练习文本汇总

8.10

BOOK EIGHT, LESSON TEN

N: Welcome to Lesson Ten.
    Jim is driving to the Stamford Nature Center.
    He's lost and doesn't know which road to take.
    Listen as he asks someone for directions.
JIM: Could you tell me where the Stamford Nature Center is, please? . . .   
    Straight ahead?
    . . . Do you know how far it is?
    . . . One mile?
    . . . Thanks.
N: Notice how Jim asks his questions.
    He doesn't say. . .
M: Where's the Stamford Nature Center, please?
N: He says. . .
M: Could you tell me where the Stamford Nature Center is, please?
N: And he doesn't say. . .
M: How far is it?
N: He says . . .
M: Do you know how far it is?
N: Now you ask some questions using could you tell me . . .?
    For example,
    you hear the question . . .
M: Where's the Stamford Nature Center?
N: And you say. . .
F: Could you tell me where the Stamford Nature Center is?
N: When you hear. . .
M: How far is it from here?
N: You say. . .
F: Could you tell me how far it is from here?
N: All right. Let's begin.
M: Where's the Stamford Nature Center?
F: Could you tell me where the Stamford Nature Center is?
M: How far is it from here?
F: Could you tell me how far it is from here?
M: What time does it open in the morning?
F: Could you tell me what time it opens in the morning?
M: What time does it close in the afternoon?

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F: Could you tell me what time it closes in the afternoon?
M: How much does it cost to get in?   
F: Could you tell me how much it costs to get in?
M: How many animals does it have?
F: Could you tell me how many animals it has?
N: Now let's practice questions that begin with Do you know . . . ?
  For example, you hear. . .
F: How old are those cows?
N: And you say. . .
M: Do you know how old those cows are?
N: When you hear. . .
M: What does the gift shop sell?
N: You say. . .
F: Do you know what the gift shop sells?
N: OK, ready? Let's begin.
F: How old are those cows?
M: Do you know how old those cows are?
F: What does the gift shop sell?
M:Do you know what the gift shop sells?
F: Where does the bus stop?
M: Do you know where the bus stops?
F: How late does the Nature Center stay open?
M: Do you know how late the Nature Center stays open?
F: How big is the farm?
M: Do you know how big the farm is?   
F: When can we see the animals?
M: Do you know when we can see the animals?
N: Now listen to this conversation between Jim and Brad at the Stamford Nature Center.
JIM: Can you tell me what the gift shop sells?
BRAD: Postcards, birthday cards, nature posters, stuffed animals, and T-shirts.
N: All right. Now you're going to hear a question about what this gift shop sells.
    Then you'll hear a cue to help you answer.
    For example,
    I say, "Can you tell me what kind of cards this shop sells?"
  Then you hear. . .
F: Birthday.
N: And you say. . .
M: Birthday cards.
N: I say, "Can you tell me what kind of posters this shop sells?"
    Then you hear. . .
F: Nature.
N: And you say. . .
M: Nature posters.
N: OK, let's begin.
    Can you tell me what kind of cards this shop sells?
F: Birthday.
M: Birthday cards.
N: Can you tell me what kind of posters this shop sells?
F: Nature.
M: Nature posters.
N: Can you tell me what kind of lamps this shop sells?
F: Desk.
M: Desk lamps.
N: Can you tell me what kind of books this shop sells?
F: Address.
M: Address books.
N: Can you tell me what kind of plates this shop sells?
F: Paper.
M: Paper plates.
N: Can you tell me what kind of shops sells all these things?
F: Gift.
M: Gift shops.
N: Now take your pencil and a piece of paper.
    You're going to hear the names of some stores where you can buy different kinds of things.
    Make a list of these stores by writing down the name of each one after you hear it.
    Have you got your pencil and paper ready?
    OK, let's begin.
M: A gift shop.
    A toy store.
    A jewelry store.
    A grocery store.
    A furniture store.
    A drugstore.
N: Now check your list as you hear the names of these places again.
    Correct any mistakes you find.
    Ready?
F: A gift shop.
    A toy store.
    A jewelry store.
    A grocery store.
    A furniture store.
    A drugstore.
N: All right, now use your paper to find the answers to some questions.
  For example,
  you hear.. .
F: Do you know where I can buy some eggs?
N: And you say. . .
M: At a grocery store.
N: When you hear. . .
F: Do you know where I can buy some aspirin?
N: You say. . .
M: At a drugstore.
N: All right, let's begin.
F: Do you know where I can buy some eggs?
M: At a grocery store.
F: Do you know where I can buy some aspirin?
M: At a drugstore.
F: Do you know where I can buy some chairs?
M: At a furniture store.
F: Do you know where I can buy some rubber ducks?
M: At a toy store.
F: Do you know where I can buy some gold bracelets?
M: At a jewelry store.
F: Do you know where I can buy some key chains?
M: At a gift shop.
N: Now to end the lesson,
    imagine you're interviewing someone for WEFL.   
    You're going to ask questions that start with the words Could you tell our viewers . . . ?
    But first,
    you hear the answer to the question.
    For example,
    You hear. . .
F: We have about twenty-five animals.
N: And you ask the question . . .
M: Could you tell our viewers how many animals you have?
N: You hear. . .
F: The pigs are six and a half weeks old.
N: And you ask the question . . .
M: Could you tell our viewers how old the pigs are?
N: Ready? Let's begin.
F: We have about twenty-five animals.
M: Could you tell our viewers how many animals you have?
F: The pigs are six and a half weeks old.
M: Could you tell our viewers how old the pigs are?
F:The farm is located near Stamford, Connecticut.

