drink？ 2nd Man: Cola, please.B.Hotel English: Dialogue 1: — Can I get breakfast in my room？

— Certainly, sir.It’s served in your room from 8 until 10.— How do I order it？

— Just ask for Room Service on the phone, or I can make a note of it if you like, sir.— Yes, I’d like it at 8.30 tomorrow morning—that’s the continental breakfast.— Very good, sir.Dialogue 2: — I’ve just spilled some soup on my best dress, and we’re leaving first thing the day after tomorrow.How on earth can I get it cleaned？

— If you hand it in for dry cleaning before 9 tomorrow morning, it’ll be returned to you the same day.I can get you Room Service and arrange it now if you like, madam.— Oh, could you really？ That would be wonderful.Dialogue 3: — I’ll be needing an early call tomorrow—can you fix that for me？

— There’s an automatic waking device in the panel at the head of your bed.You just set it to the time you want.Dialogue 4: — I thought you had TV in all your rooms here.— I’m afraid not, sir, but we can install one in your room.— Will that be extra？

— Yes, sir.Our charge for a color TV is four Finnish marks per day.— Well, I’ll have to ask my wife what she thinks.— Very good, sir, and if you decide to rent one, would you please call Room Service？ Dialogue 5: —(Sarcastically)Are you free to answer my question at last？

— Yes, of course, madam—as you see, we’ve been rather busy to day.— So it seems.I tried to find a maid this morning, but there wasn’t anyone there.— When you want Room Service, madam, just lift the phone in your room and ask for Room Service.— Oh, that’s how you do it—and how was I supposed to know？ C.Parties.Background sound of voices / glasses clinking / ice.Interrupted by doorbell.Mrs.Phillips: How nice to see you, Mrs.Adams.Do come in.I’ll take your coat.Henry...Henry...Mr.and Mrs.Adams are here.Mrs.Adams: It’s very kind of you to invite us.Is it a special occasion？

Mr.Phillips: Good evening, Mrs.Adams.Good evening, sir.What would you like to drink？

Mr.Adams: My wife is driving tonight so I’ll need something strong.Mr.Phillips: Follow me.Everyone’s in the sitting room.Background sounds of subdued merriment, voices, glasses, interrupted by the sound of metal on glass.Pause while noises stop.Mr.Phillips: Ladies and gentlemen, I’d like to tell you the reason for this party.Of course, we’re always delighted to see all of you but...what I want to say is...Helen has just won a prize.She entered a competition and we’re going to Bermuda on a free holiday.Background sounds of congratulations.‘Well done, Helen.’ ‘Congratulations.’ ‘What a surprise.When are you leaving？’

Mr.Phillips: Now I’d like to ask my wife to tell you about her success.Helen？

Mrs.Phillips: Well, all I can say is: what a surprise！I had no idea I was going to win.I didn’t even know I was going to enter the competition.Henry did all the work, didn’t you, Henry？ He told me how to fill in the form, how to answer the questions and how to write one sentence about Fluorex Toothpaste.The strange thing is...we’ve never used it.D.Discussion: James and Patrick were alone in the office.Patrick: You’re not looking very cheerful.What’s the matter with you？ James: Oh, nothing special.I’m just a bit fed up.Patrick: With the job？

James: With everything, with catching the same train every morning, sitting in the same office all day, watching the same television programs...Patrick: You need a holiday.James: It wasn’t always like this, you know.Patrick: How do you mean？

James: Well, our great-great-grandfathers had more fun, didn’t they？ I mean, they hunted for their food and grew their own vegetables and did things for themselves.We do the same sort of job for years and years.There’s no variety in our lives.Patrick: You need a holiday.That’s what’s the matter with you.Section Three: Tapescript.Dictation: 1.What was the worst problem you encountered in your present job？ 2.How did you handle it？

3.Why do you want to leave your present job？

4.What are you most proud of having done in your present job？ 5.Why do you think you are qualified for this job？ 6.What sort of boss would you most like to work for？

7.Supposing a member of your staff was frequently away from work, claiming to be ill, what action would you take？

8.If you were working as a part of the team, what unspoken rules of behavior would you observe？

9.How long do you plan to stay in this job？

Lesson Seventeen Section One: Tapescript.Dialogue 1: — What’s the postage on these letters to Thailand, please？ — I’ll have to check.Do you need anything else？ — Yes.A three pence stamp, please.— That’ll be eight-five pence in all.Dialogue 2: — I wish you wouldn’t have your TV so loud.— Sorry！Were you trying to sleep？

— Yes, and while I think of it—please ask when you borrow the iron.— I really ought to have known better.Sorry！Dialogue 3: — Wendy, I’d like you to meet my brother, Sam.— How do you do？ — How do you do？

— What do you think of life in England？ — I’m still feeling pretty homesick.— It’s bound to be strange at first.Dialogue 4: — It’s time we were off.— So soon？ Can’t you stay a little longer？ — I wish I could, but I’m late already.— What a shame！

— Thank you for a wonderful meal.— I’m glad you enjoyed it.Dialogue 5: — Sorry, but I didn’t quite catch that.— I said, ‘Can I give you a lift？’ — Isn’t it out of your way？ — No, it’s on my way home.Dialogue 6: — I feel shivery and I’ve got a pain in my stomach.— How long have you had it？ — The best part of a week.— By the sound of it, you’ve caught a chill.— What should I do？

— I’ll give you something for it, and come to see you in a couple of days.Section Two: Tapescript.A.Restaurant English: Dialogue 1: Woman: I’d like the continental breakfast, please.Waiter: Yes, madam.What sort of fruit juice would you like to start with？ Woman: The pineapple juice.Waiter: Would you prefer honey, marmalade or jam？ Woman: Oh, marmalade, please.Waiter: And what would you like to drink, madam？ Woman: Coffee, please, black coffee.Dialogue 2: Head Waiter: “Deep Sea Restaurant”.Head Waiter.Good morning.Woman: I’d like to reserve a table for five.Head Waiter: And was that today, madam？ Woman: Of course.Head Waiter: At what time, madam？

Woman: Oh, about three o’clock, I suppose.Head Waiter: I’m afraid we only serve lunch until 3 p.m., madam.Woman: Oh well, two o’clock then, and it must be by a window.Head Waiter: Very good, and what name, please？ Woman: Bellington, Mrs.Martha Bellington.Head Waiter: Very good, Mrs.Bellington.A table for five at 2 p.m.today.Dialogue 3: Head Waiter: “Deep Sea Restaurant”.Good morning.Man: Do you have a table for two this evening？ Head Waiter: Certainly, sir.At what time was it？ Man: What time does the band start playing？ Head Waiter: At 8 p.m., sir.Man: Right.Make it 7.30 then, and near the dance floor if possible.Head Waiter: Very good, sir.And what name, please？ Man: Kryzkoviak.Head Waiter: Could you just repeat that, please？

Man: Kryzkoviak, that’s Polish, you know.K-R-Y-Z-K-O-V-I-A-K.Head Waiter: Yes.Thank you.Mr.Kryzkoviak.We look forward to seeing you.B.In the cinema: — What shall we do tonight？ — How about the cinema？

— That’s a good idea.We haven’t been for ages.— What would you like to see？ — Oh, I don’t know.Spy Story？

— Spy Story？ That terrible, old film？

— But it’s got James Perevelle in it.I’m still trying to write a story about him, you know.— But I’ve seen it before.— Never mind.Perhaps you’ll like it better the second time.(In the cinema)—(You look so beautiful in that dress.Why do you have to die？)— Would you like an ice cream？ — Shhhh.No, thank you.—(Let’s run away together and forget about the whole world.)— What about some chocolates？ — Shut up！I’m watching the film.— Well, I’m gonna get myself some chocolates.—(Just you and me and nobody else.)(After the film)— That was really wonderful.— Wonderful？ Don’t be silly.— He’s a fantastic actor.— Do you feel alright？ — Of course, I do.— I just wondered.You don’t usually like rubbish films like that.— It wasn’t rubbish at all.Some of the films you like are really terrible, though.C.A Science Fiction Story: The spaceship flew around the new planet several times.The planet was blue and green.They couldn’t see the surface of the planet because there were too many white clouds.The spaceship descended slowly through the clouds and landed in the middle of a green forest.The two astronauts put on their space suits, opened the door, climbed carefully down the ladder, and stepped onto the planet.The woman looked at a small control unit on her arm.‘It’s all right,’ she said to the man.‘We can breathe the air...it’s a mixture of oxygen and nitrogen.’ Both of them took off their helmets and breathed deeply.They looked at everything carefully.All the plants and animals looked new and strange.They could not find any intelligent life.After several hours, they returned to their spaceship.Everything looked normal.The man switched on the controls, but nothing happened.‘Something’s wrong,’ he said.‘I don’t understand...the engines aren’t working.’ He switched on the computer, but that didn’t work either.‘Eve,’ he said, ‘we’re stuck here...we can’t take off！’

‘Don’t worry, Adam,’ she replied.‘They’ll rescue us soon.’

