第一篇：英語中級(jí)聽力課程Lesson 21and22

Lesson 21

Stuart: What did you do last night then? Did you work all night?

Judy: Yes, I did some work(Yes)but erm...I watched a bit of TV...(Uh-huh)got to relax, you know.Stuart: Did you watch the football?

Judy: No, no I didn't.I can't bear football.Stuart: Really?

Judy: Yes.I really hate it.(Yes)Well, actually, just before the football came on, I switched over(Yes)just to...just to protest.Stuart: What did you see then?

Judy: Well, I saw the programme before...just the end of a film(Uh-huh)that was on before the football.It looked quite good actually.It's a shame I didn't erm...switch on earlier.It was some kind of love story...with Dustin Hoffman, you know, the erm...Stuart: The Graduate?

Judy: That's it.The Graduate.Stuart: Yes.I know.I've seen that.(Yes)Yes, good...good film.Judy: Yes, and nice music.(Mm-mm)And then, when the football came on I turned over.Stuart: Terrible, terrible!

Judy: I hate it!I really can't stand it.Stuart: It was a great game!

Judy: Yes?(What did)Who was playing?

Stuart: England of course.(Oh)What did you see then that was more important than football?

Judy: Foxes.Yes, a good programme on foxes.(Uh-huh)Yes, they spent ages watching these foxes in a house.(Yes)They were watching them all night and these little baby foxes...it was tremendous.Stuart: Yes, sounds all right.Judy: Yes, it was good;better than football...and then, then I turned over, back to the other channel(Mm-mm)to see who won the football, but I missed it and I just saw the beginning of the News and packed up and went to bed.Stuart: Well, I'm sorry you missed it.It was a good game.Judy: Yes? Who did win?

Stuart: England, of course.Who do you think?(Ah)Six nil.(Yes)Yes.Judy: Must have been quite good then!

Stuart: Yes, it was good, actually.It was very good.(Mm)Commentator: It's Carter to serve—he needs just one more point.He serves.AND SMITH MISSES!WHAT A GREAT SERVE!...So the championship goes to 19-year-old Harry Carter.Who d've believed it a week ago? Poor old Smith just shakes his head in bewilderment.Well, well!What a way to finish it off!...And now I'll hand you over to Peter Plumber, who's on court waiting to interview the two finalists.Plumber: Thank you, David.Well Harry, congratulations on a marvellous victory.You were on tremendous form.Carter: Thank you, Peter.Nice of you to say so.You know, well, I think I won because, well, I just knew all along I was in with a good chance.Plumber: Yes, you certainly were pretty convincing today, but what about the earlier rounds? Any nervous moments?

Carter: Well, you know, I was a bit nervous against Jones when he took the lead in the second set, but then...er...Plumber: Yes, that was in the quarter-finals, wasn't it? And of course you met Gardener in the next round, didn't you? Er...the score was...er...6-4, 7-5, wasn't it?

Carter: Yes, that was quite a tough match, I suppose, but...er...Plumber: Anything else you'd like to add?

Carter: Well, I would like to say how sorry I am for John Fairlight not making it past the quarter-finals.He's unbeatable, you know, on his day, and...er...I'd also like to say what a terrific job the officials here have done you know, the ballboys and linesmen and umpires and so on.You know...er...lots of players have been complaining, but...er...Plumber: Well, that's great.Harry, Well done again.And now let's have a quick word with the runner-up to the title, Mark Smith.If you just stand over here, Mark...that's right...Well, bad luck, Mark.It wasn't really your day, was it? I mean, what a terrible final set!Anyway, the less said about that the better, as I'm sure you'll agree.Smith: Yeah, but you know, I did pretty well to beat Hutchins in the semis and...er...what's his name?...Brown in the quarter-finals.And, I mean, what a terrible umpire, eh? I mean, half of Carter's points were on...er...doubtful decisions, weren't they?

Plumber: Well, that's probably a bit of an exaggeration, but anyway it's time for us to leave the tournament now at the end of a tremendously exciting week, and I hand you back to the studio in London.Chairman: Good afternoon, ladies and gentlemen, I declare the meeting open, and I take it you all have a copy of the agenda, so we'll take the minutes of our last meeting as read and get straight down to business.Now, the proposal before you is that we should see if we can reduce the size of the Olympic Games in any way and thereby ease the burden placed on the host city.We all know that each time we hold the Games this burden increases because of the vast undertaking it is to host them.Today, however, I only want to sound out your opinion of this proposal, so this is really no more than an exploratory meeting.Mrs.Armstrong: Could I say something straight away, Mr.Chairman?

Chairman: Yes, Mrs.Armstrong.Mrs.Armstrong: I can't accept your proposal at all on the grounds that I feel that to reduce the size of the Olympic Games would seriously damage their character, detract from their universal appeal and penalize certain countries if we start arbitrarily throwing things out before...Herr Müller: Yes, Mrs.Armstrong, if I may interrupt you for a moment.I think we all sympathize with your point of view, but we mustn't overlook the main point of this meeting put forward by the Chairman, which is to see if we can cut down the programme a bit, without in any way damaging the overall appeal of the Games, so let's not reject the proposal out of hand before we've had a chance to discuss it.Mrs.Armstrong: Very well, Herr Müller, but I'd like to state here and now that I'm totally opposed to any reduction in the number of events in the Games.Chairman: Your objections will be noted, Mrs.Armstrong, but to get back to the point of the meeting, could I hear from the rest of you what you feel? Sr.Cordoba, for example, what's your opinion?

