Tài liệu Boost! listening 1 sb

ost! Listenins li'. rf NI .iasonRenshaw f"o q Publishedby Pearson Longman Asia EIJT 20lF Cornwall House Taikoo Place 979 King'sRoad QuarryBay HongKong fax +85228569578 email: [email protected] www.p earsonlongman.com and Associated Companies throughout the world. @PearsonEducation Asia Limited 2007 All rights reserved;no part of this publication may be reproduced, stored in a retrieval system,or transmitted in any form or by"any means, elect;onic, meclianical, photocopying, recording, or otherwise without the prior written permission of the Publishers. First published2OOT Reprinted2008 Produced by PearsonEducation Asia Limited, Hong Kong GCCI02 ISBN-l3: 978-962-00-5873-8 ISBN-10:962-00-5873-9 Publisher:Simon Campbell Senior Editor: Howard Cheung ProjectEditor: JessicaBalde Designers:Iunko Funaki, Annie Chan Illustrator: Balic Choy Audio Production: David Pope and SkyProductions For permission to use copyrighted images, we would like to thank Owill & Deni Mclnqre/Corbis (pb. 5 TR, 12 and 13), @W Perry Conway/Corbis (p. 2)), O Ted Streshinsky/Coibis (p. 2d, @ LWA-DannTardif/Corbis (p.29), @ SandroVannini/Corbis (p.33), Altrendo Images (p. 39), @ Michael A. Keller/zefalCorbis (p. 42), @ Benelux/zefalCorbis (p. 43), @ Cat Gwlnn/Corbis (p. 47), @ Randy Faris/Corbis (p. 49), @ R H Productions/Robert (p. 57), @ Rick HardingWorld Imagery/Corbis (p. 52 BL), @ Poppy Berry/Corbis (p. 56 BL), @Tom Stewart/Corbis (p. 56 BR), @ Rolf Bruderer/Corbis (p. 67). GomezTCorbis (p. S-g),O enna peisl (photonica Collection) (p. 63), O Iose Luis Pelaez, Inc./Corbis (p. 66 T) @ Eleanor Bentall/Corbis Acknowledgements Boostl Listeiring is dedicated to a great family: my wife Yeonaand son Jamie,my parents !.ryc_eand Diane, sisters Naomi and Kari, uncles Colin, Buik and Deiek, ind aunts Alison, Marion and Christine. I d also like to expressa special dedication to my grandparents Bruce and SylviaRenshaw who inspired me from birth with the desire to dream and excel. Here are the listening books for you all-just to prove I did listen ... . Iason Renshaw The Publisherswould also like to thank the following teachersfor their suggestionsand comments on this course: Tara Cameron, RosanneCerello,Nancy Chan, Chang fi Ping, Ioy Chao,JessieChen, JosephineChen, ChiangYing-hsueh, Claire Cho, Cindy Chuang, Linda Chuing, Chueh Shiu-wen, Mark de Boer, Mieko Hayashida, Diana Ho, Lulu Hsu, Eunice lung, Hye ni Kim,Jake Kimball, Joiie Lai, Carol Lee,Elaine Lee,Melody Lee,PeggyLi, Esther Lim, Moon JeongLim, Jasmin Lin, Martin Lin, Catherine Littlehale Oki, Linda Liu, Tammy Liu, Goldie Luk, Ma Li-ling, Chizuko Matsushita, Geordie McGarty,YasuyoMito, Eunice Izumi Miyashita, Mari Nakamura,Yannick O'Neill, Coco Pan, Hannah Park, Karen Peng, Zanne Schultz, Kaj Schwermer,MiYeon Shin, Giant Shu, Dean Stafford, Hyunjg Suh' TanYung-hui, Devon Thigard, Iohn and Chailie van Goch,AnnieWang, Wang Shu-ling,Wu Lien-chun, SabrinaWu,Yeh Shihfen' Tom Yeh,LauraYoshida and Yunji Yun. The publisher's policy istouse papermanufactured for$ts fromsustalnable II The Boost! SkillsSeriesis the definitive ond comprehensivefourlevelseriesof skillsbook for junior Englishleome6.Theseries hosbeendeveloped oroundoge-oppropriote, cross-curriculqr topicsthqt developstudents'criticol thinking and exominqtion techniques.It follows on integrotedskills dpproochwith eoch of the skills brought togetherat the end of eoch unit. The twelve coreunits in Boost! Listening 1 follow o cleqr ond tronspatent structureto mqke teoching