Section Three: Dictation.There were angry scenes yesterday outside No.10 Downing Street as London school teachers protested about their salaries and conditions.London teachers are now in the second week of their strike for better pay.Tim Burston, BBC correspondent for education was there.Lesson Eighteen Section One: Tapescript.Dialogue 1: — Cigarette？

— No, thanks.Not before lunch.— Please have one.It’s a new brand.— I honestly don’t feel like one at the moment, thanks.Dialogue 2: — I believe you take in foreign students.— Yes, if you don’t mind sharing.— How much is it？

— Nine pounds per week including heating.— Do you think I could have a look at it, please？

— We’re having it decorated at the moment.Will Friday do？ Dialogue 3: — I wonder whether the dentist could fit me in early tomorrow？ — I’m afraid there’s nothing before midday.— How about 12.45？

— Sorry, but that’s taken, too.Dialogue 4: — I was wondering whether you needed any part-timers.— What were you thinking of？ — A hotel job of some sort.— Have you ever done anything similar？ — Not so far, no.— There’s nothing at present, but look back in a week.Dialogue 5: — How do you want it, sir？ — Just a trim, please.— Would you like it washed？

— No, thank you.Just leave it as it is.Dialogue 6: — Are you being served？

— No.What have you got in the way of brown suede jackets, size forty-two？ — Sorry, but we’re sold right out.— Are you likely to be getting any more in？

— I should think so, yes.If you leave your phone member, I’ll ring you.Dialogue 7: — Eastbourne 54655.— Hello.John here.Can I speak to Mary, please？ — Hold the line, please.— OK.— Sorry, but she’s out.— Would you tell her I rang？ — I’d be glad to.Dialogue 8: — 486-4459.— Hello.David Black speaking.May I have a word with June？ — I’ll just see if she’s in.— Right you are.— I’m afraid she’s not here.— Could you take a message？ — Yes, of course.Section Two: Tapescript.A.Interview: Elina Malinen was in fact invited for an interview at the “Bon Appetit Restaurant”.Here is part of the interview.Johnson: Good evening, Miss Malinen.Won’t you sit down？ Elina: Good evening.Thank you.Johnson: Now, I notice you left the Hotel Scandinavia in 1980.What are you now doing in England？

Elina: I’m spending a few months brushing up my English and getting to know the country better.Johnson: And you want to work in England too.Why？

Elina: I’m keen on getting some experience abroad, and I like England and English people.Johnson: Good.Now I see from the information you sent me that you’ve worked in your last employment for nearly four years.Was that a large restaurant？ Elina: Medium—size for Finland, about forty tables.Johnson: I see.Well, you’d find it rather different here.Ours is much smaller, we have only ten tables.Elina: That must be very cosy.Johnson: We try to create a warm, intimate atmosphere.Now, as to the job, you would be expected to look after five tables normally, though we get in extra staff for peak periods.Elina: I see.Johnson: I’m the Restaurant Manager and Head Waiter, so you’d be working directly under me.You’d be responsible for bringing in the dishes from the kitchen, serving the drinks, and if necessary looking after the bills.So you’d be kept pretty busy.Elina: I’m used to that.In my last position we were busy most of the time, especially in summer.Johnson: Good.Now, is there anything you’d like to ask about the job？

Elina: Well, the usual question—what sort of salary were you thinking of paying？ Johnson: We pay our waiters forty pounds a week, and you would get your evening meal free.Elina: I see.Johnson: Now, you may have wondered why I asked you here so late in the day.The fact is, I would like to see you in action, so to speak.Would you be willing to act as a waitress here this evening for half-an-hour or so？ Our first customer will be coming in, let me see, in about ten minutes’ time.Elina: Well, I’m free this evening otherwise.Johnson: Good.And in return perhaps you will have dinner with us？ Now, let me show you the kitchen first.This way, please...B.Discussion:(sound of kettle whistling)Tom: Well, what’s the forecast？ Are we going to have more snow？ And...is your mother awake？

Helen: Hang on, Dad.The first answer is ‘yes’ and the second is ‘no’.Let’s have a cup of tea.Tom: That’s a good idea....Where’s Jean？ Where’s your mother？ Jean, how about some breakfast？

Helen: Shh.Mother’s still asleep, as I’ve told you.Tom: And what about the twins？ Where are Peter and Paul？ Helen: They were sick all night.That’s why Mum is so tired today.And...they’re having a birthday party tomorrow.Remember？

Tom: Another birthday？ Helen, look at the clock.It’s 8.45.Let’s go.We’re going to be late.C.Past Mistakes: — Me, officer？ You’re joking！

— Come off it, Mulligan.For a start, you spent three days watching the house.You shouldn’t have done that, you know.The neighbors got suspicious and phoned the police...— But I was only looking, officer.—...and on the day of the robbery, you really shouldn’t have used your own car.We got your number.And if you’d worn a mask, you wouldn’t have been recognized.— I didn’t go inside！

— Ah, there’s another thing.You should’ve worn gloves, Mulligan.If you had, you wouldn’t have left your fingerprints all over the house.We found your fingerprints on the jewels, too.— You mean...you’ve found the jewels？

— Oh yes.Where you...er...‘hid’ them.Under your mattress.— My god！You know everything！I’ll tell you something, officer—you shouldn’t have joined the police force.If you’d taken up burglary, you’d have made a fortune！D.Monologue: Why do people play football？ It’s a stupid game, and dangerous too.Twenty-two men fight for two hours to kick a ball into a net.They get more black eyes than goals.On dry, hard pitches they break their bones.On muddy ones they sprain their muscles.Footballers must be mad.And why do people watch football？ They must be mad too.They certainly shout and scream like madmen.In fact I’m afraid to go out when there’s a football match.The crowds are so dangerous.I’d rather stay at home and watch TV.But what happens when I switch on？ They’re showing a football match.So I turn on the radio.What do I hear？ ‘The latest football scores’.And what do I see when I open a newspaper？ Photos of footballers, interviews with footballers, reports of football matches.Footballers are the heroes of the twentieth century.They’re rich and famous.Why？ Because they can kick a ball around.How stupid！Everyone seems to be mad about football, but I’m not.Down with football, I say.Section Three: Dictation.(sound of knocking at door)Mrs.Brink: Come in.Oh, it’s you again, Tom.What have you done this time？ Tom: I’ve cut my finger and it’s bleeding a lot.Mrs.Brink: Let me see, Tom...Hmmm, that is a bad cut.I can clean it and put a plaster on it, but you’ll have to see the doctor.

第二篇：英語初級聽力教案

英語初級聽力教案

Listen to This(Book 1)

教研室: 英語聽力教研室

授課對象：08級英語本

德州學院外語系

Preparatory Lesson One I Teaching Aims: To know something about numbers, days and addresses

To be familiar with the reading of numbers, days and addresses in English

To know about some simple day life dialogues in English

II Teaching Material

Listen to This: 1 Preparatory Lesson One

III Teaching Aids

Language Lab

IV Teaching Procedures 1.Warm-up: To let the students to write down phonetic alphabet and read them To let the students learn some new words and expression that will appear in the listening material Chemist: person who prepares medicines(from prescriptions)and sell medical goods, toilet articles, etc.n.藥劑師； 藥商（常兼營化妝品等）。Piccadilly:（英國倫敦）皮卡迪利大街（以其時髦的商店,俱樂部，旅館和住宅著稱）。

Sutton: 薩頓[英國英格蘭東南部城市]（在倫敦西南）。Bristol: 布里斯托爾[英國英格蘭東南西南部港市]（艾馮郡首府，臨布里斯托爾海峽）。Saint Thomas: 圣托馬斯(here name of a person)Bond: Here Bond Street Archer: Here Mrs.Archer Eton: Here Eton Avenue Eden: Here Eden Square Blake: Here Dr.Blake Oxford: Here Oxford Street Jones: Here Mrs.Jones

To let the students know about some simple skills of listening 2.Listening-centered Activities

To let the students listen to the tape of sections one by one in Preparatory Lesson One and fill in the blanks in the listening book.Section One

Numbers Days Addresses and some sentences

Section Two

Dialogues

Section Three Dictation Word groups To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time 3.Group Activities Divide the students into several groups, then let every group has one student to say some numbers, days and addresses arbitrarily, the rest of the group to write down what they have heard.With this group activity, we can practice the students’ knowledge of numbers, days and addresses.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Preparatory Lesson Two I Teaching Aims: To know something about numbers, letters and times