Sr.Cordoba: Reluctant as I am to alter the composition of the Olympic Games, I can see the point that in terms of space and financial demands, the host city is subjected to a lot of difficulty.The costs seem to soar phenomenally every time we stage the Olympics, so we might be able to make one or two savings here and there.There is, for instance, quite a strong lobby against boxing because of its apparently violent nature so I did wonder if...Mrs.Armstrong: But that is one of the most popular sports in the world, and one of the oldest.Sr.Cordoba: Agreed, but people get a lot of boxing on their television screens all the year round, so I was just thinking that we might be able to drop that from the programme.Football, too, is another thing which already enjoys a lot of television coverage, and as it takes up a lot of space accommodating all the football pitches, mightn't we also perhaps consider dropping that too?

Mrs.Patel: Mr.Chairman...Chairman: Yes, Mrs.Patel.Mrs.Patel: I wholeheartedly endorse what Sr.Cordoba said about boxing and football.In my opinion we should concentrate on some of the more unusual sports which are rarely seen on our screens such as fencing and archery, for a change, since it is on TV that the majority of people watch the Games.Herr Müller: Perhaps we could cut out hockey along with football because, relatively speaking, that too takes up a lot of space, as measured against its universally popular appeal.Mrs.Patel: I can see your point, Herr Müller, and as one of the basic tenets of the Olympic Games is individual excellence, I feel we ought to concentrate on those sports which really are a true test of the individual, I, therefore, suggest we cut out—that is, if we go ahead with this idea—the team games such as basketball, volleyball, football and hockey.Mrs.Armstrong: But then you're sacrificing some of the most interesting items in the programme.People like to watch team games as well as take part in them;it'll be very dull without them.Chairman: I think Mrs.Armstrong has made a very valid point.We ought to keep some of the team games, although I am inclined to agree with what has been said about football.Sr.Cordoba: There's one thing I would like to say about this and that is to suggest that we could remove from the programme sports like sailing and canoeing and possibly the equestrian events, where the test is not so much of the stamina of the competitor but of his skill in handling the boat or whatever.Mrs.Armstrong: What about the pentathlon, then? Riding is one part of that, so we are going to need facilities to cater for that in any case, so why not use them for horse-riding as well—or do you think we should axe that too?

Chairman: Well, let's not get too heated about it, as this is only a preliminary discussion about possibilities and we are not yet in a position to make any final decisions.I will, however, briefly summarize what has been said so far, as I understand it.Mrs.Armstrong is totally opposed to reducing the size of the Games in any way at all.There is one body of opinion in favour of removing from the Games those sports which are already well represented in other international contests and in the media.Another strand of thought is that we should concentrate on individual excellence by cutting out the team games featured in the programme, and Mrs.Patel suggested we ought to focus attention on the more unusual sports in the programme which do not normally gain so much international attention.Sr.Cordoba also brought up the idea that we could drop boxing because of its seemingly violent nature.There was also an opinion voiced that we might exclude events where the skills of a competitor in handling a horse or yacht, for example, were being tested, rather than the stamina of the individual himself, as is the case with, say, athletics.Well, it is quite clear that we shall need to discuss this further, but in the meantime I think we'd better move on to something else...1.The houses they lived in were not meant to be permanent dwellings;as a matter of fact, we have no remaining evidence of their houses.Probably in the summertime they lived up on the mesa top near their fields, in temporary structures made of poles and brush.In winter they most likely moved down to the caves in the cliffs for warmth and protection against the snow.2.People were experimenting and changing their methods of potting;the broken pieces are evidence of the steps in the process.The first attempt at pottery came as women mixed clay, a kind of dirt, with water to make pots.When the clay dried, however, it crumbled and fell apart.Clearly this would not work.The second idea was to add extra material to bind the clay together: grass, straw, or pieces of bark.This held the pot together very well until it was set on the fire.Then the binding material burned up, leaving a pot full of holes.Again the Anasazi women tried to find the secret of success.They added sand or volcanic grit to the clay to make it harder, and they baked the pots before using them.This final step proved to be successful, and it is the basic method which is still used today.3.The pots which the women made this way were far superior to baskets for carrying, cooking, and storing food and water.Now the people could add beans, a rich source of protein, to their diet.Water could be stored safely over long periods.Life became much easier, and so effort could now be spent on other developments.4.Their culture developed to its height, and the main improvement was in housing.The earlier pit houses were modified to one-story row houses, made with pieces of stone.Several separate buildings stood near each other like a small village.Some villages were as large as several hundred rooms and could contain as many as a thousand people.The name for this kind of house and for these Indians is “Pueblo”, which is the Spanish word for “village”.Christine: Harry, as an American, have you noticed any strong class distinctions in English society since you've been here?

Harry: Strong class distinctions? Yes, they haven't changed at all—that's what—that's what amuses me—in fifteen years or fourteen years—that the stratification is exactly the same as it was when I first came.It's extraordinary that it pervades everything.Anna: What is class distinction? Because I don't know whether it's what job they do or...Harry: It's people's accents.In Pygmalion, you know, it goes back to, as soon as you open your mouth in England you're immediately you know placed.Anna: Do you mean that there aren't different accents in America?

Harry: Not—of course there are different accents—but they're not as—they're not nearly as clearly defined.Anna: But I mean, don't—doesn't a certain strata of American society use perhaps more slang than another one? More correct?

