U5听力教程第三版施心远学生用书答案.docx
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U5听力教程第三版施心远学生用书答案.docx
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U5听力教程第三版施心远学生用书答案
U5听力教程第三版施心远学生用书答案
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'it?
\
4.Wellyes,Iknow,butthere'snotmuchindustryonceyou'veleftthecoast,isthere?
/
5.Isee...Mm,sotheNorthwouldbe
thebestplacetogoto,wouldn'tit?
\
6.Yeah.Mindyou,Ishouldthinkthe
Southisverybeautiful,isn'tit?
\
7.(laughs)Yeah.That'sright.Ohand
whatabouttransport?
It'dbebettertohireacar,wouldn'it?
/
8.Really?
That'cheap.Itcoststhatmuchadayhere,doesn'it?
\
Key
12345678
AmI二孚匚口二二口口right?
Agree'—'I—II—I—IL^J
withV
me.
Part2ListeningandNote-Taking
Reading
Script
A.Listentosomesentencesandfillinthe
blankswiththemissingwords.
1.Thereisnohardandfastrule,fornotwoarealike.
2.Thefactthatheorshemightlaterbe“bored”henjoiningaclassofnonreadersatinfantschoolistheteacher'saffair.
3.Ifbadlydoneitcouldputthemoffreadingforlife.
4.Butthetaskshouldbeundertakengently.
5.Readingshouldneverbemadetolooklikeachore.
B.Listentoatalkaboutreading.Takenotesandcompletethefollowingsummary.
Whenshouldachildstartlearningtoreadandwrite?
ThisisoneofthequestionsIammostfrequentlyasked.Thereisnohardandfastrule,fornotwoarealike,anditwouldbewrongtosetatimewhenallshouldstartbeingtaughttheinsandoutsofreadingletterstoformwords.
Ifathree-year-oldwantstoread(orevenatwo-year-oldforthatmatter),thechilddeservestobegiveneveryencouragement.Thefactthatheorshemightlaterbe“bored”whenjoiningaclass
ofnon-readersatinfantschoolistheteacher'saffair.Itisuptotheatechertoseethatsuchachildisgivenmoreadvancedreadingmaterial.
Similarly,thechildwhostillcannotreadbythetimehegoestojuniorschoolattheageofsevenshouldbegiveneveryhelpbyteachersandparentsalike.Theyshouldmakecertainthatheisnotdyslexic*.Ifheis,specialisthelpshouldimmediatelybesought.
Althoughparentsshouldbecarefulnottoforceyoungstersagedtwotofivetolearntoread(ifbadlydoneitcouldputthemoffreadingforlife),thereisnoharminpreparingthemforsimplerecognitionoflettersbylabellingvariousitemsintheirroom.Forinstance,byanicepieceofcardboardtiedtotheirbedwithBEDwritteninneat-bigletters.
Shouldtheyoungchildaskhisparentstoteachhimtoread,andiftheparentsarecapableofdoingso,suchanappealshould
notbeignored.Butthetaskshouldbeundertakengently,withgreatpatieneeandasenseofhumour.Readingshouldneverbemadetolooklikeachoreandthechildshouldneverbeforcedtoeontinue,shouldhisintereststarttoflag*.
Key
A.1.Thereisnohardandfastrule,fornotwoarealike.
2.Thefactthatheorshemightlaterbe“bored”henjoiningaclassofnon-readersatinfantschoolistheteacher'fair.
3.Ifbadlydoneitcouldputthemoffreadingforlife.
4.Butthetaskshouldbeundertakengently.
5.Readingshouldneverbemadetolooklikeachore
B.Reading
Itwouldbewrongtosetatime
6/42
whenachildshouldstartlearningto
readandwrite.Parentsshould
encourageyoungstersagedtwotofivetoreadiftheyshowinterestsinit,butneverforcethemtolearntoread.Heorshemightlaterbebored”whenjoiningaclassofnon-readersatinfantschool.Thenitisuptotheteachertoseethatsuchachildisgivenmoreadvancedreadingmaterial.
Similarly,ifachildcannotreadattheageofseventeachersandparentsshouldmakece什ainthatheisnotdyslexic.Ifheis,specialisthelpshouldimmediatelybesought.
Parentsshouldnotignoretheyoungchild'appealtobetaughttoread.Butthetaskshouldbeundertakengently,withgreatpatienceandasenseofhumour.Readingshouldneverbemadetolooklikeachoreandthechildshouldneverbeforcedto
continue,ifhisinterestsstarttoflag.
SectionTwoListeningComprehension
Part1SentenceIdentification
Script
Identifyeachsentenceassimple(S),compound(CP),complex(CPL)orcompound-complex(C-C).Youwillheareachsentencetwice.Writethecorrespondingletter(s)inthespaceprovided.
