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1、wordUnit 5Section One Tactics for ListeningPart 1 PhoneticsStress, Intonation and AccentScriptListen to Peter talking to Maggie. Is he asking a question ordoes 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 ago, di
2、dnt 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 beautif
3、ul, 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 fill in
4、the blanks with the missingwords.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 nonreadersat infant school is the teachers affair.3. If badly done it could put them off reading for life.4. But the task should be undert
5、aken gently.5. Reading should never be made to look like a chore.B. Listen to a talk about reading. Take notes and plete thefollowing summary.When should a child start learning to read and write? This is one of thequestions I am most frequently asked. There is no hard and fast rule, for no twoare al
6、ike, and it would be wrong to set a time when all should start being taughtthe 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 shemight later be “bored whe
7、n joining a class of non-readers at infant school isthe teachers affair. It is up to the teacher to see that such a child is given moreadvanced reading material.Similarly, the child who still cannot read by the time he goes to junior schoolat the age of seven should be given every help by teachers a
8、nd parents alike.They should make certain that he is not dyslexic*. If he is, specialist help shouldimmediately be sought.Although parents should be careful not to force youngsters aged two to five tolearn to read (if badly done it could put them off reading for life), there is no harmin preparing t
9、hem for simple recognition of letters by labelling various items intheir room. For instance, by a nice piece of cardboard tied to their bed with BEDwritten in neat-big letters.Should the young child ask his parents to teach him to read, and if the parentsare capable of doing so, such an appeal shoul
10、d not be ignored. But the taskshould be undertaken gently, with great patience and a sense of humour. Readingshould never be made to look like a chore and the child should never be forced tocontinue, should his interest start to flag*.KeyA.1. There is no hard and fast rule, for no two are alike.2. T
11、he fact that he or she might later be “bored when joining a class of non-readersat 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 like a chore.B. ReadingIt would be wrong
12、 to set a time when a child should start learningto read and write. Parents should encourage youngsters aged two tofive 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-readers atinfant school. Then it is up to th
13、e teacher to see that such a child isgiven 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 shouldimmediately be sought.Parents should not ignore the young childs appeal t
14、o be taught toread. But the task should be undertaken gently, with great patience anda sense of humour. Reading should never be made to look like a chore andthe child should never be forced to continue, if his interests start to flag.Section Two Listening prehensionPart 1 Sentence IdentificationScri
15、ptIdentify each sentence as simple (S), pound (CP), plex(CPL) orpound-plex (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 sitting under the tree by the river.5. She only hoped that the entire incident would be forgotten as soon as possible.Key1. S2. C-C3. CP4.
