U5听力教程第三版施心远学生用书答案解析.docx
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U5听力教程第三版施心远学生用书答案解析.docx
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U5听力教程第三版施心远学生用书答案解析
Unit5
SectionOneTacticsforListening
Part1Phonetics
Stress,IntonationandAccent
Script
ListentoPetertalkingtoMaggie.Isheaskingaquestionordoeshejustwanthertoagree?
Ticktherightbox.
1.You’vebeentoCanada,haven’tyou?
↘
2.Ohyes,Iremember.Youwentacoupleofyearsago,didn’tyou?
↗
3.Now,let’ssee...It’ser,it’samainlyagriculturalcountry,isn’tit?
↘
4.Wellyes,Iknow,butthere’snotmuchindustryonceyou’veleftthecoast,isthere?
↗
5.Isee...Mm,sotheNorthwouldbethebestplacetogoto,wouldn’tit?
↘
6.Yeah.Mindyou,IshouldthinktheSouthisverybeautiful,isn’tit?
↘
7.(laughs)Yeah.That’sright.Ohandwhatabouttransport?
It’dbebettertohireacar,wouldn’tit?
↗
8.Really?
That’scheap.Itcoststhatmuchadayhere,doesn’tit?
↘
Key
1
2
3
4
5
6
7
8
AmIright?
√
√
√
Agreewithme.
√
√
√
√
√
Part2ListeningandNote-Taking
Reading
Script
A.Listentosomesentencesandfillintheblankswiththemissingwords.
1.Thereisnohardandfastrule,fornotwoarealike.
2.Thefactthatheorshemightlaterbe“bored”whenjoiningaclassofnonreadersatinfantschoolistheteacher’saffair.
3.Ifbadlydoneitcouldputthemoffreadingforlife.
4.Butthetaskshouldbeundertakengently.
5.Readingshouldneverbemadetolooklikeachore.
B.Listentoatalkaboutreading.Takenotesandcompletethefollowingsummary.
Whenshouldachildstartlearningtoreadandwrite?
ThisisoneofthequestionsIammostfrequentlyasked.Thereisnohardandfastrule,fornotwoarealike,anditwouldbewrongtosetatimewhenallshouldstartbeingtaughttheinsandoutsofreadingletterstoformwords.
Ifathree-year-oldwantstoread(orevenatwo-year-oldforthatmatter),thechilddeservestobegiveneveryencouragement.Thefactthatheorshemightlaterbe“bored”whenjoiningaclassofnon-readersatinfantschoolistheteacher’saffair.Itisuptotheteachertoseethatsuchachildisgivenmoreadvancedreadingmaterial.
Similarly,thechildwhostillcannotreadbythetimehegoestojuniorschoolattheageofsevenshouldbegiveneveryhelpbyteachersandparentsalike.Theyshouldmakecertainthatheisnotdyslexic*.Ifheis,specialisthelpshouldimmediatelybesought.
Althoughparentsshouldbecarefulnottoforceyoungstersagedtwotofivetolearntoread(ifbadlydoneitcouldputthemoffreadingforlife),thereisnoharminpreparingthemforsimplerecognitionoflettersbylabellingvariousitemsintheirroom.Forinstance,byanicepieceofcardboardtiedtotheirbedwithBEDwritteninneat-bigletters.
Shouldtheyoungchildaskhisparentstoteachhimtoread,andiftheparentsarecapableofdoingso,suchanappealshouldnotbeignored.Butthetaskshouldbeundertakengently,withgreatpatienceandasenseofhumour.Readingshouldneverbemadetolooklikeachoreandthechildshouldneverbeforcedtocontinue,shouldhisintereststarttoflag*.
Key
A.1.Thereisnohardandfastrule,fornotwoarealike.
2.Thefactthatheorshemightlaterbe“bored”whenjoiningaclassofnon-readersatinfantschoolistheteacher’saffair.
3.Ifbadlydoneitcouldputthemoffreadingforlife.
4.Butthetaskshouldbeundertakengently.
5.Readingshouldneverbemadetolooklikeachore.
B.Reading
Itwouldbewrongtosetatimewhenachildshouldstartlearningtoreadandwrite.Parentsshouldencourageyoungstersagedtwotofivetoreadiftheyshowinterestsinit,butneverforcethemtolearntoread.Heorshemightlaterbe“bored”whenjoiningaclassofnon-readersatinfantschool.Thenitisuptotheteachertoseethatsuchachildisgivenmoreadvancedreadingmaterial.
Similarly,ifachildcannotreadattheageofseven,teachersandparentsshouldmakecertainthatheisnotdyslexic.Ifheis,specialisthelpshouldimmediatelybesought.
Parentsshouldnotignoretheyoungchild’sappealtobetaughttoread.Butthetaskshouldbeundertakengently,withgreatpatienceandasenseofhumour.Readingshouldneverbemadetolooklikeachoreandthechildshouldneverbeforcedtocontinue,ifhisinterestsstarttoflag.
SectionTwoListeningComprehension
Part1SentenceIdentification
Script
Identifyeachsentenceassimple(S),compound(CP),complex(CPL)orcompound-complex(C-C).Youwillheareachsentencetwice.Writethecorrespondingletter(s)inthespaceprovided.
1.Thelinedownthemiddleoftheroadwavered,zigzagged,andthenplungedrightoffthepavement.
2.Mysisterlikesclassicalmusic,butIpreferthekindshedismissesas“junk.”
3.EitheryoumustimproveyourworkorIshalldismissyou.
4.BabaraandAndrewaresittingunderthetreebytheriver.
5.Sheonlyhopedthattheentireincidentwouldbeforgottenassoonaspossible.
