10册练习文本

01BOOK TEN LESSON ONE

N:    Welcome to Book Ten. This is
    Lesson One. You're going to
    hear a conversation between
    two friends. They're talking
    about a movie that they both
    watched on TV last night. As
    you listen to them, notice the
    qualifiers they use. Remember,
    qualifiers are expressions like all
    of, most of, half of, and so on.
    Ready? Listen.   
M:    So did you enjoy that movie
    last night?   
F:    Well, I liked most of it. More
    than half of it was excellent, I
    thought. But I didn't enjoy all
    of it. Some of it was too long
    and boring. How about you?
    What did you think about it?
M:    I agree with you. Most of the
    movie was good, but part of it
    seemed slow and uninteresting.
    Oh, did I tell you? My parents
    watched it too.   
F:    What did they think?
M:    As usual, they couldn't agree.
    My mother thought all of it was
    wonderful. My father didn't like
    any of it.   
N:    Now listen and repeat.
M:    most of it   
    I liked most of it.
    I liked most of it.
    half of it   
    More than half of it was
    excellent.   
    More than half of it was
    excellent.   
    all of it   
    I didn't enjoy all of it.
    I didn't enjoy all of it.
F:    some of it   
    Some of it was too long and
    boring.   
    Some of it was too long and
    boring.   
    part of it   
    Part of it seemed slow and
    uninteresting.   
    Part of it seemed slow and
    uninteresting.   
M:    all of it   
    My mother thought all of it was
    wonderful.   
    My mother thought all of it was
    wonderful.   
    any of it   

    My father didn't like any of it.
    My father didn't like any of it.
N:    As you know, the qualifier for a
    hundred percent of something
    is all of it. For zero percent of
    something, the qualifier is not
    any of it. Fifty percent is half of
    it. More than fifty percent is
    most of it, and less than fifty
    percent is some of it or part of it.
    Now, you're going to hear a
    question followed by a number
    with percents. Use the number
    to decide what answer to give
    with a qualifier. For example, I
    say, "Did you like that movie?"
    Then you hear. . .
F:    Fifty percent.   
N:    And you say . . .
M:    I liked half of it.
N:    Or I say, "Did you eat that
    pie?" Then you hear. . .
F:    Ten percent.   
N:    And you say. . .
M:    I ate some of it.
N:    Or you could also say. . .
F:    I ate part of it.
N:    Both are correct. All ready?
    Let's begin. Did you like that
    movie?   
F:    Fifty percent.
M:    I liked half of it.
N:    Did you eat that pie?
F:    Ten percent.   
M:    I ate some of it.
N:    Did you enjoy that mystery
    story?   
F:    Seventy-five percent.
M:    I enjoyed most of it.
N:    Did you watch that TV
    program last night?
F:    Zero percent.
M:    I didn't watch any of it.
N:    Did you do your homework?
F:    Ten percent.   
M:    I did some of it.
N:    Did you invite your friends to
    your graduation?
F:    A hundred percent.
M:    I invited all of them.
N:    Now let's listen to an
    interview. A magazine reporter
    is interviewing a married couple
    to find out what they want
    more of and what they want
    less of in their lives. Let's
    listen.   
M 1: Hello there. Uh . . . excuse
    me, sir. .. ma'am. I'm doing
    an interview for a magazine

    article on people's lives. I'm
    trying to find out what people
    want more of and what they
    want less of in their daily lives.
    How about you, sir?
M2: Let's see. . . What do I want
    more of? Well, I want more
    money, of course. And more
    free time to play golf. Yes. And
    I want more parking places
    when I drive to work and less
    trouble with my boss. Oh,
    yeah, I definitely want more
    sleep at home and less pressure
    to help with the housework. I
    guess that's about all.
M I: And what about you, ma'am?
F:    Well, what I want is . . . more
    kitchen appliances to make my
    life a little easier. And fewer
    problems about when I can
    drive his sports car. I'd like
    more friends to go to the
    movies with. And I'd really like
    fewer arguments about how
    much money we spend. And
    maybe a little more love in my
    life.   
M2: What was the last thing you
    said?   
F:    We'll discuss that when we get
    home, dear.   
M 1: Well, thank you for the
    interview . . . and for some
    very interesting answers.
N:    Now listen and repeat.
M:    more money    I want more
    money.   
    more free time
    I want more free time.
    more sleep    I need more sleep.
    more help    I need more help.
F:    less pressure
    I'd like less pressure.
    less trouble   
    I'd like less trouble.
    less crime    I want less crime.
    less work    I want less work.
M:    fewer financial problems
    I'd like fewer financial
    problems.   
    fewer arguments
    I'd like fewer arguments.
    troubles   
    I want fewer troubles.
    fewer accidents
    I want fewer accidents.
N:    Remember that we use more of
       

164

    with either countable or
    uncountable nouns. We use less
    of with uncountable nouns, like
    less crime and less work, and
    fewer of with countable nouns,
    like fewer problems and fewer
    arguments. Now you're going to
    hear some things that you
    might like more of, less of, or
    fewer of. Decide which form is
    most appropriate and use that
    form in a sentence that begins
    with I want. For example, you
    hear.. .
M:    Free time to do what I like.
N:    And you say . . .
F:    I want more free time to do
    what I like.
N:    You hear. . .
M:    Crime where I live.
N:    And you say . . .
F:    I want less crime where I live.
N:    Ready? Let's begin.
M:    Free time to do what I like.
F:    I want more free time to do
    what I like.
M:    Crime where I live.
F:    I want less crime where I live.
M:    Time for my favorite sports.
F:    I want more time for my
    favorite sports.
M:    Financial problems in my life.
F:    I want fewer financial problems
    in my life.
M:    Trouble with my car.
F:    I want less trouble with my car.
M:    Pressure at work.
F:    I want less pressure at work.
M:    Arguments with my boss.
F:    I want fewer arguments with my
    boss.
M:    Love in my life.
F:    I want more love in my life.
N:    Well, most of us want more
    love in our lives, don't we?
    And less trouble. And fewer
    problems. But I think that's
    more than enough work for
    now.
    This is the end of Lesson One.

02BOOK TEN LESSON TWO
N:    Welcome to Lesson Two. You're
  going to hear a conversation
  between a mother and her son.
  They're talking about what the
  mother can or can't do because
  of her age, and if she needs help
  or not. Notice when they use the
  form too with an adjective, like
 

     
  too old or too weak. Or they may
  use enough after an adjective, like
  strong enough or old enough or
  before a noun like enough
  strength and enough time. Now
  listen.   
M:    Here, Mom, let me help you
  with those shopping bags.
F:    I know, I know. You think I'm
  too old to carry anything heavy.
  You think I'm too weak to do
  anything.   
M:    No, that's not what I mean. But
  you aren't strong enough to carry
  those heavy bags by yourself.
F:    I still have enough strength to do
  my own shopping. Besides, I
  know you're too busy to help an
  old lady like me.
M:    That's not true, Mom. I always
  have enough time to help you.
  And I don't think you're too old
  to do anything.
F:    Well, I suppose I am old enough
  to know when I've made a
  mistake. These bags are too
  heavy. Maybe I will let you carry
  them for me!   
M:    Gee, thanks, Mom.
F:    But don't drop anything!
N:    Now listen and repeat.
M:    too old to carry anything heavy
  You think I'm too old to carry
  anything heavy.
  You think I'm too old to carry
  anything heavy.
F:    too weak to do anything
  You think I'm too weak to do
  anything.   
  You think I'm too weak to do
  anything.   
M:    not strong enough
  you're not strong enough to carry
  You're not strong enough to
  carry those heavy bags.
  You're not strong enough to
  carry those heavy bags.
F:    enough strength
  I still have enough strength
  I still have enough strength to do
  my own shopping.
  I still have enough strength to do
  my own shopping.
N:    Now you're going to hear a
  statement that uses either too
  and an adjective, like too weak,
  or not and an adjective plus
  enough, like not strong enough.
  After you hear the statement,
  agree with it, using the other
  form and a different adjective.