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M: Could you tell our viewers where the farm is located?
F: We have twelve geese and fourteen sheep.   
M: Could you tell our viewers how many geese and sheep you have?
F:The gift shop sells nature posters and animal posters.
M: Could you tell our viewers what kind of posters the gift shop sells?
F: The bus stops in front of the Nature Center.   
M: Could you tell our viewers where the bus stops?   
N: Very good.
    You did such a good job asking those questions that you should get a job working as a reporter . . .
    a reporter for WEFL, of course.
    This is the end of Lesson Ten.

8.11

BOOK EIGHT, LESSON ELEVEN   

N: This is Lesson Eleven.
    Listen to Jim talking on the telephone to Maria.
JIM: Maria? I'm at a phone booth at the Nature Center.
    I've done the interview. . .
    You want another story?
    I don't think there are any other stories here, Maria.   
N: Now listen and repeat.
M: another story   
    You want another story?
    You want another story?
    other stories 
    any other stories
    I don't think there are any other stories.   
    I don't think there are any other stories.   
N: Now change the sentences you hear.
    For example,
    you hear. . .
M:You want another story?
F: Job.   
N: And you say. . .   
M:You want another job?
N: Then you hear. . .
F: Maria.   
N: And you say. . .   
M: Maria wants another job?
N: Ready? Let's begin.
M:You want another story?
F:Job.   
M:You want another job?
F:Maria.   
M:Maria wants another job?
F: Has.   
M: Maria has another job?
F: Assistant.
M: Maria has another assistant?
F: Story.
M: Maria has another story?
F: Wants.
M: Maria wants another story?
N: Now listen to this example.
    You hear.. .
M: I don't think there are any other stories.
F: Jobs.
N: And you say. . .
M: I don't think there are any other jobs.
N: Then you hear. . .
F: Maria.
N: And you say. . .
M: Maria doesn't think there are any other jobs.
N: OK? Let's begin.
M: I don't think there are any other stories.
F: Jobs.
M: I don't think there are any other jobs.
F: Maria.
M: Maria doesn't think there are any other jobs.
F: Assistants.
M: Maria doesn't think there are any other assistants.
F: Believe.
M: Maria doesn't believe there are any other assistants.
F: Stories.
M: Maria doesn't believe there are any other stories.
F: Think.
M: Maria doesn't think there are any other stories.
N: Now listen to this conversation between Jim and Maria.
MARIA: Hello.
JIM: Hello, Maria?
  This is Jim.
  I finished the interview.
  The one at the Stamford Nature Center.
MARIA: The one at the Stamford Nature Center?
JIM: Yes. That's the one you sent me out here to do.
    Don't you remember?
MARIA: Sorry, Jim.
    But we've been working on so many stories.
    It's hard to remember the ones we've finished
    and the ones we haven't finished.
JIM: Well, now that I've done the one on the Nature Center,
    we've finished all the important ones, I think.
MARIA: Let's do another one, Jim.
    Say, let's do one on ducks!
JIM: Ducks? Ducks
N: Notice how we use the one to talk about something we've just mentioned.   
    For example,
    you heard . . .
M: I finished the interview.
    The one at the Stamford Nature Center.
N: But if we're talking about more than one thing,
    we use the ones.
    For example. . .
F: We've finished all the stories.
    All the important ones, I think.
N: Now you're going to hear some sentences.
    If the sentence mentions one thing,
    repeat the sentence using the one.
    If the sentence mentions more than one thing,
    repeat it using the ones.
    For example, You hear. . .
M: I finished the interview at the Nature Center.
N: And you say. . .
F: I finished the one at the Nature Center.
N: Then you hear. . .
M: We've done the important stories.
N: And you say. . .
F: We've done the important ones.
N: All ready? Let's begin.
M: I finished the interview at the Nature Center.
F: I finished the one at the Nature Center.
M: We've done the important stories.
F: We've done the important ones.
M: The white geese live here all year.
F: The white ones live here all year.
M: The little green duck is mean.
F: The little green one is mean.
M: He chases the other ducks.
F:  He chases the other ones.
M: The kids who come here feed them.
F: The ones who come here feed them.
N: Now listen to this conversation.
M: Hey, look at those two geese!
    One is green.
    It must be a Canadian goose.
  The other one is white.
F: And look at all those ducks.
  One is so big.

