第一篇：全新版大學英語視聽閱讀2_Unit1-5文字材料

Unit 1 Watching video SCRIPT Narrator: The cheetah.With an astonishing ability to sprint from zero to eighty kilometers per hour in just three seconds, it?s the fastest animal on land.At full speed, it can reach almost 100 kilometers per hour.Nothing can escape a cheetah at full sprint.Unfortunately, this beautiful, shy animal is in serious danger of becoming extinct.In order to help, National Geographic is sending a team into the Moremi Wildlife Reserve of Botswana.Their goal is to help save these magnificent creatures by capturing them on film.The city of Johannesburg, South Africa, is the final stop before the team?s journey into the wilds of Africa.Heading the expedition is Chris Johns, a photographer for more than 25 years.Chris has been planning this trip for a long time, and accompanying him is guide Dave Hamman.Dave has lived in southern Africa most of his life and knows the region well.His knowledge will be useful as the two men head more than 800 kilometers north into Botswana and the wonderful Okavango Delta.The Moremi Reserve is a truly magical place.It seems that Africa?s entire animal kingdom resides in the region.Zebras, buffaloes, and elephants are easily viewed from the rough dirt road.Even a giraffe makes an appearance.Chris and Dave continue their drive into the evening.They need to be far into the wilderness to begin their task: finding cheetahs.Narrator: The next day, they?re up early to begin their search.Chris Johns, National Geographic Photographer: “You can?t just drive out there and order up a cheetah.It doesn?t happen like that.You know that it could take days, weeks.” Narrator: But then something incredibly unexpected occurs...Dave Hamman: “I don?t believe this.” Narrator: Hamman: It?s a female and five of her young.“This is just not normal.”

Narrator: During all of his years in the bush, Dave has never located so many cheetahs this quickly.This is exactly what they had been hoping for.The discovery is especially promising for Chris.Johns: “Cheetahs are a metaphor for some of Africa?s conservation problems.Because cheetahs need range, and they?re a good way to explain to people that loss of habitat means the potential loss of species.And it?s possible that in my lifetime cheetahs could become extinct in the wild, and that?s — to me — a tragedy that?s unspeakable.” Narrator: The Moremi Wildlife Reserve has offered Chris one of the last windows into the natural world of the cheetah.It will take a while for the cheetahs to trust Chris, but if he succeeds, he knows he?ll be able to take the photographs he really wants: a shot of a cheetah pursuing and killing its prey, or a “kill sequence.”

Johns: “We know there are certain things that a cheetah story has to have.One of the most important things it has to have—which is an incredibly difficult thing to get—is a kill sequence, and you?re always looking for that picture.” Narrator: Cheetahs are capable of tremendous bursts of speed, and have the capacity to gain speed more quickly than a sports car.However, while they can reach almost 100 kilometers an hour, cheetahs can?t maintain such speeds for more than 200 to 300 meters.The cheetah?s failed to catch her dinner this time.Cheetahs must make a kill every few days.After missing the reedbuck, the mother is exhausted, and her cubs are still hungry.The two men drive back to camp, leaving the cheetah family to rest in the shade.Narrator: The next day, Chris and Dave return to where they last saw the family and find that the mother and her cubs are gone.The female has probably taken the cubs away to protect them.They must now look for the cheetahs all over again.Johns: “We still haven?t seen the mother with five cubs for several days now.The challenge is to keep your concentration, to constantly look.I mean, we?re looking for at least eight to ten hours a day.” Narrator: The tiring and difficult search turns from days into a week.The two men scan everything from heavy bushes to open grasslands, hoping to catch sight of the mother.Then, suddenly, their efforts become worth it.Hamman: “There!Let’s go, let?s go!” Johns: “Did you see her?”

Hamman: “Yeah!She?s in the grass, just down, just down the break...” Narrator: They?ve found her and she looks fine.Chris must now wait to see if the mother cheetah will let him back into her trust so that he can photograph her.Only she can decide if and when.Chris?s opportunity for shooting a kill sequence presents itself later in the morning.Suddenly, the mother sits up, watching and listening carefully.She?s seen something: two reedbucks.Johns: “Twelve o? clock.Two reedbucks, twelve o? clock.” Narrator: With her cubs hidden safely away, the brave hunter moves toward her target.Johns: “There she goes!There she goes!” Hamman: “Hang on!” Narrator: The men must drive as quickly as possible in order to get the shot.Johns: “She just moved.Did you see her? Hang on.She nailed it.Got ?em!Good job, girl.Well done!She?s a good hunter.She?s a real good hunter.” Narrator: In typical cheetah style, the mother chokes her prey.Then, she takes time to recover from her sprint.Johns: “It?s a vulnerable time because if a hyena or another predator moved in on her, she could be ambushed.She is going to be very cautious.” Narrator: Satisfied for the moment that no other predators are in the area, the female calls her cubs to join her for their meal.Johns: “It?s lunchtime...” Narrator: The mother and cubs are finally trusting Chris more than he ever expected.Johns: “It?s amazing that the cheetahs are letting me this close.These are the pictures I?ve been waiting for for ten years.” Hamman: “You only see things like this if you?re extremely lucky, but also patient.How many hours have we spent with these cheetahs now to actually get this far? You know, you just have to put in the time to get the results.” Narrator: Finally, all of their patience has brought the expedition the results they had been waiting to achieve, but there?s still one more surprise for them...Each day, mother and cubs open up more to the humans, and allow them to get closer.Then finally, something truly wonderful happens.Johns: “That was a fantastic experience, for me one of the highlights of my life.But I think with that experience goes a lot of responsibility on my part.” Narrator: Chris now feels that he has a special responsibility.He wants to communicate the endangered status of these beautiful animals to the world — both through his photographs and the National Geographic article.Johns: “She?s just given me a tremendous privilege, one of the finest privileges of my life.So with that privilege goes a great deal of responsibility, I think, on my part.” Narrator: Hopefully, Chris can fulfill this responsibility by bringing the endangerment of these animals into worldwide focus.Maybe his actions will help save the cheetahs of the Okavango, and the world.HOME LISTENING audio SCRIPT

Understanding Extinction

A species is considered extinct when careful scientific surveys show that the last individual of that species has died.The loss of many species of plants and animals has been attributed to changes in climate, genetic weaknesses, and human activities such as hunting and environmental destruction.Studies have shown that almost all living things will eventually become extinct.In fact, more than 99 percent of the species that have ever lived on Earth have now disappeared permanently.Although this sounds like a terrible situation, it is important to understand that the earth seems to recover from the loss of great numbers of species.In many cases, replacement species emerge over time;however, extinction does decrease the diversity of life on the planet in the short term.These replacement species often require recovery periods of millions of years.Human beings have had a huge impact on the extinction rates of various species.Therefore, scientists have recently begun to examine humankind?s effects on the numbers of species that have become extinct.Through the use of geographical and biological research, a “background extinction rate” has been established.These figures show the numbers of species which have disappeared during specific time periods.By comparing rates of extinction before and after human existence, researchers were able to discover the exact effects of humankind on nature.Studies now cite that the extinction rates after human life began are 100 to 1,000 times greater than before human influence on Earth.Future rates are forecasted to be even higher.This demonstrates the tremendous negative impact that human activity is having on extinction rates.Scientists are currently researching methods of dealing with this astonishing trend.As individuals, educators, and governments try to manage species survival, one key factor they find is that without help, some of the world?s species cannot survive.In addition, scientists must learn to make difficult decisions based on incomplete information.They must also deal with groups that may have a vested interest in not protecting certain species.For example, people interested in developing oil fields in the Arctic may not think the protection of the wildlife in the region is of primary importance.Unit 2 Watching video SCRIPT Narrator: Near the edge of the Arctic region of Canada, the short summer is being chased away by a constant cold wind from the north.Along the western shore of the Hudson Bay, winter is beginning to close its grip.One animal, with its thick fur and layer of heavy blubber, actually thrives in these freezing, lonely surroundings: the polar bear.Cam Elliot, Manitoba Conservation: “Polar bears are built for winter.They?re built for the cold.They?re built for the wind.”