  For example, you hear. . .
M:    I'm too weak to stand up.
N:    And you say. . .
F:    That's right. You aren't strong
  enough to stand up.
N:    Or you hear. . .
M:    I'm not old enough to retire.
N:    And you say. . .
F:    That's right. You're too young to
  retire.
N:    OK? Let's begin.
M:    I'm too weak to stand up.
F:    That's right. You aren't strong
  enough to stand up.
M:    I'm not old enough to retire.
F:    That's right. You're too young to
  retire.
M:    I'm not rich enough to buy ajet
  plane.
F:    That's right. You're too poor to
  buy a jet plane.
M:    I'm too short to reach the top
  shelf.
F:    That's right. You aren't tall
  enough to reach the top shelf.
M:    I'm not thin enough to wear that
  belt.
F:    That's right. You're too fat to
  wear that belt.
M:    I'm not young enough to travel
  for half price.
F:    That's right. You're too old to
  travel for half price.
N:    Now let's make a change. When
  you hear a statement using
  enough and a noun, like enough
  strength, change it to an
  equivalent expression using an
  adjective and enough, like strong
  enough. For example you
  hear.. .
F:    She doesn't have enough
  strength to carry those bags.
N:    And you say. . .
M:    She isn't strong enough to carry
  those bags.
N:    Or you hear. . .
F:    He doesn't have enough money
  to buy a new car.
N:    And you say . . .
M:    He isn't rich enough to buy a
  new car.
N:    All ready? Let's begin.
F:    She doesn't have enough
  strength to carry those bags.
M:    She isn't strong enough to carry
  those bags.
F:    He doesn't have enough money
  to buy a new car.
M:    He isn't rich enough to buy a
  new car.

165

F:    He doesn't have enough
  intelligence to pass that test.
M:    He isn't intelligent enough to
  pass that test.
F:    They don't have enough
  cleverness to understand the
  instructions.
M:    They aren't clever enough to
 
  understand the instructions.
F:    This orange juice doesn't have
  enough sweetness to drink.
M:    This orange juice isn't sweet
  enough to drink.
F:    This situation doesn't have
  enough difficulty to cause a
  problem.
M:    This situation isn't difficult
  enough to cause a problem.
N:    Now listen to this conversation,
  which takes place at an elegant
  cocktail party. A famous opera
  singer and a famous fashion
  designer have just met each
  other and greatly admire each
  other's work. Notice how they
  compliment each other. Let's
  listen.
F:    Luciano, I must tell you. I think
  you're a superb singer. You
  always sing your roles superbly
  well.
M:    My dear Yuko, you are too kind.
  I've always thought you were
  such an elegant fashion designer.
  Your designs are so elegantly
  made. But of course, since you're
  such a graceful woman, it's not
  surprising that your clothes are so
  gracefully designed.
F:    Really, Luciano, these
  compliments are too, too
  beautiful. And you say them so
  beautifully too.
N:    Now listen and repeat.
M:    He's a superb singer.
  He sings superbly.
  She designs elegant clothes.
  Her clothes are elegantly
  designed.
F:    She's a graceful woman.
  She does things so gracefully.
  He says beautiful things.
  He says them beautifully.
N:    Notice how an adjective like
  graceful or beautiful can be
  changed to an adverb like
  gracefully and beautifully. A few
  adjectives, like good or fast, have
  irregular adverb forms. Good
  becomes well and fast stays the

  same: fast. Now you're going to
  hear a sentence that uses an
  adjective. Change the sentence
  so that the adjective becomes an
  adverb. For example, you
  hear.. .
F:    You're a beautiful singer.
N:    And you say . . .
 
M:    You sing beautifully.
N:    Or you hear. . .
F:    She's a graceful swimmer.
N:    And you say. . .
M:    She swims gracefully.
N:    All right. Let's begin.
F:    You're a beautiful singer.
M:    You sing beautifully.
F:    She's a graceful swimmer.
M:    She swims gracefully.
F:    They speak very good English.
M:    They speak English very well.
F:    You're a superb dancer.
M:    You dance superbly.
F:    He's a very fast talker.
M:    He talks very fast.
F:    They're careful workers.
M:    They work carefully.
N:    Now let's do the opposite. You'll
  hear a sentence that uses an
  adverb. Change the sentence so
  that the adverb becomes an
  adjective. For example, you
  hear.. .
M:    You dance elegantly.
N:    And you say . . .
F:    You're an elegant dancer.
N:    Or you hear. . .
M:    She speaks intelligently.
N:    And you say . . .
F:    She's an intelligent speaker.
N:    All right, let's begin.
F:    You dance elegantly.
M:    You're an elegant dancer.
F:    She speaks intelligently.
M:    She's an intelligent speaker.
F:    He drives dangerously.
M:    He's a dangerous driver.
F:    They swim fast.
M:    They're fast swimmers.
F:    He sings fabulously.
M:    He's a fabulous singer.
F:    I write well.
M:    I'm a good writer.
F:    She works carefully.
M:    She's a careful worker.
N:    This is the end of Lesson Two.

03BOOK TEN REVIEW ONE

N:    Review One. For this lesson,
  you'll need a pencil and a piece
  of paper.
  Listen to this conversation
  between a travel agent and a
  man who is making plans to take
  his family on a trip to Europe.
F:    Hello, Euro Travel. Judy
  speaking. How may I help you?
M:    My name is Richard Brodsky. I'd
  like to arrange a trip to Europe
 
  for myself and my family.
F:    Certainly, sir. How many people
  are there in your family?
M:    Besides myself, there are my
  wife, my two sons, and my infant
  daughter.
F:    I see. Which cities do you want
  to visit, and how many nights do
  you want to spend in each city?
M:    We want to spend three nights
  in London, three nights in Paris,
  and four nights in Rome.
F:    What kind of accommodations
  did you have in mind?
M:    I thought my wife and I and the
  baby could share a double. Our
  two sons can share a twin.
F:    With or without a bathroom?
M:    The double should have a bath.
  The twin doesn't have to have
  one.
N:    Now listen and repeat.
M:    for myself and my family
  a trip to Europe for myself and
  my family
  I'd like to arrange a trip to
  Europe for myself and my family.
  I'd like to arrange a trip to
  Europe for myself and my family.
F:    How many people are there in
  your family?
  How many people are there in
  your family?
M:    my infant daughter
  my two sons and my infant
  daughter
  my wife, my two sons, and my
  infant daughter
  Besides myself, there are my
  wife, my two sons, and my infant
  daughter.
  Besides myself, there are my
  wife, my two sons, and my infant
  daughter.
F:    What kind of accommodations
  did you have in mind?
  What kind of accommodations
  did you have in mind?
M:    my wife and I and the baby could
  share a double
  I thought my wife and I and the
  baby could share a double.

  166

      I thought my wife and I and the
      baby could share a double.
      Our two sons can share a twin.
      Our two sons can share a twin.
  F:    With or without a bathroom?
      With or without a bathroom?
  M:    The double should have a bath.
      The twin doesn't have to have
      one.
      The double should have a bath.
      The twin doesn't have to have
      one.
  N:    Now take your pencil and a piece
      of paper. You're going to hear
      the travel agent repeat the most
     

      important information the
      customer gave her. Write down
      that information. Remember
      that you don't have to write
      'every word, just the most
      important information. Ready?
      Let's begin.
  F:    All right, Mr. Brodsky. I'm going
      to go over with you the
      information that you just gave
      me. Please listen carefully. You
      said your name was Richard
      Brodsky. That's B - r - 0 - d - s -
      k - y, right?
      You'll be traveling with your
      wife, your two sons, and your
      infant daughter.
      You plan to spend three nights in
      London,
      three nights in Paris,
      and four nights in Rome.
      You, your wife, and the baby will
      share a double,
      and your sons can share a twin.
      The double should have a bath,
      but the twin doesn't have to
      have one.
  N:    Now use your paper to answer
      the following questions. Give
      short answers. Question One.
  F:    What is the customer's name?
  M:    Richard Brodsky.
  N:    Question Two.
  F:    Who will he be traveling with?
  M:    His wife, his two sons, and his
      infant daughter.
  N:    Question Three.
  F:    What are the three cities they
      plan to visit?
  M:    London, Paris, and Rome.
  N:    Question Four.
  F:    What is the total number of
      nights they plan to spend in
      Europe?
  M:    Ten nights.

N:    Question Five.
F:    Which city will they spend the
  most nights in?
M:    Rome.   
N:    Question Six.   
F:    Who will share the double with
  Mr. Brodsky?
M:    His wife and their baby.
N:    Question Seven.
F:    What will the sons share?
M:    A twin.   
N:    Question Eight.
F:    Which room should have a bath,
  the twin or the double?
M:    The double.   
     
