大学体验英语-听说教程教学参考书(4)(第二版) 本书特色
《(大学体验英语)》(第二版)系列教材
新一代的大学巨英语立体化教材
注重实用表达能力的培养：在语言基础训练中加
大听力和口语的学习内容，加强实用阅读、实用
会话、实用写作的训练，培养学习者英语综合运用能力
和在涉外交际中的实用表达能力。
注重教材的可操练性：选文短小精悍，生动有
趣，便于听、说、读、写、译的训练：练习设计
层层深入，通过训练达到学懂、会用的教学目的。
强调以人为本，突出“个性化”学习：注重学习
者在整个学习过程中自主学习的引导，强调学习
者在体验语言的立体化环境中获得语言知识，体验用英
语表达和交流思想的美妙。
重视文化知识的学习，培养“跨文化意识”：提
供大量真实的图片、富有时代感的文字材料以及
英语国家丰富的文化背景，开拓学习者的视野。
立体化教材为英语学习提供全方位服务：文字
版、网络版、电子教案以及多媒体学习课件等提
供了立体、互动的英语学习环境。
大学体验英语-听说教程教学参考书(4)(第二版) 节选
bsp;第二版前言
《大学体验英语)》系列教材之《(听说教程)》(第二版)1至4册是基于培生教育出版集团*新编写出版的英语听说
教材Impact Listening f2nd EditionJ，并参照教育部2004年颁布的《大学英语课程教学要求(试行)》改编而成的。
本教程在总体设计上体现了“以听力训练为导入，以听说技能交互训练为过程，以口语表达为目标”的编写模式，力求
体现当代外语教学中先进的教学理念和科研成果，并使教学内容、教学方式和教学安排能符合我国大学英语听说教学
的要求和实际。
本教程共分4册，每册由15个单元组成，较好地适应了我国大学英语教学安排；每个单元均由背景知识介绍和
相关语言知识难点学习为导入，为下一步的听说技能训练扫清语言和背景知识的障碍；较为简单的短篇听力训练及简
单的口语练习承接其后，继而是篇幅较长的听力材料以及围绕听力材料内容而展开的口头回答或讨论；*后要求学生
运用新学到的语言素材结合真实的交际场景进行口语训练。这种由浅入深、由输入到输出的教学安排有助于学生听得
进、说得出，有助于激励学生主动投入并保持良好的学习热情。此外，本教程中的每个单元围绕一个主题展开，学习
内容涉及同这一主题相关的场景、情景、功能、意念以及相关的文化背景知识，进一步加强了单元内各部分之间的相
互衔接和技能之间的相互转换，使得各个教学环节有机相连、浑然一体。
为了有效地使用本教程，实现相关的教学目标，我们提出“课前预习是前提，课堂训练是关键，课后温习是保证”
的教学基本原则，在英语听力和口语训练中将课内与课外整合为一体的教学管理理念，因为只有这样才能做到尊重语
言学习规律、充分利用学习机会、切实提高语言学习效率。
在改编过程中，我们一方面在尽量保持原书在听说教学方面的优点的基础上，对不适合我国英语教学实际的练习
活动和语言材料进行了适当的修改，例如，对一些不合时宜或不适当的材料进行了更新和替换，并引入了一些为中国
学生所适应和熟悉的练习形式。另一方面，考虑到我国英语听说教学的实际情况，改进并强化了听说技能的交互训
练，突出了口语技能的训练，弥补了原书听说训练不平衡、与中国大学英语教学联系不紧密的缺陷，强化了本套教程
所推崇的实用性和“体验性”原则。具体表现在：为了适应我国教学实际，本套教程由**版的每册20个单元缩减为
现在的1 5个单元；每个单元都添加了针对教程听力内容的练习项目。例如，在听说训练不太平衡的部分适当增删了
相应的听力或口语训练内容，在Review Unit当中添加了口语训练内容，等等。
本教程的学生用书后附有供学生使用的Self-Study Pages，将每单元中有一定难度的Real World Listening听力
内容以光盘形式附于书后，供学生课后自主学习。为方便教学，本教程还配有内容丰富、指导详尽、使用方便的教学
参考书(书后附有各单元相关听力材料)，大大减轻了教师的备课难度，同时还介绍了一些新的教学方法。此外，本
教程还配有包含教程完整听力材料的磁带以及辅助教学的多媒体课件光盘等。
《(听说教程)》(第二版)在改编过程中得到了东南大学的大力支持，高等教育出版社外语出版社的领导和编辑也给
予了及时的指导和帮助，借此机会，我们向他们表示衷心的感谢。此外，我们也恳请广大专家、教师和同学对本套教
程中可能存在的疏漏和不当之处进行批评、指正。
编者
2007年5月于金陵六朝松
**版前言
《大学体验英语)》系列教材是根据教育部大学英语教学改革精神和我国当前高等学校大学英语教学实际以及我国