To be familiar with the reading of numbers, letters and times in English To know about some simple day life dialogues in English

II Teaching Material

Listen to This: 1 Preparatory Lesson Two

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Ask students how to read numbers and times in English? Let students say some nations they have learned in High School.2.Listening-centered Activities Do the listening exercises one by one in Preparatory Lesson Two Vocabulary explain some new words and expressions they may don’t know Section One numbers, letters, times Section Two Dialogues Section Three Dictation Word groups To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time 3.Group Activities Divide the students into several groups, then let every group has one student to say some numbers, letters and times arbitrarily, the rest of the group to write down what they have heard.With this group activity, we can practice the students’ knowledge of numbers, letters and times.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Preparatory Lesson Three I Teaching Aims: To know something about numbers and some tips in reading numbers

To be familiar with reading numbers II Teaching Material

Listen to This: 1 Preparatory Lesson Three

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Ask students how to read numbers and times in English? Give them some long numbers to read Long numbers are spoken as separate digits grouped rhythmically in twos or threes.Reading cardinal numbers, a comma is sometimes used instead of a space to separate the thousands in numbers greater than 999.How to read “ 0” in English? “Zero” is the most common US usage and the most technical or precise form.When reading a telephone or bank account number we say the letter “O”.Nought is commonly used when referring to the figure “ 0”as part of a number 2.Listening-centered Activities Do the listening exercises one by one in Preparatory Lesson Three Vocabulary

Explain some new words and expressions they may don’t know Section One Numbers Section Two Dialogues Section Three Dictation Word groups To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Group Activities Divide the students into several groups, then let every group has one student to say some numbers arbitrarily, the rest of the group to write down what they have heard.With this group activity, we can practice the students’ knowledge of numbers.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Preparatory Lesson Four I Teaching Aims: To know about numbers of mileage and population and how to read the numbers of mileage and population in English

To be familiar with the nations and its adjective in English

II Teaching Material

Listen to This: 1 Preparatory Lesson Four

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Ask students how to read numbers of mileage and population in English? Give students some numbers to read

Know about coin in English 2.Listening-centered Activities Do the listening exercises one by one in Preparatory Lesson Four Vocabulary

Explain some new words and expressions they may don’t know Section One Numbers of mileage and population Section Two Dialogues Section Three Dictation Word groups To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Group Activities Divide the students into several groups, then let every group has one student to say some numbers arbitrarily, the rest of the group to write down what they have heard.With this group activity, we can practice the students’ knowledge of numbers.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Preparatory Lesson Five I Teaching Aims: To know about money and how to read the numbers of money in English

To be familiar with the expression of money in English

II Teaching Material

Listen to This: 1 Preparatory Lesson Five

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let students know about money in English

A penny = 1 cent

A nickel = 5 cents

A dime = 10 cents

A quarter = 25 cents 2.Listening-centered Activities Do the listening exercises one by one in Preparatory Lesson Five Vocabulary

Explain some new words and expressions they may don’t know Section One Coins Section Two Dialogues To choose some students to give their answers after listening Then correct the their answers

Finally let the students listen to the tape one more time

3.Group Activities Divide the students into several groups, then let every group has one student to choose some commodities to ask the price arbitrarily, one student of the rest group to tell her or him in English.With this group activity, we can practice the students’ knowledge of money in English.4.Homework Let students do Section three as homework, write down the answers in their notebook and hand in.Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson One I Teaching Aims: To know about some day life dialogues in English

To learn how to fill in blanks in English listening

II Teaching Material

Listen to This: 1 Lesson One

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let students prepare some mini-talk like day life dialogues in English Let several students to say their mini-talk in front of their classmates 2.Listening-centered Activities Do the listening exercises one by one in Lesson One

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Discussion and Interview Section Three Dictation of short paragraphs

Let students know about punctuation mark in English in Section Three To choose some students to give their answers after each section Then correct the their answers Finally let the students listen to the tape one more time

3.Activities Let students to recite the simple dialogues we have listened and answer the teacher’s questions about their dialogues in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Two I Teaching Aims: To know about more day life dialogues in English

To learn how to fill in more blanks in English listening

II Teaching Material

Listen to This: 1 Lesson Two

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Two

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Conversation and Story Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let students to recite the simple dialogues we have listened and answer the teacher’s questions about their dialogues in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Three I Teaching Aims: To know about more day life dialogues in English

To learn how to fill in more blanks of conversation in English listening To learn how to answer some questions in their own words after listening

II Teaching Material

Listen to This: 1 Lesson Three

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Three

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Conversation and Interview Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let students to recite the simple dialogues we have listened and answer the teacher’s questions about their dialogues in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.Listen to a short song in English and write it down, also can have a volunteer to sing the song.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Four I Teaching Aims: To know about more day life dialogues in English

To learn how to fill in more blanks of conversation in English listening To learn how to answer some questions in their own words after listening to a long conversation II Teaching Material

Listen to This: 1 Lesson Four

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Four

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Conversations Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let students to recite the simple conversations we have listened and answer the teacher’s questions about their conversations in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Five I Teaching Aims: To know about more day life dialogues in English

To learn how to fill in more blanks of conversation in English listening To know about some kinds of question in English listening test

II Teaching Material

Listen to This: 1 Lesson five

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Five

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Word Exercises, Discussion and Interview Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let students to retell the interviews we have listened and answer the teacher’s questions about interviews in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.Divide the students into several groups, then let every group has one student to say some letters of a word and give some help or clue, the rest of the group to guess which word it is.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Let students do the game of guessing words after class.Lesson Six I Teaching Aims:

To learn how to fill in more blanks of conversation in English listening To answer the questions simply in their own words after listening

To know about telephone conversation in English

II Teaching Material

Listen to This: 1 Lesson Six

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Six

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Telephone Conversations Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let students to recite the telephone conversations we have listened and answer the teacher’s questions about their dialogues in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Seven I Teaching Aims: To answer the questions simply in their own words after listening

To know about monologue and telephone conversation in English

II Teaching Material

Listen to This: 1 Lesson Seven

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Seven

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Problems, Monologue and Telephone Conversations Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let students to retell the monologue and recite the telephone conversations we have listened and answer the teacher’s questions in a few words.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Eight I Teaching Aims: To answer the questions simply in their own words after listening To know how to express their views about some topics in English

II Teaching Material

Listen to This: 1 Lesson Eight

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Eight

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues Section Two

Likes and Dislikes, Window-shopping and Discussion Section Three Dictation of short paragraphs

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time

3.Activities Let several students to say something about their likes and dislikes.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Nine I Teaching Aims: To answer the questions simply in their own words after listening To know how to express their views about some topics in English

II Teaching Material

Listen to This: 1 Lesson Nine

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Nine

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-15)Section Two

A.An Invitation to a Volleyball Match

B.Telephone Conversation C.Monologues(1-3)Section Three Dictation

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Ten I Teaching Aims: To answer the questions simply in their own words after listening To know how to order in English in a hotel or a restaurant

II Teaching Material

Listen to This: 1 Lesson Ten

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Ten

Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-5)

Hotel English Section Two

A.Discussion

B.Forum Section Three Spot Dictations(1-2)

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Eleven I Teaching Aims: To answer the questions simply in their own words after listening To know how to order in English in a hotel or a restaurant

II Teaching Material

Listen to This: 1 Lesson Eleven

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Eleven Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-6)

Restaurant English Dialogues(1-3)Section Two

A.Telephone Conversation B.Discussion

C.Monologue

D.Music or Money Section Three Dictations(1-2)

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Twelve I Teaching Aims: To answer the questions simply in their own words after listening To know how to order in English in a hotel or a restaurant

II Teaching Material

Listen to This: 1 Lesson Twelve

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Twelve Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-6)

Restaurant English Dialogues(1-3)Section Two

A.Description

B.Conversation

C.A Party Section Three Dictations(1-5)

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Thirteen I Teaching Aims: To answer the questions simply in their own words after listening To know how to order in English in a hotel or a restaurant

II Teaching Material

Listen to This: 1 Lesson Thirteen

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Thirteen Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-4)

Restaurant English Dialogues(1-3)Section Two

A.Discussing Past Events

B.Telephone Conversation

C.Conversation at Perfect Partners Ltd.Section Three Dictations A Letter

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Fourteen I Teaching Aims: To answer the questions simply in their own words after listening To be familiar with telephone conversation and conversation in a shop

II Teaching Material

Listen to This: 1 Lesson Fourteen

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Fourteen Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-8)

Section Two

A.Telephone Conversation(1-3)B.Shopping Section Three Dictation

To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.Lesson Fifteen I Teaching Aims: To answer the questions simply in their own words after listening To know about some conversations in a restaurant

II Teaching Material

Listen to This: 1 Lesson Fifteen

III Teaching Aids Language Lab

IV Teaching Procedures 1.Warm-up: Let several students to say their prepared mini-talk in English in front of their classmates

Correct their mistakes in grammar or pronunciations

2.Listening-centered Activities Do the listening exercises one by one in Lesson Fifteen Vocabulary

Explain some new words and expressions they may don’t know Section One

Dialogues(1-9)

Section Two

A.Quick Lunch

B.Dinner C.Interview D.Why Can’t I

Do What I Like? Section Three Dictation To choose some students to give their answers after each section Then correct the their answers

Finally let the students listen to the tape one more time after every section.3.Activities Let students to repeat what they have heard one dialogue by one dialogue.Find a topic and let students give their views on the topic.With this activity, we can practice students’ skills of listening at the same time practice their skills of speaking as well.4.Homework Let the students themselves to find some listening material to practice their skills of English listening after class.18 19

第三篇：英語中級聽力課程Lesson 21and22

Lesson 21

Stuart: What did you do last night then? Did you work all night?

