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Unit 1 Freshman Convocation

Learning objectives
In this unit you will: 1. hear advice for college freshmen from speeches and lectures
given by professors and famous people; 2. familiarize yourself with the words and expressions
related to the theme of the unit; 3. learn to use these words and expressions; 4. use word stress and identify the main ideas in spoken discourse; 5. practice listening with other non-theme-related audio and video
materials; 6. learn to use proper expressions and sentence structures to ask
for and give directions.

Part I Theme-Related Activities
Part II Listening and Speaking Strategies
Part III Extensive Listening
Part IV Communication Skills
Part V Assessment Log

Part I Theme-Related Activities
Section I Lecture I Section II Lecture II (Part I) Section III Lecture II (Part II)

Unit 1 》Part I 》Section I 》Lead-in questions
Lead-in questions:
1. Do you know what freshman convocation is? 2. What are your expectations of your college life?

Unit 1 》Part I 》Section I 》Word Bank

Word Bank

astronomy /??str?n?mi / n.


nano /?n?n?? / n.


crystalline /'kr?st?la?n / adj.


semiconductor /?semik?n'd?kt?(r) / n. 半导体

neuroscience /'nj??r???sa??ns / n. 神经科学

voltage /'v??lt?d? / n.


fluctuation /?fl?ktj?'ei??n / n.


seminar /'sem?nɑ?(r) / n.

(大学里由教授指导 的)研究班,研讨会

transistor /tr?n'z?st?(r) / n.


comic /'k?m?k / n./adj.


Unit 1 》Part I 》Section I 》Word Bank



/?s?m?l'te?ni?sli /adv.

geek /gi?k / n.

怪杰,(精通电脑和网络的) 高手

nerd /n??d / n.


Renaissance /'ren?s?ns / n. 文艺复兴

hip-hop /'h?ph?p / n.


snobbery /'sn?b?ri / n.


geekiness /gi?kin?s / n.


spark /spɑ?k / v.


cast /kɑ?st / v.


stimulating /?st?mj?'le?t?? / 富启发性的,刺激的

Unit 1 》Part I 》Section I 》Word Bank

engaging /?n'ge?d??? / adj. Bart Simpson
ACT=American College Test SAT=Scholastic Assessment Test word of mouth brainiac /'bre?ni:??k / n. expertise /?eksp??'ti?z / n. cheetah /'t?i?t? / n. cockroach /'k?kr??t? / n.

(人名)美国卡通剧《辛普森一家》 的主人公 (人名)《辛普森一家》主人公 Bart Simpson的好朋友 美国大学入学考试
学术水平测验考试,是美国高中生 进入美国大学的标准入学考试 口口相传


Unit 1 》Part I 》Section I 》Notes

1. Freshman convocation Freshman convocation here refers to a formal ceremony in
which arriving freshmen are welcomed. But at some other universities and colleges graduation events are called "convocations," as opposed to commencements.
2. James Kakalios James Kakalios is a physics professor at the University of
Minnesota. Known within the scientific community for his work with amorphous semiconductors, granular materials, and 1/f noise, he is known to the general public as the author of the book The Physics of Superheroes, which considers comic book superheroes from the standpoint of fundamental physics.

Unit 1 》Part I 》Section I 》Task 1
Task 1 Watch the lecture in the video clip and then decide whether the following statements are true or false.
__F__ 1. According to Prof. Kakalios, he was asked to give a talk at the convocation because his research covers a wide range of areas. (It was because he created an interesting Freshmen Seminar course in 2001.)
__T__ 2. Students who want to be successful in the University of Minnesota must be both a geek and a nerd.

Unit 1 》Part I 》Section I 》Task 1
__F__ 3. Prof. Kakalios encourages freshmen to love their majors and then begin their lifelong process of discovery about the world and themselves. (Prof. Kakalios encourages freshmen to develop an interest in different subjects outside their majors, outside of their comfort zones.)
__T__ 4. Becoming a geek and a nerd like UMN professors can mean shaping the future world.
__F__ 5. To become an educated person, all one needs is passion and continuing curiosity. (One needs passion, expertise, and continuing curiosity.)

Unit 1 》Part I 》Section I 》Task 2
Task 2 Watch the video clip for the second time and then complete the following sentences.
1. James Kakalios is a professor in School of P__h_y_si_c_s_&__A_s_tr_o_n_o_m_y_ .
2. Freshmen Seminar is a real science class that c_o_v_e_r_s_e_v_e_r_y_th_i_n_g from Isaac Newton to transistors.
3. A geek is someone who is _p_a_s_si_o_n_a_te__a_b_o_u_t_s_o_m_e_t_h_in_g_, whether it’s comic books or NASCAR, C_i_v_il_W__a_r _h_is_t_o_ry_or baseball, Renaissance painting or hip-hop: something that speaks to you.
4. At the University of Minnesota, you are in the perfect place _to__d_e_v_e_lo_p__y_o_u_r _in_n_e_r_g_e_e_k_.

Unit 1 》Part I 》Section I 》Task 2
5. We have over _3_,3_0_0__fa_c_u_lt_y , in 1__5_5_d_if_fe_r_e_n_t d__e_p_a_rt_m_e_n_t_s_a_n_d__p_ro_g_r_a_m_s_.
6. Learn from us; see if our geekiness c_a_n__s_p_a_rk__y_o_u_r _o_w_n_. 7. It is not enough to find a__s_u_b_je_c_t_, _a_f_ie_l_d_, a__p_r_o_b_le_m_
that speaks to you. 8. They are experts in physics and history,
F__re_n_c_h__lit_e_r_a_tu_r_e_, _b_io_c_h_e_m_i_s_tr_y_, _g_e_o_g_ra_p_h_y_ . Take advantage of us. You’re paying tuition: g__e_t y_o_u_r__m_o_n_e_y_’s__w_o_r_th_ . All of us in all departments are a__ct_iv_e__in__re_s_e_a_r_c_h_. We could all u__se__a_h_a_n_d_ . Get all you can out of your classes.

Unit 1 》Part I 》Section I 》Task 2
9. The university’s motto is “_d_r_iv_e_n__to__d_is_c_o_v_e_r” . Make yours “learning for a lifetime”.
10. You are here _b_y_y_o_u_r_c_h_o_ic_e_and your hard work at an institute of higher learning. Every day, develop your intelligence, for it is your _o_n_ly_s_u_p_e_r_p_o_w_e_r.

