练习文本汇总

R9.2

BOOK 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 into the industrial age.

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    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.
    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: 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.

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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.

R9.3

BOOK NINE REVIEW THREE

N: Review Three.
    For this lesson,
    you'll need a pencil and a piece of paper.
    Listen to this lecture about the history of the computer.
    Don't write anything yet.
    Just listen.
F:The inventor of the modem computer was an English mathematician,
    Charles Babbage.
    He invented a machine in 1832 which had most of the features of a modem computer.
    Unfortunately, people weren't interested in it because it was too complicated.
M:The first successful mechanical computer was built in 1944 by an American,   
    Howard Aiken.
    Two years later,
    a new type of computer was built with electronic parts called valves.
F: Modem computers use microchips instead of valves.
    These microchips are tiny but very efficient.
N: Now take your pencil and a piece of paper.
    You will hear the lecture again.
    After each important group of words,
    there will be a pause.
    Don't write every word you hear,
    just the important facts,
    like names and dates and why a person or thing is important.
    Ready? Let's begin.
F: The inventor of the modem computer was an English mathematician,
    Charles Babbage. 
    He invented a machine in 1832
    which had most of the features of a modem computer. 
    Unfortunately, people weren't interested in it because it was too complicated. 
M: The first successful mechanical computer was built in 1944 by an American, Howard Aiken.
    Two years later, a new type of computer was built with electronic parts called valves.
F: Modem computers use microchips instead of valves.
    These microchips are tiny but very efficient. 
N: Now use your notes to answer the following true-or-false questions.
    If the answer is true, just say "True."
    If the answer is false, say "False,"  and give the correct answer.
    Ready? Let's begin. 
    Question One. 
M: The inventor of the modem computer was an American mathematician. 
F: False.
    The inventor of the modem computer was an English mathematician. 
N: Question Two. 
M: His name was Charles Babbage.
F: True. 
N: Question Three. 
M: He invented a machine with most of the features of a modem computer in 1823.
F: False.
    He invented a machine with most of the features of a modem computer in 1832.
N: Question Four. 
M: Most people were interested in his machine because it wasn't complicated. 
F: False.
    Most people weren't interested in his machine because it was too complicated.
N: Question Five. 
M: The first successful mechanical computer was built in 1944 by an American, Howard Aiken.
F: True. 
N: Question Six. 
M: Ten years later, a new type of computer was built with electronic parts called valves.

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F: False.
    Two years later, a new type of computer was built with electronic parts called valves.
N: Question Seven.
M: Modem computers use valves instead of microchips.
F: False.
    Modem computers use microchips instead of valves.
N: Question Eight.
M: These microchips are tiny but very efficient.
F: True.
N: Now imagine that you're Steven and you're writing a letter to a friend telling him about some recent problems in your life.
    First, don't write anything.
    Just listen.
STEVEN: Things have been a little difficult for me recently.
    I'm not completely happy at WEFL.
    I like the people I work with,
    but I need to make more money.
    Connie told me about a job in Hartford.
    They're looking for a producer for their weekend news show.
    The money is good,
    but it's too far away.
    I'd rather not move right now.
    I'd prefer to keep doing the same job because 1 like what I'm  doing.
    But I'd like to make more money.
N: Now take your pencil and a piece of paper.
    You're going to hear Steven's letter again.
    After each group of words,
    there will be a pause for you to write what you hear.
    OK, let's begin.
STEVEN: Things have been
    a little difficult
    for me recently.
    I'm not completely happy
    at WEFL.
    I like the people I work with,
    but I need to make more money.
    Connie told me
    about a job in Hartford.
    They're looking for a producer
    for their weekend news show.
    The money is good,
    but it's too far away.
    I'd rather not move
    right now. 
    I'd prefer to keep doing
    the same job
    because I like what I'm doing.
    But I'd like to make more money.
N: Now listen to Steven's letter for the last time.
    Look carefully at your paper and correct any mistakes you find.
    Ready? Listen.
STEVEN: Things have been a little difficult for me recently.
    I'm not completely happy at WEFL.
    I like the people I work with,
    but I need to make more money.
    Connie told me about a job in Hartford.
    They're looking for a producer for their weekend news show.
    The money is good,
    but it's too far away.
    I'd rather not move right now.
    I'd prefer to keep doing the same job because I like what I'm doing.
    But I'd like to make more money.
N: Now use your paper to answer the following questions.
    Give short answers.
    Question One.
F: Steven says things have been a little what for him recently?
M: A little difficult.
N: Question Two.
F: He says he's not completely happy somewhere. Where?
M: At WEFL.
N: Question Three.
F: Steven says he likes the people he works with, but he needs to do what?
M: Make more money.
N: Question Four.
F: Connie told him about a job in what city?
M: Hartford.
N: Question Five.
F: They're looking for a producer for what?
M: For their weekend news show.
N: Question Six.
F: Steven says the money is good, but it's too far away. 
    He says he'd rather not what?
M: He'd rather not move right now.
N: Question Seven.
F: Why does Steven say he'd prefer to keep doing the same job?
M: Because he likes what he's doing.
N: Question Eight. 
F: What does Steven say he'd like to make?
M: More money.
N: This is the end of Review Three.

