听力教程第二版第二册Unit-5答案

Unit5 Section One Tactics for Listening
Part2 listening and Note-taking Reading
B: 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 set a 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 deserves 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 see 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 seven 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 labelling various items in their room. For instance, 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 sense of humour. Reading should never be made to look like a chore and the child should never be forced to continue, should his interest start to flag*. Exercise 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" when joining a class of non-readers at
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. Exercise B:
It would be wrong to set a time when a child should start learning to read and write. Parents should encourage youngsters aged 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 the teacher to see that such a child is given 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 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 sense of humour Reading should never be made to look like a chore and the child should never be forced to continue, if his interests start to falg
Section Two Listening Comprehension
Part 1 Dialogues
Dialogue 1 Digital Sound {Music} MIKE: Wow! Nice. CDs have such good sound. Do you ever wonder how they
make CDs? KATHY: Well, they get a bunch of musicians together, and they sing and play. 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 cassette tapes? KATHY: Actually, I do know that. MIKE: Really'? KATHY: It's all based on digital sound. CDs are digital. Digital sound is like several
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 close together. And each piece is really clear.

M1KE: So digital is like lots of short "pieces" of sound. KATHY. Exactly. This is different from analog* -- that's how they used 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 series of pieces. 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 use videotape. So then the videotape is played through a
computer. MIKE: OK. What does the computer do? KATHY: Well, the computer is used to figure out the "pieces" of sound we were
talking about; how long everything is, how far apart spaces are. MIKE: OK. So the computer is figuring out those separate "pieces" of sound. KATHY: Yeah. They need to do that to make the master. MIKE: The master? KATHY: The master is the original that all the other CDs are copied from. It's made
of glass. It's a glass disk that spins around -- just like a regular CD. And the glass disk is covered with a chemical. They use a laser to bum the signal, or the song, into the glass plate. The laser burns through the chemical, but not through the glass. MIKE: So the laser cuts the sound into the plate. KATHY: Right. What it's doing is cutting little holes . into the back of the disk. Those holes are called "pits." The laser puts in the pits.
MIKE: So CDs really have little holes on the back? I didn't know that.
KATHY: Yeah. Tiny pits. They're too small to see. [Pause.] Anyway, then they've got the master, and they make copies from it. Then you buy your copy and put it in the CD player.
MIKE: Put it in the CD player ... That part I understand. KATHY: There's another laser in your CD player. The light of the laser reflects off
the CD. The smooth part of the CD reflects straight back, like a mirror. But the light that bounces off the pits is scattered. Anyway, the computer in your CD player reads the light that bounces off the pits. And you get the music. MIKE: Reflected light, huh? ... Uh ... you knew what I like? Just relaxing, listening to music, and not really worrying about how it gets on the disk. KATHY: You want me to explain it again?

「Music」 A: Digital sound
Analogical sound
Quality Much clearer
Recording technique Digital sound is like several photos all taken one after another. It's Kind of like pictures of sound, Digital is like a series of pieces. Aanlog is more like one wave of sound. It moves up and down with volume and pitch. Analog is like a single wave
B: I. The making of the CDs A. Recording a. They get a bunch of musicians together, singing and playing. b. First they do a digital recording -- on videotape. c. Then the videotape is played through a computer. d. The computer figures out those separate "pieces" of sound to make the master. B. The making of the master a. The master is the original that all the other CDs are copied from. b. It's made of glass, covered with a chemical. c. They use laser to burn the signal, or the song, into the glass plate. The laser bums through the chemical, but not through the glass. d. It cuts little holes into the back of the disk. Those holes are called "pits." e. They make copies from it. II. Playing back A. You buy the copy and put it in the CD player. B. The light of the laser reflects off the CD. a. The smooth part of the CD reflects straight back, like a mirror. b. But the light that bounces off the pits is scattered. c. The computer in your CD player reads the light that bounces off the pits. d. You get the music.
Dialogue 2 Lost in Translation
Man: Here's one I wouldn't have thought of. You know those "before and after" commercials for laundry soap? Woman: The ones with a pile of dirty clothes on one side and then the same clothes after they've
been washed? Sure. Man: There was an American company that had one of those ads. It was really successful in

