09册练习文本

BOOK NINE LESS ONE
N: Welcome to Book Nine.
This is Lesson One.
Let's listen to Steven as he talks about his son Peter.
Peter is only two months old.
Listen to Steven tell us about the things
that Peter is too young to do,
or that he isn't old enough to do.
STEVEN: Peter isn't old enough to feed himself.
He's only two months old. . . He isn't
old enough to understand what people say. . .
But Peter . . . is too young to read.
And he's too young to play baseball.
He isn't even old enough to crawl.
N: Now listen to and repeat these things
that Peter isn't old enough to do.
M: feed himself
old enough to feed himself
He isn't old enough to feed himself.
He isn't old enough to feed himself.
understand what people say
old enough to understand what people say
He isn't old enough to understand what people say.
He isn't old enough to understand what people say.
N: Now you're going to talk about Steven's son,
Peter. When someone asks you if Peter can do certain things,
you answer by saying that he isn't old enough to do those things.
For example, you hear . . .
F: Can Peter feed himself?
N: And you say. . .
M: No. He isn't old enough to feed
himself.
N: Or you hear. . .
F: Can he understand what people
say?
N: And you say. . .
M: No. He isn't old enough to
understand what people say.
N: All right, let's begin.
F: Can Peter feed himself?
M: No. He isn't old enough to feed
himself.
F: Can he understand what people

   say?
M: No. He isn't old enough to
understand what people say. F: Can he talk yet? M: No. He isn't old enough to talk
yet. F: Can he sit up? M: No. He isn't old enough to sit
up. F: Can he dress himself? M: No. He isn't old enough to dress
himself. F: Can he crawl? M: No. He isn't old enough to
crawl. F: Can he stand up? M: No. He isn't old enough to stand
   up.
N: Remember what else Steven said
   about Peter?
   STEVEN: But Peter is . . . too young
   to read. And he's too young
   to play baseball.
   N: Now listen to and repeat the
   things that Peter is too young to
   do.
M: too young to read
He's too young to read.
He's too young to read.
too young to play baseball
He's too young to play baseball.
He's too young to play baseball.
N: If Peter isn't old enough to read,
then you can say that he's too young to read.
If he isn't old enough to play baseball, you can
say that he's too young to play baseball.
Now listen to Steven tell you about things
that Peter isn't old enough to do. Agree
1N:ith him by saying that he's too young to do those things. For
   example, you hear. . .
M: Peter isn't old enough to crawl. N: And you say. . .
F: That's right. He's too young to
crawl.
N: Or you hear. . .
M: He isn't old enough to feed
himself.
N: And you say. . .
F: That's right. He's too young to
feed himself.
N: OK, let's begin.
M: Peter isn't old enough to crawl.
F: That's right. He's too young to
   crawl.
M: He isn't old enough to feed
   himself.
F: That's right. He's too young to

   feed himself.
M: He isn't old enough to hold a
   bottle.
F: That's right. He's too young to
   hold a bottle.
M: He isn't old enough to dress
   himself.
F: That's right. He's too young to
dress himself.
M: He isn't old enough to talk.
F: That's right. He's too young to
   talk.
M: He isn't old enough to stand up
   and walk.
F: That's right. He's too young to
   stand up and walk.
N: Babies like Peter aren't the only people
who aren't able to do things.
Remember when Steven said:
STEVEN: When the alarm clock goes off at seven,
I'm too tired to get up . . .
Anne and I are
too busy to eat regular meals.
We're even too busy to go grocery shopping.
N: Now listen and repeat.
M: too tired to get up
I'm too tired to get up.
I'm too tired to get up.
F: too busy to eat regular meals
I'm too busy to eat regular meals.
I'm too busy to eat regular meals.
M: too busy to go shopping
I'm too busy to go shopping.
I'm too busy to go shopping.
N: Now you're going to tell us some things that
you can't do because you're too tired or too busy or too . .
. something. For
   example, you hear. . .
M: Tired... get up at seven A.M.
N: And you say. . .
F: I'm too tired to get up at seven
A.M.
N: Or you hear. . .
M: Busy... eat regular meals.
N: And you say. . .
F: I'm too busy to eat regular meals.
N: All right, let's begin.
M: Tired... get up at seven A.M.
F: I'm too tired to get up at seven
A.M.
M: Busy... eat regular meals.
F: I'm too busy to eat regular meals.
M: Old... play with toys.
F: I'm too old to play with toys.
M: Polite... call someone an
   idiot.
F: I'm too polite to call someone an
   idiot.

165

M:    Intelligent. . . make that
   mistake.
F:    I'm too intelligent to make that
   mistake.
M:    Poor. . . buy an expensive car.
F:    I'm too poor to buy an expensive
   car.   
N:    Now listen to Jake as he makes
   some suggestions to Steven about
   how to take care of Peter.
JAKE:        Can't you just leave a
       bottle of milk next to his
       bed?
STEVEN:    Peter isn't old enough to
       feed himself. He's only
       two months old.
JAKE:        When will he be old
       enough to feed himself?
STEVEN:    In a few years.
JAKE:        A few years! Can't you just
       tell him to wait until
       morning?
N:    Now listen and repeat.
M:    next to his bed
   leave a bottle of milk next to his
   bed   
   Can't you just leave a bottle of
   milk next to his bed?
   Can't you just leave a bottle of
   milk next to his bed?
F:    wait until morning
   tell him to wait until morning
   Can't you just tell him to wait
   until morning?
   Can't you just tell him to wait
   until morning?
N:    When we make a suggestion, we
   often start with an expression
   like Can't you just . . . ? or
   Couldn't you just. . . ? or Why
   don't you just. . . ? They all
   mean about the same thing. Now
   you're going to make some
   suggestions that start with the
   words Can't you just, Couldn't
   you just, or Why don't you just.
   For example, you hear. . .
F:    I can't sleep at night.
N:    Can't. . . drink some warm
   milk.
   And you say. . .
M:    Can't you just drink some warm
   milk?
N:    Or you hear . . .
F:    I'm too tired to get up at seven A.M.
N:    Couldn't. . . go to bed earlier.
   And you say. . .
M:    Couldn't you just go to bed
   earlier?
N:    OK, let's begin.
       
F:    I can't sleep at night.
N:    Can't. . . drink some warm
   milk.
M:    Can't you just drink some warm
   milk?
F:    I'm too tired to get up at seven
   A.M.
N:    Couldn't. . . go to bed earlier.
M:    Couldn't you just go to bed
   earlier?
F:    I don't have time to do all this
   research.
N:    Why. . . ask someone to help
   you.
M:    Why don't you just ask someone
   to help you?
F:    I don't remember Steven's phone
   number.
N:    Can't. . . look it up in the
   phone book.
M:    Can't you just look it up in the
   phone book?
F:    I'm too short to reach that shelf.
N:    Why. . . stand on that chair.
M:    Why don't you just stand on that
   chair?
F:    I'm not strong enough to lift
   those heavy boxes.
N:    Couldn't. . . ask someone to lift
   them for you.
M:    Couldn't you just ask someone to
   lift them for you?
N:    This is the end of Lesson One.

02BOOK NINE LESSON TWO
N:  Welcome to Lesson Two. For
  this lesson, you'll need a pencil
  and a piece of paper.
  As you know, in English there
  are some things that we say we
  do and some things that we say
  we make. Let's listen to three
  people talking about the things
  they do and the things they
  make.
F:  I'm a housewife. I do a lot of
  housework every day. I have to
  make breakfast for my family.
  Then I make the beds. I do the
  laundry and I do the ironing
  too. Sometimes I do the yard
  work. After each meal, I have
  to do the dishes. And I also
  have to tell the kids to do their
  homework for school. It's not
  an easy life!
MI:  I'm an office worker. I have a
  lot of work to do too. I make
  phone calls all the time. I also
  make a lot of appointments. Of
 
 
  course, I try to do a good job
  and not make too many
  mistakes. At least I try to do
  the right thing. I make a good
  living, but I don't make a lot of
  money.
M2: I'm a farmer. My wife and I do
  a lot of chores on our farm. I
  have to do a lot of plowing.
  While my wife does the
  housework, I do all the heavy
  work around the farm. I do my
  best, but I don't think I make
  enough money to keep farming
  for the rest of my life.
N:  Now repeat these sentences
  with make.
M:  I make breakfast.
  I make the beds.
F:  I make phone calls.
  I make appointments.
M:  I make a living.
  I make money.
F:  I make mistakes.
  I make progress.
N:  And now repeat these
  sentences with do.
F:  I do the housework.
  I do the yard work.
M:  I do the heavy work.
  I do my homework.
F:  I do the chores.
  I do the laundry.
M:  I do the ironing.
  I do the dishes.
F:  I do the plowing.
  I do a good job.
M:  I do my best.
  I do the right thing.
N:  Now you're going to hear a
  person mentioned and
  something that the person does
  or makes. Put the two together
  to tell us what it is that the
  person does or makes. For
  example, you hear. . .
M:  The farmer . . . the plowing.
N:  And you say. . .
F:  The farmer does the plowing.
N:  Or you hear . . .
M:  His wife . . . breakfast.
N:  And you say. . .
F:  His wife makes breakfast.
N:  1}1l right? Let's begin.
M:  The farmer. . . the plowing.
F:  The farmer does the plowing.
M:  His wife . . . breakfast.
F:  His wife makes breakfast.
M:  She. . . the beds.
F:  She makes the beds.
M:  The farmer and his wife . . .

