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
       

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    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.

　　　
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16BOOK TEN LESSON TWELVE

N:    Welcome to Lesson Twelve. Chris
  is watching the tape of her
  interview with Terry. She thinks
  that Terry might be the person
     

  who's been making all the trouble
  at WEFL. She's wondering what
  Terry was doing after the tapes
  came on. She knows he wasn't
  watching the monitor. Listen for
  what Terry did while everyone
  was watching the monitor.
TERRY:    What was I doing when
  Rita's travel tape came on?
  I'm not sure what I was
  doing when it happened. I
  know what I was doing when
  Rita's singing lesson came on
  the air. I was talking to her
  in the studio.
CHRIS:    But what was Terry doing
  after the tapes came on? He
  wasn't watching the
  monitor. He wasn't working
  in the editing room. . .
  Let's see the interview again.
TERRY:    While everyone was
  watching the monitor, I
  went out to see if I could find
  anybody strange wandering
  around the station. I just saw
  Jake. I'm sure he'll be telling
  Detective Modine what he
  was doing.
CHRIS:    I wonder what that means.
  There's something here that
  I'm missing. . . Something's
  bothering me.
N:    OK. What did Terry do while
  everyone was watching the
  monitor?
F:    He went out to see if he could
  find anybody strange wandering
  around the station.
N:    Now listen and repeat.
M:    the monitor
  everyone was watching the
  monitor
  while everyone was watching the
  monitor
  I went out
  While everyone was watching
  the monitor, I went out.
  While everyone was watching
  the monitor, I went out.
N:    Now you hear. . .
F:    When I went out, everyone was
  watching the monitor.
N:    And you say. . .
M:    While everyone was watching
  the monitor, I went out.
N:    You hear. . .
F:    When Rita's tape came on the
  air, I was talking to her.
N:    And you say . . .


M:    While I was talking to her, Rita's
  tape came on the air.
N:    Ready? Let's go.
F:    When I went out, everyone was
  watching the monitor.
M:    While everyone was watching
  the monitor, I went out.
F:    When Rita's tape came on the
  air, I was talking to her.
M:    While I was talking to her, Rita's
  tape came on the air.
F:    When I saw Jake, I was
  wandering around the station.
M:    While I was wandering around
  the station, I saw Jake.
F:    When he heard her sing, he was
  thinking about Rita.
M:    While he was thinking about
  Rita, he heard her sing.
F:    When she remembered the
  glove, she was checking the tape.
M:    While she was checking the
  tape, she remembered the glove.
F:    When the lights went out in
  New York, I was waiting for a
  subway at Times Square.
M:    While I was waiting for a subway
  at Times Square, the lights went
  out in New York.
F:    When they landed on the moon,
  I was living in Rome.
M:    While I was living in Rome, they
  landed on the moon.
N:    Rita's talking to Mike about
  what's going on at WEFL, the
  strange trouble with the tapes.
  Listen to their conversation.
  Listen carefully for what Mike
  will be picking up in New York.
RITA:    I wish we could find out
  what's going on around here,
  don't you, Mike? I mean, it's
  really awful.
MIKE:    What? Your singing lesson on
  the air?
RITA:    Yeah. Was I really that bad?
  I'm so embarrassed. I feel just
  terrible.
MIKE:    Oh, come on. I was just
  kidding. Actually, you were
  pretty good. Better than a lot
  of stuff you see on TV. Listen,
  I've got to go to New York.
  Why don't you come with
  me? It'll take your mind off
  things.
RITA:    Exactly when will you be
  going?
MIKE:    At about eleven. I'll be

184

  picking up some new tapes,
  and then I'll be coming right
  back.
RITA:    Exactly when will you be
  coming back, Mike?
MIKE:    No later than two, I promise
  . . . Come on, Rita. It'll do
  you good.
RITA:    No later than two, huh?
  Won't you be staying longer?
  I'd like to see a movie while
  I'm there.
MIKE:    OK. OK. Let's go.
N:    OK. What will Mike be picking
  up in New York?
M:    Some new tapes.
N:    Now listen and repeat.
F:    when will you be going
  Exactly when will you be going?
  Exactly when will you be going?
  when will you be coming back
  Exactly when will you be coming
  back?
  Exactly when will you be coming
  back?
N:    Now you hear. . .
M:    I've got to go to New York.
N:    And you say . . .
F:    Exactly when will you be going?
N:    You hear. . .
M:    I've got to come back.
N:    And you say . . .
F:    Exactly when will you be coming
  back?
N:    All right. Here we go.
M:    I've got to go to New York.
F:    Exactly when will you be going?
M:    I've got to come back.
F:    Exactly when will you be coming
  back?
M:    I've got to pick up the tapes.
F:    Exactly when will you be picking
  up the tapes?
M:    I've got to talk to Steven.
F:    Exactly when will you be talking
  to Steven?
M:    I've got to take my vacation.
F:    Exactly when will you be taking
  your vacation?
M:    I've got to take singing lessons.
F:    Exactly when will you be taking
  singing lessons?
M:    This exercise has got to end.
F:    Exactly when will this exercise be
  ending?
N:    The exercise is ending right
  now, but we will be continuing
  the lesson. Mike is talking to
  Steven about going to New
  York. What time does Steven