Unit 1 》Part I 》Section I 》Task 3
Task 3 Watch the video clip again and then have a group discussion based on the following questions. After the discussion, each group will give a brief report to the class.
1. What is your attitude towards nerds and geeks? Has this lecture changed your attitude? Can they actually run the planet?
2. Would you like to have Prof. James Kakalios as your instructor? Why?
3. What is the purpose of college? Is there more to it than just gaining knowledge, improving one’s abilities or social skills, or getting a better job?
4. What do you think of Prof. Kakalios’ suggestion to try different subjects outside of one’s major and comfort zone? Elaborate.


Unit 1 》Part I 》Section I 》Script

Thank you, welcome. I am James Kakalios, a professor in the School of Physics & Astronomy. TheUniversity of Minnesota is a research university, and my research in physics spans from the nano- to the neuro-. I work with Professor Kortshagen in Mechanical Engineering, making amorphous nanocrystalline semiconductors for solar cell applications, and I work with Professors Redish in Neuroscience and Nadolf in Bio-medical engineering, studying voltage fluctuations in the brain. But that??s not why I was asked to talk today.
I was asked, I believe, because back in 2001, I

Unit 1 》Part I 》Section II 》Word Bank

Word Bank



/?b?d?b?ld?? / n.

Phil Angelides

(人名)菲尔 ·安吉利斯——前

加州财政部长、现任美国金融危 机


campaign /k?m?pe?n / 竞选活动


Santa Monica

(城市名)圣莫尼卡(位于加利 福


Unit 1 》Part I 》Section II 》Word Bank

micro /?ma?kr?? / adj.
macro /?m?kr?? / adj. UCLA=University of California at Los Angles on the side administration /?d?m?n??stre???n /n. real estate

(前缀)微观的,小的,细的 (前缀)宏观的,大的,长的 加州大学洛杉矶分校
作为兼职或副业;暗地里 管理,行政机构


Unit 1 》Part I 》Section II 》Notes

1. bodybuilding: Bodybuilding is the process of developing the
musculature of the body through specific types of diet and physical exercise, such as weightlifting, especially for competitive exhibition.
2. Phil Angelides: Phil Angelides(1953- ) is an American politician who
was California State Treasurer and the unsuccessful Democratic nominee for Governor of California in the 2006 elections. Angelides currently serves as the Chair of the Apollo Alliance and of the Financial Crisis Inquiry

Unit 1 》Part I 》Section II 》Task 1
Task 1 Watch the video clip and choose the best answers to the following questions.
1. What was Arnold Schwarzenegger’s goal when he first came to America? A. He wanted to be a famous actor. B. He wanted to be Mr. Universe. C. He wanted to be a politician.
√D. He wanted to become a famous bodybuilder.
2. Back in the days when Arnold Schwarzenegger was a bodybuilder, what did he do to change his life?
√A. He went to community college B. He studied foreign languages. C. He earned money in real estate. D. He won many body building championships.

Unit 1 》Part I 》Section II 》Task 1
3. How are teenagers educated in Austria? A. They go to colleges and universities. B. They join the military.
√C. They learn trades.
D. They seldom learn foreign languages. 4. Which of the following classes did the counselor NOT
mention in his advice to Governor Schwarzenegger? A. Economics. B. Math.
√C. Business Administration.
D. Political Science.

Unit 1 》Part I 》Section II 》Task 1
5. Looking back on the fortune he made in the past, Governor Schwarzenegger attributed much of it to ___________________. A. making movies B. investing money in real estate C. finding the right counselor to give him advice
√D. having a good knowledge of math

Unit 1 》Part I 》Section II 》Task 2
Task 2 Watch the video clip for the second time and give a short answer to each of the following questions.
1. What is the main idea Governor Schwarzenegger wants to convey to the students present at the lecture? E__d_u_c_a_tio_n__is__e_x_tr_e_m_e_l_y_im__p_o_r_ta_n_t_.
2. What was Schwarzenegger’s language ability before he started taking classes? _H_i_s_E_n_g_l_is_h_w__a_s_s_o__p_o_o_r _th_a_t_h_e__w_a_s_u_n_a_b_l_e_t_o_r_e_a_d_t_h_e__ _n_e_w_s_p_a_p_e_r_, _u_n_d_e_rs_t_a_n_d_t_h_e_n_e_w_s__o_n_T_V_,_o_r_f_o_ll_o_w__m_o_v_ie_s_.

Unit 1 》Part I 》Section II 》Task 2
3. What was Schwarzenegger’s family’s educational background? N__o_o_n_e__in__h_is__fa_m__ily__e_v_e_r _g_ra_d_u_a_t_e_d_f_ro_m__h_i_g_h_s_c_h_o_o_l._
4. In what major did he earn his degree? B__u_s_in_e_s_s_a_d_m__in_i_s_tr_a_ti_on_._

Unit 1 》Part I 》Section II 》Task 3
Task 3 Watch the video clip again and then work with your partner to summarize it using the following words.

an actor

bodybuilding to movies

championship titles


community college

learn a trade counselor


on the side

make a living business administration

in politics bad English Austria Santa Monica bricklaying jobs invest in real estate



Unit 1 》Part I 》Section II 》Script

Lecture I
For 25 years, I?v?e been going around trying to convince people I?? man act or. I mean, you kno w, whenI was going from bodybuilding to movies, I said, ?°I? ?m an actor now.?± Andt he criti cs, of cour se, sai dt he opposit e. They said, ?° He? ?s not an actor.? ± And I said, ? °I ? ?m an acto Now, 25 years later, I?? mi n politi cs, and all of a sudden Phil Angelides is spending millions of dollars saying I?? m an actor. So he?? s hel pi ng me, you see? Thi si s? ?finally he??s wor ki ng on my ca mpai gn, and he? ?s convi nci ng people I?? man act or. Sot hi si s ho wstr anget hi ngs ar ei n

Unit 1 》Part I 》Section III 》Word Bank

Word Bank

Terminator III gymnasium /d??m?ne?zi?m / n. rep /rep / n. squat /skw?t / n. chin-up n. sit-up n. vision /?v???n / n. stepping stone visualize /?v??u?la?z / v. firsthand /?f??st?h?nd / adv.

