人教修订版高中三年级

Unit 11

ListeningListening

Lead-inLead-in

What do you usually do

in your free time?

What do you usually do

in your free time?

Pre-listeningPre-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.

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.

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.

ListeningListening

The listening text is a summary

of research into the ways Chinese

students in Auckland spend their

leisure time.

The listening text is a summary

of research into the ways Chinese

students in Auckland spend their

leisure time.

Listening TextListening 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.

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 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

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

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.

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

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

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.

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

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.

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 2Dialogue 2

Dialogue 1Dialogue 1

Listening Text 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. Thin

k it over, will you?

study to become a vet. I’m not sure

whether you can manage that. Thin

k 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.

HomeworkHomework

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.