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M: The other ones are so little.
    They must be babies.
N: Now listen to and repeat these sentences.
M: Look at those two geese.
    One is green.
    The other one is white.
    One is green. The other one is white.
F: Look at all those otters.
    One is so big.
    The other ones are so little.
    One is so big. The other ones are so little.
N: Now you make some comparisons using the other one or the other ones.
    For example, you hear.. .
F: Look at those two ducks.
    One is green.
N: And you say. . .
M: The other one is white.
N: Or you hear. . .
F: Look at all those otters. One is so big.
N:  And you say. . .
M: The other ones are so little.
N: All right. Let's begin.
F: Look at those two ducks.  One is green.
M: The other one is white.
F: Look at all those otters. One is so big.
M: The other ones are so little.
F: Look at those two walls. One is high.
M: The other one is low.
F: Look at all those runners.  One is fast.   
M: The other ones are slow.
F: Look at all those mountains. One is low.   
M: The other ones are high.
F: Look at those two people. One is so fat.
M: The other one is so thin.
N: Now listen to Jim talking to a woman who works in the gift shop at the Stamford Nature Center.
JIM: I need a new address book.
    Is this the last one in the shop?
CLERK: No, here's another just like it.
    And here's another that's exactly the same.
    Why not buy at least two?
    They make nice presents.
JIM: OK. Good. I'll take all three of them.
    I'll give one to my cameraman and keep one for myself.
    And who knows?
    I may need another someday.
N: Now you're going to hear two sentences.
    Put them together to' make one longer sentence.
    For example,
    you hear. . .
M: There's an address book on the table.
F: There's an address book on the desk.
N: And you say. . .
M: There's an address book on the table and another on the desk.
N: Or you hear. . .
M: There are ten kids in the Nature Center.
F: There's one kid waiting to get in.
N: And you say. . .
M: There are ten kids in the Nature Center and another waiting to get in.
N: OK, let's begin.
M: There's an address book on the table.
F: There's an address book on the desk.
M: There's an address book on the table and another: on the desk.
F: There are ten kids in the Nature Center.
M: There's one kid waiting to get in.
F: There are ten kids in the Nature Center and another waiting to get in.
M: There are two ducks swimming in the pond.
F: There's one duck chasing otters.
M: There are two ducks swimming in the pond and another chasing otters.
F: There's a reporter in the gift shop.
M: There's a reporter taking pictures outside.
F: There's a reporter in the gift shop and another taking pictures outside.
M: There are two kids feeding the ducks.
F: There's a’ kid feeding the geese.
M: There are two kids feeding the ducks and another feeding the geese.
F: There's one interview finished.
M: There's one interview to finish before tomorrow.
F: There's one interview finished and another to finish before tomorrow. 
N: And now there are fourteen lessons finished in Book Eight and another two to finish before Book Nine.
    This is the end of Lesson Eleven.

8.12

BOOK EIGH'T, LESSON TWELVE

N: This is Lesson Twelve.
    In this lesson,
    you learned the names of a lot of different animals.
    Now listen and repeat the name of each animal that you hear.
M: pigeon
F: butterfly
M: fox
F: deer
M: wolf
F: goose
M: fish
F: eagle
M: sheep
F: mouse
N: Some of these animal names have regular plurals and some have irregular plurals.
    Listen to the names of these animals again,
    but don't repeat what you  hear.
    Instead, give the plural form of each name you hear.
    For example, you hear. . .
M: One goose.
N: And you say. . .
F: Two geese.
N: Or you hear. . .
M: One fox.
N: And you say. . .
F: Two foxes.
N: Ready? Let's begin.
M: One goose.
F: Two geese.
M: One fox.
F: Two foxes.
M: One fish.
F: Two fish.
M: One eagle.
F: Two eagles.
M: One butterfly.
F: Two butterflies.
M: One mouse.
F: Two mice.
M: One wolf.
F: Two wolves.
M: One deer.
F: Two deer.
M: One pigeon.
F: Two pigeons.
M: One sheep.
F: Two sheep.
N: Now listen and change each of the following sentences.
    The nouns and verb forms are in the singular.
    You change them to the plural.
    For example, you hear.. .
F: A mouse is a rodent.
N: And you say. . .
M: Mice are rodents.
N: Or you hear. . .
F: A butterfly is an insect.
N: And you say. . .
M: Butterflies are insects.
N: OK? Let's begin.
F: A mouse is a rodent.
M: Mice are rodents.
F: A butterfly is an insect.
M: Butterflies are insects.
F: A sheep is a mammal.
M: Sheep are mammals.
F: A goose is a bird.
M: Geese are birds.
F: An alligator is a reptile.
M: Alligators are reptiles.
N: Now listen to two or three sentences about animals.
    Then combine all the sentences into one sentence,
    Changing the singular forms to the plural.
    For example, you hear. . .
M: A deer is a mammal.
    A sheep is a mammal.
    A cow is a mammal.
N: And you say. . .
         
