Drink: (rain water)
Condition of weapon after landing: (useless) Fighting: (none)
Equipment lost or damaged: (boat lost, guns full of water, supplies of wine lost) Soldiers killed or wounded: (about ten survivors, all others drowned or killed by cold)
D. Point out what is not true in Trevor’s story. Answer: The following did not exit in Roman times:
Petrol, newspaper, matches, trousers, tinned food, taps, guns, wine bottles, 50 BC could not appear on a coin, 50 – 55 BC is counting backwards.
E. Fill in the blanks according to what you hear on the tape.
1. It was a (terrible), ( stormy) night. There were a hundred (or more of us) in the boat. we
were all (shut in), because the weather was (so bad) and most people were (sick), because it was very (stuffy).
2. We thought we were going to die. In the end the boat was (pushed up onto the sands), and
we all (climbed out). I remember (jumping into the ) water, and (struggling to the) beach. The water was (up to my shoulder) and it was a (freezing) night.
3. Finally another boat (came and took us away), and we (joined) the other soldiers. I
remember (going into the camp), and getting (a hot meal), and (clean clothes). It was wonderful. We were (given our pay), too.
Section Three
Study Skills: How to Predict?
When you listen to a person speaking your own language, in many situations you can be one step ahead of the speaker. You can very often predict what that person is going to say next—perhaps not always the exact words, but at least the main ideas. Have you ever found yourself finishing other people's sentences for them? This is often something we do without even thinking about it.
The more you can predict, the easier it becomes to understand—in a foreign language too. In fact, you will probably be surprised at how much you can predict in English. Train yourself to predict as much as possible. Do this consciously.
There are many things which can help you to predict while you are listening, for example: (1) how much you know about:
the topic, the situation, the country in which the language is spoken (2) intonation, for example:
When presenting a list, rising intonation signals that more items will follow and a falling intonation signals the end of the list: \ (3) signals such as:
\make ...\
The phrases in group 3 are called semantic markers. They serve as signals for the meaning and structure of the lecture or text. They tell us how the ideas are organized. There are many other semantic markers in English, which are classified here according to their function. (1) The markers used for listing, such as:
firstly, in the first place, secondly, thirdly, my next point is, last/finally
(2) Markers that show us the cause and effect relationship between one idea and another: so, therefore, thus (we see), because, since
(3) Markers which indicate that the speaker or writer is going to illustrate his ideas by giving
examples: for instance, for example, let's take ..., an example/instance of this was ... (4) Markers that introduce an idea which runs against what has been said, or is going to be said: but, nevertheless, on the other hand, and yet, although
(5) Markers which indicate that the speaker or writer is about to sum up his message, or part of it: to summarize, in other words, what I have been saying is this, it amounts to this, if I can
just sum up
(6) Semantic markers used to express a time relationship:
then, next, after that, previously, while, when
(7) Markers used to indicate the relative importance of something: it is worth noting, I would like to direct your attention to
(8) Markers used to rephrase what has already been said, or to introduce a definition: in other words, let me put it this way, to put it another way, that is to say (9) Markers that express a condition: if, unless, assuming that
These are only a few examples of semantic markers. Train yourself to listen for these key words and phrases.
Exercises.
Task 1: Learning to Predict
Listen to the following sentences. When you hear \
what the speaker is going to say next. 1. Answer: trying to write a letter
Reason: The speaker‘s question suggests he needs a quiet surrounding to do something. 2. Answer: is the only single room available at the moment
Reason: The phrase ―I‘m afraid‖ often suggests a negative or unsatisfying answer. 3. Answer: Where on earth did you get it?
Reason: The second speaker‘s surprised tone shows that the money is out of her
expectation and she must be curious about how it is gained.
4. Answer: You mustn‘t discriminate against someone just because they are married.
Reason: The word ―but‖ suggests an opposite meaning. 5. Answer: I wouldn‘t mind being a prince.
Reason: The man‘s questioning tone shows he doesn‘t agree the woman. 6. Answer: I‘m not a workaholic.
Reason: The word ―but‖ suggests an opposite meaning. 7. Answer: he had been
Reason: ―But‖ and ―possibly‖ both give some hint.
Task 2: Dictation
The following paragraphs will be read to you slowly. Listen to it for three times, and while listening write as much and as closely to the original text as you can.
The Knowledge
Becoming a London taxi driver isn't easy. In order to obtain a licence to drive a taxi in London, candidates have to pass a detailed examination. They have to learn not only the streets, landmarks and hotels, but also the quickest way to get there. This is called 'The Knowledge' by London cab drivers and it can take years of study and practice to get 'The Knowledge'. Candidates are examined not only on the quickest routes but also on the quickest routes at different times of the day. People who want to pass the examination spend much of their free time driving or even cycling around London, studying maps and learning the huge street directory by heart.
The Underground
Travelling on the London underground (the 'tube') presents few difficulties for visitors because of the clear colour-coded maps. It is always useful to have plenty of spare change
with you because there are often long queues at the larger stations. If you have enough change you can buy your ticket from a machine. You will find signs which list the stations in alphabetical order, with the correct fares, near the machines. There are automatic barriers which are operated by the tickets. You should keep the ticket, because it is checked at the destination.
Lesson Two
Section One
Task 1: Film Editing A．True or False Questions.
(1) (T)According to the film editor, many people think that film editing is simply sticking pieces of film together.
(2) (F)According to the film editor, it takes an average of four to five weeks for him to edit a film. (3) (T)\ (4) (F)After the \
B. Fill in the following blanks to give a clear picture of what needs to be done before a film is ready for distribution. 1) The assistant:
(―Synching up‖) which means (matching sound and pictures according to the numbers stamped along the edge of the film and sound tape.)
(―Logging‖) which means (recording the detail of the film and the sound in a log book.) 2) The film editor:
(Make a first selection of the best takes)
(Prepare a ―rough cut‖) —(an initial version of the film) (Prepare the ―fine cut‖) — (the final form of the film) 3) Others:
(Approve the fine cut)
(―Dubbing‖) which means (voices, music, background noise and sometimes special effects are put together)
(The ―neg‖ cutters cut the original negatives on the film, so that these match the edited film exactly.
Task 2: A Vision of the Future
A. Choose the best answer (a, b or c) for each of the following questions. (1) What did the woman do last night? a. She watched TV. b. She went to a movie. c. She went to New York.