练习文本汇总

10.8

Book Ten Lesson Eight

N: This is Lesson Eight.
    You're going to practice asking questions using the simple past thence.
    First, listen to these two question and there answers.
M: Did Chris show her interview tape to Jake?
F: Yes, she did.
M: What did Jake say about the interview?
F: He said it was interesting.
N: Now you're going to hear some statements.
    Use each statements to make rather a Yes/ on or a WH-question using the simple past thence.
    For example, you hear...
M: Yes. Chris showed her interview tape to Jake.
N: And you say...
F: Did Chris show her interview tape to Jake?
N: And you hear...
M: He said it was interesting.
N: And you say...
F: What did he say about it?
N: All right? Let's begin.
M: Yes. Chris showed her interview tape it Jake.
F: Did Chris shoe her interview tape to Jake?
M: He said it was interesting.
F: What did he say about it?
M: Yes. Mike talked about his interview.
F: Did he talk about his interview?
M: Mike said he lived his job.
F: What did Mike said he loved his job?
M: He said he paid attention to details.
F: What did he say he paid attention to?
M: Yes. He talking to Chris about the technical problems.
F: Did he talk to Chris about the technical problems?
M: He said it was impotent listen carefully.
F: What did he say it was impotent to do?
N: Now let's listen to Mike as he talks about to Mike as he talks about his expiries working at WEFL.
Mike: I've been working at WEFL foe many years now.
    I live my job.
    When I look Bach on those years,
    I miss some of the people I used to work with.
    It can get crazy hear sometimes,
    but I don't pay any attention.
    I just laugh at people who take themselves too seriously.
    It's important to listen to people and what they have to say.
    That's problem why I've been able to stay here so long.
    I pay attention to details,
    and I keep a since of humor about my job.
N: Now listen and repeat.
M: I look back on those years.
    I look back on those years.
    I laugh at those people.
    I laugh at those people.
    I pay attention to details.
    I pay attention to details.
F: He listens to people.
    He listens to people.
    He talks about people.
    He talks about people.
M: I look at photographs.
    I look at photographs.
    I look for things to film.
    I look for things to film.
    I wait for opportunities.
    I wait for opportunities.
N: Notice how some verbs can be used with more than one preposition:
    for example,
    talk to and talk about,
    look at and look for.
    Now you're going to hear some sentences with a verb that should be followed by a preposition.
    When you hear the sentence,
    the proposition will be missing.
    Repeat the sentence,
    putting in the correct proposition. 
    For example, you hear...
F: It's important to listen... people.
N: And you say...
M: It's important to listen to people..
N: You hear...
F: He talked ... his problems at work.
N: And you say...
M: He talked about his problems at work.
N: OK? Let's begin.
F: It's important to listen ... people.
M: It's important to listen to people.
F: He talked ... his problems at work.
M: He talked about his problems at work.
F: Please don't laugh ...me.
M: Please don't laugh at me.
F: I pay attention ... details.
M: I pay attention to details.

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F: You should watch. .  . Mistakes.
M: You should watch for mistakes.
F: I look back. . . my childhood with pleasure.
M: I look back on my childhood with pleasure.
N: Now listen as we hear two people
    -a student and her teacher-
    discussing a report the student is having trouble with.
F: Professor Wong, I'd like to speak to you.
M: Certainly, Julie. Can I help you with something?
F: Would you please look at this paper I'm writing?
    It would help me if you would tell me what you think about it before I type it over.
M: Sure, I'll look at it.
    Hmmm.
    Are you sure about the information you have here?
F: I looked it up in my books.
M: It looks all wrong to me.
  I'm sorry, but this paper will have to be done again.
  I think you'd better throw it away.
N: Now listen and repeat.
F: I'd like to speak to you.
    I'd like to speak to you.
    Please look at it.
    Please look at it.
    Tell me what you think about it.
    Tell me what you think about it.
    I'll type it over.
    I'll type it over.
M: You looked it up.
    You looked it up.
    Throw it away.
    Throw it away.
N: Notice that when we use a verb and a preposition,
    like look at or speak to,
    we put the direct object last.
    We say "look at it"
    and "speak to Professor Wong."
    When we use a two-word verb,
    we put the direct-object pronoun in the middle.
    We say "look it up"
    and "type it over."
    Now you're going to hear a sentence that uses either a verb and a preposition or a two-word verb.
    If the sentence you hear is correct,
    say "Correct."
    If it is incorrect,
    say the sentence correctly.
    For example, you hear.. .
M: Please look at this paper.
N: And you say . . .         
F: Correct.   
N: You hear. . .   
M: You should type over it.
N: And you say . . .
F: You should type it over.
N: OK? Let's begin.
M: Please look at this paper.
F: Correct.   
M: You should type over it.
F: You should type it over.
M: Do you want to talk her to now?
F: Do you want to talk to her now?
M: Throwaway it!
F: Throw it away!
M: May I please speak to Professor Wong?   
F: Correct.   
M: There's a mistake here.
    Cross out it.       
F: There's a mistake here.
    Cross it out.       
N: To end this lesson,
    listen to Chris and Jake as Chris asks Jake for his opinion.
CHRIS: Jake, what did you think of my story?   
JAKE: Well, I thought it was remarkable.
N: When Jake gave his opinion,
    he started by saying "I thought."
    Of course, he could also have said.. .   
M: In my opinion,
    it was remarkable.   
N: Now you're going to give your opinion of different things.
    To help you improve your vocabulary,
    the person who asks you for your opinion will give you two adjectives to choose from.
    You choose one of the two.
    For example, you hear . . .
F: What did you think of the last movie you saw?
    Did you think it was boring or impressive?
N: And you say . . .
M: I thought it was impressive.
N: Or you can say. . .
M: I thought it was boring.
N: You hear. . .   
F: How did you like the last party you went to?
    In your opinion,
    was it marvelous or terrible?
N: And you say . . .
M: In my opinion,
    it was marvelous.
N: Or you can say. . .
M: In my opinion,
    it was terrible.
N: Remember, either answer is correct because you're giving your opinion.
    OK, let's begin.
F: What did you think of the last movie you saw?
    Did you think it was boring or impressive?
M: How did you like the last party you went to?
    In your opinion,
    was it marvelous or terrible?
F: What do you think of Chris's story about spring fever?
    Do you think it's excellent or embarrassing?
M: How do you like murder mysteries?
    In your opinion,
    are they interesting or silly?
F: How do you like modem furniture?
    In your opinion,
    is most of it marvelous or awful?
M: How was your last vacation?
    Did you think it was fantastic or boring?
N: And in my opinion,
    that's enough for this lesson.
    This is the end of Lesson Eight.

