LISTENING TEXT
Dear Lisa,
There is nothing wrong with you and this boy being friends and studying together．And no matter what other students say, it is possible for a boy and a girl to be just good friends．Ending your friendship with this boy would be a stupid thing to do．Not only would you lose a good friend, but you would also lose someone who is helping you with your studies．
Teenagers like to gossip, and they often see something that doesn\’t exist．Perhaps they can\’t understand your friendship with this boy．But that\’s no reason to throw it away．You should feel sorry for those students who have never enjoyed such a friendship．My advice is to ignore your gossiping classmates．That way you will show them that you are more grown up than they are．
Yours,
Wang Fei
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Suggested answers to Exercise 2:
1 She says that there is nothing wrong in Lisa making friends with a boy and that it is possible for a boy and a girl to be just good friends．
2 She thinks that Lisa would lose a good friend who can help her with her studies．
3 She says that teenagers like to gossip and that perhaps they can\’t understand Lisa\’s friendship with the boy．
4 She asks Lisa to ignore her gossiping classmates．
Answer key for Exercise 3:
1 stupid 2 reason 3 grown
Speaking
The purpose of this activity is to encourage independent thought and action in matters of immediate concern and interest to students．Writing their own survey gives them this chance．So it is important for each group to design its own questions．They may use the questionnaire in Warming Up as an example．
Sample dialogue:
A: Now let us design a questionnaire to find out what kind of friend one is．
B: OK．First we must think of four questions and three possible answers to each question．
C: What about the first question? Have you got one in mind?
D: Suppose your friend has taken away your book by mistake．What will you do or say to him / her?
C: That\’s a good question．Let me put it down．\"Your friend has ... \"
B: Then how about the three possible answers?
A: Well, the answer I think should be \"You will ask your friend to be more careful next time．\"
D: I agree．The worst choice may be \"You will get upset and won\’t talk to him / her any more．\"
A: All right．One more choice．Listen, I\’ve got one．\"You will ask your friend to return it to you．\"
B: That\’s quite natural．How many points shall we give each possible answer?
D: The highest score is two．The best should score two and the worst zero．
B: The third will score one．Shall we go on to the next question?
...
Reading and writing
This activity enables students to express their feelings and to help others．In other words, it gives students a better understanding of how to deal with this common situation．This is as much a role play as a writing activity, so it is important for students to discuss their ideas first．In this way they can collect their ideas, sort them out and prepare to write．
Sample writing:
Dear Xiaodong,
Some people like talking with others, but some people are shy．If you fall into the second group, it can be hard to make friends．But you can change the situation．
What are you interested in? If you like basketball, for example, you could talk with some of your classmates who like basketball．The easiest way to start talking to people is to find something you have in common．
If you are standing beside a group of your classmates, join in their discussion if you know something about the subject they are discussing．But if you don\’t, you shouldn\’t feel afraid to say, for example,”That sounds interesting, what is it about??Once you start talking to one person, it will get easier to talk to others．
Find one person you have something in common with, and once you become friends with him, his friends will start talking to you too．
Good luck!
Editor
SUMNING UP
To \"Sum up\" is to let students think about what they believe they have and have not learned．It should encourage self-reflection and taking responsibility for one\’s own learning．Of course, it also serves as a self-review．
When you check to see if your students have made a good summary, see the Teaching aims and demands in this unit．
LEARNING TIP
This section is intended to give students suggestions for further study on their own．It is hoped it will help students develop their learning strategies．
Teaching guide for the Workbook（练习册教学指导）
Listening
The following dialogue offers a \"play on words\" which results in confusion that is humorous．Ask students why they think Amy and Betty shout together at the end of the dialogue．Your question will test whether students can infer the speakers?intention from their tone of voice．If no student can guess their intention, point out to students that throughout the dialogue it is Kate who makes clear what Amy and Betty are saying．So at the end of the dialogue, Amy and Betty are simply teasing Kate by doing the same thing she did．They aren\’t angry at her because they know she was only trying to be helpful．Tell students that Rush Hour 3 is the planned sequel to Rush Hour 2, a popular Hollywood film starring Jackie Chan, Chris Tucker and Zhang Ziyi．Nope is a slang word for \"no\".
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LISTENING TEXT 1
AMERICAN AMY: Oh, no! It\’s rainy!
BRITISH BETTY: Not exactly a lovely day, is it?
CANADIAN CARL: Nope, not very nice．
BRITISH BETTY: Let\’s go to the pictures!
AMERICAN AMY: OK．Which art museum?
