新职业英语2视听说教程unit1-4课文内容

Unit 1

Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical working situations in the workplace.

Procedures:

Step 1: Elicit typical workplace situations from students.

Step 2: ask students to read unit objectives to get a clearer idea.

Step 3: remind students to bear the objectives in mind while studying.

Step 4: explain new words or expressions if necessary.

Listening

Task 1

Objective: students learn how to ask for leave and how to grant leave.

Procedures:

Step 1: students get prepared for the conversation of asking for leave by finishing warming-up. Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening.

Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening.

Step 4: students review expressions concerning asking for leave in language summary.

Script:

(Frank, a sales representative in the Sales & Marketing Department, comes to his manager, Bill Smith’s office, to ask for sick leave)

Bill: Good morning, Frank. You look pale. What’s the matter?

Frank: Mr. Smith, I think it’s not a good time to ask for some time off as we’re up to our eyeballs, but I really have to. I’ve got a terrible headache.

Bill: have you caught a cold?

Frank: No. But recently I’ve been feeling really stressed and I’ve not been sleeping well.

Bill: perhaps you need to slow down a bit.

Frank: That’s the reason why I’ve come to ask for leave. And on top of it all, my mother had a heart attack yesterday. She’s in hospital.

Bill: I’m really sorry to hear that.

Frank: I really need some personal time to spend with my mother. Could I have a week off?

Bill: That’s going to be difficult as we’re so understaffed at the moment…But Frank, family comes first, so take some time off. All I ask is: could you please submit a detailed progress report before you go?

Frank: Yes, of course. I can get that done this afternoon. By this way, Lisa has offered to do some work on my project while I’m away. And I’ll get back as soon as possible.

Bill: Good, thanks for that. Give my best wishes to your mother. I hope she gets better soon. Frank: thank you.

Key:

1.warming up

fatigue concentration trouble muscle trouble headaches stomach problems restless sleep

3.intensive listening

C B B

Task 2 Team Cooperation

Objective: students can talk about team building and cooperation in the workplace. Procedures:

Step 1: students get prepared for the conversation of asking for leave by finishing warming-up. Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive watching.

Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive watching.

Script:

(Bill goes to the project team to encourage them and to see if he can offer some help)

Bill: I’ve heard that some team members have been complaining.

Jenny: It’s because we’ve been under great pressure recently.

John: Our marketing plan was turned down again yesterday. I feel very frustrated.

Bill: Well, frustration is not terrible. What’s terrible is to expect failure.

John: What makes me despair is that Frank is not here. If he were here, we’d probably have managed to work out effective marketing strategies that would have been accepted.

Bill: Well, Lisa can help you. She’s taken over Frank’s work and will work with you on the strategy.

Lisa: I will do my best to help. In my opinion, if the work is difficult, it’s better to use all the strengths of the team. We can bring all our abilities and wisdom into full play.

John: Yeah, well, that sounds right. Maybe I have to learn to manage myself better. I have to realize the importance of cooperation.

Bill: Cooperation is most important for us all. Well, is there anything else I can do for your team, Jenny?

Jenny: No. Thanks. We’ll probably encounter some more difficulties, but together we can get through them and achieve our goals.

Bill: Wonderful. I’m happy to see that you have self-confidence and the spirit of cooperation. Jenny: Thanks very much.

Key:

2. extensive watching

John has taken Frank’s place to help the team work on the marketing strategies

Lisa feels disappointed because of experiencing difficulties in the work again

3.intensive watching

a. False …some team members have been complaining

b. True If he were here, we’d probably have managed to work out effectively marketing

strategies…

c. False Maybe I have to manage myself better.

Task 3 Speaking

Objective: This part aims at guiding students to practice the skills they’ve learned in listening and watching. Students achieve communication skills in asking for leave, building mutual

trust and team cooperation.

Procedures:

Step 1: explain the task and lead students through the sentence given.

