2册练习文本

11

   
BOOK TWO, LESSON TEN
N:    Lesson Ten. Listen.
F:    Henry! Where are you going?
M:    Out.
F:    Well, first you have to clean your
   room.
M:    Aw, Ma, do I really have to?
F:    Yes, you dO. You have to. Now.
   
M:    I don't want to do it now. I'm late..
F:    First things first. You need to
   learn good habits.
M:    I don't want to learn good
   habits. My habits are OK.
F:    Listen, Henry. You have to clean
   your room, and you have to do it
   now. I don't want to hear any
   more complaints.
M:    I have to do this, and I have to
   do that. Have to, have to, have
   to. What a life!
N:    That's a conversation between a
   woman and her teenage son.
   3en thirteen, fourteen,
   fifteen . . . teenage. His name is
   Henry, and he says something
   like, "Oh, Mother," "Oh,
   Mom." He says:
M:    Aw,Ma.
N:    You say it. Be a teenager. Say,
   "Aw, Ma." Then she says:
F:    First things first.
N:    She means you have to do the
   important things first, before
   other things. Say it:
   First things first.
   And then she says:
   

   172

F: You need to learn good habits.
N: Good habits. A habit is
something we do all the time,
something we do regularly.
Repeat.
good habits
Henry's mother says:
F: I don't want to hear any more
   complaints.
   N: Complaints. A complaint is a
   protest. If necessary, find the
   word in a dictionary.
complaint
c-o-m-p-I-a-i-n-t
And finally, Henry says at the
   end:
M: What a life!
N: What a life! Henry is really
saying, "I don't like my life, my
life is not a good life." You say it:
What a life!
Henry is a teenager. He speaks in
an informal way. Instead of, "I
don't want to do it now," he
   says:
M: I don' wanna do it now.
N: And instead of, "I don't want to
learn good habits," he says:
M: I don' wanna learn good habits.
N: Instead of, "I have to do this,
   and I have to do that," he says:
M: I hafta do this, 'n' I hafta do
   that. ---¬
N: And finally, instead of, "What a
life!" he says: M: Whadda life! N: Henry's speech is normal
   American English
   pronunciation. Repeat.
M: I don' wanna do it now. I don'
wanna learn good habits.
I hafta do this, 'n' I hafta do
that. Whadda life!
N: OK. Now [epeat after me.
   have to    want to    need to
   '- -¬
   1 have to    I want to
I need to he has to    she wants to    he needs to
Sam, repeat this phrase. improve my English improve my English
All right, improve means "make better."
I want to make my English better. I want to improve my English. '
Now I say a phrase, for example, "have to" and you say, "I have to improve my English." Always make a sentence with "improve

   - -¬

AUDIO SCRIPT

my English." Ready? OK.
Have to.
M: I have to improve my English. N: Need to.
F: I need to improve my English. N: Want to.
M: I want to improve my English.
   N: OK, now, not "have to" but "has
to." We are speaking about Henry, so we say "he" and "his." Has to.
F: He has to improve his English. N: Wants to.
M : He wants to improve his English. N: Needs to.
F: He needs to improve his English. N: OK. Very nice. Now listen. SUSAN: Hi, Linda. What are you
   doing?
LINDA: I can't find my lipstick. I'm
   looking for some lipstick.
SUSAN: I have to find my purse.
Where's Rita?
LINDA: Rita's sick. She has the flu. SUSAN: I'm sorry to hear that. LINDA: Yes, it's too bad, isn't it? Her doctor says she has to rest and take medicine twice a day.
SUSAN: Does she have to stay in
   bed?
LINDA: Yes. And she has to drink a
   lot of water.

N: O,All right, Sam, now some "have to, has to" practice.
First, "have to." I -say a phrase, for example, "go home," and you say, "I have to go home." That's all. Easy? Sure. Let's do it. Ready?
S~ the sentence, and then listen to the correct sentence.
   Go home.
F: I have to go home.
N: Study English.
M: I have to study English.
N: Work late.
F: I have to work late.
N: Now we talk about her - a woman - so we use she and has.
   Go to work.
M: She has to go to work.
N: Take medicine.
F: She has to take medicine.
N: Rest.
M: She has to rest.
N: Rest and take medicine.
F: She has to rest and take medicine.

N: OK. This is the end of Lesson Ten.

12

BOOK TWO, LESSON ELEVEN
N: Lesson Eleven.
Listen.