Narrator: These marine mammals spend most of their lives on frozen seas, and they depend on the frozen ice packs for hunting.But these polar bears don?t enjoy the luxury of an uninterrupted winter.Elliot: “With the onset of summer and the warmer temperatures, all of Hudson Bay melts.Unlike the high Arctic, there?s no permanent ice pack here.When the Bay melts, the bears are forced to shore.”

Narrator: It?s a seasonal life for the bears and when the weather starts to turn cold again, large numbers of them gather around the coast.At this time, these typically private animals will interact in ways not completely understood by humans, all the while waiting for the Bay to freeze so they can go back to the ice and their food source.As the bears wait, they often have company.These “tundra buggies” are designed to bring people to the polar bears.Nikita Ovsyanikow, Biologist: “Well, it?s an adult male, but rather young.He?s not in bad shape.” Narrator: No other animal hunts the polar bear;they?re at the top of the food chain.Therefore, they are considered good indicators of the health of the Arctic environment.Ovsyanikow: “What is especially attractive in polar bears in terms of conservation, it is a well...we say “umbrella species”.It?s a large predator which is the top of food chains in the Arctic.” Narrator: At this time of year, the polar bears have used up the built-up fat reserves that have kept them alive since the ice melted.John Bykerk, Polar Bear Guide: “They?re hungry.Unless they?re lucky enough to find some dead beluga whale or dead seal, perhaps that?s washed up on shore.They?ve essentially gone four months at this point without having a bite to eat.” Narrator: Many researchers believe that the health of polar bears parallels the health of the environment.Scientists are concerned that despite the constant cold in Northern Manitoba, it may not be staying cold long enough to keep the environment stable.Global warming may be affecting the ice patterns, which are critical for the survival of the world?s largest land carnivore.Elliot: “Over the last twenty-five years, research conducted by the Canadian Wildlife Service has found about a two-week advancement in spring weather and ice melt.Polar bears are a creature of the sea ice.When they?re out on the ice, they?re hunting seals.Anything in global climate that would affect the stability or the length of the time that the ice is on the Hudson Bay or the Arctic waters, is going to have immediate impact on polar bears.” Narrator: Polar Bear Guide John Bykerk is also concerned about the impact of global warming on the bears.He reports that in a recent year, ice didn?t form on Hudson Bay until around December 12th.The bay normally freezes around November 19th.As a result, the bears lost two or three weeks of feeding at the beginning of the season.He also reports that the ice thawed early in the spring of the next year, so the bears lost another two or three weeks.In total, the bears lost four to six weeks of hunting, which significantly affected their ability to find enough food.Narrator: Nikita Ovsyanikow has studied polar bears for years, and believes they are a key to understanding the Arctic.Ovsyanikow: “When we focus on polar bears, and develop any consideration measures for polar bears, the consequence of that is that we are protecting the entire Arctic ecosystem.”

Narrator: For most people, polar bears truly symbolize the frozen North of our Earth.It?s hard to imagine the Arctic — or the world — without them.Can the world afford to lose the beautiful polar bear? Will people do something to ensure that they survive? The future of one of the Arctic?s most majestic creatures lies in the answers to these questions, and in the conservation efforts of a caring world.HOME LISTENING audio SCRIPT Climate Change: Not Only a Human Worry

By Margaret Benning

New York, June 4

In the past century, the earth?s temperature has risen by approximately 0.6 to 0.8 degrees Celsius.Scientists believe that this is the result of an enhanced greenhouse effect, which is the process by which the earth maintains its temperature.Recently, a rise in certain types of gases, such as carbon dioxide(CO2), has increased the amount of heat trapped near the earth?s surface by the effect.This increase has resulted in an insulating and warming of the planet.These problematic gases, or “greenhouse gases”, come from car and truck exhaust, factory smoke, and the burning of certain substances for heat and light.If alternative methods of producing energy are not found soon, the earth?s temperature will likely rise between 1.4 and 5.8 degrees Celsius by the end of the 21st century.Extreme temperature changes, such as those projected over the next 100 years, could be a serious threat to the human environment.However, the effects of global warming will most likely appear in animal populations first.In fact, certain changes have already been observed.For example, early thaws in the ice of the Bering Sea have affected the mating season of several types of seals.Certain species of birds are changing their nesting patterns as well.Certain plants are flowering earlier, and other large animals are changing their annual periods of sleeping and waking.According to Stanford University, global warming has directly resulted in biological changes to 1,473 species around the world.Environmental groups, both governmental and private, are currently working to decrease the amount of dangerous gases, or “emissions”, released each year.One of the first international gatherings organized by the United Nations to approach the problem produced a document which eventually became known as the “Kyoto Protocol”.Its aim was to stabilize greenhouse gas levels to prevent dangerous changes in the world?s climate.The agreement set limits on the amounts of greenhouse gases that each participating nation could release each year.Unfortunately, the agreement didn?t include strict enforcement procedures for implementing the program, and as of 2008, several countries only participate in the plan on a reporting basis.Others, including the United States, have refused to sign the document.Unit 3 Watching video SCRIPT Narrator: In a small village in Provence, France, residents have gathered to give thanks.While they sing and pray to Saint Anthony, these church members are praying for something different: a good truffle harvest.At the annual truffle mass, the collection plate is filling up, and not just with cash.In Richerenches, truffles are sometimes called “black diamonds”.At a price of up to $1,000 U.S.per pound, they?re one of the world?s most expensive foods.The name Richerenches means “rich earth”, appropriate for this village.Half of France?s black truffles are transported through the town?s market, up to $180,000 U.S.worth a day.They?re all looking for truffles, and not just any one will do, either.Pierre-Andre Valayer, Truffle Broker: “It?s a most important market of truffles in France.So if you want to buy some truffle, you have to be in Richerenches to buy something.So for the sellers, it?s the same thing.If you want to sell well, they have to come to Richerenches.” Narrator: Provence generally brings to mind summer holidays, lazy afternoons, and ancient customs.In winter though, the small town?s pace speeds up considerably.Many of the region?s farmers also work as truffle hunters.Most of the business is done discretely from the backs of the brokers’ cars.One small bag of truffles is worth hundreds of U.S.dollars, so the trade is certainly lucrative.Philippe Oger, Truffle Eater: “I do think they buy apartments and so on...on the Riviera with this money.I know that.” Narrator: The buying and selling of truffles is mainly a cash business, it?s usually under the table.This means that the brokers often don?t pay any taxes on the money they earn and neither do the hunters.Most people presume that truffles are only an expensive luxury for the rich;however, regular people who cook at home often spend money on them, too.France?s gourmet food companies also buy truffles from the brokers and export them to restaurants in the U.S., Japan, and elsewhere.The demand is high, but unfortunately, the supply is decreasing.Herve Poron, Truffle Exporter: “Today, if you find one hundred tons, it?s a very good production.In fact, it?s most of the time it?s more like twenty, thirty, or fifty tons...compared to one thousand, one hundred years ago.”