社会经济迅猛发展对大学英语教学要培养具有很强国际竞争能力人才的要求，加强了实用性英语教学，以培养学生的
英语综合应用能为目标，特别突出和加强了听说与交流能力的训练与培养而设计开发的一套理念创新、内容实用、体
系科学并具时代特色的全新立体化系列教材，供大学英语教学基础阶段使用。 《大学体验英语》参照大学英语教学对
各级的要求，分为1—6级。每级由《综合教程》、 《扩展教程》、 《听说教程》、 《教学参考书》以及配套的多媒
体学习课件、网络课程以及电子教案等组成。此外，我们还编写了《大学体验英语——基础教程)》一册，供入学水平
低于**级起点要求的学生使用。
《大学体验英语》充分研究了国内外各教育层次的英语教材的编写原则与特点，既吸纳了国内教材注重思想性、
人文性、科学性以及注重打好语言基础等优点，又注入了国外社区教育、大众教育、终身教育的实用、应用型教学的
特点；既注意打好语言基础，更侧重培养应用能力，特别是实际使用英语进行涉外交际的能力。在培养阅读能力的同
时，加强听、说、写、译等语言技能的综合训练，尤其注重口头和书面实用表达能力的训练与培养，以适应中国入世
以后对外交往的需要。在上述总体思路的指导下， 《大学体验英语》更新教学理念和内容体系，这主要体现在如下几
个方面：
1．注重培养表达能力。 《大学体验英语》不仅重视语言技能的洲练，更注重这些技能的实际运用。以任务为主
线进行教材的编排，使课文和练习成为一个有机的整体，有利于培养学生实际使用英语进行涉外交际的能力。
2．强调交际内容的实用性。《大学体验英语》在选材中注重思想性、现代性、科学性、前瞻性、趣味性和可操
练性。文章短小精悍，易于学习、操练。为了突出英语作为涉外交际的工作语言这一特点，本教程还特别突出交际内
容的实用性，而且听、说、读、写、译各项技能的培养与训练都围绕同一交际话题展开。
3．课堂教学和自主学习相结合。 《大学体验英语》充分注意课堂教学与课外自主学习相结合，使课堂教学的内
容在课外得以延展。 《大学体验英语》的《综合教程》(Integrated Book)和《听说教程》(Listening＆Speaking)主
要用于课堂教学，《扩展教程》(ExtendedBook)供学生自主学习使用。二者紧密配合，相辅相成。
4．重视文化教学，培养“跨文化意识”。跨文化交际中的文化因素在外语教学中具有特殊意义。 《大学体验英
语)》注意语言材料与文化内容的融合，注意对西方文化背景的介绍与教学，专门设计的“文化沙龙”模块就是其特点
之一。
5．“教．学、考”相互照应。《大学体验英语》的《扩展教程》专门设计了自测试题，供学生自我检测学习《综
合教程)》和《(扩展教程)》的效果。
6．立体化教材为英语学习提供全方位服务。 《大学体验英语》是包括文字版、网络版、多媒体学习课件、电子
教案等在内的立体式系列教程，为英语教学网络化及使用多媒体等现代化教学手段提供了立体、互动的英语教学环
境。
7．图文并茂，版式新颖。 《大学体验英语》有大量与主题相关的启发性强的图片，为语言学习提供了形象的立
体的训练情景，加强了学生对学习和使用语言的实际体验。
本书为《听说教程》第4册。 《听说教程》是根据朗文出版社*新出版的Impact Listening英语听说教材，同时
结合教育部1999年颁布的《大学英语教学大纲》 (修订本)的要求改编而成的。原书以听力教学为主，辅之以一定
的口语练习，较好地体现了当代外语教学中先进的教学理念和研究成果，其教学内容、教学方式和教学安排也基本符
合我国大学英语听说教学的要求。改编中，我们一方面力求保持原书在听说教学方面的优点，对不适合中国学生的练
习活动和语言材料进行了适当的修改；另一方面进一步改进和强化了口语练习，弥补了原书听说训练不平衡以及与中
国大学生生活联系不紧密的缺陷，强化了本系列教程所强调的“体验”性。经过改编，本教材主要体现以下一些特
点：
1．内容丰富，语言真实。本教材每册共包含20个单元，每单元一个主题。这20个主题覆盖了与当代青年学生1
日常生活相关的大部分内容。教材中的听力材料大都取自真实的交际场景，使听者如同身临其境。经过编写者的选择I
与加工，这些真实的语言材料可以为不同语言能力的学生所接受，使初级和中级听力水平的学生也能感受到听懂真实l
英语的乐趣。
2．题材贴近大学生生活。本教程在语言材料的选择上强调将知识性、趣味性、实用性相结合的原则，使学生在I
学习语言的同时吸收大量与语言相关的社会、文化等知识，同时为他们创造一个轻松、活泼的语言学习氛围。听力和I