1.Thelinedownthemiddleoftheroadwavered,zigzagged,andthenplungedrightoffthepavement.
2.Mysisterlikesclassicalmusic,butI
preferthekindshedismissesas“junk.
3.EitheryoumustimproveyourworkorIshalldismissyou.
4.BabaraandAndrewaresittingunderthetreebytheriver.
5.Sheonlyhopedthattheentireincidentwouldbeforgottenassoonaspossible.
Key
1.S
2.C-C3.CP4.S
5.CPL
Part2Dialogues
Dialogue1DigitalSound
Script
A.Listentothedialogueandcomparedigitalsoundandanalogicalsound.
[music]
Mike:
Wow!
Nice.CDshavesuchgoodsound.DoyoueverwonderhowtheymakeCDs?
Kathy:
Well,theygetabunchof
musicianstogether,andtheysingandplay.
Mike:
Comeon.YouknowwhatImean.Whyisthesoundqualitysogood?
Imean,whydoCDssoundsomuchclearerthancassettetapes?
Kathy:
Actually,Idoknowthat.
Mike:
Really?
Kathy:
It
'aJIbasedondigitalsound.
CDsaredigital.Digitalsoundislikeseveralphotos,alltakenoneafter
another.It'ksindoflikepicturesofsound.Theintensityofthesound—howstrongitis—ismeasuredveryquickly.Thenit'mseasuredagainandagain.Whenwehearthesound,itallsoundslikeonelongpieceofsound,butit'rseallylotsofpiecesclosetogether.Andeachpieceisreallyclear.
Mike:
Sodigitalislikelotsofshort“pieces”ofsound.
Kathy:
Exactly.Thisisdifferentfromanalog*—that'hsowtheyusedtorecord.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.Sothenthevideotapeisplayedthrougha
computer.
Mike:
OK.Whatdoesthecomputer
do?
Kathy:
Well,thecomputerisusedtofigureoutthe“pieceso”fsoundweweretalkingabout;howlongeverythingis,howfarapartspacesare.
Mike:
OK.Sothecomputeris
figuringoutthoseseparate“pieces”ofsound.
Kathy:
Yeah.Theyneedtodothat
tomakethemaster.
Mike:
Themaster?
Kathy:
ThemasteristheoriginalthatalltheotherCDsarecopiedfrom.It'smadeofglass.It'asglassdiskthatspinsaround—justlikearegularCD.Andtheglassdiskiscoveredwithachemical.Theyusealasertoburnthesignal,orthesong,intotheglassplate.Thelaserburnsthroughthechemical,butnotthroughtheglass.
Mike:
Sothelasercutsthesoundinto
theplate?
Kathy:
Right.Whatit'dsoingiscutting
little
holesintothebackofthedisk.
Thoseholesarecalled“pits.”Thelase
putsinthepits.
Mike:
SoCDsreallyhavelittleholes
ontheback?
Ididn'tknowthat.
Kathy:
Yeah.Tinypits.They'retoosmall
tosee.Anyway,thenthey'vgeotthemaster,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:
Sothelasercutsthesoundinto
theplate?
Kathy:
Right.Whatit'doingiscutting
littleholesintothebackofthedisk.
Thoseholesarecalledputsinthepits.
pits.
Thelase
Key
Quality
Recordingtechnique
Digitalsound
Muchclearer
Digitalsoundislikeseveralphotos,all
takenoneafter
another.It'Isindoflikepicturesofsound.Digitalislikeaseriesofpieces
Analogicalsound
AnalogismorelikeonewaveofsoundIt
movesupanddownwithvolumeandpitch.Analogislikeasingle
A.
wave.
B.I.ThemakingofCDs
A.Recording
a.Firsttheydoadigitalrecording—onvideotape
b.Thenthevideotapeisplayedthroughacomputer.
c.Thecomputerfiguresoutthoseseparate“pieces”ofsoundtotheakeaster.
B.Themakingofthemaster
a.ThemasteristheoriginalthatalltheotherCDsarecopiedfrom.
b.It'madeofglass,coveredwithachemical
c.Theyusealasertoburnthesignal,orthesong,intotheglassplate.Thelaserburnsthroughthechemical,butnotthroughtheglass.
d.Itcutslittleholesintothebackofthedisk.Thoseholesarecalledpjis.”
e.Theymakecopiesfromit.
II.Playingback
A.YoubuythecopyandputitintheCDplayer.
B.ThelightofthelaserreflectsofftheCD.
a.ThesmoothpartoftheCDreflectsstraightback,likeamirror.
b.Butthelightthatbouncesoff
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