Narrator: The best truffles are deep black, with white veins, but there are fewer and fewer of them available these days.One major reason for the decrease could be the recent changes in Provence?s truffle-growing environment.Poron: “Because to grow truffles you need woods, and the woods have disappeared.And what is left is not often very well taken care of...so we?re desperate for woods.That explains the lower production today.” Narrator: Truffles grow underground, around tree roots.If there aren?t as many trees left, there are fewer places for truffles to grow.Provence is a farm region where farmers grow lavender, and grapes for the famous wines.Now only a few places remain that allow truffle growth.Truffle hunter Joel Barthelemy is looking for those places with the help of his yellow lab, Jade.Jade is a trained sniffer dog.All dogs have sensitive noses, but sniffer dogs? are exceptional.However, there are other factors involved.Joel Barthelemy, Truffle Hunter: “The dog has to pay attention, and he has to love his master.You can do all the training you want, but the dog has to want to please his master.” Narrator: Jade seems to have the capacity for both of these requirements.She?s found something and gets a treat for her effort.As the two hunters continue their search for truffles it seems that for today at least, there?s no truffle shortage here.Perhaps Saint Anthony has listened to the truffle hunters? prayers after all.HOME LISTENING audio SCRIPT

Truffle Farming

When you think about where truffles come from, you probably picture a small town in the south of France.While the French countryside does produce much of the world?s supply of truffles, other areas are fast becoming important players in this lucrative game.A Difficult Undertaking

The situation is clear: truffles can?t be grown just anywhere.They must be grown near or under trees since scientists believe that this is what produces their distinctive flavor.It is also extremely difficult to cultivate them the way one would grow other crops.This special product doesn?t appear in the spring and summer, but emerges only in the fall and winter.Black truffles, which are the best-known of the French truffles, can be harvested only from November through March.White truffles appear only from September through early January.Furthermore, the weather conditions, such as the temperature, must be just right and the amount of rainfall must be adequate for the truffles to grow properly.Due to these challenges, very few farmers have mastered the skill of successfully planting and harvesting truffles on a regular basis.Truffles from Italy

The world?s second best-known supplier of truffles after France is Italy.The Piedmont region near the city of Alba is the center of the Italian truffle business.There, truffles are sold in their original form and are also used in pastas, flavored olive oils, and breads.Alba is best known for its white truffles, which many people feel have a finer and more interesting flavor than black truffles.Truffles are so important in Alba that there has been a truffle festival, which lasts for several weeks, every year since 1899.Thousands of truffle lovers arrive in Alba each fall to enjoy the celebration and the scenery, and most importantly, to sample the truffles.Other Sources of Truffles

Other countries, including Spain, Sweden, New Zealand, Australia, the U.K., and the U.S.also produce truffles.Currently Australian truffle growers are working hard to increase their share of the worldwide market.Scientists there have analyzed the soils, rainfall levels, and types of trees available in order to maximize their production and produce the finest tasting truffles possible.In certain parts of Australia, growing conditions are very close to those of the south of France and production is increasing year by year.Unit 4 Watching video SCRIPT Narrator: Welcome to “Shark Alley”, one of the few places where great white sharks roam.Tourists often visit the coast of South Africa to see these sharks in their natural environment.Diver: “Whoa!”

Narrator: But these days, the great whites are part of a large controversy.People are wondering if cage diving is turning the world?s largest predatory fish into a hunter of humans.Taryn Warner, Surfer: “There?s just started to be more and more attacks, more friends of ours, people that we actually knew.” Narrator: Is baiting the sharks conditioning these creatures to think of humans as food? Two men want to find out: biologist Brady Barr, and shark researcher Ryan Johnson.As part of his research into these huge animals, Barr plans to swim with the great whites of Shark Alley.Shark Alley is located near the town of Gansbaai on the tip of South Africa?s Cape of Good Hope.Dyer Island is located just off the coast of Gansbaai, and just off Dyer Island is a place called “Geyser Rock”, which is home to thousands of cape fur seals.Great whites often swim up and down the channel hunting the seals, which has earned this area the name “Shark Alley.”

An entire tourist industry has developed here which is based on people who come to dive with sharks.Dive operators often throw fish parts and blood into the water to obtain more shark activity for their customers.But what happens if you use bait to attract sharks to humans? Do the sharks learn to think of people as food?

Narrator: Ryan Johnson, a shark researcher from New Zealand is in Gansbaai to find out.Ryan Johnson, Shark Researcher: “My research really entails looking at the predatory behavior of the white shark.”

Narrator: Biologist Brady Barr is going to accompany Ryan on a visit to Shark Alley.They hope to reveal more about shark behavior and the possible dangers of cage diving for swimmers and surfers.It?s early morning when Ryan and Brady get to Shark Alley.They want to be there before anyone else.Johnson: “These are designed to sort of resemble the natural prey;the larger prey of the shark.” Narrator: Ryan plans to monitor the sharks? behavior before the cage-dive operators arrive.He?ll then observe whether or not the arrival of the dive boats affects how aggressive the sharks are.Once the decoys are set, all they need to do is wait;but they have no idea when—or if—a shark will come.Dr.Brady Barr: “There it is!Oh my gosh!Look at that thing!” Narrator: It?s a huge great white.Johnson: “Here he comes!”

Barr: “What?s he doing, what?s he doing? Oh, man, he?s huge!Look at him!He?s going to go for it!Is that him? Come on, baby!Hit it!Here he comes.Here he comes.Here he comes.Here he comes.He?s got it!”

Narrator: Ryan rates each shark for aggressiveness by giving it a score from one to five.In the most aggressive attack, a huge shark hits the decoy with such force that part of its body leaves the water.Barr: “Look at the size of that thing!Look at him!”

This shark receives a rating of five out of five for aggression.“He decided to eat it, eh? It?s going to be a long day in the workshop, now.” The shark has made a mess of Ryan?s decoy.“Not too bad, eh?”

