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A: No, actually I ate out last night. We had pizza at Pizza Hut, then a late snack at Kentucky Fried Chicken.
B: Oh, dear. Well, maybe you should have a salad.
A: Yes, I think so. Look, the daily special is spaghetti. That sounds good. B: Oh, the prices are great too. I'll have that as well. A: Now let's decide on drinks.
B: I'll just have coffee and a glass of iced water. A: Italian food needs red wine, you know. B: But we have to go back to work. A: OK, a Coke for me then.
B: Here comes the waitress. Let me order first. Questions
1. What is the relationship between the two speakers? 2. Where does the conversation take place? 3. What will they order? Unit 3 Weather Part A
Listening Strategy
Listening for Important Details
Besides understanding the main idea of a listening text, we often find it necessary to grasp the important details as well. What counts as important details depends on the kind of information we want. Generally speaking, if we are listening to the narration of an event, we need to sharpen our ears not only for what happened, but also when and where, how and why it happened. In listening to a weather report, on the other hand, the important details we should watch out for are the current weather conditions, temperature, and weather outlook. You're going to hear two short passages about weather. While listening, pay attention to such details as the weather conditions, temperature, weather outlook, damage caused by bad weather and so on, and write them down in note form.
Then complete the exercises in your book.
1. The weather today: a fine day is in store nearly everywhere, with the best of the sunshine in southern and central areas of Britain. A pleasant day, then, with long sunny periods developing. There will be light winds with a maximum temperature of 18 degrees Celsius, 64 degrees Fahrenheit. Look at the outlook for the next few days: it will become mostly cloudy with heavy showers moving in from the west.
2. A storm in Changchun, capital of Northeast China's Jilin Province, claimed four lives on Sunday. The storm lasted about three hours from around 8 p.m. The winds reached speeds of over a hundred miles an hour, causing serious damage and a widespread power failure. [ti:Unit 3 Part B] Listening Tasks A Conversation
Did You Hear the Forecast?
Exercise 1
Listen to the conversation and choose the right answers to the questions you hear. Alan: Oh, look at the sky, Michelle! It's starting to get cloudy.
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Michelle: I see it. I hope it doesn't rain. I thought it was going to be a fine day today.
Alan: That's certainly what the department was hoping for when they chose today as the date for the annual picnic.
Michelle: You can't have a picnic without good weather. You need sunshine for all the eating and games and entertainment.
Alan: Yeah, sunshine — but not too much! Do you remember last year?
Michelle: I sure do. It was so hot all we did was look for shade, look for ways to escape from the sun.
Alan: And no one wanted to participate in any of the planned activities. All we wanted was cold drinks. And then we dozed off.
Michelle: If there had just been the tiniest breeze to cool us off.
Alan: But there wasn't. Just that burning sun, without a cloud in the sky, and the temperature just seemed to climb higher and higher.
Michelle: Well, we don't have that problem this year, apparently. Alan, did you hear the weather forecast? Is it supposed to rain?
Alan: I don't know. I didn't catch the weather report. But maybe if it rains, it will only be a short shower which cools things off a little. That might not be bad. Questions
1. What are Alan and Michelle mainly doing? 2. What do you know about Alan?
3. What can you infer from the conversation? Speaking Tasks
Listen to the following conversations and repeat after the recording. Then role-play them with your partner. Conversation 1
A: What lovely weather we're having! Nice and cool. B: Yeah, I really like this kind of weather. A: What's the temperature today？
B: The high is 26 and the low is 20. The weather forecast says the good weather is likely to last, too.
A: I hope so. Conversation 2
A: It seems to be clearing up. All the dark clouds are gone and the sun is coming out. B: Yes. Let's just hope it stays this way. I hate rainy days.
A: I think it will continue to be fine for the next few days. Anyhow, that's what the weatherman says.
B: That's great. Let's go for a walk, shall we？ A: All right. Conversation 3
A: It's hot and humid, isn't it? I can hardly breathe. B: Yeah. I feel suffocating too.
A: Are summers always this hot here? It's almost like in the desert. B: Yes, especially in July and August. A: Well, what did the weatherman say?
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B: He said another heat wave is on the way. A: Oh no! I hope not.
B: How about going out to the beach to cool off？
A: Good idea. Maybe it's the only place for this sort of weather.
Now make similar conversations according to the given situations. Use the structures and expressions above in your conversations where appropriate.. [ti:Unit 3 Part C Test Your Listening
You're going to hear five short conversations. Listen carefully and choose the right answers to the questions you hear.
1. W: It's been freezing for the last few days.
M: Yes. And the forecast says there will be more snow next week, accompanied by strong winds. Q: What will the weather be like next week?
2. M: We haven't had such a severe winter for a long time, have we? W: No, and the forecast says it's going to get worse before it warms up. Q: What can we learn from the conversation?
3. W: What if it rains hard? What are we going to do?
M: I think it will clear up soon. But if it keeps raining, the whole thing will have to be cancelled. Q: What can we learn from the conversation?
4. M: How was the weather when you left New York?
W: It was very much like the weather in Beijing. You don't have to take a lot of clothes. Q: What can we learn from the conversation?
