听力文本

T1C1

Locating Books

Student: Hi, um…, I really hope you can help me.

Librarian: That’s why I’m here. What can I do for you?

Student: I’m supposed to do a literature review for my psychology course, but um… having a hard time finding articles.I don’t even know where to start looking.

Librarian: You said this is for your psychology course, right? So your focus is on …

Student: Dream Interpretation.

Librarian: Well, you have a focus, so that’s already a good

start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve?

Student: Aha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals. Librarian: Let’s ge t you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are the ones published within the last year. Then I think about it… there’s a journal named Sleep and Dream.

Student: Oh, ye ah, the article I just copied is from that journal, so I’ve got to look at other sources.

Librarian: Ok, actually, most of our materials are available electronically now. You can access psychology databases or electronic journals and articles through the l ibrary’s computers, and if you want to search by title with the word ‘dream’ for example, just type it in and all the articles with ‘dream’ in the title will come up on the screen.

Student: Cool, that’s great! Too bad I cannot do this from home. Librarian: But you can. All of the library's databases and electronic sources can be accessed through any computer connected to the university network.

Student: Really, I can’t believe I didn’t know that.It still sounds like it’s going to take a while though, you know, going through all of that information, all of those sources.

Librarian: Maybe, but you already narrow your search down to articles on Dream Interpretation, so it shouldn’t be too bad.And you probably notice that there’s an abstract or summary at the top of the first page of the article you copied. When you go into the databases and electronic sources, you have the option to display the abstracts on the computer screen, skimming those to decide whether or not you want to read the whole article should cut down some time.

Student: Right, abstracts! They’ll definitely make the project more doable. I guess I should try out the electronic search while I’m still here then, you know, just in case.

Librarian: Sure, er… that computer’s free over there, and I’ll be here till five this afternoon.

Student: Thanks, I feel a lot better about this assignment now.

T7C2

Learn About The Library's Resources

Stu: Hi, I am new here. I, um, couldn't come to the student orientation and I'm wondering if you can give me a few quick pointers about the library? I’d really appreciate it.

Librarian: Sure. I’d be glad to. What's your major area of study? Stu: Latin American Literature.

Librarian: OK. Well, over here's the section where we have language, literature and the arts. And if you go downstairs you will find the history section. Generally, the students who concentrate in Latin American literature find themselves researching in the history section a lot.

Stu: Um-hmm, you are right. I am a transfer student and I've already done a year at another university, so I know how the research can go. I spent a lot of time in the history section. So how long can I borrow books for?

Librarian: Our loan period is a month. Oh, I should also mention that we have an inter-library loan service. If you need to get hold a book that’s not in our library, there is a truck that runs between our library and a few other public and university libraries in this area. It comes around three times a week.

Stu: Hey, that's great! At my last school, it could take a really long time to get the materials I needed. So when I had a project, I had to make a plan way in advance. This sounds much faster. Another thing I was wondering is: is there a place where I can bring my computer and hook it up?

Librarian: Sure. There is a whole area here on the main floor where you can bring a laptop and plug it in for power, but on top of that we also have a connection for the internet at every seat.

Stu: Nice, so I can do all the research I need to do right here in the library. I’ll have all the resources, all the books and the information I need right here in one place.

Librarian: Yeah, that's the idea. I am sure you'll need photocopiers too. There are down the hall to your left. We have a system where you have to use a copy card, so you'll need to buy a card from the front

desk. You insert it into the machine and you are ready to make copies.

Stu: How much do you guys get charge?

Librarian: Seven cents a copy.

Stu: Oh, that’s not too bad. Thanks. Um, where is the collection of rare books?

Librarian: Rare books are up on the second floor. They are in a separate room where the temperature is controlled, to preserve the old paper in them. You need to get special permission to access them, and then you have to wear gloves to handle them ‘cause the oils in our hands, you know, can destroy the paper. And gloves prevent that so we have a basket of gloves in the room.

Stu: Ok. Thanks. I suppose that’s all I need to know. You've been very helpful.Thanks.

Librarian: Anytime. Bye

Stu: Bye.

T14C1

Locating A Book In Library

Student: Hi, I am looking for this book, The American Judicial System, and I can’t seem to find it anywhere.I need to read a chapter for my Political Science class.

Library Employee: Let me check in the computer. Um, doesn’t seem to be checked out, and it’s not on reserve.You’ve checked the shelves, I assume?

Student: Yeah, I even checked other shelves and tables next to where the book should be.