North America. In the ad there was a pile of dirty clothes on the left, a box
of the laundry soap in the middle, and a pile of clean clothes on the right.
So, the message was that a box of this detergent* would make really dirty
clothes clean.
Woman: Yeah?
Man: So what do you think happened when they used the ad in the Middle East?
Woman: I don't know.
Man: Think about it. In the Middle East, languages are written from right to left.
People look at things from right to left.
Woman: So it looked like the soap made the clothes dirty?
Man: "Our soap will make your clothes dirty !" Not a very smart ad campaign.
Woman: They should have changed the order of the pictures. They should have put
the picture of the clean clothes on the left side and the dirty clothes on the
right.
Man: Really.
Man:
Oh, here's another one. Some shirt maker put an ad in a Mexican
magazine.
Woman: And?
Man: Well, the ad was supposed to say, "When I wore this shirt, 1 felt good."
But they made a translation mistake.
Woman: What did they say?
Man: Instead of "When I wore this shirt," the ad said, "Until 1 wore this shirt, I
felt good."
Woman: "Until I wore this shirt, I felt good"? Gee, changing one little word gave it
the opposite
meaning.
Man : The article says sometimes it's not just the advertising slogan that gets
companies into trouble. Sometimes the company name can scare off
business.
Woman: What do you mean?
Man: Well, there was a large oil company in the United States called Enco:
E-N-C-O.
Woman: Yeah, I remember them.
Man: They opened some gas stations in Japan, and they advertised using their
American name. Unfortunately, they didn't know what the word means in
Japanese.
Woman: What does it mean?
Man: "Enco" is a short way of saying "Engine stop" in Japanese.
Woman: Great. Would you buy gasoline from a company that said your car engine
would
stop?
Man : No, and neither did the Japanese.

Exercise: Product advertised detergent
shirt
Description of the ad Message
Mistake made
In the ad there was a pile of dirty clothes on the left, a box of the laundry soap in the middle, and a pile of clean clothes on the right.
This detergent would make really dirty clothes clean.
When I wore this shirt, I felt good.
In the Middle East, they should have changed the order of the pictures.
They made a translation mistake, which changed the meaning into "until I wore this shirt, I felt good."
gas
They advertised
using their American
name. Unfortunately,
which is a short way
of saying "Engine
stop" in Japanese.
Part 2 Passages Passage 1 Toothbrush Brushing our teeth -- such a commonplace activity today, has been around for a long time. Imagine: the ancient Egyptians were already concerned about their dental hygiene! We know this today because they also had the good habit of being entombed* with all their treasures ... So we were able to discover that tombs from 3,000 years before Christ contained small tree branches whose ends had been frayed* into soft fibers. It's comical to imagine an Egyptian stopping to brush his teeth after a meal, on his break from building a pyramid! The true ancestor of our toothbrush, however, was invented by the Chinese in the 15th century and brought back to Europe by travellers. This toothbrush was made of hairs from the neck of a Siberian wild boar which were fixed to a bamboo or bone handle. The people of the Occident*, however, found the wild boar hairs too stiff. At the time, very few people in the Western world brushed their teeth, and those who did preferred horse hairs, which were softer than those of the wild boar! In Europe, it was more customary after meals to use a goose feather toothpick, or one made of silver or copper. Other animals' hair was also used for dental care, right up until this century. But it was the poor Siberian wild boar that took the brunt of it. The animal was