口语活动的话题围绕学生熟悉并且感兴趣的内容展开，力求使学生听得有兴趣，说得有内容，提高学习效率，*终达l
到学以致用的教学目的。
3．教学内容安排合理。本教材每一个单元由词汇和背景知识学习入手，为下一步听力练习扫清语言和背景知识 1
的障碍，然后是较为简单的短篇听力训练及简短的口语练习，进而则是较长篇幅的听力材料学习和围绕听力材料内容
的口头回答或讨论，*后，学生则被要求运用新学到的语言材料结合真实的交际场景进行口语训练。这种由浅入深、
由输入到输出的教学安排使学生听得进、说得出，从而激励学生主动投入并保持良好的学习热情。另外，本教材每一
个单元围绕同一个主题展开，内容涉及与这一主题相关的场景、情景、功能、意念和相关的文化背景知识，这进一步
加强了单元内各部分，以及听和说的有机联系，使所有教学环节浑然一体。
4．配套材料完善。本教程的学生用书除附有供学生自测使用的材料外，还将每单元中较难的Real Wo rId
Listening听力内容以光盘形式附于书后，供学生课后进一步研听。为方便教学，本教程还配有内容丰富、指导详
尽、方便使用的教学参考书，大大减轻了教师的备课难度，同时还可以使教师学到一些新的教学方法。本教程的录音
材料有磁带与CD两种载体形式供使用者选择，方便在不同教学环境中师生的使用。
《大学体验英语》可以明显提高学生实际使用英语进行涉外交际的能力，较好地体现了大学英语教学要突出全面
培养提高学生的英语综合应用能力的大方向。
本套教材是集体科研和智慧的结晶，它的编写和出版得益于以下院校教授、专家的参与和辛勤的工作：北京大
学、南京大学、华南理工大学、电子科技大学、吉林大学、华中科技大学、大连理工大学、中山大学、武汉大学、重
庆大学、西安交通大学、湖南大学、东南大学、四川大学、东北大学、中国农业大学等。
《大学体验英语》网络技术指导委员会的领导和专家有：吴中福(重庆大学校长，教育部现代远程教育资源建设
专家组组长)、邹寿彬(电子科技大学校长，教育部现代远程教育资源建设专家组副组长)、樊明武(华中科技大学
校长，中国工程院院士)、陈准民(对外经济贸易大学校长、教授)、庾建设(湖南大学副校长，网络教育学院院
长)、陈建平(广东外语外贸大学副校长、教授，全国高等学校外语专业教学指导委员会委员，中国英语教学研究会
副会长)、王洪(教育部现代远程教育资源建设委员会办公室副主任、高等教育出版社副总编)、顾宗连(中国人民
大学网络教育学院院长)、张亚斌(华南理工大学网络教育学院副院长)。上述领导和专家对本系列教材的编写和网
络课件的研制开发给予了建设性的指导和极大的支持。
本教材的编写还得到了许多同事和朋友的热情关心、帮助和指导。高等教育出版社的编辑们在整套教材的策划、
编写、版式设计、题图设计、插图选配等方面做了大量工作。在此，编者一并表示感谢。
《大学体验英语)》是我们在大学英语教学内容和课程体系改革方面所作的一次大胆尝试，其中定会存在不当和疏
漏之处，敬请使用者批评指正。
编者
2002年5月
Review
Before the Review
Ask students to work individually to review Units
6 - 10 before they come to class for the Review Unit. The
following steps are suggested in students' individual
work:
a. First of all, ask them to go over the vocabulary
appendix at the end of the book. Ask them to pay
attention to those words that they are not very familiar
with.
b, Go over the completed Warm Up activity and the Oral
Preview for each unit.
c. Listen to the Listening Task sections again and review
their answers in the Student Book.
d. Listen to the Real World Listening sections again and
review their answers in the Student Book.
