初级英语听力教程

比较多，你自己复制吧Jane: Now look, er, what's all this, er, story about you and this car I've been hearing so much about? Everybody else has been hearing it, but you haven't told me. (Mhm) John: Well, I was driving to Norwich with a friend, erm, we teach there and, erm, I was driving behind a Lotus Elan sports-car (Yes) on dual-carriageway and, erm, after about, er, three or four miles, er, behind this car, er, we, we left (the) dual-carriageway and, erm, entered a two-way road. And, er, this Lotus suddenly slowed down for no reason whatsoever. (There ...) Jane: Not a side road or anything? John: No, no, no turning off, no lay-bys, and it just slowed down, and, er, I thought, that's, that's odd and, er, I overtook the Lotus, er, slowly and, erm, looked over at the driver, ... and as I did, I saw him slump over the wheel. Jane: Oh, how awful! John: Yes. Jane: So what did you do next? John: So, erm, I pulled into the kerb about thirty yards or so, er, in front of the Lotus (Yes) and, erm...my, er, passenger and myself got out and we, we walked back towards his car. My friend was on the grass verge and, er, I was in the middle of the road. We never even, erm, reached the car. I was about five yards from the car when, er, suddenly, erm, there was a noise of full acceleration and the car just shot forward—nearly ran me down. So I had to leap for my life. I was absolutely shaken because the car must have missed me by about half an inch or so, (I mean), (How dread...) it just shot past me and I saw my car smashed in front of my eyes. (How dreadful!) Yea, just, just smashed to smithereens, pieces of car flying all over the road and, erm, both cars locked together went down the road and there was a bend at the bottom of the road and I thought well, th..., the next thing is going to be a head-on collision. (Yes, of course.) Erm. But, fortunately, nothing came in the opposite direction and, erm, and then both cars went across the road and, erm, up a grass bank, which ... it was quite a tall bank and, erm, and, er, at the top of the bank there was a large hedge. Well, my car left the Lotus a, and literally took off and shot through the hedge (Oh, goodness!) and landed in a ploughed field. (Yes) But the Lotus veered to the left and got stuck in the hedge, in the thick part of the hedge. And, erm, the acceleration was still on full and the back wheels were tearing up the grass verge, throwing mud and soil, earth and grass all over the road, er, it was just, you know, absolutely terrif ... (How terrify...) Yes, (Yes) because the Lotus, erm, radiator burst and, and there was steam everywhere; it was like a, like a cloud of steam and smoke, and, er, the first thing, erm, of course, we thought of doing was to get the driver out (Well, of course.) Yes. (Quite) So, erm, we tried to get the passenger door open, (Yes) but it was locked, so we had to climb through the hedge and, er, get round to the driving-door. Well, by that time, there was so much steam we couldn't see, so it was a matter of fumbling in the, in the steam and smoke and thinking any moment the car was going to explode. Jane: Yes, it wasn't on fire, in fact, that, at that point, was it? John: No, no, it wasn't on fire, but, erm, with the noise of the engine, an... and all the steam it was just you know, very, frightening. (Oh, how dreadful!) Erm, well we managed to get the driver out, turn the ignition off. We laid him in the mud actually because it was a ploughed field and, (Yes) er, I ran out in the road and shouted for help and, erm ... er, a car driver told me help, er, was already on its way and, erm, I, er, managed to get blankets from people that had stopped and, er, we tried to make the man comfortable, and erm ... a man appeared shortly afterwards and he was from a nearby American airbase and, er, he was a medical man, so he was able to, erm, (Examine him) e... examine him and, er, I helped him, tried to, you know, er, make the man, er, well, you know, do all we could for the man. Erm ... Jane: He was unconscious, was he? John: Yes, yes; ... and then the police, a... police arrived and (the) fire brigade (Yes) and, er, ... er, we were told to, er, leave the scene by the police and go to the police station and, erm, there we had to make a statement, (Yes, of course.) and, er, I had to have a breathalyser test, and... Jane: But they thought you'd been in the car ... of