qnd leoming eosyond fun. The listening skills build ond progrcssacrossthe four levels of Boost! Listening ond ore coreloted to the next qenerotionof testsof English. Youwill find the followingin Boost! Listening l: . Age-opproprioteond cross-curricular topics o A widevodety of listeningcontexts,both ocodemicond reolworld,including diologues,interviews,rodio programsqnd onnouncements, clossrcportsond lecfures o Listeningprocticeof nqturol notive-Englishprcnunciotionond intonotion . Unitspqiredby theme,with o reviewunit for eochpqir Unit Topic Listening Eachunithasa cross-curricular andageappropriate topic. Studentswill . findthetopicdirectlyrelates to their livesandstudy. . beengaged andmotivated to learn. A pre-listening taskprepares students forthemain passage, listening whichis accompanied by a guided note-taking activity. Studentswill . learnto predictlistening contentbasedon context. . developkeynote-taking skillsto aidcomprehension. !@Jfl W Eo * - :. l*..*=,lu+_*1]]l PronunciationFocus Snonclrpstaxenlromrn" t,st"n,ng! passage natural showstudents naiive-English speech. Studentswill Listening Skill unit A verysimpleintroduction of thetargeted skillis followedbya skilldiscovery activiry Studentswill . be introduced to thelistening skillin a way. clearandunderstandable . discover thelistening skillforthemselves withoutneedfor longexplanations. beableto improve theircomprehen sion of naturalspokenEnglish, theirownpronunciation develop skills. andintonation Audio CD TheCDat theback of theStudentBook provides theaudio for alllistening plus activities, theaudioforthe integration activities. ] Integration Practice activity. A skill-based listening comprehension Studentswill . develop bothtop-downandbottom-up to comprehension. approaches 6 begivenallthetoolsto decodeand a widevarietyof listening comprehend passages. withspeaking, Thelistening skillis combined reading andwritingactivities. Studentswill passage . leainto usea listening to springboard intoproductive activities. . develop thelanguage skillsneededforthenext generation integrated testsof English. of ,:,t,1;.".".,.-'ffit " f;i,,",:.":,,];,., @'," 6..,..,.'.."...6**.*-'**' Review Aftereverytwocoreunits quizwhich thereis a Review the listening consolidates studied. skillsalready Studentswill r beableto seetheir progress in usingtheir listening skills. . buildon previously taught skillsto understand in naturalspokenEnglish various contexts. i'-*lrn:;i"*:rrun"-' ff*',m;,r.^'". :;;t;;liii,,l,i :.;.," Contents Evaluation lheme:school choolLite ff]ff1"t*,,' My ClassScheilute g Cultureand People L:.c.ture 0n Findinq the main . olTlerenl scnool (t) ideas 5YSIemS Culture and People Listening for Dialogue about keyinformationt a newstudentt Whenandwhere .lassschedule Review 1 p .1 3 p.1l Theme: Sports andA€tivities Radio program Useful Hobbies e Spons and LetSute Finding themain discussing (2) ideas different kindsof hobbies outdoorSports @ Sports and LetSure Listeninq for InIeTVlew aDout kevinfoimation: p.23 whoandwhat srowDoarorng Review2 p.27 Theme: Animals Review3 Life with Pets Science and Nature Animals Up Close Science and Nature Listening for Class report on keyinformationl theusefulness of Howandwhy pets Guessing the feelings p.29 Dialogue about iooking at anrmals p.31 Theme:Food Knou l our nulrientsl Science 7) v RestaurantTales and Culture word Finding meanings classreporton healthyeating Phone conversation Sequencrng act0ns/event5 aboutbad re!taurant seruice p.41 Revieuv 4 ThemerVa(ations A Well-planned