10.9

BOOK TEN LESSON NINE

N: Welcome to Lesson Nine.
    Listen to this news report.
    It's going to tell you about the results of some recent public opinion polls in the United States.
    Let's listen.
M: Good evening.
    A recent WEFL Stamford Gazette poll shows that fifty-three percent of the American people think the President is doing a good job.
    Forty-seven percent think he's doing a bad job.
    Forty-one percent agree with his way of dealing with the economy and fifty-nine percent disagree with it.
    Only twelve percent say he'll improve education,
    and eighty- eight percent say he won't.
N: Now listen and repeat.
M: fifty-three percent of the American people
    think the President is doing
    a good job
    Fifty-three percent of the American people think the President is doing a good job.
    Fifty-three percent of the American people think the President is doing a good job.
    forty-seven percent think he's doing
    a bad job
    Forty-seven percent think he's doing a bad job.
    Forty-seven percent think he's doing a bad job.
F: forty-one percent agree with his way
    of dealing with the economy
    and fifty-nine percent
    disagree with it
    Forty-one percent agree with his way of dealing with the economy,
    and fifty-nine percent disagree with it.
    Forty-one percent agree with his way of dealing with the economy,
    and fifty-nine percent disagree with it.
M: only twelve percent say
    he'll improve education
    and eighty-eight percent say he won't
    Only twelve percent say he'll improve education, and eighty-eight percent say he won't.
    Only twelve percent say he'll improve education, and eighty-eight percent say he won't.
N: Now you're going to hear a statement about what percent of the public thinks a certain way.
    You figure out the percentage of the public that feels the opposite way and say it.
    For example, you hear.. .   
M: Seventy-five percent of the people think he's doing a good job.   
N: And you say. . .
F: Twenty-five percent of the people think he's doing a bad job.   
N: Or you hear. . .   
M: Ninety-five percent of the people think he'll help the economy.
N: And you say. . .
F: Five percent of the people think he'll hurt the economy.
N: All right? Let's begin.
M: Seventy-five percent of the people think he's doing a good job.   
F. Twenty-five percent of the people think he's doing a bad job.   
M: Ninety-five percent of the people think he'll help the economy.
F: Five percent of the people think he'll hurt the economy.
M: Eighty percent of the people agree with his plan.
F: Twenty percent disagree with his plan.   
M: Ten percent think he'll lose the next election.   
F: Ninety percent think he'll win the next election.   
M: Thirty-five percent agree with the idea that this country will soon have a war.   
F: Sixty-five percent disagree with the idea that this country will soon have a war.   
M: One percent of the people think that the U.S. will have a king in the future.   
F: Ninety-nine percent of the people don't think that the U.S. will have a king in the future.
N: Now let's practice using some two-word verbs with direct- object pronouns.
    You're going to hear a sentence using a noun as an object pronoun,
    and you repeat it using a pronoun in place of the noun.
    For example, you hear . . .
M: Please type up this letter.
N: And you say. . .
F: Please type it up.
N: Or you hear. . .
M: I want you to run the copies off.
N: And you say. . .
F: I want you to run them off.
N: All right? Let's begin.
M: Please type up this letter.
F:  Please type it up.
M: I want you to run the copies off.
F:  I want you to run them off.
M: You have to clean up this room.
F: You have to clean it up.
M: You have to throw these papers away.
F: You have to throw them away.
M: Please point out my mistakes to me.
F:  Please point them out to me.
M: Cross the mistake out right away.
F: Cross it out right away.
M: You should type this paper over.
F: You should type it over.
M: Please put away your pencils, pens. .and papers
F: Please put them away.
M: The computer will fill in the correct spelling.
F: The computer will fill it in.
M: Then it will print out a page.
F: Then it will print it out.
N: Now let's practice some more homonyms.
    You will hear two sentences.
    Each one contains a homonym,
    like peace, spelled p - e - a - c - e,
    and piece, spelled - i - e - c - e.
    After you hear each sentence,
    say the homonym and spell it.
    For example, you hear.. .
F: I love the peace and quiet of the country.
    Peace.
N: And you say . . .
M: Peace . . . p - e - a - c - e.
N: Or you hear. . .
F: May I have a piece of your cake?
    Piece.
N: And you say. . .
M: Piece. . . p - i - e - c - e.
N: Ready? Let's begin.
F: I love the peace and quiet of the country.
    Peace.
M: Peace . . . p - e - a - c - e.
F: May I have a piece of your cake?
    Piece.
 