  expect Mike to be back in
  Stamford? Listen.
STEVEN:    So, you're off to New York.
  Will you be going alone?
MIKE:    No, I won't. Rita will be
  coming with me. She's
  upset about what happened
  the other night, and I
  thought she needed to get
  away. We won't be staying
  long. Just long enough to
  pick up the tapes and. . .
STEVEN:    Just to pick up the tapes?
  Come on, Mike. Won't you
  be taking her out to lunch
  or something?
MIKE:    Well, yes, I will. And Rita
  mentioned that she'd like
  to go to a movie.
STEVEN:    Good! I'll be expecting you
  two back in Stamford no
  earlier than eight 0' clock.
N:    OK. Does Steven expect Mike
  and Rita to be back in Stamford
  in the afternoon or the evening?
M:    In the evening.
N:    Now listen and repeat.
M:    going alone   
  Will you be going alone?
  Will you be going alone?
F:    No, I won't.   
  No, I won't.   
M:    taking her out to lunch
  Won't you be taking her out to
  lunch?   
  Won't you be taking her out to
  lunch?   
F:    Yes, I will.    Yes, I will.
N:    The difference between
  affirmative questions, for
  example. . .   
M:    Will you be going alone?
N:    And negative questions, for
  example. . .   
M:    Won't you be taking her out to
  lunch?   
N:    Is that for negative questions,
  the speaker expects a positive
  response: "Yes, I will." For
  affirmative questions, the speaker
  doesn't have any idea what to
  expect. Let's practice these
  responses. You hear. . .
M:    Will you be going alone?
N:    And you give the negative
  response . . .   
F:    No, I won't.   
N:    You hear. . .   
M:    Won't you be taking her out to
  lunch?   


yN: And you give the positive
response .
F: Yes, I will.
N: All right. Let's begin.
M: Will you be going alone?
F: No, I won't.
M: Won't you be taking her out to
lunch?
F: Yes, I will.
M: Will they be staying in New
York overnight?
F: No, they won't.
M: Won't he be needing them in
the studio tomorrow?
F: Yes, he will.
M: Won't she be going out with
Terry tonight?
F: Yes, she will.
M: Will he be waiting for her at the
station with flowers?
F: No, he won't.
M : Will we be ending this lesson
later this evening?
F: No, we won't.
N: In fact, the lesson ends right now. This is the end of Lesson Twelve.

15BOOK TEN REVIEW FOUR

N: Review Four. For this lesson,
you'll need a pencil and a piece of paper.
Steven is filling out his income tax return. He's reading articles about the new tax laws. He and Anne are wondering if little Peter can be included as a dependent, and if the expenses for Peter's care can be deducted. Here are some questions for you to think about while you listen. Take a piece of paper and a pencil and write each question down. Each question will be repeated twice with a pause in between for you to write. Ready? Question One.
F: Can payments to baby-sitters be deducted?
Can payments to baby-sitters be
  deducted?
N: Question Two.
F: Can payments to relatives be deducted?
Can payments to relatives be deducted?

AUDIO SCRIPT

N: Question Three.
F: Will Peter need a Social Security number this year?
Will Peter need a Social Security
  number this year?
N: Question Four.
F: Will Peter need a Social Security number in five years?
Will Peter need a Social Security
  number in five years?
N: Question Five.
F: Are Steven and Anne divorced?
Are Steven and Anne divorced? N: Question Six.
F: Why do children need a Social Security number?
Why do children need a Social
  Security number?
N: Question Seven.
F: What is the deadline for sending in tax returns?
What is the deadline for sending in tax returns?
N: Now listen carefully to the conversation and write down the important information you'll need to answer the questions.
STEVEN: It says here that child-care expenses can be deducted
. . . things like payments to baby-sitters, daycare centers, even payments to relatives who take care of a child.
ANNE: Well, that's good news. But can little Peter be included as a dependent?
STEVEN: I would think so. I mean,
he is a dependent, isn't he? ANNE: Yeah. He sure is.
  STEVEN: Wait a minute. Listen to
this: "Children Now Need Social Security Numbers. Are you planning to include children as dependents on your tax return this year?"
ANNE: Yeah. That's us.
  STEVEN: "Remember that each child
over five must have a Social Security number."
ANNE: That isn't us. Peter's not
  even six months old.
STEVEN: The main reason for this requirement, it seems, is to prevent two divorced parents from listing the same child as a dependent. ANNE: Can you imagine if we were
  divorced and each of us