course they did. Yes. John: Because, because they thought I'd, th... they automatically thought I'd been driving the car (Of course. Yes) and, er, when I told them the story they had to apologize for giving me a breathalyser and they said, 'Gosh,' you know, 'how, how incredible'. Jane: So, what happened to the man? John: And, erm, we were in the middle of making the statements and, erm, the telephone rang and the, the policeman, erm, was told that, that the man was dead, (Oh!) and, erm, and then two days later we had to attend a Coroner's inquest where we were told that the man had died of a heart attack and, in fact, he was dead, erm, before he crashed into my car. Jane: Oh-h-h! What an alarming story! How dreadful! John: Yes.Today the Federal Aviation Administration reviewed that five air traffic controllers based in Kansas City have been taken off the job because of drug use. Earlier this month thirteen controllers at the southern California centre were removed from their jobs for off-duty drug use. Also today the FAA continued to investigate alleged drug use at the nation's sixth largest airlines, US Air. NPR's Wendy Kaufman reports. "Drug use, even off-duty, is banned for controllers under Federal Aviation Administration rules. So far the FAA has conducted investigations into alleged drug use by controllers at two facilities—Palmdale in southern California and now Kansas City. In southern California thirty-four controllers were taken off their radar scopes. Pending the outcome of investigation, thirteen tested positive for drugs, and we were told they could quit or enter a treatment program, or opt for treatment. In Kansas City thirty-six controllers were investigated. The five who tested positive for drugs have all agreed to undergo treatment. Three controllers are still under investigation. The proportion of drug users is small. Of the roughly five hundred controllers at the two facilities only seventy were suspect, and of those only eighteen tested positive for drugs. Air traffic control supervisors say they don't see drug use as a serious problem in their work force. Still as one FAA official put it, one drug user is one too many. Right now there is no routine drug testing for controllers though that will change around the first of the year. There will be pre-employment urine test and test along with the annual physical exam. According to the FAA, there has never been a fatal accident involving a major US airline in which alcohol or drug abuse was a factor for the controllers or for the pilots. But there have been a sizeable number of fatal accidents in which commuter pilots, air taxi pilots and private pilots had been drinking, and a much smaller number of cases in which drugs were a factor. On another matter, drug use, or, more precisely, alleged drug use by flight crews at US Air has been front-page news in Pittsburgh, the airline's operating base. A grand jury is conducting an investigation into alleged drug use, sales and distribution. Over the weekend, a Pittsburgh press newspaper quoted area hospital officials, who said they had treated about twenty US Air flight crew members for cocaine overdoses. US Air acknowledges that one pilot nearly died of an overdose. He had last flown on September 7th, and was taken to the hospital on September 10th. The airline has removed him from flight duty, and the FAA is considering revoking his medical certificate that would mean he could not fly any aircraft. Meanwhile the FAA is conducting an investigation of the airline and is working with the grand jury and the FBI. I'm Wendy Kaufman in Washington.Lectures and Note-taking Note-taking is a complex activity which requires a high level of ability in many separate skills. Today I'm going to analyse the four most important of these skills. Firstly, the student has to understand what the lecturer says as he says it. The student cannot stop the lecture in order to look up a new word or check an unfamiliar sentence pattern. This puts the non-native speaker of English under a particularly severe strain. Often—as we've already seen in a previous lecture—he may not be able to recognize words in speech which he understands straight away in print. He'll also meet words in a lecture which are completely new to him. While he should, of course, try to develop the ability to infer their meaning from the context, he won't always be