Boost listening 1

ost! Listenins li'. rf NI f"o q .iason Renshaw Published by Pearson Longman Asia EIJT 20lF Cornwall House Taikoo Place 979 King's Road QuarryBay HongKong fax +852 2856 9578 email: pearsonlongman@pearsoned.com.hk www.p earsonlongman. com and Associated Companies throughout the world. @ Pearson Education Asia Limited 2007 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by"any means, elect;onic, meclianical, photocopying, recording, or otherwise without the prior written permission of the Publishers. First published2OOT Reprinted 2008 Produced by Pearson Education Asia Limited, Hong Kong GCCI02 ISBN- l3: 978-962-00-5873-8 ISBN- 10: 962-00-5873-9 Publisher: Simon Campbell Senior Editor: Howard Cheung Project Editor: Jessica Balde Designers: Iunko Funaki, Annie Chan Illustrator: Balic Choy Audio Production: David Pope and SkyProductions For permission to use copyrighted images, we would like to thank Owill & Deni Mclnqre/Corbis (pb. 5 TR, 12 and 13), @ W Perry Conway/Corbis (p. 2)), O Ted Streshinsky/Coibis (p. 2d, @ LWA-DannTardif/Corbis (p.29), @ SandroVannini/Corbis (p.33), Altrendo Images (p. 39), @ Michael A. Keller/zefalCorbis (p. 42), @ Benelux/zefalCorbis (p. 43), @ Cat Gwlnn/Corbis (p. 47), @ Randy Faris/Corbis (p. 49), @ R H Productions/Robert HardingWorld Imagery/Corbis (p. 52 BL), @ Poppy Berry/Corbis (p. 56 BL), @ Tom Stewart/Corbis (p. 56 BR), @ Rolf Bruderer/Corbis (p. 57), @ Rick GomezTCorbis (p. S-g), O enna peisl (photonica Collection) (p. 63), O Iose Luis Pelaez, Inc./Corbis (p. 66 T) @ Eleanor Bentall/Corbis (p. 67). Acknowledgements Boostl Listeiring is dedicated to a great family: my wife Yeona and son Jamie, my parents !.ryc_e and Diane, sisters Naomi and Kari, uncles Colin, Buik and Deiek, ind aunts Alison, Marion and Christine. I d also like to express a special dedication to my grandparents Bruce and Sylvia Renshaw who inspired me from birth with the desire to dream and excel. Here are the listening books for you all-just to prove I did listen . Iason Renshaw The Publishers would also like to thank the following teachers for their suggestions and comments on this course: Tara Cameron, Rosanne Cerello, Nancy Chan, Chang fi Ping, Ioy Chao, Jessie Chen, Josephine Chen, ChiangYing-hsueh, Claire Cho, Cindy Chuang, Linda Chuing, Chueh Shiu-wen, Mark de Boer, Mieko Hayashida, Diana Ho, Lulu Hsu, Eunice lung, Hye ni Kim,Jake Kimball, Joiie Lai, Carol Lee, Elaine Lee, Melody Lee, Peggy Li, Esther Lim, Moon Jeong Lim, Jasmin Lin, Martin Lin, Catherine Littlehale Oki, Linda Liu, Tammy Liu, Goldie Luk, Ma Li-ling, Chizuko Matsushita, Geordie McGarty, Yasuyo Mito, Eunice Izumi Miyashita, Mari Nakamura, Yannick O'Neill, Coco Pan, Hannah Park, Karen Peng, Zanne Schultz, Kaj Schwermer, MiYeon Shin, Giant Shu, Dean Stafford, Hyunjg Suh' TanYung-hui, Devon Thigard, Iohn and Chailie van Goch, AnnieWang, Wang Shu-ling, Wu Lien-chun, SabrinaWu,Yeh Shihfen' Tom Yeh, Laura Yoshida and Yunji Yun. The publisher's policy is to use paper manufactured from sustalnable for$ts I I The Boost! Skills Series is the definitive ond comprehensive four- level series of skills book for junior English leome6. The series hos been developed oround oge-oppropriote, cross-curriculqr topics thqt develop students' criticol thinking and exominqtion techniques. It follows on integroted skills dpprooch with eoch of the skills brought together at the end of eoch unit. The twelve core units in Boost! Listening 1 follow o cleqr ond tronspatent structure to mqke teoching qnd leoming eosy ond fun. The listening skills build ond progrcss across the four levels of Boost! Listening ond ore coreloted to the next qenerotion of tests of English. You will find the following in Boost! Listening l: . Age-oppropriote ond cross-curricular topics o A wide vodety of listening contexts, both ocodemic ond reol- world, including diologues, interviews, rodio programs qnd onnouncements, closs rcports ond lecfures o Listening proctice of nqturol notive-English prcnunciotion ond intonotion . Units pqired by theme, with o review unit for eoch pqir Unit Topic Each unit has a cross-curricular and age- appropriate topic. Students will . find the topic directly relates to their lives and study. . be engaged and motivated to learn. Listening Skill A very simple introduction of the targeted unit skill is followed by a skill discovery activiry Students will . be introduced to the listening skill in a clear and understandable way. . discover the listening skill for themselves without need for long explanations. Listening A pre-listening task prepares students for the main listening passage, which is accompanied by a guided note-taking activity. Students will . learn to predict listening content based on context. . develop key note-taking skills to aid comprehension. Eo . l* *=,lu+_*1]]l * - :- be able to improve their comprehen of natural spoken English, develop their own pronunciation and intonation skills. Audio CD The CD at the back of the Student Book provides the audio for all listening activities, plus the audio for the integration activities. Pronunciation Focus Snon clrps taxen lrom rn" t,st"n,ng! passage show students natural ] naiive-English speech. Students will sion !