--¬

listed Peter as a dependent? What will people think of next!
STEVEN: It says here that thousands of people are expected to ask for Social Security numbers for their children
in the week before April
15, the deadline for sending in tax returns.
ANNE: But what about Peter? Can
  we list him as a dependent?
STEVEN: I don't know. I'd better talk
  to an accountant.
N: Now let's see if you can answer the questions. Give short answers. Ready? Here we go. Question One.
F: Can payments to baby-sitters be
deducted?
M: Yes, they can.
N: Question Two.
F: Can payments to relatives be
deducted?
M: Yes, they can.
N: Question Three.
F: Will Peter need a Social Security
number this year?
M: No, he won't.
F: Question Four.
F: Will Peter need a Social Security
number in five years?
M: Yes, he will.
N: Question Five.
F: Are Steven and Anne divorced? M: No, they aren't.
N: Question Six.
F: Why do children need a Social
  Security number?
  M: To prevent divorced parents
  from listing the same child as a
dependent. N: Question Seven. F: What is the deadline for sending
in tax returns? M: April 15. N: Steven has some questions about
  his tax returns. He decides he'd
  better talk to an accountant. At
  the accountant's office, a
receptionist invites him to sit down. Listen for how many questions Steven has.
RECEPTIONIST: Won't you sit down,
  Mr    ?
STEVEN:    Winn. Steven Winn.
  W - i - n - n. I have
  an appointment.
RECEPTIONIST: Ah, yes. Of course.
  Won't you sit down,

183

      Mr. Winn? The
      accountant will see
      you in a minute.
      She's busy right now.
      She won't be long.
STEVEN:    Thanks. I'm in a bit
      of a hurry. I have
      only a few questions
      and.. .
RECEPTIONIST:    It'll only be a minute,
      Mr. Winn. This is
      our busy season.
      Won't you have a
      cup of coffee while
      you wait?
STEVEN:    Yes, I will. Thanks.
N:    OK. How many questions does
  Steven have for the accountant?
F:    Only a few.
N:    Now listen and repeat.
F:    sit down   
  Won't you sit down?
  Won't you sit down?
  have a cup of coffee
  Won't you have a cup of coffee?
  Won't you have a cup of coffee?
N:    "Won't you sit down" is a very
  polite way of asking someone to
  sit down. Let's practice this
  expression. You hear. . .
M:    Sit down!   
N:    And you say . . .
F:    Won't you sit down?
N:    You hear. . .
M:    Have a cup of coffee!
N:    And you say. . .
F:    Won't you have a cup of coffee?
N:    OK? Here we go.
M:    Sit down!   
F:    Won't you sit down?
M:    Have a cup of coffee!
F:    Won't you have a cup of coffee?
M:    Help yourself!
F:    Won't you help yourself?
M:    Hurry up!
F:    Won't you hurry up?
M:    Be a little patient!
F:    Won't you be a little patient?
M:    Leave me alone!
F:    Won't you leave me alone?
M:    Be nice to me!
F:    Won't you be nice to me?
N:    This is the end of Review Four.
     

14BOOK TEN LESSON ELEVEN

......    N:    Welcome to Lesson Eleven.
      Rita and Terry are having a
      picnic. Listen to the
      conversation. Listen carefully for
      how old Rita was when she
      wanted to marry an Englishman.
  RITA:        What were you doing while I
          was looking for the love of
          my life?
  TERRY:    I was looking for you, of
          course.
  RITA:        When I was ten, I wanted to
          marry a handsome
          Englishman.
  TERRY:    And how about now?
  RITA:        Now I love a handsome
          American. But I still don't
          know what I'm going to do
          with the rest of my life.
  N:    Well? How old was Rita when
      she wanted to marry a handsome
      Englishman ?
  F:    Ten.
  N:    Now listen and repeat.
  F:    the love of my life
      I was looking for the love of my
      life   
      while I was looking for the love
      of my life
      what were you doing
      What were you doing while I was
      looking for the love of my life?
      What were you doing while I was
      looking for the love of my life?
  N:    I say, "You do. . . I look for the
      love of my life." And you
      say. . .
  F:    What were you doing while I was
      looking for the love of my life?
  N:    I say, "You think. . . I talk to
      Mike." And you say. . .
  M:    What were you thinking while I
      was talking to Mike?
  N:    All right. Here we go. You do
      . . . I look for the love of my
      life.   
  F:    What were you doing while I
      was looking for the love of my
      life?
  N:    You think. . . I talk to Mike.
  M:    What were you thinking while I
      was talking to Mike?
  N:    They look for . . . you watch the
      tape.
  F:    What were they looking for