When students come to class, work together as a whole
class to review the Oral Preview for each unit as this part
includes the difficult expressions in the Listening Task and
the Real World Listening sections. This will help students
to recall the language they learned in the Listening Task
and the Real World Listening sections as well.
Part 1
1. Have students turn to page 61 in the Student Book
and work individually. Explain the task. T: Listen to the
speakers and fill in the missing words.
2. Play the audio.
3. Review the answers with the students, and discuss any
questions they may have. T: (name). What did you get for
sentence (1) ?
Part 2
1. Have students turn to page 62 in the Student Book and
work individually. Explain the task. T: Listen to the short
passages and fill in the missing words or phrases, and then
briefly sum up the short passage.
2. Play the audio.
3. Review the answers with the students, and discuss any
questions they may have. T: (name). What did you get for
sentence (1)?
Part 3
1. Have students turn to page 63 in the Student Book
and work individually. Explain the task. T: Listen to the
conversations and choose the correct answer.
2. Play the audio.
3. Review the answers with the students, and discuss any
questions they may have. T: (name). What did you get for
number (1)?
4. Have students turn to page 63 in the Student Book
and work individually. Explain the task. T: Listen to
the conversations again and answer the questions after each
dialogue.
5. Play the audio.
6. Review the answers with the students, and discuss any
questions they may have. T: (name). What did you get for
number (1)?
Teaching Tip
The Review Unit lets students consolidate their
understanding of the material they have studied thus
far and allows you to decide how to modify your class
presentation to best meet the needs of a particular class.
After presenting the Review Unit, allow time for students
to ask questions about any of the units.
Presentation Follow-up
1. Circulate and evaluate how well the class as a whole
did on the review. Note any questions that were a
problem for many students.
2. Replay the tracks for item. s many students had
difficulty with. Provide additional help as needed.
Answer any questions students have about the Review
Unit. T: Do you have any more questions?
3. Remind the whole class to use the Self-Study section at
home to review each unit after you complete it in class.
In addition, suggest that they go back and review the
Self-Study pages from earlier units in the book.
4. Ask students to think about their progress. T: Now we
have learnt 10 units of the book. Do you feel your English is
stronger? What will you do next to keep making progress?
5. Review test-taking techniques. Elicit answers from the
students. T: Who can tell me what is important to remember
to do when you take a test?
Script
Part 1
1. Did you know that? A graduate student who was
afflicted with AIDS died yesterday!
2. When he heard that he had flunked the English test, he
let out a cry of desperation.
3. After I had finished writing that paper I was so
exhausted that I overslept and was late for class.
4. As a matter of fact, the medical research in this area is
so overwhelming that the question of whether diabetes
is curable is rarely debated anymore.
5. Excuse me, Sir, but can you identify your umbrella
among this lost?
6. Sign language is a language governed by its own
grammatical rules using specific locations of the hand
and facial expressions to convey meaning.
7. Oh, dear, don't be so self-critical. They are just test
scores and tests are not infallible. Anyhow, you can try
again.
8. She is a real genius. She shows an amazing retention of
facts and details.
9. IELTS is an international proficiency test administered
by British Council.
10. As a matter of fact, she is now thinking of having a
party to celebrate the release of her new album.
11. The Academy's world-renowned statuette is a figure of
knight standing on a reel of film, which was created by
Los Angeles sculptor George Stanley.
12. He finally spotted the book on the shelf. But it seemed
that this book falls into the category of academic
reference books.
13. The theory of Relativity is still effective after a long
time. It has withstood the test of time.
14. The world's greatest cycling event was hit by a drug-
taking scandal. One rider was found cheating in the
random drug testing.
15. The criminal didn't even leave a single fingerprint.
The police had to appeal to the public for information
about the crime.
Answers
1. afflicted
2. let out
3. exhausted
4. overwhelming
5. identify
6. locations
7. infallible
8. retention
9. administered
10. release
11. statuette
12. category
13. withstood
14. random
15. appeal to
Part 2
1. When he realized that his short-term memory was
failing, my husband decided to wear a multi-pocketed
vest. The vest, with its 17 pockets each serving a
purpose, did work for a while. Things were going so
well that he started to relax a little and one day he
turned back to his traditional pants-pocket wallet. Just
seconds after boarding the crowded Rome subway,
a pickpocket was attracted by the familiar bulge.