Judy: Yes, I did some work(Yes)but erm...I watched a bit of TV...(Uh-huh)got to relax, you know.Stuart: Did you watch the football?

Judy: No, no I didn't.I can't bear football.Stuart: Really?

Judy: Yes.I really hate it.(Yes)Well, actually, just before the football came on, I switched over(Yes)just to...just to protest.Stuart: What did you see then?

Judy: Well, I saw the programme before...just the end of a film(Uh-huh)that was on before the football.It looked quite good actually.It's a shame I didn't erm...switch on earlier.It was some kind of love story...with Dustin Hoffman, you know, the erm...Stuart: The Graduate?

Judy: That's it.The Graduate.Stuart: Yes.I know.I've seen that.(Yes)Yes, good...good film.Judy: Yes, and nice music.(Mm-mm)And then, when the football came on I turned over.Stuart: Terrible, terrible!

Judy: I hate it!I really can't stand it.Stuart: It was a great game!

Judy: Yes?(What did)Who was playing?

Stuart: England of course.(Oh)What did you see then that was more important than football?

Judy: Foxes.Yes, a good programme on foxes.(Uh-huh)Yes, they spent ages watching these foxes in a house.(Yes)They were watching them all night and these little baby foxes...it was tremendous.Stuart: Yes, sounds all right.Judy: Yes, it was good;better than football...and then, then I turned over, back to the other channel(Mm-mm)to see who won the football, but I missed it and I just saw the beginning of the News and packed up and went to bed.Stuart: Well, I'm sorry you missed it.It was a good game.Judy: Yes? Who did win?

Stuart: England, of course.Who do you think?(Ah)Six nil.(Yes)Yes.Judy: Must have been quite good then!

Stuart: Yes, it was good, actually.It was very good.(Mm)Commentator: It's Carter to serve—he needs just one more point.He serves.AND SMITH MISSES!WHAT A GREAT SERVE!...So the championship goes to 19-year-old Harry Carter.Who d've believed it a week ago? Poor old Smith just shakes his head in bewilderment.Well, well!What a way to finish it off!...And now I'll hand you over to Peter Plumber, who's on court waiting to interview the two finalists.Plumber: Thank you, David.Well Harry, congratulations on a marvellous victory.You were on tremendous form.Carter: Thank you, Peter.Nice of you to say so.You know, well, I think I won because, well, I just knew all along I was in with a good chance.Plumber: Yes, you certainly were pretty convincing today, but what about the earlier rounds? Any nervous moments?

Carter: Well, you know, I was a bit nervous against Jones when he took the lead in the second set, but then...er...Plumber: Yes, that was in the quarter-finals, wasn't it? And of course you met Gardener in the next round, didn't you? Er...the score was...er...6-4, 7-5, wasn't it?

Carter: Yes, that was quite a tough match, I suppose, but...er...Plumber: Anything else you'd like to add?

Carter: Well, I would like to say how sorry I am for John Fairlight not making it past the quarter-finals.He's unbeatable, you know, on his day, and...er...I'd also like to say what a terrific job the officials here have done you know, the ballboys and linesmen and umpires and so on.You know...er...lots of players have been complaining, but...er...Plumber: Well, that's great.Harry, Well done again.And now let's have a quick word with the runner-up to the title, Mark Smith.If you just stand over here, Mark...that's right...Well, bad luck, Mark.It wasn't really your day, was it? I mean, what a terrible final set!Anyway, the less said about that the better, as I'm sure you'll agree.Smith: Yeah, but you know, I did pretty well to beat Hutchins in the semis and...er...what's his name?...Brown in the quarter-finals.And, I mean, what a terrible umpire, eh? I mean, half of Carter's points were on...er...doubtful decisions, weren't they?

Plumber: Well, that's probably a bit of an exaggeration, but anyway it's time for us to leave the tournament now at the end of a tremendously exciting week, and I hand you back to the studio in London.Chairman: Good afternoon, ladies and gentlemen, I declare the meeting open, and I take it you all have a copy of the agenda, so we'll take the minutes of our last meeting as read and get straight down to business.Now, the proposal before you is that we should see if we can reduce the size of the Olympic Games in any way and thereby ease the burden placed on the host city.We all know that each time we hold the Games this burden increases because of the vast undertaking it is to host them.Today, however, I only want to sound out your opinion of this proposal, so this is really no more than an exploratory meeting.Mrs.Armstrong: Could I say something straight away, Mr.Chairman?

Chairman: Yes, Mrs.Armstrong.Mrs.Armstrong: I can't accept your proposal at all on the grounds that I feel that to reduce the size of the Olympic Games would seriously damage their character, detract from their universal appeal and penalize certain countries if we start arbitrarily throwing things out before...Herr Müller: Yes, Mrs.Armstrong, if I may interrupt you for a moment.I think we all sympathize with your point of view, but we mustn't overlook the main point of this meeting put forward by the Chairman, which is to see if we can cut down the programme a bit, without in any way damaging the overall appeal of the Games, so let's not reject the proposal out of hand before we've had a chance to discuss it.Mrs.Armstrong: Very well, Herr Müller, but I'd like to state here and now that I'm totally opposed to any reduction in the number of events in the Games.Chairman: Your objections will be noted, Mrs.Armstrong, but to get back to the point of the meeting, could I hear from the rest of you what you feel? Sr.Cordoba, for example, what's your opinion?

Sr.Cordoba: Reluctant as I am to alter the composition of the Olympic Games, I can see the point that in terms of space and financial demands, the host city is subjected to a lot of difficulty.The costs seem to soar phenomenally every time we stage the Olympics, so we might be able to make one or two savings here and there.There is, for instance, quite a strong lobby against boxing because of its apparently violent nature so I did wonder if...Mrs.Armstrong: But that is one of the most popular sports in the world, and one of the oldest.Sr.Cordoba: Agreed, but people get a lot of boxing on their television screens all the year round, so I was just thinking that we might be able to drop that from the programme.Football, too, is another thing which already enjoys a lot of television coverage, and as it takes up a lot of space accommodating all the football pitches, mightn't we also perhaps consider dropping that too?

Mrs.Patel: Mr.Chairman...Chairman: Yes, Mrs.Patel.Mrs.Patel: I wholeheartedly endorse what Sr.Cordoba said about boxing and football.In my opinion we should concentrate on some of the more unusual sports which are rarely seen on our screens such as fencing and archery, for a change, since it is on TV that the majority of people watch the Games.Herr Müller: Perhaps we could cut out hockey along with football because, relatively speaking, that too takes up a lot of space, as measured against its universally popular appeal.Mrs.Patel: I can see your point, Herr Müller, and as one of the basic tenets of the Olympic Games is individual excellence, I feel we ought to concentrate on those sports which really are a true test of the individual, I, therefore, suggest we cut out—that is, if we go ahead with this idea—the team games such as basketball, volleyball, football and hockey.Mrs.Armstrong: But then you're sacrificing some of the most interesting items in the programme.People like to watch team games as well as take part in them;it'll be very dull without them.Chairman: I think Mrs.Armstrong has made a very valid point.We ought to keep some of the team games, although I am inclined to agree with what has been said about football.Sr.Cordoba: There's one thing I would like to say about this and that is to suggest that we could remove from the programme sports like sailing and canoeing and possibly the equestrian events, where the test is not so much of the stamina of the competitor but of his skill in handling the boat or whatever.Mrs.Armstrong: What about the pentathlon, then? Riding is one part of that, so we are going to need facilities to cater for that in any case, so why not use them for horse-riding as well—or do you think we should axe that too?

