4册练习文本

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BOOK FOUR, LESSON ONE



N: Lesson One.
Words have one or more than one syllable.
For example, word has one syllable:
word. Lesson has two syllables:
les-son. Syllable has three s
yllables: syl-Ia-ble.
Listen to and repeat these adjectives,
which all have one syllable.
tall short fat
thin old young
big small
With one-syllable adjectives like these,
you just add -er to the end of the word to make the comparative.
Now repeat these adjectives and their comparative forms.
M: tall - taller
short - shorter
fat - fatter
thin - thinner
old - older
young - younger
big - bigger
small - smaller
N: But the adjective good is different. Remember?
It's good - better.
Now repeat: good - better. All right, let's use these adjectives to make some comparisons between someone else and you. For example, I say, "Susan's tall." And you say, "Susan's tall, but I'm taller." I say, "That man is thin." And you say, "He's thin, but I'm thinner." Ready? Let's begin.
   Susan's tall.
M: Susan's tall, but I'm taller.
N: That man is thin.
F: He's thin, but I'm thinner.
N: That man is short.
M: That man is short, but I'm
shorter.
N: Linda's father is old.
F: Linda's father is old, but I'm
older.
N: Carol is young.
M: Carol is young, but I'm younger. N: Mike is fat.
F: Mike is fat, but I'm fatter.
N: She's small.
M: She's small, but I'm smaller.
N: The other students are good.




F: The other students are good, but
   I'm better.
N: Now some spelling. When I say the comparative form of an adjective,
you say it too, and spell it. For example, I say,
   "Thinner." And you say:
M: Thinner. T - h - i - n - n - e - r.
N: Now let's begin. Thinner.
M: Thinner.
T-h-i-n-n-e-r.
N: Heavier.
F: Heavier.
H - e - a - v - i - e - r.
N: Taller.
M: Taller.
T-a-I-I-e-r.
N: Bigger.
F: Bigger.
B-i-g-g-e-r.
N: Handsomer.
M: Handsomer.
H - a - n - d - s - 0 - m - e - r.
N: Longer.
F: Longer.
L-o-n-g-e-r.
N: Better.
M: Better.
B - e - t - t - e - r.
N: Now listen to this dialogue.
STEVEN: Linda, I want you to think about these two again.
I know both of them. They're excellent actors . . .
LINDA: I like the older one. . .
the actor has to be older than Mary Beth, and he has to
be taller than she is . . .
STEVEN: Nope. He's too short. He's
   an inch shorter.
LINDA: Then he's not right for the
   role.
STEVEN: The last one. I guess he's
better.
]LINDA: Ummm. . . I don't know. N: Linda can't find an actor she
likes, an actor who is right for the part.
She's difficult to please. Now you be difficult to please.
I say, "How about this actor?"
or "What do you think about him?"
Then you find something wrong with him.
To help you, I
'm also going to describe something about him.
I say, "How about this actor?
He's short." And you say:
F: Yes, he's too short. He's shorter
   than Mary Beth.

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N: All right, let's begin. How about
   this actor? He's short.
M: Yes, he's too short. He's shorter
   than Mary Beth.
N: What do you think about this
   one? He's small.
F: Yes, he's too small. He's smaller
than Mary Beth. N: How about this one? He's thin.
M: Yes, he's too thin. He's thinner
   than Mary Beth.
N: What do you think about that
   one? He's young.
F: Yes, he's too young. He's
   younger than Mary Beth.
N: Very good. Now to finish the lesson,
let' ~ ask some questions comparing two people.
I say, "Carol and Susan are both
   pretty." And you say:
M: Who's prettier, Carol or Susan?
N: I say, "Jeff and Mike are both
tall." And you say:
F: Who's taller, Jeff or Mike?
N: OK, let's start. Carol and Susan
are both pretty.
M: Who's prettier, Carol or Susan?
N: Jeff and Mike are both tall.
F: Who's taller, Jeff or Mike?
N:' Sam and Jake are both thin.
M: Who's thinner, Sam or Jake?
N: Mike and Steven are both
   handsome.
M: Who's handsomer, Mike or
   Steven?
N: Carol and Susan both have long
   hair.
F: Who has longer hair, Carol or
Susan?
N: Jake and Steven are both short.
F: Who's shorter, Jake or Steven?
N: Now I think that you're a good
student. Well,
at least you're a better student than before.
What do you think?
This is the end of Lesson One.

　　　
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BOOK FOUR LESSON NINE
N:    Lesson Nine. Listen and repeat.
F:    calm    as calm as
  not as calm as
M: nervous as nervous as
Not as nervous as
N: listen to this conversatin between two people, one who is calm and one who is nervous…very nervous.
M: Please, Jane.Tell ne your secret!     
F: My secreat? What secret? Jack, what are you talking about?
M:Tell me why you’re always calm. I’m never calm. But someday I hope to be as calm as you are.       
F: As calm as I am? Dh, Jack, I'm not as calm as a lot of people. And sometimes I get very  nervous.
M: You nervous? Well, you're not as nervous as I am now. And you're never as nervous as I am, all the time.
F: Oh, Jack. Really!
N: Now say if these sentences are true or false. If the sentence is false, give the correct answer.  Jack thinks Jane is very nervous.
F:    False. Jack thinks Jane is very calm.
N:    Someday he hopes to be as nervous as she is.
M:    False. Someday he hopes to be as calm as she is.
N:    Jane says she is not as calm as some people.
F:    True.
N:    She says sometimes she gets very calm.
M:    False. She says sometimes she gets very nervous.
N:    Jack says, "You're not as calm as I am now."
F:    False. Jack says, "You're not as nervous as I am now."
N:    He says Jane is never as nervous as he is, all the time.