(电影名)终结者3 体育馆,健身房
次数 半蹲 引体向上 仰卧起坐 洞察力,想像力 途径 想像,设想 第一手地,直接地

Unit 1 》Part I 》Section III 》Notes
Terminator III: Terminator III: Rise of the Machines is a 2003 science
fiction action film directed by Jonathan Mostow and starring Arnold Schwarzenegger, Nick Stahl, Claire Danes and Kristanna Loken. It is the sec-ond sequel to The Terminator (1984). The film was released in the United States on July 2, 2003. It was released by Warner Bros. Pictures in the United States and Columbia Pictures in other regions.

Unit 1 》Part I 》Section III 》Task 1

Task 1 Listen to the second part of the video and choose the best answers to the following questions.

1. What did Schwarzenegger do with the money he

earned from making movies?

√A. He invested it.

B. He spent it.

C. He donated it to his school. D. He put it in the bank.

2. According to Schwarzenegger, it is tough to go to school

when one _________.

A. is not feeling excited

B. starts another new semester

√C. does not have a goal
D. does not like the classes offered

Unit 1 》Part I 》Section III 》Task 1

3. What do the students have to do right now?

A. Study hard.

B. Have the patience to do their assignments.

C. Achieve their goals.

√D. Think about their future lives.
4. According to Schwarzenegger, how many ways are

there to be successful?

√ A. One. B. Two. C. Three. D. Four.
5. Schwarzenegger advises students to do all of the

following EXCEPT __________.

A. get as much education as possible B. have a vision

√C. invest in real estate

D. pursue goals

Unit 1 》Part I 》Section III 》Task 2

Task 2 Watch the video clip again and match the words on the
left with the information you hear on the right. Make changes of the verb forms where necessary.

need to have a goal in school so it is not tough to take



make a lot of money from movies such as Terminator III.

Schwarzenegger dread doing workouts like sit-ups every day in a gymnasium.

must decide what they want to do in life, not what their

parents want them to do. think it is important to visualize the goal in one’s life so that

one can get there as quickly as possible. recommend very strongly that one pursue a goal, and put in

Students the time to achieve it. study investing and marketing in school.

get the best education possible. That is the recipe to



Unit 1 》Part I 》Section III 》Task 2

Students Arnold Schwarzenegger
Students Students
Arnold Schwarzenegger
Arnold Schwarzenegger Arnold Schwarzenegger

need to have a goal in school so it is not tough to take classes.
made a lot of money from movies such as Terminator III.
dread doing workouts like sit-ups every day in a gymnasium.
must decide what they want to do in life, not what their parents want them to do.
thinks it is important to visualize the goal in one’s life so that one can get there as quickly as possible.
recommended very strongly that one pursue a goal, and to put in the time to achieve it.
studied investing and marketing in school.
get the best education possible in a great university. That is the recipe to success.


Unit 1 》Part I 》Section III 》Script

Lecture II
So I??m one of the very few in Hollywood that has made a lot of money? ?30 million dollars for Terminator III? ?I made a lot of money from those movies. But I kept the money, and I invested it wisely. That was the key thing: to invest it wisely. Why? Because I had the education. I studied investing. I studied marketing. I studied business in school.
That is what I want to tell you. Today maybe you??r e not as interested, and you say, ?° Oh, my God, anot her

Part II Listening and Speaking Strategies
Section I Pronunciation Skill— Rules of Word Stress ( I )
Section II Listening Skill— Listen for Main Ideas

Unit 1 》Part II 》Section I
Pronunciation Skill—Rules of Word Stress ( I )
One-syllable words: In one-syllable words, the stress falls on the only syllable. Listen and repeat the following words. e.g. gas, roast, cook, nut, meat, milk, south, seed, tough
Two-syllable words: In most two-syllable words, the stress usually falls on the first syllable. Listen and repeat the following words. e.g. 'export, 'Paris, 'traffic, 'laughter, 'slender, 'bureau,
'contract, 'present, 'addict, 'absent, 'perfect, 'region

Unit 1 》Part II 》Section I
Some exceptions are found where the stress is on the last syllable especially when the word is converted from noun into verb. Listen and repeat the following words. e.g. con'tract, pre'sent, per'fect, ob'ject, ad'dict,
im'port, in'crease, in'sult, con'flict, con'test
Notice that the shift of the stressed syllable will cause the change of both the meaning of a word and its part of speech. Listen and repeat the following.

Unit 1 》Part II 》Section I

'abstract n. 摘要 'refuse n. 垃圾 'commune n. 公社 'minute n. 分钟 'desert n. 沙漠, 功过 'content n. 内容 'compact n.条约 'subject n. 臣民,学科
a. 易受……的 'digest n. 文摘 'project n. 项目,课题

ab'stract v. 抽取 re'fuse v. 拒绝 com'mune v. 谈心 mi'nute v. 精细 de'sert v. 抛弃 con'tent v. 满足的 com'pact v. 压紧 / a. 体积小的 sub'ject v. 提交,使服从
di'gest v. 消化 pro'ject v. 投射,拟定方案

Unit 1 》Part II 》Section I 》Task 1
Task 1 Read the following words with the correct stress according to the aforementioned rules and then listen to check whether your pronunciation is correct.

rent utter coach violate

mood crack bandage minus

speech gross fiction although

hang slight orphan powder



round month



Unit 1 》Part II 》Section I 》Task 2
Task 2 In each of the following pair, one word will be read. Listen and mark the word you have heard on the left, and then read the words out loud until you can pronounce them correctly.

Unit 1 》Part II 》Section I 》Task 2

contrast (n.) contrast (v.)
object (v.) object (n.)
research (n.) research (v.)
suspect (n.) suspect (v.)
accent (n.) accent (v.)

envelope (n.) envelop (v.)
import (n.) import (v.)
contract (n.) contract (v.)
record (n.) record (v.)
protest (n.) protest (v.)

transfer (n.) transfer (v.)
convict (v.) convict (n.)
addict (n.) addict (v.)
survey (n.) survey (v.)
digest (n.) digest (v.)

progress (n.) progress (v.)
rebel (n.) rebel (v.)
present (n.) present (v.)
conduct (n.) conduct (v.)
extract (n.) extract (v.)