Harry: Not the way they do in England.In England they seem to really stick together.I mean I went the other week for the first time in my life to a point-to-point and I couldn't believe what I found.There I was in the middle of Lincolnshire and we went through muddy fields and suddenly we came upon this parking lot with nine thousand Range Rovers in it and everyone going 'Oh, hello darling.How are you?' you know and it was hilarious I mean and they were all you know this meeting of the clan and that certainly doesn't happen in America and all those people spoke the same way.Barrie: But that—yes, I live in the middle of the country in the south and I must say when I moved there I noticed—I mean of course I'd been aware of class before that but I had no idea that the lines between them were so rigid.I lived on an estate of a very big and successful farm until recently, and so the farm of course was run by the landed gentry who all went hunting and to point-to-point and all the rest of it.I lived next door to the groom who was—who despised them because they did all this and he had to just get the horses ready, um but at the same time he was terribly fond of them and they of him and there was all this sort of paternalistic attitude to the country workers that still goes on.I was staggered and nobody knew where to put me because I was living in a tied cottage that was tied to the farm, um but because I didn't work with any of them they were all uneasy with me.Most peculiar.Christine: But I think you raise a very good point there Barrie because you're in fact talking about yourself not fitting into either of these two extremes and I'd like to ask Harry again how many classes he can see very clearly defined.Barrie: In England?