able to do this successfully. He must not allow failure of this kind to discourage him however. It's often possible to understand much of a lecture by concentrating solely on those points which are most important. But how does the student decide what's important? This is in itself another skill he must try to develop. It is, in fact, the second of the four skills I want to talk about today. Probably the most important piece of information in a lecture is the title itself. If this is printed (or referred to) beforehand the student should study it carefully and make sure he's in no doubt about its meaning. Whatever happens he should make sure that he writes it down accurately and completely. A title often implies many of the major points that will later be covered in the lecture itself. It should help the student therefore to decide what the main point of the lecture will be. A good lecturer, of course, often signals what's important or unimportant. He may give direct signals or indirect signals. Many lecturers, for example, explicitly tell their audience that a point is important and that the student should write it down. Unfortunately, the lecturer who's trying to establish a friendly relationship with his audience is likely on these occasions to employ a colloquial style. He might say such things as 'This is, of course, the crunch' or 'Perhaps you'd like to get it down'. Although this will help the student who's a native English-speaker, it may very well cause difficulty for the non-native English speaker. He'll therefore have to make a big effort to get used to the various styles of his lecturers. It's worth remembering that most lecturers also give indirect signals to indicate what's important. They either pause or speak slowly or speak loudly or use a greater range of intonation, or they employ a combination of these devices, when they say something important. Conversely, their sentences are delivered quickly, softly, within a narrow range of intonation and with short or infrequent pauses when they are saying something which is incidental. It is, of course, helpful for the student to be aware of this and for him to focus his attention accordingly. Having sorted out the main points, however, the student still has to write them down. And he has to do this quickly and clearly. This is, in fact, the third basic skill he must learn to develop. In order to write at speed most students find it helps to abbreviate. They also try to select only those words which give maximum information. These are usually nouns, but sometimes verbs or adjectives. Writing only one point on each line also helps the student to understand his notes when he comes to read them later. An important difficulty is, of course, finding time to write the notes. If the student chooses the wrong moment to write he may miss a point of greater importance. Connecting words or connectives may guide him to a correct choice here. Those connectives which indicate that the argument is proceeding in the same direction also tell the listener that it's safe time to write 'Moreover', 'furthermore', 'also', etc., are examples of this. Connectives such as 'however', 'on the other hand' or 'nevertheless' usually mean that new and perhaps unexpected information is going to follow. Therefore, it may, on these occasions, be more appropriate to listen. The fourth skill that the student must develop is one that is frequently neglected. He must learn to show the connections between the various points he's noted. This can often be done more effectively by a visual presentation than by a lengthy statement in words. Thus the use of spacing, underlining, and of conventional symbols plays an important part in efficient note-taking. Points should be numbered, too, wherever possible. In this way the student can see at a glance the framework of the lecture.The Way We Were Memories, light the corners of my mind, Misty water colour memories, Of the way we were, Scattered pictures of the smiles we left behind, Smiles we gave to one another, For the way we were, Can it be that it was all so simple then, Or has time rewritten every line, If we had the chance to do it all again, Tell me, would we, could we. Memories may be beautiful and yet, What's too painful to remember, We simply choose to forget, So it's the laughter we will remember, Whenever we remember the way we were, The way we were.