  while you were watching the
  tape?   
N:    You sing. . . you work.
M:    What were you singing while you
  were working?   
N:    They talk about. . . they eat
  lunch.   
F:    What were they talking about
  while they were eating lunch?
N:    You wonder. . . we interview
  James Morgan.   
M:    What were you wondering while
  we were interviewing James
  Morgan?   
N:    You dream about. . . you sleep.
F:    What were you dreaming about
  while you were sleeping?
N:    Good. Now listen to the
  conversation between Jake and
  James Morgan. Listen for how
  the British sometimes say "Do
  you know what time it is?"
JAMES:    Did you know that Terry's
  grandfather was a barrister in
  London?   
JAKE:    Dh, what's a barrister?
JAMES:    You don't know what a
  barrister is, Jake?
JAKE:    A barrister is a sort of lawyer,
  I think.   
JAMES:    Oh, that's right.
JAKE:    Why don't you make life a
  lot easier and just say
  "lawyer"?   
JAMES:    We do sometimes.
JAKE:    And this business about a
  "single" for a one-way ticket.
  Very tricky. If you asked for a
  "single" at a train
  station . . .   
JAMES:    Railway station, Jake.
JAKE:    OK. At a railway station. If
  you ask for a "single" here,
  they'd think you wanted a
  room in a hotel.
JAMES:    A bit confusing, isn't it? Oh,
  I think I'm late for the
  broadcast. I say, have you got
  the time?   
lAKE:    Huh? I've got plenty of time.
JAMES:    Oh, sorry. I mean, do you
  know what time it is?
JAKE:    Who says we speak the same
  language?   
N:    OK. How do the British
  sometimes say "Do you know
  what time it is?"
M:    Have you got the time?
N:    In general, the British use the
  form Have you got where the
         
         
  Americans use Do you have.
  Listen.    F:
M:    Have you got any change?
N:    And.. .   
F:    Do you have any change?
N:    These two questions mean the
  same thing. Listen and repeat.
M:    Have you got any change?
  Have you got any change?
F:    Do you have any change?
  Do you have any change?
N:    Let's practice these two forms.
  You hear. . .
M:    Have you got any change?
N:    And you say . . .
F:    Do you have any change?
N:    You hear. . .
F:    Do you have a cigarette?
N:    And you say . . .
M:    Have you got a cigarette?
N:    OK? Let's begin.
M:    Have you got any change?
F:    Do you have any change?
F:    Do you have a cigarette?
M:    Have you got a cigarette?
F:    Do you have a light?
M:    Have you got a light?
M:    Have you got any pets?
F:    Do you have any pets?
M:    Have you got a minute?
F:    Do you have a minute?
F:    Do you have a kiss for me?
M:    Have you got a kiss for me?
N:    Now listen to Chris as she
  watches one of James Morgan's
  tapes. Listen for how the British
  say "mailbox."
JAMES:    You'll need to post a small
  parcel in the letter box.
  Have you got any change?
  You'll need it for stamps. . .
CHRIS:    James Morgan! I know how
  to mail a package in a
  mailbox. How did you get on
  my shelf? . . .
JAMES:    Have you got any pets?
  Please don't bring them.
CHRIS:    I haven't got any pets. And
  I'm not going on holiday
  because I haven't got any
  money. I haven't got any
  time either.
N:    Well? How do the British say
  "mailbox"?
M:    Letter box.
N:    OK. Now listen and repeat.
M:    parcel    post a small parcel
  in a letter box
  Post a small parcel in a letter
  box.   
         

  182

Post a small parcel in a letter box.
F: package mail a small package in a mailbox
Mail a small package in a mailbox.
Mail a small package in a mailbox.
M : go on holiday go on holiday
F: go on vacation go on vacation N: Now you hear. ..
M : Parcel.
N: And you say. . .
F: Package.
N: You hear...
F: Mail a package.
N: And you say. . .
M: Post a parcel.
N: All right. Let's go.
F: Parcel.
M: Package.
F: Mail a package.
M : Post a parcel.
F: Mailbox.
M: Letter box.
F: Mail a package in a mailbox.
M: Post a parcel in a letter box.
F: I'm not going on vacation.
M: I'm not going on holiday.
N: That's all for now. And that's the end of Lesson Eleven.

13BOOK TEN LESSON TEN

N: Welcome to Lesson Ten. For this lesson, you'll need a pencil and a piece of paper.
Steven is talking to Jake in his office. He's worried about the
future of WEFL and that of the owner, Peter Case. Listen to the conversation. Listen in particular for the past tense of the verb break.
STEVEN: Look it over and tell me
what you think . . . JAKE: We're losing viewers. STEVEN: Our owner, Peter Case, will
be broke in a month, Jake. JAKE: Is the situation that bad? STEVEN: It's that bad. Peter Case will
have to sell the station.
N: What is the past tense of break? M: That's right. Broke.
N: Now listen and repeat.
M: broke
Peter Case will be broke
Peter Case will be broke in a month.
Peter Case will be broke in a month.
N: To be broke means "to be without money." When we say someone is broke, we mean that he or she doesn't have any money. Jake, Rita, and Mike have just finished lunch at a restaurant near the station. They're arguing about who is going to leave the tip for the waiter. Listen to the conversation. Take a piece of paper and a pencil and write a list of those who have some money and those who don't have any money. Who's broke? Who isn't broke? You will hear the dialogue twice.
RITA: Come on, Mike. It's your turn
  to leave the tip.
MIKE: Sorry, Rita. I can't leave a tip today. I only have four dollars. It's not enough. How about you, Jake?
OK, OK. I'll leave the tip. But I don't have any money. Can you give me ten dollars, Rita? I'll pay you back tomorrow.
Sorry, Jake. I only have five dollars, and I need it for gas. Maybe Steven has some money he can give you. He's over there. Why don't you ask