Key
1.S2.C-C3.CP4.S5.CPL
Part2Dialogues
Dialogue1DigitalSound
Script
A.Listentothedialogueandcomparedigitalsoundandanalogicalsound.
[music]
Mike:
Wow!
Nice.CDshavesuchgoodsound.DoyoueverwonderhowtheymakeCDs?
Kathy:
Well,theygetabunchofmusicianstogether,andtheysingandplay.
Mike:
Comeon.YouknowwhatImean.Whyisthesoundqualitysogood?
Imean,whydoCDssoundsomuchclearerthancassettetapes?
Kathy:
Actually,Idoknowthat.
Mike:
Really?
Kathy:
It’sallbasedondigitalsound.CDsaredigital.Digitalsoundislikeseveralphotos,alltakenoneafteranother.It’skindoflikepicturesofsound.Theintensityofthesound—howstrongitis—ismeasuredveryquickly.Thenit’smeasuredagainandagain.Whenwehearthesound,itallsoundslikeonelongpieceofsound,butit’sreallylotsofpiecesclosetogether.Andeachpieceisreallyclear.
Mike:
Sodigitalislikelotsofshort“pieces”ofsound.
Kathy:
Exactly.Thisisdifferentfromanalog*—that’showtheyusedtorecord.Analogismorelikeonewaveofsound.Itmovesupanddownwithvolumeandpitch.Anyway,analogislikeasinglewave.Digitalislikeaseriesofpieces.
Mike:
OK,Iunderstandthat.ButhowdotheymaketheCDs?
Kathy:
Itoldyou,Mike.Theygetabunchofmusicianstogether,andtheysingandplay.
Mike:
Kathy!
Kathy:
No.Whatreallyhappensisfirsttheydoadigitalrecording—onvideotape.
Mike:
Onvideotape?
Kathy:
Yeah,theyusevideotape.Sothenthevideotapeisplayedthroughacomputer.
Mike:
OK.Whatdoesthecomputerdo?
Kathy:
Well,thecomputerisusedtofigureoutthe“pieces”ofsoundweweretalkingabout;howlongeverythingis,howfarapartspacesare.
Mike:
OK.Sothecomputerisfiguringoutthoseseparate“pieces”ofsound.
Kathy:
Yeah.Theyneedtodothattomakethemaster.
Mike:
Themaster?
Kathy:
ThemasteristheoriginalthatalltheotherCDsarecopiedfrom.It’smadeofglass.It’saglassdiskthatspinsaround—justlikearegularCD.Andtheglassdiskiscoveredwithachemical.Theyusealasertoburnthesignal,orthesong,intotheglassplate.Thelaserburnsthroughthechemical,butnotthroughtheglass.
Mike:
Sothelasercutsthesoundintotheplate?
Kathy:
Right.Whatit’sdoingiscuttinglittleholesintothebackofthedisk.Thoseholesarecalled“pits.”Thelaserputsinthepits.
Mike:
SoCDsreallyhavelittleholesontheback?
Ididn’tknowthat.
Kathy:
Yeah.Tinypits.They’retoosmalltosee.Anyway,thenthey’vegotthemaster,andtheymakecopiesfromit.ThenyoubuyyourcopyandputitintheCDplayer.
Mike:
PutitintheCDplayer...ThatpartIunderstand.
Kathy:
There’sanotherlaserinyourCDplayer.ThelightofthelaserreflectsofftheCD.ThesmoothpartoftheCDreflectsstraightback,likeamirror.Butthelightthatbouncesoffthepitsisscattered.Anyway,thecomputerinyourCDplayerreadsthelightthatbouncesoffthepits.Andyougetthemusic.
Mike:
Reflectedlight,huh?
...Uh...youknewwhatIlike?
Justrelaxing,listeningtomusic,andnotreallyworryingabouthowitgetsonthedisk.
Kathy:
Youwantmetoexplainitagain?
[music]
B.Listentothedialogueagainandcompletethefollowingoutline.
C.Listentoanextractfromthedialogueandcompletethefollowingsentenceswiththemissingwords.
Mike:
Sothelasercutsthesoundintotheplate?
Kathy:
Right.Whatit’sdoingiscuttinglittleholesintothebackofthedisk.Thoseholesarecalled“pits.”Thelaserputsinthepits.
Key
A.
Quality
Recordingtechnique
Digitalsound
Muchclearer
Digitalsoundislikeseveralphotos,alltakenoneafteranother.It’skindoflikepicturesofsound.Digitalislikeaseriesofpieces.
Analogicalsound
Analogismorelikeonewaveofsound.Itmovesupanddownwithvolumeandpitch.Analogislikeasinglewave.
B.I.ThemakingofCDs
A.Recording
a.Firsttheydoadigitalrecording—onvideotape.
b.Thenthevideotapeisplayedthroughacomputer.
c.Thecomputerfiguresoutthoseseparate“pieces”ofsoundtomakethemaster.
B.Themakingofthemaster
a.ThemasteristheoriginalthatalltheotherCDsarecopiedfrom.
b.It’smadeofglass,coveredwithachemical.
c.Theyusealasertoburnthesignal,orthesong,intotheglassplate.Thelaserburnsthroughthechemical,butnotthroughtheglass.
d.Itcutslittleholesintothebackofthedisk.Thoseholesarecalled“pits.”
e.Theymakecopiesfromit.
II.Playingback
A.YoubuythecopyandputitintheCDplayer.
B.ThelightofthelaserreflectsofftheCD.
a.ThesmoothpartoftheCDreflectsstraightback,likeamirror.
b.Butthelightthatbouncesoffthepitsisscattered.
c.ThecomputerinyourCDpla
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