., .,

She said I have to walk
before I can run.
I don't understand.
She wants me to learn from Jake. He has a lot of experience. You're a wonderful news reporter. You have a lot of experience too.
I have too much experience. That's the problem; Should
I go to Denver?
You should do what's best for you. But I don't want you to go.
I'm tired.
You should go to bed early. You shouldn't think about it now. You don't have to decide tonight.
N: Now say these words after me.
   should    should not    shouldn't
   Now listen to some examples.
M: I have a headache.
F: Maybe you should take an aspirin. M: I have a headache, and I'm tired. F: Maybe you should take an aspirin
   and rest.
M: I have a headache every day, and
   I'm tired all the time.
   F: Hmm. Maybe you should take a
   vacation, or perhaps you should
   see a doctor.
N: Maybe and perhaps have the same meaning: possibility. It's possible, but it's not definite. I'm not sure, but this is w.hat I think. This is what I believe. Say the words.
maybe perhaps
OK. Now you need your pencil or pen and a sheet of paper for a dictation. I say nine phrases, nine groups of words, and you write each phrase down on your sheet of paper. Be sure to put a number before each phrase: number one, number two,
number three. . . Ready?

SUSAN:

fl.

JOHN: SUSAN:

JOHN:

SUSAN:

JOHN: SUSAN:

173

)
Write.
number one: take an aspirin number two: rest
number three: take a vacation number four: see a doctor number five: eat something number six: drink something number seven: wear your glasses number eight: carry an umbrella number nine: take some lessons OK. Now look at your list of nine phrases. You should have ¬
are you listening? - you should have:
one, take an aspirin
two, rest
three, take a vacation
four, see a doctor
five, eat something
six, drink something
seven, wear your glasses
eight, carry an umbrella
nine, take some lessons
And, Sam, in number seven, glasses means "eyeglasses." Now you have nine phrases, nine groups of words on your paper, and these phrases can be recommendations with "maybe you should."
Repeat after me.
maybe you should
Maybe you should wear your glasses.
Maybe you should wear your glasses.
OK, Sam, now listen to our friends Jill and Jack. Listen to their problems, and then, from your list of nine phrases, make recommendations to them. Speak to them; be sure to begin your recommendations with "Maybe you should. . ." OK? All right, Jack. What's your problem?
M: I have a headache.
N: And you, Jill. What's your
problem?
F: I'm tired.
M: Sam, I'm hungry.
   Yeah, maybe I should.
   F: And, Sam, I'm thirsty.
   Yes, that's a good idea.
   M: It looks like rain.
   You're right. I should.
   . F: You know, I can't read the
   newspaper very well.
   Oh, perhaps I should.



M:    I like tennis, but I don't really
   play the game very well.
   True. I should.
F:    I have a pain in my stomach.
   Yes. I think I should.
M:    I feel OK, but I'm tired all the
   time.
   I agree. Maybe I should.
N:    All right, Sam. Now listen to us
   as we review.
M:    I have a headache.
N:    One: Maybe you should take an
   aspirin.
F:    I'm tired.
N:    Two: Maybe you should rest.
M:    I'm hungry.
N:    Five: Maybe you should eat
   something.
F:    I'm thirsty.
N:    Six: Maybe you should drink
   something.
M:    It looks like rain.
N:    Eight: Maybe you should carry an
   umbrella.
F:    You know, I can't read the
   newspaper very well.
N:    Seven: Maybe you should wear
   your glasses.
M:    I like tennis, but I don't really
   play the game very well.
N:    Nine: Maybe you should take
   some lessons.
F:    I have a pain in my stomach.
N:    Four: Maybe you should see a
   doctor.
M:    I feel OK, but I'm tired all the
   time.
N:    Three: Maybe you should take a
   
   vacation.
   Well, OK, Sam, maybe you
   should take a rest - right now.
   This is the end of Lesson
   Eleven.

13

BOOK TWO, REVIEW FOUR

N:    Review Four. Listen to a letter
   from John to his brother Rob.
JOHN:    Dear Rob,
   How are you? And Wanda
   and the kids? I'm very busy
   with "Hello America." We're
   on the air three hours a day,
   and we're working on a
   weekend show too. I'm still
   dating Susan. We go out three
   or four nights a week. In fact,
   we re very serious.
   My big news is this. I have a
   new job offer from a television
   

   station in Denver. It's for a
   new show, and the job looks
   good. The salary is eighty
   thousand dollars! The
   problem is Susan. What
   should I do about her? I love
   her. I don't want to leave her,
   but it's a good job. Should I
   take the job, or should I stay
   in Stamford? I don't know
   what to do.    
       Love to you all,
       John
       
N:    Now some pronunciation
   practice. There are some
   informal expressions and special
   idioms in the letter; let's practice
   those first. Repeat after John.
JOHN:    the kids    on the air
   a weekend show
   
   go out    in fact
   very serious    big news
   job offer    looks good
   do about    you all
N:    OK. Now let's try repeating the
   sentences. Some of them are
   long. Say as many of the words
   as you can. Just listen, and then
   repeat all the words you can
   remember.    
JOHN:    How are you? And Wanda
   and the kids? I'm very busy
   
   with "Hello America." We're
   on the air three hours a day,
   and we're working on a
   weekend show too. I'm still
   dating Susan. We go out three
   
   or four nights a week. In fact,
   we're very serious.
   My big news is this. I have a
   new job offer from a television
   station in Denver. It's for a
   new show, and the job looks
   good. The salary is eighty
   thousand dollars! The
   problem is Susan. What
   should I do about her? I love
   her. I don't want to leave her,
   but it's a good job. Should I
   take the job, or should I stay
   in Stamford? I don't know
   what to do.    
N:    Sam, what is the name of Rob's
   wife?    
F:    Wanda.    
N:    How many hours a day is "Hello
   America" on the air?
       