R9.4

BOOK NINE REVIEW FOUR

N: Review Four.
    Sam Finch and Maria have left.
    Jake, Steven, Connie, and Mike are discussing the sale of WEFL and the new owner, Peter Case.
    Listen to what they say.
JAKE: The sale of the station is a big story.
STEVEN: Yeah. I just wish this weren't happening.
CONNIE: I hope Peter Case is nice.
JAKE: So do I.
STEVEN: I hope he likes the show as it is.
    So do I.
    I've read about him in the newspaper.
    He's bought a lot of other stations.
    He has a lot of money.
STEVEN: I hope he doesn't cancel the show.
CONNIE: So do I.
N: Did you notice Jake, Mike, and Connie's response: "So do I"?
    We say "So do I"
    when we want to indicate that we agree with the other person,
    or when we do the same thing as the other person.
    For example. . .
M: I go to work every morning at nine.
F: So do I.
M: I come home every evening at six.
    So do I.
    Now listen and repeat.
    So do I.
    So do I.
    Let's practice this expression.
    You hear. . .
    I hope Peter Case is nice.
    And you say. . .
    So do I.
    You hear. . .
    I go to work every day at nine.
    And you say. . .
    So do I.
MIKE: JAKE:
N: Ready? Let's begin
M: I hope Peter Case is nice.
F: So do I.
M: I go to work every day at nine.
F: So do I.
M: I like the show as it is.
F: So do I.
M: I feel terrific.
F: So do I.
N: Maria and Sam are having lunch.
    Listen to their conversation.
    This time listen for the negative form of so do I.
SAM: Well, Maria, what are you having?
MARIA: Gee, 1 don't know.
    Everything on the menu looks so good.
    Let me see
    . . . I really want something light.
SAM: Yeah, so do I.
      I'm not very hungry.
      Well, they have fresh asparagus with a lemon sauce.
      How about asparagus?
      They're in season.
MARIA: No I don't like asparagus.
SAM: Funny. Neither do I.
    Even with the lemon sauce.
    What about some broiled fish?
    They have terrific fish here . . .
    and maybe a green salad?
MARIA: I can't decide. You order for me, would you, Sam?
N: What is the negative form of so do I?
M: Neither do I.
N: Now listen and repeat.
M: neither 
    Neither do I.
    Neither do I.
N: Let's practice these short responses:
    "So do I" and "Neither do I."
    You hear. . .
F: I really want something light for lunch.
N: And you reply. . .
M: So do I.
N: You hear...
F: I don't like asparagus.
N: And you reply. . .
M: Neither do I.
N: OK? Let's start.
F: I really want something light for lunch.
M: So do I.
F: I don't like asparagus.
M: Neither do I.
F: I really don't want to stay at WEFL.
M: Neither do I.
F: I like the idea of living near the beach.
M: So do I.
F: You know, I don't really mind leaving Stamford.
M: Neither do I.
F: I hate this restaurant.
M: So do I.
N: Let's listen to some more of the conversation at WEFL.
    Everyone's worried about what's going to happen with the new changes. 
    Listen for a different form of the short responses
    "So do I" and "Neither do I."
MIKE: I wouldn't mind new people on the show.
CONNIE: Neither would I.
    We could use some help,
    especially with Maria leaving.
STEVEN: I've got an idea.
    Let's ask Maria to stay.
JAKE: Yes!
CONNIE: No. I wouldn't ask her.
MIKE: Neither would I.
    She's very happy with Sam.
    I hope they get married.
CONNIE: So do I.
STEVEN: It's a good move for Maria.
    But 1 hope the new owner is OK.
    If we could meet him,
    I'd feel better.
JAKE: So would I.
N: What new form of So do I did you hear in this conversation?
F: So would I.
N: And what is the negative form of so would I?
F: Neither would I.
N: Notice that the form of the short response depends on the auxiliary verb in the original sentence.
    So the short response to "I would speak" is . . .
F: So would I.
N: The short response to "I have spoken" is . . .
F: So have I.
N: The short response to "I am speaking" is . . .
F: So am I.
N: And now answer yourself.
    What's the short response to
    "I can speak English"?
F: So can I.
N: And the short response to "I speak English"?
F: So do I.
N: The same system works in the negative form.
      Let's practice the short response in some of its many forms.
    You hear. . .
F: I hope they get married.
N: And you respond. . .
M: So do I.
N: You hear. . .
F: I wouldn't mind new people on the show.
N: And you respond. . .
M: Neither would I.
N: OK? Here we go.
F: I hope they get married.
M: So do I.
F: I wouldn't mind new people on the show.
M: Neither would I.
F: I'm going to like living in California.
M: So am I.
F: You know, I've never been to Disneyland.
M: Neither have I.
F: I'd be very interested in meeting Mel Gibson.
M: So would I.
F: I want to visit the zoo in San Diego.
M: So do I.
F: I really can't wait.
M: Neither can I.
N: This is the end of Review Four.

练习

第十册

10.1

BOOK TEN LESSON ONE

N: Welcome to BookTen.
    This is Lesson One.
    You're going to hear a conversation between two friends.
    They're talking about a movie that they both watched on TV last night.
    As you listen to them,
    notice the qualifiers they use.
    Remember, qualifiers are expressions like all of, most of, half of, and so on.
    Ready? Listen.   
M: So did you enjoy that movie last night?   
F: Well, I liked most of it.
    More than half of it was excellent, I thought.
    But I didn't enjoy all of it.
    Some of it was too long and boring.
    How about you?
    What did you think about it?
M: I agree with you.
    Most of the movie was good,
    but part of it seemed slow and uninteresting.
    Oh, did I tell you?
    My parents watched it too.   
F: What did they think?
M: As usual, they couldn't agree.
     My mother thought all of it was wonderful.
     My father didn't like any of it.   
N: Now listen and repeat.
M: most of it   
     I liked most of it.
     I liked most of it.
     half of it   
     More than half of it was excellent.   
     More than half of it was excellent.   
     all of it   
     I didn't enjoy all of it.
     I didn't enjoy all of it.
F: some of it   
    Some of it was too long and boring.   
    Some of it was too long and boring.   
    part of it   
    Part of it seemed slow and uninteresting.   
    Part of it seemed slow and uninteresting.   
M: all of it   
    My mother thought all of it was wonderful.   
    My mother thought all of it was wonderful.   
    any of it   
    My father didn't like any of it.
    My father didn't like any of it.
N: As you know,
    the qualifier for a  hundred percent of something is all of it.
    For zero percent of something, the qualifier is not any of it.
    Fifty percent is half of it.
    More than fifty percent is most of it,
    and less than fifty percent is some of it or part of it.
    Now, you're going to hear a question followed by a number with percents. 
    Use the number to decide what answer to give with a qualifier.
     For example,
     I say, "Did you like that movie?"
    Then you hear. . .
F: Fifty percent.   
N: And you say . . .
M: I liked half of it.
N: Or I say, "Did you eat that pie?"
    Then you hear. . .
F: Ten percent.   
N: And you say. . .
M: I ate some of it.
N: Or you could also say. . .
F: I ate part of it.
N: Both are correct.
    All ready? Let's begin.
    Did you like that movie?   
F: Fifty percent.
M: I liked half of it.
N: Did you eat that pie?
F: Ten percent.   
M: I ate some of it.
N: Did you enjoy that mystery story?   
F: Seventy-five percent.
M: I enjoyed most of it.
N: Did you watch that TV program last night?
F: Zero percent.
M: I didn't watch any of it.
N: Did you do your homework?
F: Ten percent.   
M: I did some of it.
N: Did you invite your friends to your graduation?
F: A hundred percent.
M: I invited all of them.
N: Now let's listen to an interview.
    A magazine reporter is interviewing a married couple to find out what they want more of
    and what they want less of in their lives.
     Let's listen.   
M 1: Hello there.
     Uh . . . excuse me, sir. .. Man.
     I'm doing an interview for a magazine article on people's lives.
     I'm trying to find out what people want more of and what they want less of in their daily lives.
     How about you, sir?
M2: Let's see. . .
     What do I want more of?
     Well, I want more money, of course.
     And more free time to play golf.
     Yes. And I want more parking place when I drive to work and less trouble with my boss.
     Oh, yeah,
     I definitely want more sleep at home and less pressure to help with the housework.
     I guess that's about all.
M 1: And what about you, man?
F: Well, what I want is . . . more kitchen appliances to make my life a little easier.
     And fewer problems about when I can drive his sports car.
     I'd like more friends to go to the movies with.
     And I'd really like fewer arguments about how much money we spend.
     And maybe a little more love in my life.   
M2: What was the last thing you said?   
F: We'll discuss that when we get home, dear.   
M 1: Well, thank you for the interview . . .
     and for some very interesting answers.
N: Now listen and repeat.
M: more money   
     I want more money.   
     more free time
     I want more free time.
     more sleep   
     I need more sleep.
     more help   
     I need more help.
F: less pressure
    I'd like less pressure.
    less trouble   
    I'd like less trouble.
    less crime   
    I want less crime.
    less work   
    I want less work.
M: fewer financial problems
    I'd like fewer financial problems.   
    fewer arguments
    I'd like fewer arguments.
    troubles   
    I want fewer troubles.
    fewer accidents
    I want fewer accidents.
N: Remember that we use more of with either countable or uncountable nouns.
       