180

him?
MIKE: No. Steven asked me for a dollar this morning for coffee. He doesn't have a penny. In fact, he also asked Terry for money, and we all know Terry's broke.
Yeah. Terry spent all his money on Rita last night.
Oh, you. . . be quiet. You guys are just jealous.
N: Now listen to the conversation
  again to check your list.
RITA: Come on, Mike. It's your turn
  to leave the tip.
MIKE: Sorry, Rita. I can't leave a tip today. I only have four dollars. It's not enough. How about you, Jake?
OK, OK. I'll leave the tip. But I don't have any money. Can you give me ten dollars, Rita? I'll pay you back tomorrow.
Sorry, Jake. I only have five dollars, and I need it for gas. Maybe Steven has some money he can give you. He's over there. Why don't you ask him?
MIKE: No. Steven asked me for a dollar this morning for coffee. He doesn't have a penny. In fact, he also asked Terry for money, and we all know Terry's broke.
Yeah. Terry spent all his money on Rita last night. Oh, you. . . be quiet. You
  guys are just jealous.
N:  OK. Now you hear. . .
F: Does Steven have any money? N: And you say. . .
M: No, he doesn't. He's broke.
N: You hear. . .
F: Does Rita have any money.
N: And you say. . .
M: Yes, she does. She isn't broke.
N: You hear. . .
F: Does Chris have any money?
N: And you say. . .
M: I don't know. Maybe she's broke;
maybe she isn't broke.
N: OK? Here we go.
F: Does Steven have any money? M: No, he doesn't. He's broke.
F: Does Rita have any money?
M: Yes, she does. She isn't broke.
F: Does Chris have any money?

lAKE:
M:  I don't know. Maybe she's broke;
  maybe she isn't broke.
 
F:  Does Mike have any money?
M:  Yes, he does. He isn't broke.
F:  Does Jake have any money?
M:  No, he doesn't. He's broke.
F:  Does Terry have any money?
M:  No, he doesn't. He's broke.
F:  Does Roger have any money?
M:  I don't know. Maybe he's broke;
  maybe he isn't broke.
N:  Someone is deliberately trying to
  hurt WEFL. Steven decides to
  hire a detective to find out
  what's going on. Listen to the
  conversation between Steven
  and Jake. Listen carefully for the
  detective's name.
JAKE:  Technical difficulties!
  These aren't technical
  difficulties. Someone is
  deliberately trying to hurt us.
STEVEN:  I think so too, Jake. I've
  called up a detective. His
  name is Raymond Modine
  and he'll be coming in
  tomorrow. My secretary will
  be handing out a letter to
  everyone at the station,
  explaining the situation.
JAKE:  Is that a good idea?
STEVEN:  Raymond Modine will be
  asking a lot of questions
  tomorrow. You'll be here,
  won't you?
JAKE:  I'll be working at the
  Nature Center in the morning.
N:  OK. What's the detective's
  name?
M:  Raymond Modine.
N:  Now listen and repeat.
M:  a lot of questions
  Raymond Modine will be asking
  a lot of questions.
  Raymond Modine will be asking
  a lot of questions.
  at the Nature Center
  I'll be working at the Nature
  Center
  I'll be working at the Nature
  Center tomorrow.
  I'll be working at the Nature
  Center tomorrow.
:  Now you hear. . .
F:  Are you working at the Nature
  Center today?
N:  And you say. . .
M:  Not today. But I'll be working at
   

  the Nature Center tomorrow.
N:  You hear. . . 
   
F:  Is Raymond Modine asking a lot
  of questions today?
N:  And you say. . .
M:  Not today. But he'll be asking a
  lot of questions tomorrow.
N:  Ready? Let's go.
F:  Are you working at the Nature
  Center today? 
M:  Not today. But I'll be working at
  the Nature Center tomorrow.
F:  Is Raymond Modine asking a lot
  of questions today?
M:  Not today. But he'll be asking a
  lot of questions tomorrow.
M:  Is Steven's secretary handing out
  a letter to everyone today?
F:  Not today. But she'll be handing
  out a letter to everyone
  tomorrow. 
M:  Is Mike talking to Detective
  Modine today? 
F:  Not today. But he'll be talking to
  Detective Modine tomorrow.
M:  Are Rita and Terry going out for
  lunch today? 
F:  Not today. But they'll be going
  out for lunch tomorrow.
M:  Are you coming to the office
  today? 
F:  Not today. But I'll be coming to
  the office tomorrow.
M:  Is Chris interviewing Terry
  today? 
F:  Not today. But she'll be
  interviewing Terry tomorrow.
N:  Good. Jake and Chris are
  talking. Chris is planning her
  interviews with Steven and Peter
  Case. Listen to the conversation.
  Who will be looking for Jake
  tomorrow? 
JAKE:  Will you be working late?
CHRIS:  I'll be working as late as I
  have to. And I'll be waiting
  for you. 
JAKE:  Why? 
CHRIS:  Won't you be staying late
  tonight? 
JAKE:  No. I don't think so.
CHRIs:  But I'll have a lot of
  interviews for you to see.
  Will you be coming in early
  tomorrow? 
JAKE:  I probably won't be coming
  in at all tomorrow.
CHRIS:  Won't Detective Modine be
  looking for you?
JAKE:  He might, but I'll be

  interviewing someone at the
  Nature Center.
 