N:    Now listen to the following talk
  about an island in the Caribbean
  Sea. Don't write anything. Just
  listen.   
F:    Grand Turk Island is located five
  hundred and seventy-five miles
  from Miami. It has a wonderful
  climate and fabulous beaches.
  There are about three thousand
  inhabitants on the island, and
  most are descendants of African
  slaves. It rains very little, and
  the temperature range is between
  twenty-four and thirty degrees
  Celsius. That's seventy-five to
  eighty-six degrees Fahrenheit.
N:    Now take your pencil and a piece
  of paper and listen to the talk
  again. After each pause, write
  down exactly what you hear.
  Ready? Let's begin.
F:    Grand Turk Island is located
  five hundred and seventy-five
  miles from Miami.
  It has a wonderful climate
  and fabulous beaches.
  There are about three thousand
  inhabitants on the island,
  and most are descendants
  of African slaves.
  It rains very little,
  and the temperature range
  is between twenty-four and thirty
  degrees Celsius.
  That's seventy-five to eighty-six
  degrees Fahrenheit.
N:    Now check your paper as you
  hear the talk again. Try to
  correct any mistakes you find.
F:    Grand Turk Island is located five
  hundred and seventy-five miles
  from Miami. It has a wonderful
  climate and fabulous beaches.
     
  There are about three thousand
  inhabitants on the island, and
  most are descendants of African
  slaves. It rains very little, and
  the temperature range is between
  twenty-four and thirty degrees
  Celsius. That's seventy-five to
  eighty-six degrees Fahrenheit.
N:    Now use your paper to answer
  the following questions about
  Grand Turk Island. Give short
  answers. Question One.
M:    How far is Grand Turk Island
  from Miami?
F:    Five hundred and seventy-five
 
  miles.
N:    Question Two.
M:    What two words are used to
  describe the climate and the
  beaches?
F:    Wonderful and fabulous.
N:    Question Three.
M:    How many inhabitants are there
  on the island?
F:    About three thousand.
N:    Question Four.
M:    Who are most of the
  inhabitants?
F:    Descendants of African slaves.
N:    Question Five.
M:    How much does it rain on Grand
  Turk Island?
F:    Very little.
N:    Question Six.
M:    What is the temperature range in
  degrees Celsius?
F:    Between twenty-four and thirty
  degrees.
N:    Question Seven.
M:    What is the temperature range in
  degrees Fahrenheit?
F:    Between seventy-five and eighty-
  six degrees.
N:    And now that you know
  something about Grand Turk
  Island, you might want to go
  there on your next vacation. Or
  at least you can dream of going!
  This is the end of Review One.

04BOOK TEN LESSON THREE

（注意：原文缺少168页已打字补充完毕，原下载内容请替换为此文本）
N:    Welcome to Lesson Three. Listen
    to this conversation. Two friends
    who work in the same office are
    having lunch and sharing their
    food with each other. Notice
    how they offer different kinds of
    food to each other and how they
    accept or refuse the other's offer.
   
167
F：Say,Fred, I have more food here
      than I can eat. Would you like
      one of my sandwiches?
M:  Oh, thanks, Molly. I'm not
      really very hungry, but I would
      like half a andwiches, if you don't
      mind.
F: Of course I don't mind. Here you
    are. Do you want part of my orange?
M:  Oh, thanks a lot. That's very
      kind of you. By the way, would
      you like a piece of cake? And
      how about having some of my
      potato chips?
F:  Whoa! Slow down, Fres. You
      won't have much of yopu own
      lunch to eat, if you keep offering
      it all to me!
N:    Now listen and repeat.
F:    Would you like one of my sandwiches?
      Would you like one of my sandwiches?
      Do you want part of my orange?
      Do you want part of my orange?
M:    Would you like  a piece of cake?
        Would you like a piece of cake?
      How about having some of potato chips?
      How about having some of potato ships?
N:    Now you're going to hear
        a sentence and a few other words.
        Usd the words to shange the
        sentence you just heard.
        For example, you hear...
M:      Would you like one of my sandwiges?
F:      Half of my orange.
N:    And you say...
M:    would you like half of my orange?
N:    Then you hear...
F:      Do you want.
N:    And you say...
M:      Do you want half of my orange?
N:    All rightr? Let's begin.
M:      Would you like one of my sandwiches?
F:    Half of my orange.
M:    Would you like half of my orange?
F:    Do you want.
M:    Do you want half of my orange?
F:    Some of my ginger ale.
M:    Do you want some of my ginger ale?
F:    A piece of cake?
M:    Do you want a piece of cake?
F:    You can have.
M:      You can have a piece of cake?
M:      You can have a piece of cake?
F:      How about having.
M:    How  about having a piece of cake?
N:      Now listen to Mike and Rita as
        they discuss Rita's age, how she
        looks, and what she can still do well. Listem.
Mike:      Most people don't retire at
                your age. You look great.
Rita:      I feel great. In fact, I feel
              marvelous... and still do pretty weell.
              I can still do play tennis beautifully.
Mike:      I've see you. You're a
              wounderfoul tennis player.
Rira:      I'm very good swimmer.I
                can ski fairly well too.
Mike:        And you dance gracefully.
Rita:        Gracefully? Tha't a word for
                an old lady,Mike.
Mike:        Excuse me. You're a hot dancer.
Rita:        That's more like it.
N:  Now listen and repeat.
M:  You look great.
    You look great.
    You look marvelous.
    You look marvelous.
F:  I feel great. I feel great.
    I feel marvelous.
    I feel marvelous.
M:  You dance gracefully.
      You dance gracefully.
      You're a hot dancer.
      You're a hot dancer.
F:    I'm a good swimmer.
        I'm a good swimmer.
        I can ski fairly well too.
        I can ski fairly well too.
N:    Notice how there are certain
      verbs that are always followed by
      an adjective. These verbs are be,
      feel, look, seem, appear, taste,
    smell, and sound. Other verbs,
      like play, dance, or ski, take an
      adjective followd by a
      sentence  that neds either an
      adjective or  an adverb. Decide if
      the adjective should stay  the
      same or if it should be changed
      to an adverb.  Say the sentence
      correctly, using the correct 
      adjective or adverd form.For
      example, you hear...
M:  Beautiful... your new house looks.
N:    And you say...
F:    Your new house looks beautiful.
F:    Or you hear...
M:    Good... you swim very.
N:    And you say...
F:    You swim very well.
N:    All right? Let's begin.
M:    Beautiful... your new house looks.
F:    Your new house looks brautiful.
M:    Good... you swim very.
F:    You swim very well.
M:    Delicious... thia food smells.
F:    This food smells delicious.
M:    Happy ... they seem very.
F:    They seem very happy.
M:    Excellent... that skier is really.
F:    That skier is very excellent.
M:    Greaceful... the dancers move very.
F:    The dancer move very gracefoully.
M:      Good...  your mother's chocolate cake tastes .
F:      Your mother's chocolate cake tastes good.
M:      Perfect... your shoes match your dress.
F:      Your shoes match your dress perfectly.
M:      Noce... that hat fits you very.
F:    That hat fits you very nicely.
N:    Now, do you remember what a
        compliment is? When you tell
        people how good they are at
        something  or how well they do
        something, that's a compliment,
        You're going to hear a
        compliment, folowed by some
        other words, Change the
        compliment by putting in the
        new words to create a new
        comliment. For example, you hear...
M:    You dance very gracefully.
F:    Hot dancer.
N:    And you say...
M:  You're a hot dancer.
N:  Then you hear...
F:    A  wonderful voice.
N:  And you say...
M:  You have a wonderful voice.
N:    Ok? Let's begin.
M:  You dance very gracefully.
F:    Hot dancer.
F:    A wonderful voice.
M:  You have a wondfull voice.