方面还可以怎么改善呢?下面是我给大家整理的，供大家参阅! 浅谈初中英语教学听力教学策略 初中英语中的听力是学生学习的难点，也是老师教学中的难点，中国的孩子在听力普遍较差。而且对学生来说，听说读写能力均衡发展与听说读写能力的提高是同步的，是相互促进，不可分割的。但长期以来，初中英语教学受制于应试为主要目的的教学模式，过分强调学习语法的重要性，偏重于读写能力培养和提高，导致学生听力差，听不懂。因此，要想提高听力教学的质量，帮助学生养成良好的英语学习习惯，积极促进学生英语能力的提高，我们在教学过程中注意学习的良好环境和教学技巧，在重视学生说读写能力训练的同事也要加强对学生进行英语听力的培养，具体措施如下： 一、 重视常规教学强化语言基础训练 课堂教学中，要提高学生英语能力，首先，要重视课堂教学的主渠道，创造良好的课堂英语语言环境，让学生在课堂上得到潜移默化的影响。教师在课堂上要有创新，采用各种教学方法，提高课堂艺术性，精心设计，严密组织，坚持用英语组织教学。对学生的基础知识教学也要严谨，要提高学生英语听力，学生本身要有正确的发音，如发音不准，就不能听懂所给听力材料，更不好说正确的理解填空了，尤其是一些近音词no和know、foot和food 等，有些学生对音节的划分、连线，重读，中音移动、升降调等知识的缺陷，使得学生在听的过程中不能反映出语音的难度加大。使得听的结果大打折扣。所以教师要在初中教学中规范发音，出现近音词要让学生进行比较指出，并强化练习，同时，在平时教学生朗读和听写时，要解读一些特殊的语音现象。并让学生熟知、理解、消化，做到心中有数，这样就不会在听的过程中因为一些小细节而影响了整体。 二、 材料多样化，激发听力训练 听力材料的选材要符合学生生理和心里发育特点，力求满足不同层次学生学习的需求，使每个学生的身心得到健康发展并对英语感兴趣和爱好。因此，选择一些趣味性强又通俗易懂的英语歌曲、体育新闻、时事快报，娱乐新闻等作为听力材料，可以把试听有机的结合起来。这既能激发学生听的兴趣，又能使课堂气氛活跃起来。同事，教师也可以下载一些趣味性强又通俗易懂的英文歌曲给学生听一听，唱一唱，互相鼓励，这样就触动了学生之间相互交流，互相竞争的气氛，大大提高英语听力教学的课堂效率。 三、 听力方法得当，重视听力应试技巧的学习 很多学生上课表现不错，能听懂老师和同学间的口语交流，但考试起来听力分数总是不高，主要是平时训练不够，重视不够，训练方法不得当。为了让学生在考试时对所听内容做到理解及消化应养成良好听力习惯。做到睡觉之前，起床以后随手把听力磁带着听。在听文章时要求听懂所听材料的大意，尽量理解其主要内容。 心得 一、注重语言知识的教授 首先要严格把好音标关。学好音标是学好英语的前提，音标基础的好坏决定了语音、语调的好坏，语音基础打好了，对提高学生的听力水平无疑会起到事半功倍之效。第二，要注意朗读技巧的训练和培养。教师在课堂上应有意识地向学生传授诸如语句重音、节奏、音变、连读以及语调等知识。第三，要正确引导学生记忆单词。任何一门语言的学习都离不开词汇的学习和积累，词汇学习要边学边记，最有效的方法是根据读音规则来识记。 二、重视培养学生听力解题技巧和良好的听的习惯 学生往往有这样一种感觉，听力内容不难但做起题目来没把握。问题就出在听力解题技巧不够或平时没有养成良好的听的习惯。如何提高学生这方面的能力?第一，教会学生听前快速浏览习题，捕捉一切可以从题面上得到的讯息。第二，专心致志，抓住要点，联络前后内容。在听的时候，不管是听几遍，都不可掉以轻心。要注重句子和短文的整体内容，抓住重点词语和要点，不要强求听清每一单词。可根据预览效果以及听到内容来捕捉正确答案的有关资讯。第三，眼耳并用，动笔记录。记录时要有重点、有技巧，如数词用 *** 数字记录、地点人名用代号、长词用缩写、长句抓住主要成分。 三、重视日常教学的听力训练 提高学生的听力不是一时半会儿就能做到的。在日常教学中。，教师要用英语组织教学，要是加上必要的手势、表情、简笔画等，学生的注意力会更加集中，想办法去听懂老师的话;充分利用与教材配套的材料，如录音带、同步听力练习册及目标测试中的听力练习等，要坚持随教学进行训练。 四、做好听后纠正工作 学生听一简单内容问题不会很大，但对一些较灵活的、容易出错的题目我想老师应重听，也可让学生多听几遍，并分析产生错误的原因，切实做好听后纠正工作，这样有利于提高听力。 初探 [ 摘要]“听”是人们交际活动的最基本形式。如何帮助学生排除听力障碍，掌握听力技巧，提高听力水平是我们中学英语老师着力探讨的问题之一。本文分析了影响中学生掌握英语听力听能的因素;提出了构建英语教学体系，系统训练学生听力听能;阐述了通过指导学生掌握听力应试技巧，提高应试成绩的想法。 关键词：英语;听力;听力教学。 听，在英语的听、说、读、写四要素中处于最基础的地位，是人们进行言语交流的主要手段，是人们学习、吸收语言的主要途径之一。 亚历山大L.G.Alexander说：“掌握一种语言，首先是听懂，听懂的比重占90%。能听懂你才觉得舒服，听不懂就觉得不自在。”