Unit 1 》Part II 》Section II
Listening Skill—Listen for Main Ideas
When listening to news reports, stories, lectures, or dialogues, what one wants is obvious: to get the gist or main idea. One listens to the whole piece for key words to understand it. One should pay special attention to statements that begin with phrases such as “ My point is...” or “ The thing to remember is...” . Repetition of key words, connectives, or transitional markers can also give clues.

Unit 1 》Part II 》Section II
▲Rule of Thumb 1 One need not focus on or understand every word.
Concentrate on a word that is accented or stressed in a sentence or repeated. ▲Rule of Thumb 2
Predict who the speaker is, the time, and the place. This can give a rough idea of the content. ▲Rule of Thumb 3
As with reading comprehension, focus on the beginning and ending of a long discourse or dialogue, and try to get the theme from them.

Unit 1 》Part II 》Section II
▲Rule of Thumb 4 Take notes while listening, especially who, what,
when, where, why, how, and key words. This will help one remember what would otherwise be forgotten. ▲Rule of Thumb 5
With the help of key words, infer the main ideas.

Unit 1 》Part II 》Section II 》Task 1

Word Bank
morphine /?m??fi?n / n. pump /p?mp / vi. aerobic /???r??b?k / adj. lighten up treadmill /?tredm?l / n. inhale /?n?he?l / v. exhale /eks?he?l / v. intense /?n?tens / adj. detox /?di?t?ks / v. grip /gr?p/ n.

吗啡 用泵(或泵样器官等)输送 有氧的 放松 跑步机 吸入 呼出 强烈的 解毒 掌握, 控制

Unit 1 》Part II 》Section II 》Task 1
Task 1 Listen to the following dialogue, pay special attention to the beginning and the end of the talk and the key words to get the main idea.
Main ideas at the beginning of the talk E__x_e_rc_is_e_ o__ffe_r_s_a_l_l _th_e__o_b_v_io_u_s_b_e_n_e_f_it_s_, _b_ig_g_e_r_m__u_s_c_le_s_a_n_d__a h__e_al_th_i_e_r_h_e_a_r_t._B_u_t_i_t _a_ls_o_c_a_l_m_s__o_u_r _n_e_rv_e_s_._
Main ideas at the end of the talk R__e_la_x_a_t_io_n__a_n_d r_e_g_u_la__r _fi_tn_e_s_s_a_r_e_s_i_m_p_l_e_t_o_o_ls_f_o_r_g_e_tt_in_g__a_g_r_ip__o_n_ s_t_r_e_ss_._
Key words e__xe_r_c_is_e_,_s_t_re_s_s_,_r_e_d_u_ce_,_b_e_n_e_f_it_s_, _e_tc_._

Unit 1 》Part II 》Section II 》Task 2
Task 2 Listen to the interview for the second time and then answer questions about its main idea.
1. What is the main idea of this interview? E__x_e_rc_is_e__r_e_d_u_ce_s__s_t3_r_e_s_s_.
2. What obvious benefits does exercise offer in terms of stress? I_t_r_e_d_u_ce__s_s_tr_e_s_s_, _g_iv_e_s_o_n_e__a_g_o_o_d__n_ig_h_t_’s__sl_e_e_p_,_a_n_d_h_e_l_p_s o__n_e_r_e_la_x_a_n_d__li_g_h_te_n__u_p_. _It_a_l_so__c_a_lm__s_o_n_e_’_s_n_e_r_ve_s_.
3. What is the most effective exercise according to Smith? _A_e_ro_b_i_c_e_x_e_r_c_is_e_s_s_u_c_h__a_s_jo_g_g_i_n_g_, _u_s_in_g__th_e_t_r_e_a_d_m_il_l, _b_ik_in_g_._

Unit 1 》Part II 》Section II 》Task 3
Task 3 Read the following passage after the clip. Pay particular attention to pronunciation and intonation.
And I want you not to just start thinking about what does your mother want you to do,↗ or what does your father expect you to do?↗ Forget all that.↘ What is it that you want to do?↘ What is it that you want to do,↘ what is your goal?↘ I think this is exactly what you want to do.↘ So this is why it is extremely important for you to aim for a goal, and then it is worth it to↘ go after it, ↘ and to put the time in it, ↘ the hours in it, ↘ and the years, ↘ the four years and so on.↘ So I just want to recommend that very strongly for you.↘


Unit 1 》Part II 》Section II 》Task 2

Exercises Reduce Stress
Liz Weiss, CNN Correspondent Exercise offers all the obvious benefits, bigger
muscles and a healthier heart, but it also calms our nerves.
Unidentified Male It's a great way of getting your tensions out and really
getting a good night's sleep.
Rob Smith, PH.D., Psychologist

Part III Extensive Listening
I News Reports II Interview III Lecture IV Short Conversations V Passage Listening VI Compound Dictation

Word Bank

Unit 1 》Part III 》 I News Reports 》I

improvise /??mpr?va?z/ v. elevated /?el?ve?t?d/ adj. peak /pi?k/ n. authority /???θ?r?ti/ n. recede /r??si?d/ v. wreak /ri?k/ v. havoc /?h?v?k/ n.

临时提供 升高的,提高的 高峰,顶端 管理机构 后退 造成(破坏等) 大破坏,浩劫

Unit 1 》Part III 》 I News Reports 》I
Listen to the report and then do the following exercise.
1. What does the news report cover? A. Snowstorms in northern Italy.
√B. Severe flooding in Venice. C. The destruction of famous landmarks in Italy. D. Rising sea levels in St. Mark’s Square. 2. What percentage of Venice’s streets and piazzas are
under water?
√ A. 56.6%. B. 60%. C. 63% . D. 66%.

Unit 1 》Part III 》 I News Reports 》I
3. One can infer that ____________. A. Venetians are largely used to the high water phenomenon B. there might be more flooding in coming days C. some shops and ground-floor apartments were damaged by the flood
√D. a system of moveable barriers to protect Venice will be finished in 2014


Unit 1 》Part III 》 I News Reports 》I

ROME? ?An unusually high tide flooded most of Venice early Wednesday, forcing tourists and residents to wade through knee-high waters or take to improvised, elevated boardwalks set up in St. Mark's 2455-Square and other landmarks.
The waters came in before dawn and reached a peak of 56.6 inches above average sea level. City authorities said that put around 60 percent of Venice's streets and piazzas under water.
Wednesday's level was still far from last year's record

Word Bank

Unit 1 》Part III 》 I News Reports 》II

NASA = National Aeronautics and Space Administration probe /pr??b/ n. orbit /???b?t/ v.
Martian /?mɑ???n/ adj. geophysical /?d?i??u?f?z?k?l/ adj. antenna /?n?ten?/ n.