Christine: In England, yes.Harry: Well, I guess, three off the top of my head.I mean not counting immigrants and foreigners.Yes, I mean there's the middle class is the most snobbish of all it seems to me.You know, they're the most aware of the whole system really because they're upwardly mobile usually you know they hope to be, and they're the ones—I mean the upper class are what I find extraordinary—they seem to be totally uninhibited for the most part.I think it's extraordinary.I mean I'm not passing any moral judgements on them but it still exists...John: Because they've got the confidence...Anna:...and the money...Barrie:...confidence and the money...John: Well no, I don't think money's much to do with it actually.Anna: How can you change it? I mean how would you change it? Harry: I'm not saying it should be changed...Anna: No, no, no, no.I don't—I mean people do say that it should be changed.Politicians say that we should have total equality which I don't believe you can ever have in anything.Harry: Well there should be equality of opportunity.I mean at least it's a nice ideal to have, isn't it? Public school was hard compared to what I'd had before, day school on the reservation and a year at Sequoyah Government School.I almost flunked eighth grade at the public school, and it was a miracle that I passed.I just didn't know a lot of things, mathematics and stuff.I survived it somehow.I don't know how, but I did.The man who was head of the department of education at the Agency was the only person outside of my family who helped me and encouraged me to get an education.He understood and really helped me with many things I didn't know about.For a long time the white public school for the Big Cypress area would not let Indian children attend.A boy and I were the first Big Cypress Indians to graduate from that school.He is now in the armed forces.After I graduated from high school, I went to business college, because in high school I didn't take courses that would prepare me for the university.I realized that there was nothing for me to do.I had no training.All I could do was go back to the reservation.I thought maybe I'd go to Haskell Institute, but my mother was in a TB hospital, and I didn't want to go too far away.I did want to go on to school and find some job and work.So the director of education, at the Agency said, maybe he could work something out for me so I could go to school down here.I thought bookkeeping would be good because I had had that in high school and loved it.So I enrolled in the business college, but my English was so bad that I had an awful time.I had to take three extra months of English courses.But that helped me.I never did understand why my English was so bad—whether it was my fault or the English I had in high school.I thought I got by in high school;they never told me that my English was so inferior, but it was not good enough for college.It was terrible having to attend special classes.At college the hardest thing was not loneliness but schoolwork itself.I had a roommate from Brighton, one of the three reservations, so I had someone to talk to.The landlady was awfully suspicious at first.We were Indians, you know.She would go through our apartment;and if we hadn't done the dishes, she washed them.We didn't like that.But then she learned to trust us.College was so fast for me.Everyone knew so much more.It was as though I had never been to school before.As soon as I got home, I started studying.I read assignments both before and after the lectures.I read them before so I could understand what the professor was saying, and I read them again afterwards because he talked so fast.I was never sure I understood.In college they dressed differently from high school, and I didn't know anything about that.I learned how to dress.For the first six weeks, though, I never went anywhere.I stayed home and studied.It was hard—real hard.(I can imagine what a real university would be like.)And it was so different.If you didn't turn in your work, that was just your tough luck.No one kept at me the way they did in high school.They didn't say, “OK, I'll give you another week.” Gradually I started making friends.I guess some of them thought I was different.One boy asked me what part of India I was from.He didn't even know there were Indians in Florida.I said, “I'm an American.” Things like that are kind of hard.I couldn't see my family often, but in a way that was helpful because I had to learn to adjust to my new environment.Nobody could help me but myself.Well, I graduated and went down to the bank.The president of the bank had called the agency and said he would like to employ a qualified Indian girl.So I went down there, and they gave me a test, and I was interviewed.And then they told me to come in the following Monday.That's how I went to work.I finished college May 29, and I went to work June 1.I worked there for three years.In the fall of 1966, my father and the president of the Tribal Board asked me to come back to Big Cypress to manage a new economic enterprise there.It seemed like a dream come true, because I could not go back to live at Big Cypress without a job there.But it was not an easy decision.I liked my bank work.You might say I had fallen in love with banking.But all my life I had wanted to do something to help my people, and I could do that only by leaving my bank job in Miami.Being the person I am, I had to go back.I would have felt guilty if I had a chance to help and I didn't.But I told my daddy that I couldn't give him an answer right away, and I knew he was upset because he had expected me to jump at the chance to come back.He did understand, though, that I had to think about it.He knew when I went to live off the reservation that I had had a pretty hard time, getting used to a job, getting used to people.He knew I had accomplished a lot, and it wasn't easy for me to give it up.But that's how I felt.I had to think.At one time it seemed to me that I could never go back to reservation life.But then really, through it all, I always wished there was something, even the smallest thing, that I could do for my people.Maybe I'm helping now.But I can see that I may get tired of it in a year, or even less.But right now I'm glad to help build up the store.If it didn't work out, if the store failed, and I thought I hadn't even tried, I would really feel bad.The basic thing about my feeling is that my brothers and sisters and nieces and nephews can build later on in the future only through the foundation their parents and I build.Maybe Indian parents don't always show their affection;but they have taught us that, even though we have a problem, we are still supposed to help one another.And that is what I am trying to do.Even when we were kids, if we had something and other kids didn't, we must share what we had...By the age of nine, girls were expected to take complete care of younger children.I too had to take care of my little brother and sister.I grew up fast.That's just what parents expected.Now teenagers don't want to do that, so they get angry and take off.Head Start and nurseries help the working mothers because older children don't tend the little ones anymore.The old ways are changing, and I hope to help some of the people, particularly girls about my age, change to something good.There are people on the reservation who don't seem to like me.Maybe they are jealous, but I don't know why.I know they resent me somehow.When I used to come from school or from work back to the reservation, I could tell some people felt like this.I don't think that I have ever, ever, even in the smallest way, tried to prove myself better or more knowing than other people.I have two close friends here, so I don't feel too lonely;but other people my age do not make friends with me.I miss my sister, and I miss my roommate from Miami.My two friends here are good friends.I can tell them anything I want.I can talk to them.That's important, that I can talk to them.That's what I look for in a friend, not their education, but for enjoyment of the same things, and understanding.But there are only two of them.I have not been able to find other friends.The old people think I know everything because I've been to school.But the old people don't have the kind of experience which allows them to understand our problems.They think that it is easy somehow to come back here.They think there is nothing else.They do not understand that there are things I miss on the outside.They do not understand enough to be friends.They are kind, and they are glad that I am educated, but they do not understand my problems.They do not understand loneliness...1.One wonders how, then, these students have arrived at such a false conclusion.One reason, of course, may be that they're science students.Scientific terms generally possess only one, precisely defined, meaning.It is, in fact, exactly this quality that makes these words distinctive in English, or indeed in any other language.Another reason could be the way in which these students were taught English.For example, long vocabulary lists are still an important feature in the foreign language learning programmes of many countries.On one side of the page is the word in English;on the other side a single word in the student's native language.2.Practically all the students think that every word in English had an exact translational equivalent in their own language.Again this is a gross distortion of the truth.Sometimes a word in the student's native language may not have an equivalent in English at all, which may have to employ a phrase as a translation.Sometimes one word in the student's language may be translated by one of two possible words in English.The difficulty that many students have with the two verbs 'do' and 'make' is an example of this.Often the area of meaning covered by one word in the student's language may be wider or narrower than the area of meaning covered by a corresponding word in English.This sometimes happens with the naming of colours, where most students would expect an exact correspondence between their language and English.The borders between the primary colours of the spectrum are, however, drawn at different places in different languages.Translation, in fact, is a particularly difficult thing to do well.It certainly can't be done by matching single words from one language by single words from another.At first, those computer scientists who attempted to construct an automatic translation machine made this mistake.The machines often produced nonsense.3.What, then, is the best way to increase one's vocabulary in a foreign language? This can be answered in three words.Firstly, observation: the unknown word should be observed in its context;in other words, the neighbouring words and the grammatical construction should be noted.A good dictionary should be referred to and examples of the usage of the word should be noted.Secondly, imitation: the student should use the new word in appropriate contexts, imitating the examples he has noted.Finally, repetition: he'll need to practise using the word several times before he's confident that he can use it correctly;in other words, repetition is necessary if the new word is to 'stick', and especially if it is to enter the student's active vocabulary.

第二篇：英語中級(jí)聽力第二課印第安人原文翻譯)

土生美洲人，人們都叫他們“印第安人”。

早在1492年哥倫布到來之前，他們居住在美洲已經(jīng)好幾千年了。當(dāng)時(shí)哥倫布以為他已經(jīng)到達(dá)印度了，所以就把當(dāng)?shù)鼐用穹Q為印度人。

印第安人是早期移居者之一。印第安人不害怕他們，并且想要幫助他們，他們給圍繞著他們的殖民者展示了一個(gè)新的世界，教他們種植當(dāng)?shù)氐霓r(nóng)作物，如：番薯，玉米和花生。他們向歐洲人介紹巧克力和火雞。歐洲人就開始和印第安人做生意了。

但是不久后，殖民者想要更大的農(nóng)場給自己和家庭。越來越多的殖民者從歐洲來這里，并且他們所有人都需要土地。印第安人無法理解這些，他們和歐洲人有很不同的想法，對于印第安人來說，土地，地球是他們的“母親”。所有的東西都是來自他們的“母親”-----土地，并且所有的東西都將回歸于她。土地是屬于所有人的，不可能只有一個(gè)人獨(dú)自擁有。