Step 2: put students into pairs and ask them to think of as many expressions or sentences as possible about asking for and granting leave of absence.

Step 3: ask students to take turns to read aloud the sentences. Circulate to provide help if necessary.

Step 4: call on volunteers or selected pairs to make a presentation to the class.

Sample:

…have a week off work…my father had a stroke due to high blood pressure.

…take a half-day off…I need to go for a health checkup.

Unit 2

Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical situations encountered when preparing for and having

meetings.

Procedures:

Step 1: elicit typical working situations for preparing for and having meetings from students. Step 2: ask students to read unit objectives to get a clearer idea.

Step 3: remind students to bear the objectives in mind while studying.

Step 4: explain new words or expressions if necessary.

Task 1 Reason for a Meeting

Objective: students can give reasons for or against having a meeting.

Procedures:

Step 1: students get prepared for the conversation concerning reasons for a meeting by finishing warming up.

Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening.

Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening.

Step 4: students review expressions for future plans and intentions in language summary. Script:

(In the CEO’s office, Bruce is talking to Bill about the sales for the first half of this year.) Bruce: Bill, I’ve been reading the sales report you gave me the other day. I see our sales have been decreasing since the last quarter. What’s happened?

Bill: That’s what I want to talk to you about. There are lots of reasons, but primarily, wee think it’s because we don’t have enough new products to meet market demands.

Bruce: That can’t be right. We’ve a lot of new products.

Bill: Still not enough. According to our research, the market is changing much faster than we expected. So are our competitors.

Bruce: Then I think we need to have a meeting to discuss the problem and work out what

measures to take.

Bill: That would be great.

Bruce: I’ll ask the Production and the R & D Departments to join the meetings as well. And I need you to contact all the sales representatives and ask them to attend the meeting.

Bill: No problem. When do you want to have it?

Bruce: How about next week? You contact all the sales representatives and set a time. Next week I’m available every day except Monday and Wednesday.

Bill: OK, I’ll let you know when we set the time and I’ll copy you in on the agenda.

Key:

1.Warming up.

Like You can exchange ideas and opinions during meetings.

Dislike Meetings can be time-consuming.

Sometimes people might discuss things that they don’t care about.

2.extensive listening

a. False I see our sales have been decreasing since the last quarter. What’s happened?

b. False Then I think we need to have a meeting to discuss the problem and work out what

measures to take.

3. Intensive listening

B A B

Task 2 watching

Objective: students learn how to take meeting minutes.

Procedures:

Step 1: students get prepared for the video clip about minutes taking by finishing warming up. Step 2: students watch the video clip extensively to get a global understanding. Check students’comprehension by finishing extensive watching.

Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive watching.

Step 4: students review the usage of model verbs in language summary.

Script:

(Lisa is talking with Eric. She wants to seek some advice from Eric on taking Minutes.)

Lisa: Hi, Eric, how’s it going?

Eric: Just a bit busy. We have a meeting next Monday, so I’ve got a lot of preparation to do. Lisa: Oh, the regular meeting? I need to take minutes for an important meeting next Thursday. But to be honest, I’m not really good at it. Would you please give me some tips?

Eric: I’d be happy to. Look, here are some meeting minutes.

Lisa: Wow, they look good. They’re very well organized and laid out and the contents seem very logical.

Eric: Thank you. To take good minutes, you really need to concentrate. Of course, you must be accurate as well. Make sure you have the name of the company and the meeting, the

date, time, and venue correct and the names of all the people present. Make a note of

the exact time that the meeting is opened and closed and who is in the chair.

Lisa: is that all?

Eric: No. That’s the easy part.

Lisa: Then what else should I do?

Eric: During the meeting you have to take notes of all the topics discussed, the main points made by each speaker and any decisions made. Then after the meeting, you must type up

your notes and circulate them to everyone who attended the meeting.

Lisa: But the problem is I can’t take down everything everyone says during the meeting.