169
       
F:    Lovely eyes.
M:    You have lovely eyes.
F:    Talented actress.
M:    You're a talented actress.
F:    Fabulous singer.
M:    You're a fabulous singer.
F:    Speak excellent English.
M:    You speak excellent English.
F:    Wonderful tennis player.
M:    You're a wonderful tennis player.
N:    Now, do you remember what
    Rita said about herself?
RITA:    And there are lots of things I
    can still do pretty well. I can
    still play tennis beautifully
    . . . I'm a very good swimmer.
    I can ski fairly well too.
N:    Now listen and repeat.
F:    I can still do pretty well
    there are a lot of things
    There are a lot of things I can
    still do pretty well.
    There are a lot of things I can
    still do pretty well.
M:    I'm a very good swimmer.
    I'm a very good swimmer.
    ski fairly well
    I can ski fairly well too.
    I can ski fairly well too.
N:    We use the adverbs very, pretty,
    and fairly as intensifiers. They
    can modify adjectives: for
    example, very good. I'm a very
    good skier. Or they can modify
    adverbs: for example, fairly well,
    I can ski fairly well too. Now
    you're going to hear a sentence,
    followed by an intensifier, either
    very, pretty, orfairly. Repeat the
    sentence putting the intensifier
    in the right place. For example,
    you hear. . .
F:    I'm a good swimmer.
M:    Very.
N:    And you say . . .
F:    I'm a very good swimmer.
N:    Or you hear. . .
F:    She dances gracefully.
M:    Pretty.
N:    And you say . . .
F:    She dances pretty gracefully.
N:    All right? Let's begin.
F:    I'm a good swimmer.
M:    Very.
F:    I'm a very good swimmer.
F:    She dances gracefully.
M:    Pretty.
F:    She dances pretty gracefully.
F:    He's a bad tennis player.
M:    Fairly.

       
F:    He's a fairly bad tennis player.
F:    She's a hot dancer.
M:    Pretty.   
F:    She's a pretty hot dancer.
F:    I've accomplished my goals well.
M:    Fairly.   
F:    I've accomplished my goals fairly
    well.   
F:    She's good at scuba diving.
M:    Very.   
F:    She's very good at scuba diving.
N:    This is the end of Lesson Three.

05BOOK TEN LESSON FOUR

N:    Welcome to Lesson Four. Chris
  and Rita are talking about Rita's
  experience at WEFL. One of
  Rita's worst makeup jobs was on a
  woman who wouldn't sit still.
  When the job was done, the
  woman had lipstick. . . where?
  Where did the woman have
  lipstick? Listen.
CHRIS:    You've been the makeup
  person here for a long time,
  Rita. Can you tell me one of
  your favorite moments at
  WEFL?   
RITA:    There are so many . . . This
  woman was one of the most
  difficult people I've ever
  worked with.
CHRIS:    Why?   
RITA:    She was too energetic. She
  wouldn't sit still.
CHRIS:    It must have been hard to
  put on her makeup.
RITA:    It was one of the worst
  makeup jobs I've ever done.
CHRIS:    It couldn't have been that
  bad.   
RITA:    It was. She had lipstick on
  her eyes.   
CHRIS:    You really love your work,
  don't you?   
RITA:    Oh, yes. I love WEFL.
N:    Well, where did the woman have
  lipstick?   
F:    On her eyes.
N:    Now listen and repeat.
F:    one of the worst
  one of the worst makeup jobs
  it was one of the worst makeup
  jobs   
  I've ever done
  It was one of the worst makeup
  jobs I've ever done.
  It was one of the worst makeup
  jobs I've ever done.
N:    Good. Now you're going to hear


  a sentence and then a word or
  phrase. Use the word or phrase
  to change the sentence you just
  heard. For example, you
  hear.. .
F:    It was one of the worst makeup
  jobs I've ever done.
N:    I say, "Best." And you say. . .
F:    It was one of the best makeup
  jobs I've ever done.
N:    Then I say "Seen." And you
  say. . .
F:    It was one of the best makeup
  jobs I've ever seen.
N:    Ready? Here we go.
F:    It was one of the worst makeup
  jobs I've ever done.
N:    Best.
F:    It was one of the best makeup
  jobs I've ever done.
N:    Seen.
F:    It was one of the best makeup
  jobs I've ever seen.
N:    Beaches.
M:    It was one of the best beaches
  I've ever seen.
N:    Most beautiful.
M:    It was one of the most beautiful
  beaches I've ever seen.
N:    Been to.
M:    It was one of the most beautiful
  beaches I've ever been to.
N:    Places.
F:    It was one of the most beautiful
  places I've ever been to.
N:    Florida.
F:    Florida is one of the most
  beautiful places I've ever been
  to.   
N:    OK. Let's listen to some more of
  the conversation between Rita
  and Chris. Rita has always
  wanted to be . . . what? Listen
  carefully for what Rita has always
  wanted to be.
CHRIS:    So when you leave, where
      will you go? What will you
      do?
RITA:        There are all kinds of
      possibilities.
CHRIS:    Like what?
RITA:        I always wanted to be a belly
      dancer.
CHRIS:    Oh, come on.
RITA:        Well, on my last vacation I
      went to Florida, to Palm
      Beach.
CHRIS:    I've heard of that place.
     
     
169

RITA:    It was one of the most
  beautiful places I've ever
  been to.
CHRIS:    Really?
RITA:    And it had some of the most
  beautiful beaches I've ever
  seen.
CHRIS:    So are you moving there?
RITA:    No. It was one of the most
  boring places I've ever gone
  to . . . I need excitement,
  fun, and someone who will
  make me laugh.
N:    OK. What has Rita always
  wanted to be?
F:    A belly dancer.
N:    Now listen and repeat.
F:    the most boring
  one of the most boring
  it was one of the most boring
  places
  I've ever gone to
  It was one of the most boring
  places I've ever gone to.
  It was one of the most boring
  places I've ever gone to.
N:    Now you hear. . .
M:    So you went to Florida. Was it
  really boring?
N:    And you reply . . .
F:    It was one of the most boring
  places I've ever gone to.
N:    You hear. . .
M:    You met some people there, I
  hear. Were they nice?
N:    And you say . . .
F:    They were some of the nicest
  people I've ever met.
N:    All right. Let's begin.
M:    So you went to Florida. Was it
  really boring?
F:    It was one of the most boring
  places I've ever gone to.
M:    You met some people there, I
  hear. Were they nice?
F:    They were some of the nicest
  people I've ever met.
M:    And you saw some great beaches.
  Were they really beautiful?
F:    They were some of the most
  beautiful beaches I've ever seen.
M:    And you've been to Singapore
  too. Was it really all that
  expensive?
F:    It was one of the most expensive
  places I've ever been to.
M:    So you made a bad mistake. Was
  it really that bad?
F:    It was one of the worst mistakes
  I've ever made.
 
M:    But in Milan you had a really
  exciting time, didn't you?
F:    It was one of the most exciting
  times I've ever had.
M:    How about the shops? You saw
  some of them, didn't you?
  Weren't they terrific?
F:    They were some of the most
  terrific shops I've ever seen.
N:    Very good. Now let's talk about
  Britain. Jake is interviewing
  James Morgan about some of the
  differences between American
  English and British English.
  Listen for some of the words that
  are different in the two
  countries.   
JAKE:    Tell me, James. I always
      thought the British and the
      Americans spoke the same
      language. I mean, we
      understand each other, don't
      we? Are there really that
      many differences?
JAMES:    Well, of course, it's all
      English, isn't it? Some people
      may not recognize this. But
      actually, you're right; we do
      speak the same language.
JAKE:    But then what are these
      differences I've been hearing
      about?   
JAMES:    Mostly simple words, Jake
      . . . some expressions.
      Depends where you are,
      really. For example, you call
      the under ground train system
      the. . . ?   
JAKE:    Subway. . . the subway.
JAMES:    We call it the "tube" or the
      "underground. "
JAKE:    That's easy.
JAMES:    You say, "Can you drive a
      truck?" We say, "Can you
      drive a lorry?"
JAKE:    Lorry. Hmmm. I say, there's
      a lorry coming.
JAMES:    Not bad. Then, of course,
      what you in America call
      "gasoline" we call "petroL"
JAKE:    Petrol?   
JAMES:    Yes. Gasoline is called
      "petrol" in Britain.
JAKE:    Well. . . let's see. Dash it!
      My lorry's out of petrol. I
      shall have to take the
      underground.
JAMES:    My dear boy, that's
      excellent.
N:    OK. Now let's see how much you

  remember. What's the British
  word for gasoline?
M:    Petrol.
N:    And the British word for subway?
M:    Underground or tube.
N:    How about truck?
M:    Lorry.
N:    You are in New York City and
  you want to know where the
  nearest underground station is.
  What do you say?
M:    Where's the nearest subway
  station?
N:    You are crossing the street with
  an American friend. She doesn't
  see the lorry coming. You say,
  "Watch out for the . . . !" what?
M:    Truck.
N:    When you're out of petrol in
  California, you're actually out of
  . . . what?
M:    Gasoline.
N:    This is the end of Lesson Four.