@Jfl W Practice A skill-based listening comprehension activity. Students will . develop both top-down and bottom-up approaches to comprehension. 6 be given allthe tools to decode and comprehend a wide variety of listening passages. Integration The listening skill is combined with speaking, reading and writing activities. Students will . leain to use a listening passage to springboard into productive activities. . develop the language skills needed for the next generation of integrated tests of English. ,:,t,1;."."., 'ffit @'," 6 , ,.' " 6**.*-'**' " f;i,,",:.":,,];,., Review After every two core units there is a Review quiz which consolidates the listening skills already studied. Students will r be able to see their progress in using their listening skills. . build on previously taught skills to understand natural spoken English in various contexts. ff*',m;,r.^'". i'-*lrn:;i"*:rrun"-' :;;t;;liii,,l,i :.;.," Contents lheme: school Lite ff]ff1"t*,,' g My Class Scheilute Review 1 Theme: Sports and A€tivities e Useful Hobbies @ outdoorSports Review 2 Theme: Animals Evaluation Culture and People Culture and People Spons and LetSute Sports and LetSure Science and Nature Science and Nature Finding the main ideas (2) Radio program discussing different kinds of hobbies Findinq the main L:.c.ture 0n . ideas (t) olTlerenl scnool 5YSIemS Listening for Dialogue about key informationt a new studentt When and where .lass schedule Listeninq for kev infoimation: InIeTVlew aDout who and what srowDoarorng p. 13 p.1l p.23 p.27 Life with Pets Listening for key informationl How and why Guessing the feelings Class report on the usefulness of pets Dialogue about iooking at anrmals p.29 chool Lite Review 3 Animals Up Close p.31 Theme: Food 7) Knou l our nulrientsl v Science Culture and Finding word meanings Sequencrng act 0ns/event5 class report on healthy eating Phone conversation about bad re!taurant seruice C ass report on p anning family vacations Radlo advertrseraent on a vacation study program class report on doing homework on a computer Dialogue about using a complter rn an tnIeIneI cafe Restaurant Tales Culture and People p. 41 p.53 p.57 p. 63 p.61 p.69 p.70 Revieuv 4 ThemerVa(ations Review 5 Theme: The lnternet A Well-planned Vacation ldentiting the speakei5 oprnr0ns ldentifying ihe speakels intention (1) identirying proDlemS an0 solutions ldentifying the speal(els intention (2) Stud.v anil Plal- Letsute Homer+ork Help Technology lnterrret Cafes Technology Review 6 Pronunciation nlote-taking Shortcuts Unit I Finding the main ideas (1) Unit 2 Listening for key information: When and where Unit 3 Finding the main ideas (2) Unit 4 Listening for key information: Who and what Unit 5 Listening for key information: How and why Unit 6 Guessing the speaker's feelings Unit 7 Finding word meanings Unit a Sequencing actions/events Unit 9 ldentifying the speaker's opinions Unit 1O ldentifying the speaker's intention (l) Unit 11 ldentifying problems and solutions Unit 12 ldentifying the speaker's intention (2) :.! I i.t :l How do you think your school is different from schools in other countries? Discuss vour answers, '2 ( .t: I $ct| !-t-!- 00r BUS 11 I a SPEED LIMIT 2 'l WeJl, os you o)l know, 2 I d like to tolk obout Finding the main ideas (11 Main deas are the biggest and most important ideas. In a longer, forma ta k, you can f nd the main ideas by listenlng fo. ph16ses speakers usua ly use to ntroduce them. Such phrases include The main point is , /d /ike to talk about and The important thing is . Listen to the lecture and match the two oarts of the statements. students do not have to weor uniforms . students qt our school hove to weqr uniforms. whot students in other ports of the world weor ot school. Schools Around the \{orld ki .