imported for its neck hairs for a long, long time ... in fact, until nylon was invented, in the 20th century!
In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was invented by Wallace H.Carothers. In 1938, this new material became a symbol of modernism and prosperity through the commercialization of nylon stockings and of Dr. West's miracle toothbrush with nylon bristles. The wild boars were finally off the hook!
At first, even if there were many advantages to using this new brush instead of the one made with wild boar hairs (which fell out, wouldn't dry very well or became full of bacteria), the consumers were not entirely satisfied. This is because the nylon bristles were very stiff and hurt the gums. In 1950, Du Pont improved their toothbrush by giving it softer bristles.
Today the brands, types, and colours of toothbrushes on the market are almost endless. In spite of this, certain African and American populations still use tree branches to care for their teeth! Exercise A: First, the toothbrush was made of hairs from the neck of a Siberian wild boar. Second, the toothbrush was made of horse hairs and other animals' hairs. In the 20th century, the toothbrush was made of nylon bristles. Exercise B: 1.A 2. B 3. C 4. B 5. A 6. D 7. C 8. D Exercise C: 1. In Egypt, tombs from 3,000 years before Christ contained small tree branches
whose ends had been frayed into soft fibers. 2. In the 15th century, Europeans usually use a goose feather toothpick, or one made
of silver or copper to care for their teeth. 3. People used animals' hair for dental care right up until the 20th century when nylon
was invented. 4. In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was invented by
Wallace H. Carothers. 5. Certain African and American populations still use tree branches to care for their
teeth. Part 3 News

News Item 1

Section Three Oral Work Retelling
Scheduled to address the nation one day, Winston Churchill, running unusually late, hailed a cab in London's West End and ordered him to drive to the BBC as quickly as possible.
"Sorry, sir," the driver replied. "You'll have to find yourself another cab." "And why is that?" Churchill asked. "Ordinarily it wouldn't be a problem, sir," the driver apologetically explained, "but Mr Churchill is broadcasting at six o'clock and I want to get home in time to hear him." Churchill, greatly flattered, took a pound note from his wallet and handed it to the cabbie. The man gladly took the tip: "Hop in, sir? he exclaimed. "The devil with Mr Churchill!"
Section Four Supplementary Exercises Reading Recovery
More than 1 million school children in the United States have gone through a program called Reading Recovery. The program is for six-year-olds who are struggling to learn to read,
The Reading Recovery Council of North America says more than one-fifth of United States public schools with first grades use the program.
The Reading Recovery method calls for a specially trained reading teacher to work With children one at a time. The lessons take a half-hour each school day. They employ reading, writing and the study of the letters of the alphabet.
Reading Recovery came to the United States in 1984. Education expert Marie (pronounced MAHR-ee) Clay of New Zealand developed the program. A number of other countries also use this method. Programs can differ from school to school.
Reading Recovery lessons take place for twelve to twenty weeks. During the lessons, the teacher looks for ways that the child seems to learn best. Then the teacher works to help the student develop these strategies to solve problems in reading. The idea is for the student to continue to use and extend these strategies each time he or she reads.
Reading Recovery students read many short books. Some of the books are written in a way similar to spoken language. Children also read and write stories or messages in their own words. The material gets harder with time.
The lessons end when the student's reading ability is within the average level of the class. The Reading Recovery Council of North America says eighty percent of students who finish the lessons can read and write within their class average.
The council is a group with 11,000 members. The group named a new president this month. Mary Jackson is director of special programs for the Fort Bend public school system in Sugar Land, Texas. Mizz Jackson says more than 99 percent of the Reading Recovery students in the schools passed the state reading examination.
Some administrators* may not like the higher cost of the Reading Recovery