F:    Dh, Jack. Really!
N:    Now say if these sentences are
  true or false. If the sentence is
  false, give the correct answer.
  Jack thinks Jane is very nervous.
F:    False. Jack thinks Jane is very
  calm.
N:    Someday he hopes to be as
  nervous as she is.
M:    False. Someday he hopes to be as
  calm as she is.
N:    Jane says she is not as calm as
  some people.
F:    True.
N:    She says sometimes she gets very
  calm.
M:    False. She says sometimes she
  gets very nervous.
N:    Jack says, "You're not as calm as
  I am now."
F:    False. Jack says, "You're not as
  nervous as I am now."
N:    He says Jane is never as nervous
  as he is, all the time.
M:    True.
N:    Now, do you remember the
  difference between the question
  word whose, spelled w-h-o-s-e,
  and the question word who s,
  spelled w-h-o apostrophe s? They
  both have the same
  pronunciation, whose - who s,
  but the spelling is different.
  Also, w-h-o-s-e is used in front of
  a noun, like whose book or whose
  initials. W-h-o apostrophe s
  means "who is." Who s the boss?
  means "Who is the boss?" Now
  you're going to hear some
  sentences which start with either
  w-h-o-s-e or w-h-o apostrophe s.
  After each question, spell the
  question word. Then you will
  hear the correct spelling. For
  example, you hear, "Who's the
  reporter in 'Murder at
  Midnight'?" And you say:
F:    W-h-o apostrophe s.
N:    Then you will hear the correct
  spelling:
F:    W-h-o apostrophe s.
 


N:    Ready? Let's begin. Who's the
  reporter in "Murder at
  Midnight"?
F:    W-h-o apostrophe s.
N:    Whose baby is six months old?
F:    W-h-o-s-e.   
N:    Whose apartment is on Eighth
  Street?   
F:    W-h-o-s-e.   
N:    Who's the star of "Murder at
  Midnight"?
F:    W-h-o apostrophe s.
N:    Who's going to Stamford
  tomorrow?
F:    W-h-o apostrophe s.
N:    Whose hair is very short?
F:    W-h-o-s-e.   
N:    Did you notice that when you
  say some sentences, your voice
  goes down at the end? This is
  called "falling intonation." For
  example, at the end of a
  statement:   
M:    Maybe he went home.
N:    Dr at the end of a question that
  you can't answer with only "Yes"
  or "No":   
F:    Whose is it?
N:    But when you can answer a
  question with "Yes" or "No," the
  voice goes up at the end. This is
  called "rising intonation." For
  example:   
M:    Is anyone here?
N:    Listen and repeat the following
  sentences. Imitate the voice you
  hear. If it goes up at the end,
  make your voice go up. If the
  voice you hear goes down, make
  your voice go down. Ready? Let's
  begin.   
M:    Dh, hi.   
  How are you this morning?
F:    I'm fine. How are you?
M:    By the way, is this script yours?
F:    No. It isn't mine.
M:    Then whose is it?
F:    It has coffee on it.
  It's probably Charles's.
M:    Yes, you're right.
N:    Now listen to another dialogue.
  Just listen.
RITA:        Tell me something,
      Mary Beth. Was Jeff
      late again for rehearsal?
MARY BETH:    No, he wasn't. By the
      way, Rita, what's your
      reaction to Jeff? Is he
      too nervous to be a
      good actor?


RITA:        I don't think so. He's
      very young. And very
      nervous. He needs
      more reassurance from
      you older actors.
MARY BETH:    Rita! Jeff and I are
      almost the same age.
      Do I look like I should
      be in a museum?
N:    Now listen to this dialogue again.
  After each phrase, there's going
  to be a pause. During the pause,
  say "Rising" if the voice you
  heard went up. But if the voice
  you heard went down, say
  "Falling." For example, you hear:
RITA:        Tell me something,
      Mary Beth.
N:    And you say:
M:    Falling.   
N:    Ready? Let's begin.
RITA:        Tell me something,
      Mary Beth.
M:    Falling.   
RITA:        Was Jeff late again for
      rehearsal?
M:    Rising.   
MARY BETH:    No, he wasn't.
M:    Falling.   
MARY BETH:    By the way, Rita,
M:    Falling.   
MARY BETH:    what's your reaction to
      Jeff?
M:    Falling.   
MARY BETH:    Is he too nervous to be
      a good actor?
M:    Rising.   
RITA:        I don't think so.
M:    Falling.   
RITA: '    He's very young.
M:    Falling.   
RITA:        And very nervous.
M:    Falling.   
RITA:        He needs more
      reassurance from you
      older actors.
M:    Falling.   
MARY BETH:    Rita!
M:    Falling.   
MARY BETH:    Jeff and I are almost
      the same age.
M:    Falling.   
MARY BETH:    Do I look like I should
      be in a museum?
M:    Rising.   
N:    To end this lesson, listen one
  more time to that dialogue. This
  time, repeat what you hear.
  Follow the intonation of the
     
     

175   

speaker's voice, either up or down. Ready? Begin.
RITA:    Tell me something,
Mary Beth.
Was Jeff late again for rehearsal?
MARY BETH: No, he wasn't.
By the way, Rita, what's your reaction to Jeff?
Is he too nervous to be a good actor?
RITA:    I don't think so.
He's very young. And very nervous. He needs more reassurance
from you older actors.
MARY BETH: Rita! Jeff and I are almost the same age. Do I look like I should be in a museum?
N: And, this, Sam, is the end of
  Lesson Nine.

