听力（视听说）

贾增荣

目录

  • 1 Starting out
    • 1.1 An Introduction about Listening(课程导入）
    • 1.2 Inside view（课程内容）
    • 1.3 English Names（第一小节知识补充）
    • 1.4 Outside view (课程内容）
    • 1.5 Oxford University （第二小节知识补充）
    • 1.6 Listening in（课程内容）
    • 1.7 The IVY league（第三小节知识补充）
    • 1.8 Pronunciation（语音练习）
    • 1.9 Ideological and Political Elements of the Unit(单元思政元素挖掘）
    • 1.10 Video Clip of Language and Cultural Point（教师单元知识点精讲视频）
    • 1.11 Language Output of the Unit（语言产出任务布置）
    • 1.12 Peer Assessment（同伴互评）
    • 1.13 Scripts for Unit 1(听力原文）
    • 1.14 Cultural Awareness（文化意识提升）
    • 1.15 Quiz (单元测试）
  • 2 Food, glorious food
    • 2.1 Differences in Food Culture(课程导入）
    • 2.2 Inside view （课程内容）
    • 2.3 Translation for Eight Chinese Cuisines(第一小节知识补充）
    • 2.4 Outside view （课程内容）
    • 2.5 Listening in（课程内容）
    • 2.6 Differences between Western and Chinese Table Manners(第三小节知识补充）
      • 2.6.1 BBC: Table manners I（课外知识补充）
      • 2.6.2 BBC: Table manners II（课外知识补充）
    • 2.7 Pronunciation（语音练习）
    • 2.8 Ideological and Political Elements of the Unit (单元思政元素挖掘)
    • 2.9 Video Clip of Language and Cultural Point（教师单元知识点精讲视频）
    • 2.10 Language Output of the Unit（语言产出任务布置）
    • 2.11 Peer Assessment（同伴互评）
    • 2.12 Sripts for Unit 2（听力原文）
    • 2.13 Cultural Awareness(文化意识提升）
    • 2.14 Quiz(单元测试）
  • 3 Learning to think
    • 3.1 Six Thinking Hats（课程导入）
    • 3.2 Inside view（课程内容）
    • 3.3 Memory (第一小节知识补充）
    • 3.4 Outside view（课程内容）
    • 3.5 Mind maps（第二小节知识补充）
    • 3.6 Listening in （课程内容）
    • 3.7 Backgroung information about Nursery school（第三小节知识补充）
    • 3.8 Pronunciation（语音练习）
    • 3.9 Ideological and Political Elements of the Unit (单元思政元素挖掘)
    • 3.10 Video Clip of Language and Cultural Point（教师单元知识点精讲视频）
    • 3.11 Language Output of the Unit（语言产出任务布置）
    • 3.12 Peer Assessment（同伴互评）
    • 3.13 Scripts for Unit 3（听力原文）
    • 3.14 Quiz（单元测试）
  • 4 Family affairs
    • 4.1 Family Education（课程导入）
    • 4.2 Inside view（课程内容）
    • 4.3 Parents' Roles in Family Education（第一小节知识补充）
    • 4.4 Outside view（课程内容）
    • 4.5 The changing role of fathers（第二小节知识补充）
    • 4.6 Listening in（课程内容）
    • 4.7 Nature and Nurture（第三小节知识补充）
    • 4.8 Pronunciation（语音练习）
    • 4.9 Ideological and Political Elements of the Unit (单元思政元素挖掘)
    • 4.10 Language Output of the Unit（语言产出任务布置）
    • 4.11 Students‘ Language Output Presentation（学生语言产出成果展示）
    • 4.12 Peer Assessment（同伴互评）
    • 4.13 Scripts for Unit 4（听力原文）
    • 4.14 Cultural Awareness（文化意识提升）
    • 4.15 Quiz（单元测试）
  • 5 Revision and Exam（期中测试）
    • 5.1 Test paper （测试样题）
  • 6 News 24/7
    • 6.1 Background information about News（课程导入）
    • 6.2 Inside view（课程内容）
    • 6.3 News（第一小节知识补充）
    • 6.4 Outside view （课程内容）
    • 6.5 Life story about Dianna （第二小节知识补充）
    • 6.6 Listening in（课程内容）
    • 6.7 Reality TV Program（第三小节知识补充）
    • 6.8 Pronunciation（语音练习）
    • 6.9 Language Output of the Unit（语言产出任务布置）
    • 6.10 Students‘ Language Output Presentation（学生语言产出成果展示）
    • 6.11 Peer Assessment（同伴互评）
    • 6.12 Scripts for the Unit （听力原文）
    • 6.13 Key to exercises（参考练习答案）
    • 6.14 Cultural Awareness（文化意识提升）
    • 6.15 Quiz（单元测试）
  • 7 Arrivals and departures
    • 7.1 Modern Beijing Self-Guided Tour （课程导入）
    • 7.2 Inside view （课程内容）
    • 7.3 Preparation for Hiking（第一小节知识补充）
    • 7.4 Outside view （课程内容）
    • 7.5 The Trip to Australia（第二小节知识补充）
    • 7.6 Listening in （课程内容）
    • 7.7 The Trip to the USA（第三小节知识补充）
    • 7.8 Pronunciation（语音练习）
    • 7.9 Ideological and Political Elements of the Unit(单元思政元素挖掘)
    • 7.10 Language Output of the Unit（语言产出任务布置）
    • 7.11 Students‘ Language Output Presentation（学生语言产出成果展示）
    • 7.12 Peer Assessment（同伴互评）
    • 7.13 Scripts for the unit （听力原文）
    • 7.14 Key to exercises（参考练习答案）
    • 7.15 Cultural Awareness（文化意识提升）
    • 7.16 Quiz （单元测试）
  • 8 All you need is love
    • 8.1 Love（课程导入）
    • 8.2 Inside view（课程内容）
    • 8.3 Dating（第一小节知识补充）
    • 8.4 Outside view（课程内容）
    • 8.5 Listening in （课程内容）
    • 8.6 True Love（第三小节知识补充）
    • 8.7 Pronunciation（语音练习）
    • 8.8 Ideological and Political Elements of the Unit (单元思政元素挖掘)
    • 8.9 Language Output of the Unit（语言产出任务布置）
    • 8.10 Students‘ Language Output Presentation（学生语言产出成果展示）
    • 8.11 Peer Assessment（同伴评价）
    • 8.12 Scripts for the unit（听力原文）
    • 8.13 Cultural Awareness（文化意识提升）
    • 8.14 Quiz（单元测试）
  • 9 Body and mind
    • 9.1 What is Health?（课程导入）
    • 9.2 Inside view（课程内容）
    • 9.3 Factors for good health（第一小节知识补充）
    • 9.4 Outside view（课程内容）
    • 9.5 Preserving Health（第二小节知识补充）
    • 9.6 Listening in （课程内容）
    • 9.7 The China Health and Nutrition Survey （第三小节知识补充）
    • 9.8 Pronunciation（语音练习）
    • 9.9 Ideological and Political Elements of the Unit (单元思政元素挖掘)
    • 9.10 Language Output of the Unit（语言产出任务布置）
    • 9.11 Students‘ Language Output Presentation（学生语言产出成果展示）
    • 9.12 Peer Assessment（同伴互评）
    • 9.13 Scripts for the unit（听力原文）
    • 9.14 Key to exercises（参考练习答案）
    • 9.15 Cultural Awareness （文化意识提升）
    • 9.16 Quiz （单元测试）
  • 10 Revision and Final Examination （学期测试）
    • 10.1 Exam Paper（测试样题）
Background information about News（课程导入）