太空探测器,探测飞船 (天体等的)环绕轨道运 行 火星的 地球物理学的

Unit 1 》Part III 》 I News Reports 》II
Listen to the report and then do the following exercise.

1. The Mars Polar Lander ____________.

A. is orbiting Mars

B. is taking pictures of the probe

C. landed in the wrong place

√D. lost contact with the Earth
2. How long ago did MPL enter the Martian atmosphere?

√A. 14 days ago.
C. 20 days ago.

B. 165 days ago. D. 65 days ago.

Unit 1 》Part III 》 I News Reports 》II
3. What hypotheses have scientists made about what happened to the MPL? A. It may have fallen over after landing on a large rock. B. It might have burnt up as it entered the Martian atmosphere. C. Its antenna may have been broken.
√D. All of the above.


Unit 1 》Part III 》 I News Reports 》II

NASA scientists will continue the hunt for their missing spacecraft, Mars Polar Lander (MPL). They will use a powerful camera on board another Mars probe, which is orbiting the red planet, to try and locate the lost lander. Contact with the $165 million MPL was severed two weeks ago, just as it entered the Martian atmosphere. So far, there have been no clues as to why it suddenly disappeared. ?W° e believe it is on the surface of Mars," said project scientist Richard Zurek, speaking at the American Geophysical Union at which the first MPL results should have been announced. ?° We' r er eall y putting some hope into seeing something on the

Word Bank

Unit 1 》Part III 》 I News Reports 》III

caterer /?ke?t?r?(r) / n.
barrack /?b?r?k / n. label /?le?bl / v. compulsory /k?m?p?ls?ri / adj. dressing /?dres?? / n. obese /???bi?s / adj.

包办伙食者,(酒席、 宴会)筹备人 军营 贴标签 强制性的 沙拉酱 肥胖的

Unit 1 》Part III 》 I News Reports 》III
Listen to the news report and then answer the questions orally afterwards. Compare what you have said with the reference answers provided.
1. What is the purpose of the calorie labeling scheme? _G_i_v_in_g__in_fo_r_m__a_tio_n__s_o_p_e_o_p_l_e_c_a_n__c_h_o_o_se__h_e_a_lt_h_y_ _fo_o_d__o_p_ti_o_n_s_. _
2. How can British people deal with obesity-related health problems in England? _T_h_e_y_c_a_n__m_a_k_e__b_e_tt_e_r _c_h_o_ic_e_s_i_n_t_h_e_ir_d_i_e_ts_._

Unit 1 》Part III 》 I News Reports 》III
3. More than 1.2 billion people in the world are now officially classified as overweight, according to the World Health Organization (WHO). What can be done about this problem? P__e_o_p_le__s_h_o_u_ld_h_a_v_e__a_b_a_l_a_n_c_e_d_d_i_e_t _a_n_d_m__a_in_ta_i_n_a______ h__e_al_th_y__li_fe_s_t_yl_e_. _F_o_r_e_x_a_m_p_l_e_, _o_n_e_s_h_o_u_l_d_c_u_t_d_o_w_n__o_n___ f_r_ie_d__fo_o_d_,_s_u_g_a_r_y_d_ri_n_k_s_, _a_n_d_s_a_lt_._In_s_t_e_a_d_,_o_n_e_s_h_o_u_l_d___ e__a_t m__o_r_e_v_e_g_e_t_a_b_le_s_, _fr_u_it_s_, _a_n_d_w_h_o_l_e_g_r_a_in_s_._D__a_ily______ p__h_ys_i_c_a_l _e_xe_r_c_is_e__is__a_ls_o_i_m_p_o_r_ta_n_t_t_o_c_o_n_t_ro_l_o_n_e_’_s_w_e_i_g_h_t.


Unit 1 》Part III 》 I News Reports 》III

Sixteen companies, including the fast food chains Burger King and Kentucky Fried Chicken, several supermarket cafes, and caterers serving food in colleges and military barracks, have signed up to the calorie-labeling scheme. The idea is that people, who want to, will now have the information to choose the healthy option.
Researchers in New York? ?where calorie labeling was made compulsory? ?say people regularly underestimate how many calories, and how much fat, is in their food. And restaurant meals can be

Word Bank

Unit 1 》Part III 》 II Interview

virtual reality


integrity /?n?teɡr?ti / n.


mediocre /?mi?di???k?(r) / adj. 平庸的,平凡的

hepatitis /?hep??ta?t?s / n.


pancreas /?p??kri?s / n.


tumor /?tju?m? / n.


chemotherapy /?ki?m???θer?pi 化疗 /n.

radiation /?re?di?e???n / n.


Unit 1 》Part III 》 II Interview
Randy Pausch: Randy Pausch (1960-2008) was an American professor of
computer science and human-computer interaction and design at Carnegie Mellon University in Pittsburgh, Pennsylvania. Pausch learned that he had pancreatic cancer in September 2006, and in August 2007 he was given a terminal diagnosis: “3 to 6 months of good health left”. He gave an upbeat lecture entitled “The Last Lecture: Really Achieving Your Childhood Dreams” on September 18, 2007 at Carnegie Mellon. He then co-authored a book called The Last Lecture on the same theme, which became a New York Times best-seller.

Unit 1 》Part III 》 II Interview
Watch the video clip and then do the following exercise.
1. Which of the following things would Prof. Pausch NOT tell his students to do? A. Love the truth. B. Make whatever you want. C. Let others respect you for what you do.
√D. Learn how wonderful you are.
2. Prof. Pausch would encourage students to ______. A. fail doing something gloriously B. succeed in doing something C. take risks in making a choice
√D. both A and C

Unit 1 》Part III 》 II Interview

3. One can infer that Prof. Pausch was _________.

A. an organizer of big sports activities

√B. popular in the university
C. disliked by the president

D. thrilled by his popularity

4. Which of the following can best describe Prof. Pausch’s

attitude towards his disease?

A. Depressed.

B. Painful.

√C. Positive.