白人是怎樣把地球劃分成部分的，他們是怎樣在土地周圍圍圍欄的，以及買賣土地的？當(dāng)然，當(dāng)白人開始奪取所有印第安人的土地時(shí)，印第安人們開始反擊了。他們想保住他們的土地，他們想全靠自己來阻止白人奪取土地。但是白人強(qiáng)壯和聰明。

慢慢的他們印第安人趕到他們不喜歡的歐洲大陸，那是一個(gè)很冷，很干燥以及多山的居住不舒服的地方。到1875年印第安人失去戰(zhàn)斗能力，他們住在被稱為“印第安人居留地”的特殊地方。

直到現(xiàn)在白人還在從他們手上奪取土地，也許是他們想要木頭，在土地里很重要的礦物，他們甚至想要建在那建一個(gè)國家公園。因此即使在印第安人居留地，他們也不能得到安全。有很多好萊塢電影是關(guān)于印第安人和白人的斗爭。通常在這些影片中，印第安人是壞人，白人是勇敢的好人。但事實(shí)是否如此？

你是怎么認(rèn)為的？你認(rèn)為印第安人與白人的斗爭是對還是錯(cuò)的？

第三篇：BEC中級(jí)聽力詞匯

7.31 & 8.4商務(wù)詞匯

1.Manufacturing(生產(chǎn)制造)

? Production line 生產(chǎn)線

Production line 生產(chǎn)線

Assembly line 裝配線

Line director/ manager 線上負(fù)責(zé)人

Automated自動(dòng)化的automatic machine

Manpower 人力，勞動(dòng)力labor-intensive

Component 零件，組件

Overtime 加班

output產(chǎn)量

Shift輪班倒班

? Quality control 質(zhì)量監(jiān)管

Batch 一批

Random sampling 隨機(jī)抽樣 / sample survey 抽樣調(diào)查

Basic testing 基本測試inspection檢測員/ inspector 檢測

Glitch 差錯(cuò)defect 瑕疵，錯(cuò)誤，不足

Fix / correct the glitch 解決問題

Meet the requirement/ standard

QC history 質(zhì)量控制記錄

QC procedures 質(zhì)量控制流程

Quality Standard 質(zhì)量標(biāo)準(zhǔn) QS

? Customer services 客戶服務(wù)

Assemble / installation / put together

Assembly instruction

Delivery

Defer payment / delay payment / layaway 先付定金，再分批交余款，交齊后交貨 Installment plan 分期付款

Customer service hotline

Break down / fail / out of order /defective

Troubleshooter 修理工 / repairman /engineer

Apologize / refund 退款/ replacement /partial refund 折舊，部分退款

Warranty /guarantee

Warranty period 質(zhì)保期限

Under warranty

Lifetimewarranty 終身質(zhì)保

Manual / guidebook / handbook/ pamphlet/ brochure

Membership card 會(huì)員卡/ registered user 注冊用戶

Subscribe 訂購 / order / renew 續(xù)訂

Subscriber 用戶

? Research and development 技術(shù)研發(fā)

2.Banking(金融)

Accounts management 賬戶管理

Appreciation and depreciation 貨幣升值/貶值Raising funds 融資活動(dòng)

Stocks and securities exchange 股票及證券交易 3.Marketing(市場營銷)

Marketing strategy 營銷決策

Allocation of budget and resources預(yù)算及資源分配

Advertising campaign 廣告宣傳4.Accounting(財(cái)會(huì))

Balance sheet 資產(chǎn)負(fù)債表Income statement 損益表

Cash flow statement 現(xiàn)金流量表Annual financial report 財(cái)務(wù)年報(bào)

背景詞匯：

packing area 包裝區(qū)contract 外包 delivery yard 交貨區(qū)consultant 顧問 shop floor/workshop 車間investment 投資 recruitment 招聘assembly 裝配

quality control 質(zhì)量管理despatch 派遣，發(fā)送 diploma 文憑purchasing 采購部 certificate 證書postpone 推遲 asset 財(cái)產(chǎn)，優(yōu)點(diǎn)bulk 大量 penalty clause 違約懲罰條款8.6

?Trading(貿(mào)易)

Exhibitions & fairs 會(huì)展/展銷會(huì)Enquiries & quotations 詢盤及報(bào)價(jià)Negotiation 談判

Contracts & renewals 合同及續(xù)約合同

Breaches & penalty clauses違約及懲罰性條款Deliveries 發(fā)貨Payments 付款

Complains & compensations 索賠及理賠 ?Routine business(日常工作)

Memos & message notes 備忘錄及留言條E-mail 電子郵件

Correspondence 商務(wù)函電

business document 商業(yè)單據(jù)(發(fā)貨單、訂單等)?Business management(企業(yè)管理)M&A 并購

Project management 項(xiàng)目管理

Manufacture structure 公司管理構(gòu)架 ?Human Resources(人力資源)Recruiting 招聘Training 培訓(xùn)

Performance appraisal 績效考評Motivation 員工激勵(lì) ?Public Relations(公共關(guān)系管理)