174

F: Three.
N: What else are they working on? F: A weekend show.
N: Who is John dating?
F: Susan.
N: How often do they go out?
F: Three or four nights a week.
N: What is John's big news?
F: A new job offer.
N: A new job offer from what?
F: A television station.
N: Where?
F: Denver.
N: What's the salary?
F: Eighty thousand dollars.
N: What's the problem?
F: Susan.
N: Why?
F: He loves her, and he doesn't
want to leave her.
N: But? . . .
F: It's a good job.
N: Well, Sam, John doesn't know what to do. He loves Susan, and he doesn't want to leave her. But the job offer is a good one. What should he do? What do you think, Sam?
What should John do?
Really? Hmm. Interesting. John
   says:
JOHN: I don't know what to do.
N: He doesn't know what to do. What to do. Repeat.
   what to do    I don't know
I don't know what to do.
Let's practice some "I don't know" sentences. You hear a
   question word . . .
F: What.
N: and a verb. . .
F: Do.
N: And you say, "I don't know what to do." Then you hear the
   sentence.
M: I don't know what to do.
N: Let's try it.
F: What. . . do.
M: I don't know what to do.
F: Where. . . go.
M: I don't know where to go.
F: What. . . eat.
M: I don't know what to eat.
F: When. . . go.
M: I don't know when to go.
F: How. . . say it.
M: I don't know how to say it.
F: How . . . say it in English.

,...

III

AUDIO SCRIPT

M: I don't know how to say it in
   English.
N: OK, Sam, now let's do a little changing, from I to she. Let's practice some "she" sentences.
   You hear:
F: I don't know what to do.
N: And you change the sentence to: M: She doesn't know what to do. N: Begin.
F: I don't know what to do.
M: Sh~ doesn't know what to do. F: I don't know where to have
   dinner.
M: She doesn't know where to have
dinner. F: I don't know how to get there. M: She doesn't know how to get
   there.
F: I don't know how to get there
   from here.
M: She doesn't know how to get
   there from here.
N: This is the end of Review
   Four.

14


BOOK TWO, LESSON TWELVE N: Lesson Twelve. Listen.
JOHN: Hello, Susan. Hello, Jake. SUSAN: Hello, John. We're sailing
today at the Stamford Marina. There's a big race out here. JAKE: Yes. There are races all
weekend.
JOHN: Jake, can you sail?
JAKE: I can't sail very well.
SUSAN: It's a wonderful day, John. JOHN: You look great together. SUSAN: Thank you. I love this sport.
N: John is John P. Banks, a newscaster. You know John. Right now, you are John. You are the newscaster, and you are speaking to Susan and Jake on television. Practice John's words. Repeat.
Hello, Susan. Hello, Jake.
Hello, Susan. Hello, Jake. Jake, can you sail? You look great together.
All right, now I am John and you are John. In the television interview, I say John's words and then you repeat John's words after me. Let's begin.
Hello, Susan. Hello, Jake.

SUSAN: Hello, John. We're sailing today at the Stamford Marina. There's a big race out here.
JAKE:    Yes. There are races all
   weekend.
   N: Jake, can you sail?

JAKE: SUSAN:

I can't sail very well.
It's a wonderful day, John.

N: You look great together.
SUSAN: Thank you. I love this sport.
N: OK, Sam, that's good speaking
practice. Now let's form some sentences together. Remember
this idea from Lesson Fourteen: "You have to walk before you can run"? In other words, begin with something easy, and then continue with more difficult things. You have to walk before you can run. Say it:
You have to walk before you can run.
   Yes. Listen.
M: I want to drive a car.
F: Do you have a license?
M: No.
F: Sorry. You have to get a license before you can drive a car.
N: Condition: license. Action: drive a car. You have to get a license before you can drive a car. Repeat.
   get a license    before    drive a
car you have to get a
license before you can drive a car You have to get a license before you can drive a car.
OK. Now listen to the condition and the action, and make a sentence with have to, before, and can. Then listen to the correct
   sentence.
M: Walk... run.
F: You have to walk before you can
run.
M: Get a license. . . drive a car.
F: You have to get a license before
   you can drive a car.
M: Have a prescription. . . buy
   medicine.
F: You have to have a prescription
before you can buy medicine. M: Be eighteen. . . vote. F: You have to be eighteen before
   you can vote.