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F: Deer, sheep, and cows are mammals.
N: Or you hear. . .
M: A fly is an insect.
    A butterfly is an insect.
N: And you say. . .
F: Flies and butterflies are insects.
N: Ready? Let's begin.
M: A deer is a mammal.
    A sheep is a mammal.
    A cow is a mammal.
F: Deer, sheep, and cows are mammals.
M: A fly is an insect.
    A butterfly is an insect.
F: Flies and butterflies are insects.
M: An alligator is a reptile.
    A turtle is a reptile.
F: Alligators and turtles are reptiles.
M: A goose is a bird.
    A chicken is a bird.
    A duck is a bird.
F: Geese, chickens, and ducks are birds.
M: A lion is a mammal.
    A wolf is a mammal.
    A fox is a mammal.
F: Lions, wolves, and foxes are mammals.
M: A whale is a mammal.
    An otter is a mammal.
F: Whales and otters are mammals.
N: Now listen to this man
    as he describes some of the birds on the pond.
M: Look at the two Canadian geese.
    This one is beautiful.
    The other one is strange-looking.
    And look at those two ducks.
    This one is green.
    The other is black.
N: Now listen to and repeat these sentences.
M: This one is beautiful.
    The other one is strange-looking.
    This one is green.
    The other is black.
N: Remember that you can use  either the other one or the other.
    And you can use either the other ones or the others.
    Now listen to the cues and form two sentences.
    For example, you hear . . .
M: Book . . . red.
    Other one . . . blue.
N: And you say. . .
F: This book is red. The other one is blue.
N: Or you hear. . .
M: Goose . . . beautiful.
    Other . . .strange-looking.
N: And you say. . .
F: This goose is beautiful. The other is strange-looking.
N: All right. Let's begin.
F: Book. . . red.
  Other one. . . blue.
M: This book is red. The other one is blue.
F: Goose . . . beautiful.
    Other . . .strange-looking.
M: This goose is beautiful. The other is strange -Looking.
F: Fish . . . big.
    Other . . .little.
M: This fish is big. The other is little.
F: Story. . Interesting.
    Other ones . . .boring.
M:This story is interesting. The other ones are boring.
F: Report . . . long.
    Others . . . short.
M:This report is long. The others are short.
F: Alligator . . . mean.
    Other one. . . meaner.
M: This alligator is mean. The other one is meaner.
N: This is the end of Lesson Twelve.

190

R8.1

BOOK EIGHT, REVIEW ONE

N: Review One. For this lesson,
    you'll need a pencil and a piece of paper.
    Anne is bored. She decides to call Steven at WEFL.
 
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    Listen to their conversation.
STEVEN: Hello. Steven Winn speaking.
ANNE: Hi, Steven. Busy?
STEVEN: Oh, hi, Anne!
    How are you doing? You OK?
ANNE: Oh, sure. I've just been feeling a little bored this afternoon.
    Are things OK at the studio?
STEVEN:Oh, sure. Everything's been going very well here.
    Jake's been working on a story about an exhibit at the Natural History Museum.
    He also wants to have an interview with Abbott Larkin here at the studio.
    Larkin's been in and out of  Stamford lately.
    He's building a computer factory here.
ANNE: How about Connie?
    Is she still interviewing high school students?
STEVEN: No. She's been doing a story on employment agencies.
ANNE: Any news from Maria?
STEVEN: No, but her friend Sam Finch called from Aspen.
    Maria moved to a different  hotel,
    and somehow they lost contact with each other.
ANNE:That sounds strange.
    Maybe they had a fight.
STEVEN: I don't think so.
    He's been making a business deal in California.
    What have you been doing?
ANNE:Nothing much really.
    Shopping a lot for baby things.
    The usual.
    I'm getting bored with this waiting, Steven.
STEVEN: I know. . . I know.
N: Well, everyone has been very busy.
    Take a piece of paper and a pencil and write down what everyone's been doing.
    You will hear each sentence twice.
    After each sentence, there are pauses for you to write.
    Ready? Let's begin with Jake.
    Jake's been doing a story on an exhibit at the museum.
    Jake's been doing a story on an exhibit at the museum.
    He also wants an interview with Abbott Larkin.
    He also wants an interview with Abbott Larkin.
    Abbott Larkin is building a computer factory in Stamford.
    Abbott Larkin is building a computer factory in Stamford.
    Connie's been doing a story on employment agencies.
    Connie's been doing a story on employment agencies.
    Sam Finch has been making a business deal in California.
    Sam Finch has been making a business deal in California.
    Maria's still skiing.
    Maria's still skiing.
    Anne has been shopping a lot.
    Anne has been shopping a lot.
    The following statements are false.
    Correct them.
    For example,
    you hear. . .
M: Steven's been skiing in Aspen.
N: And you say. . .
F: No, he hasn't.
    Maria has.
N: You hear. . .
M: Jake has been doing a lot of shopping for the baby.
N: And you say. . .
F: No, he hasn't.
    Anne has.
N: OK? Let's start.
M: Steven's been skiing in Aspen.
F: No, he hasn't.
    Maria has.
M: Jake's been shopping a lot for the baby.
F: No, he hasn't.
    Anne has.
M: Did you know that Connie has been trying to have an interview with Abbott Larkin?
F: No, she hasn't.
    Jake has.
M: How about that Maria!
    She's been making a business deal in California.
F: No, she hasn't.
    Sam has.
M: Have you heard?
    Mike's been working on a story about employment agencies.
F: No, he hasn't.
    Connie has.
M: I didn't know Sam Finch was in the computer business.
    He's been making plans to build a computer factory in Stamford.
F: No, he hasn't.
    Abbott Larkin has.
M: Oh? I thought Abbott was too busy at the Museum of Natural History.
    He's been writing a story about some important discovery, hasn't he?         
F: No, he hasn't.
    Jake has.
N: OK. Now Steven is interviewing Patricia Woo for Kathy's job.
    Let's listen to their conversation.
STEVEN:Thanks for filling out the application, Ms. Woo.
PAT: Please, call me Pat.
STEVEN: OK, Pat. . . So, I see you graduated from NYU three years ago.   
PAT: Yes. After graduation,
    I worked as a reporter for the Tribune.
    Mostly business and finance.
    You know, mergers,
    companies buying companies,
    people making deals.
    I really loved it.
STEVEN: Why did you leave?
PAT: Oh, they wanted me to relocate. . . to Dallas.
    I mean, San Francisco,
    OK. . . or even Chicago.
  But relocation to Dallas?
  No way! Not me!
STEVEN:Do you have any letters of recommendation?
PAT: Yes. Copies. . . there,
    with my resume. . .
    with the stories I wrote for the Tribune.   
STEVEN: Ah, yes, here they are . . .
    Well, Ms. Woo. . .
    I mean, Pat, you definitely have all the right qualifications for the job.
    Yes, it looks very good.
    We'll notify you as soon as we make a decision.
PAT: Is that it?   
STEVEN: That's it.   
PAT: Oh! Well, uh, if you need more information . . .
STEVEN: We'll call you.
    Thanks for coming in.   
N: Now listen and repeat.
M: apply    application
    graduate  graduation
    relocate    relocation
    recommend    recommendation
    qualify    qualification
F: inform    information
    educate    education
    notify    notification
    admire    admiration
    abbreviate    abbreviation
N: Notice some of the changes that are made in order to form a noun from a verb:
    Inform becomes information,
    apply becomes application,
    and relocate becomes