As the day continues, the cage-dive operators begin to appear in Shark Alley and Narrator: Johnson: Narrator: Johnson: Narrator:

start baiting the sharks to encourage them to approach the cages.Will the bait cause the sharks to become more aggressive, just as the surfers fear? It takes time for the sharks to react to the arrival of the boats.So, while Ryan continues to monitor the sharks? behavior, Brady will visit a shark-diving boat.He wants to see just how the cage-dive operators interact with the animals.Barr: “Thank you, my friend, I enjoyed it.Very good.” Narrator: The boat operators prepare the cage and start throwing bait in the water.It?s not long before a big shark appears.Now it?s Brady?s chance.Barr: “Man, that is huge.I want to get in the cage!Can I go? I?m ready!OK, I?m ready.” Dive Boat Operator: “Brady?s ready.” Barr: “I?m ready!”

Narrator: Getting into and out of the safety cage is the most dangerous time for the cage diver.One slip and the diver could end up in the water with the shark.Once he?s safely inside the cage, Barr can?t see the shark.He has no idea from which direction the great white will come.Finally, the great shark swims out of the murky depths, but then disappears again into the darkness.Brady has lost sight of the large predator once again, but then suddenly...The shark tries to get its massive head between the bars.The attack?s over as quickly as it began.It?s a frightening experience, so Barr wants some fresh air.Dive Boat Operator: “Brady!Go down!Go down!Go down!” Narrator: The shark has silently reappeared.It?s far too dangerous for Barr to leave the cage.He?s trapped.Finally, after a few anxious moments, the shark swims away.Barr can make his escape at last.Dive Boat

Operator: “Go!Go!Go!”

Barr: “Woohoo!Oh, man!”

Narrator: Back on the research boat, Ryan is finishing up his study regarding cage diving?s impact on sharks.He?s found that the boats do have a short-term effect on the sharks? behavior, but it?s the opposite of what one might expect.Johnson: “I think it?s becoming clear that there is a short-term impact on their behavior, an immediate impact.When the sharks operators are there with their baits in the water and the shark has an opportunity to come up there and mouth this bait, it does seem to put them more in a scavenging mode of mind.”

Narrator: Ryan argues that the sharks? active hunting instincts may actually be switched off during cage diving.He feels it may be because dead bait is used, which could make the sharks less aggressive.Once the boats leave, the sharks go back to their normal behavior.Ryan has also developed some theories regarding the long-term effects of cage diving.He?s confident that the cage divers are not training sharks to eat people.Johnson: “I?m working with the sharks every day, and truthfully, they don?t stay in this area long.Maybe one day, two max.And no animal can be conditioned when you?ve only got that one day of interaction.I can?t imagine how that can be conditioning in that sense.”

Narrator: So, according to Ryan, the shark tourism trend does not lead to more shark attacks, but how does Brady feel after his exciting experience? Both as a biologist and as an active conservationist, Barr is thrilled by what he?s seen and experienced in Shark Alley.Barr: “Everybody I saw that went out on one of those boats stepped off the boat back on the dock and they were just like, ?Wow, that was one of the most amazing things I?ve ever done!Those are incredible animals!? A day doesn?t go by where I don?t think about my experiences with those animals.I mean, it?s amazing.No matter where I?m at or what I?m doing, at some point, I find my mind drifting back to seeing those great white sharks.” Narrator: In theory, this kind of increased respect could help save an animal that may one day become extinct due to overfishing and other factors.For many, a visit to Shark Alley is an unforgettable experience and the chance of a lifetime.HOME LISTENING audio SCRIPT

Welcome to Shark Central!Shark Central is a website committed to reducing the world?s fear of sharks.Dangerous Sharks: Where are they?

Dangerous sharks can be found almost everywhere including northern Europe, East Asia, and South America.Of the total number of types of sharks in the world, very few are actually associated with human injury.The coastal areas in Australia host a diverse number of sharks, to which several attacks on humans per year are attributed.However, these attacks average only a single death per year.The east and west coasts of the United States also report between 20 and 40 shark attacks each year.However, these areas have thousands of miles of beaches and a very large population of people who use them during their free time.We have invaded the sharks? domain, and they may not know how to deal with this.Why do sharks attack humans?

The truth is that incidences of shark attacks are actually very rare.In fact, humans kill more sharks each year than sharks kill people.Considering the millions of sharks and millions of people in the world?s oceans, the 71 proven attacks on humans in 2008 seems to be an extremely small number.Although the number of shark attacks is rising slightly each year, researchers attribute this to the human population growth.They feel it is a result of the fact that more people are spending time in the water—not an increasingly dangerous shark population.Almost all studies show that shark attacks are the exception, not the rule.Why don?t sharks leave us alone?

When a shark attacks a human, it is not a calculated choice.It?s usually a mistake.When they see hands moving and feet kicking, it looks like either a threat to their safety, or a wounded animal which would make an easy meal.Sometimes in murky water, a shark may mistake a human for a penguin, seal or other natural prey.The fact that they almost always swim away immediately after biting seems to indicate that sharks do not purposely pursue and attack humans.Imagine That!? Sharks never run out of teeth: if one is lost, another tooth moves forward from the rows of reserve teeth.? ? ? Sometimes sharks eat other sharks, however not all sharks eat meat.One big meal can last a shark for over three months.Two-thirds of a shark?s brain is linked to its sense of smell.Unit 5 Watching video SCRIPT

Narrator: With a population of approximately eight million, the huge cosmopolitan city of New York is a melting pot of immigrant communities.Sometimes, this diversity results in clashes between cultures.Other times, positive outcomes result from the merging of backgrounds and traditions.Artists in particular often use their cultural differences to learn from each other.One such artist, Mingliang Lu, has taken his skills to Harlem to enable others to learn about and understand Chinese art.Born in Shanghai, Ming has studied Chinese art for the majority of his life.At a very young age, he learned about calligraphy and painting from his father and has continued to paint through the more difficult times in his life.Ming moved to the U.S.in 1990, and today lives in New York where he continues to create beautiful landscapes, flowers, animals, and even the symbol of the United States: the eagle.Mingliang Lu, Artist: “When I first came to America, my only skills were art.I didn?t have other skills.I used my art to make a living.”

Narrator: When he first arrived in the U.S., Ming set up his easel and drew and painted portraits of tourists in order to survive.But even for professional artists, drawing on the street is not the easiest way to make a living.So, Ming eventually stopped painting on the street, and began to work for the New York Chinese Cultural Center.Through them, he brought his skills to Harlem and the children of Public School 36.Ming: “What is this?” Students: “Circle.”

Ming: “It is a circle, right? OK.So I just draw.I change the color.What color this?” Students: “Yellow.”

Ming: “OK.I just put this — you see this? For the ear.”

Amy Chin, Executive Director, New York Chinese Cultural Center: “As we all know, a lot of artists are not employed being artists.So I?m hoping that what we do is to provide them this opportunity, to really practice in the field that they?ve been trained for.”

Ming: “OK, this time I take it this way...Little circle one...Yeah, you very good job.Good.”

Narrator: Teaching at the public school, though, is more than just an opportunity for Ming;the program benefits the children as well.School principal Cynthia Mullen Simons says the program is important to her second grade students.Cynthia Mullen Simons, School Principal: “You cannot teach solely by the book, paper, and pencil.They have to become involved.We need our students to hear, first hand, people from various cultures talk about their ethnicity.”