只有当学生的听力得以发展时，他们才能对其语言充满自信。本文试就如何从初中开始培养学生良好的听力习惯，提高他们的听力水平做些尝试。 方法初探 听、说、读、写是外语的四项基本技能，“听说领先，读写跟上”，听力是首要的，它是语言能力的重要组成部分。因此，英语听力教学是英语教学中一个很重要的方面。在九年义务教育全日制初级中学《英语教学大纲》试用修订版 中明确了初中学生英语听力教学的目标和要求。听力测试在学期、学年考试及中考中所占比例不少于20 %，听力也是语言交流的基础，只有在听懂对方所说的前提下，才能进行有效的交流，因此，听力是一项重要的语言技能。 作为一名在第一线工作的教师，感受比较深刻的是在非外语环境里，学生对不熟悉的语言材料和内容都不易听懂，习惯于听经过人为减速和清晰化了的语言。这就更需要加强对听力的训练。如果从一开始就忽视听力的训练，那么会给学生的进一步学习带来极大的困难，忽视听，势必影响说，最终必然影响到读、写能力的提高。本文就日常课堂上的听力教学方法进行了初步探讨。 一、注重课堂英语日常用语的使用 提高学生的听力不是一时半会儿就能做到的。在日常教学中，教师要尽量多地使用英语组织教学。如果学生能够习惯并逐步听懂课堂上教师组织教学时所使用的英语，他们的学习兴趣就会大大增加，就能积极地参加课堂上的语言实践活动，提高学习效率。 二、重视辨音能力的培养 授人以鱼，不如授人以渔。听力训练是一项长期的教学要求，培养学生听力也非一朝一夕之功。 三、重视听对话和听短文能力的培养 学生一听对话或者是短文，就有点儿发借，因为对话和短文听的不仅是句子，还有隐藏在句子后面的声景知识。因此，在作这一项听力训练时，听之前，教师可以让学生先看听力内容，然后再听。这样难度就会降低，学生也愿意积极地配合。在一次次这样的训练下，学生对听对话和短文的恐惧感就会逐渐消失。 四、重视每节课的前五分钟听力训练了 一节课的前五分钟最为关键，它是学生充分发挥自己听、说能力的舞台。这五分钟我们可以让学生自编短剧或课本剧进行表演。也可以安排成英语小游戏，比如:指令游戏、猜谜游戏等等。在这些活动中，学生要能够听懂英语，并作出相应的反应，这对于正在打基础的初中生来说是多么大的鼓励。美国外语教学法专家阿拉特斯J， 月川15说:“听能增进外语语感，使学生具备说的信心和勇气。”正是这种勇气才会为今后的读写打下深厚的基础。 总之，英语是学习科学文化知识，获取世界各方面资讯和进行国际交往的重要工具，随着社会的发展和社会资讯化、经济活动的全球化，学习和掌握英语，并用英语对外交流是21 世纪国民素质教育的基本内容。在英语教学的过程中，英语听力教学则显得尤为重要。初中生学英语正如幼儿学母语，先会听，听得多了，也就会说了，接着才会读，继而会写。因此，我们应该重视英语听力教学。 看过的人还：

Listening：从听力突破口语、语音陈旧的英语学习方法是重视英语语法、应付考试，在大学英语四六级等考试中取得高分。不可否认重视英语语法可以让初学者打好英语的基础，但事实上，很多取得了四六级证书的大学生依然无法开口说英语，很多人把这种现象戏称为——“哑巴英语”。我不太同意这种说法，我认为造成哑巴英语的根本原因是我们的教育体制出了问题，那就是在语言初期学习阶段我们忽略了英语听说训练而已。在尝过了英文电影学习的甜头之后，我又开始了从听力突破口语语音方法的创新。后来的学习证明这个方法也是很有个性化和实践提高的。练习听力的技巧：1、 一定要选取一套比自己的实际水平略高些的听力教材进行强化训练。对于英语初学者来说，选取合适的学习教材极其重要，这套教材可以是一个系列或上下两册，但难易程度必须和学习者相结合。如果难度太大，则会打击英语初学者特别是自学者的学习信心，如果过于简单则容易给英语初学者造成错觉，以为自己短期的学习取得了极大的成绩。我曾经自学很多英语听力教材，比如，Step by step, College English, Listen to this, Crazy English等等，经过长时间的比较，我发现Listen to this（又名英语初级、中级、高级听力）这套教材深入浅出、从简到难、循序渐进，最适合于英语自学者进行强化训练。自学小贴士：建议自学者从英语初级听力开始，必须买学生用书（练习）和教师用书（答案），初级部分含九盒磁带。2、 固定每天不少于1个小时，精听加泛听。古人云：“只要功夫深，铁杵磨成针。”讲的就是让我们无论是在做事还是学习的时候都得把功夫做到位，否则一事无成。对于英语初学者来说，最简单的是一切可以从头再来，但最难的莫过于坚持二字。所谓精听就是根据学习的进度每天固定听一个小单元，尽最大努力把句子和文章的意思都听懂。泛听是指随时随地用外放的录音机听一些英文歌曲、英文电影对白或英语新闻等，实际上是给初学者自己制造一定的英语学习环境。自学小贴士：记住一个原则，我们的听力不好最主要的原因是我们以前练的听力太少，不然就是我们自己的耳朵存在听力障碍！3、 手拿铅笔作记号并提前预读猜测。在听力练习的最初阶段最好养成手拿一支铅笔对听力内容进行短暂时间的预读的良好习惯。