BOOK FOUR REVIEW THREE

N:    Review Three. For this lesson, you need a pencil and a piece of paper. Listen to and repeat these names of rooms in a house or apartment.

:  living room    bedroom
  dining room    kitchen
  bathroom    laundry room
  family room   


N:    Now listen to and repeat the names of some things you can find in a house or apartment.
F:    air-conditioning    fireplace
  washer    dryer   
  electricity           
N:    And now repeat these things you can sometimes find outside or near a house or apartment.
F:    swimming pool    tennis court
  garage terrace   
N:    And finally, repeat these words and phrases often used in house or apartment advertisements.
F:    house    apartment
  for sale    for rent
  available           
  available immediately
  included    utilities included
  furnished           
  furnished or unfurnished
  fantastic    fantastic view
  separate           
  separate dining room
  extremely    extremely large
  central           
  central air-conditioning
  central heating   


N:    Now listen to this conversation between a young couple, Janet and Dan. They're talking about finding a new apartment.
M:    We need an apartment that's for rent immediately.
F:    Yes, and furnished too. But we don't need anything fancy.
M:    Well, I think it should have a fireplace and a terrace.
F:    Oh, those things aren't necessary. But the rent shouldn't be more than $500 a month.
M:    With the utilities included?
F:    Yes. If we can find an apartment like that!
M:    Available immediately, furnished, utilities included, not more than $500 a month. It isn't  going to be easy!


N:    Now you're goin to hear the same dialogue again. This time, take your pencil an<;l write the words you hear after each pause. Ready? Let's begin.
M:    We need an apartment that's for rent immediately.
F:    Yes, and furnished too. But we don't need anything fancy.
M:    Well, I think it should have a fireplace and a terrace.
F:    Oh, those things aren't necessary . But the rent shouldn't be more than $500 a month.
M:    With the utilities included?
F:    Yes. If we can find an apartment like that!
:    Available immediately, furnished, utilities included, not more than $500 a month. It isn't going to be easy!


N:    Now look at your paper. Be ready to correct any mistakes you find when you hear the dialogue again. Ready?
M:    We need an apartment that's for rent immediately.
F:    Yes, and furnished too. But we don't need anything fancy.
M:    Well, I think it should have a fireplace and a terrace.
F:    Oh, those things aren't necessary. But the rent shouldn't be more than $500 a month.
M:    With the utilities included?
F:    Yes. If we can find an apartment like that!
M:    Available immediately, furnished, utilities included, not more than $500 a month. It isn't  going to be easy!
N:    Now use your paper to answer these five questions. Ready? Begin. Question One. What  does the man say they need?
F:    He says they need an apartment that's for rent immediately.
N:    Question Two. What does the woman say they don't need?
M:    She says they don't need anything fancy.
N:    Question Three. What two things does the man say the apartment should have?
F:    He says it should have a fireplace and a terrace.
N:    Question Four. The woman says the rent shouldn't be more than how much a month?
M:    She says the rent shouldn't be more than $500 a month.
N:    Question Five. What does the man say about finding an apartment they want?
F:    He says it isn't going to be easy.
N:    OK, now listen to this conversation.
M:    Hello, is this Mrs. Davis?
F:    Yes, it is.
M:    I heard that you have an apartment for rent.
F:    Yes. What do you want to know about the apartment?
M:    How many rooms does it have?
F:    It has four rooms: a living room,
  a bedroom, a kitchen, and a bathroom.
M:    Which room is the largest?
F:    The living room.
M:    How large is the living room?
F:    It's 18 feet by 20 feet.
M:    How much is the rent?
F:    It's $400 a month, utilities not included.
M:    What floor is it on?
F:    It's on the third floor.
M:    And where is the building located?
F:    It's located at 227 Main Street.
M:    When is the apartment available?
F:    Right away.
N:    All right, this time you ask Mrs. Davis the questions. Before you speak, you're going to hear some word to help you hnow what questions to ask. For example, you hear ,”How many room does it have?” ready? Let’s begin.
F: what do you want to know about the apartment?
N: How many… room…, it … have?
F: How many rooms does it have? It has four rooms: aliving room, a bedroom ,a kitchen, and a bathroom.
N: Which…room…largest?
F: which room is the largest? The living room.
N: How… large…it?
F: How large is it? It’s 18 feet by 20 feet.
N: How much…rent?
F: How much is the rent? It’s $400 a month,utilities not cluded.
N: What…floor…it …on?
F: What floor is it on? It’s pm the third floor.
N: Which…building…located?
F: Where is the building located? It’s located at 227 Main Street.
N: When…apartment… availble?
F: When is the apartment available? Right away.
N: Does it sound like a good apartment to you? Then you should go to 227 Main Street right away, before someone else who’s looking for an apartment gets there first.
This is the end of review Three.

