Unit 5
Part 1 Phonetics -- Stress, Intonation and Accent
1. A: Do you want some grapes?
梦幻校园
B: No, thanks, I don't like them.
2. A: What do you think of Scotland?
B: I've never been there.
3. A: My son's called David.
B: How old is he?
4. A: Can I book a table for tonight, plea?
B: Certainly. How many is it for?
A: There'll be three of them.
5. A: Can you get some cornflakes?
B: Do you want a large or small packet?
A: A small one.
Part 2 Listening and Note-taking
Reading
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, for no two are alike, and it would be wrong to t 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 derves to be given every encouragement. The fact that he or she might later be "bored" when joining a class of non-readers at infant school is the teacher's affair.
It is up to the teacher to e 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 ven should be given 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) there is no harm in preparing them for simple recognition of letters by labeling various items in their room. For example, 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 doing so, such an appeal should not be ignored. But the task should be undertaken gently, with great patience and a n of humour. Reading should nev
er be made to look like a chore and the child, should never be forced to continue, should his interest start to flag*.
Exerci A:
1. There is no hard and fast rule, for no two are alike.
2. The fact that he or she might later be "bored"资金帐户 when joining a class of non-readers at it infant school is the teacher's 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.
Exerci B:
It would be wrong to t a time when a child should start learning to read and write.
一级标题二级标题
Parents should encourage youngsters aged按时的英语 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-readers at infant school. Then it is up to the teacher to e that such a child is given more advanced reading material.
Similarly, if a child cannot read at the age of ven, teachers and parents should make certain that he is not dyslexic. 珠宝营销If he is, specialist help should immediately be sought.
Parents should not ignore the young child's appeal to teach him to read. But the task should be undertaken gently, with great patience and a n of humour猜拳. 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 Dialogue 1 Digital Sound
MIKE: Wow! Nice. CDs have such good sound. Do you ever wonder how they make CDs?
郑州地图KATHY: Well, they get a bunch of musicians together, and they sing and play.
潮州牛肉丸MIKE: Come on. You know what I mean. Why is the sound quality so good? I mean, why do CDs sound so much clearer than castte tapes?
KATHY: Actually, I do know that.
MIKE: Really?
KATHY: It's all bad on digital sound. CDs are digital. Digital sound is like veral photos, all taken one after another. It's kind of like pictures of sound. The intensity of the sound – how strong it is -- is measured very quickly. Then it's measured again and again. When we hear the sound, it all sounds like one long piece of sound, but it's really lots of pieces clo together. And each piece is really clear.
MIKE: So digital is like lots of short "pieces" of sound.
KATHY: Exactly. This is different from analog* -- that's how they ud to record. Analog is more like one wave of sound. It moves up and down with volume and pitch. Anyway, analog is like a single wave. Digital is like a ries of pieces.
MIKE: OK, I understand that. But how do they make the CDs?
KATHY: I told you. They get a bunch of musicians together, and they sing and play.
Dialogue 2 How Do They Make CDs?
MIKE: OK, I understand that. But how do they make the CDs?
KATHY: I told you, Mike. They get a bunch of musicians together, and they sing and play.
MIKE: Kathy !
KATHY: No. What really happens is first they do a digital recording -- on videotape.
MIKE: On videotape.
KATHY: Yeah, they u videotape. So then the videotape is played through a computer.
