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1、 . . . .Unit 5Section One Tactics for ListeningPart 1 PhoneticsStress, Intonation and AccentScript Listen to Peter talking to Maggie. Is he asking a question or does he just want her to agree? Tick the right box.1. Youve been to Canada, havent you? 2. Oh yes, I remember. You went a couple of years a
2、go, didnt you? 3. Now, lets see . Its er, its a mainly agricultural country, isnt it? 4. Well yes, I know, but theres not much industry once youve left the coast, is there? 5. I see . Mm, so the North would be the best place to go to, wouldnt it? 6. Yeah. Mind you, I should think the South is very b
3、eautiful, isnt it? 7. (laughs) Yeah. Thats right. Oh and what about transport? Itd be better to hire a car, wouldnt it? 8. Really? Thats cheap. It costs that much a day here, doesnt it? Key12345678Am I right?Agree with me. Part 2 Listening and Note-TakingReadingScriptA. Listen to some sentences and
4、fill in the blanks with the missing words.1. There is no hard and fast rule, for no two are alike.2. The fact that he or she might later be “bored” when joining a class of nonreaders at infant school is the teachers affair.3. If badly done it could put them off reading for life.4. But the task shoul
5、d be undertaken gently.5. Reading should never be made to look like a chore.B. Listen to a talk about reading. Take notes and complete the following summary.When should a child start learning to read and write? This is one of the questions I am most frequently asked. There is no hard and fast rule,
6、for no two are alike, and it would be wrong to set a time when all should start being taught the ins and outs of reading letters to form words.If a three-year-old wants to read (or even a two-year-old for that matter), the child deserves to be given every encouragement. The fact that he or she might
7、 later be “bored” when joining a class of non-readers at infant school is the teachers affair. It is up to the teacher to see that such a child is given more advanced reading material.Similarly, the child who still cannot read by the time he goes to junior school at the age of seven should be given
8、every help by teachers and parents alike. They should make certain that he is not dyslexic*. If he is, specialist help should immediately be sought.Although parents should be careful not to force youngsters aged two to five to learn to read (if badly done it could put them off reading for life), the
9、re is no harm in preparing them for simple recognition of letters by labelling various items in their room. For instance, by a nice piece of cardboard tied to their bed with BED written in neat-big letters.Should the young child ask his parents to teach him to read, and if the parents are capable of
10、 doing so, such an appeal should not be ignored. But the task should be undertaken gently, with great patience and a sense of humour. Reading should never be made to look like a chore and the child should never be forced to continue, should his interest start to flag*.KeyA. 1. There is no hard and f
11、ast rule, for no two are alike.2. The fact that he or she might later be “bored” when joining a class of non-readers at infant school is the teachers affair.3. If badly done it could put them off reading for life.4. But the task should be undertaken gently.5. Reading should never be made to look lik
12、e a chore.B. ReadingIt would be wrong to set a time when a child should start learning to read and write. Parents should encourage youngsters aged two to five to read if they show interests in it, but never force them to learn to read. He or she might later be “bored” when joining a class of non-rea
13、ders at infant school. Then it is up to the teacher to see that such a child is given more advanced reading material.Similarly, if a child cannot read at the age of seven, teachers and parents should make certain that he is not dyslexic. If he is, specialist help should immediately be sought.Parents
14、 should not ignore the young childs appeal to be taught to read. But the task should be undertaken gently, with great patience and a sense of humour. Reading should never be made to look like a chore and the child should never be forced to continue, if his interests start to flag.Section Two Listeni
15、ng ComprehensionPart 1 Sentence IdentificationScriptIdentify each sentence as simple (S), compound (CP), complex (CPL) or compound-complex (C-C). You will hear each sentence twice. Write the corresponding letter(s) in the space provided. 1. The line down the middle of the road wavered, zigzagged, and then plunged right off the pavement.2. My sister likes classical music, but I prefer the kind she dismisses as “junk.”3. Either you must improve your work or I shall dismiss you.4. Babara and Andrew are