N:  Who will be looking for Jake
  tomorrow?
F:  Detective Modine.
N:  Now listen and repeat.
F:  early tomorrow
  Will you be coming in early
  tomorrow?
  Will you be coming in early
  tomorrow?
M:  I won't be coming in
  I probably won't be coming in
  I probably won't be coming in at
  all
  I probably won't be coming in at
  all tomorrow.
  I probably won't be coming in at
  all tomorrow.
N:  Now you hear. . .
F:  Will you be coming in early
  tomorrow?
N:  And you say. . .
M:  I probably won't be coming in at
  all tomorrow.
N:  You hear. . .
F:  Will you be working late
  tonight?
N:  And you say. . .
M:  I probably won't be working at
  all tonight.
N:  OK? Let's begin.
F:  Will you be coming in early
  tomorrow?
M:  I probably won't be coming in at
  all tomorrow.
F:  Will you be working late
  tonight?
M:  I probably won't be working at
  all tonight.
F:  Will you be interviewing Terry
  at two 0' clock on Tuesday?
M:  I probably won't be interviewing
  Terry at all on Tuesday.
F:  Will you be seeing James later
  this evening?
M:  I probably won't be seeing James
  at all this evening.
F:  Will you be having lunch early
  this afternoon?
M:  I probably won't be having lunch
  at all this afternoon.
F:  Will you be going to the studio
  at ten 0' clock tomorrow
  morning?
M:  I probably won't be going to the
  studio at all tomorrow morning.
F:  Will you be studying English late
  Saturday night?
 

  181

M:    I probably won't be studying
  English at all Saturday night.
N:    OK. That's all. This is the end of
  Lesson Ten.

12BOOK TEN LESSON NINE

N:    Welcome to Lesson Nine.
  Listen to this news report. It's
  going to tell you about the results
  of some recent public opinion
  polls in the United States. Let's
  listen.
M:    Good evening. A recent WEFLI
  Stamford Gazette poll shows that
  fifty-three percent of the
  American people think the
  President is doing a good job.
  Forty-seven percent think he's
  doing a bad job. Forty-one
  percent agree with his way of
  dealing with the economy and
  fifty-nine percent disagree with
  it. Only twelve percent say he'll
  improve education, and eighty-
  eight percent say he won't.
N:    Now listen and repeat.
M:    fifty-three percent of the
  American people
  think the President is doing
  a good job
  Fifty-three percent of the
  American people think the
  President is doing a good job.
  Fifty-three percent of the
  American people think the
  President is doing a good job.
  forty-seven percent think he's
  doing
  a bad job
  Forty-seven percent think he's
  doing a bad job.
  Forty-seven percent think he's
  doing a bad job.
F:    forty-one percent agree with his
  way
  of dealing with the economy
  and fifty-nine percent
  disagree with it
  Forty-one percent agree with his
  way of dealing with the
  economy, and fifty-nine percent
  disagree with it.
  Forty-one percent agree with his
  way of dealing with the
  economy, and fifty-nine percent
  disagree with it.
M:    only twelve percent say
  he'll improve education
  and eighty-eight percent say he
  won't
  Only twelve percent say he'll
  improve education, and eighty-

  eight percent say he won't.
  Only twelve percent say he'll
  improve education, and eighty-
  eight percent say he won't.
N:    Now you're going to hear a
  statement about what percent of
  the public thinks a certain way.
  You figure out the percentage of
  the public that feels the opposite
  way and say it. For example, you
  hear.. .   
M:    Seventy-five percent of the
  people think he's doing a good
  job.   
N:    And you say. . .
F:    Twenty-five percent of the
  people think he's doing a bad
  job.   
N:    Or you hear. . .   
M:    Ninety-five percent of the people
  think he'll help the economy.
N:    And you say. . .
F:    Five percent of the people think
  he'll hurt the economy.
N:    All right? Let's begin.
M:    Seventy-five percent of the
  people think he's doing a good
  job.   
F.-    Twr:n(y-fivc pcrr-cnl" of the
  people think he's doing a bad
  job.   
M:    Ninety-five percent of the people
  think he'll help the economy.
F:    Five percent of the people think
  he'll hurt the economy.
M:    Eighty percent of the people
  agree with his plan.
F:    Twenty percent disagree with his
  plan.   
M:    Ten percent think he' 11 lose the
  next election.   
F:    Ninety percent think he'll win
  the next election.   
M:    Thirty-five percent agree with
  the idea that this country will
  soon have a war.   
F:    Sixty-five percent disagree with
  the idea that this country will
  soon have a war.   
M:    One percent of the people think
  that the U.S. will have a king in
  the future.   
F:    Ninety-nine percent of the
  people don't think that the U.S.
  will have a king in the future.
N:    Now let's practice using some
  two-word verbs with direct-
  object pronouns. You're going to
  hear a sentence using a noun as
  an object pronoun, and you