CANADIAN CARL: No．She is saying that we should go to see a movie．
AMERICAN AMY: Oh, I get it．Hey, I know a good film that\’s been playing all fall．It\’s called Rush Hour 3．
BRITISH BETTY: Playing where?
CANADIAN CARL: She means that the movie is playing this autumn now．
BRITISH BETTY: Oh, I see．Well, we\’d better hurry．It starts soon．Let\’s take my lorry．
AMERICAN AMY: Who\’s Lori?
CANADIAN CARL: Oh, no, Betty asked us to take her truck．
AMERICAN AMY: Why not go by subway? It\’s just as fast．
BRITISH BETTY: What? It\’ll take too long to walk．
CANADIAN CARL: Er, she asked us whether we should take the underground to the theatre．
BRITISH BETTY: Oh, right．Yes, let\’s get going．
CANADIAN CARL: Hey, I hope the theatre has some good sweets!
AMERICAN AMY: YOU MEAN CANDY, DON\’T YOU?
BRITISH BETTY
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LISTENING TEXT 2
WILLIE: What are you watching, Zhao Li?
ZHAO LI: CCTV 9\’s World Wide Watch．
WILLIE: Why are you watching the news? That\’s boring!
ZHAO LI: I\’m listening to the English so that I can improve it．
WILLIE: Who\’s talking now?
ZHAO LI: That\’s Cao Ri．I think he is a good speaker．
WILLIE: What kind of English is he using, American or British?
ZHAO LI: He uses more American English, I think．
WILLIE: Who else do you really like?
ZHAO LI: Oh, I think Zhang Ling is also a fine speaker．
WILLIE: I agree, and so is Wang Lu, from the TV show Around China．But still, wouldn\’t it be better to listen to a native speaker?
ZHAO LI: Yes, sometimes you should try to listen to news and shows reported by native speakers．Yet any good speaker of English can help your listening skill．
WILLIE: Hmm．I think I\’ll listen a bit．What did he say just now?
ZHAO LI: He said Professor Yang is travelling around China to speak to college students．
WILLIE: I still think it may be a little difficult for me to understand them．
ZHAO LI: Well, sure, it might be hard at first．But if you listen to CCTV 9 often, you will begin to understand more and more．
WILLIE: Thanks．I think I will．My teacher won\’t believe it when I tell her I\’m practising my listening on the weekend!
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Answer key for Exercise 1:
pictures / movielorry / truck
underground / subwaysweets / candy
autumn / fall
Answer key for Exercise 2:
1 CCTV 9\’s World Wide Watch．
2 Zhao Li thinks that listening to TV programmes will improve her English．
3 She thinks Cao Ri is a good speaker．He uses American English．
4 The more listening practice you have, the better your listening skill will get, especially if you hear a variety of speakers．
5 You should be patient and keep trying．Soon you will understand more and more．
Talking
The following sample dialogues not only use the commands and requests in the model but also directions in both British and American English and direct / indirect speech．You may want to have your students speak a simpler dialogue for the first situation （using only the commands and requests provided in the model）．After they master that objective, they can then add directions or indirect speech．
Sample dialogue for situation 1:
FOREIGNER: Excuse me, but I can\’t find my friends．Can you help me?
YOU: Could you say that again, please?
FOREIGNER: Oh, sorry．I said that I need to find my friends．
YOU: Oh, I see．Where are they?
FOREIGNER: At the east gate of the park．
YOU: Well, this is the south gate．Walk along this street and take the first left turn．Walk on until you reach the east gate．
Sample dialogue for situation 3:
TEACHER: Now for homework, you must write three sentences using direct and indirect speech．Is that clear?
STUDENT: Sorry, Mr Wu, but Zhao Li can\’t follow you．
TEACHER: Pardon?
STUDENT: Zhao Li doesn\’t understand what you said．
TEACHER: Oh I see．Well, let me say it in a different way．If I say \"Get that homework finished by tomorrow\". That uses direct speech．It\’s also a command．
STUDENT: So if I say \"Mr Wu told us to get our homework finished tomorrow\". that\’s indirect speech．But is it still a command?
TEACHER: It is indeed．Even in indirect speech it\’s still a command．How could I make it a request?