D. Cynical.

Unit 1 》Part III 》 II Interview
5. Prof. Pausch felt very sad when talking about his _____________.
√A. three children who will not have him around for protection B. audience who might miss all the lectures he gave C. wife who might be in danger when he would not be around D. pancreatic cancer that was not curable so far with advanced medicine


Unit 1 》Part III 》 II Interview

I: Interviewer R: Randy Pausch O: Others
I: The last lecture, an annual tradition of Carnegie Mellon University, in Pittsburg, a speech on personal philosophy by a beloved professor, like Randy Pausch, famous for making his students believe in themselves no matter the obstacles in their way.
I: So your goals are possible if you get tough with yourself and face difficult truths.

Unit 1 》Part III 》 III Lecture
Task 1 Spot Dictation Directions: In this passage, there are 15 blanks. Fill in the missing words after watching the video clip twice.
Let me offer three observations about the new community that you’ve chosen:
First, all of you can do well here. A few years ago, a family visiting Cornell told me about their experience. Getting off the Thruway, they asked the toll collector, “How do you get to Cornell?” Without 1) _m_is_s_i_n_g_a__b_e_a_t , the attendant looked straight at the daughter in 2) t_h_e__b_a_ck__s_e_a_t and said, “Well, first you have to do really well on the SATs.”

Unit 1 》Part III 》 III Lecture
All of you have done that—and so much more. You are ready to learn through your interactions with our extraordinarily talented
and immensely 3)_d_e_d_ic_a_te_d__fa_c_u_lt_y . You’ll find that your classmates are as 4)_m_o_ti_v_at_e_d_a_n_d_a_c_c_o_m_p_l_is_h_e_d as you are—
and eager to learn new things. You’ll challenge each other,
compete with each other, 5)_st_im__u_la_te__a_nd__s_u_p_po_r_t each other.
Second, Cornell, like every major research university, can be a
6) d_e_m__a_n_di_n_g_a_n_d_s_t_re_s_s_fu_l place. When pressure builds, when you are experiencing the 7)_in_e_v_it_a_b_le_c_h_a_ll_e_n_ge_s_ of life as a
college student, I urge you to reach out to others who can help
you. This is a 8) _m_a_rk_of strength and self-awareness, not

Unit 1 》Part III 》 III Lecture
But each of us, as members of this community, has 9)
_a_re_s_p_o_n_s_ib_il_it_y_to__s_af_e_g_u_a_rd_our own wellbeing and that of our
associates. If you sense that someone you know is 10)
u_n_d_e_r_u_n_u_s_u_a_l s_t_re_s_s_or having difficulties, I hope you will reach
out to them.
Third, try not to worry too much about your 11)_c_ar_e_e_r_p_ro_s_p_e_c_ts_ in the new economy. It is reasonable to be 12) c_o_n_c_e_rn_e_d_, but
don’t let that concern take over your life or keep you from exploring intellectual avenues that are of personal, 13)
_ra_t_h_e_r _th_a_n_p_r_o_fe_s_s_io_n_a_l,_in_t_e_re_s_t . Even last year, when the economic crisis was 14) a_t_i_ts_h_e_i_g_ht_ , Cornell graduates did remarkably well in 15) t_h_e_j_o_b_m_a_r_k_et and in gaining admission
to graduate or professional degree programs.

Unit 1 》Part III 》III Lecture
Task 2 Repetition Directions: Repeat the five sentences in the video clip. Pay attention to the pronunciation and intonation for each word and sentence.
1. The college years are an excellent time to explore a variety of careers.
2. Many of the new jobs will demand the advanced knowledge you will develop at Cornell.
3. These include the ability to think critically about a variety of subjects, including those outside your immediate sphere of expertise.
4. They will open new possibilities for personal growth and professional challenge throughout your lives.
5. This is a place inspired by the promise of possibility. You represent a new dimension of that promise.

Unit 1 》Part III 》 III Lecture
Task 3 Listen and Write Directions: Listen to the speech again and then write a summary with brief comments in about 150 words. Exchange summaries with a classmate, and then read the summary to the class. For reference
The president of Cornell University gave a warm welcome speech to the class of 2013, confirming the wisdom of choosing Cornell. He then gives three pieces of advice to the students. First, they must do well. They should be motivated, accomplished, and eager to learn new things. Second, when pressure builds, students should reach for help, since they are a
caring community. Third, he advises student【s Sncortipt】


Unit 1 》Part III 》 III Lecture

Good morning, everyone, and thanks for coming out to share this Saturday morning as we begin our Cornell journey together. I met some of you while you were moving in or on Rawlings Green yesterday afternoon, and I'm pleased to have this opportunity to extend a warm welcome to everyone this morning on behalf of our community of 20,000 students and 10,000 faculty and staff. Welcome to your new home.
I hope we'll have many occasions to talk, and to exchange ideas, during your years at Cornell. Even though Cornell is a large and complex university, I

Unit 1 》Part III 》IV Short Conversations
Short Conversations Directions: In this section, you will hear 8 short conversations. At the end of each conversation, a question will be asked about what was said. Both the conversation and the question will be spoken only once. After each question there will be a pause. During the pause, read the four choices marked A, B, C, and D, and choose the best answer.
√1. A. He needs to go to the bathroom. B. Someone is calling him. C. He needs to make a call. D. Something is wrong with his bag.

Unit 1 》Part III 》IV Short Conversations
√2. A. The woman did not invite Mary to the dinner party. B. The man thought it would be too late to call Mary. C. Mary was mad at the woman. D. The dinner party will be held without Mary. 3. A. It made an awful noise.
B. It was under repair.
√C. It broke down because of the heat.
D. It was removed from the roof.
√4. A. He will talk about being overworked. B. He will ask the manager for time off. C. He will talk about the vacation cost. D. He will argue with the manager.

Unit 1 》Part III 》IV Short Conversations

5. A. She is not a caring person.

√B. He needs some space for himself.
C. She is too pretty.

D. He does not need that type of girl in his life.

6. A. She went to an engagement party.

B. She did not want to go to the dance.

√C. She had other things to do.
D. She did not know how to dance.

√7. A. He will lose his job. B. He is a careful person. C. He put off his work. D. His boss found fault with him.

8. A. In a restaurant. B. In a school cafeteria.

√C. At home.