BOOK FOUR LESSON FIVE

N: Lesson five. Now we’re going to compare three or more things. But this time we’re going to use longer adjectives,adjectives that have at least three syllables. The adjectives you hear first are all stressed on the first syllable. The adjectives you hear first are all strssed on the first syllabable. Listen and repeat.
M: beautiful         powerful         Elegant         practical        Popular
N: Yhe next adectives you hear are all strssed on the second syllable. Listen and repeat.
F: exciting         expensive         converient
N: Let’s use these adjectives with the superlative forn the nost. Listen and repeat.
M: the most beautiful
the most poweful
the most elegant
the most prcatical
the most popular
the most exciting
the most expensive
the most converient
N: Now let’s use three words to talk about different things that we think are “the most …in town.” For example, I say . “that’s a beautiful house.” And you say, “Yes, it’s the most poweful sports car in town.” Ready? Begin.That’s a beautiful house.
M: Yes, it’s the most beautiful house in town.
N: that’s a powerful sports car in the town.
N: that’s an an elegant store in town. That’s an exciting job.
F:Yes, it’s the most exciting job in town.
N: That’s a convenient location.
M: yse ,it’s the most convenient location in town.
N: You know that shorter adjectives like big and cheap form their superlatives by adding –est at the end: the biggest, the cheapest, the tallest, the smallest. So we can say, “He’s the smartest boy in the calss.” We can also say, “he’s the most intelligent boy in the class.” Let’s repeat each of those sentences.
M: He’s the most smart boy in the class.
F: He’s the most intelligent boy in the class.
N: Listen to this talk about three houses: a small house, a larger houe, and a very big house. Notice the adjective. Do they have –est at the end, like smartest, or do they use the most in fornt, like the most intelligent?
F: The small house is the most inexpensive of the three. It’s the smallest,of cours,but also the most practical to buy. The larger house is the most convenient. You can walk downtown in the shortest time. It’ also the most comfortable. The biggest house is the most expensive. It’s also the most elegant. It’s in the safest neihborhood. It’s not the most popular because it isn’t as economical as the other towo. But it is the most beautiful.
N: Now repeat each sentence after you listen to it again.
F: The small house is the most inexpensive of the three.It’s the smallest, of cours, but also the most practical to buy. The larger house is the most convenient.
You can walk downtown in the shorest time. It’s also the most comfortable. The biggest house is the most expensive . It’s also the most elegant. It’s in the safest neighborhood. It’s no t the most popular because it isn’t as economical as the other two. But it is the most beautiful.

N: Now let's see if you know which adjectives take -est at the end and which use the most in front.  You be the car dealer, talking about the new cars in your lot. When I say, "Is this car . . . ?" then a long adjective, like ----. popular, you say, "This car is the most popular on our lot." Of course if I use a short adjective, like nice, you say, "This car is the nicest on our lot." Ready? Let's begin. Is this car popular?
M: This car is the most popular on our lot.
N: Is this car nice?
M: Ibis car is the nicest on our lot.
N: Is this car economical?
M: This car is the most economical on our lot.
N: Is this car comfortable?
M: This car is the most comfortable on our lot.
N: Is this car cheap?
M: This car is the cheapest on our lot.
N: Is this car elegant?
M: This car is the most elegant on our lot.
N: Is this car good?
M: This car is the best on our lot.
N: Now let's practice some useful expressions. Listen to this talk by a woman selling TVs and VCRs.
F: Are you looking for a new TV or a new VCR? You can count on video King for the best prices in  town. We have hundreds of great new TV s and VCRs, and we're waiting to make a deal. If you want a new TV or a new VCR at a low price, come on over to Video King on Main Street. At Video King, you don't have to pay through the nose.
N: Now you be the salesperson selling TV s and VCRs. Try to make your voice sound like the  salesperson's voice. Listen again and repeat.
F: Are you looking for a new TV or anew VCR? You can count on Video King for the best prices in town. We have hundreds of great new TVs and VCRs, and we're waiting to make a deal.  If you want a new TV or a new VCR at a low price, come on over to Video King on Main Street.  At Video King, you don't have to pay through the nose.
N: Did you notice the new expressions. Now say them separately, then in the sentences. Listen and repeat.
M: count on You can count on Video King for the best prices in town.
F: make a deal We're waiting to make a deal.
M: come on over If you want a new TV at a low price, come on over.
F: pay through the nose At Video King, you don't have to pay through the nose.
N: To end this lesson, let's practice answering the question "Which do you like best?" I name three things, for example, the colors red, blue, and green. Then I ask you, "Which do you like best?" And you say:
M: I like red best.
N: Or:
F: I like blue best.
N: Or:
M: I like green best.
N: There is no right answer or wrong answer to the question, "Which do you like best?"  because you're giving your opinion. Ready? Let's go. Which do you like best, a station wagon, a sports car, or a luxury car?
F: You do? That's interesting.
N: Which do you like best, tennis, basketball, or baseball?
M: Really? That is a popular sport.
N: Which do you like best, cats, dogs, or fish?
F: Well, they're my favorite animals too.
N: Which do you like best, hot dogs, hamburgers, or pizza?
M: Well, come to my house. I'm a good cook.
N: Which do you like best, Mondays, Fridays, or Sundays?
F: Yes. That's my favorite day too.
N: This is the end of Lesson Five.

