使用施心远听力教程II的童鞋们在网上没有找到第二版的原文，因第一版和第二版排版内容方面都都有一定差别，尤以News item部分差别最大，于是我整理了一下，发上来供参考。有些有原文，有的只有答案。时间紧促，大家见谅。。。。。。。。。。。。。。。。。。。。。。。。。。。

Unit5

Section One   Tactics for Listening

Part 1 Phonetics-Stress, Intonation and Accent

Peter:  You've been to Zanada, haven't you?↘

Peter:  Oh yes, I remember. You went a couple of years ago, didn't you ?↗

Peter:  Now, let's see ... It's er, it's a mainly agricultural country, isn't it? "↘

Peter:  Well yes, I know, but there's not much industry once you've left the coast, is there?↗

Peter:  l see ... Mm, so the North would be the best place to go to, wouldn't it? '↘

Peter:  Yeah. Mind you, I should think the South is very beautiful, isn't it? '↘

Peter:  (laughs) Yeah. That's right. Oh and what about transport? It'd be better to hire a car,

       wouldn't it? ↗

Peter:  Really? That's cheap. It costs that much a day here, doesn't it? ↘

Peter:  Yeah, well that's fine, Maggie. Thanks a lot. Bye.

Exercise:

1        2       3       4      5      6     7       8 Am I right?                  √              √                  √ Agree with me      √               √             √      √            √

Part2  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 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. They get a hunch of musicians together, and they sing and play.

	Quality	Recording technique
Digital sound	Much clearer	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.
Analogical sound		Aanlog is more like one wave of sound. It moves up and down with volume and pitch. Analog is like a single wave

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 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」

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

Detergent:

Description of the ad:

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...

Message:

This detergent would make really dirty clothes clean.

Mistake:  In the Middle East, they should have changed the order of the pictures

Shirt:

Message:  When I wrote this shirt, I felt good.

Mistake: They made a translation mistake, which changed the meaning into “until I wore this shirt, I felt good”

Gas:

Mistake:  They advertised using their American name. Unfortunately, it 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.

1. Certain African and American populations still use tree branches to care for their teeth. 

Part 3 News

News Item 1

A: This new item is about Israel’s position on a truce in Gaza.

B: Condition set to a truce: unless an Israeli soldier held by Palestinian militants is freed.

Time: 2006

Broker: Egypt

Purpose of Israeli assault on Gaza: stopping militant rocket fire on Israel

Hama’s Expectation: a truce with Israel to be announced within days.

News Item 2

A: This news item is about the fighting between Israel and Hamas in Gaza despite a U.N. ceasefire call.

B: T T F T F F 

News Item 3

A: This news item is about the temporary peace returning to Gaza and the destruction caused by the fighting.

B: 1, The fighting in Gaza between Israel and Hamas lasted for three weeks

    2,  Israeli soldiers are beginning to withdraw from Gaza.

    3, People headed to Gaza City to reunite with friends and relatives.

 4, The Hamas infrastructure: police stations, military outposts, government buildings, etc.

 5, The tunnels that run beneath the perimeter wall is their only link to the outside world if the border crossing remain closed.  

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

B：C D A D B B A A 

C:  1, It will have to become more like TV.

     2, People predict the distinction between television and the Internet will soon start to blur.

      3, When computer industry has a model that looks a lot more like television and entertainment.

   4, Yes, It can.

   5, They want very simple, low-cost devices.