  repeat it using a pronoun in
  place of the noun. For example,
  you hear . . .
M:    Please type up this letter.
N:    And you say. . .
F:    Please type it up.
N:    Or you hear. . .
M:    I want you to run the copies off.
N:    And you say. . .
F:    I want you to run them off.
N:    All right? Let's begin.
M:    Please type up this letter.
F:    Please type it up.
M:    I want you to run the copies off.
F:    I want you to run them off.
M:    You have to clean up this room.
F:    You have to clean it up.
M:    You have to throw these papers
  away.
F:    You have to throw them away.
M:    Please point out my mistakes to
  me.
F:    Please point them out to me.
M:    Cross the mistake out right away.
F:    Cross it out right away.
M:    You should type this paper over.
F:    You should type it over.
M:    Please put away your pencils,
  pens. .and p.aper..
F:    PJease put them away.
M:    The computer will fill in the
  correct spelling.
F:    The computer will fill it in.
M:    Then it will print out a page.
F:    Then it will print it out.
N:    Now let's practice some more
  homonyms. You will hear two
  sentences. Each one contains a
  homonym, like peace, spelled
  p - e - a - c - e, and piece, spelled
  p - i - e - c - e. After you hear
  each sentence, say the homonym
  and spell it. For example, you
  hear.. .
F:    I love the peace and quiet of the
  country. Peace.
N:    And you say . . .
M:    Peace . . . p - e - a - c - e.
N:    Or you hear. . .
F:    May I have a piece of your cake?
  Piece.
N:    And you say. . .
M:    Piece. . . p - i - e - c - e.
N:    Ready? Let's begin.
F:    I love the peace and quiet of the
  country. Peace.
M:    Peace . . . p - e - a - c - e.
F:    May I have a piece of your cake?
  Piece.
 
      179

M: Piece... p - i - e - c - e.
F: Our team won the game. Won. M: Won... w-o-n.
F: We beat the other team by one
point. One.
M: One... o-n-e.
F: Why don't we meet for lunch?
Meet.
M: Meet... m-e-e-t.
F: Why don't we have meat for
lunch? Meat.
M: Meat... m-e-a-t.
F: Mrs. Velez wrote to her son.
Son.
M: Son... s - 0 - n.
F: The sun is very hot today.
Sun.
M: Sun... s-u-n.
N: Now, to end this lesson, let's see if you remember what words are used in the United States in place of certain British words. For example, you hear a sentence with a British word, like
this. . .
I'll be staying in Stamford for a fortnight.
And you say . . .
I'll be staying in Stamford for
  two weeks.
N: Or you hear. . .
M: I'm living in a flat near the park. N: And you say . . .
F: I'm living in an apartment near
the park.
N: All right, let's begin.
M: I'll be staying in Stamford for a
  fortnight.
F: I'll be staying in Stamford for
two weeks. M: I'm living in a flat near the park. F: I'm living in an apartment near
  the park.
M: There's a small cooker in the
  kitchen.
F: There's a small stove in the
kitchen. M: Right next to it is a large fridge. F: Right next to it is a large
refrigerator. M: There's no lift in my building. F: There's no elevator in my
building.
M: I must ring up Susan before I go. F: I must call up Susan before I go. N: And now that you've finished this lesson, it's time to say goodbye. Or, as they say in Britain, cheerio! And that's the end of Lesson Nine.

09BOOK TEN REVIEW THREE
N:    Review Three.
  Listen to these sentences.
M:    The editing room was messy.
  Jake couldn't find his tape.
F:    The editing room was so messy
  that Jake couldn't find his tape.
M:    Chris thought spring romance
  was interesting. She did a story
  about it.
F:    Chris thought spring romance
  was so interesting that she did a
  story about it.
N:    Notice how we use so plus an
  adjective and that, like so messy
  that or so interesting that, to
  introduce a result clause. Now
  you're going to hear two
  sentences. Add the second
  sentence to the first one by
  joining them with so plus an
  adjective and that. For example,
  you hear . . .
M:    Mike was thirsty. He drank three
  glasses of water.
N:    And you say. . .
F:    Mike was so thirsty that he drank
  three glasses of water.
N:    Or you hear. . .
M:    Jack was fat. He couldn't get
  through the door.
N:    And you say. . .
F:    Jack was so fat that he couldn't
  get through the door.
N:    All right. Let's begin.