164
 
    We use less of with uncountable nouns,
    like less crime and less work,
    and fewer of with countable nouns,
    like fewer problems and fewer arguments.
    Now you're going to hear some things that you might like more of, less of, or fewer of.
    Decide which form is most appropriate and use that form in a sentence that begins with I want.
    For example, you hear....
M: Free time to do what I like.
N: And you say . . .
F: I want more free time to do what I like.
N: You hear. . .
M: Crime where I live.
N: And you say . . .
F: I want less crime where I live.
N: Ready? Let's begin.
M: Free time to do what I like.
F: I want more free time to do what I like.
M: Crime where I live.
F: I want less crime where I live.
M: Time for my favorite sports.
F: I want more time for my favorite sports.
M: Financial problems in my life.
F: I want fewer financial problems in my life.
M: Trouble with my car.
F: I want less trouble with my car.
M: Pressure at work.
F: I want less pressure at work.
M: Arguments with my boss.
F: I want fewer arguments with my boss.
M: Love in my life.
F: I want more love in my life.
N: Well, most of us want more love in our lives, don't we?
    And less trouble.
    And fewer problems.
    But I think that's more than enough work for now.
    This is the end of Lesson One.

10.2

  BOOK TEN LESSON TWO

N: Welcome to Lesson Two.
    You're going to hear a conversation between a mother and her son.
    They're talking about what the mother can or can't do because of her age, 
    and if she needs help or not.
    Notice when they use the form too with an adjective,
    like too old or too weak.
    Or they may use enough after an adjective,
    like strong enough or old enough or before a noun  like enough strength and enough time.
    Now listen.   
M: Here, Mom, let me help you with those shopping bags.
F: I know, I know.
    You think I'm too old to carry anything heavy.
    You think I'm too weak to do anything.   
M: No, that's not what I mean.
    But you aren't strong enough to carry those heavy bags by yourself.
F: I still have enough strength to do my own shopping.
    Besides, I know you're too busy to help an old lady like me.
M: That's not true, Mom.
    I always have enough time to help you.
    And I don't think you're too old to do anything.
F: Well, I suppose I am old enough to know when I've made a mistake.
    These bags are too heavy.
    Maybe I will let you carry them for me!   
M: Gee, thanks, Mom.
F: But don't drop anything!
N: Now listen and repeat.
M: too old to carry anything heavy
    You think I'm too old to carry anything heavy.
    You think I'm too old to carry anything heavy.
F: too weak to do anything
  You think I'm too weak to do anything.   
  You think I'm too weak to do anything.   
M: not strong enough
    you're not strong enough to carry
    You're not strong enough to carry those heavy bags.
    You're not strong enough to carry those heavy bags.
F: enough strength
    I still have enough strength
    I still have enough strength to do my own shopping.
    I still have enough strength to do my own shopping.
N: Now you're going to hear a statement that uses either too and an adjective,
    like too weak,
  or not and an adjective plus enough,
  like not strong enough.
  After you hear the statement,
  agree with it,
  using the other form and a different adjective.
  For example,
  you hear. . .
M: I'm too weak to stand up.
N: And you say. . .
F: That's right.
    You aren't strong enough to stand up.
N: Or you hear. . .
M: I'm not old enough to retire.
N: And you say. . .
F: That's right.
    You're too young to retire.
N: OK? Let's begin.
M: I'm too weak to stand up.
F: That's right.
    You aren't strong enough to stand up.
M: I'm not old enough to retire.
F: That's right.
    You're too young to retire.
M: I'm not rich enough to buy ajet plane.
F: That's right.
    You're too poor to buy a jet plane.
M: I'm too short to reach the top shelf.
F: That's right.
    You aren't tall enough to reach the top shelf.
M: I'm not thin enough to wear that belt.
F: That's right.
    You're too fat to wear that belt.
M: I'm not young enough to travel for half price.
F: That's right.
    You're too old to travel for half price.
N: Now let's make a change.
    When you hear a statement using enough and a noun,
    like enough strength,
    change it to an equivalent expression using an adjective and enough,
    like strong enough.
    For example. you hear.. .
F: She doesn't have enough strength to carry those bags.
N: And you say. . .
M: She isn't strong enough to carry those bags.
N: Or you hear. . .
F: He doesn't have enough money to buy a new car.
N: And you say . . .
M: He isn't rich enough to buy a new car.
N: All ready? Let's begin.
F: She doesn't have enough strength to carry those bags.
M: She isn't strong enough to carry those bags.
F: He doesn't have enough money to buy a new car.
M: He isn't rich enough to buy a new car.

165

F: He doesn't have enough intelligence to pass that test.
M: He isn't intelligent enough to pass that test.
F: They don't have enough cleverness to understand the instructions.
M: They aren't clever enough to understand the instructions.
F:This orange juice doesn't have enough sweetness to drink.
M:This orange juice isn't sweet enough to drink.
F:This situation doesn't have enough difficulty to cause a problem.
M:This situation isn't difficult enough to cause a problem.
N: Now listen to this conversation,
    which takes place at an elegant cocktail party.
    A famous opera singer and a famous fashion designer have just met each other
    and greatly admire each other's work.
    Notice how they compliment each other.
    Let's listen.
F: Luciano, I must tell you.
    I think you're a superb singer.
    You always sing your roles superbly well.
M: My dear Yuko,
    you are too kind.
    I've always thought you were such an elegant fashion designer.
    Your designs are so elegantly made.
    But of course,
    since you're such a graceful woman,
    it's not surprising that your clothes are so gracefully designed.
F: Really, Luciano,
    these compliments are too, too beautiful.
    And you say them so beautifully too.
N: Now listen and repeat.
M: He's a superb singer.
    He sings superbly.
    She designs elegant clothes.
    Her clothes are elegantly designed.
F: She's a graceful woman.
    She does things so gracefully.
    He says beautiful things.
    He says them beautifully.
N: Notice how an adjective like graceful or beautiful can be changed to an adverb like gracefully and beautifully.
    A few adjectives,
    like good or fast,
    have irregular adverb forms.
    Good becomes well and fast stays the same: fast.
    Now you're going to hear a sentence that uses an adjective.
    Change the sentence so that the adjective becomes an adverb.
    For example,
    you hear.. .
F: You're a beautiful singer.
N: And you say . . .
M: You sing beautifully.
N: Or you hear. . .
F: She's a graceful swimmer.
N: And you say. . .
M: She swims gracefully.
N: All right. Let's begin.
F: You're a beautiful singer.
M: You sing beautifully.
F: She's a graceful swimmer.
M: She swims gracefully.
F: They speak very good English.
M: They speak English very well.
F: You're a superb dancer.
M: You dance superbly.
F: He's a very fast talker.
M: He talks very fast.
F: They're careful workers.
M: They work carefully.
N: Now let's do the opposite.
    You'll hear a sentence that uses an adverb.
    Change the sentence so that the adverb becomes an adjective.
    For example, you hear.. .
M: You dance elegantly.
N: And you say . . .
F: You're an elegant dancer.
N: Or you hear. . .
M: She speaks intelligently.
N: And you say . . .
F: She's an intelligent speaker.
N: All right, let's begin.
F: You dance elegantly.
M: You're an elegant dancer.
F: She speaks intelligently.
M: She's an intelligent speaker.
F: He drives dangerously.
M: He's a dangerous driver.
F: They swim fast.
M: They're fast swimmers.
F: He sings fabulously.
M: He's a fabulous singer.
F: I write well.
M: I'm a good writer.
F: She works carefully.
M: She's a careful worker.
N: This is the end of Lesson Two.