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M: Piece... p - i - e - c - e.
F: Our team won the game.
    Won.
M: Won... w-o-n.
F: We beat the other team by one point.
    One.
M: One... o-n-e.
F: Why don't we meet for lunch?
    Meet.
M: Meet... m-e-e-t.
F: Why don't we have meat for Lunch?
    Meat.
M: Meat... m-e-a-t.
F: Mrs. Velez wrote to her son.
    Son.
M: Son... s - 0 - n.
F: The sun is very hot today.
    Sun.
M: Sun... s-u-n.
N: Now, to end this lesson,
    let's see if you remember what words are used in the United States in place of certain British words.
    For example,
    you hear a sentence with a British word,
    like this. . .
F: I'll be staying in Stamford for a fortnight.
N: And you say . . .
F: I'll be staying in Stamford for two weeks.
N: Or you hear. . .
M: I'm living in a flat near the park.
N: And you say . . .
F: I'm living in an apartment near the park.
N: All right, let's begin.
M: I'll be staying in Stamford for a fortnight.
F: I'll be staying in Stamford for two weeks.
M: I'm living in a flat near the park.
F: I'm living in an apartment near the park.
M: There's a small cooker in the kitchen.
F: There's a small stove in the kitchen.
M: Right next to it is a large fridge.
F: Right next to it is a large refrigerator.
M: There's no lift in my building.
F: There's no elevator in my building.
M: I must ring up Susan before I go.
F: I must call up Susan before I go.
N: And now that you've finished this lesson,
    it's time to say goodbye.
    Or, as they say in Britain,
    Cheerio!
    And that's the end of Lesson Nine.

10.10

BOOK TEN LESSON TEN

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

180

MIKE: No. Steven asked me for a dollar this morning for coffee.
    He doesn't have a penny.
    In fact, he also asked Terry for money,
    and we all know Terry's broke.
    Yeah. Terry spent all his money on Rita last night.
RITA: Oh, you . . . be quiet.
    You guys are just jealous.
N: Now listen to the conversation again to check your list.
RITA: Come on, Mike.
    It's your turn to leave the tip.
MIKE: Sorry, Rita.
    I can't leave a tip today.
    I only have four dollars.
    It's not enough.
    How about you, Jake?
JAKE: OK, OK. I'll leave the tip.
    But I don't have any money.
    Can you give me ten dollars, Rita?
    I'll pay you back tomorrow.
RATA: Sorry, Jake.
    I only have five dollars,
    and I need it for gas.
    Maybe Steven has some money he can give you.
    He's over there.
    Why don't you ask him?
MIKE: No. Steven asked me for a dollar this morning for coffee.
    He doesn't have a penny.
    In fact, he also asked Terry for money,
    and we all know Terry's broke.
    Yeah. Terry spent all his money on Rita last night.
RATA: Oh, you . . . be quiet.
    You guys are just jealous.
N: OK. Now you hear. . .
F: Does Steven have any money?
N: And you say. . .
M: No, he doesn't.
    He's broke.
N: You hear. . .
F: Does Rita have any money.
N: And you say. . .
M: Yes, she does.
    She isn't broke.
N: You hear. . .
F: Does Chris have any money?
N: And you say. . .
M: I don't know.
    Maybe she's broke;
    maybe she isn't broke.
N: OK? Here we go.
F: Does Steven have any money?
M: No, he doesn't.
    He's broke.
F: Does Rita have any money?
M: Yes, she does.
    She isn't broke.
F: Does Chris have any money?
M: I don't know.
    Maybe she's broke; maybe she isn't broke.
F: Does Mike have any money?
M: Yes, he does. He isn't broke.
F: Does Jake have any money?
M: No, he doesn't. He's broke.
F: Does Terry have any money?
M: No, he doesn't.  He's broke.
F: Does Roger have any money?
M: I don't know.
    Maybe he's broke; maybe he isn't broke.
N: Someone is deliberately trying to hurt WEFL.
    Steven decides to hire a detective to find out what's going on.
    Listen to the conversation between Steven and Jake.
    Listen carefully for the detective's name.
JAKE: Technical difficulties!
    These aren't technical difficulties.
    Someone is deliberately trying to hurt us.
STEVEN: I think so too, Jake.
    I've called up a detective.
    His name is Raymond Modine and he'll be coming in tomorrow.
    My secretary will be handing out a letter to everyone at the station,
    explaining the situation.
JAKE: Is that a good idea?
STEVEN: Raymond Modine will be asking a lot of questions tomorrow.
    You'll be here, won't you?
JAKE: I'll be working at the Nature Center in the morning.
N: OK. What's the detective's name?
M: Raymond Modine.
N: Now listen and repeat.
M: a lot of questions
    Raymond Modine will be asking a lot of questions.
    Raymond Modine will be asking a lot of questions.
    at the Nature Center
    I'll be working at the Nature Center
    I'll be working at the Nature Center tomorrow.
    I'll be working at the Nature Center tomorrow.
N: Now you hear. . .
F: Are you working at the Nature Center today?
N: And you say. . .
M: Not today.
    But I'll be working at the Nature Center tomorrow.
N: You hear. . . 
F: Is Raymond Modine asking a lot of questions today?
N: And you say. . .
M: Not today.
    But he'll be asking a lot of questions tomorrow.
N: Ready? Let's go.
F: Are you working at the Nature Center today? 
M: Not today.
    But I'll be working at the Nature Center tomorrow.
F: Is Raymond Modine asking a lot of questions today?
M: Not today.
    But he'll be asking a lot of questions tomorrow.
M: Is Steven's secretary handing out a letter to everyone today?
F: Not today.
    But she'll be handing out a letter to everyone tomorrow. 
M: Is Mike talking to Detective Modine today? 
F: Not today.
    But he'll be talking to Detective Modine tomorrow.
M: Are Rita and Terry going out for lunch today? 
F: Not today.
    But they'll be going out for lunch tomorrow.
M: Are you coming to the office today? 
F: Not today.
    But I'll be coming to the office tomorrow.
M: Is Chris interviewing Terry today? 
F: Not today.
    But she'll be interviewing Terry tomorrow.
N: Good. Jake and Chris are talking.
    Chris is planning her interviews with Steven and Peter Case.
    Listen to the conversation.
    Who will be looking for Jake tomorrow? 
JAKE: Will you be working late?
CHRIS: I'll be working as late as I have to.
    And I'll be waiting for you. 
JAKE: Why? 
CHRIS: Won't you be staying late tonight? 
JAKE: No. I don't think so.
CHRIS: But I'll have a lot of interviews for you to see.
    Will you be coming in early tomorrow? 
JAKE: I probably won't be coming in at all tomorrow.
CHRIS: Won't Detective Modine be looking for you?
JAKE: He might, but I'll be interviewing someone at the Nature Center.
N: Who will be looking for Jake tomorrow?
F: Detective Modine.
N: Now listen and repeat.
F: early tomorrow
    Will you be coming in early tomorrow?
    Will you be coming in early tomorrow?
M: I won't be coming in
    I probably won't be coming in
    I probably won't be coming in at all
    I probably won't be coming in at all tomorrow.
    I probably won't be coming in at all tomorrow.
N: Now you hear. . .
F: Will you be coming in early tomorrow?
N: And you say. . .
M: I probably won't be coming in at all tomorrow.
N: You hear. . .
F: Will you be working late tonight?
N: And you say. . .
M: I probably won't be working at all tonight.
N: OK? Let's begin.
F: Will you be coming in early tomorrow?
M: I probably won't be coming in at all tomorrow.
F: Will you be working late tonight?
M: I probably won't be working at all tonight.
F: Will you be interviewing Terry at two 0' clock on Tuesday?
M: I probably won't be interviewing Terry at all on Tuesday.
F: Will you be seeing James later this evening?
M: I probably won't be seeing James at all this evening.
F: Will you be having lunch early this afternoon?
M: I probably won't be having lunch at all this afternoon.
F: Will you be going to the studio at ten 0' clock tomorrow morning?
M: I probably won't be going to the studio at all tomorrow morning.
F: Will you be studying English late Saturday night?