Ming: “Too much water...I show you this, not too much water, you see...”

Narrator: From time to time Ming stops to help each child get his or her painting just right.The kids view Ming as their teacher from China, but Ming sees beyond ethnicity.He just sees students who want to learn how to paint a tiger.Ming: “Chinese children, American children, Hispanic children, and black children, they are all the same.No difference.” Narrator: Even though New York is already established as a diverse, international city, programs like the Chinese Cultural Center?s still make a considerable difference.Chin: “When we bring these programs in, the kids get to see real people from another culture and to relate to them on many different levels.”

Simons: “What we don?t want to do to our students is to make them ignorant to others and what others can bring.Our students need to understand that we are all human beings, that we all have different backgrounds...different experiences...and that?s what makes us so interesting.” Narrator: These days, in addition to being an artist, Ming is also serving as a kind of cultural ambassador for his country.In the long run, Ming?s art may open the door to a whole different world for these children.Ming: “I feel like I am doing very important work.And it makes me really happy to teach calligraphy and painting to the children.I am introducing them to a wider world of Chinese culture, giving them a greater understanding of Chinese people in the world and broadening their horizons.”

Narrator: Ming is not only good in his role as a teacher, he is also excellent in his role of cultural ambassador.In Harlem, this Chinese artist has found a job that makes more than just a living;it makes a difference.HOME LISTENING audio SCRIPT

Daily Journal 2008 April 3

Well, here I am in Chengdu, China!After I joined the teaching exchange program, I was a little nervous about my year abroad, but this is a great opportunity.I?ve been assigned a job teaching English and American culture at a local school here.The program has also arranged for me to live with someone from the area, the Li family.I feel so welcome in their home and now I can experience typical Chinese life first hand.April 6

I?m glad I have a couple of weeks to get used to things before I start teaching;things here are pretty different from back home!One of the sons in my host family, Xiaoping who is 14, has taught me a lot, though.We take long walks every day to help me familiarize myself with the town and its inhabitants.Yesterday we passed a man who was selling little red bags of what looked like nuts.Xiaoping told me they were traditional Chinese medicines.He said some people in the area use various plants to treat illnesses.For example, part of a local flower is used to treat coughs.Amazing!

April 12

Today was the wedding of the oldest daughter in my host family Meiyu, to Zhifeng and I was invited to attend as a special guest.At about 10:00 in the morning, a car covered with red decorations arrived and Meiyu was carried out to it.Xiaoping explained that her feet must not touch the ground until she reached Zhifeng?s house.The actual wedding ceremony was short and simple, but the wedding dinner was just the opposite as I have never seen so much food in my life!What a great day!

April 14

I just got my new schedule for school and it is going to be rough!I have to be there at 8:00 in the morning and sometimes I don?t go home until 5:00 at night.Teaching is always a difficult way to make a living, nevertheless I think it?s worth it.In my case, I?ll really have a chance to serve as a cultural ambassador for my home country and I?m sure that I?ll be able to broaden my students? horizons — as well as my own.This is going to be a wonderful year!

第二篇：超級優(yōu)化課程全新視聽體驗

萬學海文超級優(yōu)化課程全新視聽體驗

我是一名一名大三的學生，是海文公共課的學員，周末的時候優(yōu)化課程收到了試聽的邀請函，在大課堂接觸到了超級優(yōu)化課程。

晚上準時到了海文總部，我的英語基礎比較薄弱，所以我選擇了試聽英語課程。剛開始聽課的時候，課程里面就給我們講解了這堂課課程的設計原理，給我們從英語基礎能力和應試解題能力兩個方面分析了這堂課的考點，這堂課針對語法、閱讀、單詞三方面，語法首先強調(diào)了考研語法的重要性，給我們詳細講解了語法的幾個比較級；閱讀主要講解了詞義題，從標點符號和構(gòu)詞法方面講述了解題技巧；還給我們講解了幾個記憶單詞的方法。聽完整節(jié)英語課給了我很大的震撼，我沒想到輔導課程可以這種形式上課，在輕柔音樂的背景下，在老師標準的語音講解中，把考研的難點重點理解清楚了。我向來了解后才知道，這是最新推出的公共課方面的最好的課程，不僅是我從表面上體會到的這些好處，我現(xiàn)在聽的這些內(nèi)容都是根據(jù)名師的講義所提煉出來的精華內(nèi)容，省去了我去選擇學習資料的煩惱，讓我能有更多的時間進行復習，不用總是關(guān)注這些方面。我本身就不太喜歡公共課的授課方式，不喜歡很多同學擠在一個大教室里面聽知名的老師講課，但是又覺得名師確實授課質(zhì)量跟方法都很好，這個一直很困擾我，人太多會影響我的學習效率，對我的復習幫助有限，現(xiàn)在這個優(yōu)化課程，給我們提供了優(yōu)越的小班授課環(huán)境，還是集所有名師的授課內(nèi)容為一體，這讓我很開心了有新的課程選擇。

接著是政治課，老師開始放課程開始我就覺得有一種煥然一新的體驗，原來考研輔導課程也可以在這么娛樂輕松的環(huán)境下學習，有著設計漂亮的PPT課件，和授課老師播音員般的聲音講課，還有優(yōu)美的背景音樂，首先在視覺聽覺上給了我很大的沖擊，在從內(nèi)容上看，我們體驗的政治內(nèi)容是哲學的矛盾和對立統(tǒng)一規(guī)律，在較為枯燥的哲學學習中，我也體會到了設計老師的用心，為我們提供輕松娛樂效果的學習方式，讓我對政治的復習有了新的興趣，在之前我自己看了會去年有關(guān)的政治書籍，覺得很是枯燥，經(jīng)常看著看著就犯困，復習效率也不太高。在體驗的同時，老師講課的標準語音，讓我想起了以前師兄師姐提醒我報輔導班千萬要注意不能報地方口音太重的老師，有時候講政治都聽不太懂，讓暑假復習的效率更是大打折扣，加上我本來就很難聽懂某些地區(qū)的方言。

45分鐘的課程很快就上完了，我對整個課程還意猶未盡，希望老師能多放

點課程給我們聽，老師給我們簡單介紹了課程的優(yōu)勢，我才知道原來我們剛剛試聽的這一小段是集各位名師的課程講義于一體的精品提取，讓我們不要去考慮課程講義的選擇，就直接能接受最好的考研輔導。由于我不考數(shù)學我就沒有聽接下來的數(shù)學課了，我很期待這個課程的推出，我要爭取在第一時間能聽上政治和英語的超級優(yōu)化課程。

第三篇：大學英語視聽說教案Unit 4

Unit 4 Change I.Teaching Aims In this unit, students will be able to: 1.Listen for the main idea and the key information of every passage;2.Arouse Ss’ interests for the topic of this unit and participate actively;3.Grasp the language points and grammatical structures;4.Learn to talk about “I need a change”.II.Teaching important points

1.Lesson A Speaking, Communication 2.Topic understanding and content understanding of each passage 3.Improving the students' listening and speaking ability

III.Teaching difficult points 1.Lesson B Video Course 2.Speaking with logical thinking 3.Vocabulary about the topic

IV.Teaching Methods 1.Task-based teaching in while-listening procedure 2.Listening and practicing 3.Speaking and communication 4.Media instruction 5.Communicative Methods: answering, discussion, presentation, team work...V.Teaching hours class periods

VI.Teaching Procedures

1.Lead-in / Warming up What’s your dream? Have you ever thought about doing something for these children to help them realize their dreams?