Vacation Stud.vanil Plal- Cultureand People ldentiting thespeakei5 oprnr0ns Cassreporton p anning family vacations Letsute ldentifying ihespeakels (1) intention Radlo advertrseraent p.53 ona vacation studyprogram p.57 Review5 Theme:The lnternet identirying Homer+orkHelp an0 Technology proDlemS solutions lnterrret Cafes ldentifying Technology thespeal(els intention(2) classreporton doinghomework ona computer Dialogue about using a complter p.63 rnantnIeIneI cafe Review6 p.61 Pronunciation p.69 nlote-takingShortcuts p.70 Unit I (1) Finding themainideas Unit 2 for keyinformation: Listening Whenandwhere Unit3 (2) Finding themainideas Unit 4 Listening forkeyinformation: Whoandwhat Unit 5 Listening for keyinformation: Howandwhy Unit 6 feelings Guessing thespeaker's Unit 7 Finding wordmeanings Unit a Sequencing actions/events Unit 9 opinions ldentifying thespeaker's Unit 1O (l) ldentifying thespeaker's intention Unit 11 problems andsolutions ldentifying Unit 12 intention(2) ldentifying thespeaker's :. I i. :l SchoolsAround the \{orld How do you think your schoolis different from s c h o o l si n o t h e r c o u n t r i e s ?D i s c u s vs o u r a n s w e r s , ( ---'2 .t:I a !-t-!- 00r B $ct| 11 LIMIT 2 I ki SPEED 'l .*'b'l F i n d i n gt h e m a i n i d e a s( 1 1 forma ta k,youcanf ndthe Main deasarethe biggestandmostimportantideas.In a longer, fo. ph16ses speakers usualy useto ntroducethem.Suchphrases mainideasbylistenlng include Themain point is ..., /d /iketo talk about... and Theimportant thing is... . Listento the lecture and match the two oarts of the statements. WeJl,os you o)l know, studentsdo not have to weor uniforms... . 2 I d like to tolk obout studentsqt our school hove to weqr uniforms. 3 For exqmple,in the United Stcltes, . whot studentsin other ports of the world weor ot school. Write the namesof the different grade levelsin your schooland the age at which students begin each level. Grqde Level Age rti Listento the lectureand take notes. \\t\\r\t Pqrt B . Phrose: Port A . Phrose: I h e p o i n t I w a n l L o m a k eL o d a Y ib thal . Moin ideo: . Moin ideo: abbreviating wordsor using symbols Fora istofcommonnote-taking shortcuts,go to pages70-72. @t A {1glt0@ Circlethe correctanswers,usingyour notesto guideyou.Thenlistenagain to the lectureto checkvour answers. Whot ore the two moin ideasof the lecture? a schoollevelsin Austrolio b different schoolsystemsbetweencountdes c different schoologesaround the world d elementqryschool entry oge in the United Stqtes Which two phrosesintroduce eqch of the moin ideos? a The point I wqnt to mqke todqy is thot b For exqmple,did you know thqt c In Austroliq kids cqn stqrt d My mqin point here is lZi Don'tmisrake thedetarts forthemainideas. Details aresmaer bitsof information thatsupport themainideas. Speokersoften sqy two words closelytogether,mqking them sound like one word. For exqmple: he + is = he's. Listen. fhey'recolledprimory schoolond secondoryschool. Listento the dialoguesand underlinethe two wordsthat are contracted. I No, they are not. They ore six yeors old this yeor. 2 He is excited,especiqllybecqusehe will be going to RivertownSchool. 3 Sorry,we ore leoving for New York tomorrcw ond I hqve to finish pqcking. 