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

10.11

BOOK TEN LESSON ELEVEN

N: Welcome to Lesson Eleven.
    Rita and Terry are having a picnic.
    Listen to the conversation.
    Listen carefully for how old Rita was when she wanted to marry an Englishman.
RITA: What were you doing while I was looking for the love of my life?
TERRY: I was looking for you, of course.
RITA: When I was ten,
    I wanted to marry a handsome Englishman.
TERRY: And how about now?
RITA: Now I love a handsome American.
    But I still don't know what I'm going to do with the rest of my life.
N: Well? How old was Rita when she wanted to marry a handsome Englishman?
F: Ten.
N: Now listen and repeat.
F: the love of my life
    I was looking for the love of my life   
    While I was looking for the love of my life
    What were you doing?
    What were you doing while I was looking for the love of my life?
    What were you doing while I was looking for the love of my life?
N: I say, "You do. . . I look for the love of my life."
    And you say. . .
F: What were you doing while I was looking for the love of my life?
N: I say, "You think. . . I talk to Mike."
    And you say. . .
M: What were you thinking while I was talking to Mike?
N: All right. Here we go.
    You do
  . . . I look for the love of my life.   
F: What were you doing while I was looking for the love of my life?
N: You think. . . I talk to Mike.
M: What were you thinking while I was talking to Mike?
N: They look for . . . you watch the tape.
F: What were they looking for while you were watching the tape?   
N: You sing . . . you work.
M: What were you singing while you were working?   
N: They talk about . . . they eat lunch.   
F: What were they talking about while they were eating lunch?
N: You wonder . . . we interview James Morgan.   
M: What were you wondering while we were interviewing James Morgan?   
N: You dream about . . . you sleep.
F: What were you dreaming about while you were sleeping?
N: Good. Now listen to the conversation between Jake and James Morgan.
    Listen for how the British sometimes say
    "Do you know what time it is?"
JAMES: Did you know that Terry's grandfather was a barrister in London?   
JAKE: Oh, what's a barrister?
JAMES: You don't know what a barrister is, Jake?
JAKE: A barrister is a sort of lawyer, I think.   
JAMES: Oh, that's right.
JAKE: Why don't you make life a lot easier and just say "lawyer"?   
JAMES: We do sometimes.
JAKE: And this business about a "single" for a one-way ticket.
    Very tricky.
    If you asked for a "single" at a train station . . .   
JAMES: Railway station, Jake.
JAKE: OK.
    At a railway station.
    If you ask for a "single" here,
    they'd think you wanted a room in a hotel.
JAMES: A bit confusing, isn't it?
    Oh, I think I'm late for the broadcast.
    I say, have you got the time?   
JAKE: Huh? I've got plenty of time.
JAMES: Oh, sorry.
    I mean, do you know what time it is?
JAKE: Who says we speak the same language?   
N: OK. How do the British sometimes say
    "Do you know what time it is?"
M: Have you got the time?
N: In general, the British use the form Have you got where the Americans use Do you have.
    Listen. 
M: Have you got any change?
N: And.. .   
F: Do you have any change?
N: These two questions mean the same thing.
    Listen and repeat.
M: Have you got any change?
    Have you got any change?
F: Do you have any change?
    Do you have any change?
N: Let's practice these two forms.
    You hear. . .
M: Have you got any change?
N: And you say . . .
F: Do you have any change?
N: You hear. . .
F: Do you have a cigarette?
N: And you say . . .
M: Have you got a cigarette?
N: OK? Let's begin.
M: Have you got any change?
F: Do you have any change?
F: Do you have a cigarette?
M: Have you got a cigarette?
F: Do you have a light?
M: Have you got a light?
M: Have you got any pets?
F: Do you have any pets?
M: Have you got a minute?
F: Do you have a minute?
F: Do you have a kiss for me?
M: Have you got a kiss for me?
N: Now listen to Chris as she watches one of James Morgan's tapes.
    Listen for how the British say "mailbox."
JAMES: You'll need to post a small parcel in the letter box.
    Have you got any change?
    You'll need it for stamps. . .
CHRIS: James Morgan!
    I know how to mail a package in a mailbox.
    How did you get on my shelf? . . .
JAMES: Have you got any pets?
    Please don't bring them.
CHRIS: I haven't got any pets.
    And I'm not going on holiday because I haven't got any money.
    I haven't got any time either.
N: Well? How do the British say "mailbox"?
M: Letter box.
N: OK. Now listen and repeat.
M: parcel   
    post a small parcel
    in a letter box
    Post a small parcel in a letter box.   
         