在英语考试中，考试者都会提前拿到考卷，考官一般建议考试者写下姓名、准考号码等，不许答题，但可以预览考卷。对于英语初学者来说，如果利用这一短暂时间对听力内容进行预读则可以获得很多的考试信息。对于填空题，可以通篇读完，获得概意，对部分填空进行猜测；对于选择题，读选择项有助于提高正确率；对于问答题，则直接看提问部分，在听力过程中尤其注意精听提问部分即可。自学小贴士：手拿铅笔可以在预读中对重点单词、句子轻轻划出相应记号以配合听力。但在考试结束前尽量擦掉，保持卷面整洁，否则可能会扣分的。4、 对于极其优美的篇章进行听写训练。听写一直是我极力推荐的学习方法。表面上看每一个学习者在精听一段听力材料后似乎都听懂了全部意思，但不尽其然，对于一些优美的篇章进行更深入的学习是有必要的。听写则是最急需最有效的方法。自学小贴士：尽量用外放的录音机进行听力训练，在做听写训练时，可通过按暂停键自我控制时间。如此反复之后，你会发现两个结果：一、听写的错误很多；二、听写后对于听写的内容印象极其深刻，甚至难以忘掉！Speaking：我们在日常交流中的真正法宝有很多的英语爱好者经常会在学习若干年英语过后会陷入一个怪圈，那就是无法用英语和美国人进行日常交流。自己很难用英语把想说的内容表达出来，而且最要命的是几乎听不懂美国人说的流利英语，就算是美国人说得再慢，在我们几个“pardon”之下他又重复无数遍，我们依然听不懂。为什么我们会掉入进退两难的境界？原因只是两个：一、我们没有学习过真正美国人说的真正日常应用口语；二、我们缺少专门的演讲训练。如果你想开口说流利英语，必须首先打破中国文化和西方文化中传统障碍。美国人强调从小就应该学会在大众面前表达自己，用语言去说服别人；中国从古到今讲究为人要谦虚，出言慎重，沉默是金，多听少说，言多必失。如果你也想说一口流利的英语，你已经知道应该从何处入手了。那就是要抛弃以前中国人那种处处要求严谨的表达理念而从这一刻开始大胆地虚心地向美国人学习真正的人话！这样可以么？

初级英语听力，是我们在英语学习初期需要听的一些听力训练材料。下面是我给大家整理的初级英语听力，供大家参阅! 初级英语听力：The boat crushed on the pier Some people stood on the *** all pier. They saw a boat approach. The boat was approaching fast. The boat was approaching the *** all pier. Was the boat going to stop? People started running. They started running off the pier. They were worried. They were worried about the boat. The boat kept ing. It didn't slow down. One man stood on the pier. He didn't run. He yelled at the boat. He waved his arms. He yelled, "Stop! Stop! You're going to crash!" But the boat didn't stop. It kept ing. The man kept yelling. The boat kept ing. Is the driver drunk, the man wondered. He ran as fast as he could. He ran off the pier. The boat crashed into the pier. 初级英语听力：A Brush with God e dropped his toothbrush. It fell on the floor. He picked up his toothbrush. He rinsed it off. He brushed his teeth. He rinsed his mouth. He walked out of the bathroom. He sat on his bed. He felt something. It was under the sheet. He took the sheet off the bed. Something was in hi *** attress. It was a brand new mattress. He had bought it yesterday. What is in the mattress, he wondered. He went to the kitchen. He took a knife from the kitchen drawer. He cut open the mattress. What could it be, he wondered. It was *** all. It was black. It was a book. It was the NewTestament. Is God trying to tell me something, he wondered. 