Library Employee: Well, it’s still here in the library, so people must be using it. You know, this seems to be a very popular book title. We show six copies, none are checked out, and yet you didn’t even find one copy on the shelves. Is it a big class?

Student: Maybe about seventy-five?

Library Employee: Well, you should ask your professor to put some of the copies on reserve. You know about the reserve system, right?

Student: I know you have to read reserved books in the library and that you have time limits, but I didn’t know that I could ask a professor to put a book on reserve. I mean, I thought the professors make that kind of decision at the beginning of the semester.

Library Employee: No, they can put books on reserve at any time during the semester.

Student: You know, reserving books seems a bit unfair. What if someone who’s not in the class wants to use the book?

Library Employee: That’s why I said some copies!

Student: Ah, well, I’ll certainly talk to my professor about it tomorrow. But what am I going to do tonight?

Library Employee: I guess you could walk around the Poli/Sci section and look at the books waiting to be re-shelved.

Student: There do seem to be more than normal.

Library Employee: We’re a little short-staffed right now. Someone quit recently, so things aren’t getting re-shelved as quickly as usual. I don’t think they’ve hired a replacement yet, so, yeah, the un-shelved books can get a bit out of hand.

Student: This may sound a bit weird, but, I’ve been thinking about getting a job. Um, I’ve never worked in a library before, but…

Library Employee: That’s not a requirement. The job might still be open. At the beginning of the semester, we were swamped with applications, but, I guess everyone who wants a job has one by now.

Student: What can you tell me about the job?

Library Employee: Well, we work between six and ten hours a week, so it’s a reasonable amount. Usually we can pick the hours we want to work, but since you’ll be starting so late in the semester, I’m not sure how that would work for you. And, uh, we get paid the normal university rates for student employees.

Student: So, who do I talk to?

Library Employee: I guess you’d talk to Dr. Jenkins, the head librarian. She does the hiring.

T20C1

Returning Books In The Library

Student: Excuse me, I received a letter that I am supposed to return a book that I checked out back in September, it’s called Modern Social Problems. But I am writing my senior thesis, so I thought I was allowed to keep the book for the whole academic year.

Librarian: So you signed up for extended borrowing privileges? Student: Yeah.

Librarian: And we are still asking you to bring the book back? Student: Uh-huh, do I really have to?

Librarian: Well, let me check the computer. The title was ...Modern Social Problems?

Student: Yeah.

Librarian: Eh...Ok, yeah. It’s been recalled. You can keep it all year as long as no one else requests it, but someone else has, it looks like one of the professors in the sociology department. So you have to bring it back. You can check it out again when it is returned in a couple of weeks.

Student: What if the person renews it? And I really need it right now. Librarian: All of it? Or is there a certain section or chapter you are working with?

Student: Well, there’s one chapter in particular I am working with, but why?

L ibrarian: Well, we normally don’t do this, but because of the circumstances we can photocopy up to one chapter of the book for you. Why don’t you do that for the one you are working with right now? And by the time you need the rest of the book, maybe it’ll have been returned.

Student: Oh, that would be great.

Librarian: Do you have it with you?

Student: Eh...no, it’s in my dorm room. These are books I want to check out today. Is it OK if I bring that one by in a couple of days?

Librarian: Actually, the due day is tomorrow. After that, there’ll be a two dollar per day fine. But you need to return it today if you want to check out any books today. That’s our policy.

Student: Oh, I see.

Librarian: Yeah, not a lot of people realize that. In fact, every semester we get a few students who would have their borrowing privileges suspended completely because they haven’t returned books. They are allowed to use books only in the library. They are not allowed to check anything out because of unreturned books. Student: Th at’s not good. I guess I should head back to the dorm right now.

Librarian: But before you go, what you should do is fill out a form requesting the book back in two weeks. Then the person who requested it won’t be able to renew it.You’ll get it back quick ly. Student: I’ll do that right now.