Could you say something about Kofi Annan Ghana , the seventh Secretary-General of the United Nations?

2.Lesson A : Vocabulary Link

1.Direct Ss’ attention to the pictures.Present the vocabulary.Have them read the sentences and number the pictures.Check answers.2.Have Ss work in pairs.If there is one student left, ask him or her to join a pair to make a group.Tell Ss they will interview one another, asking and answering the questions: What changes do you want to do...? Present the listed situations and people.Answer any questions about vocabulary.Ask Ss to fill in the blanks before practicing the model conversation.Have Ss create more conversations.Invite one or two pairs to give a demonstration to the class.3.Lesson A : Listening

1.Familiarize students with the new words in activity one.Have them read the new words aloud.Present the situation.Tell Ss they are going to hear sth about “New Year’s resolutions”.Have Ss read the statements in the box.Ask Ss to listen and check the confirmed statements.Play the recording.Check answers.2.Present the situation.Tell Ss they will hear a conversation between Mike and Paula.Ask Ss to listen and number the objects in the order they hear them.Play the recording.Check answers.Tell Ss to listen again and complete the sentences.They must either circle the correct answers or fill in the blanks.Play the recording.Check answers.3.Present the situation.Tell Ss they will hear a interview about Yeliz’s story.Have them read the questions so they know what information to listen for.Ask Ss to listen and write short answers to the questions.Play the recording.Check answers.Have SS read the short summary.Tell them to listen to the talk again and fill in the blanks with the words they hear.Play the recording.Check answers.4.Introduce the situation.Explain that Ss will listen to a talk about finding your dream.Tell Ss to read the steps as listed in the table.Have them listen to the talk carefully and write their answer.Play the recording.Check answers.Have Ss listen to the talk again.Play the recording.Check answers.5.Present the situation.Tell Ss they will hear a talk about their dreams.Ask Ss to read the questions so they know what to listen for.Have them listen carefully and write short answers to the questions.Play the recording.Students write down their answers, then the teacher checks the answers.Have Ss listen to the passage again and complete the sentences by filling in the blanks.Play the recording.Check answers.The talk again and fill in the blanks with the words they hear.Play the recording.Check answers.4.Lesson A : Pronunciation

1.Remind students when they should reduce want to.Play the recording.Have Ss work in pairs to practice the conversations.2.Have Ss listen and read the sentences.Play the recording.Ask Ss to work in pairs to read the sentences.Check their pronunciation..5.Lesson A : Speaking and communication

Activity One

1.Introduce the situation.Explain that When making requests, could is a little more polite than can.If your response to a request is negative, you usually give a reason.Ask Ss to listen and fill in the blanks with the words they hear.Play the recording.Check answers.Elicit or explain that Conversation 1 is informal and Conversation 2 is formal.2.Put Ss in groups of three.Present the conversations again.Ask Ss to listen and read along in their groups.Play the recording again.Ask Ss to practice the conversations in groups.Remind Ss to keep eye contact with their group members while speaking.3.Ask Ss to work in groups of three.Ask Ss to read the model conversation.Answer any questions about vocabulary.If necessary, play the recording.Elicit or explain to Ss who the famous celebrities are.4.Have Ss work in groups of three.Each student should role-play a famous person.Have Ss work in their groups to create and practice a new conversation where they introduce each other.When all groups

Activity Two

1.Have Ss work individually to write three sentences about themselves, and another three sentences about themselves.2.Collect and redistribute the papers.3.Model the activity for Ss.Have Ss stand up with their papers and walk around asking and answering questions.6.Lesson B: Video Course Plans and Dreams

Global Viewpoints Making change

1.Say the list of vocabulary items aloud as Ss repeat for pronunciation practice.If necessary, explain the meaning of the words.Have Ss complete the sentences using the correct words from the New words.Check answers.2.Explain to Ss that they are going to watch several people talking about plans and dreams.Before viewing, have Ss read the statements so they know what to watch and listen for.Ask Ss to watch and circle True if the statement is completely correct.If it is False, they must listen for information to correct for it.Play the video.Check answers.3.Tell Ss they will watch the interviews.Ask Ss to fill in the missing words as they watch the video.Play the video.Check answers.Goals, plans and dreams 1.Read the underlined words aloud for pronunciation practice.Ask Ss to complete the sentences using the underlined words.Check answers.Present the situation.Tell Ss they will watch people talking about goals, plans and dreams.Ask Ss to read the text so they know what to watch and listen for.Explain to Ss that they are to fill in the missing words as they watch the video.Play the video.Check answers.7.Lesson B: City Living Mike needs a change 1.Have students look at the pictures and read the story line aloud.Check Ss comprehension.You may have Ss predict what they think happens in the video.2.Have Ss use the information from the pictures and captions to complete the sentences.Checks answers.8.Lesson B: City Living Mike needs a change “While You Watch”

1.Before viewing, have Ss read the sentences so they know what to watch and listen for.Ask Ss to watch and then match the sentence parts to make true sentences.Play the video.Check answers.2.Give Ss time to study the pictures and sentences.Tell Ss: While you watch, write the number of the picture next to the correct sentence.When the video is finished, you will have time to label the pictures.Play the video and allow time for Ss to answer.Check answers.3.Give Ss time to study the pictures and questions.Ask Ss to pay attention to what people say in the video.Play the first episode of the video.Check answers.4.Give Ss time to study the pictures and questions.Ask Ss to pay attention to what people say in the video.Play the second episode of the video and allow time for Ss to fill in the blanks.Check answers.Class work: Show the script of the second episode of the video on the screen.Explain that some of the words are missing.Play the 2nd episode and ask Ss to act out the lines of the script as a class.Check answers.5.Give Ss time to study the pictures and script.Play the third episode of the video and allow time for Ss to fill in the blanks.Check answers.6.Give Ss time to study the question.Play the whole video once again and allow time for Ss to answer.Check answers.9.Lesson B: City Living Mike needs a change “After You Watch”

1.Read the useful expressions dialogues aloud, emphasizing the expressions in blue.Encourage students to think of how the phrases were used in the video before matching the expressions to the definitions.The teacher checks the answers.2.Read the examples given from the video.Have Ss fill in the blanks with the correct forms of the verbs in brackets.Check answers.3.Ask Ss to write a short summery of the City Living story.VII.Assignments 1.Oral practice: I need a change(pair work or group work)2.Write a short summary of the City Living story 3.Dictation 4.Preview & preparation: Unit Five

第四篇：大學英語視聽說教案Unit 5

Unit 5 Around the World I.Teaching Aims By learning this unit, the student should be able to talk about cities and towns in English fluently.1.Arouse Ss’interests for the topic of this unit and participate actively;2.Listen for the main idea and the key information of every passage;3.Grasp the language points and grammatical structures;4.Learn to describe cities and towns.II.Teaching important points