  166

   
  the chores.
F:  The farmer and his wife do the
  chores.
M:  The office worker . . . a good
  living.
F:  The office worker makes a good
  living.
M:  He . . . a lot of phone calls.
F:  He makes a lot of phone calls.
M:  He. . . a good job.
F:  He does a good job.
M:  The housewife. . . the
  housework.
F:  The housewife does the
  housework.
N:  Now take your pencil and a
  piece of paper. But first just
  listen. Don't write anything.
  You're going to hear Connie
  telling us about some of the
  things that she has to do or
  make today. Listen.
CONNIE:  I have a busy day today.
  Let's see. Before I go to
  work, I have to make
  breakfast, make my bed,
  and do the dishes. I also
  have to do some ironing.
  Then, when I get to the
  studio, I have to make a
  few appointments. After
  that, I know I'll make a lot
  of phone calls and do a lot
  of work in the office. Well,
  that's how I make money.
  And I really want to make
  a good living. I also want
  to make progress in my
  career. Oh, and when I get
  home, I'll have to do some
  yard work and do the
  laundry too. Whew!
N:  Now take your pencil and your
  paper. You'll hear Connie tell
  us again about her day's work.
  Don't write everything she says.
  Just write the things she says
 
  she'll do, like do the dishes, and
  the things she says she'll make,
  like make her bed. OK, here's
  Connie again.
CONNIE:  Before I go to work, I have
  to make breakfast,
  make my bed,
  and do the dishes.
  I, also have to do some
  ironing.
  When I get to the studio, I
  have to make a few
  appointments.

   
  I'll make a lot of phone 
  calls 
  and do a lot of work. 
  That's how I make money. 
  I really want to make a 
  good living. 
  I really want to make 
  progress in my career. 
  Then, when I get home, I 
  have to do some yard work 
  and do the laundry too. 
N:  Now look at your paper and 
  answer these questions about 
  the things that Connie will do 
  and the things she will make 
  today. Question One. 
M:  What two things does Connie 
  have to make before she goes to
  work? 
F:  She has to make breakfast and 
  make her bed. 
N:  Question Two. 
M:  What are the two things she 
  has to do before she goes to 
  work? 
F:  She has to do the dishes and do
  some ironing. 
N:  Question Three. 
M:  When Connie gets to the 
  studio, what's the first thing she
  has to make? 
F:  She has to make a few 
  appointments. 
N:  Question Four. 
M:  What's the second thing she 
  has to make when she gets to 
  the office? 
F:  She has to make a lot of phone
  calls. 
N:  Question Five. 
M:  What are the three things that 
  Connie wants to make in her 
  career? 
F:  She wants to make money, a 
  good living, and progress in her
  career. 
N:  Question Six. 
    .
M:  When she gets home tonight, 
  what are the two things that 
  Connie has to do? 
F:  She has to do some yard work 
  and do the laundry. 
N:  Now let's listen to Mike and 
  Connie as they wonder about 
  how people lived .on farms a 
  long time ago. 
MIKE:  I wonder how they lived on
  farms years ago. How did 
  they do the laundry 
  without washing machines?

  -  -   
        ,
CONNIE:  How did they do the 
  ironing without electricity?
MIKE:  How did they make phone
  calls without telephones?
CONNIE:  Come on. Let's find out. I
  made an appointment to
  interview someone at 
  three.     
N:  Now listen and repeat.   
F:  without washing machines
  how did they do the laundry
  How did they do the laundry
  without washing machines?
  with no washing machines
  How did they do the laundry
  with no washing machines?
  without electricity     
  how did they do the ironing
  How did they do the ironing
  without electricity?     
  with no electricity     
  How did they do the ironing
  with no electricity?     
N:  Notice that you can say 
  "without washing machines" or
  "with no washing machines".
  You can also say "without
  electricity" or "with no 
  electricity." The meaning is
  about the same. Now you're
  going to hear something people
  either do, like laundry, or 
  make, like phone calls. Then
  you'll hear "without" or "with
  no." Combine the two to ask a
  question starting with How did
  people. . . ? For example, you
  hear. . .     
F:  The laundry. . . without. 
N:  And you say. . .     
M:  How did people do the laundry
  without washing machines?
N:  Or you hear . . .     
F:  Phone calls. . . with no. 
N:  And you say. . .     
M:  How did people make phone
  calls with no telephones? 
   
N:  All right, let's begin.   
F:  The laundry. . . without. 
M:  How did people do the laundry
  without washing machines?
F:  Phone calls. . . with no. 
M:  How did people make phone
  calls with no telephones? 
F:  The dishes. . . without. 
M:  How did people do the dishes
  without dishwashers?   
F:  Clothes. . . with no.   
M:  How did people make clothes
  with no sewing machines?
167

F:  The ironing . . . without.
M:  How did people do the ironing
  without electric irons?
F:  Dinner. . . with no.
M:  How did people make dinner
  with no electric stoves?
N:  To end this lesson, listen to
  this conversation which uses
..---  the following idiomatic
  expressions: to pitch in, to do
  without, to give it my best shot,
  and to pass something up.
  Ready? Listen.
F:  Tell me, what was it like to
  grow up on a farm?
M:  It was hard. There were a lot of
  chores to do. But everyone
  helped. Everyone pitched in.
  That's how we did all the work.
  But we were poor, and we
  couldn't buy everything we
  wanted. We had to do without
  many things that other people
  had.
F:  Did you ever want to be a
  farmer yourself?
M:  I tried it for several years. I
  gave it my best shot, but it
  didn't work. I couldn't make
  money as a farmer, so I sold the
  farm . . . unfortunately.
F:  Why do you say
  "unfortunately"?
M:  Because after I sold my farm,
  they found oil in the ground.
  But it was too late for me. I
  passed up my chance to be rich.
N:  Now repeat these expressions.
M:  pitched in
  Everyone pitched in.
F:  do without
  We had to do without many
  things.
M:  gave it my best shot
  I gave it my best shot.
F:  passed up
  I passed up my chance to be
  rich.
N:  Now you'll hear a question
  followed by two responses.
  Repeat the response that makes
  sense in each situation. For
  example, you hear . . .
M I: Did you decide to accept the
  new job?
F:  No. I decided to pitch in.
M2: No. I decided to pass it up.
N:  And you say. . .
M2: No. I decided to pass it up.
N:  Or you hear. . .


 
MI: Would you like to have lunch
  with me?
F:  No, I'm too busy. I'll have to
  pass up lunch today.
M2: No, I'm too busy. I'll have to
  pitch in lunch today.
N:  And you say. . .
F:  No, I'm too busy. I'll have to
  pass up lunch today.
N:  All right, let's begin.
M I: Did you decide to accept the
  new job?
F:  No. I decided to pitch in.
M2: No. I decided to pass it up.
M2: No. I decided to pass it up.
MI:  Would you like to have lunch
  with me?
F:  No, I'm too busy. I'll have to
  pass up lunch today.
M2: No, I'm too busy. I'll have to
  pitch in lunch today.
F:  No, I'm too busy. I'll have to
  pass up lunch today.
MI:  Do you need a television set in
  your hotel room?
F:  No. I can do without a
  television set.
M2: No. I can pitch in with a
  television set.
F:  No. I can do without a
  television set.
MI:  Did you really try to be a
  successful farmer?
F:  Yes, I did. I passed it up.
M2: Yes, I did. I gave it my best
  shot.
M2: Yes, I did. I gave it my best
  shot.
N:  Well, I hope you've given this
  lesson your best shot. Now you
  can go on to the next lesson.
  This is the end of Lesson Two.

03BOOK NINE REVIEW ONE
N:  Review One. For this lesson,
  you'll need a pencil and a
  piece of paper.
  Listen to this conversation.
M:  Let's go to a movie tonight!
F:  Oh, good idea. Let's look in the
  paper for the movie schedule.
  Where is it?
M:  It's in Section B, on page 8.
F:  What's the matter? Why are you
  looking on page 6 of Section C?
M:  Oh, sorry. That's the sports
  section. I wanted to find out if
  our baseball team won the game
  yesterday.