  182

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

10.12

BOOK TEN LESSON TWELVE

N: Welcome to Lesson Twelve.
    Chris is watching the tape of her interview with Terry.
    She thinks that Terry might be the person who's been making all the trouble at WEFL.
    She's wondering what Terry was doing after the tapes came on.
    She knows he wasn't watching the monitor.
    Listen for what Terry did while everyone was watching the monitor.
TERRY: What was I doing when Rita's travel tape came on?
    I'm not sure what I was doing when it happened.
    I know what I was doing when Rita's singing lesson came on the air.
    I was talking to her in the studio.
CHRIS: But what was Terry doing after the tapes came on?
    He wasn't watching the monitor.
    He wasn't working in the editing room. . .
    Let's see the interview again.
TERRY: While everyone was watching the monitor,
    I went out to see if I could find anybody strange wandering around the station.
    I just saw Jake.
    I'm sure he'll be telling Detective Modine what he was doing.
CHRIS: I wonder what that means.
    There's something here that I'm missing. . .
    Something's bothering me.
N: OK. What did Terry do while everyone was watching the monitor?
F: He went out to see if he could find anybody strange wandering around the station.
N: Now listen and repeat.
M: the monitor
    everyone was watching the monitor
    while everyone was watching the monitor
    I went out
    While everyone was watching the monitor, I went out.
    While everyone was watching the monitor, I went out.
N: Now you hear. . .
F: When I went out, everyone was watching the monitor.
N: And you say. . .
M: While everyone was watching the monitor, I went out.
N: You hear. . .
F: When Rita's tape came on the air, I was talking to her.
N: And you say . . .
M: While I was talking to her, Rita's tape came on the air.
N: Ready? Let's go.
F: When I went out, Everyone was watching the monitor.
M: While everyone was watching the monitor, I went out.
F: When Rita's tape came on their, I was talking to her.
M: While I was talking to her, Rita's tape came on the air.
F: When I saw Jake, I was wandering around the station.
M: While I was wandering around the station, I saw Jake.
F: When he heard her sing, he was thinking about Rita.
M: While he was thinking about Rita, he heard her sing.
F: When she remembered the glove, she was checking the tape.
M: While she was checking the tape, she remembered the glove.
F: When the lights went out in New York, I was waiting for a subway at Times Square.
M: While I was waiting for a subway at Times Square, the lights went out in New York.
F: When they landed on the moon, I was living in Rome.
M：While I was living in Rome, they landed on the moon.
N: Rita's talking to Mike about what's going on at WEFL,
    the strange trouble with the tapes.
    Listen to their conversation.
    Listen carefully for what Mike will be picking up in New York.
RITA: I wish we could find out what's going on around here, don't you, Mike?
    I mean, it's really awful.
MIKE: What? You’re singing lesson on the air?
RITA: Yeah. Was I really that bad?
    I'm so embarrassed.
    I feel just terrible.
MIKE: Oh, come on.
    I was just kidding.
    Actually, you were pretty good.
    Better than a lot of stuff you see on TV.
    Listen, I've got to go to New York.
    Why don't you come with me?
    It'll take your mind off things.
RITA: Exactly when will you be going?
MIKE: At about eleven.