STUDENT: I suppose you would say:\"Please will you get that homework finished by tomorrow?\" or \"Please get that homework finished by tomorrow．\"
TEACHER: Quite right．Well done．
Using Words and Expressions
Answer key for Exercise 1:
1 include 2 government 3 dialect
4 northwestern 5 rapidly 6 eastern
7 actually 8 education 9 recognize
10 role 11 standard 12 usage
13 elevator
Answer key for Exercise 2:
1 played an important part2 blocks
3 expects4 such as
5 culture6 vocabulary
7 Modern8 native
Answer key for Exercise 3:
1 He went abroad and worked for half a year, but came back before he
finished his work because of his illness．
2 They have made a request for international help．
3 With a polite smile, Victoria went into the house and shut the door．
4 Tim likes to give commands, but none of us will listen to him．
5 Betty said she\’d come up to our house this morning, but just now she phoned us to say that she couldn\’t come because her child had had an accident and she had to take him to the hospital．
Using Structures
Exercise 1:
Students give their own answers．
Suggested answers to Exercise 2:
1 （C）Go and light the fire at once．
2 （R）Could you go and get the shopping bags, please?
3 （R）Could you close the door, please?
4 （C）Bring my coat here!
5 （R）Could you return my book today?
Listening Task
This task is especially helpful for students who are visual learners．Indeed, it should help all students to visualize the geographical distribution of the English language in the world today．The listening task is interactive, ie students must refer to the map while listening and writing．Before you play the tape for this task, give students a few minutes to become familiar with the map．
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LISTENING TEXT
S1: I live in South Asia．My country is thousands of years old and now has more than a billion people．Unlike many other countries, our people speak a lot of languages．So we use English, which we got from British rulers hundreds of years ago, to understand our neighbours．Of course, we have our own way of using English．
S2: One of my grandmothers speaks French．Her grandmother came from some place in Canada．I like to listen to her talk, although I don\’t understand much of what she says．Her English is also hard to understand．She cooks delicious food, so I spend a lot of time in the kitchen with her whenever I visit her．I plan to see her again for a special holiday called Fat Tuesday．We will go to New Orleans, which is near the sea．People will dance in the streets all day and night．
S3: Well, I don\’t live very far from the last student who spoke to you．But I live on a beautiful island where the sun shines most of the year．It\’s not the biggest island in the sea but it\’s not the smallest island, either．We also got English from British rulers a long time ago, and use it in a different way．I think our English sounds a little like our music．Some people say I speak a dialect of English, but I don\’t agree．To us, it\’s more like another language．
S4: I live on a huge green island in western Europe．Hundreds of years ago my people spoke a very different language from English．Then the British rulers came．Now the old language is spoken in only a few villages in the western part of my country．Most of us speak a lovely kind of English that also sounds a little like our music．
S5: My country has more than 7, 000 islands．Some of them are very large but most of them are quite small．Hundreds of years ago the Spanish rulers changed the way we live．Much later the American rulers taught their own kind of English in our schools．Nowadays, we speak a kind of English that borrows words from American English but is mostly our own．
S6: My country is very small．In fact, it\’s really a city．It is in southeast Asia and is very rich．People come from all over Asia to do business here．But our English comes from workers on the street．Some people in my country don\’t like the sound of this English．They would rather speak British English．Today, you can hear our kind of English spoken everywhere in the city and on many ships that come here．
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Answer key:
Student 1 is from India．
Student 2 is from the USA．
Student 3 is from Jamaica．Student 4 is from Ireland．
Student 5 is from the Philippines．
Student 6 is from Singapore．
Reading Task
From this reading, students can learn about the contributions that scholars have made to the development of the language．
Suggested answer:
Notes on James Murray\’s life
Country born in Scotland
Education no formal education; taught himself while working
Job worked in a bank before beginning to compile the OED
Most important task compiling the first edition of the OED
Its difficulties:
1 worked in a shed in his garden and behind his house
2 very cold as it was one metre underground
3 no heating; he had to wear a coat and put his feet in a box to keep warm
4 no electric light; he worked at night with candles
Qualities needed:
1 commitment
2 perseverance
3 accuracy
Who worked on it at first just James Murray; later his two daughters; finished by other editors after his death
Date of completion 1928
Other information first edition took forty-four years to compile
Speaking Task
Integrated practice of grammar and usage is complemented by integrated reading as shown in the Reading task, Further reading and the reading that introduces this oral activity．Students may be unfamiliar with the abbreviations used in this reading passage that introduces the speaking task．
BBC = British Broadcasting Corporation （London, England）
CCTV = China Central Television （Beijing, China）
CNN = Cable News Network （Atlanta, Georgia, US）
CRI = China Radio International （Beijing, China）
Sometimes the best way to understand a language is to teach it to others．This speaking task requires students to think about how they learn English and choose the methods that helped them the most．
Sample dialogue:
S1: Now let\’s try and remember what helped us most when we were first learning English．
S2: I remember that learning the grammar and then practising it in situations helped me a lot．
S3: Yes, and I enjoyed the chants we used to sing and short poems we used to say．
S4: But I learned the most from seeing the words written down and doing the dialogues and readings．Do you remember we used to read the dialogues in the book and then change them a little using our own words．That was very good practice．
S1: What about listening to English? What helped us most to improve that aspect of our English?