10.3

BOOK TEN LESSON THREE

N: Welcome to Lesson Three.
    Listen to this conversation.
    Two friends who work in the same office are having lunch
    and sharing their food with each other.
    Notice how they offer different kinds of food to each other and how they  accept or refuse the other's offer.
   
167

F：Say, Fred,
    I have more food here than I can eat.
    Would you like one of my sandwiches?
M: Oh, thanks, Molly.
    I'm not really very hungry,
    but I would like half a sandwiches,
    if you don't mind.
F: Of course I don't mind.
    Here you are.
    Do you want part of my orange?
M: Oh, thanks a lot.
    That's very kind of you.
    By the way,
    would you like a piece of cake?
    And how about having some of my potato chips?
F: Whoa! Slow down, Frees.
    You won't have much of you own lunch to eat,
    if you keep offering it all to me!
N: Now listen and repeat.
F: Would you like one of my sandwiches?
    Would you like one of my sandwiches?
    Do you want part of my orange?
    Do you want part of my orange?
M: Would you like a piece of cake?
    Would you like a piece of cake?
    How about having some of potato chips?
    How about having some of potato ships?
N: Now you're going to hear a sentence and a few other words.
    Used the words to change the sentence you just heard.
    For example, you hear...
M: Would you like one of my sandiest?
F: Half of my orange.
N: And you say...
M: would you like half of my orange?
N: Then you hear...
F: Do you want.
N: And you say...
M: Do you want half of my orange?
N: All right? Let's begin.
M: Would you like one of my sandwiches?
F: Half of my orange.
M: Would you like half of my orange?
F: Do you want.
M: Do you want half of my orange?
F: Some of my ginger ale.
M: Do you want some of my ginger ale?
F: A piece of cake?
M: Do you want a piece of cake?
F: You can have.
M: You can have a piece of cake?
M: You can have a piece of cake?
F: How about having.
M: How about having a piece of cake?
N: Now listen to Mike and Rita as they discuss Rita's age,
    how she looks,
    and what she can still do well. Listen.
Mike: Most people don't retire at your age.
    You look great.
Rita: I feel great.
    In fact,
    I feel marvelous...
    and still do pretty well.
    I can still do play tennis beautifully.
Mike: I've see you.
    You're a wonderful tennis player.
Rira: I'm very good swimmer.
    I can ski fairly well too.
Mike: And you dance gracefully.
Rita: Gracefully?
    That’s a word for an old lady, Mike.
Mike: Excuse me.
    You're a hot dancer.
Rita: That's more like it.
N: Now listen and repeat.
M: You look great.
    You look great.
    You look marvelous.
    You look marvelous.
F: I feel great.
    I feel great.
    I feel marvelous.
    I feel marvelous.
M: You dance gracefully.
    You dance gracefully.
    You're a hot dancer.
    You're a hot dancer.
F: I'm a good swimmer.
    I'm a good swimmer.
    I can ski fairly well too.
    I can ski fairly well too.
N: Notice how there are certain verbs that are always followed by an adjective.
    These verbs are be, feel, look, seem, appear, taste, smell, and sound.
    Other verbs, like play, dance, or ski,
    now take an adjective
    followed by a sentence that needs either an adjective or an adverb.
    Decide if the adjective should stay the same or if it should be changed to an adverb. 
    Say the sentence correctly,
    using the correct adjective or advert form.
    For example, you hear...
M: Beautiful... your new house looks.
N: And you say...
F: Your new house looks beautiful.
F: Or you hear...
M:Good... you swim very.
N: And you say...
F: You swim very well.
N: All right? Let's begin.
M: Beautiful... your new house looks.
F: Your new house looks beautiful.
M: Good... you swim very.
F: You swim very well.
M: clear... you speak clear
F: You speak clearly
M: Delicious... this food smells.
F: This food smells delicious.
M: Happy ... they seem very.
F: They seem very happy.
M: Excellent... that skier is really.
F: That skier is very excellent.
M: Graceful... the dancers move very.
F: The dancer move very gracefully.
M: Good...  your mother's chocolate cake tastes.
F: Your mother's chocolate cake tastes good.
M: Perfect... your shoes match your dress.
F: Your shoes match your dress perfectly.
M: Nice... that hat fits you very.
F: That hat fits you very nicely.
N: Now, do you remember what a compliment is?
    When you tell people how good they are at something
    or how well they do something,
    that's a compliment,
    You're going to hear a compliment,
    followed by some other words,
    Change the compliment by putting in the new words to create a new Compliment.
    For example, you hear...
M: You dance very gracefully.
F: Hot dancer.
N: And you say...
M: You're a hot dancer.
N: Then you hear...
F: A wonderful voice.
N: And you say...
M: You have a wonderful voice.
N: Ok? Let's begin.
M: You dance very gracefully.
F: Hot dancer.
F: A wonderful voice.
M: You have a windfall voice.