Chairman: Well, let's not get too heated about it, as this is only a preliminary discussion about possibilities and we are not yet in a position to make any final decisions.I will, however, briefly summarize what has been said so far, as I understand it.Mrs.Armstrong is totally opposed to reducing the size of the Games in any way at all.There is one body of opinion in favour of removing from the Games those sports which are already well represented in other international contests and in the media.Another strand of thought is that we should concentrate on individual excellence by cutting out the team games featured in the programme, and Mrs.Patel suggested we ought to focus attention on the more unusual sports in the programme which do not normally gain so much international attention.Sr.Cordoba also brought up the idea that we could drop boxing because of its seemingly violent nature.There was also an opinion voiced that we might exclude events where the skills of a competitor in handling a horse or yacht, for example, were being tested, rather than the stamina of the individual himself, as is the case with, say, athletics.Well, it is quite clear that we shall need to discuss this further, but in the meantime I think we'd better move on to something else...1.The houses they lived in were not meant to be permanent dwellings;as a matter of fact, we have no remaining evidence of their houses.Probably in the summertime they lived up on the mesa top near their fields, in temporary structures made of poles and brush.In winter they most likely moved down to the caves in the cliffs for warmth and protection against the snow.2.People were experimenting and changing their methods of potting;the broken pieces are evidence of the steps in the process.The first attempt at pottery came as women mixed clay, a kind of dirt, with water to make pots.When the clay dried, however, it crumbled and fell apart.Clearly this would not work.The second idea was to add extra material to bind the clay together: grass, straw, or pieces of bark.This held the pot together very well until it was set on the fire.Then the binding material burned up, leaving a pot full of holes.Again the Anasazi women tried to find the secret of success.They added sand or volcanic grit to the clay to make it harder, and they baked the pots before using them.This final step proved to be successful, and it is the basic method which is still used today.3.The pots which the women made this way were far superior to baskets for carrying, cooking, and storing food and water.Now the people could add beans, a rich source of protein, to their diet.Water could be stored safely over long periods.Life became much easier, and so effort could now be spent on other developments.4.Their culture developed to its height, and the main improvement was in housing.The earlier pit houses were modified to one-story row houses, made with pieces of stone.Several separate buildings stood near each other like a small village.Some villages were as large as several hundred rooms and could contain as many as a thousand people.The name for this kind of house and for these Indians is “Pueblo”, which is the Spanish word for “village”.Christine: Harry, as an American, have you noticed any strong class distinctions in English society since you've been here?

Harry: Strong class distinctions? Yes, they haven't changed at all—that's what—that's what amuses me—in fifteen years or fourteen years—that the stratification is exactly the same as it was when I first came.It's extraordinary that it pervades everything.Anna: What is class distinction? Because I don't know whether it's what job they do or...Harry: It's people's accents.In Pygmalion, you know, it goes back to, as soon as you open your mouth in England you're immediately you know placed.Anna: Do you mean that there aren't different accents in America?

Harry: Not—of course there are different accents—but they're not as—they're not nearly as clearly defined.Anna: But I mean, don't—doesn't a certain strata of American society use perhaps more slang than another one? More correct?

Harry: Not the way they do in England.In England they seem to really stick together.I mean I went the other week for the first time in my life to a point-to-point and I couldn't believe what I found.There I was in the middle of Lincolnshire and we went through muddy fields and suddenly we came upon this parking lot with nine thousand Range Rovers in it and everyone going 'Oh, hello darling.How are you?' you know and it was hilarious I mean and they were all you know this meeting of the clan and that certainly doesn't happen in America and all those people spoke the same way.Barrie: But that—yes, I live in the middle of the country in the south and I must say when I moved there I noticed—I mean of course I'd been aware of class before that but I had no idea that the lines between them were so rigid.I lived on an estate of a very big and successful farm until recently, and so the farm of course was run by the landed gentry who all went hunting and to point-to-point and all the rest of it.I lived next door to the groom who was—who despised them because they did all this and he had to just get the horses ready, um but at the same time he was terribly fond of them and they of him and there was all this sort of paternalistic attitude to the country workers that still goes on.I was staggered and nobody knew where to put me because I was living in a tied cottage that was tied to the farm, um but because I didn't work with any of them they were all uneasy with me.Most peculiar.Christine: But I think you raise a very good point there Barrie because you're in fact talking about yourself not fitting into either of these two extremes and I'd like to ask Harry again how many classes he can see very clearly defined.Barrie: In England?

Christine: In England, yes.Harry: Well, I guess, three off the top of my head.I mean not counting immigrants and foreigners.Yes, I mean there's the middle class is the most snobbish of all it seems to me.You know, they're the most aware of the whole system really because they're upwardly mobile usually you know they hope to be, and they're the ones—I mean the upper class are what I find extraordinary—they seem to be totally uninhibited for the most part.I think it's extraordinary.I mean I'm not passing any moral judgements on them but it still exists...John: Because they've got the confidence...Anna:...and the money...Barrie:...confidence and the money...John: Well no, I don't think money's much to do with it actually.Anna: How can you change it? I mean how would you change it? Harry: I'm not saying it should be changed...Anna: No, no, no, no.I don't—I mean people do say that it should be changed.Politicians say that we should have total equality which I don't believe you can ever have in anything.Harry: Well there should be equality of opportunity.I mean at least it's a nice ideal to have, isn't it? Public school was hard compared to what I'd had before, day school on the reservation and a year at Sequoyah Government School.I almost flunked eighth grade at the public school, and it was a miracle that I passed.I just didn't know a lot of things, mathematics and stuff.I survived it somehow.I don't know how, but I did.The man who was head of the department of education at the Agency was the only person outside of my family who helped me and encouraged me to get an education.He understood and really helped me with many things I didn't know about.For a long time the white public school for the Big Cypress area would not let Indian children attend.A boy and I were the first Big Cypress Indians to graduate from that school.He is now in the armed forces.After I graduated from high school, I went to business college, because in high school I didn't take courses that would prepare me for the university.I realized that there was nothing for me to do.I had no training.All I could do was go back to the reservation.I thought maybe I'd go to Haskell Institute, but my mother was in a TB hospital, and I didn't want to go too far away.I did want to go on to school and find some job and work.So the director of education, at the Agency said, maybe he could work something out for me so I could go to school down here.I thought bookkeeping would be good because I had had that in high school and loved it.So I enrolled in the business college, but my English was so bad that I had an awful time.I had to take three extra months of English courses.But that helped me.I never did understand why my English was so bad—whether it was my fault or the English I had in high school.I thought I got by in high school;they never told me that my English was so inferior, but it was not good enough for college.It was terrible having to attend special classes.At college the hardest thing was not loneliness but schoolwork itself.I had a roommate from Brighton, one of the three reservations, so I had someone to talk to.The landlady was awfully suspicious at first.We were Indians, you know.She would go through our apartment;and if we hadn't done the dishes, she washed them.We didn't like that.But then she learned to trust us.College was so fast for me.Everyone knew so much more.It was as though I had never been to school before.As soon as I got home, I started studying.I read assignments both before and after the lectures.I read them before so I could understand what the professor was saying, and I read them again afterwards because he talked so fast.I was never sure I understood.In college they dressed differently from high school, and I didn't know anything about that.I learned how to dress.For the first six weeks, though, I never went anywhere.I stayed home and studied.It was hard—real hard.(I can imagine what a real university would be like.)And it was so different.If you didn't turn in your work, that was just your tough luck.No one kept at me the way they did in high school.They didn't say, “OK, I'll give you another week.” Gradually I started making friends.I guess some of them thought I was different.One boy asked me what part of India I was from.He didn't even know there were Indians in Florida.I said, “I'm an American.” Things like that are kind of hard.I couldn't see my family often, but in a way that was helpful because I had to learn to adjust to my new environment.Nobody could help me but myself.Well, I graduated and went down to the bank.The president of the bank had called the agency and said he would like to employ a qualified Indian girl.So I went down there, and they gave me a test, and I was interviewed.And then they told me to come in the following Monday.That's how I went to work.I finished college May 29, and I went to work June 1.I worked there for three years.In the fall of 1966, my father and the president of the Tribal Board asked me to come back to Big Cypress to manage a new economic enterprise there.It seemed like a dream come true, because I could not go back to live at Big Cypress without a job there.But it was not an easy decision.I liked my bank work.You might say I had fallen in love with banking.But all my life I had wanted to do something to help my people, and I could do that only by leaving my bank job in Miami.Being the person I am, I had to go back.I would have felt guilty if I had a chance to help and I didn't.But I told my daddy that I couldn't give him an answer right away, and I knew he was upset because he had expected me to jump at the chance to come back.He did understand, though, that I had to think about it.He knew when I went to live off the reservation that I had had a pretty hard time, getting used to a job, getting used to people.He knew I had accomplished a lot, and it wasn't easy for me to give it up.But that's how I felt.I had to think.At one time it seemed to me that I could never go back to reservation life.But then really, through it all, I always wished there was something, even the smallest thing, that I could do for my people.Maybe I'm helping now.But I can see that I may get tired of it in a year, or even less.But right now I'm glad to help build up the store.If it didn't work out, if the store failed, and I thought I hadn't even tried, I would really feel bad.The basic thing about my feeling is that my brothers and sisters and nieces and nephews can build later on in the future only through the foundation their parents and I build.Maybe Indian parents don't always show their affection;but they have taught us that, even though we have a problem, we are still supposed to help one another.And that is what I am trying to do.Even when we were kids, if we had something and other kids didn't, we must share what we had...By the age of nine, girls were expected to take complete care of younger children.I too had to take care of my little brother and sister.I grew up fast.That's just what parents expected.Now teenagers don't want to do that, so they get angry and take off.Head Start and nurseries help the working mothers because older children don't tend the little ones anymore.The old ways are changing, and I hope to help some of the people, particularly girls about my age, change to something good.There are people on the reservation who don't seem to like me.Maybe they are jealous, but I don't know why.I know they resent me somehow.When I used to come from school or from work back to the reservation, I could tell some people felt like this.I don't think that I have ever, ever, even in the smallest way, tried to prove myself better or more knowing than other people.I have two close friends here, so I don't feel too lonely;but other people my age do not make friends with me.I miss my sister, and I miss my roommate from Miami.My two friends here are good friends.I can tell them anything I want.I can talk to them.That's important, that I can talk to them.That's what I look for in a friend, not their education, but for enjoyment of the same things, and understanding.But there are only two of them.I have not been able to find other friends.The old people think I know everything because I've been to school.But the old people don't have the kind of experience which allows them to understand our problems.They think that it is easy somehow to come back here.They think there is nothing else.They do not understand that there are things I miss on the outside.They do not understand enough to be friends.They are kind, and they are glad that I am educated, but they do not understand my problems.They do not understand loneliness...1.One wonders how, then, these students have arrived at such a false conclusion.One reason, of course, may be that they're science students.Scientific terms generally possess only one, precisely defined, meaning.It is, in fact, exactly this quality that makes these words distinctive in English, or indeed in any other language.Another reason could be the way in which these students were taught English.For example, long vocabulary lists are still an important feature in the foreign language learning programmes of many countries.On one side of the page is the word in English;on the other side a single word in the student's native language.2.Practically all the students think that every word in English had an exact translational equivalent in their own language.Again this is a gross distortion of the truth.Sometimes a word in the student's native language may not have an equivalent in English at all, which may have to employ a phrase as a translation.Sometimes one word in the student's language may be translated by one of two possible words in English.The difficulty that many students have with the two verbs 'do' and 'make' is an example of this.Often the area of meaning covered by one word in the student's language may be wider or narrower than the area of meaning covered by a corresponding word in English.This sometimes happens with the naming of colours, where most students would expect an exact correspondence between their language and English.The borders between the primary colours of the spectrum are, however, drawn at different places in different languages.Translation, in fact, is a particularly difficult thing to do well.It certainly can't be done by matching single words from one language by single words from another.At first, those computer scientists who attempted to construct an automatic translation machine made this mistake.The machines often produced nonsense.3.What, then, is the best way to increase one's vocabulary in a foreign language? This can be answered in three words.Firstly, observation: the unknown word should be observed in its context;in other words, the neighbouring words and the grammatical construction should be noted.A good dictionary should be referred to and examples of the usage of the word should be noted.Secondly, imitation: the student should use the new word in appropriate contexts, imitating the examples he has noted.Finally, repetition: he'll need to practise using the word several times before he's confident that he can use it correctly;in other words, repetition is necessary if the new word is to 'stick', and especially if it is to enter the student's active vocabulary.