PART TWO ? personnel

RecruitmentRecruitment Officer/Specialist Vacant PositionPosition VacancyHR DepartmentInterviewerIntervieweeCandidate TempResume Academic/ Education BackgroundGraduation School/ YearMajorFamily BackgroundWork ExperiencePrevious JobPrevious SalaryQualificationWell-QualifiedOverqualifiedSuitableProficient/ ProficiencyBe Proficient/ Skilled InStrong PointWeak PointSalaryPay/ PaydayIncome 個(gè)人收入 revenue 國家收入 CompensationCompensation PackageAnnual leaveBonusInsuranceUnpaid/ Paid Vacation Sick LeaveMaternity LeavePersonal LeaveProbationary Period 產(chǎn)假 Trial Period 試用期 Evaluate/ Evaluation 評價(jià) Work PerformanceEvaluation PeriodHiring Criteria 雇用標(biāo)準(zhǔn) Working HoursFlexible Working HoursWorking TimeCoffee Break 茶歇時(shí)間 Overtime加班 Business Travel 出差 Business Trip出差 Training On-The-Job Training 在職培訓(xùn) Hands-On Training 實(shí)踐培訓(xùn) Employee Training 員工培訓(xùn) Promotion 升職 Demotion降職 Rise Through The RanksRelocationResignation辭職 Retirement退休 Pension養(yǎng)老金

Suspension停職 Turnover Rate人員流動(dòng)率 Lay Off ? fire ? get your sack ?dismiss

Job-Hopping跳槽 8.9

? company profile

affiliated company附屬公司 parent company母公司 subsidiary子公司 branch office分公司 branch store分店

company structure公司架構(gòu) company history公司歷史 core business核心業(yè)務(wù) main business主營業(yè)務(wù) diversification多樣化 multinational corporation 跨國公司

enterprise企業(yè) consortium聯(lián)合財(cái)團(tuán) found/ founder創(chuàng)立

co-found/ co-founder 聯(lián)合創(chuàng)辦 headquarters總部 base

joint venture合資企業(yè) partnershipoperation agreement

listed company上市公司 initial public offering stock exchange

merger收購 board meeting董事會(huì) approve

Head-Hunter獵頭公司

dividend分紅 CEO

president總裁 general manager

managing director常務(wù)董事 chief of staff人事部主管 chief financial officer 首席財(cái)務(wù)官 chief operating officer 首席運(yùn)營官chief technology office首席技術(shù)官counselor顧問 adviser顧問 division部門 department部門 entrepreneur企業(yè)家 management

account executive客戶專員 human resources personnel manpower staff

jurisdiction職權(quán)范圍 duty責(zé)任 responsibility責(zé)任 leadershipoversee ? supervise監(jiān)督 report to述職 sales representative銷售代表

第四篇：對外漢語中級(jí)聽力教案

開始：

教師：“同學(xué)們，下午好，同學(xué)們有沒有認(rèn)真對上節(jié)課的聽力進(jìn)行總結(jié)復(fù)習(xí)啊，有沒有完成布置的課后作業(yè)呢，——有（預(yù)想答案）好，那么我們開始新的聽力旅程?！?/p>

面聽：

1、“京欣一號(hào)”西瓜皮薄，口感好，在北京市場暢銷多年。“海七”西瓜的特點(diǎn)是個(gè)兒大，成熟期晚。今年的新品種“農(nóng)科一號(hào)”也很受消費(fèi)者歡迎，其銷售量僅次于“京欣一號(hào)”

用PPT展示問題：在北京市場上銷售量最大的西瓜是哪個(gè)品種？ 教師聽前準(zhǔn)備：下面一段話我們將聽到幾個(gè)西瓜的品種，用漢字或拼音記下來，第一遍念完，問下學(xué)生寫了什么，緊接念第二遍，在聽第二遍前處理語言點(diǎn)“僅次于”。這樣聽完第二遍后檢查學(xué)生的答案，并公布答案“京欣一號(hào)”

2、商場廣播：顧客王先生請注意！顧客王先生請注意！您的孩子正在服務(wù)臺(tái)等你，請您馬上過來！請您馬上過來。）

用PPT展示問題：請你聽后說一說：發(fā)生了什么事？ 教師聽后準(zhǔn)備：該段材料教師念完之后，學(xué)生可能回答不好，教師則用遞進(jìn)追詢來提問學(xué)生：孩子在哪兒？為什么在那兒？孩子怎么了——丟了（預(yù)想答案），公布答案：王先生粗心把孩子弄丟了，3、遺憾的是中國隊(duì)自己也沒有抓住進(jìn)一步擴(kuò)大比分的機(jī)會(huì)，尤其是第33分鐘時(shí)，隊(duì)長將一個(gè)寶貴的點(diǎn)球踢飛，使中國最終和本次比賽的冠軍無緣 用PPT展示問題：最后中國隊(duì)得了冠軍嗎？

教師念第一遍是在“踢飛”這邊停頓，并提問：“第33分鐘，隊(duì)長怎么了？學(xué)生可能會(huì)模仿重復(fù)句子，此時(shí)教師可以板書“踢飛”并用動(dòng)作演示，緊接繼續(xù)念完后提問：最后中國隊(duì)得了冠軍嗎？教師板書“和··無緣”略作講解并讓一個(gè)學(xué)生試著造句，公布答案：中國隊(duì)沒有得了冠軍。

