"国科大学术英语听力课程答案PDF电子版 Colin Campbell教材详解"

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The "English for Academic Study Listening" by Colin Campbell is a comprehensive guide that aims to improve listening skills for academic purposes. The book covers various aspects of listening, including listening to lectures, identifying key ideas, note-taking, introducing new terminology, understanding what lecturers do in lectures, and handling digressions. The answer key provided in the book helps students check their understanding and progress. The book consists of several units, starting with an introduction to listening and lectures. It then progresses to topics such as introductions to lectures, identifying key ideas in lectures, note-taking techniques, and dealing with new terminology. The content is designed to help students become more efficient listeners and note-takers in academic settings. Each unit in the book is structured in a way that allows students to practice and improve their listening skills gradually. The inclusion of transcripts also provides additional support for students to check their comprehension and practice listening in a more structured way. Overall, "English for Academic Study Listening" by Colin Campbell is a valuable resource for students looking to enhance their listening skills for academic purposes. The comprehensive coverage of various listening aspects and the inclusion of an answer key make it a practical and effective tool for students and teachers alike.

Listening

Listening and lectures

Appendix 1a

Answers:

So what is the solution to these two problems? Well, firstly, you need

to get as much practice listening to natural speech as possible. Listen to

and try to develop your understanding of how

words and phrases are really pronounced, not how you

pronounced. And secondly, you need to accept that when you listen

you may misunderstand what is being said. So you need to be ready to

about your understanding of the meaning, if what

you hear

compared to what you understood before.

And this means taking a flexible, open-minded approach to listening.

PHOTOCOPIABLE

GED 0088 Listening Teachers Book.indd 17 22/05/2012 08:57

English for Academic Study

Introductions to lectures

Introductions to lectures2

In this unit students will:

• look at how a lecture introduction can help them to understand the lecture better

• practise making notes on introductions to lectures

• learn how to recognize words that may be pronounced differently from the way they expect them to be

Task 1

Thinking about introductions

The aim of this task is simply to give you an idea of the students’ level of awareness of the content

and organization of academic lectures.

1.1

If students have already attended lectures, you may like to begin by asking them to recall

what the lecturer(s) did in lecture introductions.

You may also like to get students to think about introductions in essays and presentations,

and to discuss what these have in common and what may be different. Elicit their own

ideas and summarize them on the board for later comparison with the list in Task 2.

1.2

Students should be aware that:

■

some lecturers use visuals, PowerPoint slides or handouts to give an overview

of their lecture

■

some speakers structure lectures verbally by giving an overview in the introduction,

and/or by using ‘transition language’ to move from one section to another

1.3

With lower-level groups, you may need to guide students to the answers through yes/no

concept-check questions such as: Did Student 1 think the lecture was about migration to

the UK? Was the migration from the USA?, etc.

Answers:

Student 1 thought the lecture was about migration from the EU to the UK. Student 2

thought it was about internal migration in the UK.

1.4

Students should check their answers in groups/pairs.

 CD1: 6 The lecturer refers to EU migration as a contemporary phenomenon, but then

goes on to say that she is going to focus on internal migration – that’s not the type of

migration I want to look at today. What I want to look at is internal migration. Student 1

does not seem to have recognized the contrast.

Answers:

1. Student 2.

2. Because the lecturer mentioned EU migration first.

3. What I want to look at is …

You may also want to draw students’ attention to the use of this discussion and However,

that’s not the type of migration that I want to look at today in the transcript as clues to the

topic of the lecture.

GED 0088 Listening Teachers Book.indd 20 22/05/2012 08:57

English for Academic Study Listening

Introductions to lectures

Task 2

Functions and language of lecture introductions

The aim of this task is to highlight the functions of lecture introductions and the language used to

express them.

Note: To save time, you could set these activities for homework

2.1

a. Have students read through the list of functions in the left-hand column, and ask

whether any of them match items that arose in Ex 1.1 and 1.2.

b. Students should do this exercise in the same groups/pairs as in Ex 1.4.

Answers:

1. b 4. c 7. f

2. g 5. d 8. h

3. i 6. a 9. e

As a follow–up, you may want to look at the language of the statements in more detail,

examining the grammatical and lexical features.

Task 3

Listening to lecture introductions

The aim of this task is to put Task 2 into context using lecture examples.

3.1–

3.6

 CD1: 7–CD1: 9 For each of the three introductions you may wish to follow the same

pattern: students discuss the pre-listening questions in pairs or small groups and then

check in plenary mode; check students understand the key vocabulary; after listening, they

discuss which of the functions from the checklist appear in the introduction.

Answers:

3.1 1. The European Monetary Union.

2. Austria, Belgium, Cyprus, Estonia, Finland, France, Germany, Greece, Ireland, Italy,

Luxembourg, Malta, the Netherlands, Portugal, Slovakia, Slovenia and Spain.

3. Answers depend on students.

3.2 The lecturer uses the following techniques from the checklist: 3, 5 and 8.

3.3 Answers 1–3 depend on students.

3.4 The lecturer uses the following techniques from the checklist:

1. Limiting the scope of the lecture.

2. Previewing the structure of the lecture.

3. Giving background information.

4. Explaining his own interest in the topic (he has written a book on the subject).

3.5 Answers 1–2 depend on students.

3.6 The lecturer uses the following techniques from the checklist:

1. Limiting the scope of the lecture.

5. Giving background information.

GED 0088 Listening Teachers Book.indd 21 22/05/2012 08:57

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