第四篇：初級聽力教案

第一課

教案

你 好

一、課型

初級聽力課

二、使用教材

《發展漢語 初級漢語聽力》（第1冊）第一課

三、教學對象

水平：初級階段 教學環境：小模塊班級，教學人數為10人 年齡：19-22 國籍：阿拉伯國家人

母語背景：英語、法語等

四、教學目標

1、通過聽力訓練，掌握關鍵詞的用法。“你好”“您貴姓”“我是學生”“你叫什么名字？”

2、通過聽力訓練，掌握正確的語音語調。掌握聲母 p t k q c h,韻母 ai ei ao ou ia ie iao iu ua uo uai uei.五、教學重點和難點

聲母 p t k q c h

韻母ai ei ao ou ia ie iao iu ua uo uai uei.六、教學方法

講練法、聽說法

七、教具

Power point課件、音頻、黑板。

八、教學步驟

1、跟學生打招呼，問好，用肢體動作夸張的表達“你好”。

2、放一段視頻，有兩個人對話，這是事先找班上同學錄的，表演課本上的內容。這樣做是為了給每個同學表現的機會，讓他們趁此機會在學習新課之前就能先主動的習得漢語日常表達，加強了他們的學習目的性，同時，其他同學看到這樣的視頻也會更加認真和努力學習。

3、新課講解。

A 跟讀

聲母 p t k q c h 韻母 ai ei ao ou ia ie iao iu ua uo uai uei.B 聽音頻，選出你聽到的聲母。

pai /tai

pa/ ta can/chan kao /cao qiao/tiao pian/qian chou/kou chui/kui

C 聽音頻，畫出你聽到的韻母

Bai/bei

pei/pen tao/tang cao/cang zhou/zhong chou/chong Jue/jun

xun/xue zhan/zhen cang/cong tao/tou dai/dou Ju/jue/jun

D聽音頻，給下面的音標上音調 1 Min xue zu xi tong lai Ming nian hai lai wan 3 guojia

F 仔細聽，寫出第二聲的個數。

1、明天不上課。我喜歡吃北京烤鴨。3 清華大學很有名。這個學期我們有三門課。

G 聽后模范 跟錄音讀。1你好 2您好 3我是學生 4我學習漢語 5您貴姓 我姓王 6您姓什么

我姓王你叫什么 我叫王明政 你叫什么名字？ 我叫王明政 9 你是學生嗎

我是學生 一 二 三 四 五 六 七 八 九 十

第二課

教案

我介紹一下兒

一 課型

初級聽力課 二 使用教材

《發展漢語 初級漢語聽力》（第1冊）第二課 三 教學對象

水平：初級階段

教學環境：小模塊班級，教學人數為10人 年齡：19-22 國籍：阿拉伯國家人

母語背景：英語、法語等

四 教學目標

1通過聽力訓練，掌握關鍵詞的用法。“我介紹一下兒”“他是誰”“他是阿拉伯人嗎”“他叫東東”“這位是我的同學” 2通過聽力訓練，掌握正確的語音語調。掌握聲母m n l r韻母iou uei ie ue 五 教學重點和難點

聲母 m n l r 韻母iou uei ie ue 我介紹一下兒 的兒化音 “這位是我的同學”。六

教學方法

講練法、聽說法

七

教具

Power point課件、音頻、黑板。

八

教學步驟

1跟學生打招呼，問好，用肢體動作夸張的表達“你好”。然后讓兩組同學上臺表演上一節課學過的內容，復習“你叫什么名字”“我叫......” 2放一段視頻，有兩個人對話，這是事先找班上同學錄的，表演課本上的內容。這樣做是為了給每個同學表現的機會，讓他們趁此機會在學習新課之前就能先主動的習得漢語日常表達，加強了他們的學習目的性，同時，其他同學看到這樣的視頻也會更加認真和努力學習。3新課講解。

A 跟讀

聲母m n l r韻母iou uei ie ue

B 聽聲調，跟著音頻讀

教室

大家

信心

教材

大人

地球

報紙

歷史

漢語 電話

戀愛

睡覺

C 聽音頻，畫出你聽到的聲母

Mao/nao

mai/nai

nan /man

La/na

mang/lang rang/lang Chao/lao

ran/lan

ruan/luan Men/nen

neng/meng nian/mian D聽音頻，給下面的音標上音調 hui hen xing guo ke yao Ban ye kan dian shi Jiaoshi jiaocai baozhi dianhua F 仔細聽，寫出第四聲的個數。