BOOK FOUR LESSON FOUR

N: Lesson Four. Now we're going to talk about people and places, and we’re going to compare them. when we talk about two people or two places, we often use words like bigger, older, nicer, or better. When we compare three, or more than three, people or places, we use words like the biggest, the oldest, the nicest, and the best. Listen and repeat.
F: The youngest kid is two years old.
M: The oldest is six now.
F: Her husband is the best lawyer in town.
M: Is that the tallest building in Stamford?
F: No, the Fairchild Hotel is the tallest.
M: It has the nicest restaurant in town.
N: OK, now listen to this conversation between two friends, Dave and Janie. They're talking about Dave's three children.
F: Hi, Dave! Are those the photos of your three kids?
M: Oh, hello, Janie. Yes, they are. Do you want to see them?
F: Yes, I do. What are their names?
M: Frank, Tommy, and Mark. Frank is the oldest and Mark is the youngest.
F: Really? Mark's also the tallest of the three.
M: That's true. Mark is the youngest, but he's also the tallest boy in the family.
F: And Tommy is the heaviest.
M: He's the heaviest and maybe the cutest of the three.
F: Well, I think Frank is the cutest.
N: Now talk about Dave's three children. You're going to hear a child's name and then an  adjective, like "Frank…old." Use the adjective in the superlative to talk about the child. For example, I say, "Frank…old." And you say:
M: Frank is the oldest.
N: Ready? Let's begin. Frank. . .old.
M: Frank is the oldest.
N: Mark. . . young.
F: Mark is the youngest.
N: Mark . . . tall.
M: Mark is the tallest.
N: Tommy. . . heavy.
F: Tommy is the heaviest.
N: Frank . . . cute.
M: Frank is the cutest.
N: Now you make up some questions about people. I say, "Old." And you say, "Who's the
  oldest person in your family?" Ready? Let's begin. Old.
F: Who's the oldest person in your family?
M: My grandfather.
N: Short.
F: Who's the shortest person in your family?
M: My youngest brother.
N: Rich.
F: Who's the richest person in your family?
M: My cousin.
N: Young.
F: Who's the youngest person in your family?
M: My baby sister.
N: Kind.
F: Who's the kindest person in your family?
M: My grandmother.
N: Smart.
F: Who's the smartest person in your family?
M: I am, I think.
N: Now you're going to compare three cities: New York, Stamford, and Los Angeles. I say, "New York is a noisy city." And you say, "New York is the  noisiest city of the three." I say,  "Stamford is a quiet city." And you say, 'Stamford is the quietest city of the three." Let's begin.  New York is a noisy city.
M: New York is the noisiest city of the three.
N: Stamford is a quiet city.
F: Stamford is the quietest city of the three.
N: Los Angeles is a new city.
M: Los Angeles is the newest city of the three.
N: New York is an old city. 
F: New York is the oldest city of the three.
N: Stamford is a nice city.
M:Stamford is the nicest city of the three.
N: Stamford is a good city.
F: Stamford is the best city of the three.
N: Stamford is the nicest city. Stamford is the best city. That's the opinion of someone who  loves Stamford. Some people who live in New York or Los Angeles say, "Our city is the nicest city. . . and the best." Now can you spell the words you've been using? Let's see. When I say a word, you spell it and then listen to the correct spelling. OK? Prettiest.
M: P-r-e-t-t-i-e-s-t.
N: Nicest.
F: N-i-c-e-s-t.
N: Thinnest.
M: T-h-i-n-n-e-s-t.
N: Biggest.
F: B-i-g-g-e-s-t.
N: Noisiest.
M: N-o-i-s-i-e-s-t.
N: Cutest.
F: C-u-t-e-s-t.
N: Heaviest.
M: H-e-a-v-i-e-s-t.
N: When you call someone or something the nicest, the biggest, or the best, you usually have to say who or what you're comparing that person or thing with. For example, I'm the youngest person in my family. Or Mark is the tallest of the three brothers. Now I say, "Dave has three children. Mark is the tallest." And you say, "Mark is the tallest of the three children." I say, "The restaurant is in Stamford. It's the best restaurant." And you say, "It's the best restaurant inStamford. All right,let’s begin. Dave had three children. Mark is the tallest.
F: Mark is the tallest of the three children.
N: The restaurant is in stamford. It’s the best restaurant. It’s the best restaurant in Stamford.
M: It’s the best restaurant in Stanford.
N: All the sisters are cute. Ann is the cutest.
F: Ann is the cutest of all the sisters.
N: The three restaurants have seafood. Marina Bay has the best seafood.
M: Marina Bay has the best seafood of the three restaurants.
N: My books are heavy, this dictionary is the heaviest.
F: This dictionary is the heaviest of my books.
N: My cousin lives in town. He‘s the richest man.
M: He’s the richest men in town.
N: Listen to this dialogue.
M: Excuse me? Aren’t you Lucy Swenson.
F: Yes, but…
M: I’m Paul Butler. I met you once at KNEB in Los Angeles.
F: Oh, of course! You went out with my friend Ruth Valdex. But what are you doing in New York? I didn’t expect to run into you here.
M: I’m here on business. I have an interview at ABC tomorrow. If you‘re free, may be we can get together before I go back to Los Angeles.
F: That would be nice.
N: Did you notice the new expressions go out with, run, into and get together? Listen again to the sentences. Then repeat what you hear.
M: Excuse me? Aren’t you Lucy Swenson?
F: Yes, but…
M: I’m Paul Butler I met you once at KNEB in Los Angeles.
F: Oh, of course! You went out with my friend Ruth Valdes. But what are you doing in New York.? I didn’t expect to run into you here.
M: I’m here on business. I have an interview at ABC tomorrow, if you‘re free. May be we can get together before I go back to Los Angeles.
F: That would be nice.
N: this is the end of Lesson Four. 