Eric: You don’t have write down every word. You just make a not of the main points about each topic, such as the business transacted, the resolutions passed and the decisions reached

at a meeting.

Lisa: Oh, I see. Thank you very much!

Eric: Don’t mention it. Good luck!

Key:

1.warming up

a.Minutes: the record of a meeting

b.Agenda: the items to be discussed at a formal meeting

c.Schedule: timetable for a project or a program

2.extensive watching

a.False …I’m not really good at it. Would you please give me some tips?

b.False Then after the meeting, you must type up your notes and circulate them to everyone

who attended the meeting.

3.intensive watching

a. concentrate

b. accurate

c. the name of the company

d. opened and closed

e. take notes of

f. decisions

g. type up

Task 3 Speaking

Objective: This part aims at guiding students to practice the skills they’ve learned in Listening & Watching. The task is designed to help students achieve communication skills in typical situations related to business meetings.

Procedures:

Step 1: explain the task and give students time to look through the uncompleted conversation. Step 2: put students into pairs to complete the conversation. Circulate to provide help if necessary. Step 3. call on volunteers or selected pairs to role-play the conversation to the class.

Key: 1. B 2. C 3.A 4. D

Unit 3

Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical working situations concerned with business travel. Procedures:

Step 1: elicit typical working situations for preparing for and having meetings from students. Step 2: ask students to read unit objectives to get a clearer idea.

Step 3: remind students to bear the objectives in mind while studying.

Step 4: explain new words or expressions if necessary.

Task 1 Listening Booking a Ticket

Objective: students learn how to book a ticket for a business trip.

Procedures:

Step 1: students get prepared for the conversation concerning booking a ticket by finishing

warming up.

Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening.

Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening.

Step 4: students review expressions concerning booking tickets in language summary.

Script:

(Jessica is calling an agent to book a ticket for Bruce Anderson)

Agent: Green Travels. May I help you?

Jessica: I’d like to book an air-ticket to Taipei, please.

Agent: when do you plan to leave?

Jessica: On next Monday, August 29th.

Agent: We have several flights available that day: 13: 10 with EV A Airways, 16: 00 with Hainan Airlines, and 16: 55 on China Airlines.

Jessica: I think 13:10 suits the schedule best.

Agent: how do you want to fly, business or economy?

Jessica: Economy, please.

Agent: May I have the passenger’s name?

Jessica: Bruce Anderson.

Agent: Let me confirm your reservation: Mr. Bruce Anderson on EVA Airways, Flight Number BR708, leaving at 13:10, August 29th.

Jessica: Yes, that’s correct. How do I get the ticket?

Agent: Either you come to our office or we deliver it to your address.

Jessica: Please send it to me. I’m at TAF; that’s 46 Revolutionary Road. Tell the courier to ask for Jessica at reception. I will pay cash on delivery. Thank you!

Agent: You’re welcome. It’ll be delivered this afternoon.

Jessica: Thank you. Goodbye.

Key:

1.warming up

a.seven thirty; half past seven

b.nine fifteen; a quarter past nine

c.eleven forty five; a quarter to twelve

d.one fifty eight

2.extensive listening

a. False book an air ticket

b. False Please send it to me.

Task 2 Watching Airport Check-in

Objective: students learn how to check in at airport.

Procedures:

Step 1: students get prepared for the video clip about airport check-in by finishing warming up. Step 2: students watch the video clip extensively to get a global understanding. Check students’comprehension by finishing extensive watching.

Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive watching.

Step 4: students review expressions concerning airport check-in in language summary.

Script:

(Bruce Anderson is checking in at the airport.)

Staff A: May I have your ticket and passport, Sir?

Bruce: Certainly. Here you are.

Staff A: Thanks. Would you care for a window seat or an aisle seat?

Bruce: It doesn’t matter, Either will do.

Staff A: OK. Mr. Anderson, your seat is in Row 9, Seat A.

Bruce: Thank you.

Staff A: Do you have any luggage to check in?