184

    I'll be picking up some new tapes,
    and then I'll be coming right back.
RITA: Exactly when will you be coming back, Mike?
MIKE: No later than two,
    I promise. . . Come on, Rita.
    It'll do you good.
RITA: No later than two, huh?
    Won't you be staying longer?
    I'd like to see a movie while I'm there.
MIKE: OK. OK. Let's go.
N: OK. What will Mike be picking up in New York?
M: Some new tapes.
N: Now listen and repeat.
F: when will you be going?
    Exactly when will you be going?
    Exactly when will you be going?
    When will you be coming back?
    Exactly when will you be coming back?
    Exactly when will you be coming back?
N: Now you hear. . .
M: I've got to go to New York.
N: And you say . . .
F: Exactly when will you be going?
N: You hear. . .
M: I've got to come back.
N: And you say . . .
F: Exactly when will you be coming back?
N: All right. Here we go.
M: I've got to go to New York.
F: Exactly when will you be going?
M: I've got to come back.
F: Exactly when will you be coming back?
M: I've got to pick up the tapes.
F: Exactly when will you be picking up the tapes?
M: I've got to talk to Steven.
F: Exactly when will you be talking to Steven?
M: I've got to take my vacation.
F: Exactly when will you be taking your vacation?
M: I've got to take singing lessons.
F: Exactly when will you be taking singing lessons?
M: This exercise has got to end.
F: Exactly when will this exercise be ending?
N: The exercise is ending right now,
    but we will be continuing the lesson.
    Mike is talking to Steven about going to New York.
    What time does Steven expect Mike to be back in Stamford? Listen.
STEVEN: So, you're off to New York.
    Will you be going alone?
MIKE: No, I won't.
    Rita will be coming with me.
    She's upset about what happened the other night,
    and I thought she needed to get away.
    We won't be staying long.
    Just long enough to pick up the tapes and. . .
STEVEN: Just to pick up the tapes?
    Come on, Mike.
    Won't you be taking her out to lunch or something?
MIKE: Well, yes, I will.
    And Rita mentioned that she'd like to go to a movie.
STEVEN: Good! I'll be expecting you two back in Stamford no earlier than eight 0' clock.
N: OK. Does Steven expect Mike and Rita to be back in Stamford in the afternoon or the evening?
M: In the evening.
N: Now listen and repeat.
M: going alone
    Will you be going alone?
    Will you be going alone?
F: No, I won't.   
    No, I won't.   
M: taking her out to lunch
    Won't you be taking her out to lunch?   
    Won't you be taking her out to lunch?   
F: Yes, I will.   
    Yes, I will.
N: The difference between affirmative questions,
    for example. . .   
M: Will you be going alone?
N: And negative questions,
    for example. . .   
M: Won't you be taking her out to lunch?   
N: Is that for negative questions,
    the speaker expects a positive response:
    "Yes, I will."
    For affirmative questions,
    the speaker doesn't have any idea what to expect.
    Let's practice these responses.
    You hear. . .
M: Will you be going alone?
N: And you give the negative response . . .   
F: No, I won't.   
N: You hear. . .   
M: Won't you be taking her out to lunch?   
N: And you give the positive response.
F: Yes, I will.
N: All right. Let's begin.
M: Will you be going alone?
F: No, I won't.
M: Won't you be taking her out to lunch?
F: Yes, I will.
M: Will they be staying in New York overnight?
F: No, they won't.
M: Won't he be needing them in the studio tomorrow?
F: Yes, he will.
M: Won't she be going out with Terry tonight?
F: Yes, she will.
M: Will he be waiting for her at the station with flowers?
F: No, he won't.
M : Will we be ending this lesson later this evening?
F: No, we won't.
N: In fact, the lesson ends right now.
  This is the end of Lesson Twelve.

  R10.1

BOOK TEN REVIEW ONE

N: Review One.
    For this lesson,
    you'll need a pencil and a piece of paper.
    Listen to this conversation between a travel agent and a man who is making plans to take his family on a trip to Europe.
F: Hello, Euro Travel.
    Judy speaking.
    How may I help you?
M: My name is Richard Brodsky.
    I'd like to arrange a trip to Europe for myself and my family.
F: Certainly, sir. How many people are there in your family?
M: Besides myself,
    there are mywife,
    my two sons,
    and my infant daughter.
F: I see. Which cities do you want to visit,
    and how many nights do you want to spend in each city?
M: We want to spend three nights in London,
    three nights in Paris,
    and four nights in Rome.
F: What kind of accommodations did you have in mind?
M: I thought my wife and I and the baby could share a double.
    Our two sons can share a twin.
F: With or without a bathroom?
M: The double should have a bath.
    The twin doesn't have to have one.
N: Now listen and repeat.
M: for myself and my family
    a trip to Europe for myself and my family
    I'd like to arrange a trip to Europe for myself and my family.
    I'd like to arrange a trip to Europe for myself and my family.
F: How many people are there in your family?
    How many people are there in your family?
M: my infant daughter
    my two sons and my infant daughter
    my wife, my two sons, and my infant daughter
    Besides myself, there are my wife, my two sons, and my infant daughter.
    Besides myself, there are my wife, my two sons, and my infant daughter.
F: What kind of accommodations did you have in mind?
    What kind of accommodations did you have in mind?
M: my wife and I and the baby could share a double
    I thought my wife and I and the baby could share a double.

  166

    I thought my wife and I and the baby could share a double.
    Our two sons can share a twin.
    Our two sons can share a twin.
F: With or without a bathroom?
    With or without a bathroom?
M: The double should have a bath.
    The twin doesn't have to have one.
    The double should have a bath. The twin doesn't have to have one.
N: Now take your pencil and a piece of paper.
    You're going to hear the travel agent repeat the most important information the customer gave her.
    Write down that information.
    Remember that you don't have to write 'every word,
    just the mos important information.
    Ready? Let's begin.
F: All right, Mr. Brodsky.
    I'm going to go over with you the information that you just gave me.
    Please listen carefully.
    You said your name was Richard Brodsky.
    That's B - r - 0 - d - s - k - y, right?
    You'll be traveling with your wife, your two sons, and your infant daughter.
    You plan to spend three nights in London,
    three nights in Paris,
    and four nights in Rome.
    You, your wife, and the baby will share a double,
    and your sons can share a twin.
    The double should have a bath,
    but the twin doesn't have to have one.
N: Now use your paper to answer the following questions.
    Give short answers.
    Question One.
F: What is the customer's name?
M: Richard Brodsky.
N: Question Two.
F: Who will he be traveling with?
M: His wife, his two sons, and his infant daughter.
N: Question Three.
F: What are the three cities they plan to visit?
M: London, Paris, and Rome.
N: Question Four.
F: What is the total number of nights they plan to spend in Europe?
M: Ten nights.
N: Question Five.
F: Which city will they spend the most nights in?
M: Rome.   
N: Question Six.   
F: Who will share the double with Mr. Brodsky?
M: His wife and their baby.
N: Question Seven.
F: What will the sons share?
M: A twin.   
N: Question Eight.
F: Which room should have a bath,
    the twin or the double?
M: The double.       
N: Now listen to the following talk about an island in the Caribbean Sea.
    Don't write anything. Just listen.   
F:Grand Turk Island is located five hundred and seventy-five miles from Miami.
    It has a wonderful climate and fabulous beaches.
    There are about three thousand inhabitants on the island,
    and most are descendants of African slaves.
    It rains very little,
    and the temperature range is between twenty-four and thirty degrees Celsius.
    That's seventy-five to eighty-six degrees Fahrenheit.
N: Now take your pencil and a piece of paper and listen to the talk again.
    After each pause,
    write down exactly what you hear.
    Ready? Let's begin.
F: Grand Turk Island
    is located
    five hundred and seventy-five miles from Miami.
    It has a wonderful climate
    and fabulous beaches.
    There are about three thousand inhabitants
    on the island,
    and most are descendants
    of African slaves.
    It rains very little,
    and the temperature range
    is between twenty-four and thirty degrees Celsius.
    That's seventy-five to eighty-six degrees Fahrenheit.
N: Now check your paper as you hear the talk again.
    Try to correct any mistakes you find.
F: Grand Turk Island is located five hundred and seventy-five miles from Miami.
    It has a wonderful climate and fabulous beaches.
    There are about three thousand inhabitants on the island,
    and most are descendants of African slaves.
    It rains very little,
    and the temperature range is between twenty-four and thirty degrees Celsius.
    That's seventy-five to eighty-six degrees Fahrenheit.
N: Now use your paper to answer the following questions about Grand Turk Island.
    Give short answers.
    Question One.
M: How far is Grand Turk Island from Miami?
F: Five hundred and seventy-five miles.
N: Question Two.
M: What two words are used to describe the climate and the beaches?
F: Wonderful and fabulous.
N: Question Three.
M: How many inhabitants are there on the island?
F:About three thousand.
N: Question Four.
M: Who are most of the inhabitants?
F: Descendants of African slaves.
N: Question Five.
M: How much does it rain on Grand Turk Island?
F: Very little.
N: Question Six.
M: What is the temperature range in degrees Celsius?
F: Between twenty-four and thirty degrees.
N: Question Seven.
M: What is the temperature range in degrees Fahrenheit?
F: Between seventy-five and eighty- six degrees.
N: And now that you know something about Grand Turk Island,
    you might want to go there on your next vacation.
    Or at least you can dream of going!
    This is the end of Review One.