1.Lesson A Speaking, Communication 2.Topic understanding and content understanding of each passage 3.Improving the students' listening and speaking ability

III.Teaching difficult points 1.Lesson B Video Course 2.Speaking with logical thinking 3.Vocabulary about the world, cities and towns

IV.Teaching Methods 1.Task-based teaching in while-listening procedure 2.Listening and practicing 3.Speaking and communication 4.Media instruction 5.Communicative Methods: answering, discussion, presentation, team work...V.Teaching hours class periods

VI.Teaching Procedures 1.Lead-in / Warming up What are beautiful places around the world? 1

2.Lesson A : Vocabulary Link

1.Present the vocabulary.Elicit examples of different places.Have Ss work with a partner to match the places to the picture.Check answers.2.Have Ss work in pairs.If there is one student left, ask him or her to join a pair to make a group.Tell Ss they will interview one another, asking and answering the questions: What things can you do at each place in A...? Encourage them to use the information for practice to create conversations.Before Ss begin the task, have them listen to the model conversation.Play the recording.(Audio Track 2-2-1).Invite pairs of Ss to present their conversations to the class.3.Lesson A : Listening

1.Tell Ss they are going to hear four different conversations.For each one, they should choose the correct picture.Play the recording.Check answers.Tell Ss to listen to the conversations again and circle correct answers.Play the recording.Check answers.Have Ss work in pairs to ask and answer questions.2.Tell Ss they are going to hear four conversations.Toshi and Isabel are studying English.Listen and circle the correct cities to complete the sentences about Isabel.Play the recording.Check answers.Tell Ss to listen again and find the information.Play the recording.Check answers.3.Present the new words and answer questions about vocabulary.Tell Ss that they are going to hear a talk about a great city for a vacation.They should answer the question.Play the recording.Check answers.Tell Ss to listen again.Play the recording.Check answers.4.Introduce the topic.Listen to the first part of a passage about cities to go to for vacation.Fill in the chart with information about Istanbul.Have Ss listen and check the correct boxes of the table.Play the recording.Then check answers.Tell Ss that they are going to listen to the second part of the recording.Have Ss listen and check the correct boxes to complete the table.Play the recording.Then check answers.Tell Ss that they are going to listen to the whole recording again.Play the recording.Have Ss compare answers with a partner.5.Introduce the topic.Listen to a talk about “The best cities to live in.” Read the sentences.Which city does each sentence describe? Sometimes both cities are.Familiarize Ss with the new words.Have Ss read them aloud after you.Ask Ss to look at the pictures and the sentences below before listening.Have Ss listen and complete the sentences with the words they hear.Play the recording(Audio Track 2-2-11).Check answers.Have Ss listen to the whole passage once again and then answer the questions.Play the recording.Check answers.4.Lesson A : Pronunciation

1.Explain to Ss that the most important words are stressed.Tell Ss to listen to the pairs of sentences.Play the recording.2.Tell Ss to listen and circle what they hear.Play the recording.Then check answers.3.Have Ss practice the sentences in pairs.Check pronunciation.5.Lesson A : Speaking and communication

Direct Ss’ attention to the useful expressions for asking “Is there a theater near here?”

1.Present the conversation.Explain that two classmates, Chul and Paulo are chatting about “What are they looking for? Where is it? ”.Compare answers as a class.(Katy is stressed and kind of tired.)

Have Ss practice the conversation with a partner.Read the two situations as a class.Tell Ss they will hear model conversation that include suggestions on what to do in these situations.Play the recordings.Have Ss work in pairs to write out new conversations for the two situations.Remind them to follow the model conversations.Invite pairs of Ss to present their conversations to the class.2.Look at the neighborhood and describe it.What places are there? Where are they? What are the problems with this neighborhood? Direct Ss’ attention to the picture and have Ss work in pairs to discuss the people in the picture.Compare answers as a class.6.Lesson B: Video Course Cities and towns

Global Viewpoints In my neighborhood

1.Present the new words and phrases.Ask Ss to read aloud for pronunciation practice.Answer any questions about vocabulary.Ask Ss to look at the words in the new words box and choose the correct ones to complete the sentences.Check answers.2.Explain to Ss that they are going to watch Watch the interviews and check(√)the places each person mentions.Before playing the vedio, have Ss read the sentences.Play the video.Check answers.3.Here are some words you will hear in the interviews about “Cities and towns.”

Use the words to complete the sentences.4.Explain to Ss that they will watch the interviews and circle True or False.Correct the false sentences.Ask Ss to give examples of any word greetings they know.Ask Ss to watch and fill in the blanks with information from the video.Play the video.Check answers.7.Lesson B: City Living You can’t miss it!

1.Introduce the main characters to Ss.Introduce the situation.Talk about finding places.2.Have Ss look at the pictures and read the story line aloud or to themselves.Check student comprehension.You may have Ss predict what they think happens in the video.3.Have Ss use the information from the pictures and captions to check Yes or No for each sentence.Check answers.8.Lesson B: City Living You can’t miss it!“While You Watch”

1.Direct Ss’attention to the useful expressions used in the video.Explain to Ss the meaning of the items in the Everyday English box.Give Ss time to study these expressions.Have Ss practice saying them aloud.2.Before viewing, have Ss read the sentences so they know what to watch and listen for.Have Ss circle the correct answer.Play the video.Check answers.3.Give Ss time to study the pictures and questions.Play the first episode of the video and allow time for Ss to answer the questions.4.Encourage Ss to take notes while they watch.Tell them they will be given time after the video ends to write full sentence answers.Play the first episode of the video.Check answers.5.Give Ss time to study the pictures and script.Ask Ss to pay special attention to what people say in the video.They should watch and fill in the blanks with words they hear.Play the 2nd episode of the video.Allow time for Ss to fill in the blanks.Check answers.6.Give Ss time to study the pictures and script.Ask Ss to pay special attention to what people say in the video.They should watch and fill in the blanks with words they hear.Play the 3rd episode of the video.Check answers.7.Give Ss time to study the question.Ask the Ss to watch and then write an answer.Play the whole video once again and allow time for Ss to answer.Check answers.9.Lesson B: City Living You can’t miss it!“After You Watch”

1.Read the expressions aloud for pronunciation practice.Encourage students to think of how the phrases were used in the video.Have Ss work in pairs to decide which sentence is the best meaning for each expression.Check answers.2.Have Ss fill in the blanks with the correct words or phrases.Check answers.3.Ask Ss to write a short summery of the City Living story.VII.Assignments 1.Review: Oral practice: to talk about different places(pair work or group work)2.Learn the key words and expressions by heart.3.Role-play some conversations.4.Talk about cities and towns.5.Follow the model in this unit to create a conversation.6.Write a short summary of the City Living story.7.Preview: Unit Six