169
       
F: Lovely eyes.
M: You have lovely eyes.
F: Talented actress.
M: You're a talented actress.
F: Fabulous singer.
M: You're a fabulous singer.
F: Speak excellent English.
M: You speak excellent English.
F: Wonderful tennis player.
M: You're a wonderful tennis player.
N: Now, do you remember what Rita said about herself?
RITA: And there are lots of things I can still do pretty well.
    I can still play tennis beautifully
    I'm a very good swimmer.
    I can ski fairly well too.
N: Now listen and repeat.
F: I can still do pretty well
    there are a lot of things
    There are a lot of things I can still do pretty well.
    There are a lot of things I can still do pretty well.
M: I'm a very good swimmer.
    I'm a very good swimmer.
    ski fairly well
    I can ski fairly well too.
    I can ski fairly well too.
N: We use the adverbs very, pretty, and fairly as intensifiers.
    They can modify adjectives:
    for example,
    very good.
    I'm a very good skier.
    Or they can modify adverbs:
    for example, fairly well,
    I can ski fairly well too.
    Now you're going to hear a sentence,
    followed by an intensifier,
    either very, pretty, or fairly.
    Repeat the sentence putting the intensifier in the right place.
    For example, you hear. . .
F: I'm a good swimmer.
M: Very.
N: And you say . . .
F: I'm a very good swimmer.
N: Or you hear. . .
F: She dances gracefully.
M: Pretty.
N: And you say . . .
F: She dances pretty gracefully.
N: All right? Let's begin.
F: I'm a good swimmer.
M: Very.
F: I'm a very good swimmer.
F: She dances gracefully.
M: Pretty.
F: She dances pretty gracefully.
F: He's a bad tennis player.
M: Fairly.     
F: He's a fairly bad tennis player.
F: She's a hot dancer.
M: Pretty.   
F: She's a pretty hot dancer.
F: I've accomplished my goals well.
M: Fairly.   
F: I've accomplished my goals fairly well.   
F: She's good at scuba diving.
M: Very.   
F: She's very good at scuba diving.
N: This is the end of Lesson Three.

10.4

BOOK TEN LESSON FOUR

N: Welcome to Lesson Four.
    Chris and Rita are talking about Rita's experience at WEFL.
    One of Rita's worst makeup jobs was on a woman who wouldn't sit still.
    When the job was done,
    the woman had lipstick. . . where?
    Where did the woman have lipstick? Listen.
CHRIS: You've been the makeup person here for a long time, Rita.
    Can you tell me one of your favorite moments at WEFL?   
RITA: There are so many . . .
    This woman was one of the most difficult people I've ever worked with.
CHRIS: Why?   
RITA: She was too energetic.
    She wouldn't sit still.
CHRIS: It must have been hard to put on her makeup.
RITA: It was one of the worst makeup jobs I've ever done.
CHRIS: It couldn't have been that bad.   
RITA: It was. She had lipstick on her eyes.   
CHRIS: You really love your work, don't you?   
RITA: Oh, yes. I love WEFL.
N: Well, where did the woman have lipstick?   
F: On her eyes.
N: Now listen and repeat.
F: one of the worst
    one of the worst makeup jobs
    it was one of the worst makeup jobs   
    I've ever done
    It was one of the worst makeup jobs I've ever done.
    It was one of the worst makeup jobs I've ever done.
N: Good. Now you're going to hear a sentence and then a word or phrase.
    Use the word or phrase to change the sentence you just heard.
    For example, you hear.. .
F: It was one of the worst makeup jobs I've ever done.
N: I say, "Best."
    And you say. . .
F: It was one of the best makeup jobs I've ever done.
N: Then I say "Seen."
    And you say. . .
F: It was one of the best makeup jobs I've ever seen.
N: Ready? Here we go.
F: It was one of the worst makeup jobs I've ever done.
N: Best.
F: It was one of the best makeup jobs I've ever done.
N: Seen.
F: It was one of the best makeup jobs I've ever seen.
N: Beaches.
M: It was one of the best beaches I've ever seen.
N: Most beautiful.
M: It was one of the most beautiful beaches I've ever seen.
N: Been to.
M: It was one of the most beautiful beaches I've ever been to.
N: Places.
F: It was one of the most beautiful places I've ever been to.
N: Florida.
F: Florida is one of the most beautiful places I've ever been to.   
N: OK. Let's listen to some more of the conversation  between Rita and Chris. 
    Rita has always wanted to be . . . what?
    Listen carefully for what Rita has always wanted to be.
CHRIS: So when you leave,
    Where will you go?
    What will you do?
RITA: There are all kinds of possibilities.
CHRIS: Like what?
RITA: I always wanted to be a belly dancer.
CHRIS: Oh, come on.
RITA: Well, on my last vacation I went to Florida, to Palm Beach.
CHRIS: I've heard of that place.
         
169

RITA: It was one of the most beautiful places I've ever been to.
CHRIS: Really?
RITA: And it had some of the most beautiful beaches I've ever seen.
CHRIS: So are you moving there?
RITA: No. It was one of the most boring places I've ever gone to . . .
    I need excitement,
    Fun and someone who will make me laugh.
N: OK. What has Rita always wanted to be?
F: A belly dancer.
N: Now listen and repeat.
F: the most boring
    one of the most boring
    it was one of the most boring places
    I've ever gone to
    It was one of the most boring places I've ever gone to.
    It was one of the most boring places I've ever gone to.
N: Now you hear. . .
M: So you went to Florida.
    Was it really boring?
N: And you reply . . .
F: It was one of the most boring places I've ever gone to.
N: You hear. . .
M: You met some people there, I hear.
    Were they nice?
N: And you say . . .
F: They were some of the nicest people I've ever met.
N: All right. Let's begin.
M: So you went to Florida.
    Was it really boring?
F: It was one of the most boring places I've ever gone to.
M: You met some people there, I hear.
    Were they nice?
F: They were some of the nicest people I've ever met.
M: And you saw some great beaches.
    Were they really beautiful?
F: They were some of the most beautiful beaches I've ever seen.
M: And you've been to Singapore too.
    Was it really all that expensive?
F: It was one of the most expensive places I've ever been to.
M: So you made a bad mistake.
    Was it really that bad?
F: It was one of the worst mistakes I've ever made.
M: But in Milan you had a really exciting time, didn't you?
F: It was one of the most exciting times I've ever had.
M: How about the shops?
    You saw some of them, didn't you?
    Weren't they terrific?
F: They were some of the most terrific shops I've ever seen.
N: Very good.
    Now let's talk about Britain.
    Jake is interviewing James Morgan about some of the differences between American English and British English.
    Listen for some of the words that are different in the two countries.   
JAKE: Tell me, James.
    I always thought the British and the Americans spoke the same language.
    I mean, we understand each other, don't we?
    Are there really that many differences?
JAMES: Well, of course,
    it's all English, isn't it?
    Some people may not recognize this.
    But actually, you're right;
    we do speak the same language.
JAKE: But then what are these differences I've been hearing about?   
JAMES: Mostly simple words, Jake . . . some expressions.
    Depends where you are, really.
    For example,
    you call the under ground train system the. . . ?   
JAKE: Subway . . . the subway.
JAMES: We call it the "tube" or the "underground.”
JAKE: That's easy.
JAMES: You say, "Can you drive a truck?"
    We say, "Can you drive a lorry?"
JAKE: Lorry. Hmmm.
    I say, there's a lorry coming.
JAMES: Not bad. Then, of course,
    what you in America call "gasoline"
    we call "petrol"
JAKE: Petrol?   
JAMES: Yes. Gasoline is called "petrol" in Britain.
JAKE: Well . . . let's see.
    Dash it!
    My lorry's out of petrol.
    I shall have to take the underground.
JAMES: My dear boy, that's excellent.
N: OK. Now let's see how much you remember.
    What's the British word for gasoline?
M: Petrol.
N: And the British word for subway?
M: Underground or tube.
N: How about truck?
M: Lorry.
N: You are in New York City and you want to know where the nearest underground station is.
    What do you say?
M: Where's the nearest subway station?
N: You are crossing the street with an American friend.
    She doesn't see the lorry coming.
    You say, "Watch out for the . . . !" what?
M: Truck.
N: When you're out of petrol in California,
    you're actually out of . . . what?
M: Gasoline.
N: This is the end of Lesson Four.