Bruce: Yes, I have one bag to check in and I have a small carry-on case. What’s the luggage allowance?

Staff A: 20 kilos per passenger. Your bag is only 9 kilos, well under the allowed weight.

Bruce: Thanks.

Staff A: Here’s your boarding card, Sir. Your flight is boarding at Gate 6. Departure is over there and Security is just beyond.

Bruce: Alright. Thank you.

…

Staff B: Sir, please walk through the scanner.

Bruce: OK.

(The alarm light turns red and when Bruce walks through the scanner.)

Staff B: Excuse me, can you stand here and put your arms out? (Frisking…) What’s in your pocket?

Bruce: A cigarette lighter.

Staff B: I’m sorry, Sir. But lighters are not allowed on the plane.

Bruce: Oh bother. I’ll leave it behind.

Staff B: Thank you, Sir. Could you please open your bag? What’s this liquid?(Taking a bottle of liquid out of the suitcase)

Bruce: It’s syrup for my sore throat. Not allowed either?

Staff B: It’s OK. It’s less than 100ml so you can take it on board. Thank you for your cooperation. Key:

1.warming- up

a.knife, dagger

b.rifle, handgun

c.hammer, screwdriver

d.gasoline, ethanol

2.extensive watching

a. False well under the allowed weight

b. False But lighters are not allowed on the plane.

3. intensive watching

a. C

b. B

c. C

d. B

4. language summary

a. 行李托运

b. 随身携带的小提箱

c. 免费携带行李限额

d. 登机牌

e. 带上飞机

Task 3 Speaking

Objective: This part aims at guiding students to practice the skills they’ve learned in Listening & Watching. The task is designed to help students achieve free communication skills in organizing a schedule, booking a ticket, checking in at the airport and meeting a client.

Procedures:

Step 1: explain the task and lead students to go through the given schedule.

Step 2: have students work in pairs to describe the schedule. Encourage them to make sentences that vary in structure. Circulate to provide help if necessary.

Step 3: call on volunteers or selected pairs to read aloud to the class and ask other students to comment or improve.

Sample:

1.I will have a full schedule on September 14th.

2.I will have a meeting with the production team at 9: 30 in the morning.

3.At 11:45 a.m., I will have a lunch appointment with Mr. Smith, a designer from

UTO Advertising.

4.In the afternoon, I will visit a supplier’s workshop at 3:00.

5.At half past four, I will pick up Mary (Tim’s daughter) after her piano lesson. Unit 4

Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical working situations concerning money in the workplace. Procedures:

Step 1: Elicit typical workplace situations from students.

Step 2: ask students to read unit objectives to get a clearer idea.

Step 3: remind students to bear the objectives in mind while studying.

Step 4: explain new words or expressions if necessary.

Task 1 listening Travel Expense Policy

Objective: students can understand a typical corporate travel expense policy.

Procedures:

Step 1: students get prepared for the conversation of the travel expense by finishing warming up. Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening.

Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening.

Step 4: students review expressions concerning a company’s reimbursement in language summary. Script:

(Jenny will go to Chicago on business. Now she’s going to the Finance Department to ask her colleague, Ada, about the company’s travel expense policy.)

Jenny: Excuse me. I’m Jenny from the Sales & Marketing Department.

Ada: Good morning. What can I do for you?

Jenny: I’m going away on business next month, and I want to know about our policy on travel expenses.

Ada: OK. Well, cash cannot be drawn in advance for business travel, so you have to pay out of your own pocket.

Jenny: So when I get back, how will the company reimburse my expenses?

Ada: You have to save all the receipts from your trip and then attach them to your expenses claim form in order for them to be reimbursed. If there’s no receipt, the company can’t make a reimbursement.

Jenny: I see. What about the maximum daily allowance?

Ada: That depends on where you go. According to company policy, it’s $40 per day for business trips abroad, and 140RMB for any domestic travel.