Background information about news

News

A. Definition

What is News?   News is what is new; it’s what’s happening.  Look it up in the dictionary, and you’ll find news described as “a report of recent events or previously unknown information.”   Generally speaking, news is information that is of broad interest to the intended audience.

B. Fctors affecting news 

Timeliness

Did something happen recently or did we just learn about it?  If so, that could make it newsworthy.  The meaning of “recently” varies depending on the medium, of course.  For a weekly news magazine, anything that happened since the previous edition the week before may be considered timely.  For a 24-hour cable news channel, the timeliest news may be “breaking news,” or something that is happening this very minute and can be covered by a reporter live at the scene.

Impact

Are many people affected or just a few?  Contamination in the water system that serves your town’s 20,000 people has impact because it affects your audience directly.  A report that 10 children were killed from drinking polluted water at a summer camp in a distant city has impact too, because the audience is likely to have a strong emotional response to the story.  The fact that a worker cut a utility line is not big news, unless it happens to cause a blackout across the city that lasts for several hours.

Proximity

Did something happen close to home, or did it involve people from here?  A plane crash in Chad will make headlines in N'Djamena, but it’s unlikely to be front-page news in Chile unless the plane was carrying Chilean passengers.

Controversy

Are people in disagreement about this?  It’s human nature to be interested in stories that involve conflict, tension, or public debate.  People like to take sides, and see whose position will prevail.  Conflict doesn’t always entail pitting one person’s views against another.  Stories about doctors battling disease or citizens opposing an unjust law also involve conflict.

Prominence

Is a well-known person involved?  Ordinary activities or mishaps can become news if they involve a prominent person like a prime minister or a film star.  That plane crash in Chad would make headlines around the world if one of the passengers were a famous rock musician.