 
F:  Come on. We don't have much
  time. Here, give me the paper.
M:  Well, what about the movies?
  You won't find them on page 10
  of Section B.
F:  Oh, I know. But I can't pass up
  reading the comics. They're so
  funny today. Don't worry, we
  have lots of time to find a movie.
M:  Ha!
N:  Now take your pencil and a piece
  of paper. You're going to hear
  the same conversation again.
  This time write down the
  important information, like the
  names of the newspaper sections,
  as well as the letters and page
  numbers of the sections
  mentioned. Remember, don't
  write each word, just the
  important information. OK, let's
  begin.
M:  Let's go to a movie tonight!
F:  Oh, good idea. Let's look in the
  paper for the movie schedule.
  Where is it?
M:  It's in Section B, on page 8.
F:  What's the matter? Why are you
  looking on page 6 of Section C?
M:  Oh, sorry. That's the sports
  section. I wanted to find out if
  our baseball team won the game
  yesterday.
F:  Come on. We don't have much
  time. Here, give me the paper.
M:  Well, what about the movies?
  You won't find them on page 10
  of Section B.
F:  Oh, I know. But I can't pass up
  reading the comics. They're so
  funny today. Don't worry, we
  have lots of time to find a movie.
M:  Ha!
N:  Now use what you've written to
  answer these questions. Question
  One.
M:  In what section and on what
  page is the movie schedule?
F:  It's in Section B, on page 8.
N:  Question Two.
M:  What page of what section do
  they talk about next?
F:  They talk about page 6 of
  Section C next.
N:  Question Three.
M:  What section is on this page?
F:  The sports section.
N:  Question Four.
M:  What page of what section do
  they talk about last?


168

 
F:  They talk about page 10 of
  Section Blast.
N:  Question Five.
M:  What's on this page?
F:  The comics.
N:  Question Six.
M:  At the end of the conversation
  do the people know what the
  movie schedule is?
F:  No, they don't.
N:  Now imagine that you have a job
  at WEFL. Your job is to listen to
  your boss and write down the
  things that she tells you to write.
  Your boss is going to read you a
  letter. She wrote to a woman
  named Gerry Karas who had
  written to thank WEFL for the
  story they had done on the
  Stamford Museum and Nature
  Center. First, just listen as your
  boss reads you the letter to Gerry
  Karas. Don't write anything yet.
  Ready? Listen.
F:  I just had to write to say how
  much I appreciated your letter.
  I'm glad that you thought our
  story on the Stamford Museum
  and Nature Center was both
  educational and entertaining.
  We try to broadcast stories that
  have to do with outstanding
  attractions in the area for people
  who are unaware of them.
  Thanks so much for your
  enthusiastic letter.
N:  Now take your pencil and a piece
  of paper. You're going to hear
  the letter read again, slowly.
  After each phrase, write down
  what you just heard. All ready?
  Let's begin.
F:  I just had to write
  to say how much
  I appreciated your letter.
  I'm glad that you thought
  our story on the Stamford Museum
  and Nature Center
  was both educational
  and entertaining.
  We try to broadcast
  stories that have to do with
  outstanding attractions
  in the area
  for people
  who are unaware of them.
  Thanks so much
  for your enthusiastic letter.
N:  Now check your paper as you
  hear the letter for the last time.

  Correct any mistakes that you
  find on your paper. OK, listen.
F:  I just had to write to say how
  much I appreciated your letter.
  I'm glad that you thought our
  story on the Stamford Museum
  and Nature Center was both
  educational and entertaining.
  We try to broadcast stories that
  have to do with outstanding
  attractions in the area for people
  who are unaware of them.
  Thanks so much for your
  enthusiastic letter.
N:  OK. Now use your paper to
  answer these questions.
  Question One.
M:  Why does the boss say she had to
  write to Gerry Karas?
F:  To say how much she
  appreciated her letter.
N:  Question Two.
M:  The boss said, "I'm glad that you
  thought our story on the
  Stamford Museum and Nature
  Center was both. . ." Both
  what?
F:  Both educational and
  entertaining.
N:  Question Three.
M:  At WEFL, what do they try to
  broadcast?
F:  Stories that have to do with
  outstanding attractions in the
  area.
N:  Question Four.
M:  Who do they broadcast these
  stories for?
F:  For people who are unaware of
  them.
N:  Question Five.
M:  What does the boss thank Gerry
  Karas for?
F:  She thanks her for her
  enthusiastic letter.
N:  This is the end of Review One.

04BOOK HINE LESSON THREE（修订版）
04BOOK HINE LESSON THREE

N:  Lesson Three. Listen to this
  conversation that takes place
  in the gift shop of the
  Stamford Nature Center. Notice
  when the words make and do are
  used.
F:  Good morning, young man. How
  can I help you?
M:  I'm looking for information
  about how people lived on
  American farms one or two
  hundred years ago.

 
F:  What exactly do you want to
  know?
M:  I want to know how they made
  their clothes and how they made
  their meals.
F:  Well, they had to make a fire
  before they could do their
  cooking. Say, are you doing a
  composition for school?
M:  Well, I'm making plans to write
  a report on early American life.
  Maybe you could do me a favor.
  Could you help me do these
  exercises in my history book for
  school?
F:  Sorry, I'm not a teacher. I just
  work in the gift shop. But I can
  help you do your shopping if you
  want. . . Oh, I guess I could
  help you make an appointment
  to see the director of the
  museum. And maybe he could
  help you.
M:  Gee, thanks.
N:  Now listen and repeat.
M:  to make clothes
  make their clothes
  How did they make their
  clothes?
  to make meals
  make their meals
  How did they make their meals?
  to make a fire
  they make a fire
  How did they make a fire?
  to make plans
  making plans
  Are you making plans?
  to make a reservation
  making a reservation
  Are you making a reservation?
F:  to do cooking
  do their cooking
  How did they do their cooking?
  to do a composition
  doing a composition
  Are you doing a composition for
  school?
  to do a favor
  do me a favor
  Would you do me a favor?
  to do exercises
  doing these exercises
  Are you doing these exercises?
  to do shopping
  doing your shopping
  Are you doing your shopping?
N:  Now listen to the cues and make
  a question using either make or
  do. For example, you hear. . .

169

M:  Are you … these exercises.
N:  And you say…
F:  Are you doing these exercises?
N:  Or you hear…
M:  How did they… a fire.
N:  Are you say…
F:  How did they make a fire?
N:  Ready? Let’s begin.
M:  Are you … these exerdises.
F:  Are you doing these exercises?
M:  How did they …a fire.
F:  How did they make a fire?
M:  Are you… plans.
F:  Are you making plans?
M:  How did they… the cooking.
F:  How did they do the cooking?
M:  Are you … a reservation.
F:  Are you making a reservation?
M:  How did they… their meals.
F:  How did they make their meals?
M:  Are you … a composition
F:  Are you doing a composition?
M:  How did they … their clothes.
F:  How did they make their clothes?
M:  Are you … the shopping .
F:  Are you doing the shopping?
M:  Would you … me a favor.
F:  Would you do me a favor?
N:  Would you do me a favor? You can also say, “Would you do a favor for me?” they both mean the same thing. But remember that we don’t say, “Would you do a favor? You must always mention the person who receives the favor. For example, we say, “Would you do my friend a favor?” or “ Would you do a favor for my friend?” Let’s practice these forms. When you hear a noun or a pronoun, use it in a question beginning with would you do…? For example, you hear…
F:  Steven.
N:  And you say…
F:  Would you do Steven a favor?
N:  Or you say…
M:  Would you do a favor for him?
N:  Ready? Let’s begin.
F:  Steven
M:  Would you do Steven a favor?
F:  For him
M:  Would you do a favor for him?
F:  His father
M:  Would you do his father a favor?
F:  For his wife
M:  Would you do a favor for his wife?
F:  Fir his baby
M:  Would you do a favor for his baby?
F:  Us
M:  Would you do us a favor?

