高级英语视听说教师用书及课后答案

《高级英语视听说（第二版）》

教师用书

第二版说明

《高级英语视听说》为专业英语课程教材，供高等院校英语专业高年级本科生使用；同时也为高等院校非英语专业高年级本科生使用。近些年，大学英语及专门用途英语教学改革成果显著，非英语专业学生的英语水平提高很大，有些甚至好于英语专业的学生。教师和学生都感到特别需要更高要求、更深程度内容的英语教材满足这部分学生的智力和情感需求。这套教材既是很好的选择。本教材还可以供研究生英语课程使用，供有同等英语水平的自学者和工作者使用。

本套教材于2008年荣获北京市精品教材奖。目前已经重印十余次，受到教师和学生的广泛欢迎。

第二版教材去掉五部旧片，换上五部新片，其中三部电影，一部纪录片，以跟进时代。它们分别是《黑天鹅》、《帮助》、《朗读者》和《精神病人》。这些片子已在北外的课堂使用过，深受学生们喜爱。单元安排根据学生的兴趣、影片的新旧、影片的难易重新做了调整，现在的安排给人一种全新的感受。教师也可以按照自己的考虑、学生的水平重新安排一学期的课程顺序。

第二版教材建议每周学习一部片子，所用学时两小时。网络的发展以及各学校音视频的建设使学生随时可以看到新片，这样使一周完成学生课前的准备及课上的讨论成为了可能。

我们衷心希望第二版能够受到更多教师和学生的喜爱。在内容带给我们更多挑战的同时，也希望带给我们更多思考的快乐。

主编：王镇平

2013年4月23日

编写理念

21世纪是一个以经济全球化和信息化为显著特征的时代，我们的人才培养目标要适应这个时代，我们的教材则要适应这个新的培养目标。英语专业培养的人才应该是具有扎实的英语语言基础和广博的英语文化知识，并能在不同的工作和研究领域熟练运用英语的复合型人才，要同时兼具组织能力、实践能力和创新能力。这套教材就是在这样的需求中应运而生的。

根据2000年《高等院校英语专业英语教学大纲》（以下简称《大纲》）的要求，21世纪外语专业教材应具有以下几个特征：教材内容和语言能够反映快速变化的时代；教材能处理好专业知识、语言训练和相关学科知识之间的关系；教材不仅仅着眼于知识的传授，还有助于学生的鉴赏批判能力、思维能力和创新能力的培养；教学内容有较强的实用性和针对性；注意充分利用计算机、多媒体、网络等现代化的技术手段。

本教材的编写理念符合《大纲》的要求，具有以下七大特征：

一、内容强调趣味性

近些年来，人们越来越认识到兴趣是学习者内在动力的源泉。所以，我们在选择教材内容时，尽量贴近大学生的生活，尽可能地满足大学生的智力因素和成长需求；能最大限度地做到这一点，就能最大限度地激发学生学习的积极性和主动性。语言学家Michael P. Breen和Christopher N. Candlin强调：教材应考虑学生的情感、态度和经历，适当的内容可激发学生的学习情趣，最终促进第二语言的学习。我们选择的影片包括《黑天鹅》、《朗读者》、《克莱默夫妇》、《毕业生》、《帮助》、《死亡诗社》、《闻香识女人》、《美国丽人》等，它们大都与时代同步，反映时代脉搏，与大学生的生活贴近。还有根据名著、名剧改编的《时时刻刻》、《芝加哥》等探索人生的电影，引人思考。电视节目《中央公园》、《高端访谈》和《精神病人》涉及人与自然的关系、联合国改革以及医疗体制的弊病及改革，这些内容有助于开阔学生的视野，会使他们产生发自内心的学习热情和学习动力。

二、选材强调知识性

当今的大学生不同以往，现代社会对他们的要求也比以往高得多，而且是多元的。只懂外语而缺乏对其他领域知识的掌握已经落后于时代的要求。2000年《大纲》提到21世纪英语专业人才应具备的五个特征之一就是宽广的知识面。这些知识指的是英语专业知识（即文学、语言、国情文化）和相关专业知识（如外交、金融、法律、科技等学科的知识）。但目前，许多课程的教学内容中普遍缺少其他相关学科的知识。为了扩展学生的知识面，我们增添了电视节目，电视节目比电影知识性强，信息量大，涉及面广，学生可以在短时间内获得大量信息，学习各领域的知识。我们这里选择了三个节目，通过学习这些内容，学生可以了解和掌握环境、医疗体制、联合国（国际组织）等方面的知识及词汇。这在一定程度上弥补了视听说课程相关学科知识不足的缺陷。