D. At a street inn.



Unit 1 》Part III 》IV Short Conversations

1. M: Can you do me a favor? W: Sure. What is it? M: Can you keep an eye on my bag, please? Nature calls. W: Go ahead. It'll be safe with me. Q: Why does the man want to leave for a moment?
2. W: I've sent out the invitations to everyone for the dinner party.
M: That's great. Did you invite Mary? W: Mary? Oh, my Gosh! She'll be mad at me. It just
slipped my mind.

Unit 1 》Part III 》V Passage Listening
Passage Listening Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear several questions. Both the passage and the questions will be spoken only once. After you hear a question, choose the best answer from the four choices marked A, B, C and D.
Passage 1
√ 1. A. Approval. B. Disapproval. C. Indifferent. D. Sympathetic.
2. A. Teachers need not waste time on basic arithmetic. B. Calculators are cheap, handy and accurate. C. Calculators help children learn faster in more advanced arithmetic.
√D. Teachers only allow students to use calculators on the most difficult math problems.

Unit 1 》Part III 》V Passage Listening

3. A. People are more reliable than calculators.

B. One can catch his own errors with calculators.

C. One cannot solve a problem if he only has a general

idea of the right answer.

√D. Calculators will not help if one does not know the basic arithmetic by hand.

√4. A. Just as one needs to learn basic skills to drive, one also needs to learn basic arithmetic skills.

B. One can depend on the user’s manual.

C. Calculators or manuals can save one the trouble of

learning new things.

D. One wants his children to know what adults do while



Unit 1 》Part III 》V Passage Listening
Passage 1
They should be banned from American elementary schools. We could kick calculators out tomorrow if we wanted to, and the education establishment could not stop us if we'd made up our minds. The practical gain would be large, the symbolic value even greater.
The calculator damages the whole math curriculum: walking to school isn't bad if you do it every day? ?but if you sometimes ride, walking can start to seem like a pain. And once the calculator goes on, the brain goes off, no matter what we hope.

Unit 1 》Part III 》V Passage Listening

Passage 2

5. A. Read many books before buying or selling a car.
√B. How to buy and sell used cars for a better price. C. Car values in the Blue Book.

D. One can always outsmart car dealers.

√6. A. The price for selling a car to the dealer is a bit lower than what one can get selling it himself.

B. The price for selling a car to the dealer is a bit higher than what

one can get selling it himself.

C. The car one buys from a car dealer is always cheaper than what

one can get buying it himself.

D. The car one buys from a car dealer is not worth the value in itself.

7. A. Compare the prices offered by different dealers.

B. Order new cars.

C. Do not listen to the dealer; one should make his own decision.

√D. Research car values and know the prices.


Unit 1 》Part III 》V Passage Listening
Passage 2
When you are ready to buy a used car, you need to do research as well. In the United States, the price of a used car is tracked by a popular pricing guide called the ?°blue book?±. The bl ue book hast wo val ues. One, t he value of the car. This price is what dealerships and car owners are going to sell the car for. Two, the trade in value of the car. This is the price that a dealership will pay you for the car if you want to sell it to them.
As an example, my Mitsubishi Eclipse had a blue book value of $16,000. The trade in value of it was

Unit 1 》Part III 》V Passage Listening

Passage 3

8. A. Movies with complex plots.

√B. Gangster movies.
C. Movies for all ages.

D. Movies directed by famous directors.
√9. A. Jerry accidentally shot himself.

B. He lost his gun in the gun club.

C. He practiced as usual.

D. His gun was not locked and went off.

10. A. Take a bus to work.

B. Sell his gun.

√C. Walk with a cane, like some gangsters.
D. Give up watching gangster movies.

Unit 1 》Part III 》V Passage Listening
Passage 3
Jerry Baldwin was 30 years old. He was the manager of a pizza restaurant. He lived in an apartment about one mile north of the restaurant. He walked to and from work. When it was raining, he took the bus.
Jerry loved gangster movies. When a new one came out, he would go to the theater and watch the new movie three or four times. Then, when it went to video, Jerry would buy the video at Barney??s Video Store. Jerry had a home collection of over 1,000 gangster videos. Old ones, new ones, color, black and white,

Unit 1 》Part III 》VI Compound Dictation
Compound Dictation Directions: In this section, you will hear a passage three times. When the passage is read the first time, listen carefully for the general idea. When the passage is read the second time, fill in the blanks with the exact words you have just heard. When the passage is read for the third time, check your answers.
There are some “good” things about the disease of tuberculosis (TB结核病). One is that it can be cured. Another is that TB is not spread by shaking hands, sharing dishes, or
sharing 1)_c_lo_th_i_n_g . Another is that people usually catch it only from others that they are with 2)_c_o_n_st_a_n_tl_y —such as family,
friends, or coworkers. The occasional cough or sneeze from a
nearby stranger doesn’t 3) t_r_an_s_m__it TB.

Unit 1 》Part III 》VI Compound Dictation
Many people think TB is rare, like bubonic plague or smallpox. Yet TB still 4) o_c_c_u_r_s worldwide, killing almost 2 million people a year! Most 5) _v_ic_ti_m_s_ are young or elderly, and live in developing countries. Yet even in developed countries, TB is a killer. In the US, TB killed 650 people in 2005.
Caused by bacteria, most forms of TB can be treated with antibiotics. The antibiotics must be taken for weeks, however, before the victim completely recovers. Ignoring doctor’s orders, some victims stop taking their antibiotics as soon as they start feeling better; they risk 6) c_a_t_c_h_in_g_a stronger version of TB in the future.

Unit 1 》Part III 》VI Compound Dictation
TB usually attacks the lungs. Symptoms 7) v_a_r_y_. But common symptoms include fatigue, lots of coughing, loss of 8) _a_p_p_e_ti_te_, chest pain, and spitting up blood. 9) _A__si_m_p_l_e_s_k_in__te_s_t_, _fo_l_lo_w_e_d__if_n_e_c_e_s_s_a_r_y_b_y_a__c_h_e_s_t _x_-r_a_y_, _w_il_l _d_e_te_r_m_i_n_e_i_f _a_c_tiv_e__T_B__e_x_is_ts_ . If so, a doctor will prescribe antibiotics.
10) _M_o_r_e__th_a_n__a_b_il_li_o_n_p_e_o_p_l_e_h_a_v_e_i_n_a_c_ti_v_e_T_B_._ It becomes active and life-threatening11) o_n_l_y_w__h_e_n_a__ p_e_r_s_o_n_'s__im__m_u_n_e__s_ys_t_e_m__w_e_a_k_e_n_s_b_e_c_a_u_s_e__o_f _a_g_in_g__o_r _ a__s_e_ri_o_u_s_i_lln_e_s_s_.