method compared to other interventions*. Teachers, after all, work with only small
numbers of first graders. But supporters say it saves money in the end. They say it
helps prevent the sad results and expense of letting children fail in school.
Exercise A:
Name of the program
Reading Recovery
Target group
Six-year-old children who are struggling to learn to read
Type of teacher required
Speciallv trained reading teachers
Length of each lesson
Half a hour each school day
Length of the whole lessons
Twelve to twenty weeks
Things learned during the lessons Reading. writing and the study of the letters of alphabet
The outcome of the program
Eighty percent of Reading Recovery students can read and
write within their class average. (More than 99 percent of
the Reading Recovery students in the schools passed the
state reading examination.)
Exercise B:
Reading Recovery is a program developed by a New Zealand education expert Marie
Clay. It aims at first graders who fail to learn to read at school. This program came to
the US in 1984 and up to now more than one million school children have gone
through this program. During the lessons, the teacher works with the children one at a
time. He/she looks for ways that the child seems to learn best. Then the teacher works
to help the student develop these strategies to solve problems hi reading. When the
student's reading ability is within the average level of the class, the lessons end. Some
administrators may not like the higher cost of the program but supporters say it saves
money in the end. It helps prevent the sad results and expense of letting children fail
in school.
Exercise C:
Your opinion
Directions: Listen to the passage again and give your opinion on the following topic.
"Children also read and write stories in their own words."
1. What are the advantages of reading and writing stories in one's own words?
Passage 2 Internet Overtaking TV among Consumers

施心远主编《听力教程》1-(第2版)Unit-3文本和答案

' UNIT 3 Section 1 Tactics For Listening Part 1 Phonetics Exercise: Complete the following short dialogue as you listen to the tape. Pay special attention to the weak forms, fink-ups and contractions. Friend: Hi, Linda. I hear you and John got married (1)last month. Linda: Yeah, we did, (smiling) Three weeks (2) ago. Friend: Well. Congratulations! ^ Linda: Thank you. Friend: Did you (3) have a big wedding Linda: No, we got (4) married at City Hall. We didn't want to spend very much because (5) we're saving to buy a house. Friend: Where did you (6) have the reception Linda: Oh~ we (7) did n’t have a reception. We just (8) invited a few friends over for drinks afterwards. Friend: What (9) did you wear' Linda: Just a skirt and blouse Friend: Oh! : Linda: And John wore a (10) jacket and jeans. Friend: Where did you (11) go for your honeymoon Linda: We (12) didn't have a honeymoon. We went back to work the next day Ah, here comes (13) my bus. Friend: Listen. (14) I'd love to help celebrate. Why don't you two (15) come over for a drink next week' Linda: Sure. We'd love to. (16)I’ll talk to John and (17) call you Monday. Friend: Great. See you (18) n ext week. Linda: Bye. ~ PART 2 Listening and Note-taking Bob: Look at that Angela. True-Value are going to sell hi-fi's for pounds, I’m going to buy one. We can save at least 20 pounds. Angela: Yes, and look at the washing machines. They're going to sell some washing machines for 98 95 pounds, go we can save 22 pounds. A washing machine is more important than a hi-fi. Bob: By the way. Angela. Do you know how much money we've got About 200

听力教程第二版第二册Unit_5答案

..
Unit5 Section One Tactics for Listening
Part2 listening and Note-taking Reading
B: 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 set a 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 deserves 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 see 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 seven 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 labelling various items in their room. For instance, by a nice piece
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英语听力教程(第2册)Unit 5 听力原文