三、题材和体裁注重多元化

我们认为，不断变换题材才是保护和保证学生兴趣的手段。我们选择的题材涉及范围广泛，包括家庭、教育、代沟、同性恋、艾滋病、种族、环境、联合国、医疗体制、希望、名利场和腐败、中年危机等。我们的体裁也较多元化，除了电影这一种艺术形式外，我们还选择了电视节目，其中有著名纪录片《精神病人》和电视节目《高端访谈》等。《精神病人》由美国著名导演迈克尔·摩尔（Michael Moore）执导制作，它抨击美国医疗体制的弊端并期冀改革。麦克尔诙谐、犀利、大胆，以纪录片的形式揭露美国现行社会尖锐问题而著名。从中学生可以了解美国医疗体制的现状并反思中国医疗体制。中国中央电视台著名主持人水均益，他的英语发音准确，字句使用恰当，表现得沉着、自信、敏锐。他主持的节目《高端访谈》收视率很高，受到广大观众的喜爱和关注。电视节目的特点是内容生动，形式新颖，紧跟时代节奏，提供最新信息，可以激发学生的强烈好奇心和求知欲。

四、以学生为中心

现代语言教学的走向是以学生为中心，教师为主导，教师引导学生积极地、主动地、独立地去完成学习的全过程。教材应该具有启发性、引导性，而不是传统的知识存储所。

认知理论认为，英语学习的过程是新旧语言知识不断结合的过程，也是语言能力从理论知识转化为自动应用的过程，而这种结合与转化都必须通过学生的自身活动才能得以实现。以学生为中心符合语言学习的规律。因此，教师与学生的角色发生了很大的变化，教师由原来知识的输出者变成学生的引导者和协调者；学生由听讲者变成自觉的学习者和研究者。

以学生为中心是一种新的教学模式，而教材又必须体现教学思想和教学模式。首先，这种教学模式要体现在整套教材的内容选择和编排上。内容的选择和编排要顺应学习者的学习过程，即内容要由浅入深，由熟悉到不熟悉，而且又有内在的连贯性。其次，这种教学模式还要体现在教材每一单元课前、课堂和课下的语言活动设计中。课前学生是自觉的学习者。他们要按教学计划观看影片或电视节目，然后分小组活动，组内成员进行分工合作，按照每人分配的不同任务分别到图书馆或网上查找相关的资料。最后，小组成员再一起讨论。教师的任务则是给予引导，比如，如何观看影片，如何进行思考，如何提出问题，如何查询资料等。课上学生是主要的参与者，学生需要轮流口述对影片或电视节目某一方面的评论。每一位学生讲述之后，其他同学向这位讲述者提出相关问题，讲述者要为此做好充分准备。教师在课堂上是协调者，保证每一位学生都有讲话的机会，都有运用语言的机会。课后，学生将口述评论写成文，教师进行批改并提出建议。教师最后根据学生课前、课堂表现和文章的水平给予一个综合分数作为本周成绩。

以学生为中心的教学模式就是把大部分时间给学生，让学生有更多的机会在课上和课下进行语言运用，以达到外语教学的最终目的。

五、语言活动的设计具有启发性

英语专业教材不仅仅要着眼于知识的传授，还要有助于学生的鉴赏能力、批判能力、思维能力和创新能力的培养。因此，教材只提供语言事实是不够的，这

些是死的东西，无法培养学生的思维和创新能力。那么，语言活动的设计就十分关键。我们设计的语言活动（课前、课堂、和课后的练习）都试图培养学生的批判能力和思维能力。语言活动应是一个过程，在这个过程中学生既是导演又是演员，他们需要对该活动进行分析、设计、编排、组织，直到最后实施。这样一个过程可以激发学生的学习热情和主动精神，也可以开启他们的聪明智慧，培养他们的思考能力和创新能力。

