1/14Unit5SectionOneTacticsforListeningPart2listeningandNote-takingReadingB:Whenshouldachildstartlearningtoreadandwrite?ThisisoneofthequestionsIammostfrequentlyasked.Thereisnohardandfastrule,fornotwoarealike,anditwouldbewrongtosetatimewhenallshouldstartbeingtaughttheinsandoutsofreadingletterstoformwords.Ifathree-year-oldwantstoread(orevenatwo-year-oldforthatmatter),thechilddeservestobegiveneveryencouragement.Thefactthatheorshemightlaterbe"bored"whenjoiningaclassofnon-readersatinfantschoolistheteacher'saffair.Itisuptotheteachertoseethatsuchachildisgivenmoreadvancedreadingmaterial.Similarly,thechildwhostillcannotreadbythetimehegoestojuniorschoolattheageofsevenshouldbegiveneveryhelpbyteachersandparentsalike.Theyshouldmakecertainthatheisnotdyslexic*.Ifheis,specialisthelpshouldimmediatelybesought.Althoughparentsshouldbecarefulnottoforceyoungstersagedtwotofivetolearntoread(ifbadlydoneitcouldputthemoffreadingforlife)thereisnoharminpreparingthemforsimplerecognitionoflettersbylabellingvariousitemsintheirroom.Forinstance,byanicepieceofcardboardtiedtotheirbedwithBEDwritteninneat-bigletters.Shouldtheyoungchildaskhisparentstoteachhimtoread,andiftheparentsarecapableofdoingso,suchanappealshouldnotbeignored.Butthetaskshouldbe2/14undertakengently,withgreatpatienceandasenseofhumour.Readingshouldneverbemadetolooklikeachoreandthechildshouldneverbeforcedtocontinue,shouldhisintereststarttoflag*.ExerciseA:1.Thereisnohardandfastrule,fornotwoarealike.2.Thefactthatheorshemightlaterbe"bored"whenjoiningaclassofnon-readersatinfantschoolistheteacher'saffair.3.Ifbadlydoneitcouldputthemoffreadingforlife4.Butthetaskshouldbeundertakengently.5.Readingshouldneverbemadetolooklikeachore.ExerciseB:Itwouldbewrongtosetatimewhenachildshouldstartlearningtoreadandwrite.Parentsshouldencourageyoungstersagedtwotofivetoreadiftheyshowinterestsinit,butneverforcethemtolearntoread.Heorshemightlaterbe"bored"whenjoiningaclassofnon-readersatinfantschool.Thenitisuptheteachertoseethatsuchachildisgivenmoreadvancedreadingmaterial.Similarly,ifachildcannotreadattheageofseventeachersandparentsshouldmakecertainthatheisnotdyslexic.Ifheis,specialisthelpshouldimmediatelybesoughtParentsshouldnotignoretheyoungchild'sappealtoteachhimtoread.Butthetaskshouldbeundertakengently,withgreatpatienceandasenseofhumourReadingshouldneverbemadetolooklikeachoreandthechildshouldneverbeforcedtocontinue,ifhisinterestsstarttofalgSectionTwoListeningComprehensionPart1DialoguesDialogue1DigitalSound{Music}MIKE:Wow!Nice.CDshavesuchgoodsound.DoyoueverwonderhowtheymakeCDs?KATHY:Well,theygetabunchofmusicianstogether,andtheysingandplay.MIKE:Comeon.YouknowwhatImean.Whyisthesoundqualitysogood?Imean,whydoCDssoundsomuchclearerthancassettetapes?KATHY:Actually,Idoknowthat.MIKE:Really'?KATHY:It'sallbasedondigitalsound.CDsaredigital.Digitalsoundislikeseveralphotos,alltakenoneafteranother.It'skindoflikepicturesofsound.Theintensityofthesound–howstrongitis--ismeasuredveryquickly.Thenit'smeasuredagainandagain.Whenwehearthesound,itallsoundslikeonelongpieceofsound,butit'sreallylotsofpiecesclosetogether.Andeachpieceisreallyclear.M1KE:Sodigitalislikelotsofshort"pieces"ofsound.KATHY.Exactly.Thisisdifferentfromanalog*--that'showtheyusedtorecord.3/14Analogismorelikeonewaveofsound.Itmovesupanddownwithvolumeandpitch.Anyway,analogislikeasinglewave.Digitalislikeaseriesofpieces.MIKE:OK,I...