初级英语听力：They Deliver He called up the post office. "Where is my package?" he asked. "What is the tracking number?" the postal worker asked. He told her the tracking number. She said, "Your package is at the main post office. You can pick it up anytime." He said, "I don't want to pick it up. Can you deliver it?" She said yes. "We will deliver it on Monday," she said. "Will you be home?" He said, "What time on Monday?" She said, "Anytime between 8 a.m. and 5 p.m." He said, "I have to work. I can't stay home all day." She said, "That's okay. We can deliver it on Tuesday." He said, "I have to work on Tuesday, too. Please deliver it on Saturday." 初级英语听力：Lost and Found He couldn't find his pen. Where is my pen, he wondered. He looked for his pen. It was on top of the microwave. He couldn't find his cell phone. Where is my cell phone, he wondered. He looked for his cell phone. It was on top of the TV. He couldn't find his glasses. Where are my glasses, he wondered. He looked for his glasses. They were on top of his head. I'm tired of looking for everything, he thought. He invented a tiny video recorder. It recorded everything he did. It recorded everywhere he went. He couldn't find his toothbrush. Where is my toothbrush, he wondered. He played his tiny video recorder. He found his toothbrush. He didn't have to look for it. 初级英语听力：It's still hot The days were hot. The nights were hot. He turned on the living room fan. He turned on the dining room fan. Both fans were on high speed. They made a lot of noise. But they didn't blow cool air. They blew hot air. They blew hot air everywhere. He turned off the fans. He turned on the air conditioner. He closed all the windows. He closed the front door. The apartment began to cool down. It got cooler and cooler. Then he heard a bang. It was a loud bang. He thought a plane had crashed onto the roof. But it wasn't a plane. It was the air conditioner pressor. It had broken down. He opened the door. He opened the windows. 看过初级英语听力的人还：