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 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

英语初级听力1-4单元练习答案

《泛读教程》第三册课后题答案 Unit 1 Section A V ocabulary Building: I. 1. practical, practice, practices, practical, practiced 2. worthless, worthy, worthwhile, worth, worth 3. vary, variety, variation, various, Various 4. absorbing, absorbed, absorb, absorption, absorbent II. 1. effective, efficient, effective 2. technology, technique 3. middle, medium, medium Cloze Going/about/trying, expectations/predictions, questions, answers, predictions/expectations, tell, know/foretell, end, develop/present, worth Unit 2 Section A V ocabulary Building: I. mess, preference, aimlessly, remarkable, decisive, shipment, fiery, physically, action, housing II. 1. aptitude, attitude 2. account, counted, counted 3. talent, intelligence Cloze Other, just/only, has, some/many, than, refuse, see/know/understand, that, without, If, ready/willing/educated/taught, wrong/incorrect/erroneous Unit 3 Section A V ocabulary Building: I. Noun Verb Adjective Adverb: admission admit admissible Admissibly reliance rely reliable Reliably definition define definite Definitely assumption assume assumed/assuming Assumedly/assumingly behavior Behave behavioral Behaviorally variety Vary Various/varied Variously/variedly Part/partiality Part partial Partially manager manage managerial Managerially correlation correlate correlative Correlatively Adaptation adapt adaptive adaptively II. 1. inspired, aspired, inspired 2. token, badges, token 3. contemporaries, temporary, contemporary Cloze Communicate, ways/means/ones, using/saying, in, of, message, meet/have/encounter/experience, causes, meaning, to, eyes Section B BAB, BAC, FFT, TTF, CCB Section C BBDDBCCA FFTFFT Unit 4 Section A Reading Skill: Skimming 2-10 BBAC BCCAA V ocabulary Building:

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
. .下载可编辑 . .

施心远听力教程1(第三版)第三单元文本及答案

Unit 3 Talking about People Section 1 Tactics for Listening Part 1 Phonetics A. Listen and repeat 1. A: Where were you at one o’clock B: At one o’clock At my mother’s. 2. A: Let’s ask him to let us go. B: He won’t let us go. 3. A: I saw them together. B: Where did you see them B. Complete the following short dialogue as you listen to the tape. Pay special attention to the weak forms, link-ups and contractions. Friend: Hi, Linda. I hear you and John got married (l) 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) didn’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) next week. Linda: Bye. Part 2 Listening and Note-taking Bob: Look at that, Angela. True-Value is going to sell hi-fi’s for pounds. I’m going to buy one. We can save at least 20 pounds.

听力教程第三版Unit4施心远学生用书答案

Unit 4 Section One Tactics for Listening Part 1 Phonetics Stress, Intonation and Accent Script Listen to some short conversations. Has the second speaker finished talking? Tick the right box. 1. A: Excuse me. Could you tell me where the secretary’s off ice is, please? B: Yes. It’s up the stairs, then turn left, …↗ 2. A: Excuse me. Can you tell me where the toilets are? B: Yes, they’re at the top of the stairs. ↘ 3. A: What did you do after work yesterday? B: Ah, well, I went for a drink in the pub opposite the carpark. ↘ 4. A: What did you do after work yesterday? B: Oh, I ran into Jane and Tom, …↗ 5. A: Excuse me, can you tell me how the machine works? B: Certainly. Erm, first of all you adjust the height of the stool, and then put four 10-pence pieces there, ... ↗ 6. A: Excuse me, can you tell me how the machine works? B: Yes. You put 30 pence in the slot and take the ticket out here. ↘Key Part 2 Listening and Note-Taking Frog Legs Script A. Listen to some sentences and fill in the blanks with the missing words. 1. Many Asian cultures have included frog legs in their diets for centuries. 2. By 1977 the French government banned commercial hunting of its own amphibians. 3. Indian scientists have describ ed as “disastrous” the rate at which frogs are disappearing from the rice fields and wetlands. 4. The United States imported more than 6.5 million pounds of frozen frog meat each year between 1981 and 1984.