N:  Now listen to this conversation between Connie and the assistant director of the Stamford Nature Center. They‘re talking about a restored New England farm.
Connie:  I can see you did your best to keep the original features.
Bard:  Yes,we did.
Connie:  Why did you save the barn?
Bard:  It was too good to lose.
Connie:  It looks wonderful.
Bard:  We did our best to restore it. I think we did a good job fixing it.
N:  Now listen and repeat.
M:  To restore it
We did our best to restore it.
We did our best to restore it.
Fixing it
We did a good job foxing it.
We did a good job fixing it.
N:  Notice how we use an infinitive after to do one’s best for example, we say…
M:  I did my best to finish the work.
F:  He did his best to arrive on time.
N:  But after to do a good job ,we use the gerund, or the –ing form, of the verb.for example, we say…
M:  You did a good job building that house.
F:  She did a good job planning that party.
N:  Now you ‘re going to hear a cue like this one…
F: I did you best… arrive on tine.
N:  Are you say…
M:  I did my best to arrive on time.
N:  But if you hear…
F:  You did a good job… build that house.
N:  You say…
M:  You did a good job building that house.
N:  All right, Let’s begin.
F:  I did my best… arrive on time.
M:  I did my best to arrive on time.
F:  You did a good job… build that house.
M:  You did a good job building that house.
F:  She did a good job… plan that aprty.
M:  She did a good job planning that party.
F:  I did my best …finish the work.
M:  I did my best to finish the work.
F:  We did our best… restore the farm.
M:  We did our best to restore the farm.
F:  We did a good job… fix it.
M:  We did a good job fixing it.
N:  And you probably did a good job finishing this lesson.
This is the end of Lesson Three.

05BOOK NINE LESSON TOUR（修订版）
05BOOK NINE LESSON TOUR

N：welcome to Lesson Four.
Steven is asleep in his office. Jake comes in. Let's listen to their converstation. Listen carefully for used to.
Jake: Steven, I'm sorryI woke you up.
Steven: Before the baby was born, I used to woek all day without feeling sleepy.  I didn't use to take a nap at lunch time.
Jake: I'm going jogging during my lunch break. Come with me.
Steven:  I used to jog, but I didn't anymore.
Jake: why don't you bring your running shoes tomorrow? we'll take a run.
N: Now listen and repeat.
Used to
I used to work
I used to work all day.
I used to work all day.
I used to jog.

N: We use used to when we want to talk about the way things wew in the past.  For example, before the baby was born,Steven used to say awake at the office. We use used to when we talk about things we did regularly in the past. for example, before the baby was born,Steven used to jog every day. Let's practice this verb tense. You hear...
F: do you still jog every day?
N: And you say. . .
M: No, I don't. But I used to jog
every day.
N: You hear. . .
F: Does Steven still work all day
without feeling sleepy?
N: And you say. . .
M: No, he doesn't. But he used to work all day without feeling
  sleepy.
N: OK? Let's begin.
F: Do you still jog every day?
M: No, I don't. But I used to jog
  every day.
F: Does Steven still work all day
  without feeling sleepy?
  M: No, he doesn't. But he used to
  work all day without feeling
  sleepy.
F: Is that company that makes locks . . .
what's it called? Yale. Yes, Yale.
Is the Yale lock company still in Stamford?
M: No, it isn't. But it used to be in
  Stamford.
F: By the way, do people still call
  Stamford "The Lock City"?
M: No, they don't. But they used to
  call Stamfor~ "The Lock City."
F: Do you and your friends still play
  football every day?
M: No, we don't. But we used to
  play football every day.
F: How about Nancy and Ron? Are
  they still in Washington?
M: No, they aren't. But they used to
  be in Washington.
  F: Come on! I want you to tell me
  the truth. Do you still sleep with
  your teddy bear?
M: No, I don't. But I used to sleep
  with my teddy bear.
N: Notice that we don't use used to when we tell how long
something continued:
I slept with my teddy bear for six years,
not I used to sleep with my teddy bear for six years.
We don't use used to when we tell how many times something happened:
Ron and Nancy went to China four times,
not Ron and Nancy used to go to China four times.
Now Maria meets Steven in the cafeteria.
Listen to their conversation.
Listen carefully for negative sentences.
MARIA: Gee, Steven. You look
  exhausted.
STEVEN: Thanks. You don't look so
  terrific yourself.


MARIA: Sorry. I didn't mean to hurt your feelings.
Why are you
so sensitive? What's wrong?
You didn't use to be so sensitive.
STEVEN: I'm sorry, Maria. Jake just woke me up.
I was taking a nap in my office.
MARIA: Are you all right, Steven?
  You didn't use to take naps.
  STEVEN: Huh, I didn't use to do a
  lot of things, Maria. For
  instance, I didn't use to
stay up all night feeding a hungry baby.
MARIA: Come on, Dad.
I'm having a cup of coffee.
You have one too. And quit worrying
  . . . How's Anne doing?
N: Now listen and repeat.
F: use to be
you didn't use to be
You didn't use to be so sensitive.
You didn't use to be so sensitive. use to take
you didn't use to take
You didn't use to take naps.
use to do
I didn't use to do
I didn't use to do a lot of things.
I didn't use to do a lot of things. use to stay up
I didn't use to stay up
I didn't use to stay up all night.
I didn't use to stay up all night.
N: Now I say, "Why are you so
sensitive?" And you say. . .
F: You didn't use to be so sensitive.
N: I say, "Why do I stay up all
night?" And you say. . .
M: I didn't use to stay up all night.
N: Ready? Let's go. Why are you so
sensitive?
F: You didn't use to be so sensitive.
N: Why do I stay up all night?
M: I didn't use to stay up all night.
N: Why does she drink so much
  coffee?
F: She didn't use to drink so much
  coffee.
N: Why does he smoke so many
  cigarettes?
M: He didn't use to smoke so many
  cigarettes.
N: Why do they take naps every
  day?
F: They didn't use to take naps
  every day.
  N: Why is everyone at WEFL
  interested in the history of
  Sta.mford?

M: They didn't use to be interested
in the history of Stamford.
N: Why do you study English?
F: You didn't use to study English.
N: All right. Jake has made a list of companies
that used to have factories in Stamford
but have left or gone out of business,
and companies that still have factories there.
He is giving the list to Maria on the telephone.
Listen for the important information about
the companies on the list.
What did they produce?
Do they still have factories in Stamford?
Are they still in business?
JAKE: Well, the first factory in Stamford was Yale,
the lock company. They opened in 1869.
MARIA: Y-a-I-e. They're not here anymore,
are they? Are they still in business?
JAKE: Yale? Sure.
They still make locks,
but they left Stamford a long time ago. Then
  there's Kroeger.
MARIA: How do you spell Kroeger?
JAKE: K-r-o-e-g-e-r. They make,
or I should say, used to make pianos.
They~re not in business anymore either.
MARIA: This is terrible! All these factories have left
Stamford or gone out of business.
I suppose Pitney Bowes is gone too.
And Machlett Laboratories.
JAKE:  Machlett? Let me check
  . . . Is that with two t's?
  MARIA: Yeah. M-a-c-h-I-e-t-t.
  Machlett. You know, the
  glassblowers.
JAKE: Still in business, but not in
Stamford anymore.
MARIA: This is really terrible.
JAKE: Pitney Bowes is still in
  business. . .
MARIA: But not in Stamford
  anymore.
JAKE: Yes. Pitney Bowes is still in Stamford.
Look out your window.
You can see the office building.
N: Now listen to Maria repeat the
  information.
  MARIA: OK. Yale is still in business
  but not in Stamford
  anymore.

171

  Kroeger, the company that
  used to make pianos, went
  out of business too.
  Machlett also isn't in
  Stamford anymore. They
  were the glassblowers. The
  Machlett people are still
  blowing glass, but not here
  anymore.
  Finally, Pitney Bowes! Still
  in business . . . still in
  Stamford. Hurray for Pitney
  Bowes!
N:  Now some questions. I say, "Did
! i,  Yale go out of business?" And
  you say. . .
F:  No. They're still in business.
N:  I say, "Does Yale still have a
  factory in Stamford?" And you
  say.. .
F:  No. They don't have a factory in
  Stamford anymore.
N:  OK? Here we go. Did Yale go out
  of business?
F:  No. They're still in business.
N:  Does Yale still have a factory in
  Stamford?
F:  No. They don't have a factory in
  Stamford anymore.
N:  And Kroeger? They used to make
  pianos in Stamford. Do they still
  make pianos today?
F:  No. They don't make pianos
  anymore.
N:  How about those famous
  glassblowers at Machlett? Do
  they still work in Stamford?
F:  No. They don't work in
  Stamford anymore.
N:  And I suppose Pitney Bowes is
  gone too.
F:  No. They're still here.
N:  That's it. This is the end of
  Lesson Four.

06BOOK NINE LESSON FIVE

N:  This is Lesson Five. Steven and
  Jake are jogging. Let's listen to
  their conversation. Listen
  carefully for the past form of I can.
STEVEN:  A few months ago, I could
  jog without any problem.
JAKE:  How long ago? A few
  months or a few years?
STEVEN:  When I was in college, I
  used to be on the track
  team. I could run a mile in
  five minutes.
JAKE:  Oh, come on. I bet you
  couldn't.