172

 
    relocation.
    Now let's practice some of the nouns and verbs you just repeated.
    You hear the verb and you say its noun form.
    For example,
    you hear . . .
M: Graduate.
N: And you say. . .
F: Graduation.
N: You hear. . .
M: Apply.
N: And you say. . .
F: Application.
N: OK? Let's go.
M: Graduate.
F:  Graduation.
M: Apply.
F：Application.
M: Admire.
F: Admiration.
M: Inform.
F: Information.
M: Notify.
F: Notification.
N: OK. Let's practice these in sentences.
    You hear. . .
M: He graduated from Hamilton College in June.
N: And you say. . .
F: It was a terrific graduation.
N: You hear. . .
M: They recommended Patricia for the job.
N: And you say. . .
F: It was a terrific recommendation.
N: Ready? Let's begin.
M:He graduated from Hamilton College in June.
F: It was a terrific graduation.
M: They recommended Patricia for the job.
F: It was a terrific recommendation.
M: She was educated in the army.
F: It was a terrific education.
M: He applied to Harvard Business School last year.
F: It was a terrific application.
M: They relocated to Monte Carlo.
F: It was a terrific relocation.
M: They abbreviated "Thank God it's Friday," TGIF.
F: It was a terrific abbreviation.
N: Let's try this exercise the other way.
    I say, "Admiration for computer programmers."
    And you say. . .
F: I admire computer programmers.
N: I say, "Qualification for the job."
    And you say. . .
F: I qualify for the job.
N: Ready? Let's begin.
    Admiration for computer programmers.
F: I admire computer programmers.
N: Qualification for the job.
F: I qualify for the job.
N: Notification of the employees.
F: I notify the employees.
N: Information for the President.
F: I inform the President.
N: Relocation every six months.
F: I relocate every six months.
N: This is the end of Review One.