北京外国语大学英语,初级听力答案15

[00:00.00]Lesson Fifteen[00:02.69]Section One:[00:04.73]Dialogue [00:05.77]Dialogue 1:[00:09.17]--What flights are there from London to Vienna tomorrow? [00:11.91]--If you'd like to take a seat, I'll find out for you.[00:14.08]--I'd like to travel first class, please. [00:15.70]--BEA Flight BE 502 takes off from Heathrow at 0925, and flies direct. [00:22.26]--What time have I got to get there? [00:24.63]--You'll have to be at West London Air Terminal by 0810 at the latest. [00:30.01]Dialogue 2:[00:33.88]--Another piece of meat pie?[00:35.71]--No, thanks, really. I'm on a diet. [00:38.06]--Please do. You've hardly eaten anything.[00:40.20]--It's delicious, but I don' think I ought to. [00:44.33]Dialogue 3:[00:48.64]--How about a nice cup of tea before you go?[00:50.73]--Yes, I'd love one. [00:52.01]--How doyou like it?[00:52.98]--A strong one with three spoons for me, please, [00:56.66]Dialogue 4:[01:01.15]--What are you going to have to drink?[01:04.55]--I'd like something cool. [01:06.48]--Would you care for some cake?[01:08.13]--Yes, I'll try a piece of cheese cake. [01:10.09]--It certainly looks tempting. I wouldn't mind some myself. [01:16.20]Dialogue 5:[01:20.64]--Have you chosen something, sir?[01:23.33]--Yes, I think I'll have the curry, please.[01:26.33]--What would you like afterwards?[01:28.16]--I'd like some fruit if you have any. [01:33.07]Dialogue 6:[01:36.16]--Would you like a cigarette?[01:38.93]--No, thanks. I'm trying to cut down. [01:40.88]--Go on. I owe you one from yesterday.[01:43.68]--OK, but next time you must have one of mine. [01:49.56]Dialogue 7:[01:53.63]--I wonder if you could help me---I'm looking for a room. [01:56.56]--I have got a vacancy, yes.[01:58.60]--What sort of price are you asking? [02:00.35]--Eight pounds fifty a week excluding laundry.[02:03.12]--Would it be convenient to see the room? [02:04.81]---Can you call back later? We're right in the middle of lunch. [02:11.58]Dialogue 8:[02:13.75]--Will Dr. Black be able to see me at about 9.15 tomorrow? [02:18.19]--Sorry, but he's fully booked till eleven unless there's a cancellaion. [02:21.14]--Would ten to one be convenient?[02:22.92]--Yes, he's free then. [02:27.88]Dialogue 9:[02:30.78]---Can you fix me up with a part-time job?[02:32.79]--Anything in particular that appeals to you?[02:35.09]--I was rather hoping to find something in a school.[02:37.68]--Have you done that kind of thing before?[02:39.53]--Yes, I was doing the same job last summer.[02:41.78]--I might be able to help you, but I'd need references. [02:51.15]Section Two:[02:53.43]A. Quick Lunch:[02:56.80]Waitress: A table for one, sir?[02:58.57]Mr. Radford: Yes, please.[02:59.54]Waitress: Are you having the set lunch?[03:01.11]Mr. Radford: Yes.[03:01.92]Waitress: What would you like to start with?[03:03.35]Mr. Radford: What's the soup of the day?[03:04.76]Waitress: Mushroom.[03:05.73]Mr. Radford: Yes, please. I'll have that.[03:07.12]Waitress: And for your main course? [03:08.81]Mr. Radford: The plaice, I think, and apple tart to follow.[03:11.48]Waitress: Would you like something to drink with your meal[03:13.88]Mr. Radford: Yes. A lager please.03:16.05]Waitress: Thank you.[03:20.28]B Dinner:[03:24.17]Waiter: Good afternoon.[03:26.32]Mr. Blackmore: Good afternoon. I have a table for two under the name of Blackmore.[03:29.58]Waiter: Yes, sir. Would you like to come this way?[03:32.40]Mr. Blackmore: Thank you.[03:33.29]Waiter: Can I take your coat, madam?[03:35.01]Mrs. Blackmore: Thank you. [03:35.90]Waiter: Will this table do for you?[03:38.12]Mr. Blaclcmore: That will be fine, thanks. [03:39.12]Waiter: Would you like a drink before your meal?[03:41.36]Mrs. Blaclcmore: Yes. A dry sherry, please. [03:43.32]Mr. Blackmore: Half of bitter for me.[03:44.76]Waiter: Are you ready to order? [03:47.55]Mr. Blackmore: Yes, I think so.[03:49.02]Waiter: What would you like for starters, madam? [03:50.77]Mrs. Blackmore: I can't decide. What do you recommend? []Waiter: Well, the prawns are always popular. The pate is very good...[]Mrs. Blackmore: The prawns then please, for me.[03:59.37]Waiter: And for you, sir?[04:00.15]Mr. Blackmore: I think Vii try the soup. [04:01.64]Waiter: Very good, sir. And to follow?[04:04.38]Mrs. Blackmore: Rack of lamb, I think. [04:06.58]Waiter: And for you, sir?[04:08.72]Mr. Blackmore: I'll have the steak. [04:10.34]Waiter: How would you like your steak done, sir?[04:12.72]Mr. Blackmore: Medium rare, please. [04:13.92]Waiter: Thank you. Would you like to see the wine list?[03]Mr. Blackmore: Do you have a house wine? [04:19.04]Waiter: Yes, sir. Red or white?[04:21.34]Mr. Blackmore: Do you have half bottles or half carafes? [04:23.98]Waiter: Yes, sir.[04:24.58]Mr. Blackmore: One of each then, please. [04:29.12]C. Interview: [04:33.30]Reporter: Now, Susan. You've had a few minutes to rest. [04:37.64]Can you tell us something about yourself?. How old are you and what do you do? [04:41.53]Susan: I'm twenty-two and I'm a bus conductress. [04:44.06]Reporter: A bus conductress! So you're used to collecting money.Who taught you to cycle? [04:50.70]Susan: Nobody. I taught myself. I've been cycling since I was five. [04:54.85]Reporter: And who bought that beautiful racing cycle for you? [04:58.04]Susan: I bought it myself. I worked over-time. [05:00.44]Reporter: Good for you! And what are you going to do now? [05:03.26]Susan: Now? If you mean this minute, I'm going to have a long hot bath. [05:07.86]Reporter: You must need to relax. Again, congratulations. [05:11.70]That was Susan James, winner of this year's London to Brighton cycle race. [05:21.08]D. Why can't I do what I like? [05:26.72]I hope I never grow old! My grandfather lives with us and he's making my life a misery. [05:34.85]When I was small he was kind and cheerful. [05:38.37]But now he's always complaining and criticising. [05:42.29]I mustn't interrupt when he's talking. It's rude. [05:45.32]He doesn't like my clothes. 'Nice girls'don't dress like that. [05:50.28]I shouldn't wear make-up. 'Natural beauty is best. [05:54.65]Sometimes he interferes with my homework. [05:57.91]When I was young we used to do maths differently,he says. [06:02.87]Honestly, he's so old he doesn't know anything. [06:06.69]But that doesn't stop him criticising me. [06:09.67]He doesn't like my friends or my favorite records. [06:12.96]'You're making too much noise,' he calls. 'I can't get to sleep. [06:17.74]When he's not complaining he's asking questions. 'Where are you going? Where have you been? [06:24.30]Why aren't you helping your mother?' He thinks Ym six, not sixteen. [06:29.60]Anyway, why can't I do what I like? It's my life, not his. [06:40.62]Section Three:[06:44.31]Dictation.[06:47.86]Philip is a very interesting boy. He is clever but he doesn't like school.[07:01.52]He hates study ing but he is very keen on learning new practical skills.[07:11.68]In his spare time he often repairs motorbikes.