4 Well, it is bodng to live in this town. I think I will hqve more fun in the city. '11 Listento the classreport and take notes on a pieceof paper.Thenwrite the answers. Who is the sDeoker? Q 2 Whqt phrose introducesthe moin ideo? 3 Whot is the moin ideo? Ott a classmate and write what he/sheusuallyhasfor lunch t school, Name: Monday Tuesdoy Wednesday Thursday Friday fl *ff the classaboutyour classmate's schoollunches. -,t:'.t: N{v flass Schedule J ;; ilils fF{!.,i ] boLrlillmesand L l f l , e F! a L . r r i n e € d i o s t e n i o r s p e c f c d e l , a i s l s n r a l p e c e s o f l n f o f F n a t o n a r aaes Trese deta s L,e yoLlli/trenscfieth ng lvi happ€n and \'vhefe Time 1:0{) Ptoce E(l!l I:20 t:30 l:40 ll11(lgc WesLBuil(lirlll F.(r! t Bujlding fb choor" ,*o daysof your schoolsrheduleand completethe table. DAY: Time (from/to) Subiect Time (from/to) Subiect I O* Listento the diatogue andtakenotes. tL- using your notes to guide you. Then listen again completethe sentences, @aa I to the dialogueto checkyour answers. Tom needsto go to Room in the RedfemBuildingto study mqth ot 2 Tom'smoth clossfinishes qt 3 Moming recessfinishesqt 4 Sociolstudiesfinishesqt 5 Tom hos sociol studiesin Room 11 in the Building. Then ookat yournotes Circe the schoolsubjects. timesandplaces. andfindthecorresponding When giving or qsking for informqtion, o speokermight strcss(sqy louder or more slowM somewords to show thqt thesedetoils ore importont Listen. Thenit's socialstudies.Thot'sin RoomI.1 ond lastsuntil lI.'45 in the NewOak Building. In the...uh...yes, Listento the dialoguesand underlinethe stressedwords. 1 Thot'sot 12:40. 2 on the grqssbehindthe sciencebuilding. 3 Youhovecomputerclqssot 1:30. 4 Thqt'sin Room14-C,in the Southwing. 15 l"istento the dialogue and completethe table. Plqce i Q Wrir" aboutthe thingsyou do after school. After school,I Then I \ \ I @ 1'6 After thot, *f' the classaboutyour after-schoolactivities. Storting Time Listento the lectureand take notes on a separatepieceof paper. Then circlethe correctanswer. Whqt is the moin ideq? a grqdes1 to 3 hqving one teqcher b studentsofthe sqme grode ond oge in one closs c country schoolscombining different grqdesin one clqss d going to schoolin the country which phruseintroducesthe moin ideo? a The point I wont to moke b Whot I d like to tolk obout is c In mony count es d For exomple Listento the dialoguesand underlinethe two words that are contracted. 1 Thqnks, but t hqve to go. I will seeyou qt schooltomorrow OK? 2 I hqve too much homework to do. we will tolk to her, but not todqv. 3 Sheis interested, but it is hqrd for her to find the time. 4 Oh, but I think you will like our school.It is the best schoolin the city. 17 Listento the dialogueand take notes on a separatepieceof paper. Thenwrite the details, Josrnht'J $chedule ScienceCloss Time: Plocel Mqth Closs Time: Plqce: Abb!/s xchedule ScienceClqss Time: Ploce: Mqth Clqss Time: Plqce: Listento the dialoguesand underlinethe stressedwords. 18 I Over in the school cofeteriq,behind the moin office. 2 Thqt clossstqrts ot 10:30 ond finishes ot 11:20. 3 You cqn enter the buildings from 8:OOin the morning. 4 Yows is number 182 in the mqin corddor ofthe EostBuildinq, UsefulHobbies tu w :?ir F i n d i n gt h e m a i n i d e a s [ 2 ] Oftenspeakers announce theif mainideasbyemphasizing keywordslwordsthat expainan ideaor informationl Thismeanstheyp6useandthensaythe keywonds, usually in a s ightly differenttoneL stenng for th s changen speedandtonecanprep6reyoufor the main dea. Jl tp4'@ Listento the radioprogramand check[/] the words/phrases that are em p h a s i z e d . 1 show 4 plone spotting 2 somehobbies 5 tqke off 3 cool 6 model 19 (l write what you think of eachactivity as a hobby. bird-wotching Listento the radioprogramandtake notes. I ntroduction: hoving q website