175

M:    Buy a ticket. . . enter the
   theater.
F:    You have to buy a ticket before
   you can enter the theater.
M:    Practice a lot. . . speak English
   perfectl y.
F:    You have to practice a lot before
   you can speak English perfectly.
N:    Yes, Sam, you do. You have to
   practice a lot before you can
   speak English perfectly. So, if
   practice is necessary, let's
   practice. Let's practice saying
   some lines, some sentences from
   the video. Listen - just once - to
   each sentence, and then repeat
   it; try to speak as rapidly - with
   the same speed - as the voice
   you hear. OK? Let's begin.
M:    In the news, the President is in
   Europe.
   


F:    The weather for today is clear
   and cool.    
M:    It's a beautiful day for sailing.
F:    We're at the Stamford Marina.
M:    I'd like to introduce you to Jake's
   sailing teacher.
F:    We have races here every
   weekend in the summer.
M:    At ten, the boats leave the dock.
F:    A lesson costs fifty dollars.
M:    You have to have an
   appointment.    
N:    Good, Sam. But there are some
   difficult words and phrases in
   some of the sentences. Let's do a
   little additional practice. First,
   repeat the word or phrase. Then
   repeat the complete sentence.
F:    Marina    Stamford Marina
   We're at the Stamford Marina.
M:    fifty dollars    A lesson is fifty
   dollars.    


F:    introduce    introduce you
   I'd like    I'd like to introduce
   you    sailing teacher
   sailing teacher    to Jake's sailing
   teacher    I'd like to introduce
   you to Jake's sailing teacher.
M:    in the summer    every weekend
   in the summer    we have races
   here    We have races here every
   weekend in the summer.
F:    have    to have
   have    you have to have
   have to have an appointment.
N:    Right. You have to have an
   appointment, and you have to
   practice your English, and you
   have to walk before you can run.
   OK, Sam, this is the end of
   Lesson Twelve.
           
           
176

BOOK TWO, LESSON TWO
N: Lesson Two. I can. I cannot or
I can't. Repeat after me.
Can  I can  cannot    I cannot  can't I can't
Yes, I can. No, I can't.
Now, Sam, I ask you questions, and you answer, "Yes,
I can" or "No, I can't."
Can you understand me? Can you speak Spanish? Can you cook? Can you cook Chinese food? Can you play tennis? Can you speak French? Can you speak English?
Well, sure you can. You can speak English and you do speak English. One more question:
Can you ride a horse?
I can't. I like horses, but I can't ride a horse.
Now repeat after me.
I can ride a horse. I can ride a horse.
I can speak English. I can speak English.
I can play tennis. I can cook. I can cook.
I can cook. I can cook..
I can cook Chinese food. I can cook Chinese food.
All right, Now let’s combine sentences. Listen.
M: I can swim. I can’t water-ski.
F: He can swim. He can’t water-ski. He can swim, but he can’t water-ski.
N: Listen again.
F: I can sail. I can’t ride a horse.
N: Again repeat.
M: She can sail, but she can’t ride a horse. She can sail, but she can’t ride a horse.
N: Listen.
John: What’s this?
Susan: A horse.
John: I know that. Can you ride a horse?
Susan: Well, yeah.
John: What?
Susan: Yes, I can ride a horse. Can you?
John: No ,I can’t ride very well.
N: OK, Sam, now repeat after me.
Can you? Can you speak?
Can you speak English?
Can you understand French?
Can you read Spanish? Can you write In Chinese? Can you cook? Can you play tennis? Can you ride a horse?
All right, Now please ask me some “can you” question. Listen, and then ask the question. Then we – my friends and I – answer. Make questions With Can you? Begin.
Cook.
Right. Can you cook? And now the answer.
M: Yes ,I can.
Speak Spanish.
F: Yes, I can.
Play tennis.
N: No, I can’t.
Listen to the questions.
Can you ride a horse? Can you swim? Can you speak Spanish?
Can you play tennis? All right, now let’s make some sentences.
Listen.
M: I can swim. I can’t cook.
N: He can swim, but he can’t cook.
F: I can speak English. I can’t speak Spanish.
N: She can speak English, but she can’t speak Spanish.
Now you, Sam. Listen to the information. Then make one combination sentence.
I can swim. I can’t cook.
M: He can swim, but he can’t cook.
I can speak English. I can’t speak French.
N: She can speak English, but she can’t  speak  French.
M: I can’t cook.. I can swim.
N: He can’t cook, but he can swim.
F: I can’t speak French. I can speak English.
N: She can’t speak French, but she can speak English.
Now, Sam, make some sentences about yourself-about you.
Maybe your sentences are true, maybe not; the sentences are practice for you.
After you hear two  words like sail and swim, tell me what you can do and what you can’t do .listen the example.
F: Sail, swim.
M: I can sail, but I can swim.
N: Begin, Sam.
F: Sail, swim.
N: I can sail, but I can’t swim.
M: Walk, ski.
N: I can walk, but I can’t ski.
F: Roller-skate, ice-skate.
N: I can roller-skate, but I can ice-skate.
M: Play tennis, play golf.
N: I can play tennis, but I can’t.
F:Play tennis, ride a bike.
N: I can play tennis, but I can’t ride a bike.
M: Ride a bike, ride a horse.
N: I can ride a bike but I can’t ride a horse.
Now ,Sam, you ask question.i say a word - for example swim - and you ask: “can you swim?” Listen to the answer. Then wait for the next word..
swim.
F: Yse, I can swim, but not very well.
N: Play baseball
M: Play baseball ? Can I play baseball? I sure can.
N: Ride a horse.
F: Yse,I can. I love to ride.
N: Ride a bike.
M: Yse ,sure.I can ride a bike.
N: Roller-skate.
F: Can I roller-skate. Yes, I can, but I can ice-skate. How about you?
N: Ok, Sam. This is the end of lesson Two.