*'b'l 3 For exqmple, in the United Stcltes, . Write the names of the different grade levels in your school and the age at which students begin each level. Grqde Level Age Listen to the lecture and take notes. \\t\\r\t Port A . Phrose: Ihe point I wanlLo make LodaY ib thal rti Pqrt B . Phrose: . Moin ideo: abbreviating words or using symbols For a ist ofcommon note-taking shortcuts, go to pages 70-72. . Moin ideo: [...]... NewOak Building words the and underline stressed to Listen the dialogues 1 Thot'sot 12 :40 2 building on the grqss behindthe science 3 ot clqss 1: 30 Youhovecomputer 4 in Thqt'sin Room14-C, the Southwing 15 l"istento the dialogue and completethe table Plqce i Q Wrir" aboutthe thingsyou do after school After school,I Then I \ \ I @ 1' 6 After thot, *f' the class aboutyour after-school activities Storting... the city 17 Listento the dialogueand take notes on a separatepieceof paper Thenwrite the details, Josrnht'J $chedule ScienceCloss Time: Plocel Mqth Closs Time: Plqce: Abb!/s xchedule ScienceClqss Time: Ploce: Mqth Clqss Time: Plqce: Listen the dialogues underline stressed to and the words I 2 Thqt clossstqrts ot 10 :30 ond finishes ot 11 :20 3 You cqn enter the buildings from 8:OOin the morning 4 18 Over... information the comes from Reqding Pqssoge 1 A hobby is o bird 2 A hobbyis o horse 3 Hobbiesweredde-on toys 4 Hobbies werepets 5 A hobby is q fun octivity @ 22 ListeningPossoge f"tt tt " class about a hobbythat you woutd like to learn i l-, J.l J -i OutdoorSports i)r I -J y@u," answers DiscLlss UUhat oufioloorsports cl,orlou itilrinkaf'e eltaiti!'ng? :7 t ' i,t -?' |;: ?1r ' 11 JiJteljr.Lg J;:jll [ - i s t e... stor b the boyson her teqm c her pqrents d her PEteocher A qDtO@ 1 2 2A Listento the statements write the word that comes and beforeor after the quickn sound qnd 3 ond 4 ond and Life with Pets alootlt[(eepingpets?Eiscuss ota)o(i or'loacl ;j ,\ {, -: , - ))J -_) JJ! " * ad r:J - , , 1 1 1 :) ).J) and lior l-is'denin€i !(e\tinrlormation:F1low why start ng wlth 'l They usingclaLlses ry n expla how an aciLV... e c f c d e l , a i s l s n r a l p e c e s o f l n f o f F n a t o n a b o L r l i l l m e s a n d ! r aaes Trese deta s L,e yoLlli/trenscfieth ng lvi happ€n and \'vhefe Time 1: 0{) Ptoce E(l!l I:20 t:30 l:40 Buil(lirlll ll 11( lgc WesL F.(r!B u j l d i n g t fb choor" ,*o daysof your school srhedule and complete table the DAY: Time (from/to) Subiect Time (from/to) Subiect I O* Listen the diatogue takenotes... Moming recess 4 Sociolstudiesfinishesqt 5 Tom hos sociol studiesin Room 11 in the Building Then ookat yournotes e subjects Circ the school times and thecorresponding andplaces find When giving or qsking for informqtion, o speokermight strcss(sqy louder or more slowM somewords to show thqt thesedetoils ore importont Listen Thot'sin RoomI .1 ond lastsuntil lI.'45 Thenit's socialstudies in In the uh yes, the... Speakers startlngw th betause us sonietimes ng clauses Teasons n may alsoexpla why by glvlng e Tx'ienlrale the paris itl'ie sentences' to 1 U[in!-.4ft-lsiien iihe classreport n]ndaonrplete ' Cu' 1 Dogsore 2 They con Protectus 3 They clrefun to Pl.lYwith 4 They Plqy 1 di'LiI' they ore friendly pets to hove guording the they oIe olwoys running or cqtcillng cI 29 @ comntete sentences ttre relqx exercise... contrastingideas.Then idea' the write the word that introduces second rock climbing everydoy a hobbieshelp creotivity b only on weekends b little time for homework c lovesrcck climbing c little time for hobbies 1a 21 Read passase the @* somepeople the word "hobby"comes from fhe time when peoplelikedto ploy wiih pet birds One of the mosi populorbirds to haveos a pet was the "hobby"a kind of folcon From ihen on,... the moin ideq? a grqdes1 to 3 hqving one teqcher b studentsofthe sqme grode ond oge in one closs c country schoolscombining different grqdesin one clqss d going to schoolin the country which phruseintroducesthe moin ideo? a The point I wont to moke b Whot I d like to tolk obout is c In mony count es d For exomple Listento the dialoguesand underlinethe two words that are contracted 1 Thqnks, but t hqve... statements circlethe two contrasting idea the Thenwrite the word that introduces second 1a flying qirplones is hord a ployingspodsis o goodhobby b flying oirplqnes is fun like b people spods c flying oirplqnes coststime qnd is c wqtchingsports olsogood money 27 Listentothe interviewand circlethe correct answer @* 1 Whot did Mory do o lot of when shewos young? a ployed soccer home ot b plqyed soccer . core units in Boost! Listening 1 follow o cleqr ond tronspatent structure to mqke teoching qnd leoming eosy ond fun. The listening skills. levels of Boost! Listening ond ore coreloted to the next qenerotion of tests of English. You will find the following in Boost! Listening l: .