非常感谢.

15

BOOK FOUR, LESSON TWELVE
N:    Lesson Twelve. Listen and
   repeat these sentences.
M:    The museum was locked up.
F:    The museum was closed.
M:    Diana was given an extra key.
F:    The police were called
   immediately.
M:    The building was entered at
   midnight.
F:    The killer was surprised by Mr.
   Morris.
M:    Mr. Morris was knocked down.
F:    He was hit on the head.
M:    The body was found by Tony and
   Diana.
F:    It was rushed to the hospital.
M:    It was taken away.
F:    Mr. Tate was seen with Mr.
   Morris.
M:    Was anything taken from the
   museum?
N:    Now listen to a description of
   the events that took place on
   "Murder at Midnight."
M:    The Morris Museum was locked
   up before midnight, so the
   outside door was closed when
   Tony and Diana got there. But
   they were able to get in. When
   Diana started working there, she
   was given an extra key:
   After they found her uncle's
   body, the police were called
   immediately. Detective Stone
   decided that the museum was
   entered at midnight. The killer
   came to the office, where he was
   surprised by Mr. Morris.
   Mr. Morris was knocked down.
   He was hit on the head behind
   the desk. The body was found by
   Tony and Diana. The body was
   rushed to the hospital.
   The body was taken away an


   hour and a half before Mr. Tate
   arrived. The police knew that he
   was seen with Mr. Morris that
   afternoon. They wanted to know
   if anything was taken from the
   museum after the murder.
N:    Now you're going to hear the
   same description, but this time
   you're going to repeat what you
   hear. Ready? Let's begin.
M:    The Morris Museum was locked
   up
   before midnight,
   so the outside door was closed
   when Tony and Diana got there.
   But they were able to get in.
   When Diana started working
   there,
   she was given an extra key.
   After they found her uncle's
   body,
   the police were called
   immediately.
   Detective Stone decided
   that the museum was entered
   at midnight.
   The killer came to the office,
   where he was surprised
   by Mr. Morris.
   Mr. Morris was knocked down.
   He was hit on the head
   behind the desk.
   The body was found
   by Tony and Diana.
   The body was rushed to the
   hospital.
   The body was taken away
   an hour and a half
   before Mr. Tate arrived.
   The police knew
   that he was seen
   with Mr. Morris
   that afternoon.
   They wanted to know
   if anything was taken
   from the museum
   after the murder.
N:    Now you're going to practice
   using the passive voice. Change
   the sentences you hear from
   active to passive voice, keeping
   the same subject. For example, I
   say, "Mr. Morris saw Mr. Tate."
   And you say, "Mr. Tate was seen
   by Mr. Morris." Ready? Let's
   begin. Mr. Morris saw Mr. Tate.
F:    Mr. Tate was seen by Mr.
   Morris.
N:    Mr. Morris surprised the killer.


179

F:    The killer was surprised by Mr.
   Morris.
N:    Someone hit Mr. Morris.
F:    Mr. Morris was hit by someone.
N:    Tony and Diana found the body.
F:    The body was found by Tony and
   Diana.
N:    Someone murdered Ben Morris.
F:    Ben Morris was murdered by
   someone.
N:    Now listen to this conversation
   between two friends talking
   about the program, "Murder at
   Midnight." See if you can
   understand everything they say.
F:    Tell me what happened last
   night on "Murder at Midnight."
   I wasn't able to watch it.
N:    Well, the founder of a museum,
   Ben Morris, was murdered. He
   was found by his niece and her
   friend behind the desk in his
   office. Of course, the police were
   called. A detective named Stone
   asked them a lot of questions.


F:    Was the killer caught?
M:    No, he wasn't. But the police got
   as much information as possible
   about the crime.
F:    Did anyone see the killer?
M:    No, no one saw the killer.
F:    Was anything stolen from the
   museum?
M:    Nothing was stolen. . . I think.
   But no one knows for sure. I'm
   going to watch it next time. I
   want to find out what happened.
N:    Now to end this lesson, answer
   the following ten questions about
   the dialogue. Answer in
   complete sentences. One. Who
   was murdered?
F:    Ben Morris was murdered.
N:    Two. Who was Ben Morris?
M:    He was the founder of a museum.
N:    Three. Where was the body
   found?
F:    It was found behind the desk.
N:    Four. Where was the desk
   located?


   
M:    It was located in his office.
N:    Five. Who was called?
F:    The police were called.
N:    Six. Who asked a lot of
   questions?
M:    The police asked a lot of
   questions.
N:    Seven. Was the killer caught?
F:    No, the killer wasn't caught.
N:    Eight. Did anyone see the killer?
M    No, no one saw the killer.
N:    Nine. Was anything stolen from
   the museum?
F:    No, nothing was stolen from the
   museum.
N:    Ten. Are you going to watch the
   show next time?
M:    Yes, I'm going to watch it next
   time.
N:    And we're going to have to
   watch - and listen to - more of
   "Murder at Midnight" to find out
   what really happened.
   And this is the end of Lesson
   Twelve.