六、注重培养学生的科研能力

《大纲》明确提出课堂教学要注重培养学生的学习能力和科研能力，同时也明确要求现代英语教学应注重培养学生利用图书馆、网络获取知识的能力，以适应新世纪的需求。要想真正成为独立的研究者，学生需要学习如何使用图书馆，如何利用网络来获取知识。为培养学生独立研究的能力，视听说课程增添了科研内容，要求学生在观看影片或电视节目之后走进图书馆，访问网站，寻找自己所需的资料，为小组讨论和课堂演讲寻找依据。这种科研体验为学生将来的独立学习和独立工作打下了良好的基础。

七、创造实践机会，实现视、听、说三位一体

《大纲》要求培养组织能力、实践能力、创新能力。外语教学的目标就是将课堂中学到的语言技能运用到实践中。教材是为教学服务的，它是通向教学目标的桥梁。那么，教材就应该有实践的内容。实践内容不同于某一课后的语言活动，它是一个完整的、大型的项目，它需要学生们走出校门，在社会实践中运用掌握的英语语言，运用电视节目主持人的采访技巧，就某一主题采访以英语为母语的外国人。在这样的实践活动中，检验自己的语言能力、知识面和采访能力，同时也锻炼自己的交际能力、组织能力和创新能力，实现语言训练的视、听、说三位一体。有位学生感慨地说：“这样的实践活动是我从未体验过的，我第一次将所学的知识运用到实践中，它不仅检验了我的语言水平，同时也培养了我的合作精神、组织能力和交往能力。”

主编：王镇平

2013年5月

使用说明

本书是《高级英语视听说（第二版）》的教师用书，为使用该教材的高校教师提供参考。我们希望教师用书带给您的是思路的开拓而不是思维的局限，因为您和您的学生在探讨问题的过程中必定会有更广泛、更深刻的理解。

教学目的及教学要求已经在学生用书中详细讲述，就不再赘言。这里只对本书的内容作出说明：

本书的综合导视思考题答案是根据我们的理解得出的，您和学生的理解也许与本书答案不同，那是完全有可能的，对此不必有任何担心和顾虑，也不必强求一个答案。我们的重点本来就不在于选择了哪个答案，而在于启发学生的思想，开拓学生的思路，挖掘学生的思想深度。在研究性语言活动（Research Activities）部分也是如此。关于影片或问题的每一个方面，我们只提供了一部分内容而不是全部。每一个方面都有几个侧面，学生从哪个侧面展开都可以。鼓励学生讲述时注重一个侧面进行深入探讨和挖掘，不要全面讲述，全面讲述的结果是对每个问题的研究都只停留在表面，不能提高学生深入思考分析的能力。

测试是评价教学效果和学生表现的重要手段，下面我们将详细介绍本课程在北京外国语大学开课时采用的测试方法，供任课教师参考。

总评成绩分配比例：

为了不把期末考试作为衡量学生水平的唯一标准，我们将总评成绩分为70%（平时对电影、电视节目的分析和讨论）、10%（项目）和20%（期末考试）三部分。从比例上看，我们的重点放在平时成绩，这是为了让学生重视日常的学习和练习，淡化期末考试的分量，同时也避免出现某些学生因一次考试失误，而无法体现在整个学期中所付出的努力的情况。

考试内容及方法：

考试内容是针对一个电视节目的主题做演讲。教师先提供一些电视节目，学生从中选择自己感兴趣的节目来准备。电视节目的长短在20至40分钟左右，节目需要有一个可供讨论的主题。

考试要求学生根据节目的主题做一个三分钟左右的演讲。演讲的前半部分需要简单介绍节目的内容，检查学生的叙述能力；后半部分阐述对问题的看法，这部分是考查重点，检查学生分析问题的能力；演讲之后学生须准备回答教师提出的2到3个相关问题，这是为了检查学生即席阐述观点的能力和语言表达能力。

通常教师在考试前两周告诉学生可从中选择的电视节目范围以及考试要求，并把这些节目输入小型局域网，学生可以在开放时间内随时观看。我们建议准备10个左右的电视节目，要求每个学生挑选其中两个最感兴趣的节目进行准备。考试时只需要考核一个节目，考核哪一个由教师来决定。

我们衷心希望《高级英语视听说（第二版）》教师用书给您带来帮助。希望您在教授时感到得心应手。同时希望听到您和您的学生真诚的建议和意见。

主编：王镇平

2013年5月

Contents Acknowledgements

Unit 1 Black Swan

Unit 2 The Graduate

Unit 3 Kramer vs. Kramer

Unit 4 Sicko

Unit 5 Dead Poets Society

Unit 6 The Help

Unit 7 The Reader

Unit 8 American Beauty

Project Information Interview

Unit 9 Philadelphia

Unit 10 The Shawshank Redemption

Unit 11 Top Talk (An Interview with Kofi Annan) Unit 12 Scent of a Woman

Unit 13 The Hours

Unit 14 Central Park

Unit 15 One Flew over the Cuckoo’s Nest

Unit 16 Chicago

Unit 1 Black Swan (2010)

II. Questions for Thoughts

The following answers are given only for reference, and the students are encouraged to present their own understandings of or opinions on these questions.