10.5

BOOK TEN LESSON FIVE

N: Welcome to Lesson Five.
    Jake and Roger Ward,
    a new member of the WEFL staff,
    are looking at a videotape.
    Let's listen to their conversation.
    Listen carefully for exactly what Roger's job is at WEFL.
JAKE: You've been here for a week, Roger.
    How do you like it?
ROGER: Just fine, Jake.
    I'm glad I had a few extra weeks to help out an old friend.
JAKE: Well, it's great to have you at WEFL.
    We need a good editor,
    and we need some good ratings.
    You'll like Mike Davis.
    He's such a good cameraman.
    His work is excellent.
    His work is so good that I hardly need to edit it.
ROGER: Well, then you don't need me.
JAKE: Of course we need you, Roger.
    But Mike does such good work that editing is easier.
    Here, let me show you . . .
    This place is so messy that I can never find anything.
    It was clean yesterday.
    Ah, here it is.
N: OK. What is Roger's job at WEFL?
M: He's an editor.
     
      170

N: Now listen and repeat.
M: such   
    such good work
    Mike does such good work.
    Mike does such good work.
    such   
    such a good cameraman
    He's such a good cameraman.
    He's such a good cameramen.
N: We use such before a noun
    (with or without an adjective)
    to give emphasis to what we are saying.
    Let's practice such.
    Remember,
    when the indefinite article a or an is present
    -for example,
    a good cameraman or an excellent editor
    -such comes first:
    such a good cameraman
    or such an excellent editor.
    Never say "A such good cameraman"
    or "A such excellent editor."
    Now you hear.. .
F: He's a good cameraman.
N: And you say . . .
M: He's such a good cameraman.
N: You hear. . .
F: Mike does good work.
N: And you say . . .
M: Mike does such good work.
N: Ready? Let's go.
F: He's a good cameraman.
M: He's such a good cameraman.
F: Mike does good work.
M: Mike does such good work.
F: This place is a mess.
M: This place is such a mess.
F: These are important questions.
M: These are such important questions.
N: Now you hear. . .
F: These videotapes are silly.
N: And you say . . .
M: These are such silly videotapes.
N: You hear. . .
F: That interview was excellent.
N: And you say . . .
M: That was such an excellent interview.
N: Notice that when the noun is singular,
    you use such a or such an.
    When the noun is plural,
    you use only such.
    OK? Let's continue.
F: These videotapes are silly.
M: These are such silly videotapes.
F: That interview was excellent.
M: That was such an excellent interview.
F: These ratings are just awful.
M: These are just such awful ratings.
F: That nature center is really pretty.
M: That's really such a pretty nature center.
F: Those decisions are tough.
M: Those are such tough decisions.
F: This exercise is easy.
M: This is such an easy exercise.
N: Very good.
    Mike is trying to figure out the mystery of the videotape mess.
    He's thought so much about it that he’s . . . what?
    Listen for the word that describes Mike's condition.
MIKE: I'm trying to figure out how this vacation tapes . . .
    got out on the air . . .
    This wiring is such a mess that I'll never figure it out. . .
    Someone might have left the tape in an editing machine.
    But how could someone put it on the air by mistake? . . .
    I've thought so much about it that I'm dizzy. . .
    I couldn't have given the wrong tape to the tape operator by accident.
    I'm so sure I didn't give him this tape that I'd bet money on it.
N: OK. What word did you hear describing Mike's condition?
M: Dizzy.
N: Now listen and repeat.
M: so   
    so much
    I've thought so much about it
    I'm dizzy
    I've thought so much about it that I'm dizzy.
    I've thought so much about it that I'm dizzy.
    so   
    so sure
    I'm so sure
    I'm so sure I didn't give him this tape
    I'd bet money on it
    I'm so sure I didn't give him this tape that I'd bet money on it.
    I'm so sure I didn't give him this tape that I'd bet money on it.
N: We use so before an adverb or an adjective alone,
    without the noun,
    again to emphasize what we are saying:
    for example,
    so much
    or so sure
    or even so dizzy.
    Let's practice some sentences with so.
    You hear. . .
F: Have you thought much about it?
    You look dizzy.
N: And you say. . .
M: I've thought so much about it that I'm dizzy. 
N: You hear. . .
F: Are you sure you didn't give him this tape?
    Would you bet money on it?
N: And you say . . .
M: I'm so sure I didn't give him this tape that I'd bet money on it.
N: All right? Here we go.
F: Have you thought much about it?
    You look dizzy.
M: I've thought so much about it that I'm dizzy.
F: Are you sure you didn't give him this tape?
    Would you bet money on it?
M: I'm so sure I didn't give him this tape that I'd bet money on it.
F: Are you upset with this mess?
    Will you try anything?
M: I'm so upset with this mess that I'll try anything.
F: Isn't this strange?
    Can you believe it?
M: This is so strange that I can't believe it.
F: Is the tape damaged?
    Can you use it?
M: The tape is so damaged that I can't use it.
F: Isn't it mysterious?
    Do you know what to do next?
M: It's so mysterious that I don't know what to do next.
N: It's such a beautiful day that Jake and Chris decide to go for a walk in the Stamford Nature Center.
    Listen carefully for the two-word verb figure out.
    How many times do you hear figure out in the conversation?
CHRIS: Gee, these woods are so pleasant.
    Look at these wonderful old trees.
    It's so quiet here.
    Just the sounds of the ducks.
    I really can't figure out why anyone would want to ruin all this just to build some awful apartments.
JAKE: Yeah. I can't figure it out either.
    Listen. You can hear the cows.
CHRIS: I suppose it's money.
    Someone wants to make a lot of money and doesn't care how.
JAKE: You're right, of course. . .
    but who? We've got to figure out what's happening here.
    Who wants to build apartments in such a beautiful place?
  And, Chris . . .