R8.2

BOOK EIGHT, REVIEW TWO

N: Review Two.
    For this lesson,
    you'll need a pencil and a piece of paper.
    Some people are interested in archaeology,
    but they aren't professional archaeologists.
    They're amateurs.
    Listen as Jake interviews some amateur archaeologists.
JAKE: So why did you become an amateur archaeologist?
M 1:I became an amateur archaeologist
    because I'm enthusiastic about history.
    And I want to spend a lot of time outdoors.
    Right now all I can do is go on little digs,
    but someday I'd like to go on a really important expedition.
JAKE: And you?
F: In the future,
    I hope to play an important role in scientific research.
    I might have a chance to discover something important.
    But first I need to get experience at a dig with professional archaeologists.
    That should be very interesting.
JAKE: What about you?
M 2: It must be exciting to uncover treasures under the ground.
    Even though I might have to pay an expedition fee,
    I'll do it because someday I might be able to find a valuable object that could make me rich.
N: Now listen and repeat.
    amateur   
    archaeologist
    amateur archaeologist
    I became
    an amateur archaeologist
    I became an amateur archaeologist.
    I became an amateur archaeologist.
    enthusiastic
    enthusiastic about history
    I'm enthusiastic about history.
    I'm enthusiastic about history.
    I became an amateur archaeologist because I'm enthusiastic about history.
    I became an amateur archaeologist because I'm enthusiastic about history.
F: scientific
    research
    scientific research
    in scientific research
    an important role
    an important role in
    an important role in scientific research
    I hope 
    I hope to play
    I hope to play an important role
    I hope to play an important role in scientific research.
    I hope to play an important role in scientific research.
M: professional 
    archaeologists
    professional 
    archaeologists
    at a dig   
    at a dig with
    at a dig with professional archaeologists
    to get experience
    I need to get experience
    but first I need to get experience
    but first I need to get experience at a dig
    But first I need to get experience at a dig with professional archaeologists.
    But first I need to get experience at a dig with professional archaeologists.
N: You know that some verbs are followed by an infinitive.
    For example,
    we say. . .
M: I hope to be an archaeologist.
N: Notice that we say "hope to be."
    But other verbs are followed by the base form of a verb.
    For example,
    we say. . .
F: I can learn interesting things on a dig.
N: Notice that we say "can learn."
    Now you're going to hear the beginning of a sentence,
    like "I hope" or "I can."
    Complete the sentence with either "to be an archaeologist"
    if the verb takes an infinitive,
    or "be an archaeologist" if the verb takes the base form.
    For example,
    You hear. . .
M: I hope.
N: And you say. . .
F: I hope to be an archaeologist.
N: When you hear. . .
M: I can.
N: You say. . .
F: I can be an archaeologist.
N: Ready? Let's begin.
M: I hope.
F: I hope to be an archaeologist.
M: I can.
F: I can be an archaeologist.
M: I should.
         
178

F: I should be an archaeologist.
M: I'd like.
F: I'd like to be an archaeologist.
M: I want.
F: I want to be an archaeologist.
M: I might.
F: I might be an archaeologist.
M: I'm not able.
F: I'm not able to be an archaeologist.
M: I will.
F: I will be an archaeologist.
N: Now take your pencil and a piece of paper.
    You're going to hear some statements about experts
    and the fields of study they work in.
    First listen.
    Don't write anything.
    Ready?
M: An archaeologist works in archaeology.
F: An anthropologist works in anthropology.
M: A dentist works in dentistry.
F: An economist works in economics.
M: Some experts are called sociologists, psychologists, geologists, and zoologists.
F: Their fields of study are called sociology, psychology, geology, and zoology.
M: Other fields of study are called chemistry, art, journalism, and physics.
F: The experts in those fields are called chemists, artists, journalists, and physicists.
M: A botanist works in botany, a linguist works in linguistics, and a pharmacist works in pharmacy.
N: Now get ready to write. You will hear a pair of words,
    like "Archaeology. . . archaeologist"
    or "Anthropology. . . anthropologist."
    The first word is the name of the field of study,
    and the second word is the expert who works in that field.
    After you hear each pair of words,
    say those words and then write them next to each other on your paper. 
    Ready? Let's begin.
M: Archaeology... archaeologist.
    Anthropology . . . anthropologist.
    Sociology. . . sociologist.
F: Psychology. . . psychologist.
    Geology. . . geologist.
    Zoology. . . zoologist.
M: Dentistry... dentist.
    Economics. . . economist.
    Chemistry . . . chemist.
F: Art. . . artist.
    Journalism. . . journalist.
    Physics. . . physicist.
M: Botany... botanist.
    Linguistics. . . linguist.
    Pharmacy . . . pharmacist.
N: Now check a dictionary or your Study Guide to see if you spelled these words correctly.
    Now listen to these words again and repeat.
M: archaeology  archaeologist
    anthropology  anthropologist
    sociology  sociologist
F: psychology  psychologist
    geology  geologist
    zoology  zoologist
M: dentistry  dentist
    economics  economist
    chemistry  chemist
F: art artist
    journalism  journalist
    physics  physicist
M: botany  botanist
    linguistics  linguist
    pharmacy  pharmacist
N: This is the end of Review Two.