1. Who is Nina? What has Nina been dreaming abo ut? What is it on Nina’s

back that attracts her mother’s attention?

Nina is a dedicated ballerina with a prestigious New York City ballet company.

The night before the audition for Swan Lake, Nina has a dream in which Rothbart casts the spell and turns her, Princess Odette, into the White Swan. Later that morning, when she's standing in front of the mirror, her mother notices the "scratches" on Nina's back. Though Nina dismisses it as nothing but "rash", her mom looks worried because later as she says, she knows Nina has the habit of scratching herself when under pressure.

2. Who is Thomas? Why does the ballet company want to start a new season of

Swan Lake? What is the story of Swan Lake? What sort of a soloist dancer is Thomas looking for?

Thomas is the company's art director of Swan Lake. Since the former soloist dancer of Swan Lake has been dancing for too long a time to keep the grip of the audience, the company plans to force her into retirement and present to the audience a new face to lead a new season of Swan Lake. In the story of Swan Lake, an innocent princess, Odette, is trapped by Rothbart into the shape of a White Swan, and only true love from the prince can break the spell and set her free. However, when the prince is about to declare his love for Odette, her lustful twin, the Black Swan Odile, tricks and seduces the prince, and Odette, the White Swan, in her desperation jumps off the cliff and in death finds her freedom.

Thomas, the director, wants to find a new Swan Queen to play the dual roles of the White and the Black Swans.

3. Who is Beth? What does Nina do after seeing Beth leaving her dressing room?

Why does she do so?

Beth is the former Swan Queen who is forced out of stage by the company. Nina admires Beth's role as Swan Queen so much that after seeing Beth leaving the dressing room, she steps in and takes Beth's lipstick. What she does is out of her strong desire to be a Swan Queen as perfect as Beth once was.

4. What does the morning audition mean to Nina? How does she feel about the

fa ilure in her Odile’s coda? How does Thomas comment on her dancing?

Nina's dedication and perfect technique make her one of the best dancers in the company. For all the years, she's been driven by the dream to be a perfect ballet dancer, and the audition is a once-in-a-life-time chance to elevate her from an ordinary ballerina to a featured dancer. Nina's failure in the Odile’s coda leaves her completely devastated. As Thomas later explains, Nina's perfect dancing

technique and her fearful and fragile style make her an ideal choice for the White Swan; however, due to her obsession with perfection, her strong sense of discipline and self-control, there's no chance for her to portray the destructive and seductive Black Swan.

5. What does Nina see on her way home that disturbs her so much? What does

it indicate?

After the audition, Nina is walking home, devastated. Then all of a sudden, she sees an attractive girl in black coming to her direction and when the girl slips by, Nina takes a glimpse and sees a face exactly like her own but with a strange wild smile, which gives her quite a start. What Nina imagines to see gives us a hint that the pressure has become so unbearable for Nina that her mind, while unable to seek a normal way out, starts to produce hallucinations.

6. How does Nina come to Thomas the next morning and ask for the part of

Swan Queen? Why does Thomas force a kiss on Nina? How does Nina respond to it?

Loosing her hair down, wearing pretty white dress and thick lipstick, Nina comes to Thomas’ offic e. Nina pleads to Thomas for a chance to play the Swan Queen and assures Thomas that she can finish the coda, the hardest technical part for the Black Swan. Yet, Thomas emphases that Nina lacks the spirit of letting go for the role of Black Swan. Disappointed, Nina turns to the door. Right at that moment, Thomas forces a kiss on her. The director is making a last attempt to test her potential. Nina is shocked by the sudden attack and bites Thomas, who is equally shocked by such a strong instinct.

7. Why does Thomas choose Nina for the role of Swan Queen? How does

Thomas view Nina’s response to his kiss?