14

       
BOOK FOUR, REVIEW FOUR
N:    Review Four. For this lesson, you
   need a pencil and a piece of paper.
   First, listen to a description of
   the Morris Museum.
F:    The Morris Museum is located
   on Bedford Street in Stamford.
   It was founded by Mr. Morris
   more than forty years ago. The
   building was built in 1872. The
   first floor is used for exhibits of
   Stamford history. The library is
   located on the second floor of
   the museum. It's known for its
   large collection of books about
   Stamford.    
N:    Now listen to the description
   again. This time, take your
   pencil and write the words you
   hear. Ready? Let's begin.
F:    The Morris Museum
   is located on Bedford Street
   in Stamford.    It was founded
   by Mr. Morris    
   more than forty years ago.
   The building was built
   in 1872.    
   The first floor is used for
   exhibits of Stamford history.
   The library is located
   on the second floor
   of the museum.    It's known for
   it's large collection
   of books about Stamford.
N:    Now listen as the description of
   the Morris Museum is read
   again. Check your paper to see
   if you made any mistakes, and
   correct them if you did. Ready?
   Listen.    
F:    The Morris Museum is located
   on Bedford Street in Stamford.
   It was founded by Mr. Morris
   more than forty years ago. The
   building was built in 1872. The
   first floor is used for exhibits of
   Stamford history. The library is
   located on the second floor of the


   
   museum. It's known for its large
   collection of books about
   Stamford.
N:    Now use your paper to answer
   the following questions about
   the Morris Museum. Answer in
   complete sentences. Ready?
   Let's begin. Where is the Morris
   Museum located?
M:    It's located on Bedford Street in
   Stamford.
N:    Who was it founded by?
F:    It was founded by Mr. Morris.
N:    When was it founded?
M:    It was founded more than forty
   years ago.
N:    When was the building built?
F:    It was built in 1872.
N:    What is the first floor used for?
M:    It's used for exhibits of Stamford
   history .
N:    Where is the library located?
F:    It's located on the second floor.
N:    What is the library known for?
M:    It's known for its large
   collection of books about
   Stamford.
N:    Now listen to some phrases.
   The verb in each phrase is in
   the base form. Change the verb
   to the correct form and make a
   sentence. For example, you
   hear, "The Morris Museum. . .
   locate. . . on Bedford Street."
   And you say, "The Morris
   Museum is located on Bedford
   Street." Ready? Let's begin.
   The Morris Museum. . . locate
   . . . on Bedford Street.
F:    The Morris Museum is located
   on Bedford Street.
N:    It . . . found. . . by Mr. Morris.
M:    It was founded by Mr. Morris.
N:    It . . . build . . . in 1872.
F:    It was built in 1872.
N:    The first floor . . . use . . . for
   exhibits.
M:    The first floor is used for
   exhibits.
N:    The library . . . know . . . for
   its books about Stamford.
F:    The library is known for its
   books about Stamford.
N:    The museum. . . visit. . . by
   many people last year.
M:    The museum was visited by
   many people last year.
   
   

178

   
N:    To end the lesson, listen to the
   following conversation. Four
   friends are discussing their
   bosses.
Fl:    My boss is always looking over
   my shoulder. He's always asking
   me questions about. . .
   everything! He's very curious.
MI:    Well, my boss is worse than
   yours. She's always looking at
   herself in the mirror. She cares
   too much about how she looks.
   She's really vain.
M2:    My boss is the worst of all. He
   doesn't like to spend any
   money, and he never gives
   things to anyone. He's so
   stingy.
F2:    Well, I'm sorry to have to tell
   you this. But my boss isn't
   curious, she isn't vain, and she
   isn't stingy. And she doesn't get
   excited in emergencies. She's
   always very calm.
R }    
MI : Lucky you!
M2    
N:    Now repeat these words that
   describe each of the four bosses.
M:    curious
F:    vain
M:    stingy
F:    calm
N:    Do you remember what they
   mean? Let's find out. Listen
   again to the friends talking about
   their bosses.
FI:    My boss is always looking over
   my shoulder. He's always asking
   me questions about. . .
   everything! He's very. . .
N:    Her boss is very . . . what?
   Curious. Her boss is very curious.
MI:    Well, my boss is worse than
   yours. She's always looking at
   herself in the mirror. She cares
   too much about how she looks.
   She's really. . .
N:    His boss is really . . . what?
   Vain. His boss is really vain.
M2:    My boss is the worst of all. He
   doesn't like to spend any
   money, and he never gives
   things to anyone. He's so. . .
N:    His boss is so . . . what?
   Stingy. His boss is so stingy.
F2:    Well, I'm sorry to have to tell
   you this. But my boss isn't
   curious, she isn't vain, and she


   isn't stingy. And she doesn't get
   excited in emergencies. She's
   always very. . .
N:    Her boss is always very. . .
   what?
   Calm. Her boss is always very
   calm.
   Then what do the three other
   . friends say? They say, "Lucky
   you!" Do you understand that
   expression? Lucky you! means "I
   think you're very lucky."
   This is the end of Review Four.