06BOOK TEN LESSON FIVE

N:    Welcome to Lesson Five. Jake and
  Roger Ward, a new member of
  the WEFL staff, are looking at a
  videotape. Let's listen to their
  conversation. Listen carefully for
  exactly what Roger's job is at
  WEFL.
JAKE:    You've been here for a week,
  Roger. How do you like it?
ROGER:    Just fine, Jake. I'm glad I
  had a few extra weeks to
  help out an old friend.
JAKE:    Well, it's great to have you
  at WEFL. We need a good
  editor, and we need some
  good ratings. You'll like
  Mike Davis. He's such a
  good cameraman. His work
  is excellent. His work is so
  good that I hardly need to
  edit it.
ROGER:    Well, then you don't need
  me.
JAKE:    Of course we need you,
  Roger. But Mike does such
  good work that editing is
  easier. Here, let me show
  you . . . This place is so
  messy that I can never find
  anything. It was clean
  yesterday. Ah, here it is.
N:    OK. What is Roger's job at
  WEFL?
M:    He's an editor.
     
      170

N:    Now listen and repeat.
M:    such    such good work
  Mike does such good work.
  Mike does such good work.
  such    such a good cameraman
  He's such a good cameraman.
  He's such a good cameramen.
N:    We use such before a noun (with
  or without an adjective) to give
  emphasis to what we are saying.
  Let's practice such. Remember,
  when the indefinite article a or
  an is present-for example, a
  good cameraman or an excellent
  editor-such comes first: such a
  good cameraman or such an
  excellent editor. Never say "A
  such good cameraman" or "A
  such excellent editor." Now you
  hear.. .
F:    He's a good cameraman.
N:    And you say . . .
M:    He's such a good cameraman.
N:    You hear. . .
F:    Mike does good work.
N:    And you say . . .
M:    Mike does such good work.
N:    Ready? Let's go.
F:    He's a good cameraman.
M:    He's such a good cameraman.
F:    Mike does good work.
M:    Mike does such good work.
F:    This place is a mess.
M:    This place is such a mess.
F:    These are important questions.
M:    These are such important
  questions.
N:    Now you hear. . .
F:    These videotapes are silly.
N:    And you say . . .
oM:    These are such silly videotapes.
N:    You hear. . .
F:    That interview was excellent.
N:    And you say . . .
M:    That was such an excellent
  interview.
N:    Notice that when the noun is
  singular, you use such a or such
  an. When the noun is plural, you
  use only such. OK? Let's
  continue.
F:    These videotapes are silly.
M:    These are such silly videotapes.
F:    That interview was excellent.
M:    That was such an excellent
  interview.
F:    These ratings are just awful.
M:    These are just such awful ratings.
F:    That nature center is really
  pretty.

M:    That's really such a pretty nature
  center.
F:    Those decisions are tough.
M:    Those are such tough decisions.
F:    This exercise is easy.
M:    This is such an easy exercise.
N:    Very good. Mike is trying to
  figure out the mystery of the
  videotape mess. He's thought so
  much about it that he's. . .
  what? Listen for the word that
  describes Mike's condition.
MIKE:    I'm trying to figure out how
      this vacation tape . . . got out
      on the air . . . This wiring is
      such a mess that I'll never
      figure it out. . . Someone
      might have left the tape in an
      editing machine. But how
      could someone put it on the
      air by mistake? . . . I've
      thought so much about it that
      I'm dizzy. . . I couldn't have
      given the wrong tape to the
      tape operator by accident. I'm
      so sure I didn't give him this
      tape that I'd bet money on it.
N:    OK. What word did you hear
  describing Mike's condition?
M:    Dizzy.
N:    Now listen and repeat.
M:    so    so much
  I've thought so much about it
  I'm dizzy
  I've thought so much about it
  that I'm dizzy.
  I've thought so much about it
  that I'm dizzy.
  so    so sure
  I'm so sure
  I'm so sure I didn't give him this
  tape
  I'd bet money on it
  I'm so sure I didn't give him this
  tape that I'd bet money on it.
  I'm so sure I didn't give him this
  tape that I'd bet money on it.
N:    We use so before an adverb or an
  adjective alone, without the
  noun, again to emphasize what
  we are saying: for example, so
  much or so sure or even so dizzy.
  Let's practice some sentences
  with so. You hear. . .
F:    Have you thought much a.bout
  it? You look dizzy.
N:    And you say. . .
M:    I've thought so much about it
  that I'm dizzy.
     
N:    You hear. . .
F:    Are you sure you didn't give him
  this tape? Would you bet money
  on it?
N:    And you say . . .
M:    I'm so sure I didn't give him this
  tape that I'd bet money on it.
N:    All right? Here we go.
F:    Have you thought much about
  it? You look dizzy.
M:    I've thought so much about it
  that I'm dizzy.
F:    Are you sure you didn't give him
  this tape? Would you bet money
  on it?
M:    I'm so sure I didn't give him this
  tape that I'd bet money on it.
F:    Are you upset with this mess?
  Will you try anything?
M:    I'm so upset with this mess that
  I'll try anything.
F:    Isn't this strange? Can you
  believe it?
M:    This is so strange that I can't
  believe it.
F:    Is the tape damaged? Can you
  use it?
M:    The tape is so damaged that I
  can't use it.
F:    Isn't it mysterious? Do you know
  what to do next?
M:    It's so mysterious that I don't
  know what to do next.
N:    It's such a beautiful day that Jake
  and Chris decide to go for a walk
  in the Stamford Nature Center.
  Listen carefully for the two-word
  verb figure out. How many times
  do you hear figure out in the
  conversation?
CHRIS: Gee, these woods are so
  pleasant. Look at these
  wonderful old trees. It's so quiet
  here. Just the sounds of the
  ducks. I really can't figure out
  why anyone would want to ruin
  all this just to build some awful
  apartments.
JAKE:    Yeah. I can't figure it out
  either. Listen. You can hear the
  cows.
CHRIS: I suppose it's money. Someone
  wants to make a lot of money
  and doesn't care how.
JAKE:    You're right, of course. . . but
  who? We've got to figure out
  what's happening here. Who
  wants to build apartments in
  such a beautiful place? And,
  Chris . . .

      171

CHRIS: Yes?
JAKE: We have to stop them before
it's too late.
N: Well, how many times did you
hear the verb figure out?
F: Three times.
N: Now listen and repeat.
F: figure out
I really can't figure out
why anyone would want
why anyone would want to ruin all this
I really can't figure out why anyone would want to ruin all this.
I really can't figure out why anyone would want to ruin all this.
M: I can't figure it out either.
  I can't figure it out either.
N: Tofigure out means to solve, to understand": She understood the problem. She figured out the problem. They mean almost the same. Notice that when the verb figure out is used with a pronoun (for example, it), the pronoun always comes between figure and out: I can't figure it out. Let's practice figure out. You hear. . .
M: I really can't understand why anyone would want to ruin all
  this.
N:    And you say . . .
F: I really can't figure out why anyone would want to ruin all
  this.
N: You hear. . .
M: I can't understand it either.
N: And you say . . .
F: I can't figure it out either.
N: OK? Let's begin.
M: I really can't understand why anyone would want to ruin all this.
F: I really can't figure out why anyone would want to ruin all
  this.
M: I can't understand it either.
F: I can't figure it out either.
M: We have to understand what's
happening here.
F: We have to figure out what's
happening here.
M: Who can understand them?
F: Who can figure them out?
M: I'm trying to understand what
  they want.
F: I'm trying to figure out what they
  want.

M: Did you understand how it
  happened?
F: Did you figure out how it
happened?
M: No. I can't understand it.
F: No, I can't figure it out.
N: This is the end of Lesson Five.