《听力教程》2第二版第七单元文本

Unit7 Section One Tactics for Listening Part 1 Phonetics-Stress, Intonation and Accent Joanna: Who Mary She doesn't go out with anyone, you know. Joanna: No. Well, if you ask me, she doesn't like anybody. Joanna: Oh, a meal. Yes, that'd-be nice. But where I don't want to eat anywhere. Joanna: Do you think so Mm -- of course, she doesn't approve of anyone. Joanna: Yes. But what d' you suggest She won't enjoy anything, will she ... 】 Joanna: No, I asked her. I think she doesn't want to go anywhere. Joanna: I know. It's odd isn't it. Never mind. We don't have to go out with anyone. Joanna: In fact. let's not go out with anyone. Joanna: OK. Just you and me. Bye! Part 2 Listening and Note-Taking Mountain Rescue Service / When an accident is reported to the Mountain Rescue Service the first thing that happens is that the person who reports the accident is closely questioned. The rescue group needs to find out a number of details. First, they need to know exactly where the accident happened, with a map reference if possible. Then they will want to know the time of the accident. They will also need to know how many people were involved in the accident and what kind of injuries there were. Finally, they will ask for other useful details, such as the colour of the victim's clothing and the weather conditions. Then the rescue team's call-out procedure begins. Team members keep their personal equipment at home so as to be ready to set off within fifteen minutes of receiving the call. The advance party of about four people sets off right away. They carry a radio telephone with them to send details to the main party and to the base. They are also equipped and trained to give immediate medical assistance. The main party follows the advance party. They carry a radio telephone and more supplies, including a stretcher for the victim. The third party on the mountain is the back-up group. Their job is to help the main party on its return journey. Rescue control is set up in a mobile base. This vehicle carries the team's supplies other than personal equipment. It is equipped with radio telephone and the