13

   
   
BOOK FOUR, LESSON ELEVEN
N:    Lesson Eleven. Repeat these
   words and sentences.
F:    killed
   
M:    hit    He was hit.
F:    found    He was found.
M:    reported    It was reported.
F:    called    It was called.
M:    rushed    He was rushed.
F:    notified    They were notified.
N:    Now listen to this police report.
F:    At II :45 P.M. Benjamin Morris
   called niece Diana Morris from
   the Morris Museum on Bedford
   Street in Stamford. Mr. Morris
   was killed sometime between
   II :45 P.M. and 12:20A.M. He
   was hit on the head. Miss
   Morris arrived at the museum at
   approximately 12:20. Mr.
   Morris's office door was closed,
   but the lights were on. The
   body was found behind Mr.
   Morris's desk. The accident was
   reported at 12:24, and an
   ambulance was called. Mr.
   Morris was rushed to Stamford
   Hospital on Broad Street. He
   was examined at the hospital,
   but it was too late. He was
   dead. At I: 15, the police were
   notified. The next morning, his
   relatives were notified.
N:    Now listen again to the police
   report and repeat what you
   hear. Ready? Let's go.
F:    At II :45 P.M.
   Benjamin Morris called
   niece Diana Morris
   from the Morris Museum
   on Bedford Street in Stamford.
   Mr. Morris was killed
   sometime between II :45 P.M.
   and 12:20 AM.
   He was hit on the head.
   Miss Morris arrived at the
   museum
   at approximately 12:20.
   Mr. Morris's office door was
   closed,    
   but the lights were on.
   The body was found
   behind Mr. Morris's desk.
   The accident was reported at
   12:24,    
   and an ambulance was called.
   Mr. Morris was rushed to
   Stamford Hospital
   on Broad Street.
   He was examined
   at the hospital,
   but it was too late.
   He was dead.


   At I: 15, the police were
   notified.
   The next morning,
   his relatives were notified.
N:    Now listen to some sentences
   about the murder of Mr. Morris.
   After you hear a sentence, make
   a new sentence using the past
   passive. Listen to the example. I
   say, "Someone killed Mr.
   Morris." And you say:
M:    Mr. Morris was killed.
N:    Ready? Let's begin. Someone
   killed Mr. Morris.
M:    Mr. Morris was killed.
N:    Someone hit him on the head.
F:    He was hit on the head.
N:    Diana and Tony found his body.
M:    His body was found by Diana
   and Tony.
N:    They reported the accident at
   12:24.
F:    The accident was reported at
   12:24.
N:    They called an ambulance.
M:    An ambulance was called.
N:    They rushed the body to the
   hospital.
F:    The body was rushed to the
   hospital.
N:    Doctors examined Mr. Morris at
   the hospital.
M:    Mr. Morris was examined by
   doctors at the hospital.
N:    The hospital notified the police.
F:    The police were notified by the
   hospital.
N:    Now give short answers to these
   questions. I say, "Was the body
   found at 12:20?" And you say,
   "Yes, it was." Ready? Let's
   begin. Was the body found at
   12:20?
M:    Yes, it was.
N:    Was Mr. Morris hit on the
   back?
F:    No, he wasn't.
N:    Was the body found by Diana
   and Tony?
M:    Yes, it was.
N:    Was the accident reported the
   following week?
F:    No, it wasn't.
N:    Were the police notified
   immediately?
M:    Yes, they were.
N:    Were Mr. Morris's relatives
   notified the following month?
F:    No, they weren't.

177

N:    Now listen to a dialogue
   between a man who wants to
   report an emergency and the
   operator who takes his call.
F:    Emergency.
M:    I want to report an accident.
F:    What kind of accident, sir?
M:    A man was injured on the street
   in front of my building. He was hit
   by a car.
F:    Where is your building located?
M:    It's on the corner of Main Street
   and Elmwood Avenue.
F:    OK. I'm going to send an
   ambulance right away.
N:    Listen again to the dialogue.
   This time, repeat what you
   hear. Ready? Let's begin.
F:    Emergency.
M:    I want to report an accident.
F:    What kind of accident, sir?
M:    A man was injured on the street
   in front of my building.
   He was hit by a car.
F:    Where is your building located?
M:    It's on the corner of Main Street
   and Elmwood Avenue.
F:    OK. I'm going to send an
   ambulance right away.
N:    Now this time, you be the
   operator. A woman is going to
   tell you about a robbery. Ask
   her the location of the robbery
   and tell her you're going to send
   the police right away. Begin
   when you hear her say, "Hello,
   Emergency?" Then you say,
   "Yes."
F:    Hello, Emergency?
M:    Yes.
F:    I want to report a robbery.
M:    Where was the robbery?
F:    At the corner of Main and
   Charles Street. Can you send
   the police right away?
M:    OK. I'm going to send the
   police right away.
F:    Oh, thank you so much.
N:    Now we're going to change
   roles. This time, you be the
   person reporting the robbery.
   Remember it's on the corner of
   Main and Charles Street. Ask
   her to send the police right
   away. Begin when the operator
   says, "Emergency."
M:    Emergency.
F:    I want to report a robbery.
M:    Where was the robbery?


F:    At the corner of Main and
   Charles Street. Can you send
   the police right away?
M:    OK. I'm going to send the
   police right away.
F:    Oh, thank you so much.
M:    You're welcome.
N:    Now let's hope the police come
   in time to catch the robbers!
   This is the end of Lesson Eleven.