It is Nina's strong reaction to his forced kiss that changes the director's mind.

Thomas sees in that bite a different Nina, wild, aggressive, and full of self-assurance, all of which are the demands of dancing the Black Swan.

8. How does Nina’s mother celebrate her daughter’s winning of the new role?

How does her mother respond when Nina feels reluctant to eat the big piece of cake? Why does Nina change to say that she loves the cake again?

To celebrate her winning of the audition, Nina's mom prepares a cake of vanilla flavor with strawberry filling, which she claims to be Nina's favorite. However, Nina shows obvious reluctance to try the big piece of cake, and her mom feels annoyed by the daughter’s ungratefulness. She claims coldly that she should throw the whole cake into garbage if Nina doesn't appreciate her way of celebration. Nina, for fear of making her mom unhappy, immediately puts on a smile and assures her mom that she loves the cake as she always does.

9. Who is Lily? How is she different from Nina in terms of her personality and

appearance? What does Thomas say about her dancing?

Lily is a dancer from San Francisco who's recruited by the company to play a part in Swan Lake. Her sexy make-up, seductive tattoo, care-free style and vigorous personality present a sharp contrast to the fearful, fragile, self-controlled Nina

who cautiously observes all the rules of perfection. Lily follows nothing but her own passion and desire. Therefore, as Thomas says, Lily may not be able to dance like Nina with perfect techniques, but her moves are effortless, impulsive, and therefore attractive.

10. What happens to Nina’s nail while Thomas is announcing Nina as a new star

to the guests of the company? What does Nina find when she is trying to clean the nail in the bathroom? Why?

When Nina is presented by Thomas to the company's distinguished guests as the new Swan Queen, she sees her nail bleeding. Later she goes to the bathroom trying to clean it up and peel off the bleeding skin, but to her surprise, a second later she finds her finger in perfect condition. In fact, all the blood and the pain are out of her hallucination. As Nina is more strained by the role of Swan Queen, her hallucination is escalated to such a level that it starts to arouse her sense of physical pain. The bleeding may also indicate Nina's painful transformation from

a disciplined and fragile self into a dark and destructive other.

11. Why does Nina feel uneasy when meeting Lily? How does she feel when

seeing Beth in the lobby?

With her own passion and desire being suppressed for too long a time, Nina only feels uneasy and cornered by the presence of the care-free Lily. Moreover, Thomas admires Lily's dancing and thus Nina takes Lily as her rival and thus feels more threatened by Lily. Nina shows sympathy to Beth when confronting her in the lobby. Beth viciously accuses her of seducing the director. Nina is embarrassed by the groundless accusation but she's not tough enough to defend herself.

12. Why does Thomas leave Nina the assignment of touching herself at home?

How does that relate to her role of Swan Queen?

The ultimate concern for Thomas is to bend Nina and mold her into the Black Swan so that she can be a Swan Queen even more successful than Beth. To push Nina to embody the dark impulse and sexuality of the Black Swan, he asks Nina to touch herself because he believes this can help Nina arouse the lustful other self, and thus achieve the transcendence from a White Swan to a Black Swan. As an ambitious art director, all Thomas cares is the success of the show and he uses sexual seduction as a way to manipulate the mind and emotion of his dancer so that she can be made into a perfect Swan Queen.

13. What brings her to an abrupt stop at touching herself in the morning? What

is Nina afraid of?

Early next morning, when Nina is touching herself as suggested by Thomas, she suddenly sees her mom sleeping on the couch right beside her bed and that brings an abrupt stop at her attempt. For all the years, Nina's mom is always by her side, trying to bring her up as a perfect little girl always depending on mom's care and instruction. Nina has been reduced to an infant who cannot freely grow up into her full self and as mom's sweet little girl, Nina is so afraid of her mom's watchful eyes and so scared by the idea of breaking the rule of perfection that she has been