Currency

Are people here talking about this?  A government meeting about bus safety might not draw much attention, unless it happens to be scheduled soon after a terrible bus accident.  An incident at a football match may be in the news for several days because it’s the main topic of conversation in town.

Oddity

Is what happened unusual?  As the saying goes, “If a dog bites a man, that is not news. But if a man bites a dog, it's news!”  The extraordinary and the unexpected appeal to our natural human curiosity.

What makes news also depends on the makeup of the intended audience, not just where they live but who they are.  Different groups of people have different lifestyles and concerns, which make them interested in different types of news.  A radio news program targeted at younger listeners might include stories about music or sports stars that would not be featured in a business newspaper aimed at older, wealthier readers.  A weekly magazine that covers medical news would report on the testing of an experimental drug because the doctors who read the publication presumably would be interested.  But unless the drug is believed to cure a well-known disease, most general-interest local newspapers would ignore the story.  The exception might be the newspaper in the community where the research is being conducted.

News organizations see their work as a public service, so news is made up of information that people need to know in order to go about their daily lives and to be productive citizens in a democracy.  But most news organizations also are businesses that have to make a profit to survive, so the news also includes items that will draw an audience: stories people may want to know about just because they’re interesting.  Those two characteristics need not be in conflict.  Some of the best stories on any given day, in fact, are both important and interesting.  But it’s fairly common for news organizations to divide stories into two basic categories: hard news and soft news, also called features.

C. Types of News

Hard news is essentially the news of the day.  It’s what you see on the front page of the newspaper or the top of the Web page, and what you hear at the start of a broadcast news report.  For example, war, politics, business, and crime are frequent hard news topics.  A strike announced today by the city’s bus drivers that leaves thousands of commuters unable to get to work is hard news.  It’s timely, controversial, and has a wide impact close to home.  The community needs the information right away, because it affects people’s daily lives.

By contrast, a story about a world-famous athlete who grew up in an orphanage would fit the definition of soft news.  It’s a human-interest story involving a prominent person and it’s an unusual story that people likely would discuss with their friends.  But there’s no compelling reason why it has to be published or broadcast on any particular day.  By definition, that makes it a feature story.  Many newspapers and online-news sites have separate feature sections for stories about lifestyles, home and family, the arts, and entertainment.  Larger newspapers even may have weekly sections for specific kinds of features on food, health, education, and so forth.

Topic isn’t the only thing that separates hard news from features.  In most cases, hard news and soft news are written differently.  Hard news stories generally are written so that the audience gets the most important information as quickly as possible.  Feature writers often begin with an anecdote or example designed primarily to draw the audience’s interest, so the story may take longer to get to the central point.

Some stories blend these two approaches.  Stories that are not time-sensitive but that focus on significant issues are often called “news features.”  A story about one community’s struggle to deal with AIDS, for example, is a news feature.  A story about a new treatment option for AIDS patients would be hard news.  News features are an effective way to explore trends or complex social problems by telling individual human stories about how people experience them. 

D.  Where the News Comes From? 

Journalists find news in all sorts of places, but most stories originate in one of three basic ways: 

naturally occurring events, like disasters and accidents; 

planned activities, like meetings and news conferences;

reporters’ enterprise.

Unplanned events frequently become major news stories. A ferry sinking, a plane crash, a tsunami, or a mudslide is newsworthy not just when it happens but often for days and weeks afterwards. The extent of the coverage depends in part on proximity and who was involved. A fatal automobile accident in Paris might not be big news on any given day. But an accident in Paris in 1997 was a huge news story, not just in France but also around the world, because one of the victims was Britain’s Princess Diana.

In many newsrooms, the most obvious source of news is the daily schedule of events in town, which includes government meetings, business openings, or community events. Often called a “daybook,” this list of activities is not automatically newsworthy but it provides a good starting point for reporters searching for news. Reporters who regularly cover specific kinds of issues or institutions, also called “beat” reporters, say they often get story ideas by looking at agendas for upcoming meetings.

Staged events, such as demonstrations, also can produce news, but journalists must be wary of being manipulated by the organizers who want to tell only their side of the story. Politicians have become adept at staging events and “photo opportunities” in order to attract coverage, even when they have no real news value. That does not mean journalists should ignore these events, but only that they need to do additional reporting to get a complete story.

Most reporters say their best stories come from their own enterprise. Sometimes story suggestions come from strangers, who may visit, telephone, or e-mail the newsroom with a complaint or concern. 

Another way to find news is to ask what has happened since the last time a story was in the paper or on the air. Follow-ups often lead to surprising developments that are even more newsworthy than the original report. For example, a story about a fire the day after it happened might tell you how many people were killed and the extent of the property damage. But a follow-up several weeks later could discover that a faulty radio system made it impossible for firefighters to respond quickly enough to save more lives.