人教修订版 高中三年级 Unit 11

Listening Listening

Lead-in What do you usually do in your free time?

Pre-listening 1. How do you spend your time after school? 2. Do you meet any people other than high school students, and where do you meet them? 3. Does anyone here have a part-time job? What are the advantages and 1. How do you spend your time after school? 2. Do you meet any people other than high school students, and where do you meet them? 3. Does anyone here have a part-time job? What are the advantages and

disadvantages of having a part-time job? Yes. I think having a part-time job has some advantages. First, doing a part-time job can give us useful experience of our world and enlarge our knowledge. Second, we can earn disadvantages of having a part-time job? Yes. I think having a part-time job has some advantages. First, doing a part-time job can give us useful experience of our world and enlarge our knowledge. Second, we can earn

some money to support ourselves and share the burden with our parents. We can use the money to buy what we want or pay a tuition fee. Third, during the work we can meet different kinds of people and communicate with them. We will get a lot of fun.

No. Because we are students now. The main task for us is studying hard to go to university. A part-time job will cost much of our time and energy.

Listening The listening text is a summary of research into the ways Chinese students in Auckland spend their leisure time.

Listening Text On 8th November 2004, a survey was conducted among 400 Chinese students at different universities in Auckland. The purpose of the survey was to discover what the students do in their free time, after school.

The survey was conducted by means of a questionnaire given to the students to complete. The first section of the questionnaire dealt with the students’ free time activities. The second part was concerned with the types of jobs students did, if any.

The most important results from the survey were as follows. In the first section, 81% of the students complained that school took up too muck time, and that they were given too much homework. 44% of the students said they would like to have a part-time job, but simply did not

have the time. Another 40% of the students said they had part-time jobs. The following comments and observations can be made about the way students spend their time after school. They are based on answers given by the students on part one of the questionnaire. 75% said they

sometimes went shopping, while 69% sometimes go to the cinema, 62% said they spend most of their time doing homework, and 56% Sometimes spend time sleeping or doing nothing at all. A quarter of the students said they spend all their time on school and homework.

The second part of the questionnaire was only filled out by students who had a part-time job. Most of them (94%) said that it had been easy to find a job, with 60% saying this was their first job. 81% said that their parents had protested, but give in on the condition that their school results

would not suffer. All students said that the greatest advantage of having a part-time job lay in having more money, though 23% of the students said working with and getting to know other people was something they enjoyed. Asked what they use the money for, students mentioned

various free-time occupations, as described in part one of the survey. Of all other things they spend their wages on, the most important were phone calls (40%), followed closely by clothes and make (35%) and going out (15%). Only 10% of the students said they put away money in a savings account.

The results of the survey seem to suggest that Chinese students abroad have little time for part-time jobs. They spend most of their free time doing homework. However, an increasing number of students look for jobs. They seem to enjoy it, and

are able to combine it with their school work. While the majority of the students said the main motive to look for a job was money, about one fifth of the students enjoyed contacts and getting to know people in a different setting, away from school.

Listening on P225 Dialogue 2 Dialogue 1

Listening Text Dialogue 1 Jeff is seeing one of his teachers to talk about his career choices. T=Teacher J=Jeff T: Take a seat, Jeff. What can I do for you? Dialogue 1 Jeff is seeing one of his teachers to talk about his career choices. T=Teacher J=Jeff T: Take a seat, Jeff. What can I do for you?

J: Well, I’d like to have another talk with you about my career choices. T: If I remember well, you are going to be a salesman, right? J: Yeah, well. I’ve changed my mind again. I want to become a vet. I really like working with animals. J: Well, I’d like to have another talk with you about my career choices. T: If I remember well, you are going to be a salesman, right? J: Yeah, well. I’ve changed my mind again. I want to become a vet. I really like working with animals.

T: Oh, but that’s quite a big change from what we talked about last time. Are you sure about this? J: Yes. I think working as a vet I can earn much better wages. T: But Jeff, look here. You aren’t that good at biology, and last time you T: Oh, but that’s quite a big change from what we talked about last time. Are you sure about this? J: Yes. I think working as a vet I can earn much better wages. T: But Jeff, look here. You aren’t that good at biology, and last time you

said going to college was not for you. How will you be able to do that? J: I will work very hard. T: Listen, Jeff. This may be a disappointment, but I think this is not a good idea. I know it sounds good, but it requires many years of said going to college was not for you. How will you be able to do that? J: I will work very hard. T: Listen, Jeff. This may be a disappointment, but I think this is not a good idea. I know it sounds good, but it requires many years of

study to become a vet. I’m not sure whether you can manage that. Think it over, will you?

Dialogue 2 Lisa and Helen are chatting about their future. L=Lisa H=Helen L: Hi, Helen. How are you doing? It’s only a few more months. H: A few more months? What do you mean, Lisa? Dialogue 2 Lisa and Helen are chatting about their future. L=Lisa H=Helen L: Hi, Helen. How are you doing? It’s only a few more months. H: A few more months? What do you mean, Lisa?

L: The exams, of course! Aren’t you getting nervous? H: Nervous, why? L: Well, don’t you think they’re all important? H: They’re important, but why should I worry? I think I’ve always been quite a good student, so I think I L: The exams, of course! Aren’t you getting nervous? H: Nervous, why? L: Well, don’t you think they’re all important? H: They’re important, but why should I worry? I think I’ve always been quite a good student, so I think I

have noting to fear. L: Quite good is not good enough, you know. If you want to go to Beida, you’ve got to come out first. H: I don’t want to go to Beida. I want to go to a local university, here in our own province. L: How can you say that? You’ve got have noting to fear. L: Quite good is not good enough, you know. If you want to go to Beida, you’ve got to come out first. H: I don’t want to go to Beida. I want to go to a local university, here in our own province. L: How can you say that? You’ve got

to try your best. H: I will, but I’ve already made up my mind. I don’t want to live in a big city far from home. Even if I get a top score, I will stay here. You know, studying at a local university you’ll have less competition and better chances. to try your best. H: I will, but I’ve already made up my mind. I don’t want to live in a big city far from home. Even if I get a top score, I will stay here. You know, studying at a local university you’ll have less competition and better chances.

Homework 1. Make a questionnaire in our class about the habits of solving the problems students meet in study. Fox example, how many students would like to turn to teachers, how 1. Make a questionnaire in our class about the habits of solving the problems students meet in study. Fox example, how many students would like to turn to teachers, how

many students will ask the classmates for help and how many students will give up the problems. Then make a summary with a chart. 2. Preview the Reading part. many students will ask the classmates for help and how many students will give up the problems. Then make a summary with a chart. 2. Preview the Reading part.