BOOK TWO,REVIEW ONE
N:Review one .in this lesson, we talk about sports. This lesson is about sports, popular sports.
Here are some sports popular in the United states and in some other countries. Listen to the words, and try to see, in your mind, the sport ,the action that the word means.
M: Swim.
F: Run.
M: Play tennis.
F: Ride a bike.
M: Ski.
F: Play golf.
M: Fish.
F: Play soccer.
M: Ride a horse.
F: Wlak
M: Sail
F: Roller-skate
M: Ice-skate.
F: Hike.
M: Play baseball.
N: As you know, sometimes we use the word play. Say :
F: Play tennis.
M: Play golf.
F: Play scoreer.
M: Play baseball.
N: And now, after you hear the name of the sport, repeat the name with play. Listen to the example.
M: Tennis.
F: Play tennis.
N: Now you, Sam.
F: Tennis.
M: Golf
F: Soccer.
M: Baseball.
N: And with some sports, we just
say the word. Listen, and repeat. M: Swim.
F: Run.
N: Or...
F: Jog.
M: Ride.
F: Ski.
M: Fish.
F: Walle
M: Sail.
F: Skate.
M: Roller-skate.
F: Ice-skate.
M: Hike.
N: With all the sports, we can use like
and like to. Listen.
M: Do you like to swim?
F: Yes, I do. I like to swim. Do you
like to play tennis?
M: Yes, I do. I like to play tennis.
N: Let's practice like to and play.
Example:
M: Tennis.
F: I like to play tennis.
N: Ready, Sam? Baseball.
M: I like to play baseball.
N: Golf.
F: I like to play golf.
N: Soccer.
M: I like to play soccer.
N: Tennis.
F: I like to play tenni~.
N: Now let's practice never, sometimes, and often. Repeat the words after me.
never sometimes often Now listen carefully, Sam. He
  asks:
M: Do you swim?
N: She answers:
F: No, never.
N: And you say: "She never swims."
Or, she asks:
F: Do you play soccer?
N: He answers:
M: Yes, often.
N: So you say: "He often plays soccer." Go ahead. Try it, and then
  listen to the correct answer.
M: Do you run?
F: Yes, sometimes.
M: She sometimes runs.
F: Do you ice-skate?
M: No, never.

AUDIO SCRIPT

F: He never ice-skates.
M: Do you play tennis?
F: Yes, often.
M: She often plays tennis.
F: Do you ever roller-skate? M: Yes, sometimes.
F: He sometimes roller-skates. M: Do you ever play golf?
F: No, never.
M: She never plays golf.
N: This is the end of Review One.