M:    Mike was thirsty. He drank three
  glasses of water.
F:    Mike was so thirsty that he drank
  three glasses of water.
M:    Jack was fat. He couldn't get
  through the door.
F:    Jack was so fat that he couldn't
  get through the door.
M:    Mary was upset. She knocked
  over a chair.   
F:    Mary was so upset that she
  knocked over a chair.
M:    The story was silly. I couldn't
  help laughing at it.
F:    The story was so silly that I
  couldn't help laughing at it.
M:    Jill felt sorry for Jack. She tried
  to encourage him.
F:    Jill felt so sorry for Jack that she
  tried to encourage him.
 
N:    Now imagine this situation. You
  have read in the newspaper that
  Shakespeare's play, Hamlet, is
  going to be presented at a theater
  in your city. When you call the
  theater, you hear the following
  recorded announcement. Listen.
M:    Hello. This is the City Theater,
  located at 315 Kennedy Avenue.
  For one week only, from June
  10th through June 16th, we will
  be perfonning William
  Shakespeare's Hamlet. Ticket
  prices are $25, $20, and $15. A
  limited number of tickets are
  available at half price for
  students on the day of the
  performance. Evening
  performances start at 8:00 P.M.
  Tuesday through Saturday.
  Matinees begin at 3:00 P.M. on
  Wednesday and Saturday. The
  box office is open from 1 0:00
  A.M. to 8:00 P.M. from Monday to
  Saturday. Thank you for
  calling the City Theater.
N:    Now take your pencil and a piece
  of paper. You're going to hear
  the same recorded
  announcement, but this time
  there will be a pause after each
  group of words so that you can
  write down some of what you
  heard. Don't write every word,
  just the important information.
  All ready? Let's begin.
M:    Hello. This is the City Theater,
  located at 315 Kennedy Avenue.
  For one week only, from June
  10th through June 16th,

  we will be perfonning William
  Shakespeare's Hamlet.
  Ticket prices are $25, $20, and
  $15.
  A limited number of tickets are
  available at half price for
  students on the day of the
  performance.
  Evening performances start at
  8:00 P.M. Tuesday through
  Saturday.
  Matinees begin at 3 :00 P.M. on
  Wednesday and Saturday.
  The box office is open from
  10:00 A.M. to 8:00 P.M. from
  Monday to Saturday.
  Thank you for calling the City
  Theater.
N:    Now use your paper to answer
  these ten questions. Give short
 
  answers. Ready? Let's begin.
  Question One.
F:    Where is the City Theater
  located?
M:    At 315 Kennedy Avenue.
N:    Question Two.
F:    What dates is William.
  Shakespeare's Hamlet being
  performed?
M:    From June 10th through June
  16th.
N:    Question Three.
F:    What are the ticket prices?
M:    $25, $20, and $15.
N:    Question Four.
F:    A limited number of tickets are
  available for what group of
  people on the day of the
  performance?
M:    For students.
N:    Question Five.
F:    How much do students have to
  pay for their tickets on the day of
  the performance?
M:    Half price.
N:    Question Six.
F:    What time do the evening
  performances start from Tuesday
  through Saturday?
M:    At 8:00 P.M.
N:    Question Seven.
F:    What time do the matinees start?
M:    At 3:00 P.M.
N:    Question Eight.
F:    On what days are matinee
  performances given?
M:    On Wednesday and Saturday.
N:    Question Nine.
F:    During what hours is the box
  office open?

M:    From 10:00 A.M. to 8:00 P.M.
N:    Question Ten.
F:    What days of the week is the box
  office open?
M:    Monday to Saturday.
N:    Now you're going to have a very
  short dictation about concerts in
  Britain. Don't write anything.
  Just listen.
F:    You can listen to music all over
  Britain. Classical, folk, rock, and
  jazz music can be heard
  everywhere in the country.
  Watch for special concert
  announcements in the
  newspapers.
N:    Now take your pencil and a piece
  of paper. You'll hear the
  dictation again, but this time
  there will be a pause after each
 
  group of words. Write down
  exactly what you hear. All ready?
  Let's begin.
F:    You can listen to music
  allover Britain.
  Classical, folk, rock, and jazz
  music
  can be heard everywhere
  in the country.
  Watch for special concert
  announcements
  in the newspapers.
N:    Now listen as the dictation is
  read for the last time. Look at
  your paper and correct any
  mistakes you find. Ready? Listen.
F:    You can listen to music all over
  Britain. Classical, folk, rock, and
  jazz music can be heard
  everywhere in the country.
  Watch for special concert
  announcements in the
  newspapers.
N:    Now use your paper to answer
  the following questions. Give
  short answers. OK, let's begin.
  Question One.
M:' Where can you listen to music?
F:    All over Britain.
N:    Question Two.
M:    What four types of music are
  mentioned in this report?
F:    Classical, folk, rock, and jazz.
N:    Question Three.
M:    Where can these four types of
  music be heard?
F:    Everywhere in the country.
N:    Question Four.
M:    Where should people watch for
  special concert announcements?

  178

 
F:    In the newspapers.
N:    This is the end of Review Three.

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.

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..