07BOOK TEN REVIEW TWO

N: Review Two. Mike and Rita are talking about what's going on at
WEFL. They mention the names of three people. Listen for what the three names are.
RITA: Well, how are things going in
the editing room, Mike? MIKE: Don't ask. RITA: You're not doing so well,
huh? MIKE: It's such a mess. RITA: Have you figured out yet
  where the problem is?
MIKE: No. I'm so puzzled by it all, Rita, I don't know where to begin. There are so many tough questions . . . and no easy answers.
RITA: What about Roger, the new
  editor? Has he been any help?
MIKE: Roger's a nice guy. . . so intelligent too. He does such great work. But this is really not his problem.
RITA:    And Jake. . . or Chris?
  Surely they. . .
MIKE: They've been so busy figuring out the apartment business at the Nature Center that they haven't had time to help.
RITA: Well, maybe there's a
  connection.
MIKE: A connection? What do you
  mean?
RITA: I mean, maybe there's a connection between the mess with the tapes and the people who want to build apartments in the Nature Center. Have you thought of that?
MIKE: Oh, come on, Rita. You're so
  silly sometimes.
  N: OK. What are the three names
  that come up in the conversation
between Rita and Mike? F: Roger, Jake, and Chris. N: Now listen and repeat.
M: such a mess such a mess
F: so many tough questions
so many tough questions
so intelligent so intelligent

172

  such great work
N: Good. Now I say, "Mess." And
you say . . . M: Such a mess. N: I say, "Many tough questions.
And you say. . .
F: So many tough questions.
N: Ready? Here we go. Mess.
M: Such a mess.
N: Many tough questions.
F: So many tough questions.
N: Intelligent.
M: So intelligent.
N: Great work.
F: Such great work.
N: Nice guy.
M: Such a nice guy.
N: Puzzled.
F: So puzzled.
N: Experienced professionals.
M: Such experienced professionals. N: Well.
F: So well.
N: Easy answers.
M: Such easy answers.
N: Silly exercise.
F: Such a silly exercise.
N: Very good. Now let's try something a little more difficult.
  You hear. . .
M: That was a silly exercise.
N: And you say. . .
F: That was such a silly exercise. N: You hear. . .
M: The answers were easy.
N: And you say . . .
F: The answers were so easy.
N: OK? Here we go.
M: That was a silly exercise.
F: That was such a silly exercise. M: The answers were easy.
F: The answers were so easy.
M: Mike isn't doing well lately.
F: Mike isn't doing so well lately. M: He has many tough questions to
figure out.
F: He has so many tough questions
to figure out.
M: But he's an intelligent guy.
F: But he's such an intelligent guy. M: He's always done terrific work at
WEFL.
F: He's always done such terrific
work at WEFL.
M: And Rita isn't really silly.
F: And Rita isn't really so silly. M: Mike and Rita are good friends. F: Mike and Rita are such good friends.

F: such great work

N:    OK. Now let's listen to this.
RITA:    Hey! What's going on?
  Who's in there?
MIKE:    What is it, Rita? What's
  the matter?
RITA:    I don't know, Mike. I
  thought I heard a noise in
  the editing room.
MIKE:    But it's locked.
N:    Well, things are getting more and
  more mysterious at WEFL. Let's
  listen some more and see what's
  happening.
RITA:    I was walking by the editing
  room when I heard this
  strange noise.
MIKE:    What kind of noise?
RITA:    I don't know what it was.
  But I thought someone was
  in there. You see, I was just
  leaving the building when I
  remembered the lights.
MIKE:    The lights?
RITA:    Yeah. I forgot to turn off
  the lights. So I came back
  and.. .
STEVEN:    What's going on here?
MIKE:    I'm glad you're here,
  Steven. I was closing the
  studio when I saw Rita
  listening at the door. She
  thinks there's someone in
  the editing room.
N:    Now listen and repeat.
F:    I was walking by the editing
  room
  when I heard this strange noise
  I was walking by the editing
  room when I heard this strange
  noise.
  I was walking by the editing
  room when I heard this strange
  noise.
M:    I was closing the studio
  when I saw Rita listening at the
  door
  I was closing the studio when I
  saw Rita listening at the door.
  I was closing the studio when I
  saw Rita listening at the door.
N:    Now I say, "Walk by the editing
  room . . . hear this strange
  noise. And you say. . .
F:    I was walking by the editing
  room when I heard this strange
  noise.
N:    I say, "Close the studio. . . see
  Rita listening at the door." And
  you say . . .
M:    I was closing the studio when I
     
  saw Rita listening at the door.
N:    All right. Let's begin. Walk by
  the editing room. . . hear this
  strange noise.
F:    I was walking by the editing
  room when I heard this strange
  noise.
N:    Close the studio . . . see Rita
  listening at the door.
M:    I was closing the studio when I
  saw Rita listening at the door.
N:    Leave the building . . .
  remember the lights.
F:    I was leaving the building when I
  remembered the lights.
N:    Work late. . . notice someone
  in the hall.
M:    I was working late when I
  noticed someone in the hall.
N:    Drive home . . . think of the
  answer.
F:    I was driving home when I
  thought of the answer.
N:    Think of you. . . buy these
  flowers.
M:    I was thinking of you when I
  bought these flowers.
N:    Begin to worry . . . get your
  letter.
F:    I was beginning to worry when I
  got your letter.
N:    That's all for now. This is the end
  of Review Two.
     

08BOOK TEN LESSON SIX

N:    This is Lesson Six. Chris and Jake
  are looking at some of the video-
  tapes Chris took at the Nature
  Center. How many
  people in all were present during
  the filming at the Nature Center?
  Listen.
CHRIS:    Some of these shots might
  work, Jake.
JAKE:    The camera's so shaky, I
  can't see what's happening.
CHRIS:    What is that? I don't
  remember anyone out there.
  Of course I was holding the
  camera for such a long time
  that my arm almost fell off.
JAKE:    The tape's moving so fast
  that I can't see. Let's slow it
  down.
CHRIs:    Look at that. That's a
  person.
JAKE:    Wait a minute. I was there.
  Mike was there. You were
  there. I don't remember
  anybody else.
  -

CHRIS:    It's such a strange place for
  someone to be. Behind a
  tree?   
N:    OK. How many people in all
  were present at the Nature
  Center during the filming?
F:    Four. Mike, Jake, Chris, and the
  mystery person behind the tree.
N:    Now listen and repeat.
F:    a strange place    such a strange
  place   
  it's such a strange place
  It's such a strange place for
  someone to be.   
  It's such a strange place for
  someone to be.   
N:    Now you hear. . .
F:    It's such a strange place for
  someone to be.   
N:    I say, "A man." And you say. . .
F:    It's such a strange place for a
  man to be.   
N:    I say, "Wonderful." And you
  say.. .   
F:    It's such a wonderful place for a
  man to be.   
N:    OK? Let's begin.
F:    It's such a strange place for
  someone to be.   
N:    A man.   
F:    It's such a strange place for a
  man to be.   
N:    Wonderful.   
F:    It's such a wonderful place for a
  man to be.   
N:    Live.   
F:    It's such a wonderful place for a
  man to live.   
N:    Stamford.   
F:    Stamford is such a wonderful
  place for a man to live.
N:    Town.   
F:    Stamford is such a wonderful
  town for a man to live.
N:    Work.   
F:    Stamford is such a wonderful
  town for a man to work.
N:    People.   
F:    Stamford is such a wonderful
  town for people to work.
N:    Listen to Rita telling Chris about
  her new boyfriend. At one point
  Rita says, "We laughed so hard,
  we . . ." what? Listen for the
  sentence, "We laughed so hard,
  we . . . "What's the last word of
  that sentence?   
RITA:    I met a man. He's one of the
  most interesting men I've
     
     
173

  ever known. He's so
  interesting that I don't even
  think about my job.
CHRIs:    What's his name?
RITA:    Terry. Terry Smithers. I
  never thought I'd feel this
  way toward anybody again.
  A friend introduced us. We
  went out to dinner and we
  had such a good time that we
  stayed until the restaurant
  closed. And the food was so
  bad! It was one of the worst
  restaurants I've ever been to.
  It was so bad that it was
  funny. We laughed so hard,
  we cried. It was wonderful.
  We talked about everything.
  And after that, we went
  dancing.
CHRIS:    No.
RITA:    Yes. He's such a good
  dancer.
CHRIS:    You are too.
RITA:    You should have seen us
  dance. We danced so well
  together that people stopped
  to watch. And we've been
  together ever since.
N:    Well? What's the last word? We
  laughed so hard, we . . . what?
F:    Cried.
N:    Now listen and repeat.
F:    we laughed so hard
  We laughed so hard, we cried.
  We laughed so hard, we cried.
  we had such a good time that
  we stayed until the restaurant
  closed
  We had such a good time that
  we stayed until the restaurant
  closed.
  We had such a good time that
  we stayed until the restaurant
  closed.
N:    Now you hear. . .
M:    We laughed hard. We cried.
N:    You say. . .
F:    We laughed so hard, we cried.
N:    You hear. . .
M:    We had a good time. We stayed
  until the restaurant closed.
N:    You say. . .
F:    We had such a good time that we
  stayed until the restaurant closed.
N:    Ready? Let's begin.
M:    We laughed hard. We cried.
F:    We laughed so hard, we cried.
M:    We had a good time. We stayed
  until the restaurant closed.
 