BOOK TWO, LESSON THREE 

N: Lesson Three. Let's talk about what we can do and what we can't do. Listen.
LINDA: I can't find the scripts for the show on Tuesday.
MIKE: They're always in your briefcase.
LINDA: No, they aren't there.
MIKE: Oh.
N: Linda can't find the script. Repeat after me.
script    the script
find    can't find
can't find the script
She can't find the script.
So what's Linda's problem?
Right. She can't find the script.
Hello. What's your name?
M: Adam. And I have a problem.
N: Oh? What's your problem?
M: I can’t find a job.
Oh, too bad. What can you do?
M: I can drive a car, I can operate a computer, I can speak three languages, but I can't spell, and I can't type.
N: Which three language can you speak?
M: English, of course. And French and Spanish.
N: Hmm! And you can't find a job?
M:No, I can't.
N: Sam, let's talk about Adam. But first, 1. carefully to the information again.
M: I can't find a job. I can drive a car, I can operate a computer, and I can speak three languages. I can speak English, Spanish, and French.
N: Now, Sam, wwhat’s Adam's problem?
Right. He can't find a job. Tell me three different things that Adam can do.
Yes. He can drive a car, operate a computer, and speak three languages.
Which three languages can he speak?
Mm-hmm. He can speak English, Spanish, and French.
Hi. What's your name?
F: Eve And Inave a problem.
N: What's your problem?
F: Well, I have a job. But I need more money. I want a better job.
N: Let's see. . . you have a job, but you need more money, so you want a better job.
F: Yes.
Sam, tell me.
What does Eve have?
Yes, she has ajob.
What does she need?
Right. She needs more money.
So what does she want?
Correct. She wants a better job.
Eve, what are your skills?
F: My skills?
N: Your abilities. What can you do?
F: Oh. Well, I can type, I can operate a computer, and I can speak six languages.
N: Six languages!
F: Yes. Italian, Chinese, Arabic, German, Japanese, and Russian.
N: But you speak English.
F: Oh. Yes, seven languages. I can speak seven languages.
N: All right, Eve, you can type, and you can operate a computer.
F: True.
N: Sam, what can Eve do?
Yes. She can type, and she can operate a computer.
And, Eve, you can speak seven languages.
F: Yes, I can. English, Italian, Chinese, Arabic, German, Japanese, and Russian.
N: Whew! OK.Sam. let’s talk about Eve again.
How many languages can she speak?
And which languages can she speake?
Yes. he can speak English, Italian, Chinese, Arabic, German, Japanese, and Russian.
F: But I can't drive a car, and I can't cook, and I can't write very well.
N: Eve can't drive, she can't cook, and she can't write very well. Sam, think about Eve - all the information about Eve – and then answer our questions with "Yes, she can" or "No, she can't."
Can she speak English?
M: Yes, she can.
Can she operate a computer?
F: Yes, she can.
Can she drive a car?
M: No, she can't.
She speak Italian?
F: Yes, she can.
Can she type?
N: Yes, she can. She can type. Eve can type.
OK, Sam, now repeat.
in    on    at    in the morning
on Monday at six o'clock
in the afternoon on Thursday
at midnight    in the evening
on Sunday at night.
Now, Sam, I say time words - Monday, six o'clock, the afternoon - and you repeat the time words with in, on, or at. Example:
I say "midnight" and you say "at midnight," I say "Tuesday" and you say "on Tuesday." Let's begin.
Monday six o'clock
Sunday the afternoon
the evening night
All right, now listen.
M: I need a job.
F: Can you come for an interview?
M: Yes,l can. When?
F: Can you come on Monday?
M: Yes, I can. What time?

F: Can yoou come at ten o’clock in the morning?
M: Yes, I can.
F: good. See you then.
N: sam ,you need a job. Listen to her words ,but repeat his words. Let’s begin.
M: I need a job.
F: Can you come for an interview?
M: yes ,I can. when?
F: can you come on Monday?
Yes,I can. What time?
Can you come at ten o’clock in the morning?
Yes,  I can.
Good. See you then.
Right, Sam. Good. And , this is the end of lesson three.