R8.3

BOOK EIGHT, REVIEW THREE

N: Review Three.
    It's lunchtime.
    Mike and Jim are still at F.A.O. Schwarz.
  They're very hungry and decide to have lunch at a good restaurant . . .
    but which one?
    Listen to the conversation.
    Listen carefully for the names of the three restaurants Mike and Jim talk about.
  Which one is in Brooklyn?
MIKE: I don't know, Jim.
    Jake's pretty reliable.
    He knows a lot about restaurants,
    and he said to me,
    "Go to the Carnegie Deli.
  They have the best sandwiches in New York."
JIM: That's near Times Square.
    I don't like that area.
    Anyway,
    I'm hungry, Mike.
    I want more than a sandwich.
    How about the River Cafe in Brooklyn?
    It got a terrific review in the Tribune.
    They aid.. .
MIKE: Yeah! Sure. . . You paying?
    Remember what Maria said to us:
    "Don't spend a lot of money."
    Anyway, Brooklyn's too far away.
JIM: OK. OK.
MIKE: Listen, how about P.J. Clarke's on Third Avenue?
    Jake said they have great steaks,
    and it's not expensive.
    Good salads too.
N: Well, which restaurant is in Brooklyn?
M: The River Cafe.
N: Now listen and repeat.
M: Jake said to me
    go to the Carnegie Deli
    Jake said to me, "Go to the Carnegie Deli."
    Jake said to me, "Go to the Carnegie Deli."
    Maria said to us
    don't spend a lot of money
    Maria said to us, "Don't spend a lot of money."
    Maria said to us, "Don't spend a lot of money."
N: Notice that when the verb says is followed by a person,
    you need the preposition to:
    Jake said to me . . . , not Jake said me
    . . . Maria said to us. . . not Maria said us . . .
    This is different from the verb tell.
    With tell you don't need the preposition to:
    Jake told me . . .,
    Maria told us. . .
    Let's practice these words.
    You hear. . .
F: Jake told me to go to the Carnegie Deli.
N: And you say. . .
M: Jake said to me, "Go to the Carnegie Deli."
N: You hear. . .
F:  Maria told us not to spend a lot of money.
N: And you say. . .
M: Maria said to us, "Don't spend a lot of money."
N: Ready? Here we go.
F: Jake told me to go to the Carnegie Deli.
M: Jake said to me, "Go to the Carnegie Deli."
F: Maria told us not to spend a lot of money.
M: Maria said to us, "Don't spend a lot of money."
F: Mike told Jim to eat as much as he wants.
M: Mike said to Jim, "Eat as much as you want."
F: Jim told the waiter to please bring the menu.
M: Jim said to the waiter, "Please bring the menu."
F: The waiter told Jim to please not smoke in this area.
M: The waiter said to Jim, "Please don't smoke in this area."
F: Mike told Jim to hurry up and order.
M: Mike said to Jim, "Hurry up and order."
F: Jim told Mike not to get excited.
M: Jim said to Mike, "Don't get excited."
N: Good. Now Patricia Woo is telling her friends about her new job at WEFL. Listen.
PAT: Well, guys, what can I tell you?
    It's a great job.
    I'm working with some terrific people.
    The producer's name is Maria.
    She's been at WEFL since 1947,
    I think.
    She's real old. . .
    must be seventy.
    She loses things all the time.
    Kind of crazy,  if you know what I mean.
    I'm her assistant,
    but actually I'm the one who's really in charge.
    Then there's Steven and Jake.
    Steven's our director,
    and Jake's this great reporter.
    Boy, is Jake cute!
    I mean, like wow!
    They're both young, of course,
    and not married.
    And then there's Jim and Mike
  ... and...
N: OK. Sometimes Patricia is telling the truth,
    and sometimes Patricia is not telling the truth.
    Sometimes she's telling a lie.
    Now listen and repeat.
M: she's telling
    She's telling the truth.
    She's telling the truth.
    she's telling
    She's telling a lie.
    She's telling a lie.
N: From what you know about the people at WEFL,
    decide if Patricia is telling the truth or telling a lie.
    You hear. . .
F: The producer's name is Maria.
N: And you say. . .
M: She's telling the truth.
N: You hear. . .
F: She's real old. . .  must be seventy.
N: And you say. . .
M: She's telling a lie.
N: OK? Let's begin.
F: The producer's name is Maria.
M: She's telling the truth.
F: She's real old. . . must be seventy .
M: She's telling a lie.
F: She loses things all the time.
M: She's telling the truth.
F: I'm her assistant.
M: She's telling the truth.
F: But actually I'm the one who’s really in charge.
M: She's telling a lie.

183

F:Then there's Steven and Jake. Steven's our director, and Jake's this great reporter.
M: She's telling the truth.
F: Boy is Jake cute! I mean, like wow!
M: She's telling the truth.
F: They're both young, of course, and not married.
M: She's telling a lie.
N: OK. Patricia Woo didn't tell the truth on her resume.
  She said. . .
PAT: I was a reporter at the Tribune.
N: Maria called an editor at the Tribune to check.
    The editor said. . .
EDITOR: A reporter?
    Patricia who?
N: And Maria said. . .
MARIA:  Patricia Woo, W -0-0, Woo.
N: And the editor said . . .
EDITOR: Oh, yeah. Pat Woo.
    I have no idea what she told you,
    but she wasn't a reporter.
    She was an assistant reporter.
N: Now Steven wants to know what the truth is.
He sees Ms. Woo across the parking lot and decides to talk to her.
    Listen to their conversation.
STEVEN: Yoo-hoo, Ms. Woo... Pat!
PAT: Oh, hello. . . Hi!
    Congratulations on the new addition to the family.
STEVEN: Thanks. Do you have a minute?
    There's a small problem about your resume -
PAT: Oh, that assistant reporter business.
    I already told Maria the whole story.
STEVEN: But the editor said to Maria -
PAT: Listen, Steven,
    I have no idea what the editor at the Tribune said to her or didn't say to her. . .
    or which editor may have told these lies.
    I'm telling you the truth.
    I was a reporter,
    and I have the stories to prove it.
    When he talks about assistant,
    maybe he's talking about the terrible salary they paid me.
N: Now listen and repeat.
M: I have no idea
    I have no idea what
    I have no idea what she told you.
    I have no idea what she told you.
F: I have no idea
    I have no idea what
    I have no idea what the editor said to her.
    I have no idea what the editor said to her.
N: Now I say,
    "Do you know what Patricia told us?"
    And you say.. .
F: I have no idea what she told you.
N: I say, "Guess what the editor said to Maria."
    And you say. . .
F: I have no idea what he said to her.   
N: OK? Let's begin.
    Do you know what Patricia told us?
F: I have no idea what she told you.
N: Guess what the editor said to Maria.
F: I have no idea what he said to her.   
N: Do you know where Jake is?
F: I have no idea where he is.
N: When is Kathy coming back?
F: I have no idea when she's coming back.
N: Guess what Maria said to me.
F: I have no idea what she said to you.
N: How are Mike and Jim doing in New York?
F: I have no idea how they're doing in New York.
N: Do you know what happens to people who tell lies?
F: I have no idea what happens to people who tell lies.
N: Do you know when this lesson ends?
F: I have no idea when it ends.
N: Actually, it ends right now.
    This is the end of Review Three.