Unit 5 听力原文 Part I B Man: I suppose my career’s a bit unusual because I went to university when I was twenty-five — a lot later than most people go. When I left school, I went straight out to work: I worked as a clerk in a small office. My father criticized me, I remember, for not going on studying while I had the chance, but I wanted to earn myself some money. Anyway, that job didn’t last long because I had to go into the army when I was twenty. I stayed in for five years. I don’t know what good my university course did because I’m unemployed now. Oh, I know I got a job when I finished my university course — I was twenty-nine then — but it didn’t last long. Well, I never really thought I would enjoy teaching very much. So, as I say, I’m unemployed now and looking for something else. C Interviewer: Sergio. Thank you for agreeing to this interview. How old are you? Sergio: Um, I’m fifty-one. Interviewer: and what is your profession? Sergio: I’m an accountant. Interviewer: Are you married? Sergio: Yes, I’m married. Interviewer: Does your wife work? Sergio: Yes, luckily. She’s a teacher. Interviewer: Could you tell me about your last job? Who did you work for? Sergio: Um. I worked for a chemical company near Milan. Interviewer: How long did you work there? Sergio: Um, for fourteen years. Interviewer: How did you lose your job? Sergio: The company was taken over by a Swedish firm and I was made redundant. Interviewer: So, how long have you been unemployed? Sergio: Um, for about 6 months. Interviewer: So, Sergio. It must be difficult being unemployed at your age. Sergio: Of course. Many people don’t want to employ someone over fifty. Interviewer: So how do you spend your days? Sergio: I get the newspaper every day and look at the job advertisements. When I see something interesting I apply. Interviewer: Any luck so far? Sergio: Yes, I was offered something last month, but the job was not very interesting. Interviewer: Do you meet other unemployed people? Sergio:Not really. Um, I prefer to stay at home and work on my PC. I’m also studying psychology. Interviewer: That’s an interesting idea. What else do you do? Sergio: I have lunch with my former colleagues about once a month. They often hear about jobs and so on. They often have useful information. Interviewer: Have you registered with a recruitment agency? Sergio: No, I haven’t. I think they already have too many people on their books.

英语听力教程 第三版 学生用书2 单词

Kindergarten: a school or class for young children, usually four to six years old, that prepares them for Nursery school: a school for very young children, usually 3 to 5 years of age Coo: speak gently and lovely wedding: the act or ceremony of becoming married Bride: a woman who has just been married or is about to be married relationship: Pick up: stop for and take or bring(person) along with one a romantic or sexual involvement Stability: steadiness, the state of being not likely to separate, break down or fall apart Discipline: strict control to enforce obedience; punishment / control, train, punish Lenient: merciful, not severe in disciplining, punishing, judging, ect. Spare the rod, spoil the child: a child who is not punished will become undisciplined and unruly. Harsh: unpleasant, unkind, cruel or more severe than is necessary Foldaway: that can be folded together for easy storage.Detached: not connected, separate Blind: anything that keeps out light, as a window shade or shutter. Estate: landed property; individually owned piece of land containing a residence. Sink:any of various basins, as in a kitchen or laundry, connected with a drainpipe and usually, with Appliance: a device or machine for performing a specific task, esp. one that is worked mechanically Property: a building or area of land, or both together Mortgage: an agreement that allows you to borrow money from or similar organization, Tenant: a person who pays rent for the use of land or a building Counselor: someone who is paid to listen to people’s problems and provide support and advice. Make the grade: succeed; reach the necessary standard quit: stop (doing something) and leave Goody-goody: a person who likes to appear faultless in behavior so as to please others, not because Emblazon: decorate something with a design, a symbol or words so that people will notice it easily Go to pieces: lose the ability to think or act clearly because of fear, sorrow, ect. Potter about: do things or move without hurrying, especially when you are doing something that Plough through: make slow progress through something difficult or boring especially a book Small hours: the early morning hours just after midnight.Regulate: make work at a certain speed Well-rounded: complete; well-planned for proper balance Abstruse:deep; hard to understand Compulsory: required; obligatory; that must be done Be cut out for: be fitted for; be suited for Burn one’s bridges: destroy all means of going back, so that one must go forward Segregation: separation; isolation; the policy or practice of compelling racial groups or people of Dispel: scatter or drive away; cause to disappear Cohort: a group of people who share a common feature or aspect of behavior High-flyer: a person who has the desire and the ability to be very successful in their job or their Flunk: fail to reach the required standard in (an exam, test, or course of study) Career: the general course of a person’s working life. Client: a person who buys goods or services Personnel: the department of a company or organization that deals with its employees when they need Make a fortune: earn a great amount of money, possessions, etc. Torture: severe pain or suffering caused in the mind or body Shift: a group of workers who take turns with one or more other groups Teamwork: the ability of a group of people to work together effectively Survey: a general examination or study (of conditions, opinions, etc.), especially carried out by Cross-section: a part or group that is typicalor representative of the whole Brainstorming: a way of making a group of people all think about sth at the same time, often in order