1、超市里賣皮鞋嗎？

2、后天有一場好看的籃球比賽。

3、上海是中國最大的城市。清華大學很有名。

4、下午我去辦公室找趙老師換宿舍。

5、我要買一輛自行車。G 跟錄音讀 你叫什么

我叫楠楠 2 他叫什么

他叫東東 你是日本人嗎？ 不，我是韓國人。4 你今年幾歲

我今年九歲

F 做課后練習。

第三課

教案

我家有九口人

一 課型

初級聽力課 二 使用教材

《發展漢語 初級漢語聽力》（第1冊）第三課 三 教學對象

水平：初級階段

教學環境：小模塊班級，教學人數為10人 年齡：19-22

國籍：阿拉伯國家人

母語背景：英語、法語等 四 教學目標

1通過聽力訓練，掌握關鍵詞的用法。“我家有九口人”“我有一個姐姐誒”“我爸爸媽媽都工作”“爸爸、媽媽、姐姐、弟弟、爺爺、奶奶” 2通過聽力訓練，掌握正確的語音語調。掌握聲母h x s sh韻母 ai an ei en ao ang ou ong ue uen 五 教學重點和難點

聲母 h x s sh韻母 ai an ei en ao ang ou ong ue uen “我家有九口人、我有一個姐姐、爸爸媽媽在工作” 六

教學方法

講練法、聽說法

七

教具

Power point課件、音頻、黑板。

八

教學步驟

1跟學生打招呼，問好，用肢體動作夸張的表達“你好”。

2放一段視頻，有兩個人對話，這是事先找班上同學錄的，表演課本上的內容。這樣做是為了給每個同學表現的機會，讓他們趁此機會在學習新課之前就能先主動的習得漢語日常表達，加強了他們的學習目的性，同時，其他同學看到這樣的視頻也會更加認真和努力學習。3新課講解。

A 跟讀

聲母h x s sh韻母 ai an ei en ao ang ou ong ue uen

B 聽聲調，跟著音頻讀

老師

北方 火車

旅行

五十

起床

馬路

早飯

午睡 語法

領導

老板

水果

可以 洗澡

粉筆

廣場

廠長

C 聽音頻，畫出你聽到的聲母

Hao/shao han/san hang/shang xiao/qiao xue/jue xi/si Shi/xi

si/shi

yi/shi

ha/sha

se/she

sen/shen

D聽音頻，給下面的音標上音調

hui hen xing guo ke yao

Ban ye kan dian shi Jiaoshi jiaocai baozhi dianhua F 仔細聽，寫出第四聲的個數。

1、超市里賣皮鞋嗎？

2、后天有一場好看的籃球比賽。

3、上海是中國最大的城市。清華大學很有名。

4、下午我去辦公室找趙老師換宿舍。

5、我要買一輛自行車。G 跟錄音讀 你叫什么

我叫楠楠 2 他叫什么

他叫東東 你是日本人嗎？ 不，我是韓國人。4 你今年幾歲

我今年九歲

F 做課后練習。

第四課

教案

我七歲上學

一 課型

初級聽力課 二 使用教材

《發展漢語 初級漢語聽力》（第1冊）第四課 三 教學對象

水平：初級階段

教學環境：小模塊班級，教學人數為10人 年齡：19-22 國籍：阿拉伯國家人

母語背景：英語、法語等 四 教學目標

1通過聽力訓練，掌握關鍵詞的用法。“住、哪兒、會、說、讓、來、高興、認識、從...到...”“很高興認識你、他讓我來北京學習漢語、他在法國學習地理”。

2通過聽力訓練，掌握正確的語音語調。鞏固聲母b p d t g k j q z c zh ch韻母 an en ian in uan uen van vn.五 教學重點和難點

聲母 j q z c zh ch韻母 van vn

“讓”的用法，讓...去...學習...、很高興認識你

輕聲

六

教學方法

講練法、聽說法

七

教具

Power point課件、音頻、黑板。

八

教學步驟

1跟學生打招呼，問好，復習前一節課的內容，讓兩個學生上臺來表演對話。相互介紹自己的家庭。會用”我家有幾口人，爸爸、媽媽...爸爸是...媽媽是...” 2新課講解。

A 跟讀

聲母b p d t g k j q z c zh ch韻母 an en ian in uan uen van vn

B 聽聲調組合，跟著音頻讀

媽媽 哥哥 叔叔 桌子 爺爺 頭發 什么 朋友 姐姐 奶奶 晚上 眼睛

爸爸 弟弟 妹妹

C 聽音頻，畫出你聽到的聲母

bao/pao pang/bang ba/pa

dao/tao da/ta

dong/tong ge/ke gai/kai

gan/kan

jiao/qiao jue/que qiang/jiang

zuan/cuan cuo/zuo

chai/zhai/ 畫出你聽到的韻母

Zhan/zhen san/sen jian/jin qian/qin wang/weng weng/wang Jiang/jiong dong/deng

D 讓學生仔細聽錄音，看看下面的音節的聲調有什么特點。

媽媽

爺爺

奶奶

爸爸

餃子

桌子

椅子

尾巴

耳朵

眼睛

房子

被子

筷子 孩子

E跟老師讀

1、媽媽

爺爺

奶奶

爸爸

我家有五口人，爺爺、奶奶、爸爸、媽媽和我。

2、黑的白的紫的綠的他有很多筆，黑的、白的、紫的、綠的。

3、桌子、房子、椅子、被子

我的房子里有桌子、椅子、床和被子。

4、哥哥

叔叔

誰的衣服

哥哥問叔叔，這是誰的衣服？

5、朋友

孩子

學生

他朋友的孩子是個學生。

6、我的姐姐 喜歡

餃子

我的姐姐喜歡吃餃子。

7、弟弟

妹妹

帽子 漂亮 弟弟說，妹妹的帽子很漂亮。

F 練習

邊聽錄音邊填空，然后朗讀。

嘿，你們好，我（）何引佩，我是法國人，住在巴黎，我（）中國人。

聽錄音，判斷正誤

1、他是中國人，會說漢語（）

2、他爸爸讓他來北京學習地理（）

3、他爸爸讓他來北京學習漢語（）

4、在法國，他上大學三年級。（）

5、他在法國學習地理。（）

6、他在法國學習漢語。（）

解釋“讓”的含義，并擺出“N+N+讓+V”或者“N+N+讓+去...+V”句型，讓學生造句子操練。

第五課

教案

我去超市，不去小賣部

一 課型

初級聽力課

二 使用教材

《發展漢語 初級漢語聽力》（第1冊）第五課 三 教學對象

水平：初級階段

教學環境：小模塊班級，教學人數為10人 年齡：19-22 國籍：阿拉伯國家人

母語背景：英語、法語等

四 教學目標

通過聽力訓練，掌握關鍵詞的用法。“外邊兒、里邊兒、東、西、南、北、門、超市、東西、方便、貴、小賣部”“學校外邊兒有兩個大超市、超市東西貴”。

五 教學重點和難點

兒化“外邊兒、里邊兒”，“地點+有...” 六

教學方法

講練法、聽說法

七

教具

Power point課件、音頻、黑板。

八

教學步驟

1跟學生打招呼，問好，復習前一節課的內容，聽錄音，做練習。第38頁第三題。

2新課講解。

A 畫出你聽到的詞語

1、歡迎

科學

工人

安全

2、工廠

身體

黑板

操場

3、國家

南京

長江

服裝

4、城市

學校

文字

遲到

5、火車

北京

首都

老師

6、考試

美麗

努力

感謝

7、練習

問題

課文

大學

8、報紙 電影

熱水

跳舞

B 給下面的音節標上聲調

1、dayu qunian xiaolu laojia

2、shangdian zhongwu shenghuo chuzhong

3、gangqin huanjing bijiao hanyu

4、dianshi

jiandan qingnian fangjian C 填空，然后朗讀

Tā shì（）.Zh? shì w? de（）.3 W? bàba zài（）Hàny?.Tā x?huān kàn（）.Zh? shì n? de（）ma? D 第47頁的練習，聽錄音，在圖中分別找到下面四個地方，并填在圖上。

教授“東西南北”四個方位。

E聽錄音，判斷正誤 學校外邊兒有兩個大超市。（）2 學校里邊兒有一個大超市。

（）3 大超市的東西不貴。

（）小超市的東西貴。

（）

F 練習

翻開書48頁，做第一題，選擇正確的答案。反復給學生聽，直到聽懂為止。

第六課

教案

我們的學校

一 課型

初級聽力課 二 使用教材

《發展漢語 初級漢語聽力》（第1冊）第六課 三 教學對象

水平：初級階段

教學環境：小模塊班級，教學人數為10人 年齡：19-22 國籍：阿拉伯國家人

母語背景：英語、法語等 四 教學目標

通過聽力訓練，掌握關鍵詞的用法。“請、這次、一般、以前、幼兒園、每、應該、完、大多數、繼續、考試、大學生、少數、或、如果、從、開始、大概”“中國的學校有小學、中學和大學。一般七歲以前上幼兒園，七歲以后上小學，小學6年。小學以后是中學，中學有初中和高中。”