BOOK TWO, LESSON FOUR

N: Lesson Four. Listen.
JOHN: You look terrible! What's wrong?
SUSAN: I have a headache.
JOHN: I'm sorry to hear that. Do you want some aspirin?
SUSAN: OK. Can you get two aspirin?
JOHN: Yes, and how about some water?
SUSAN: Thanks.
N: Repeat these words after me.
head stomach back tooth
ear ache
headache    stomachache
backache  toothache  earache
Now listen to the spelling.
M: head
F: h - e - a - d    stomach
M:s-t-o-m-a-c-h
F: b - a - c - k    tooth
M: t-o-o-t-h ear
F: e - a - r
N: Now listen to a conversation.
F: Hi!
M: Hello.
F: You know, you don't look well.
M: I'm not very well.
F: Oh? What's the matter?
M: I nave'a- headache.
F: Oh, that's too bad.
M: Thanks.
N: Now, Sam, repeat some phrases after me.   
Hello  well    very well
I'm not very well.
headache  a headache
I have a headache.
Thanks. Thanks.
Now, Sam, a conversation, between you and our friend . . .
Oh, uh, what’s your name?
F: My name?
N: Yes. What's your name?
F: My name is Elizabeth, but my friends call me Liz. Please call me Liz.
N: Why sure, Liz. So, Sam, a conversation between you and …… uh ……. Liz. She speaks, and then you speak. Let's practice your lines, your sentences.
Repeat after me. Hello.
I'm not very well. I have a headache. Thanks.
Now, Sam,  in the conversation.
Liz speaks, then I speak your sentence, and then you repeat your sentence after me. OK? Let’s try it?
F: Hi.
N: Hello.
F: You don't look well.
N: I'm not very well.
F: Oh? What's the matter?
N: I have a headache.
F: Oh, that's too bad.
N: Thanks.
OK, Sam. Good. Now the same conversation, but this time, just
you and Liz. Let's practice your answers again. Repeat after me. Hello. I'm not very well. I have a headache. Thanks.
OK, Sam. Liz speaks. and you answer.
F: Hi! You don't look well. Oh?
What's the matter? Oh, that's  too bad.
N: Sam. here are some more words. maybe new to you, Maybe not.
All parts of the body.Repeat
throat finger hand toe foot
Now listen to the pronunciation again, and the spe1ling, and if necessary, use your dictionary.
M: throat    t - h - r - o - a - t
Finger  f-i-n-g-e-r
hand h-a-n-d
toe    t - o - e
foot f - o - o - t
N: Repeat after me, Sam.
a sore throat    a sore finger
a sore hand    a sore toe
a sore foot
OK, Sam, now you know ten conditions, ten ways to say that you don't feel well. Listen. What's the matter?
F: I have a headache.
M: I have a stomachache.
F: I have a backache.
M: I have a toothache.
F: I have an earache.
M: I have a sore throat.
F: I have a sore finger.
M: I have a sore hand.
F: I have a sore toe.
M: I have a sore foot.
N: Now, Sam, the ten sentences again. This time, please repeat each one.
M: I have a headache.
F: I have a stomachache.
M: I have a backache.
F: I have a toothache.
M: I have an earache.
F: I have a sore throat.
M: I have a sore finger.
F: I have a sore hand.
M: I have a sore toe.
F: I have a sore foot.
N: OK, Sam, now a conversation - just you and I. I say "Hi," you say "Hello." I say "You don’t look well," you say "You don’t feel well." I ask "What's the matter?" and you tell me. You select a headache or a sore toe or any condition. OK? Let's begin. Hi, you don't look well. Oh? What's the matter? Oh, that's too bad.
Yes, Sam, that is too bad. I hope you feel better very soon. This is the end of Lesson Four.

BOOK TWO, LESSON FIVE

Lesson Five. Listen.

SUSAN: What does she look like?
CAROL: She has short brown hair.
SUSAN: How tall is she?
CAROL: She is medium.height. She's about five six.
SUSAN: How old is she?
CAROL: About fifty.
SUSAN: What's she wearing?
CAROL: She's wearing block suit and a green scarf. She's carrying a briefcase.
SUSAN: What are she doing?
SUSAN: Talking. She's talking to him, and he's talking to her.
N: She's wearing a black suit and a green scarf. She's carrying a briefcase. She's talking to him. He's talking to her.
OK, Sam, let's do some work. Ready? Repeat after me.
I am        I'm        you are        you're
he is        he's        she is        she's
it is        it's        we are        we're
they are        they're
Sam, Carol says, “She's talking to him, and he's talking to her.” Yes. Right now, he is talking and she is talking. She's talking, he's talking. Repeat after me.
she's talking he's talking I'm practicing we're speaking they're talking Now listen.
M: What are you doing?
F: I'm practicing English.
M: What are you wearing?
F: I wearing a green mess.
M: What are you carrying?
F:I’m carrying brown briefcase.
M: What are you thinking about?
F: What am I thinking about?
Yes. What are you thinking about?
I'm thinking about English. You're thinking about English? Yes.
Now repeat some answers after me.
She's practicing English. She's wearing a green dress. She's carrying a brown briefcase. She's thinking about English. Repeat again. Practicing English.She's practicing English.
a green dress
She's wearing a green dress.
a brown briefcase
She's carrying a brown briefcase.
thinking about
thinking about English
She's thinking about English.
All right, now answer the questions.
What's she doing? What's she  wearing? What's she carrying? What's she thinking about?
Now, Sam, close your eyes. Yes, that's right  close your eyes, and listen.
Listen, and think about what's happening.
F: My purse! Thief! Help! Thief!
M: Police! Someone call the police! Somebody please call the police!
F: My purse! He has my purse! He's running away with my purse! Oh, oh, my purse! He has my purse! Oh . . .
M: It's all right. It's OK! The police are corning. They're corning right now!
N: All right, now, what's going on here? What's happening? Yes, Sam, what is happening? Do you know? Do you understand? This is a story. A woman is walking. . . A thief grabs her purse - he steals her purse and runs away. Listen. He's running away. . . The woman is screaming. . .
F: My purse! Thief! Help! Thief!
M: Someone is calling the police.
N: A man is talking to the woman. . .
M: It's all right. It's OK. The police are corning. They're corning right now.
N: People are standing around, watching and listening and talking . . . And the police are corning. The police are arriving in a police car. And the police officer is asking questions.
All right, now, what's going on here? What's happening?
Now, Sam, repeat these words, and if necessary, use your Study Guide or a dictionary.
purse    thief    stand
standing around    someone
police    police officer
All right, listen to the story again, and tell me what is happening. Listen to the words and the sounds, and say what is happening. But first, repeat after me. A woman is walking. A man is running. The woman is crearning. Someone is calling the police. A man is talking. People are standing around. The police are corning. A police officer is asking questions. Now listen and tell me what's happening.
F: My purse! Thief! Help! Thief!
M: It's all right. It's OK. The police are corning. They're corning right now.
N: All right, now, what's going on here? What's happening? Nice work, Sam. This is the end of Lesson Five.