第五篇：大學英語視聽說教案Unit 6

Unit 6 Home Sweet Home I.Teaching Aims By learning this unit, the student should be able to describe home and house in English fluently.In this unit, students will be able to: 1.Listen for the main idea and the key information of every passage;2.Grasp the language points and grammatical structures;3.Learn to talk about home, houses and apartments;4.Arouse Ss interests for the topic of this unit and participate actively.II.Teaching important points

1.Lesson A Speaking, Communication 2.Topic understanding and content understanding of each passage 3.Improving the students' listening and speaking ability

III.Teaching difficult points 1.Lesson B Video Course 2.Speaking with logical thinking 3.vocabulary about home, houses and apartments.IV.Teaching Methods 1.Task-based teaching in while-listening procedure 2.Listening and practicing 3.Speaking and communication 4.Media instruction 5.Communicative Methods: answering, discussion, presentation, team work...V.Teaching hours class periods

VI.Teaching Procedures 1.Lead-in / Warming up Try to describe your sweet home like the examples.2.Lesson A : Vocabulary Link

1.Direct Ss’ attention to the pictures.Present the vocabulary.Have them read the sentences and number the pictures.Match each word with a place in the apartment.Check answers.2.Have Ss work in pairs.If there is one student left, ask him or her to join a pair to make a group.Imagine that you have your own apartment or house.Describe it to your partner.Have Ss create more conversations.Invite one or two pairs to give a demonstration to the class.3.Lesson A : Listening

(1).Apartment hunting

Familiarize Ss with the new words.Have them read the new words aloud after you.Explain the task.Play the recording.Check answers.Tell Ss to listen again and mark their answers.Play the recording.Check answers.Introduce the topic that The man talks about three apartments.Number the apartments 1 to 3 as you listen.Have Ss listen and fill in the blanks with words they hear.Play the recording.Check answers.Have Ss read through the questions and possible answers.Tell Ss to listen again and check the correct boxes.Play the recording.Check answers.(2).A housing problem

Introduce the topic :Listen to Graciela talk to an adviser at her school.Then answer the questions.Then tell them to listen and number the steps in order.Play the recording.Check answers.Tell Ss to listen again and answer the questions.Play the recording.Check answers.(3).The Davis family wants a new home.Tell Ss they are going to listen to the program “Places for rent.”.Direct Ss’ attention to the picture and ask them to read the questions.Tell Ss to listen and answer the questions.Play the recording.Check answers.Tell Ss to listen again and fill in the blanks with the words in the box.Play the recording.Check answers.(4).Make yourself at home!

Introduce the topic.Tell Ss they are going to listen to a passage.Tell Ss to listen carefully and write short answers to the questions.Play the recording.Check answers.Have Ss look at the pictures carefully.Tell them to listen to the recording and number the pictures to match them with the explanations.Play the recording.Check answers.Tell Ss to listen again and fill in the blanks with the words they hear.Play the recording.Check answers.(5).Object-shaped houses

Direct Ss’ attention to the title.What will they hear? Present the new words and have Ss read aloud after you.Answer any questions about vocabulary.With the class, go over the list of questions.Tell Ss to listen and number the questions in the order they are asked during the interview.Play the recording.Check answers.Have Ss read the statements.Explain that all these statements are false.Tell Ss to listen again and correct the statements.Play the recording.Check answers.Tell Ss to listen again and write answers to the questions.Play the recording.Check answers.4.Lesson A : Pronunciation

1.Remind students rising intonation to show surprise.Play the recording.Have Ss work in pairs to practice the conversations.2.Have Ss listen and read the sentences.Play the recording.Ask Ss to work in pairs to read the sentences.Check their pronunciation..5.Lesson A : Speaking and communication

Activity One

1.Introduce the situation.How many rooms are there? Ask Ss to listen and fill in the blanks with the words they hear.Play the recording.Check answers.2.Put Ss in groups of three.Present the conversations again.Ask Ss to listen and read along in their groups.Play the recording again.Ask Ss to practice the conversations in groups.Remind Ss to keep eye contact with their group members while speaking.3.Ask Ss to work in groups of three.Ask Ss to read the model conversation.Answer any questions about vocabulary.If necessary, play the recording.Elicit or explain to Ss who the famous celebrities are.4.Have Ss work in groups of three.Each student should role-play a famous person.Have Ss work in their groups to create and practice a new conversation where they introduce each other.When all groups Activity Two

1.Have Ss work individually to write three sentences about themselves, and another three sentences about themselves.2.Collect and redistribute the papers.Pair work: Introduce the topic.Look at the pictures of this famous house.Use three adjectives to describe the house.Share your ideas with the class.Have Ss read the information.Ask Ss to discuss the events in pairs.6.Lesson B: Video Course Student housing

Global Viewpoints Where I live

1.Say the list of vocabulary items aloud as Ss repeat for pronunciation practice.If necessary, explain the meaning of the words.Have Ss complete the sentences using the correct words from the New words.Check answers.2.Explain to Ss that they are going to watch several people talking about student housing.Before viewing, have Ss read the statements so they know what to watch and listen for.Ask Ss to watch and circle True if the statement is completely correct.If it is False, they must listen for information to correct for it.Play the video.Check answers.3.Tell Ss they will watch the interviews.Ask Ss to fill in the missing words as they watch the video.Play the video.Check answers.7.Lesson B: City Living Mike needs a change Introduce the main and minor characters to Ss.1.Introduce the situation.In this video, we learn how Mike and Takeshi became roommates.2.Have Ss use the information from the pictures and captions to complete the sentences.Check answers.8.Lesson B: City Living Mike needs a change “While You Watch”

1.Before viewing, have Ss read the sentences so they know what to watch and listen for.Ask Ss to watch and then match the sentence parts to make true sentences.Play the video.Check answers.2.Give Ss time to study the pictures and sentences.Tell Ss: What’s the story? Watch the video.Choose the correct words to complete the sentences.Play the video and allow time for Ss to answer.Check answers.3.Give Ss time to study the pictures and questions.Ask Ss to pay attention to what people say in the video.Play the first episode of the video.Check answers.4.Give Ss time to study the pictures and questions.Ask Ss to pay attention to what people say in the video.Play the second episode of the video and allow time for Ss to fill in the blanks.Check answers.Class work: Show the script of the second episode of the video on the screen.Explain that some of the words are missing.Play the 2nd episode and ask Ss to act out the lines of the script as a class.Check answers.5.Give Ss time to study the pictures and script.Play the third episode of the video and allow time for Ss to fill in the blanks.Check answers.6.Give Ss time to study the question.Play the whole video once again and allow time answers.for

Ss

to

answer.Check

9.Lesson B: City Living Mike needs a change “After You Watch”

1.Read the useful expressions dialogues aloud, emphasizing the expressions in blue.Encourage students to think of how the phrases were used in the video before matching the expressions to the definitions.The teacher checks the answers.2.Read the examples given from the video.Have Ss fill in the blanks with the correct forms of the verbs in brackets.Check answers.3.Ask Ss to write a short summery of the City Living story.8 VII.Assignments 1.Review: Oral practice: to describe home and house(pair work)2.Learn the key words and expressions by heart.3.Role-play some conversations.4.Write a short summary of the City Living story.5.Talk about home, houses and apartments.