My husband stared at him for a moment. Finally the
would-be thief withdrew and joined the crowd.
2. They are part of a Chinese-immersion program at
Woodstock Elementary School, in Portland, Oregon.
Bucknam, who is from China, introduces her students
to approximately 150 new Chinese characters each
year. Students read stories, sing songs and learn math
and science, all in Chinese.
3. At first, fifth-grader Edward Lynch didn't pay much
attention to his teacher's warnings about the big
tests the class would take at the end of the school
year. But two weeks before North Carolina's first-
ever elementary-promotion exams, Edward says he's
scared. He's a B student but an erratic test taker. "The
other night I had a dream my books were squishing me
and pencils were stabbing me," says the Il-year-old.
His classmate West Bullock says, "! have friends who
throw up the night before tests." Their teacher, Kelly
Allen, worries that half her 21 students are at risk of
failing next week's multiple-choice tests on math and
reading. If they fail, they won't be able to graduate to
middle school.
4. I arrived in San Francisco last Saturday, with all the
nominees in my category. We spent the week doing a
road trip round all the major animation studios. No
matter who wins we'll all be happy. I've met the head
of DreamWorks and Nick Park, who is so sweet. I
definitely see avenues opening up for me with the big
studios. I'm not saying there's a job offer, but they're
all interested and want to meet up again.
5. If your boss becomes intolerably abusive, you
may have to go above his head to your personnel
department or senior manager. But before you take
this course, carefully ask coworkers if they've clashed
with your boss in the past. Ideally, they will back
you up and permit you to mention their names when
you make your charges. Make it clear that you want
to improve the situation, not punish your boss. If
discipline is what he needs, let the higher-ups make
that call.
Answers
1. The speaker's husband decided to wear a multi-
pocketed vest because he realized his short-term
memory was failing. Each of the 17 pockets of the vest
served a purpose. One day he put his wallet in his
pants-pocket again. A pickpocket was attracted by the
wallet on the subway but eventually he stole nothing.
The multi-pocketed vest worked so well that her
husband began to put his wallet in his pants-pocket
again. The wallet was nearly stolen.
2. Jessica Bucknam is teaching Chinese at Woodstock
Elementary School. These Chinese classes are part of a
Chinese-immersion program. Half of the students at
the school are enrolled in this program. She introduces
her students to approximately 150 new Chinese
characters each year. Students read stories, sing songs
and learn math and science in Chinese. Their goal is to
speak like natives.
The Chinese-learning program is smoothly going on
at Woodstock Elementary School and the students are
learning Chinese to achieve their goal.
3. Edward is a fifth-grader. He says he's scared two
weeks before the exams because he is a B student but
an erratic test taker. This Il-year-old tells us that he
had a terrible dream the other night. In his dream his
books were squishing him and pencils were stabbing
him. His classmate Bullock says that one of his friends
threw up the night before tests. Their teacher worries
that if they fail, they won't be able to graduate to
middle school.
Both the students and the teacher are worrying about
the coming exam.
4. The speaker arrived in San Francisco last Saturday
with many other Oscar nominees in her category. They
spent the week doing a road trip round all the major
animation studios. She felt happy that she met the head
of DreamWorks and Nick Park. She definitely sees the
avenues to success opening up for her with the big
studios not because there's a job offer, but because
they're all interested and want to meet up again.
The speaker's visit in San Francisco as an Oscar
nominee and the possible job goes ahead waiting for
her.
5. If your boss happens to be difficult or abusive, you can
appeal to a higher authority. But before you take this
measure, you should consult the coworkers who have
clashed with your boss in the past. Since your purpose
is to improve the situation, instead of punishing your
boss, your colleagues may support you to do that.
If your boss becomes intolerably abusive, you
may have to go above his head to your personnel
department or senior manager.
Part 3
1. Andrea: I have a quick question. What is a good time
to visit Costa Rica? Would June be a bad
month? Thanks!
Cindy: Generally Dec. through April is the so-called
dry season and May-Nov. is the rainy season,
but two things temper that information.
First, Costa Rica has microclimates, and it
can be raining in the mountains but not on
the coast, along the Caribbean but not the
Pacific. Second, even on a rainy day it tends
to rain late in the day or the evening and
you're still likely to get 5 or more hours of
sunshine.
2. Q: Are all idioms translatable across languages?
A: Not all idioms are translatable. But the most common