R8.4

BOOK EIGHT, REVIEW FOUR

N: Review Four.
    For this lesson,
    You’ll need a pencil and a piece of paper.
    Listen to the radio announcer as he tells us about something interesting to do this weekend.
M: Are you looking for something fun to do with the whole family?
    Why not make a visit to the Stamford Museum and Nature Center?
    It's a great place for children and adults.
    Here are some of the things you can do.
    You can see the farm animals,
    visit the duck pond,
    walk on the hiking trails,
    shop in the gift shop,
    and see an art exhibit.
    There's a convenient parking lot to park in,
    or if you come by bus,
    just get off at the bus stop near the front gate.
    And there are picnic tables you can use if you want to bring your lunch.   
    Yes. There’s something for everyone at the Stamford Museum and Nature Center.
N: Now take your pencil and a piece of paper and write down these things that you can do at the Nature Center.
M: See the farm animals.
F: Visit the duck pond.
M: Walk on the hiking trails.
F: Shop in the gift shop.
M: See an art exhibit.
F: Park in the parking lot.
M: Get off at the bus stop.
F: Use the picnic tables.
N: Now, use the information on your paper to tell us what you can do at the Stamford Museum and Nature Center.
    For example,
    You hear. . .
M: Art.
N: And you say. ..
F: You can see an art exhibit.
N: You hear. . .
M: Shop.
N: And you say. . .
F: You can shop in the gift shop.
N: All right, let's begin.
 
188
 
M: Art.
F: You can see an art exhibit.
M: Shop.
F: You can shop in the gift shop.
M: Bus.
F: You can get off at the bus stop.
M: Parking.
F: You can park in the parking lot.
M: Picnic.
F: You can use the picnic tables.
M: Hiking.
F: You can walk on the hiking trails.
M: Duck.
F: You can visit the duck pond.
M: Farm.
F: You can see the farm animals.
N: Now listen to the following talk.
    Don't write anything yet.
    Just listen.
F: The passenger pigeon is one of more than 130 species of wild animals which have become extinct.
    Once there were millions of these birds in North America,
    but the last one died in the Cincinnati Zoo in 1914.
    Hunters killed most of these birds.
N: Now you will hear’ the same talk again.
    Take your pencil and write down what you hear.
    Ready? Let's begin.
F:The passenger pigeon
    is one of the more than
    130 species
    of wild animals
    which have become extinct.
    Once there were millions
    of these birds
    in North America,
    but the last one died
    in the Cincinnati Zoo
    in 1914.
    Hunters killed
    most of these birds.
N: Now listen as the talk is given one last time.
    Check your paper for mistakes and correct them.
    OK, listen.
F: The passenger pigeon is one of more than 130 species of wild animals which have become extinct.
    Once there were millions of these birds in North America,
    but the last one died in the Cincinnati Zoo in 1914.
    Hunters killed most of these birds.
N: Now use your paper to ask questions that go with the answers you hear.
    For example,
    You hear. . .
F: It is one of more than 130 species of wild animals which have become extinct.
N: And you say. . .
M: What is the passenger pigeon?
N: You hear. . .
F: There were millions of these birds in North America.
N: And you say. . .
M: How many of these birds were there in North America?
N: OK? Let's begin.
F: It is one of more than 130 species of wild animals which have become extinct.
M: What is the passenger pigeon?
F: There were millions of these birds in North America.
M: How many of these birds were there in North America?
F: In the Cincinnati Zoo.
M: Where did the last one die?
F: In 1914.
M: When did the last one die?
F: Hunters.
M: Who killed most of these birds?
N: This is the end of Review Four.

                练习文本

                       第九册

9.1

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 with 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.

9.2

BOOK 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!
M1: 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: All 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 . . . the chores.

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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 . . .
M1: 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. . .
M1: 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.
M1: 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.

9.3

BOOK 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 exercises.
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.