UNIT 2 Section Ⅰ Listening and Speaking &Listening and Talking（Word教参）-【优化指导】2023-2024学年新教材高中英语必修第三册（人教版2019）

Section Ⅰ　Listening and Speaking & Listening and Talking [对应学生用书P33] Ⅰ.发音规律 升调 升调是我们在进行语言表达时，句子的最后一个实词的重读音节上升的语调。这取决于我们说话时的语气，或试图用语调表达的情感或态度。升调常用于一般疑问句、选择疑问句、肯定或否定的回答、反意疑问句以及某些陈述句等句式中。常见用法如下： 1．用于一般疑问句 Have you read this book? Do you like the movie? 2．用于选择疑问句的前半部分(即or之前的选择) Does he speak English or French? Would you like tea or coffee? 3．用于置于句首的状语短语或状语从句 If it rains tomorrow，I'll stay at home. According to her words，she met that man at the cinema. 4．用于并列句的第一个分句，表示句子未说完 The telephonerang，but nobody answered it. He heard acrash and went out to see what had happened. 5．用于呼唤对方 Sir，you dropped your car key. Goodbye，Tom. 6．用于列举事物 One，two，three，four，five. She bought bread，milk，potatoes and tomatoes. 7．用于委婉的祈使句 Don'tworry. Wait a moment. 8．用于反意疑问句的后半部分，表示不确定的态度或征求对方的看法 You don't speak Cantonese，do you? 9．高升调用于疑问句中表达强烈的惊讶或难以置信的情绪 —I'm really sorry，but I probably lost your ticket. —What？You lost my ticket? Ⅱ.听力策略 倾听态度 在听的过程中，不仅要注意获取说话者表达的内容信息，还要关注说话者的语气、语调、语速等，并据此来判断说话者的态度。如：说话者的音量变大，通常说明对方觉得所说内容很重要，或表明强烈的情绪和明确的态度；问句结尾用升调一般表示疑问，非问句结尾用升调一般表示不确定；当说话者情绪兴奋时语速往往较快，而当说话者需要倾听者特别关注所说的内容时，往往语速放缓。 Ⅲ.听力文本 Luke：Hi Jane！What are you reading? Jane：Oh，hey，Luke！I'm reading a very interesting magazine article about moral dilemmas. Luke：Moral dilemma？What do you 1.mean? Jane：You know，it's when you have two choices，and you have to choose one，but for moral reasons，sometimes it could be really difficult to decide. Luke：Oh，situations like that don't happen 2.very often，do they? Jane：Actually，I think people face moral dilemmas all the time，even us students. Luke：Really？Like what? Jane：Well，for example，it mentions a girl who was taking the entrance exam for a medical university in Beijing.During the exam，the student next to her 3.fainted．The girl had a choice.Should she finish the exam or should she stop and help the student? Luke：Surely the teachers would look after the student who fainted! Jane：Well，that's what I thought—but not this girl.She stopped to help the student，th