英语听力教程第二册教案(施心远)Unit_1

Unit 1
Section One Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent 1. We haven’t got any in dark blue. 2. We can’t make it at nine tomorrow. 3. My telephone number is not 65031609. 4. I don’t like the black jumper. 5. He won’t come by the 7:30 train. (The word or digit in bold has the most stress)
Exercise:
1. a
2. b
3. a
4. b
5. b
Part2 Listening and Note-talking Driving Carefully
Drive carefully and slowly when pedestrians are about, particularly in crowded shopping streets, when you see a bus stopped, or near a parked mobile shop. Watch out for pedestrians coming from behind parked or stopped vehicles, or from other places where you might not be able to see them.
Three out of four pedestrians killed or seriously injured are either under fifteen or over sixty. The young and elderly may not judge speeds very well, and may step into the road when you do not expect them. Give them, and the infirm, or blind, or disabled people, plenty of time to cross the road.
Drive slowly near schools, and look out for children getting on or off school buses. Stop when signalled to do so by a school crossing patrol showing a Stop-Children sign. Be careful near a parked ice-cream van—children are more interested in ice-cream then in traffic.
When coming to a zebra crossing. be ready to slow down or stop to let people cross. You must give way once they have stepped onto a crossing. Signal to other drivers that you mean to slow down or stop. Give yourself more time to slow down or stop on wet or icy roads. Never overtake just before a zebra crossing.
Exercise A: 1. Drive carefully and slowly when pedestrians are about. 2. Three out of four pedestrians killed are either under fifteen or over sixty. 3. Be careful near a parked ice-cream van—children are more interested in ice-cream
than in traffic. 4. When coming to a zebra crossing, be ready to slow down or stop to let people
cross. 5. You must give way once they have stepped onto a crossing.
Exercise B:

施心远听力教程2第三单元文本及解答

Unit 3 Section One Tactics for Listening Part 1 Phonetics-Stress, Intonation and Accent 1. A: Do you want some grapes? 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 she? 4. A: Can I book a table for tonight, please? 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. 1. A: a. want b. grapes B: a. like b. them 2. A: a think b. Scotland B: a. been b. there 3. A: a. call b. David B: a. old b. he 4. A: a. book b. tonight B: a. certainly b. many A: a. three b. them 5. A: a. get b. cornflakes B: a. large or small b. packet A: a. small b. one Part 2 Listening and Note-taking A Territory When we talk about a territory, we mean a defended space. Animals have their territories, which they mark out with their personal scent. The scent is their territorial signal. Human beings have other territorial signals. There are three kinds of human territory, marked by different territorial signals. First, there are the Tribal Territories, which in modem terms are known as countries. Countries have a number of territorial signals. The borders are often

英语听力教程listenthisway(第二版)2答案

Unit 1 Under the Same Roof PartⅠ B. two one four three C. ’s a cook are six people in my family turned twenty in August live in Tokyo have two brothers and one sister name is David works in a hospital 1994 ,two daughters and one son met at my best friend’s birthday party

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practice 4 EX.1.D EX.2. Part 4 Section 1 1 2 3 5 7 8 9 11 Section 2 C B A B A C C B Section 3

Unit 2 Part 2 Listening 1 EX.1.F T F F T EX.2. Listening 2 EX.1. EX.2. BE: 1 4 6 8 9 11 13 16 AE:2 3 5 7 10 12 14 15 Listening 3 EX.1.F T T F T EX.2.

Part 3 Practice 1 EX.1.F T F F T EX.2. Practice 2 EX.1.Mandarin Zhang Smith Oxford English Dictionary EX.2.B A B B C D A C A D Practice 3 EX.1. T F T T T T EX.2 Practice 4 EX.1 T F F F F T

EX.2. Part 4 Section 1 Section 2 F F T F F F F T Section 3

Unit 3 Part 2 Listening 1 EX.1. 22 died 4 9 12 12 last 3

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