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[00:02.00]Part III
[00:06.69]The Times capsule
[00:13.32]Key words:
[00:18.57]time capsule future be passed on
[00:25.84]Vocabulary:
[00:31.01]copper aluminum stainless
[00:38.06]non-rusting leadproof humidity
[00:46.00]Zimbabwe
[00:48.93]A:Do you know what a time capsule is and what it is for?
[00:56.06]Listen to the following explanation.Fill in the blanks.
[01:02.12]Time capsules are special devices built to____papers
[01:08.99]and other objects usually for ____years.
[01:14.55]The purpose is to help people____ understand what is important
[01:21.03]when the time capsule is____.
[01:24.87]The device is usually made of____,aluminum or stainless steel.
[01:31.95]It should be non-rusting,____and durable.
[01:37.88]Contents to be____in the time capsule should be conditioned to____level.
[01:45.53]Include items that do not require any technology or equipment
[01:51.60]other than____to use and interpret.
[01:58.07]Today's computer___and similar electronic media may not be____ in the future.
[02:05.62]Finally,the capsule's location should,of course,be____as well.
[02:13.07]B:Now listen to a report about a time capsule.Supply the missing information.
[06:06.24]C:Now listen again.Focus on the objects that will be placed in the Times capsule.
[06:15.17]Supply the missing information with key words.
[06:20.03]Part IV
[06:23.29]Short talks on listening skills
[06:30.84]Listen to the short talk entitled "Making Use of Them-Signals and Fillers".
[06:40.22]Some important words are taken away from the written passage.
[06:45.68]Supply the missing words.
[06:49.23]Making Use of Them-Signals and Fillers
[06:54.48]A speaker has many ways to indicate that he or she is___from one point to___,
[07:01.85]or giving an example,or___a point,or whatever.
[07:07.60]To a language learner these signals can easily be____.
[07:12.95]Lecturers,for example,in a___situation generally show clearly when___begins.
[07:20.71]They use expressions like "Secondly..." or "Then...".
[07:26.28]They may___ or make a gesture or move____.
[07:31.32]A change to a new point is often made by increased___or a change of pitch.
[07:37.87]In spontaneous conversations,
[07:41.53]a different__indicates a new idea or the__of something the listener already knows.
[07:49.00]Students need to learn to___and watch the speaker
[07:54.15]for the "signals" in order to___the various parts of a speech.
[07:59.71]Pauses in speech give the listener____to think about what has been said
[08:05.67]and to___it to what has gone before.
[08:09.64]Beginning students find it____to listen to speakers
[08:14.99]who make___between the "bits"of their utterances.
[08:20.24]Pause___depends on the speaker's speech___,
[08:25.42]on the behavior and___of those listening,
[08:30.17]and on the speaker's ___ to work out what to say next.
[08:35.32]___in speech are often filled with ___or expressions such as "er...","erm...",
[08:43.86]"and er..." simply to ___long silences,
[08:50.23]which are thought to be___in English conversation.
[08:55.20]A good idea is to explain the ____of these "fillers,"
[09:00.37]particularly to speakers of languages where long___are a___conversation feature.
[09:08.31]They can then____them and know that fillers such as "er...","erm...","and er..."
[09:16.36]are ____ part of the____ message.