F:    We had such a good time that
  we stayed until the restaurant
  closed.   
M:    The food was bad. It was funny.
F:    The food was so bad, it was
  funny.   
M:    He's an interesting man. I can't
  think of anything else these days.
F:    He's such an interesting man
  that I can't think of anything
  else these days.   
M:    We danced well together. People
  stopped to watch.
F:    We danced so well together,
  people stopped to watch.
M:    There's little time left today.
  Maybe we should continue
  tomorrow morning.
F:    There's so little time left today,
  maybe we should continue
  tomorrow morning.
M:    It's really tough work. I'm
  exhausted at the end 9f the day.
F:    It's really such tough work that
  I'm exhausted at the end of the
  day.   
M:    This is easy. I think we should
  stop now.   
F:    This is so easy, I think we should
  stop now.   
N:    So do I. This is the end of Lesson
  Six.

09BOOK TEN LESSON SEVEN
  (原缺176页文本已经打字补充完毕)

N:    Welcome to Lesson Seven.
    Listen to Rita as she talks about
    a recent experience with her
    boyfriend, Terry.
RITA:    Terry and I enjoy walking in
    the park. Yesterday we went
    for a walk, and we didn't want
    to go back to work right away.
    I wanted him to tell me what
    he was working on, but he
    avoided saying anything about
    it. I couldn't understand why
    he needed me to ask Mike to
    let him into the editing room.
    I kept on trying to figure out
    the reason, but Terry just
    wanted me to quit thinking
    about it. He asked me to think
    about our relationship instead.
N:    Now listen and repeat.
F:    We enjoy walking in the park.
    We enjoy walking in the park.
    We didn't want to go back to
    work.
    We didn't want to go back to
    work.
   
M:    She wanted him to tell her
    something.
    She wanted him to tell her
    something.
    But he avoided saying anything
    about it.
    But he avoided saying anything
    about it.
F:    He needed me to ask Mike to do
    something.
    He needed me to ask Mike to do
    something.
    I kept on trying to figure out the
    reason.
    I kept on trying to figure out the
    reason.
M:    He just wanted her to quit
    thinking about it.
    He just wanted her to quit
    thinking about it.
    He asked her to think about
    their relationship instead.
    He asked her to think about
    their relationship instead.
N:    Notice how some verbs are
    followed by a gerund. For
    example. . .
F:    We enjoy walking.
    He avoided saying anything.
N:    Others are followed by an
    infinitive, sometimes with a
    direct object in front of it. For
    example. . .
M:    They didn't want to go.
    She wanted him to tell her
    something.
    He wanted her to do something.
N:    Now you're going to hear a
    sentence that includes a verb in
    the base form. Complete the
    sentence using either the gerund
    or the infinitive. For example,
    you hear . . .
M:    Lucy and Ricky enjoyed. . .
    walk . . . in the park.
N:    And you say. . .
F:    Lucy and Ricky enjoyed walking
    in the park.
N:    Or you hear. . .
M:    They didn't want. . . go. . .
    back to work.
N:    And you say. . .
F:    They didn't want to go back to
    work.
N:    All right? Let's begin.
M:    Lucy and Ricky enjoyed. . .
    walk. . . in the park.
F:    Lucy and Ricky enjoyed walking
    in the park.
M:    They didn't want. . . go . . .
    back to work.

    174
F:    They didn't want to go back to
    work.
M:    She wanted him . . . tell . . .
    her about his new show.
F:    She wanted him to tell her about
    his new show.
M:    He avoided. . . say. . .
    anything about it.
F:    He avoided saying anything
    about it.
M:    He needed her. . . stay. . .
    home and answer the phone.
F:    He needed her to stay home and
    answer the phone.
M:    Lucy kept . . . try . . . to get a
    job in Ricky's show.
F:    Lucy kept trying to get a job in
    Ricky's show.
M:    He just wanted her. . . quit
    . . . thinking about it.
F:    He just wanted her to quit
    thinking about it.
M:    He asked her . . . think . . .
    about their maITiage instead.
F:    He asked her to think about
    their maITiage instead.
N:    Now listen to Chris as she talks
    about her computer and her
    problems writing a report. Notice
    all the two-word verbs she uses.
CHRIS:    I have to hand in this report
    tomorrow, and I have to type
    it up myself. Thank heaven
    for computers. If I make a
    mistake, I don't have to type
    it over. I just cross out the
    mistake . . . Oh, I'm such a
    bad typist. It's so hard to pick
    out the mistakes on this
    screen. . . Fortunately, this
    computer can check spelling.
    I just hit this button . . .
    The computer points out the
    mistakes and fills in the
    COITect spelling automatically
    . . . I just need to print out
    the pages, . . . and run off
    some copies. . . and we're
    all set. . . I forgot to clean
    up. I have to put away the
    pencils, . . . throwaway this
    paper, . . . and shut off the
    computer.
N:    Now listen to and repeat these
    sentences with two-word verbs.
F:    I have to hand in this report.
    I have to hand this report in.
    I have to hand it in.
M:    She has to type up this report.
    She has to type this report up.
    She has to type it up.
   
F:    I just cross out the mistake.
    I just cross the mistake out.
    I just cross it out.
M:    The computer points out the
    mistakes.   
    The computer points the
    mistakes out.   
    The computer points them out.
F:    It fills in the correct spelling.
    It fills the corrct spelling in.
    It fills it in.   
N:    Notice how these separable two-
    word verbs have two different
    forms. For example, you can
    say. . .   
F:    I have to hand in this report.
N:    Or you can say. . .
F:    I have to hand this report in.
N:    Now you're going to hear a
    sentence with a two-word verb
    using one of these two forms.
    Repeat the sentence, changing it
    to the other form. For example,
    you hear . . .   
M:    I have to hand in this report.
N:    And you say . . .
F:    I have to hand this report in.
N:    Or you hear. . .
M:    The computer pointed out my
    mistakes.   
N:    And you say . . .
F:    The computer pointed my
    mistakes out.   
N:    OK? Let's begin.
M:    I have to hand in this report.
F:    I have to hand this report in.
M:    The computer pointed out my
    mistakes.   
F:    The computer pointed my
    mistakes out.   
M:    I have to cross my mistakes out.
F:    I have to cross out my mistakes.
M:    The machine fills in the correctt
    spelling.   
F:    The machine fills the correct
    spelling in.   
M:    I have to run off a few copies.
F:    I have to run a few copies off.
M:    It's time to shut the computer
    off.   
F:    It's time to shut off the
    computer.   
N:    Now let's see if you remember
    what these two-word verbs
    mean. You're going to hear a
    sentence that uses another verb
    to express the same idea as one
    of the two-word verbs. Respond
    to the sentence using one of the
    separable two-word verbs.
    Change the direct-object noun

    to a pronoun. For example, you
    hear.. .
F:    I have to deliver my report.
N:    And you say . . .
M:    That's right. You have to hand it
    in.
N:    Or you hear. . .
F:    I have to type a copy of it.
N:    And you say . . .
M:    That's right. You have to type it
    up.
N:    All right? Let's begin.
F:    I have to deliver my report.
M:    That's right. You have to hand it
    in.
M:    I have to type a copy of it.
F:    That's right. You have to type it
    up.
F:    I have to type it again.
M:    That's right. You have to type it
    over.
M:    The computer will print a copy.
F:    That's right. The computer will
    print it out.
M:    I have to clean the room
    thoroughly.
F:    That's right. You have to clean it
    up.
M:    I have to draw a line through my
    mistake.
F:    That's right. You have to cross it
    out.
M:    The computer identifies the
    mistake.
F:    That's right. The computer picks
    it out.
M:    I have to return the books to
    their proper places.
F:    That's right. You have to put
    them away.
M:    My computer shows where the
    mistakes are.
F:    That's right. Your computer
    points them out.
M:    I'm going to make the copies on
    a photocopier.
F:    That's right. You're going to run
    them off.
M:    My computer adds the correct
    spelling.
F:    That's right. Your computer fills
    it in.
M:    I have to discard the paper.
F:    That's right. You have to throw
    it away.
N:    Now, to end this lesson, listen to
    these sentences.
F:    I love the peace and quiet here.
    Would you like a piece of my
    orange?
   