     
STEVEN:  Oh, yes, I could. When I
  was in college, I could swim
  ten miles.
JAKE:  Steven, what happened to
  you? 
N:  OK. Answer this question.
  What's the past form of I can
  swim ten miles?
M:  I could swim ten miles.
N:  Now listen and repeat.
M:  could  I could jog
  I could jog without any problem
  a few months ago
  A few months ago, I could jog
  without any problem.
  A few months ago, I could jog
  without any problem.
N:  You hear. . .
F:  Can you still jog every day?
N:  And you say. . .
M:  No, I can't. But a few months
  ago, I could jog without any
  problem. 
N:  You hear. . .
F:  Can you still swim ten miles?
N:  And you say. . . .
M:  No, I can't. But a few months
  ago, I could swim ten miles
  without any problem.
N:  Ready? Let's begin.
F:  Can you still jog every day?
M:  No, I can't. But a fe months
  ago, I could jog without any
  problem. 
F:  Can you still swim ten miles?
M:  No, I can't. But a few months
  ago, I could swim ten miles
  without any problem.
F:  Can you still kick a football fifty
  yards? 
M:  No, I can't. But a few months
  ago, I could kick a football fifty
  yards without any problem.
F:  Can you still sleep nine hours a
  night? 
M:  No, I can't. But a few montbs
  ago, I could sleep nine hours a
  night without any problem.
F:  Well, can you still stay up all
  night and not be tired the next
  day? 
M:  No, I can't. But a few months
  ago, I could stay up all night and
  not be tired the next day without
  any problem.
F:  Can you still eat six
  cheeseburgers for lunch?
M:  No, I can't. But a few months
  ago, I could eat six cheeseburgers
  for lunch without any problem.


   
F:  Can you still relax with your
  friends every Saturday night?
M:  No, I can't. But a few months
  ago, I could relax with my
  friends every Saturday night
  without any problem.
N:  Well,. there are many things we
  could do in the past that we
  can't do anymore: ride a bus for a
  nickel; see a movie for a dime,
  for example. But there are also
  many things we can do now that
  we couldn't do in the past: fly
  from New York to London in a
  few hours; telephone Tokyo in a
  few minutes, for example. Anne
  and Steven are talking about
  things they can do now that they
  couldn't do in the past. Let's
  listen to the conversation.
STEVEN:  I don't know, Anne. We're
    both exhausted from being
    up all night with the baby.
    I take naps at work. I'm in
    terrible shape. I used to run
    a mile in five minutes; now
    I can't run a mile at all. We
    used to go out dancing
    every Saturday night.
    Remember? We can't do
    that anymore. What can I
    tell you? The party's over.
    We're old, Anne. We're
    old.
ANNE:  Oh, come on, Steven.
    Really! You make it sound
    like we're ready for rocking
    chairs. I don't feel that old.
    So you can't run a mile in
    five seconds. . .
STEVEN:  Five minutes.
ANNE:  Oh, excuse me. Five
    minutes. . . So what? So
    we don't go dancing
    anymore. You were a
    terrible dancer, anyway.
STEVEN:  I was?
ANNE:  You couldn't stay in step.
    Anyway, listen, Steven,
    there are lots of things we
    can do now that we
    couldn't do then.
STEVEN:  Name one.
ANNE:  Well, we couldn't take
    little Peter to the Nature
    Center, could we?
STEVEN:  No, we couldn't. He wasn't
    born yet.
ANNE:  We couldn't take videos in
    the past, videos of him


172

     
  smiling at the animals the
  way we did last Saturday.
  We couldn't watch our son
  change from a baby into a
  child . . .
STEVEN:  OK. OK. Enough! Enough!
  Maybe if I run every
  day.. . 
N:  Now listen and repeat.
F:  couldn't  we couldn't
  we couldn't take
  We couldn't take videos in the
  past. 
  We couldn't take videos in the
  past. 
N:  You hear. . .
M:  Instead of taking photographs,
  today we take videos.
N:  And you say. . .
F:  We couldn't take videos in the
  past. 
N:  You hear. . .
M:  I stay in step now when I go
  dancing. 
N:  And you say. . .
F:  You couldn't stay in step in the
  past. 
N:  OK? Here we go.
M:  Instead of taking photographs,
  today we take videos.
F:  We couldn't take videos in the
  past. 
M:  I stay in step now when I go
  dancing. 
F:  You couldn't stay in step in the
  past. 
M:  Fifty years ago, the only way to
  get from America to Europe was
  by boat. It took five days. Today,
  we can travel to Europe in a few
  hours. 
F:  We couldn't travel to Europe in
  a few hours in the past.
M:  A hundred years ago when Mario
  in Italy wanted to talk to Silvia
  in Argentina, he wrote her a
  letter. Today, we can telephone
  from Italy to Argentina.
F:  We couldn't telephone from Italy
 
  to Argentina in the past.
M:  It used to be when we wanted to
  see a movie, we had to go to a
  theater. Now we watch movies
  on TV. 
F:  We couldn't watch movies on
  TV in the past.
N:  Jake and Mike are exercising at
  the gym. They are talking about
  Steven. Listen to the
  conversation. Listen closely for

 
  the word that follows in.
JAKE:  Poor Steven. He's really not
  in shape anymore. Since the
  arrival of the new baby, he
  hasn't been sleeping well.
MIKE:  He used to jog every day, I
  haven't seen him jog since
  . . . well, you know, it was so
  long ago, I can't remember
  when. He used to be !n great
  shape. He used to jog every
  day before lunch.
JAKE:  I know, I know. Now he takes
  a nap during his lunch break.
MIKE:  Well, that's no way to stay in
  shape. He needs to exercise,
  eat right, get his eight hours
  of sleep every night.
N:  In the conversation between
  Mike and Jake, what is the word
  that follows in?
F:  Shape. The word is shape or
  great shape.
N:  Now listen and repeat.
M:  not in shape
  He's really not in shape
  anymore.
  He's really not in shape
  anymore.
  in great shape
  He used to be in great shape.
  He used to be in great shape.
N:  To be in shape means "to be in
  good physical condition." To
  be in shape, it's important to
  eat right, sleep right, and
  exercise. Listen to some people
  describe what they do for
  exercise. Then decide if they
  are in shape or not in shape.
MI:  My name's George. I don't
  really worry much about staying
  in shape. I'm too busy at my job
  to think about joining exercise
  programs and aerobics classes. I
  make a living by playing
  professional football. That's my
  job. And that takes up all my
  time.
 
N:  Do you think George is
  probably in shape, or is he
  probably not in shape?
F:  He's probably in shape.
M2: The name's Thomas. Am I in
  shape? You bet I'm in shape. I
  eat only things that taste good.
  I get plenty of sleep, between
  nine and ten hours a night. And then
  I get a lot of exercise reading
  magazines and playing cards.

N:  How about Thomas? Probably
  in shape, or probably not in
  shape?
F:  He's probably not in shape.
F:  Whew. . . Boy, I am not in
  shape. I'm Blanca. You know,
  fifteen years ago I could run ten
  miles and not be tired. Now I
  run seven miles, and I'm
  exhausted. I used to swim five
  miles every day; now I swim
  only three. I think I'm getting
  old.
N:  Is Blanca probably in shape, or
  is she probably not in shape?
F:  She's probably in shape.
N:  That's all for now. End of
  Lesson Five.

07BOOK NINE REVIEW TWO
N:  Review Two. For this lesson,
  you'll need a pencil and a
  piece of paper. 
  Jake is still working on his report
  about Stamford's companies,
  both past and present. He's
  looking at old newspaper articles.
  Listen carefully for any important
  information and write down the
  dates that you hear. .. You will
  hear the article twice.
JAKE:  Gee, here's an interesting
  article from the Gazette
  . . . "Yale & Towne to Shut
  Down." Hmmm . . . 1959.
  That must have been when the
  company that makes locks left
  Stamford. I wonder what
  happened. Let's see.
  "Yale & Towne announced
  last week that it would be
  closing its doors in Stamford
  this year. High costs and
  workers' dissatisfaction were
  given as reasons for the
  shutdown. " 
  Well, what do you know! Yale
  & Towne shut down because
  of high costs and unhappy
 
  workers. 
  "Yale & Towne has enjoyed a
  prosperous history in Stamford.
  It was founded in October
  1868 by two entrepreneurs,
  Linus Yale, Jr. and Henry
  Towne. Yale & Towne became
  successful overnight, and it is
  said that the success of the
  company brought Stamford
173