五 教學重點和難點

一般、以前、大多數、以后、大概。六

教學方法

講練法、聽說法

七

教具

Power point課件、音頻、黑板。

八

教學步驟

1跟學生打招呼，問好，復習前一節課的內容，聽錄音，做練習。第54頁第一題。

a我們學校有（）小超市，不（），可是比較（）。

b我們不去（），那兒的東西（）太好。

c我們（）去吧。

2新課講解。

A 聽下面的聲母，然后跟著讀

B 聽下面的韻母，然后跟著讀

Z c

s

zh ch sh

ang eng iang ing uang ueng iong ong B 聽聲調，然后跟著讀

Zān zán z?n zàn

cān cán

c?n

càn

chān chán ch?n chàn

Zhuān zhuán zhu?n zhuàn chuān chuán chu?n chuàn Shēn sh?n sh?n sh?n

C 聽詞語，跟著讀

吸煙

天空 西風 分家

國家

人生

錢包

明天

汽車

夏天 認真 上車

老師

打開

北京

人家

E 畫出你聽到的聲母

1、za/zha ca/cha sai/shai

2、chao/cao zuan/zhuan shang/sang

3、zeng/ceng zhe/che zhun/chun

4、zui/zhui suo/shuo chan/shan 畫出你聽到的韻母

1.lang/leng teng/tang

2、jiang/jing

ning/niang 3.weng/wang guang/gong

4.qiong/qiang xing/xiong F 跟我讀

Zh z

zh z zh z

zh z

ch c ch c ch c ch c

Sh s

sh s sh s

sh s

sh r

sh r sh r sh r Zhi chi shi ri zha che shao rou zhuo chuai she ruo Zi ci si ze sou zuo cou sa

G 聽錄音，選擇你聽到的音

Zhe/ zhi

sha/ sa

zhi / zi

shuan /suan

ci /chi

rao /shao chuo/cuo 學說繞口令

四是四，十是十，十四是十四，四十是四十，十四不是四十，四十也不是十四。

H 聽錄音，判斷正誤。

1.中國孩子上7年幼兒園。

2.中國孩子7歲上幼兒園。

3.中國孩子上6年小學。

4.初中和高中一共6年。

5.每個孩子都應該讀完初中。

6.每個孩子都應該讀完高中。

第七課 教案 咱們兩個同歲

一 課型

初級聽力課 二 使用教材

《發展漢語 初級漢語聽力》（第1冊）第七課 三 教學對象

水平：初級階段

教學環境：小模塊班級，教學人數為10人 年齡：19-22 國籍：阿拉伯國家人

母語背景：英語、法語等

四 教學目標

通過聽力訓練，掌握關鍵詞的用法。“咱們、同、時候、巧、老家、那里、按...算、陰歷、陽歷、城市、打、網球、快、過生日、主意、不錯”

五 教學重點和難點

按...算，對于陰歷和陽歷的概念。“快”作為副詞的用法。六

教學方法

講練法、聽說法

七

教具

Power point課件、音頻、黑板。

八

教學步驟

A 跟學生打招呼，問好，復習前一節課的內容，聽錄音，做練習。第64頁第一題。聽錄音，選擇正確的答案。

B 學習生詞，用PPT展示生詞，解釋生詞的意思。

“咱們、同、時候、巧、老家、那里、按...算、陰歷、陽歷、城市、打、網球”

C 聽錄音 書本的67頁，第一題。快速回答。第二題，聽錄音，填空。

a太（）了，我也是（）22號。咱們兩個是（）一天生日。

b 我的老家（）農村，我們那里的生日都是按陰歷（）。

C 城市人（）生日的時候一般（）說陽歷。

D 別管陰歷陽歷了，咱們（）就算是同一天生日。

D 聽錄音，判斷正誤

a 小張22歲,小趙21歲。（）b 農村人的生日按陰歷算。（）

c他們打算同一天過生日（）d 城市人的生日按陽歷算。（）E 學習生詞“快、過生日、主意、不錯、禮物、旗袍”，重點是“快”的意思。

F 聽錄音，判斷正誤。

a 瑪麗的生日快到了。

b 瑪麗的媽媽快48歲了。c開始，瑪麗不知道給媽媽什么禮物好。d 瑪麗的朋友想給媽媽買件旗袍。e 買旗袍是瑪麗的朋友的注意。

f 旗袍是有中國特色的禮物。G 聽錄音，選擇正確的答案。

1.a打網球 b 買東西 c過生日

2.a 給媽媽買禮物b給朋友買禮物c做旗袍 3.a給媽媽過生日b 給媽媽買旗袍 4.a不好b不錯

第五篇：英語朗文聽力

Video Listening

1.Pre-listening

Talia Santos works as a news researcher for Newsline, a TV news program.It's Tuesday morning.Amy Lee, another Newsline employee, sees Talia and greets her.Look at the picture.What do you think? Predict: How well does Talia know Amy

? ? ? She knows Amy very well.They are co-workers and friends.She doesn't know Amy very well.They are co-workers, but they aren't friends.She has just met Amy recently.Amy is a new employee.(一)1.What does Amy say to Talia?

A.You're trying too hard.B.You're working too hard.C.You're too tired.2.Why does Talia feel tired today? A.She was out late last night.B.She worked late last night.C.She didn't sleep well last night.3.What kind of class are Talia and Amy taking? A.a research class B.a journalism class C.an English class

4.When will Talia do her class assignment? A.She has already done it.B.She's going to do it during her lunch hour.C.She's going to do it after work.（二)

1.Tony is Talia's(select)boss

.2.Talia works hard, but(select)her boss doesn't know it.3.Talia's hair looks messy because(select)she didn't take the time to comb it.4.Talia is taking a class because she wants to be(select)a reporter.2.Listening for Information

Amy and Talia continue their conversation.Talia's boss, Tony, comes over to Talia's cubicle.He wants to talk to Talia.The following sentences are in Talia and Tony's conversation.Predict: Which sentences do you think Tony says?

I have something important to talk to you about.I'm researching the background information for that transportation story.I know you've been hoping for a break.By the way, you look different.Really? That's great!(一)1.What does Amy invite Talia to do? A.go to a party with her B.walk to class with her

C.meet Josh Taylor

2.What is Talia working on now? A.ideas for a new project

B.background information for a story C.plans for a party

3.What does Tony come to see Talia about? A.a big project B.a transportation report

C.her work habits

（二）1.Amy says to Talia, “Come on!Josh Taylor is having a party...You might meet someone.” Amy means that(select)Talia might meet a guy she likes

.2.Talia tells Amy “I'm too busy to go.” Talia probably feels(select)a little annoyed that Amy is trying to make her go to a party

.3.Amy tells Tony, “Talia is always working.” Amy says this because(select)she wants Tony to know that Talia works hard

.4.Tony says, “I have a big project for you.” Talia probably feels(select)little excited

.Vocabulary 2.How Do You Feel?

In the video, Talia says, “I'm in a bad mood.” The word pool below contains additional words and phrases that describe how people feel(their feelings and moods).Click on to see the meanings of these words.When you are sure you understand all the expressions, do the exercise.Click on the answer that means the opposite of each word or phrase.（一）cheerful

1.Nervous A.Tense B.laid-back 2.Energetic A.Exhausted B.Cheerful 3.in a bad mood A.Cheerful B.relaxed

4.Tense A.Exhausted B.Relaxed confident in a great mood

depressed in a bad mood

energetic laid-back

nervous

exhausted relaxed

tense 5.Cheerful A.Depressed B.Confident（二)Practice Complete the sentences.Click on the drop-down box.Then click on the answer.1.Be careful when you talk to Lucy.She's(select)in a bad mood today.2.Kyoko is(select)exhausted because she didn't get enough sleep last night.3.Bob is joking with everyone today.It's strange.He's not usually(select)cheerful.4.Sheila feels really(select)tense because she has too much to do at work.5.Arturo is(select)confident that he is smart enough to handle the big project.6.I'm(select)in a great mood!I just made plans to go out with my friends after work tonight.7.Kim and Rong are so(select)energetic!They never seem to get tired.8.Mrs.Montoya is very(select)depressed

these days.She's out of work and can't find a job.9.Pete is taking a class after work.Tonight is the first exam and he feels(select)nervous about it.8.10.Work was very stressful this week.I hope I'll feel more(select)relaxed after the weekend.