機(jī)聽：

1、美國人最近把鬧鐘評為他們最討厭的發(fā)明之一，實(shí)際上，鬧鐘并不只是把我們從美夢中吵醒，它還會(huì)損害健康。一項(xiàng)研究發(fā)現(xiàn)，被鬧鐘突然吵醒的人比睡到自然醒的人血壓更高，心跳更快，鬧鐘的鈴聲也會(huì)增加壓力，壓力會(huì)帶來高血壓，睡眠問題和精神憂郁。專家建議睡覺時(shí)保持和鬧鐘之間至少1米遠(yuǎn)，如果你必須上鬧鐘，請用柔和一些的音樂，或者用手機(jī)里好聽的音樂。其實(shí)最好的辦法是早睡早起，別讓鬧鐘把自己吵醒。

用PPT展示該材料問題： 1人們?yōu)槭裁从憛掫[鐘？

A聲音不好聽

B醒了就睡不著 C 鬧鐘沒有用D 鬧鐘損害健康 2鬧鐘對身體的影響，課文沒提到什么？

A引起頭痛

B心跳快

C 血壓高 D增加壓力 3想早起，最好的辦法是什么？

A請人叫醒自己

B 離鬧鐘遠(yuǎn)一點(diǎn) C用柔和的音樂當(dāng)鈴聲D早點(diǎn)兒睡覺，早點(diǎn)兒起床

教師聽前準(zhǔn)備：隨機(jī)調(diào)查班級(jí)的學(xué)生：“當(dāng)你熬夜時(shí)明早要上班，用什么辦法使自己早起呢，”——鬧鐘，讓別人叫醒（預(yù)想答案），將學(xué)生答案板書在黑板上并讓學(xué)生選擇最常用的方法，“好，大多數(shù)的人選擇鬧鐘，現(xiàn)在我們聽聽鬧鐘對我們有什么影響呢？”

聽完一遍后把問題展示出來，當(dāng)放第二遍時(shí)提示學(xué)生把關(guān)鍵詞記下來，兩遍過后檢查學(xué)生答案，答案是:(D A D)如果有錯(cuò)在問題關(guān)鍵處停頓，讓學(xué)生模仿重復(fù)原句。

2、學(xué)生1：老師，我有一個(gè)問題，向別人問路，或者在飯館向服務(wù)員點(diǎn)菜時(shí)，應(yīng)該怎么稱呼他們？老師：這個(gè)問題好，你們平時(shí)是怎么稱呼的？學(xué)生2：在飯館可以叫他們“服務(wù)員”。在路上呢，年輕女的可以叫“姑娘”。男的可以叫“小伙子”。我在路上聽到過別人這么叫。老師：一般只有歲數(shù)大的人才能叫年輕人“姑娘”和小伙子，比如四十歲以上的人可以叫。你們太年輕了，不行。學(xué)生1：老師我能叫你“阿姨”嗎？這個(gè)我也聽到過。老師：這個(gè)嘛你不是小孩子，我也沒那么老，聽到你叫我阿姨，可能會(huì)有點(diǎn)兒不高興。但是上了年紀(jì)的人，比如五六十歲的，叫阿姨，人家會(huì)很高興。對更老的。還可以叫奶奶，對男的，可以叫爺爺。

放一遍聽力之前把問題用ppt展示出來：簡答題：

1、什么時(shí)候稱呼“服務(wù)員”，2、誰可以稱呼陌生人為“小姑娘”或是“小伙子”，3、誰可以稱呼女性陌生人為“阿姨”

當(dāng)?shù)谝槐槁犃Y(jié)束后，隨機(jī)檢查學(xué)生的答案，此時(shí)學(xué)生答案并不是很好，接著問題轉(zhuǎn)化為判斷正誤（1、可以稱呼在飯館工作的人“服務(wù)員”。（）

2、“姑娘”“小伙子”必須是二十多歲。（）

3、歲數(shù)大的人可以稱呼年輕人“姑娘”或“小伙子”（）

4、小孩子能稱呼上了年紀(jì)的女性陌生人“阿姨”或稱呼更老的女性陌生人為“奶奶”（）這些問題在聽第二遍前展示出來，接著放第三遍，第三遍聽后檢查學(xué)生判斷正誤的題，這樣可以很好套用到簡答題中，教師聽前準(zhǔn)備：在黑板上板書“稱呼”“服務(wù)員”“小姑娘”“小伙子”“阿姨”，并提示學(xué)生在聽材料的時(shí)候會(huì)聽到這些詞匯，讓學(xué)生注意一點(diǎn)，機(jī)聽：

教師聽前準(zhǔn)備：現(xiàn)在我們來看一段電影片段，在看的時(shí)候我有一個(gè)任務(wù)要大家完成，這邊有兩個(gè)表格，現(xiàn)在大家記錄以下兩點(diǎn)內(nèi)容：男主人公對自己的描述和評價(jià)，二是他對應(yīng)征者的要求，男主人公對自己的評價(jià)視頻片段先播放一遍，在第一個(gè)項(xiàng)目上停頓一下，就第一項(xiàng)目男主人公講了“你要找一個(gè)帥哥就別來”引導(dǎo)學(xué)生填好項(xiàng)目與特征，特征是男主人公不帥，這應(yīng)該是從長相這個(gè)項(xiàng)目去評價(jià)。接著播放下去，第三遍時(shí)可以在關(guān)鍵處停頓，讓學(xué)生有時(shí)間完成，最后檢查學(xué)生填寫情況，最后

布置課后作業(yè)，課后作業(yè)是（收集和整理自己國家對陌生人的稱呼并在下節(jié)課討論，對本課的聽力材料進(jìn)行反思和整理做一個(gè)口頭報(bào)告