Jenny: OK. Er…I’m going to Chicago. Do I need to have a credit card with me?

Ada: It would be better to have one. It’ll be more convenient but it needs to be an international credit card, of course.

Jenny: Do I also have to take cash, US dollars then?

Ada: Sure. Usually people use cash for cheaper items and sometimes cards are not accepted, so you have to pay them in cash.

Jenny: Thank you very much.

Ada: You’re welcome.

Key:

1.warming-up

a.Methods of payment (Can you use a credit card? If not, will you pay out of your own

pocket, or can you request a cash in advance?)

b.Reimbursable expenses (Typically these are transportation, mileage, meals, and

accommodation. You’ll probably have a certain amount you can spend on meals each day, for example.)

c.Non-reimbursable expenses (For example, most companies will pay for meals, but not

alcoholic beverages.)

d.Documentation (Know what documentation you’ll need to accompany your expenses

report paperwork.)

e.Claim deadlines (How soon must you submit your paperwork to get reimbursed?)

2.extensive listening

a.False …I want to know about our policy on travel expenses.

b.True It would be better to have one. Sure, …so you may have to pay in cash.

3.intensive listening

a. C

b. A

c. B

Task 2 Watching Applying for a Credit Card

Objective: students learn how to apply for a credit card.

Procedures:

Step 1: students get prepared for the video clip about applying for a credit card by finishing warming up.

Step 2: students watch the video clip extensively to get a global understanding. Check students’comprehension by finishing extensive watching.

Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive watching.

Step 4: students review expressions concerning the usage of credit cards in language summary. Script:

(In the bank)

Jenny: Hello! I want to apply for a credit card.

Clerk: we have several kinds of cards: Peony EMV Standard Credit Card, Peony RMB Credit Card and Peony Dual Currency Credit Card. Which one would you like?

Jenny: Er…, well, I’m traveling abroad next month, so I guess I need an international card. Clerk: OK, what about applying for a Peony Dual Currency Credit Card? It can be used at home and abroad. And it can be settled in both RMB or US dollars.

Jenny: That suits me. How can I buy goods and services with the Peony Dual Currency Credit Card?

Clerk: You can use it at any store with a VISA or MasterCard logo and withdraw local currency from ATMs displaying the Cirrus logo.

Jenny: I see. How do I apply for it?

Clerk: Please fill out this Application Form. Could you show me your ID card please?

Jenny: Yes. Here you are… (While filling in the form) Should I choose a gold card or a classic card? What’s the difference between them?

Clerk: Well, with a gold card you can get a credit limit up to 50,000 yuan, but it’s only 20,000 yuan for a classic card.

Jenny: I see. (Finishing filling the form) Here you are. When will I get my card?

Clerk: We’ll mail you the card within 10 working days.

Jenny: Thanks a lot.

Clerk: My pleasure.

Key:

1.warming-up

You may refer to Business Notes for information about VISA and MasterCard.

Unionpay: As the bankcard association in China, UnionPay operates an inter-bank

transaction settlement system through which the connection and switch between banking

systems and the inter-bank, cross-region and cross-border usages of bankcards issued by

associate banks could be realized.

2.extensive watching

a. False …I need an international card

b. False Yes. Here you are… We’ll mail you the card within…

3. intensive watching

a. RMB; US dollars

b. VISA; MasterCard

c. credit limit

d. 10

Task 3 Speaking

Objective: This part aims at guiding students to practice the skills they’ve learned in Listening & Watching. The task is designed to help students achieve communicative competence in handling their business travel expenses..

Procedures:

Step 1: explain the task and lead students to look through the uncompleted conversation.

Step 2: have students work in pairs to complete the conversation. Circulate to provide help if

necessary.

Step 3: call on volunteers or selected pairs to read aloud to role-play the conversation to the class. Sample:

A: Good morning, John. I’m traveling on business next week. I’ve heard our company has a new policy on travel expenses?