R10.2

BOOK TEN REVIEW TWO

N: Review Two.
    Mike and Rita are talking about what's going on at WEFL.
  They mention the names of three people.
    Listen for what the three names are.
RITA: Well, how are things going in the editing room, Mike?
MIKE: Don't ask.
RITA: You're not doing so well, huh?
MIKE: It's such a mess.
RITA: Have you figured out yet where the problem is?
MIKE: No. I'm so puzzled by it all, Rita,
    I don't know where to begin.
    There are so many tough questions . . . and no easy answers.
RITA: What about Roger,
    the new editor?
    Has he been any help?
MIKE: Roger's a nice guy. . .
    so intelligent too.
    He does such great work.
    But this is really not his problem.
RITA: And Jake . . . or Chris?
    Surely they. . .
MIKE: They've been so busy figuring out the apartment business at the Nature Center
    that they haven't had time to help.
RITA: Well, maybe there's a connection.
MIKE: A connection?
    What do you mean?
RITA: I mean, maybe there's a connection between the mess with the tapes
    and the people who want to build apartments in the Nature Center.
    Have you thought of that?
MIKE: Oh, come on, Rita.
    You're so silly sometimes.
N: OK. What are the three names that come up in the conversation between Rita and Mike?
F: Roger, Jake, and Chris.
N: Now listen and repeat.
M: such a mess
    such a mess
F: so many tough questions
    so many tough questions
    so intelligent
    so intelligent

172

    such great work
    such great work
N: Good.
    Now I say, "Mess."
    And you say . . .
M: Such a mess.
N: I say,
    "Many tough questions.
    And you say. . .
F: So many tough questions.
N: Ready? Here we go.
    Mess.
M: Such a mess.
N: Many tough questions.
F: So many tough questions.
N: Intelligent.
M: So intelligent.
N: Great work.
F: Such great work.
N: Nice guy.
M: Such a nice guy.
N: Puzzled.
F: So puzzled.
N: Experienced professionals.
M: Such experienced professionals.
N: Well.
F: So well.
N: Easy answers.
M: Such easy answers.
N: Silly exercise.
F: Such a silly exercise.
N: Very good.
    Now let's try something a little more difficult.
    You hear. . .
M: That was a silly exercise.
N: And you say. . .
F: That was such a silly exercise.
N: You hear. . .
M: The answers were easy.
N: And you say . . .
F: The answers were so easy.
N: OK? Here we go.
M: That was a silly exercise.
F: That was such a silly exercise.
M: The answers were easy.
F: The answers were so easy.
M: Mike isn't doing well lately.
F: Mike isn't doing so well lately.
M: He has many tough questions to figure out.
F: He has so many tough questions to figure out.
M: But he's an intelligent guy.
F: But he's such an intelligent guy.
M: He's always done terrific work at WEFL.
F: He's always done such terrific work at WEFL.
M: And Rita isn't really silly.
F: And Rita isn't really so silly.
M: Mike and Rita are good friends.
F: Mike and Rita are such good friends.
N: OK. Now let's listen to this.
RITA: Hey! What's going on?
    Who's in there?
MIKE: What is it, Rita? What's the matter?
RITA: I don't know, Mike.
    I thought I heard a noise in the editing room.
MIKE: But it's locked.
N: Well, things are getting more and more mysterious at WEFL.
    Let's listen some more and see what's happening.
RITA: I was walking by the editing room when I heard this strange noise.
MIKE: What kind of noise?
RITA: I don't know what it was.
    But I thought someone was in there.
    You see,
    I was just leaving the building when I remembered the lights.
MIKE: The lights?
RITA: Yeah. I forgot to turn off the lights.
  So I came back and.. .
STEVEN: What's going on here?
MIKE: I'm glad you're here,
    Steven. I was closing the studio when I saw Rita listening at the door.
    She thinks there's someone in the editing room.
N: Now listen and repeat.
F: I was walking by the editing room
    When I heard this strange noise
    I was walking by the editing room when I heard this strange noise.
    I was walking by the editing room when I heard this strange noise.
M: I was closing the studio When I saw Rita listening at the door
    I was closing the studio
    when I saw Rita listening at the door.
    I was closing the studio when I saw Rita listening at the door.
N: Now I say,
    "Walk by the editing room . . . hears this strange noise.
    And you say. . .
F: I was walking by the editing room when I heard this strange noise.
N:  I say, "Close the studio . . . sees Rita listening at the door."
  And you say . . .
M: I was closing the studio when I saw Rita listening at the door.
N: All right. Let's begin.
    Walk by the editing room . . . hear this strange noise.
F: I was walking by the editing room when I heard this strange noise.
N: Close the studio . . . sees Rita listening at the door.
M: I was closing the studio when I saw Rita listening at the door.
N: Leave the building . . . remembers the lights.
F: I was leaving the building when I remembered the lights.
N: Work late . . . notices someone in the hall.
M: I was working late when I noticed someone in the hall.
N: Drive home . . . think of the answer.
F: I was driving home when I thought of the answer.
N: Think of you . . . buys these flowers.
M: I was thinking of you when I bought these flowers.
N: Begin to worry . . . get your letter.
F: I was beginning to worry when I got your letter.
N: That's all for now.
    This is the end of Review Two.