Part IV Communication Skills
Useful Expressions of Asking/Giving Directions

Unit 1 》 Part IV

Useful Expressions of Asking/Giving Directions

Words to know traffic sign route junction crossroads up-to-date map one-way street side road roundabout/rotary motorway

Phrases to know turn left/right go straight on turn around lose your/the way take the wrong turn keep going side road when you get to go straight opposite to/close to/next to

Unit 1 》 Part IV

Asking the way
Could you please tell me the way to...? Excuse me, sir, I am lost. Where is...? Excuse me, can you tell me how to get to...? Excuse me, I am a stranger here. Where is the nearest…please? Excuse me, I wonder if you can Help me? I am completely lost. I am trying to find the way to…? Excuse me, is this the right way to…?

Giving directions
Just walk on until you get to ... street, which is about …blocks from here. Take the first turn on the left and walk straight. Go straight along the road till you come to ...and make a right/left turn. Turn right at the second traffic light, and you will see it on your left. Keep going … yards before you come to a fork road.

Unit 1 》 Part IV

Asking the way
How do I get there? Can I take a bus there? Can I take the subway? Where is the station? Is this the only way to get there? Which is the best way to get there?

Giving directions
Take Bus No. …, get off at the terminal. The bus stop is right over there, and you take Bus No. … for … stops. The subway station is one block from here. The nearest way to get there is …

Unit 1 》 Part IV

Asking the way
How long does it take to get to...? Is it far away from here?
Can I go there on foot?

Giving directions
It is about half an hour’s ride. Not very far. It is just around the corner. It is just within walking distance. Go straight ahead about … yards. Turn right, and you will see it then. You cannot miss it. You are sure to get there. You cannot go wrong. It is too far to walk.

Unit 1 》 Part IV 》Task 1
Task 1 Blank Filling Directions: Listen to the audio clip twice and complete the following dialogues.
Dialogue 1
W: Excuse me, can you tell me which way t_h_e_c_o_nf_e_re_n_c_e_a_n_d _e_x_hi_b_iti_on__ce_n_t_er_i_s ?
M: It’s that way. G__o_s_tr_ai_g_ht_along the road till you come to the corner,
then make a right turn. W: To the corner, then a right.
M: Yes, w__al_k_o_n_e_b_lo_c_k and turn left. The building is about t_h_ir_ty_y_a_rd_s_
down the road on your right. W: Is it too far to walk? Should I take a bus? You see, I have been here just a few days. I really don’t know my way around here yet.
M: You needn’t take a bus. It’s n_o_t_fa_r at all.
W: Thank you very much. M: Don’t mention it.

Unit 1 》 Part IV 》Task 1
Dialogue 2
W: Excuse me, sir, can you tell me how to get to the Shanghai
O__ri_e_n_ta_l _P_e_a_rl_T_o_w_e_r ?
M: Yes, you must be a stranger. Where do you come from? I can’t recognize your accent.
W: I am from Beijing. This is my first time in Shanghai, and I want
to see as m__a_n_y_s_ig_h_ts_ as I can. M: Well, turn right a_t_t_h_e_t_ra_ff_ic__lig_h_t . W: Will it t_a_k_e_m_e__lo_n_g_ to get there? M: No, it’s _no_t_f_a_r at all. In fact, I am going the same way. Follow
me, and I can point it out when we g_e_t_to__th_e_i_n_te_r_se_c_t_io_n.
W: That’s very kind of you. M: Not at all.

Unit 1 》 Part IV 》Task 2
Task 2 Situational Dialogue Directions: One student asks for directions, and another student gives directions. Use the map and words given below as the basis for the dialogue. Example: You want to go to the Hilton Hotel to visit a friend, but you are lost. Now you are somewhere in the Grand Central Terminal at East 42nd Street. So you ask…

Hilton Hotel


lose one’s way

police officer/passerby on the left


second crossing

take bus/metro the tallest building

down the road

ten-minute walk you can’t miss it

Unit 1 》 Part IV 》Task 2

Unit 1 》 Part IV 》Task 2
Student A: ______________________________. Student B: ______________________________. Student A: ______________________________. Student B: ______________________________. Student A: ______________________________. Student B: ______________________________. Student A: ______________________________. Student B: ______________________________.

Part V Assessment Log

Unit 1 》 Part V 》1
1. Write down the words you hear and check their spelling. How many points can you get?
1 _________ 2 _________ 3 _________ 4 _________ 5 _________ 6 _________ 7 _________ 8 _________ 9 _________ 10_________ 11_________ 12_________ 13_________ 14_________ 15_________ 16_________ 17_________ 18_________ 19_________ 20_________ 21_________ 22_________ 23_________ 24_________ 25_________ 26_________ 27_________ 28_________ 29_________ 30_________ 31_________ 32_________ 33_________ 34_________ 35_________ 36_________ 37_________ 38_________ 39_________ 40_________ 41_________ 42_________ 43_________ 44_________ 45_________ 46_________ 47_________ 48_________ 49_________ 50_________

Unit 1 》 Part V 》1

1. astronomy 5 .comic 9. renaissance 13. cast 17. bodybuilding 21.administration 25. recipe 29. intense 33. authority 37. orbit 41. label 45. integrity 49.chemotherapy

2. voltage 6. imultaneously 10. hip-hop 14. stimulating 18. campaign 22. vision 26. aerobic 30. grip 34. recede 38. antennae 42. compulsory 46. mediocre 50. radiation

3.fluctuation 7. geek 11. snobbery 15. engaging 19.counselor 23. firsthand 27. inhale 31. improvise 35. havoc 39. parachute 43 .dressing 47. hepatitis

4. seminar 8. nerd 12. spark 16. expertise 20. gymnasium 24. visual 28. exhale 32. peak 36 .probe 40 .caterer 44. obese 48 .tumor

Unit 3 》 Part V 》2

2. Review the content covered in this unit. How well can you do each of the following?

I can recognize and use the stress in words. I can identify main ideas and important details. I can take notes on what I hear.
I can read a map and describe locations.

Very well

Fairly Not very well well

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