S2: The listening tapes that we had were very good．The VCD, which used native speakers to teach the units, was very helpful．The exercises where we repeated the English words helped me with my pronunciation．
S3 and S4: Me too! Me too!
S1: So we should say that we learned our English by listening to tapes with native speakers, by reading texts that were not too difficult, by practising the grammar with chants and exercises, by speaking English using the dialogues and practising the pronunciation of new words．That seems very clear．So let\’s make a list．
Writing Task
Most language teachers try to model the language they are teaching when they speak．They do this by using correct pronunciation, syntax and word choice．However, they seldom share with their students the specific ways in which they themselves learned English as teenagers．As a result, students may believe that their English teachers never struggled with learning the language as much as they are now．To avoid sharing your own growth as a language learner is to miss an opportunity to empathize with your students （ie understand their frustrations more fully）and let them see that it is possible to become fluent in English despite many setbacks．Therefore, you are encouraged to model this writing task by sharing your own learning experiences．
1 In essence, this activity is an effort to help students organize their self-reflection．
2 You may want to give students the option of using art or photos to show how they think and feel about learning English．The captions they provide for the illustrations can therefore serve as the writing component of the task．
*Project
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NOTE: A film now available in VCD and DVD, entitled Windtalkers, shows what the Navajo Indian soldiers did in the war against Imperial Japan．It is highly recommended for viewing and discussion．
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Answer key for Exercise 1:
1 A code is useful for people to communicate secrets．It was used in the Second World War when the Germans and the Americans tried to send messages to their soldiers．
2 It can help you to organize your army better so that everybody in the army knows what is happening．You can send your plans to your army using a code．
3 If your enemy break your code, they will know what your plans are．This will help them prepare in the fight against you．It can make you lose a war．
Exercise 2:
Students?answers will vary．
Table 1 SELECTED LOAN WORDS FROM AROUND THE WORLD
Place Word（s） Place Word（s）
Caribbean
Australia
Japan
Central Africa
North Africa
Saudi Arabia
Czech Republic barbeque, canoe, potato
kangaroo, boomerang
karate, haiku
safari
sherbert, zero
bazaar, caravan
pistol, robot Italy
Spain
Germany
Wales
Norway
Turkey
India circus, include, nervous, quet
banana, guitar, mosquito
hamburger, kindergarten
penguin
ski
coffee, shish kebab
jungle, shampoo, pyjamas
Table 2 PLACES WHERE L1 ENGLISH IS MOST SPOKEN IN THE WORLD
Place % speaking Place % speaking
Barbados
Cayman Islands
Montserrat
St Kitts
Grenada
St Vincent
Britain
Antigua & Barbuda
British Virgin Islands
Ireland
Jamaica 100
100
100
100
99
99
97
95
95
95
95 New Zealand
Trinidad & Tobago
Bahamas
Gilbraltar
Guyana
US
Australia
US Virgin Islands
Belize
Canada
Surinam 95
95
90
90
90
86
85
80
65
63
60
FURTHER READING
HOW ENGLISH IS SPOKEN
As you are well aware, not all of your students are motivated to learn English．One way to motivate reluctant learners is to give them some ownership over the learning process．This is, of course, achieved through student-centered activities but also through reading passages that take the reader into consideration．The following reading passage, therefore, is intended to let your students know that they, too, are \"players in the drama\" of how English is spoken．
Who decides how English is spoken around the world? Do teachers in the colleges and schools? What about those who write dictionaries or books, do they decide what is good and what is bad English? Or do governments decide when a language will change? Probably you have thought about this question once or twice before．The answer is that none of these people decide how English will be spoken．Believe it or not, many of the biggest changes in how English is spoken have come from common people in the streets．And one of the most important places where English has changed is on the playground!
These playgrounds can be any place where young people meet, such as a sports field or a beach．For example, black kids invented many new words in American English as they played basketball or music．Often words used by black kids in the big cities become popular with other kids many years later．Another popular sport, baseball, has also given many words and expressions to American English．On the beaches of southern California, teenagers invented words to describe how they felt when they surfed．These words found their way into the high schools and then to other places．Similar changes in English happened among young people in Ireland and Australia．Children from one group would find ways to play with children of another group more easily．Often they made new words just to develop an identity different from their parents． 上一页 [1] [2] [3] [4] [5] [6]
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