into the industrial age.
The number of workers peaked
at Yale & Towne in 1916.
In that year,
six thousand five hundred men
and women worked for the company.
" Gee, six thousand five hundred.
That's a lot of people.
It must have really been big.
I wonder when the trouble began.
"Yale & Towne began to decline in Stamford in 1931,
when it relocated some important offices to New York City.
A crippling strike by workers in 1945
further damaged the company.
As recently as four years ago, "
(Must have been in 1955 . . . ) "
we realized that Yale & Towne
would eventually be leaving our city.
Many people are sad to see it go."
I bet they were sad.
N: Now let's listen to Jake reading
  the article again.
JAKE: Gee, here's an interesting article from the
Gazette. . . "Yale & Towne to Shut Down." Hmmm . . .
1959. That must have been when the company
that makes locks left Stamford.
I wonder what happened. Let's see. "
Yale & Towne announced last week
that it would be closing its doors in Stamford this year.
High costs and workers' dissatisfaction
were given as reasons for the shutdown."
Well, what do you know!
Yale & Towne shut down
because of high costs and unhappy workers.
"Yale & Towne has enjoyed a prosperous history in Stamford.
It was founded in October 1868
by two entrepreneurs,
Linus Yale, Jr. and Henry Towne.
Yale & Towne became successful overnight,
and it is said that the success
of the company brought Stamford
into the industrial age.
The number of workers peaked
at Yale & Towne in 1916.
In that year,
six thousand five hundred men and women



worked for the company. "
Gee, six thousand five hundred.
That's a lot of people. I
t must have really been big.
I wonder when the trouble began.
"Yale & Towne began to decline
in Stamford in 1931,
when it relocated some important offices to New York City.
A crippling strike by workers in 1945 further damaged the company.
As recently as four years ago, "
(Must have been in 1955 . . . ) "
we realized that Yale & Towne would eventually be leaving our city.
Many people are sad to see it go."
I bet they were sad.
N: OK. Let's review the dates you just heard.
What was the first date Jake talks about?
It was the year the article appeared in the Stamford Gazette and the year
  Yale & Towne left Stamford.
F: 1959.
N: And the second date he mentions?
What was the second date?
It was the month and year
  Yale & Towne was founded.
F: October 1868.
N: And the next date? What was
the year the number of workers
  peaked at Yale & Towne?
F: 1916.
N: How about the year the company
began to decline in Stamford?
What was the year that Yale & Towne began to relocate its offices
  to New York?
F: 1931.
N: When was the crippling strike by the workers?
It was nineteen forty something, wasn't it?
  Nineteen forty. . . what?
F: 1945.
N: And the last date Jake mentions?
The year the people of Stamford realized
that Yale & Towne would eventually be leaving.
It was ten years after the strike.
  What year was it?
F: 1955.
N: Now listen and repeat.
M: overnight successful overnight
They became successful overnight.
They became successful overnight.

174

N:  If you become successful
  overnight, you become successful
  suddenly, immediately, very
  quickly. Let's practice this
  expression. You hear. . .
F:  They became successful very
  quickly. 
N:  And you say. . .
M:  They became successful
  overnight. 
N:  You hear. . .
F:  Linus Yale suddenly began
  making a lot of money.
N:  And you say. . .
M:  Linus Yale began making money
  overnight. 
N:  Notice that overnight always
  comes at the end of the
  sentence. It doesn't come in the
  middle. OK? Here we go.
F:  They became successful very
  quickly. 
M:  They became successful
  overnight. 
F:  Linus Yale suddenly began
  making a lot of money.
M:  Linus Yale began making money
  overnight. 
F:  Yale locks became world famous
  immediately.
M:  Yale locks became world famous
  overnight. 
F:  In 1931, the company suddenly
  relocated its offices.
M:  In 1931, the company relocated
  its offices overnight.
F:  With the movie Mad Max, Mel
  Gibson very quickly became a
  star. 
M:  With the movie Mad Max, Mel
  Gibson became a star overnight.
N:  Now listen and repeat.
F:  I bet  I bet they were sad.
  I bet they were sad.
M  "I bet they were sad" is a strong
  way of saying, "I think they were
  sad." It means you think that
  they were more than sad. Let's
  practice this expression. You
  hear.. . 
M:  The people of Stamford were sad
  to see Yale & Towne go.
N:  You say. . .
F:  I bet they were sad.
N:  You hear. . .
M:  The 1945 strike was crippling for
  the company.
N:  You say. . .
F:  I bet it was crippling.
N:  Ready? Let's go.


M:  The people of Stamford were sad
  to see Yale & Towne go.
F:  I bet they were sad.
M:  The 1945 strike was crippling for
  the company.
F:  I bet it was crippling.
M:  In 1916, the company made a
  nice profit.
F:  I bet it made a nice profit.
M:  The president of Yale & Towne
  felt good that year.
F:  I bet he felt good.
M:  But in 1945, the company
  managers were unhappy.
F:  I bet they were unhappy.
M:  The workers wanted more
  money.
F:  I bet they wanted more money.
M:  But they were sorry in 1959
  when the company left
  Stamford.
F:  I bet they were sorry.
N:  Now let's see how much of the
  story of Yale & Towne you
  remember with some true-or-false
  statements. Just say "True" when
  the statement is true. When the
  statement is false, say "False"
  and make the correction. You
  hear.. .
M:  Yale & Towne was founded in
  Stamford.
N:  You say. . .
F:  True.
N:  You hear. . .
M:  They made pianos at Yale &
  Towne.
N:  And you say. . .
F:  False. They made locks.
N:  OK? Here we go.
M:  Yale & Towne was founded in
  Stamford.
F:  True.
M:  They made pianos at Yale &
  Towne.
F:  False. They made locks.
M:  In 1916, there were more than
  six thousand workers at Yale &
  Towne.
F:  True.
M:  In 1931, they moved the factory
  to New York City.
F:  False. They moved some of the
  offices to New York City.
M:  In 1935, there was a crippling
  strike by the workers.
F:  False. The strike was in 1945.
M:  Everyone was happy when the
  company finally left in 1959.
F:  False. Everyone was sad.


M:  Jake found the article about the
  shutdown in the Stamford
  Gazette.
F:  True.
N:  This is the end of Review Two.

08BOOK NINE LESSON SIX
N:  This is Lesson Six. For
  this lesson, you'll need a pencil
  and piece of paper.
  Jake Seltzer is introducing his
  report on Stamford. Let's listen.
JAKE:  Good morning. I'm Jake
  Seltzer, and this is "Hello
  America." Today, Stamford is
  a city of big office buildings. It
  didn't use to be. Fifty years
  ago, it was a city of factories
  . . . At the Stamford Museum,
  we looked at all the products
  that Stamford factories used to
  make.
N:  Now Jake is going to tell us
  about these products. Write
  down the names of the
  companies and their products.
JAKE:  Of course the biggest company
  in Stamford was Yale &
  Towne. They used to employ
  four out of five people in this
  town and could produce
  millions of locks a year. But
  there were many other
  companies, like Machlett
  Laboratories, who used to
  make most of the world's glass
  tubes. Did you know that
  Stamford used to have two
  piano companies? Not one,
  but two. Kroeger was one (my
  grandmother used to have a
  Kroeger piano in her living
  room), and the other was. . .
  let me see. Oh, yes.
  Davenport. Davenport made a
  terrific piano. Both aren't in
  business anymore. Fifty years
  ago, you could buy shoes made
  right here in Stamford. T. B.
  Smart used to be an important
  company. Unfortunately, they
  aren't in business anymore.
  But one company that's still in
  business is Schick, the electric
  ror company. It's not in
  Stamford anymore, but it
  began in Stamford. In fact, it
  was Jacob Schick who
  invented the electric razor.