      171

CHRIS: Yes?
JAKE: We have to stop them before it's too late.
N: Well, how many times did you hear the verb figure out?
F: Three times.
N: Now listen and repeat.
F: figure out
    I really can't figure out
    why anyone would want
    why anyone would want to ruin all this
    I really can't figure out why anyone would want to ruin all this.
    I really can't figure out why anyone would want to ruin all this.
M: I can't figure it out either.
    I can't figure it out either.
N: To figure out means to solve,
    to understand":
    She understood the problem.
    She figured out the problem.
    They mean almost the same.
    Notice that when the verb figure out is used with a pronoun
    (For example, it),
    the pronoun always comes between figure and out:
    I can't figure it out.
    Let's practice figure out.
    You hear. . .
M: I really can't understand why anyone would want to ruin all this.
N: And you say . . .
F: I really can't figure out why anyone would want to ruin all this.
N: You hear. . .
M: I can't understand it either.
N: And you say . . .
F: I can't figure it out either.
N: OK? Let's begin.
M: I really can't understand why anyone would want to ruin all this.
F: I really can't figure out why anyone would want to ruin all this.
M: I can't understand it either.
F: I can't figure it out either.
M: We have to understand what's happening here.
F: We have to figure out what's happening here.
M: Who can understand them?
F: Who can figure them out?
M: I'm trying to understand what they want.
F: I'm trying to figure out what they want.
M: Did you understand how it happened?
F: Did you figure out how it happened?
M: No. I can't understand it.
F: No, I can't figure it out.
N: This is the end of Lesson Five.

10.6

BOOK TEN LESSON SIX

N: This is Lesson Six.
    Chris and Jake are looking at some of the video- tapes Chris took at the Nature Center.
    How many people in all were present during the filming at the Nature Center?
    Listen.
CHRIS: Some of these shots might work, Jake.
JAKE: The camera's so shaky,
    I can't see what's happening.
CHRIS: What is that?
    I don't remember anyone out there.
    Of course I was holding the camera for such a long time that my arm almost fell off.
JAKE: The tape's moving so fast that I can't see.
    Let's slow it down.
CHRIS: Look at that.
    That's a person.
JAKE: Wait a minute.
    I was there.
    Mike was there.
    You were there.
    I don't remember anybody else.
CHRIS: It's such a strange place for someone to be.
    Behind a tree?   
N: OK. How many people in all were present at the Nature Center during the filming?
F: Four. Mike, Jake, Chris, and the mystery person behind the tree.
N: Now listen and repeat.
F: a strange place   
    such a strange place   
    it's such a strange place
    It's such a strange place for someone to be.   
    It's such a strange place for someone to be.   
N: Now you hear. . .
F: It's such a strange place for someone to be.   
N: I say, "A man."
    And you say. . .
F: It's such a strange place for a man to be.   
N: I say, "Wonderful."
    And you say.. .   
F: It's such a wonderful place for a man to be.   
N: OK? Let's begin.
F: It's such a strange place for someone to be.   
N: A man.   
F: It's such a strange place for a man to be.   
N: Wonderful.   
F: It's such a wonderful place for a man to be.   
N: Live.   
F: It's such a wonderful place for a man to live.   
N: Stamford.   
F: Stamford is such a wonderful place for a man to live.
N:Town.   
F: Stamford is such a wonderful town for a man to live.
N: Work.   
F: Stamford is such a wonderful town for a man to work.
N: People.   
F: Stamford is such a wonderful town for people to work.
N: Listen to Rita telling Chris about her new boyfriend.
    At one point Rita says,
    "We laughed so hard we . . ." what?
    Listen for the sentence,
    "We laughed so hard,
    we . . . "What's the last word of that sentence?   
RITA: I met a man. He's one of the most interesting men I've ever known.
       
173

 
    He's so interesting that I don't even think about my job.
CHRIS: What's his name?
RITA: Terry. Terry Smothers.
    I never thought I'd feel this way toward anybody again.
    A friend introduced us.
    We went out to dinner and we had such a good time that we stayed until the restaurant closed.
    And the food was so bad!
    It was one of the worst restaurants I've ever been to.
    It was so bad that it was funny.
    We laughed so hard,
    we cried.
    It was wonderful.
    We talked about everything.
    And after that, we went dancing.
CHRIS: No.
RITA: Yes. He's such a good dancer.
CHRIS: You are too.
RITA: You should have seen us dance.
    We danced so well together that people stopped to watch.
    And we've been together ever since.
N: Well? What's the last word?
    We laughed so hard, we . . . what?
F: Cried.
N: Now listen and repeat.
F: we laughed so hard
    We laughed so hard,
    we cried.
    We laughed so hard, we cried.
    we had such a good time that
    we stayed until the restaurant closed
    We had such a good time that we stayed until the restaurant closed.
    We had such a good time that we stayed until the restaurant closed.
N: Now you hear. . .
M: We laughed hard. We cried.
N: You say. . .
F: We laughed so hard, we cried.
N: You hear. . .
M: We had a good time.
    We stayed until the restaurant closed.
N: You say. . .
F: We had such a good time that we stayed until the restaurant closed.
N: Ready? Let's begin.
M: We laughed hard.
    We cried.
F: We laughed so hard, we cried.
M: We had a good time.
    We stayed until the restaurant closed.
F: We had such a good time that we stayed until the restaurant closed.   
M: The food was bad.
    It was funny.
F: The food was so bad, it was funny.   
M: He's an interesting man.
    I can't think of anything else these days.
F: He's such an interesting man that I can't think of anything else these days.   
M: We danced well together.
    People stopped to watch.
F: We danced so well together, people stopped to watch.
M: There's little time left today.
    Maybe we should continue tomorrow morning.
F: There's so little time left today, maybe we should continue tomorrow morning.
M: It's really tough work.
    I'm exhausted at the end 9f the day.
F: It's really such tough work that I'm exhausted at the end of the day.   
M: This is easy.
    I think we should stop now.   
F: This is so easy; I think we should stop now.   
N: So do I. This is the end of Lesson Six.

10.7

BOOK TEN LESSON SEVEN


N: Welcome to Lesson Seven.
    Listen to Rita as she talks about a recent experience with her boyfriend, Terry.
RITA: Terry and I enjoy walking in the park.
    Yesterday we went for a walk,
    and we didn't want to go back to work right away. 
    I wanted him to tell me what he was working on,
    but he avoided saying anything about it.
    I couldn't understand why he needed me to ask Mike to let him into the editing room.
    I kept on trying to figure out the reason,
    but Terry just wanted me to quit thinking about it.
    He asked me to think about our relationship instead.
N: Now listen and repeat.
F: We enjoy walking in the park.
    We enjoy walking in the park.
    We didn't want to go back to work.
    We didn't want to go back to work.
M: She wanted him to tell her something.
    She wanted him to tell her something.
    But he avoided saying anything about it.
    But he avoided saying anything about it.
F: He needed me to ask Mike to do something.
    He needed me to ask Mike to do something.
    I kept on trying to figure out the reason.
    I kept on trying to figure out the reason.
M: He just wanted her to quit thinking about it.
    He just wanted her to quit thinking about it.
    He asked her to think about their relationship instead.
    He asked her to think about their relationship instead.
N: Notice how some verbs are followed by a gerund.
    For example. . .
F: We enjoy walking.
    He avoided saying anything.
N: Others are followed by an infinitive,
    Sometimes with a direct object in front of it.
    For example. . .
M:They didn't want to go.
    She wanted him to tell her something.
    He wanted her to do something.
N: Now you're going to hear a sentence that includes a verb in the base form. 
    Complete the sentence using either the gerund or the infinitive.
    For example, you hear . . .
M: Lucy and Ricky enjoyed . . . walk . . . in the park.
N: And you say. . .
F: Lucy and Ricky enjoyed walking in the park.
N: Or you hear. . .
M: They didn't want . . . go . . .  back to work.
N:  And you say. . .
F: They didn't want to go back to work.
N: All right? Let's begin.
M: Lucy and Ricky enjoyed . . . walk . . . in the park.
F:  Lucy and Ricky enjoyed walking in the park.
M: They didn't want . . . go . . . back to work.