B: Yes, we have introduced/started/drawn up a new policy on travel expenses?

A: What is it?

B: First thing first, cash cannot be drawn in advance for business travel.

A; So, I have to pay out of my own pocket?

B: Yes. When you get back, the company will reimburse your expenses.

A: What about the daily allowance for the trip, then?

B: $50 per day for business trips abroad and 150 RMB for domestic travel.

A: Thank you very much.

B: You’re welcome.

新标准大学英语视听说教程听力原文Unit+

新标准大学英语视听说 教程听力原文U n i t+ Document number【AA80KGB-AA98YT-AAT8CB-2A6UT-A18GG】

Unit 1-Conversation 1**（1）Janet: So this is the Cherwell Boathouse — it's lovely! And look at those people punting! It looks quite easy. Mark: I'm not so sure about that! Janet, there's something Kate and I wanted to discuss with you. Some people in college are organizing charity events this term. We've decided to get involved. Janet: Raising money for charity Right. In China, people raise money for charity but students don't usually do that. Mark: Students often do that here. Anyway, we're thinking of doing sponsored punting. Janet: Sponsored punting! What's that Kate: Sponsoring is when people pay you to do something — like run a long distance. So people would be sponsoring students to punt. Janet: What a great idea! I'd love to join you! Mark: That's why we're telling you about it. So that's decided then. Let's make a list of things we need to do. Kate: I'll do that. One of the first things we should do is choose the charity. Mark: Yes. And choose a day for the event. And we need to design the sponsorship form. I've got one here. Kate: That looks fine, but we must change the wording. Who wants to do that Mark: I'll do that. What have we got so far Kate: Choose a charity. Also a day for the event. Change the wording on the sponsorship form... Um ...

【免费下载】英语视听说课程教学大纲

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working as a nurse in a hospital Height: one meter and sixty-eight centimeters/168cm Eyesight: never had any vision problems Strengths: friendliness, open-minded attitude, a warm personality Weak points: hard to tell others when she does n’t like what they are doing Exercise 2 flying into the blue sky working with people quite fluent make the passenger relaxed and happy in top condition any vision problem speak in another language use gestures and draw pictures

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目录

一、课程性质 商务日语视听说课程为商务日语专业的专业基础课，本课程的主要目的在于使学生掌握日语基础知识，训练日语听说的基本技能，培养实际运用语言的能力，能同日本人进行一般性交谈，发音基本正确；通过影视作品使学生了解到生活的语言，从而提高日语的理解力及表达力。使学生能看懂有一定深度的影视作品，能讲述大意，同时要求学生有分析、欣赏一部电影作品的基本能力。通过“视”、“听”、“说”的结合，以直观画面和情节内容为基础开展有针对性的口语训练，运用复述、总结、对话、口头概述、即席演讲，小组合作，专题演讲等活动形式，提高学生的听力理解和口头表达能力，加深他们对日本的政治、经济、社会、文化等方面的认识和了解。 （一）专业能力 通过“视”、“听”、“说”的结合，以直接画面的情节内容为基础，开展有针对性的口语训练，使学生能够正确辨别语音，掌握发音难点，接受并习惯日语的正常语速；掌握情景对话的内容并做到熟练运用；掌握日语使用的特定环境和会话技巧；通过运用复述、总结、对话、口头概述、即席演讲，提高口头表达思想的能力。训练学生有意识、有选择地学习影像资料中标准、地道的日语表达，能复述所看影像资料的主要内容和情节，听两遍后能复述50%的内容，并能够对其进行评价。