BOOK TWO, REVIEW TWO

N: Review Two. For this lesson,
you need a pencil and a piece of paper.
Repeat these words after me.
I     you     he         she
it     we         you     they
These words are pronouns. They take the place of nouns, and they come before the verb, so they are subject pronouns. Examples:
John is a doctor; he is a doctor. He is a subject pronoun.
The book is green; it is green. It is a subject pronoun.
Those people are from South America;
they are from South America.
They is a subject pronoun.
Let's practice changing ncuns to subject pronouns.
Listen to the sentence, then change the subject (the word or words before
  the verb) to a subject pronoun, and then listen to the correct new sentence.
M: John is a doctor.
F: He is a doctor.
M: The book is green.
F: It is green.
M: Those people are from South America.
F: They are from South America.
M: That hat is expensive.
F: It is expensive.
M: Carol and Susan are talking.
F: They are talking.
M: Susan is at home.
F: She is at home.
N Now let's change the verb forms to contractions. First, let's practice the contractions. Listen to the full form, then repeat the contracted form.
F: I’am
M I'm
F: you are
M: you're
F: he is
M he's
F: she is
M she's
F: it is
M it's
F: we are
M we're
F: they are
M: they're
N: Now repeat the practice  sentences with contractions.
M: John's a doctor. The book's green. Those people are from South America. That hat's expensive. Carol and Susan are  talking. Susan's at home.
N: And now change the noun subjects to subject pronouns, and again use contractions. Then listen to the correct sentence.
M: John's a doctor.
F: He's a doctor. The book's green.
M: It's green. Those people are from South America.
F: They're from South America. That hat's expensive.
M: It's expensive. Carol and Susan are talking.
F: They're talking. Susan's at home.
M: She's at home.
N: OK. Listen.
Me        you        him        her        it        us        them
These are object pronouns. Repeat them after me.
Me        you        him        her        it        us        them
Now listen to some example    sentences.
M: John likes Mary. John likes her.
F: Mary likes John. Mary likes him.
M: We're talking to our friends. We're talking to them.
N: Now listen to combination sentences. The noun subjects change to subject pronouns, and  the objects change to object pronouns.
M:John likes Mary, and Mary likes John.
F: He likes her, and she likes him.
M: Mary likes John, and John likes Mary.
F: She likes him, and he likes her.
M: We're talking to our friends, and our friends are talking to us.
F: We're talking to them, and they're talking to us.
N: And now, repeat some sentences with subject pronouns and object pronouns. He likes me, and I like him. I'm looking at her, and she's looking at me.
F: You're thinking about him, and he's thinking about you. We're watching them, and they're  watching us.
M: They like you, and you like them. She likes him, and he  likes her.
N: Now listen to a letter from Susan to her mother and father, and have your pencil and paper ready. Each time you hear a subject pronoun or an object pronoun, write it down. Just write the pronoun. For example, if you hear "I'm," write I, because I is the pronoun. Ready?
F: Dear Mom and Dad,
How are you? I'm fine, and work is wonderful. I'm working hard now. I'm writing a script. It's for a weekend story on sailing. I want to do the story alone. But I have to work with Jake Seltzer. Do you remember him? I get a headache when I think about him. John is fine. I like him a lot. And he likes me. He's a  wonderful person - nice, handsome, and smart. But there's a problem. He has a job offer in Denver. He's very happy about it, but I'm not. I feel nervous about it. Denver is fifteen hundred miles from Stamford! You can call me on Saturday or  Sunday morning. All my love, Susan P.S. Thanks for the great clothes! I'm wearing the sweater right now!
N: Well, now, how many pronouns are there in the letter? How  many do you have on your sheet of paper? Twenty-six? there are  twenty-six pronouns in the letter. The pronouns are: you, I, I, I, it, I, I, you, him, I, I, him, I, him, he, me, he, he, he, it, I, I, it, you, me, I The letter is in your textbook. Find the pronouns! This is the end of Review Two.