175

    (此处原缺176页文本已经补充完毕)

N：Did you notice the homonyms in
those sentence? They were 
peace, splled p-c-a-c-e, and
piece, spelled p-i-e-c-e.
Now listen to these sentences.
M: I think I know the reason, but it
dosen't make sence. That book
cost a dollar and fifty cebts.
N: The homonyms in those
sentences were sence, spelled
c-e-n-s-e, and cents, spelled
s-e-n-t-s. Now you're going
  to hear a sentense that contains
  a homonym. After each
  sentence, repeat and then spell
  the homonym in that sentence.
  Fow exmaple, you hear...
F:  I live the peace and quiet.
    peace.
N:  And you say...
M:  Peace... p-e-a-c-e.
N:  Or you hear...
M:  Would you like a piece of my
orange? Piece.
N: And you say...
F:  Piece... p-i-e-c-e.
N:  OK? Let's begin.
F:  I  love the peace and quiet.
    Peace
M:  Peace. p-e-a-c-e.
M:  Would you like a piece of my
    ornge? Piece.
F:  Piece. p-i-e-c-e.
F: The flight is four hours long.
  Four.
M:  Four... f-o-u-r.
M:  He works for his father's
    company. For.
F:  For...f-o-r.
F: Let's go swimming in the sea.
    Sea.
M:  See... s-e-a.
F:  I don't see any of my friends
  here. See.
M: See... s-e-e.
M:  She bought a blue hat. Blue.
F:  Blue... b-l-u-e.
M:  Blew...b-l-e-w.
M:  The wind blew her hat away.
    Blew..
F:  Blew...b-l-e-w.
N:  End of Lesson Seven..

10Book Ten Lesson Eight

N:  This is Lesson Einght. You're going
    to practice asking
  questions using the simple past
  tence. First, lisen to these two
    question and thire answers.
M:  Did Chris show her interview
    tape to Jake?
F:  Yes, she did.
M:  What did Jeke say about the
    interview?
F:  He said it was interesting.
N:  Now you're going to hear some
    statements. Use each statements
  to make rither a Yes/ on  or a
  WH-question using the simple
  past tence. For example,you hear...
M:  Yes. Chris showed her interview
    tape to Jake.
N:  And you say...
F: Did Chris show her interview
  tape to Jake?
N:  And you hear...
M:  He said it was interview.
N:  And you say...
F: What did he say about it?
N:  All right? Let's begin.
M: Yes. Chris showed her interview
  tape ti Jake.
F:  Did Chris shoe her interview
  tape to Jake?
M:  He said it was interview.
F:  What did he say about it?
M: Yes. Mike talked about his interview.
F:  Did he talk about his interview?
M:  Mike said he lived his job.
F:  What did Mike said he loved his job?
M:  He said he paid attention to details.
F:  What did he say he paid
    attention to?
M:  Yes. He talking to Cheis about
    the technical problems.
F: Did he talk to Chris about the
    technical problems?
M: He  said it was impotant  listen
    carefully.
F:  What did he say it was impotant
    to do?
N: Now let's listen to Mike as he
    talks about to Mike as he
    talks about his experices
  working at WEFL.
Mike:  I've been working at WEFL
          foe many years now. I live my
          job. When I look bach on
        those years, I miss some of the
        people I used to work with. It
        can get crazy hear sometimes,
        but I don't pay any attention.
      I just  laugh at people who
      take themselves too seriously.
      It's important to listen to
      people and what they have to

      say. That's probly why I've
      been  able to stay here so long.
    I pay attention to details, and
    I keep a sence of humor about
    my job.
N:  Now listen and repeat.
M:  I look back on those years.
      I look banck on those years.
      I laugh at those people.
      I laugh at those people.
      I pay attention to details.
    I pay attention to details.
F:  He listens to people.
    He listens to people.
    He talks about people.
    He talks about people.
M:  I look at photograghs.
    I look at photographs.
    I look for  things to film.
    I look for things to film.
  I wait for opportunities.
    I  wait for opportunities.
N:  Notice how some verbs can be
    used with more than one
    preposition: for example, talk to
    and talk about, look at and look for.
      Now you're going to hear
      some sentences with a verb that
    should be followed  by a
    preposition. When you hear the
    sentense, the proposition will be
    missing. Repeat the sentence,
    putting in the correct
    proposition.  For example, you hear...
F:  It's omportant to listen listen...
    people.
N:  And you say...
M:  It's important to listen to people..
N:  You hear...
F:    He talked ... his problems at work.
N: And you say...
M:  He talked about his problems at work.
N:  OK? Let's begin.
F : It's improtant to listen ... people.
M: It's improtant to listen to people.
F:  He talked ... his problems at work.
M:  He talked about his problems at work.
F: Please don't laugh ...me.
M: Please don't laugh at me.
F:  I pay attention ... setails.
M: I pay attention to details.

176

   
F:    You should watch. .  . mistakes.
M:    You should watch for mistakes.
F:    I look back. . . my childhood
    with pleasure.
M:    I look back on my childhood
    with pleasure.
N:    Now listen as we hear two people
    -a student and her teacher-
    discussing a report the student is
    having trouble with.
F:    Professor Wong, I'd like to speak
    to you.
M:    Certainly, Julie. Can I help you
    with something?
F:    Would you please look at this
    paper I'm writing? It would help
    me if you would tell me what you
    think about it before I type it
    over.
M:    Sure, I'll look at it. Hmmm. Are
    you sure about the information
    you have here?
F:    I looked it up in my books.
M:    It looks all wrong to me. I'm
    sorry, but this paper will have to
    be done again. I think you'd
    better throw it away.
N:    Now listen and repeat.
F:    I'd like to speak to you.
    I'd like to speak to you.
    Please look at it.
    Please look at it.
    Tell me what you think about it.
    Tell me what you think about it.
    I'll type it over.
    I'll type it over.
M:    You looked it up.
    You looked it up.
    Throw it away.
    Throw it away.
N:    Notice that when we use a verb
    and a preposition, like look at
    or speak to, we put the direct object
    last. We say "look at it" and
    "speak to Professor Wong."
    When we use a two-word verb,
    we put the direct-object pronoun
    in the middle. We say "look it
    up" and "type it over." Now
    you're going to hear a sentence
    that uses either a verb and a
    preposition or a two-word verb.
    If the sentence you hear is
    correct, say "Correct." If it is
    incorrect, say the sentence
    correctly. For example, you
    hear.. .
M:    Please look at this paper.
N:    And you say . . .

           
F:    Correct.   
N:    You hear. . .   
M:    You should type over it.
N:    And you say . . .
F:    You should type it over.
N:    OK? Let's begin.
M:    Please look at this paper.
F:    Correct.   
M:    You should type over it.
F:    You should type it over.
M:    Do you want to talk her to now?
F:    Do you want to talk to her now?
M:    Throwaway it!
F:    Throw it away!
M:    May I please speak to Professor
    Wong?   
F:    Correct.   
M:    There's a mistake here. Cross out
    it.       
F:    There's a mistake here. Cross it
    out.       
N:    To end this lesson, listen to
    Chris and Jake as Chris asks Jake
    for his opinion.
CHRIS:    Jake, what did you think of
        my story?   
JAKE:    Well, I thought it was
        remarkable.
N:    When Jake gave his opinion, he
    started by saying "I thought." Of
    course, he could also have
    said.. .   
M:    In my opinion, it was
    remarkable.   
N:    Now you're going to give your
    opinion of different things. To
    help you improve your
    vocabulary, the person who asks
    you for your opinion will give
    you two adjectives to choose
    from. You choose one of the
    two. For example, you hear . . .
F:    What did you think of the last
    movie you saw? Did you think it
    was boring or impressive?
N:    And you say . . .
M:    I thought it was impressive.
N:    Or you can say. . .
M:    I thought it was boring.
N:    You hear. . .   
F:    How did you like the last party
    you went to? In your opinion,
    was it marvelous or terrible?
N:    And you say . . .
M:    In my opinion, it was marvelous.
N:    Or you can say. . .
M:    In my opinion, it was terrible.
N:    Remember, either answer is
    correct because you're giving

   
    your opinion. OK, let's begin.
F:    What did you think of the last
    movie you saw? Did you think it
    was boring or impressive?
M:    How did you like the last party
    you went to? In your opinion,
    was it marvelous or terrible?
F:    What do you think of Chris's
    story about spring fever? Do you
    think it's excellent or
    embarrassing?
M:    How do you like murder
    mysteries? In your opinion, are
    they interesting or silly?
F:    How do you like modem
    furniture? In your opinion, is
    most of it marvelous or awful?
M:    How was your last vacation? Did
    you think it was fantastic or
    boring?
N:    And in my opinion, that's
    enough for this lesson. This is the
    end of Lesson Eight.