    174

F: They didn't want to go back to work.
M: She wanted him . . . tell . . . her about his new show.
F: She wanted him to tell her about his new show.
M: He avoided . . . say . . . anything about it.
F: He avoided saying anything about it.
M: He needed her . . . stay . . .  home and answers the phone.
F: He needed her to stay home and answer the phone.
M: Lucy kept . . . try . . . to get a job in Ricky's show.
F: Lucy kept trying to get a job in Ricky's show.
M: He just wanted her. . . quit . . . thinking about it.
F: He just wanted her to quit thinking about it.
M: He asked her . . . think . . . about their mai Tiage instead.
F: He asked her to think about their mai Tiage instead.
N: Now listen to Chris as she talks about her computer and her problems writing a report.
    Notice all the two-word verbs she uses.
CHRIS: I have to hand in this report tomorrow,
    and I have to type it up myself.
    Thank heaven for computers.
    If I make a mistake,
    I don't have to type it over.
    I just cross out the mistake . . .
    Oh, I'm such a bad typist.
    It's so hard to pick out the mistakes on this screen. . .
    Fortunately, this computer can check spelling.
    I just hit this button . . .
    The computer points out the mistakes and fills in the Contact spelling automatically. . .
    I just need to print out the pages,
    . . . and run off some copies. . .
    and we're all set. . .
    I forgot to clean up.
    I have to put away the pencils,
    . . . Throwaway this paper,
    . . . and shut off the computer.
N: Now listen to and repeat these sentences with two-word verbs.
F: I have to hand in this report.
    I have to hand this report in.
    I have to hand it in.
M: She has to type up this report.
    She has to type this report up.
    She has to type it up. 
F: I just cross out the mistake.
    I just cross the mistake out.
    I just cross it out.
M: The computer points out the mistakes.   
    The computer points the mistakes out.   
    The computer points them out.
F: It fills in the correct spelling.
    It fills the correct spelling in.
    It fills it in.   
N: Notice how these separable two- word verbs have two different forms.
    For example,
    you can say. . .   
F: I have to hand in this report.
N: Or you can say. . .
F: I have to hand this report in.
N: Now you're going to hear a sentence with a two-word verb using one of these two forms.
    Repeat the sentence,
    Changing it to the other form.
    For example, you hear . . .   
M: I have to hand in this report.
N: And you say . . .
F: I have to hand this report in.
N: Or you hear. . .
M: The computer pointed out my mistakes.   
N:  And you say . . .
F: The computer pointed my mistakes out.   
N: OK? Let's begin.
M: I have to hand in this report.
F: I have to hand this report in.
M: The computer pointed out my mistakes.   
F: The computer pointed my mistakes out.   
M: I have to cross my mistakes out.
F: I have to cross out my mistakes.
M: The machine fills in the correct spelling.   
F: The machine fills the correct spelling in.   
M: I have to run off a few copies.
F: I have to run a few copies off.
M: It's time to shut the computer off.   
F: It's time to shut off the computer.   
N: Now let's see if you remember what these two-word verbs mean.
    You're going to hear a sentence that uses another verb to express the same idea as one of the two-word verbs.
    Respond to the sentence using one of the separable two-word verbs.
    Change the direct-object noun to a pronoun.
    For example, you hear.. .
F: I have to deliver my report.
N: And you say . . .
M:That's right. You have to hand it in.
N: Or you hear. . .
F: I have to type a copy of it.
N: And you say . . .
M: That's right. You have to type it up.
N: All right? Let's begin.
F: I have to deliver my report.
M:That's right. You have to hand it in.
M: I have to type a copy of it.
F: That's right. You have to type it up.
F: I have to type it again.
M: That's right. You have to type it over.
M: The computer will print a copy.
F: That's right. The computer will print it out.
M: I have to clean the room thoroughly.
F: That's right. You have to clean it up.
M: I have to draw a line through my mistake.
F: That's right. You have to cross it out.
M: The computer identifies the mistake.
F: That's right. The computer picks it out.
M: I have to return the books to their proper places.
F: That's right. You have to put them away.
M: My computer shows where the mistakes are.
F: That's right. Your computer points them out.
M: I'm going to make the copies on a photocopier.
F: That's right. You're going to run them off.
M: My computer adds the correct spelling.
F: That's right. Your computer fills it in.
M: I have to discard the paper.
F: That's right. You have to throw it away.
N: Now, to end this lesson, listen to these sentences.
F: I love the peace and quiet here. 
    Would you like a piece of my orange?
   
175

N：Did you notice the homonyms in that sentence?
    They were peace, spelled p-c-a-c-e,
    and piece, spelled p-i-e-c-e.
    Now listen to these sentences.
M: I think I know the reason,
    but it doesn’t make sense.
    That book cost a dollar and fifty cents.
N: The homonyms in those sentences were sense,
    spelled c-e-n-s-e,
    and cents, spelled s-e-n-t-s.
    Now you're going to hear a sentence that contains a homonym.
    After each sentence,
    repeat and then spell the homonym in that sentence.
    For example, you hear...
F: I live the peace and quiet. Peace.
N: And you say...
M: Peace... p-e-a-c-e.
N: Or you hear...
M: Would you like a piece of my orange? Piece.
N: And you say...
F: Piece... p-i-e-c-e.
N: OK? Let's begin.
F: I love the peace and quiet. Peace
M: Peace. p-e-a-c-e.
M: Would you like a piece of my orange? Piece.
F: Piece. p-i-e-c-e.
F: The flight is four hours long. Four.
M: Four... f-o-u-r.
M: He works for his father’s company. For.
F: For...f-o-r.
F: Let's go swimming in the sea. Sea.
M: See... s-e-a.
F: I don't see any of my friends here. See.
M: See... s-e-e.
M: She bought a blue hat. Blue.
F: Blue... b-l-u-e.
M: The wind blew her hat away. Blew..
F: Blew...b-l-e-w.
N: End of Lesson Seven..