（二）方法能力 本课程主要采用交际法教学原则。课堂教学以学生为主体，教师为主导，开展以观看各种影像材料（隐去日文字幕的DVD）为中心的，结合各种形式（选择、判断、填充题、听写、讲座、摘记、根据笔记回答问题等）的听力练习与复述、讨论、即席演讲、表演等口语练习（对较复杂的视听材料要提供足够的生词、注释与背景材料），开展课堂活动。课堂上尽量为学生创造发表个人见解的机会，注重培养学生的合作意识，判断能力，分析能力，讨论能力和表达能力，最大限度地让学生参与学习的全过程，提高教学效果。教学过程中，应该根据听力教材的难易程度以及学生的反应情况对教学作具体的安排，做到有精有泛。精听的内容可反复听，泛听的内容掌握大意即可。 （三）社会能力 1．具有较强的语言应用能力，能用日语流利地进行日常生活会话，能就有关专业进行简短发言。 2. 了解日本人的语言习惯及生活侧面，提高日语的理解力及表达力。 3. 了解日本的文化及风土人情，提高跨文化交流的能力，注重培养获取知识的能力、独立思考和创新的能力以及综合运用语言的能力。 三、课程设计思路 本课程为全面提高学生的日语综合能力，本着由浅入深、由易到难、循序渐进的教学原则，在培养和提高学生听解能力的同时，还注意培养学

新标准大学英语视听说教程1听力原文

Unit 1 Starting out Outside view Julie My name's Julie Dearden, and I'm the Director of International Programmes here at Hertford College. Eugene My name's Eugene Berger, I studied here in Oxford for four years er, studying modern languages at Somerville College. Julie Oh, there are many Oxford traditions. Oxford is a very old university, the oldest English-speaking university in the, in the world. And so there are many traditions which are associated with the colleges, with the times of the year, and with sport, and with eating, for example. Eugene Each college is very different um, from um, the others, and it has its own character. Some colleges are very conservative, and some are much more liberal and have a tradition of um, kind of liberal politics. But there are also some specific traditions. Julie Formal Hall is when we all eat together here in college, the professors and the students. Usually it takes places at seven o'clock in the evening, and the professors sit on high table which is the table over here, and the students sit on common table, which are the tables here. But everybody eats together. It's a very beautiful evening because there are, there's a special meal and we eat by candlelight. Eugene I think er, the traditions that make Oxford so unique are firstly the Oxford Union and er, secondly, May Day. The Oxford Union being a debating society where speakers come from all around the world to address the students and even allow themselves to be questioned by the students, making it a very interesting forum. Julie My favourite is er, May Day. And May Day is the first day of May, and we have a tradition called May Morning, and on May Morning everybody gets up very early and the students have a celebration. There is a choir which sings on top of the tower at Magdalen College and all the people of the town and all the students go to listen to the singing. So it's very nice. Eugene The tradition that er, was most important to me was probably Summer Eights. I was a rower. And Summer Eights is a rowing competition, held in May in the summer term. And in this competition, each college is trying to improve its place which it won the previous year and gradually work its way up the river. Julie When the students take exams, they must go to a special building and it's called Examination Schools. And also they must wear a special uniform, so they wear E.gown like mine, a black gown, and they wear a white shirt, arid the men wear a white tie and black trousers. The women wear a white shirt and a black skirt or black trousers. And they must wear this uniform, which has a Latin name - sub fuse — and they must wear this uniform in order to take their examinations. Eugene I think the Oxford traditions lend character to the place and it's such an old institution, it should have traditions, but they can be very inconvenient. For example, sub fuse. This is the uniform that we are required according to the university rules, to wear. Julie They also wear flowers in their buttonholes, and those flowers are carnations. And they wear different colours, the students wear different coloured flowers for different examinations. So when you take your first exam you wear a white flower, and when you take your second exam you wear a pink flower, and when you take your final examination you wear a red carnation. Eugene So we have to dress up in a full black suit, starched collar, white bow tie and carry a mortarboard. And to write an exam in the summer heat whilst wearing all that which you're not allowed to take off is um, uncomfortable. Julie I really like the Oxford traditions, I think it's part of our history, and part of um, being a student or a teacher here at Oxford University. Listening in Passage 1 Interviewer Can you tell me something about the Ivy League? You're a professor at Harvard, is that right?