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Not Your Average Teen Lots of teenage girls dream of becoming rich and famous. But it's not a fantasy for Michelle Wie. Just before her 16th birthday last fall, she became the highest-paid woman golfer in history simply by turning professional and lending her name to commercial endorsements that will pay her between $10 million and $12 million a year, most of which will go into a trust fund until she becomes an adult. Wie has been a celebrity since she was 13, when people began predicting she would become the Tiger Woods of women' sgolf. But, as correspondent Steve Kroft reports, that has never been enough for Wie. She wants to become the first woman ever to successfully compete with men in a professional sport. She has tried a couple of times on the PGA Tour without embarrassing herself. As you will see, she has changed a lot since we first talked to her way back in 2004, when she was 14. At the time, Wie told Kroft her ultimate goal was to play in the Masters. "I think it'd be pretty neat walking down the Masters fairways," she said. It was a neat dream for a 14-year-old kid. Nothing has happened in the last two years to change Wie's mind or shake her confidence. She is stronger now, more mature and glamorous. She has already demonstrated that she can play herself into the middle of the pack against the best men on the PGA Tour and has come within a shot of winning her first two starts on the LPGA Tour this year as a part-time professional. The day before 60 Minutes interviewed her at the Fields Open in Honolulu, she shot a final round of 66, coming from six strokes off the lead to just miss a playoff. "You won your first check yesterday," Kroft says. "Uh-huh," Wie says. "It was, it was really cool. I mean, I was like looking at how much I won. I was like 'Oh my God.' " Wie says she won around $72,000. Asked whether she gets to keep that money, Wie said she didn't know. "I'm trying to negotiate with my dad how much I can spend of that, and stuff like that. We're still working it out. But, you know, I'm definitely gonna go shopping today," she says, laughing. Half of her life is spent in the adult world, competing with men and women twice her age for paychecks they may need to make expenses and dealing with the media, sponsors and marketing executives. The rest of the time she is a junior at Punahou High School in Honolulu, where she is an A student and claims to lead the life of a typical 16-year-old.

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Book 2 Chapter 1 The Population Today we’re going to talk about population in the United States. According to the most recent government census, the population is 281,421,906 people. Now this represents an increase of almost 33 million people since the 1990 census. A population of over 281 million makes the United States the third most populous country in the whole world. As you probably know, the People’s Republic of China is the most populous country in the world. But do you know which is the second most populous? Well, if you thought India, you were right. The fourth, fifth, and sixth most populous countries are Indonesia, Brazil, and Pakistan. Now let’s get back to the United States. Let’s look at the total U. S. population figure of 281 million in three different ways. The first way is by race and origin; the second is by geographical distribution, or by where people live; and the third way is by the age and sex of the population. First of all, let’s take a look at the population by race and origin. The latest U. S. census reports that percent of the population is white, whereas percent is black. Three percent are of Asian origin, and 1 percent is Native American. percent of the population is a mixture of two or more races, and percent report themselves as “of some other race”. Let’s make sure your figures are right: OK, white, percent; black, percent; Asian, 3 percent; Native American, 1 percent; a mixture of two or more races, percent; and of some other race, percent. Hispanics, whose origins lie in Spanish-speaking countries, comprise whites, blacks, and Native Americans, so they are already included in the above figures. It is important to note that Hispanics make up percent of the present U.S. population, however. Finally, the census tells us that 31 million people in the United States were born in another country. Of the 31 million foreign born, the largest part, percent are from Mexico. The next largest group, from the Philippines, number percent. Another way of looking at the population is by geographical distribution. Do you have any idea which states are the five most populous in the United States? Well, I’ll help you out there. The five most populous states, with population figures, are California, with almost 34 million; New York, with 21 million; Texas, with 19 million; and Florida, with 16 million; and Illinois with million people. Did you get all those figures down? Well, if not, I’ll give you a chance later to check your figures. Well, then, let’s move on. All told, over half, or some 58 percent of the population, lives in

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Unit 4 Diet Woman: Oh, no thanks, I think I'm OK. Listen, is it OK with you if we ask for the check now? I know that we're still eating, but I'm in a bit of a hurry. Man: No, sure, it's fine. Thanks. Excuse me, can...uh...we have the check,please? Number Three Man: What is it? Woman: You know, I'm not sure. I think it's...chicken. Man: Nhn-nhn, I think it's beef. Woman: Ugh, the vegetables look very strange, don't they? Man: Oh, well, I'm not really very hungry. Woman: Oh, me neither. Man: I'll just taste it...You'll never guess! Woman: What? Man: It's fish. And the sauce is actually pretty good. I thought it would be bland , but it's not at all. Here ,try it. It's not bad. Woman: Oh, all right...Ugh! It's awful. It's too salty. Man: Well, I like it. Woman: Oh,now I need some more soda.I wish they'd come back with the drink cart again.