N:  Good. Now let's see how many
  products you can remember that
  used to be made in Stamford. I
  say, "Pianos." And you say. . .
M:  Yes. They used to make pianos
  there.
N:  I say, "How about computers?
  Did they use to make them in
  Stamford?" And you say. . .
M:  No. They didn't use to make
  computers there.
N:  All right. Here we go. Pianos.
M:  Yes. They used to make pianos
  there.
N:  How about computers? Did they
  use to make them in Stamford?
M:  No. They didn't use to make
  computers there.
N:  TVs?
M:  No. They didn't use to make
  TV s there.
N:  What about electric razors?
M:  Yes. They used to make electric
  razors there.
N:  And shoes. Did they ever make
  shoes in Stamford?
M:  Yes. They used to make shoes
  there.
N:  How about electric guitars? Did
  they use to make them?
M:  No. They didn't use to make
  electric guitars there.
N:  And locks? Did they ever make
  locks in Stamford?
M:  Yes. They used to make locks
  there.
N:  Well, life in Stamford has
  changed a lot in the last fifty
  years. But then, life is different
  everywhere, isn't it? In your
  town, I bet things aren't the
  same as they used to be fifty years
  ago. There are things people can
  do now that they couldn't do
  then. And I'm sure there are
  things people could do then that
  they can't do now. I'm going to
  ask you some questions about
  what people could or couldn't do
  in your town fifty years ago. I
  say, "Could they watch the news
  on TV fifty years ago?" And you
  answer . . .
F:  Yes, they could.
N:  Or...
F:  No, they couldn't.
N:  Or.. .
F:  Maybe they could; maybe they
  couldn't. I don't know.
N:  The answer depends on what's


175

  true for you. There will be a
  pause for you to respond after
  each question. Ready? Let's
  begin. 
  Could people in your town watch
  the news on TV fifty years ago?
  Could they send a letter to a
  friend in Chicago?
  Could'they make a telephone
  call to Honolulu?
  Fifty years ago, could women go
  to the hospital to have a baby?
  How about Schick electric
  razors? Could the men in your
  town buy an electric razor?
  Could people listen to music on
  their stereos?
  Could they do their shopping at
  a supermarket?
  Fifty years ago, could people in
  your town go to a movie on a
  Saturday night if they wanted?
N:  Anne meets Steven for lunch at
  the studio. Listen to their
  conversation. Just listen.
ANNE:  Steven! Are you all right?
STEVEN:  Yeah . . . I think . . . I
  think I am. Boy! I did it.
ANNE:  Did what? You look awful.
STEVEN:  Ran a mile. . . Well,
  almost a mile. . . And I
  did it without stopping.
ANNE:  Without stopping? You
  mean you ran a mile and
  you didn't stop to rest?
STEVEN:  Yeah. I ran the whole
  distance without stopping
  to rest. What do you think
  of that?
ANNE:  What do I think? I think
  you're crazy.
N:  Now listen and repeat.
M:  without  without stopping
  without stopping to rest
  I ran the whole distance
  I ran the whole distance
  without stopping to rest.
  I ran the whole distance
  without stopping to rest.
N:  OK. I say, ''Taking a break."
  And you say. . .
M:  I ran the whole distance without
  taking a break.
N:  I say, "Jogged." And you say. . .
M:  I jogged the whole distance
  without taking a break.
N:  Ready? Let's begin.
M:  I ran the whole distance without
  stopping to rest.
N:  Taking a break.

M:  I ran the whole distance without
  taking a break.
N:  Jogged.
M:  I jogged the whole distance
  without taking a break.
N:  Afternoon.
M:  I jogged the whole afternoon
  without taking a break.
N:  Any problem.
M:  I jogged the whole afternoon
  without any problem.
N:  Exercised.
M:  I exercised the whole afternoon
  without any problem.
N:  Steven.
M:  Steven exercised the whole
  afternoon without any problem.
N:  Having a heart attack.
M:  Steven exercised the whole
  afternoon without having a heart
  attack.
N:  OK, that's all for now. End of
  Lesson Six.

09BOOK NINE LESSON SEVEN

N:  This is Lesson Seven. Listen
  to this conversation between
  Steven and Connie.
STEVEN:  Listen, Connie. Anne and
  I want you to come to our
  ouse sometime. She wants
  to meet you.
CONNIE:  I'd love to see you and
  Anne sometime, but I know
  you're busy with the baby.
N:  Now listen and repeat.
M:  come to our house sometime
  I want you to come to our house
  sometime.
  Anne and I want you to come to
  our house sometime.
N:  Now listen to and repeat this
  sentence.
M:  Steven wants Connie to meet his
  wife.
N:  You're going to hear that
  sentence again, followed by a few
  more words. Use the new words
  to make another sentence. For
  example, you hear. . .
M:  Steven wants Connie to meet his
  wife.
F:  Come to dinner.,
N:  And you say. . .
M:  Steven wants Connie to come to
  dinner.
N:  Then you hear. . .
M:  Steven wants Connie to come to
  dinner.
   

   
F:  Her.
N:  And you say. . .
M:  Steven wants her to come to
  dinner.
N:  OK, let's begin.
M:  Steven wants Connie to meet his
  wife.
F:  Come to dinner.
M:  Steven wants Connie to come to
  dinner.
F:  Her.
M:  Steven wants her to come to
  dinner.
F:  See the baby.
M:  Steven wants her to see the
  baby.
F:  He. 
M:  He wants her to see the baby.
F:  See his house.
M:  He wants her to see his house.
F:  Spend some time with his family.
M:  He wants her to spend some time
  with his family.
N:  Now listen again to Connie and
  Steven as they discuss his plans
  for the future and the things he
  would rather do.
CONNIE:  Would you rather get a new
    job or have your weekends
    free ?
STEVEN:  I'd rather have my
    weekends free. You know,
    with the baby and all . . . I
    read about a job not far
    from Stamford. Producer of
    a radio show.
CONNIE:  Would you rather work in
    television or radio?
STEVEN:  I'd rather work in television.
N:  Now listen and repeat.
F:  work in television or radio
  Would you rather work in
  television or radio?
  Would you rather work in
  television or radio?
  get a new job or have your
  weekends free
  Would you rather get a new job
  or have your weekends free?
  Would you rather get a new job
  or have your weekends free?
N:  We use Would you rather. . . ?
  to start a question in which you
  give someone a choice between
  two possibilities. Now you're
  going to hear two possibilities
  mentioned and you combine
  them in a question starting with
  Would you rather. . . ? For
  example, you hear. . .

176

 
M:  Work in television or in radio.
N:  And you say. . .
F:  Would you rather work in
  television or in radio?
N:  You hear. . .
M:  Live in Stamford or in
  Hartford.
N:  And you say. . .
F:  Would you rather live in
  Stamford or in Hartford?
N:  OK, let's begin.
M:  Work in television or in radio?
F:  Would you rather work in
  television or in radio?
M:  Live in Stamford or in
  Hartford.
F:  Would you rather live in
  Stamford or in Hartford?
M:  Go to the movies or to the
  theater.
F:  Would you rather go to the
  movies or to the theater?
M:  Eat pizza or a sandwich.
F:  Would you rather eat pizza or a
  sandwich?
M:  Take a taxi to the station or
  walk.
F:  Would you rather take a taxi to
  the station or walk?
M:  Get a new job or have your
  weekends free.
F:  Would you rather get a new job
  or have your weekends free?
N:  When we answer a question
  that gives us a choice, like
  Would you rather. . . ? we
  usually answer with "I'd rather"
  followed by the base form of the
  verb. For example. . .
F:  Would you rather live in New
  York or in Los Angeles?
M:  I'd rather live in Los Angeles.
N:  Now you're going to hear some
  questions that give you a choice
  between two possibilities.
  Either answer you give is
  correct if it starts with "I'd
  rather." For example, you
  hear.. .
F:  Would you rather live in
  Washington, D.C., or in your
  own city?
N:  And you can say either. . .
M:  I'd rather live in Washington,
  D.C.
N:  Or.. .
M:  I'd rather live in my own city.
N:  Remember that there is no
  correct or incorrect answer. It's
  your opinion, so just answer
 

 
  using /' d rather. . . and the rest
  of the sentence. Ready? Listen
  and answer these questions.
F:  Would you rather live in
  Washington, D.C., or in your
  own city?
M:  Would you rather have your
  weekends free or your evenings
  free?
F:  Would you rather own a big
  house or a beautiful car?
M:  Would you rather earn more
  money or have long vacations?
F:  Would you rather be the
  president of a big company or a
  famous movie star?
M:  Would you rather live in a very
  large city or in a very small
  town?
N:  When we state our preferences,
  that is, when we say what we
  prefer or do not prefer, we often
  start the answer with I'd rather
  or I'd rather not. For example, if
  the question is . . .
F:  Would you rather work in
  television or in radio?
N:  We can answer this way. . .
M:  I'd rather work in television.
N:  Or we can say. . .
M:  I'd rather not work in radio.
N:  Now you're going to hear some
  questions followed by a cue to
  help you with the answer. For
  example, you hear. . .
F:  Would you rather work in
  television or in radio?
MI: Television.
N:  And you say. . .
M2: I'd rather work in television. .
N:  But when you hear. . .
F:  Would you rather work in
  television or in radio?
MI:  Not radio.
N:  You say. . .
M2: I'd rather not work in radio.
N:  OK, let's begin.
F:  Would you rather work in
  television or in radio?
MI: Television.
M2: I'd rather work in television.
F:  Would you rather work in
  television or in radio?
MI:  Not radio.
M2: I'd rather not work in radio.
F:  Would you rather teach or work
  in an office?
MI:  Not teach.
M2: I'd rather not teach.
F:  Would you rather have chicken
  or fish for dinner?