第五篇：中級(jí)漢語聽力教案

中級(jí)漢語聽力教案 茶

一、教學(xué)對象

本課為具有中級(jí)漢語水平的外國學(xué)習(xí)者編寫，他們學(xué)習(xí)漢語的時(shí)間在800學(xué)時(shí)左右，掌握的漢語詞匯量為2000個(gè)左右，已具有初步的聽說讀寫能力和用漢語進(jìn)行日常生活交際的能力。

二、教學(xué)目標(biāo)

1.通過對課文的聽力理解，使學(xué)生較好的掌握中國“茶”文化以及茶的妙用。2.培養(yǎng)學(xué)生的預(yù)測技能和發(fā)散性思維以及判斷與推理，想象與聯(lián)想的能力。3.通過喚醒學(xué)生已有的背景知識(shí)培養(yǎng)學(xué)生自上而下的宏觀聽力理解認(rèn)知能力。4.在提高聽力能力的基礎(chǔ)上，通過小組討論，鍛煉學(xué)生口語表達(dá)能力和交際能力。

三、教學(xué)及訓(xùn)練方法

筆記法、情境法、聽說法。

四、教學(xué)時(shí)數(shù)

2課時(shí)，80分鐘

五、教學(xué)條件

多媒體教室

六、教學(xué)過程（共分三個(gè)階段）

第一階段：聽前導(dǎo)入階段 1引出主題 ⑴ 老師提問：同學(xué)們，我們每天除了吃飯之外必做的一件事情是什么呢？ 學(xué)生回答：（其他答案）、喝水······

老師：很好，我們喝下去的東西有什么區(qū)別嗎？

學(xué)生：品種不一樣，有人喜歡喝純凈水，有人喜歡喝果汁，有人喜歡喝碳酸飲料，還有人喜歡喝茶······

老師：很好，每個(gè)國家對“喝”的文化都有不同的喜好和講究，在中國呢，人們喜歡喝茶，那么今天的聽力課我們就來走進(jìn)中國傳統(tǒng)的多姿多彩的茶文化。

（利用多媒體技術(shù)展現(xiàn)“茶”的圖片，并把標(biāo)題“茶”書寫于黑板上，從而引出主題）

（2）生詞領(lǐng)讀

1、款待—— kuǎn dài

2、獨(dú)特——dú tè

3、來源——lái yuán

4、名副其實(shí)——míng fù qí shí

5、積累——jī lěi、保健——bǎojiàn

7、種植——zhòng zhí

8、功能——gōng néng

9、舉世聞名——jǔ shì wén míng

10、制作——zhì zuò

發(fā)現(xiàn)學(xué)生有誤讀的情況要及時(shí)糾正。

第二階段：聽中整體認(rèn)知及聽后討論總結(jié)階段 1.讓學(xué)生聽一遍錄音。

點(diǎn)學(xué)生回答自己所聽到的內(nèi)容（包括單獨(dú)的詞、句子）。2.再放一遍錄音。

點(diǎn)學(xué)生充實(shí)所聽到的課文內(nèi)容。

3.根據(jù)學(xué)生復(fù)述情況考慮是否再聽，但最多三次。

4.聽完錄音后教師組織學(xué)生集體討論，修正各自聽到的關(guān)于“茶”的內(nèi)容，討論“茶文化”。

5．教師提問（顯示在多媒體上）

（1）茶最初被人們當(dāng)做什么使用（C）A飲料

B食品

C藥物

D植物

（2）在多少年前，中國人就發(fā)現(xiàn)了茶這種植物？（C）A兩千年前

B三千年前

C四千年前

D五千年前

（3）《茶經(jīng)》的作者陸羽是什么朝代的人？（D）A秦朝

B漢朝

C清朝

D唐朝

（4）什么叫做敬茶？（5）茶有哪些功能？

（6）中國茶可以分為幾類，分別是什么？

6.聽兩遍并做課后練習(xí)（要求學(xué)生帶著問題邊做筆記邊聽課文并完成以上練習(xí)）。7.核對練習(xí)答案并總結(jié)文中的新詞匯和新句型并要求學(xué)生用新詞匯新句型造句。（1）以······最為著名（2）數(shù)······（3）對······來說/來講（4）（在······中）占有······地位（5）稱得上

第三階段：能力發(fā)展階段 再聽課文一遍，然后請學(xué)生根據(jù)已有信息完整復(fù)述課文大致內(nèi)容鍛煉學(xué)生聽說結(jié)合能力。請學(xué)生總結(jié)課堂收獲。

七、課堂小結(jié)

大家在這節(jié)聽力課中表現(xiàn)非常好，我們通過反復(fù)聽錄音，復(fù)述錄音內(nèi)容，小組討論等方式了解了中國的豐富多彩的茶文化，同學(xué)們也帶著極大的興趣積極的配合了老師的教學(xué)，在此非常感謝。我們今天的內(nèi)容就到這里，下節(jié)聽力課我們要學(xué)習(xí)《殘茶的妙用》，這篇課文是泛聽內(nèi)容，課程要求相對簡單一些，請同學(xué)們做好課下預(yù)習(xí)。另外請同學(xué)們認(rèn)真完成這堂課的家庭作業(yè)。下課！

八、布置作業(yè)：（ppt展示）

1復(fù)習(xí)課文中的新詞匯和新句型，下節(jié)課聽寫。

2.請同學(xué)們自選一篇類似的聽力材料，用同樣的方法練習(xí)。