5. W: If it is this hot tomorrow, we may have to give up the idea of playing tennis in the afternoon. M: The weather forecast says it will cloud over by noon. Q: What does the man mean? Unit 4 Music Part A
Listening Strategy
Listening for Signal Words
The ability to identify signal words can help us follow the thread of the speaker's thought. People often use signal words or phrases like \contrasts with what has just been said or to signal what they are about to say is the result or cause of their previous remarks. Similarly, words and phrases like \\\\and %usually signal that the speaker is going to provide an illustration or emphasize a certain point or discuss several aspects of a certain topic. So we should pay attention to signal words in listening as they will prepare us for what is going to be said. You're going to hear four short passages.
Listen carefully and write down the signal word(s) in each passage. Then choose a, b, c or d to indicate the function of the signal word(s) used in each of the passages.
1. Most people like music. In fact, we are surrounded by it. It's on the radio and television and can be heard in stores and restaurants. However, not everyone likes the same kind of music.
2. The manager of the music shop was called Brian Epstein. Because so many people had asked for a record by the Sun, Epstein decided to go and listen to the group himself.
3. Firstly I would like to talk about classical music and its representative composers, then I will
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move on to jazz music, and finally I will focus on pop music in the last century.
4. We listen to exciting music and our hearts beat faster, our blood pressure rises, and our blood flows more quickly. In short, we're stimulated. [ti:Unit 4 Part B] Listening Tasks A Passage
Background Music
Exercise 1
Listen to the passage. As you listen, read the signal words in your book and put a tick () in the brackets after the ones you have heard.
Background music may seem harmless, but it can have a powerful effect on those who hear it. Recorded background music first found its way into factories, shops and restaurants in the USA. Very soon it spread to other parts of the world. Now it is becoming difficult to go shopping or eat a meal without listening to music. To begin with, background music was intended simply to create a soothing atmosphere. Recently, however, it's becoming a big business. An American marketing expert has shown that music can boost sales or increase factory production by as much as a third. But it has to be the light music. Lively music has no effect at all on sales. Slow music can increase receipts by 34%. This is probably because shoppers slow down and have more opportunity to spot items they would like to buy. Yet, slow music isn't always the answer. The expert found that in restaurants slow music meant customers took longer to eat their meals, which reduced overall sales. So restaurant owners might be well advised to play faster music to keep the customers moving — unless, of course,the resulting indigestion leads to complaints. Questions
1. Where was recorded background music first used? 2. What was the original purpose of background music?
3. What kind of music can have a powerful effect on customers in shops?
4. Why doesn't the same kind of music work in restaurants according to the passage? Speaking Tasks Pair Work
Listen to the following conversations and repeat after the recording. Then role-play them with your partner. Conversation 1
A: Do you like English songs? B: I'm crazy about them.
A: What's your favorite song?
B: It's hard to say. There are so many beautiful songs. A: Who's your favorite singer then?
B: Sarah Brightman, undoubtedly. I do admire her, you know. I love all her songs. A: I like her, too, but not that much. Conversation 2
A: Do you care for opera? B: Yes, I do, very much.
A: Which do you like better, opera or musical? B: Opera.
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A: Do you just listen to it or go to performances?
B: I prefer going to a performance. It has everything, color and spectacle and great music. A: Why don't we go and see Aida together? It's being performed at the Grand Theater. B: I've seen it already. It's excellent. A: Oh, lucky you! Conversation 3
A: Do you enjoy listening to music?
B: Yes, very much. I enjoy listening to music more than any other pastime. A: What's your favorite music?
B: It depends. When I am in a good mood, I'd prefer something exciting, with a fast rhythm. But if I feel low, I can only listen to something soft and quiet. A: Mm, me too.
Now make similar conversations. Use the structures and expressions above where appropriate. Your conversations should include the following points. [ti:Unit 4 Part C] Test Your Listening
Listen to the passage three times and supply the missing information.
Celine Dion is the youngest of 14 children in a working-class family in Quebec, Canada. Her parents, who both loved music, encouraged her to develop her musical talent. At 12, Celine had composed the song \Was Only a Dream\Her mother and brother helped her to make a recording of that song and sent it off to an address they found on an album of a popular French singer. The address was that of Rene Angelil, who became her first conquest, but there would be millions more. Celine's rise from a teenage singer to a pop superstar has been steady, but not without difficulties. Record companies were at first less enthusiastic about investing in a teenager than Angelil, who mortgaged his own home to pay for her first album. But her first two albums won a great success. And by 1983 she became the first Canadian ever to have a gold record in France. In 1990, Celine made her first English language record with Unison but her real breakthrough in America came when she was selected by Disney to sing the theme song of Beauty and the Beast. The song went to No.1 on the chart and won both a Grammy and an Academy award. In 1996 she performed at the opening ceremony of the 1996 Atlanta Olympic Games and in 1997 she recorded the theme song for Titanic, and her name became synonymous with the enormously successful film. Celine Dion's favorite theme is love. She sings the depth and the power of love in a great many of her hits such as \Loved Me\On\
Unit 5 Health Part A
Listening Strategy
Identifying the Relationship Between the Speakers in a Conversation
Identifying the relationship between the speakers in a conversation is an important skill in listening comprehension. Although sometimes the conversation itself does not contain words that say exactly what the relationship is, we can rely on contextual clues to find it out. Such clues include the degree of intimacy (e.g., how intimately the speakers address each other, what endearments are used), the degree of politeness (strangers tend to be more polite towards each
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