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新编大学英语视听说教程一册(最新第三版)一至六单元答案

Unit 1 Part 1 Listening I 1．1-5 FTFTT 2. 1-5 776-2235，65, 11，loud, quieter Listening II 1. 1-5 ABBDA 2. 1-5 old, torn/ blue, by the hand, holiday, children Listening III 1.1-5 181st，very tired, take hold of; for her trouble, never/ again Listening IV 1.1-5 CDBDB 2.. R: fulfills my every need./stay home, cook, clean, and watch the kids. E: open-minded/ something interesting to say. Part 2 1. ACDEGIJ 2. 1-8 in a mess, my turn, a hand, work on, expectations of, how about, too much, what we have Part 3 1. 1)-15) nicer, excited, promises, married, first, lasted, kids, enough, changes, loves, mad, care about, boy friend, get better, help Part 4 Listening I 1. CEFGKL 2. 1-5 personality/ background, good sense of humor, terrible, different environments, looks Listening II 1. 1-5 FTFTT 2. 1-5 gone by, no sign, taken over, enough, limits Listening III 1. 1-5 TFFTT 2. 1-5 seventies, selfish, unnatural, husband, surrounded Listening IV 1.1-5 ABDCD 2.c: done his part of the housework h: high priority with w: responsibility Unit 2 Part 1 Listening I 1. 1-5 TFTFT 2. 1 He moved to Newton. 2 She wrote down the new address on it. 3 It was thrown away. / The professor threw it away.

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大学英语视听说大纲

大学英语视听说大纲标准化管理部编码-[99968T-6889628-J68568-1689N]

安徽外国语学院 课程教学大纲一、课程基本信息

二、课程教学目的 英语视听说课程的教学目的是培养学生扎实的语言基本功和听说专业技能，即加强学生英语听力能力的同时着重发展学生的英语听说能力。使学生在今后的工作和社会交往中能用英语有效地进行口头信息交流，同时培养和训练学生自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要，使学生能够真正具有良好的国际交流能力。 三、课程教学要求 本课程教学大纲在教学要求上分为一般要求阶段(一年级)和较高要求阶段(二年级)，本课程属于一般要求阶段。现将本课程的教学要求规定如下： 1、词汇：通过本课程的学习，学生的词汇量应应达到3000个单词和400个词组，其中2000个单词和350个词组为积极词汇，即要求学生能够在认知的基础上学会熟练运用，包括口头表达以及书面表达两个方面。 2、语法：巩固和加深基本语法知识，提高在语篇水平上运用句法结构的能力。 3、听的能力：能听懂英语讲课内容，能听懂一般性英语谈话和一般性题材讲座。能基本听懂英语国家慢速英语教学节目，语速为每分钟100词左右，能掌握其中大意，抓住要点和有关细节。 4、说的能力：能在学习过程中与老师、同学进行交流，并能就某一主题进行讨论。能就日常话题和来自英语国家的人士进行简单交谈。能就所熟悉的话题经准备后作简短发言，表达比较清楚，语音、语调基本正确。 四、课程教学内容和学时安排

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Unit6Culture Part 1 listening Ⅰ 1： 1-5：FFTTT 6-8:FFF 2： 1、cold open outgoing 2、overpowering friendly 3、long time for life 4、accent country loud behavior language 5、closer distance Listening Ⅱ1： 1-5：CADCC 2： 1、lost 2、India 3、settle/stay 4、compare

5、water 6、spoil 7、sugar 8、stay Listening Ⅲ1： EBGADFC 2: 1、European 2、1:00 p.m. 4:30 p.m. 3、Brown 4、Party 5、stand Listen Ⅳ1： 4,7,6,1,3,8,2,5 2: 1-5:FTTFF

Part 2 1: 1-5:TTFTF 6-8:TTF 2： 1、stupid mistakes 2、lovely ones make 3、entirely 4、finished fixes 5、symbol of death 6、on time alone 7、remind in front of 8、what we do right away Part 3 1: 1-6:ACBDCB 2： 1、culture 2、nation

3、mix 4、ceremonies 5、celebrations 6、recognized 7、worn 8、distinctive 9、everyday wear 10、varies Part 4 Listening Ⅰ 1： 1、walk 2、matter 3、both 4、leave 5、share 6、shake 7、offer 8、Promptness is important both in Britain and in America 9、There is an old story about a man who gave a normal