MI:  Fish.
M2: I'd rather have fish for dinner.
F:  Would you rather play tennis or
  ride horses?
MI:  Not ride horses.
M2: I'd rather not ride horses.
F:  Would you rather read a book
  or go to a movie?
MI:  Read a book.
M2: I'd rather read a book.
N:  You know that I'd rather do
  something means the same as I'd
  prefer to do something, and I'd
  rather not do something means
  the same as I'd prefer not to do
  something. Now, when you hear
  a sentence with "I'd rather" or
  "I'd rather not," change it to
  "I'd prefer" or "I'd prefer not"
  or the opposite. For example,
  you hear . . .
F:  I'd rather live in Stamford.
N:  And you say. . .
M:  I'd prefer to live in Stamford.
N:  You hear. . .
F:  I'd prefer not to play tennis
  today.
N:  And you say. . .
M:  I'd rather not play tennis today.
N:  All right, let's begin.
F:  I'd rather live in Stamford.
M:  I'd prefer to live in Stamford.
F:  I'd prefer not to play tennis
  today.
M:  I'd rather not play tennis today.
F:  I'd prefer to have my own
  business.
M:  I'd rather have my own
  business.
F:  I'd rather not work on
  weekends.
M:  I'd prefer not to work on
  weekends.
F:  I'd prefer not to go to a
  restaurant tonight.
M:  I'd rather not go to a restaurant
  tonight.
F:  I'd prefer to stay home with my
  family.
M:  I'd rather stay home with my
  family.
N:  And now, would you rather do
  this lesson again or go on to the
  next lesson? It's your choice.
  This is the end of Lesson Seven.
 

10BOOK NINE LESSON EIGHT
N:  Welcome to Lesson Eight. Listen
  to this part of the conversation
 
177 

 

  between Jake Seltzer and Abbott
  Larkin.
JAKE:  Are you in town for the
  computer meeting?
LARKIN:  Yes, I am. I'm glad you're
  here. I think this meeting
  will be very important. I
  hope you'll do a story about
......-  it.
JAKE:  That's why I'm here.
N:  Now listen and repeat.
M:  very important
  this meeting will be very
  important
  I think this meeting will be very
  important.
  I think this meeting will be very
  important.
F:  a story about it
  you'll do a stpry about it
  I hope you'll do a story about it.
  I hope you'll do a story about it.
N:  Notice how we use a subject and
  a verb after think and hope. For
  example . . .
M:  I think this meeting will be very
  important.
F:  I hope you'll do a story about it.
N:  Now you'll hear a sentence using
  think followed by a few more
  words. Use the new words to
  make another sentence. For
  example, you hear . . .
M:  I think this meeting will be very
  important.
F:  Is very interesting.
N:  And you say. . .
M:  I think this meeting is very
  interesting.
N:  You hear. . .
M:  I think this meeting is very
  interesting.
F:  Movie.
N:  And you say. . .
M:  I think this movie is very
  interesting.
N:  OK, let's begin.
M:  I think this meeting will be very
  important.
F:  Is very interesting.
M:  I think this meeting is very
  interesting.
F:  Movie.
M:  I think this movie is very
  interesting.
F:  A little boring.
M:  I think this movie is a little
  boring.
F:  TV commercial.
M:  I think this TV commercial is a
  little boring.


F:  Very well made.
M:  I think this TV commercial is
  very well made.
F:  Piece of furniture.
M:  I think this piece of furniture is
  very well made.
N:  Now let's try that using a
  sentence with hope. For example,
  you hear. . .
F:  I hope you'll do a story about it.
M:  Me. 
N:  And you say. . .
F:  I hope you'll do a story about
  me. 
N:  Then you hear. . .
F:  I hope you'll do a story about
  me. 
M:  Write a newspaper article.
N:  And you say. . .
F:  I hope you'll write a newspaper
  article about me.
N:  All right, let's begin.
F:  I hope you'll do a story about it.
M:  Me. 
F:  I hope you'll do story about me.
M:  Write a newspaper article.
F:  I hope you'll write a newspaper
  article about me.
M:  The merger.
F:  I hope you'll write a newspaper
  article about the merger.
M:  Tell.me all about.
F:  I hope you'll tell me all about the
  merger.
M:  Your wife and your new baby.
F:  I hope you'll tell me all about
  your wife and your new baby.
M:  Invite me to meet.
F:  I hope you'll invite me to meet
  your wife and your new baby.
N:  Now let's return to Jake Seltzer
  and Abbott Larkin. They're still
  discussing the future of Larkin's
  company, International
  Computer.
LARKIN:  I think this meeting will be
    very important. I hope
    you'll do a story about it.
JAKE:    That's why I'm here. I'm
    interested in doing a story
    on International Computer.
    I know you're thinking of
    introducing a new line of
    computers . . . I look
    forward to talking with you
    tomorrow at ten.
LARKIN:  And I look forward to
    seeing you. I think this
    meeting will be very
    important.
   
 
N:  Now listen and repeat.
  a story on International
  Computer
  doing a story on International
  Computer
  I'm interested in doing a story on
  International Computer.
  I'm interested in doing a story on
  International Computer.
F:  introducing a new line of
  computers
  thinking of introducing a new
  line of computers
  I know you're thinking of
  introducing a new line of
  computers.
  I know you're thinking of
  introducing a new line of
  computers.
M:  talking with you tomorrow at ten
  I look forward to talking with
  you tomorrow at ten.
  I look forward to talking with
  you tomorrow at ten.
N:  Notice how we use the gerund
  form of a verb after interested in,
  thinking of, and lookforward to.
  Now you're going to hear a
  sentence that uses a verb plus an
  infinitive, like want to do, like to
  do, and plan to do. Then you'll
  hear a cue, like "interested,"
  "thinking," or "look forward."
  Use the cue to make a new
  sentence. For example, you
  hear.. .
M:  Jake wants to meet Abbott
  Larkin.
F:  Interested.
N:  And you say. . .
M:  Jake is interested in meeting
  Abbott Larkin.
N:  Or you hear. . .
M:  He likes to interview this famous
  man.
F:  Look forward.
N:  And you say. . .
M:  He looks forward to interviewing
  this famous man.
N:  OK, ready? Let's begin.
M:  Jake wants to meet Abbott Larkin.
F:  Interested.
M:  Jake is interested in meeting
  Abbott Larkin.
M:  He likes to interview this famous
  man.
F:  Look forward.
M:  He looks forward to interviewing
  this famous man.
 

    178


   
M:  He's planning to interview this
  famous man.
F:  Thinking.
M:  He's thinking of interviewing
  this famous man.
M:  I want to study American
  history .
F:  Interested.
M:  I'm interested in studying
  American history.
M:  We like to go skiing in winter.
F:  Look forward.
M:  We look forward to going skiing
  in winter.
M:  They're planning to visit
  California in July.
F:  Thinking.
M:  They're thinking of visiting
  California in July.
N:  Now let's go to Steven and
  Anne's house. Connie has spent
  a very pleasant afternoon with
  them, but now she thinks it's
  time for her to go. Listen.
ANNE:  Would you like another
  cup of coffee or another
  piece of cake?
CONNIE:  No, thanks. I really should
  be going. I have to get up
  early tomorrow. . .
  Thanks for inviting me.
ANNE:  Thanks for coming. We
  hope you'll come again.
N:  Now listen and repeat.
F:  I really should be going.
  I really should be going.
  I have to get up early tomorrow.
  I have to get up early tomorrow.
  Thanks for inviting me.
  . Thanks for inviting me.
N:  Now you're going to hear one of
  these sentences, followed by
  some different words. Use the
  new words to make a new
  sentence. For example, you
  hear.. .
F:  I really should be going.
M:  Leave.
N:  And you say. . .
F:  I really should be leaving.
N:  Or you hear. . .
F:  I have to get up early tomorrow.
M:  Go home and walk my dog.
N:  And you say. . .
F:  I have to go home and walk my
  dog.
N:  OK? Let's begin.
F:  I really should be going.
M:  Leave.
F:  I really should be leaving.

 
F:  I have to get up early tomorrow.
M:  Go home and walk my dog.
F:  I have to go home and walk my
  dog.
F:  Thanks for inviting me.
M:  Ask me to come to dinner.
F:  Thanks for asking me to come to
  dinner.
F:  I really should be leaving.
M:  On my way.
F:  I really should be on my way.
F:  I have to go home and walk my
  dog.
M:  Meet someone for a drink.
F:  I have to meet someone for a
  drink.
F:  Thanks for asking me to corne to
  dinner.
M:  Let me see your baby.
F:  Thanks for letting me see your
  baby.
N:  And thanks for doing your best
  on this lesson.
  End of Lesson Eight.