R10.3

BOOK TEN REVIEW THREE

N: Review Three.
    Listen to these sentences.
M:The editing room was messy.
    Jake couldn't find his tape.
F: The editing room was so messy that Jake couldn't find his tape.
M: Chris thought spring romance was interesting.
    She did a story about it.
F: Chris thought spring romance was so interesting that she did a story about it.
N: Notice how we use so plus an adjective and that,
    like so messy that or so interesting that,
    to introduce a result clause.
    Now you're going to hear two sentences.
    Add the second sentence to the first one by joining them with so plus an adjective and that.
    For example, you hear . . .
M: Mike was thirsty. He drank three glasses of water.
N: And you say. . .
F: Mike was so thirsty that he drank three glasses of water.
N: Or you hear. . .
M: Jack was fat. He couldn't get through the door.
N: And you say. . .
F: Jack was so fat that he couldn't get through the door.
N: All right. Let's begin.
M: Mike was thirsty. He drank three glasses of water.
F: Mike was so thirsty that he drank three glasses of water.
M: Jack was fat. He couldn't get through the door.
F: Jack was so fat that he couldn't get through the door.
M: Mary was upset. She knocked over a chair.   
F: Mary was so upset that she knocked over a chair.
M: The story was silly. I couldn't help laughing at it.
F: The story was so silly that I couldn't help laughing at it.
M: Jill felt sorry for Jack. She tried to encourage him.
F: Jill felt so sorry for Jack that she tried to encourage him.
N: Now imagine this situation.
    You have read in the newspaper that Shakespeare's play, Hamlet,
    is going to be presented at a theater in your city.
    When you call the theater,
    you hear the following recorded announcement.
    Listen.
M: Hello. This is the City Theater, located at 315 Kennedy Avenue.
    For one week only,
    from June 10th through June 16th,
    we will be perfonning William Shakespeare's Hamlet.
    Ticket prices are $25, $20,
    and $15. A limited number of tickets are available at half price for students on the day of the performance.
    Evening performances start at 8:00 P.M.
    Tuesday through Saturday. 
    Matinees begin at 3:00 P.M. on Wednesday and Saturday.
    The box office is open from 1 0:00 A.M. to 8:00 P.M. from Monday to Saturday.
    Thank you for calling the City Theater.
N: Now take your pencil and a piece of paper.
    You're going to hear the same recorded announcement,
    but this time there will be a pause after each group of words so that you can write down some of what you heard. Don't write every word,
    just the important information.
    All ready? Let's begin.
M: Hello. This is the City Theater,
    located at 315 Kennedy Avenue.
    For one week only,
    from June 10th through June 16th,
    we will be perfonning William Shakespeare's Hamlet.
    Ticket prices are $25, $20, and $15.
    A limited number of tickets are available at half price for students on the day of the performance.
    Evening performances start at 8:00 P.M. Tuesday through Saturday.
    Matinees begin at 3 :00 P.M. on Wednesday and Saturday.
    The box office is open from 10:00 A.M. to 8:00 P.M. from Monday to Saturday.
    Thank you for calling the City Theater.
N: Now use your paper to answer these ten questions.
    Give short answers.
    Ready? Let's begin.
    Question One.
F: Where is the City Theater located?
M: At 315 Kennedy Avenue.
N: Question Two.
F: What dates is William.  Shakespeare's Hamlet being performed?
M: From June 10th through June 16th.
N: Question Three.
F: What are the ticket prices?
M: $25, $20, and $15.
N: Question Four.
F: A limited number of tickets are available for what group of people on the day of the performance?
M: For students.
N: Question Five.
F: How much do students have to pay for their tickets on the day of the performance?
M: Half price.
N: Question Six.
F: What time do the evening performances start from Tuesday through Saturday?
M: At 8:00 P.M.
N: Question Seven.
F: What time do the matinees start?
M: At 3:00 P.M.
N: Question Eight.
F: On what days are matinee performances given?
M: On Wednesday and Saturday.
N: Question Nine.
F: During what hours is the box office open?
M: From 10:00 A.M. to 8:00 P.M.
N: Question Ten.
F: What days of the week is the box office open?
M: Monday to Saturday.
N: Now you're going to have a very short dictation about concerts in Britain.
    Don't write anything.
    Just listen.
F: You can listen to music all over Britain.
    Classical, folk, rock, and jazz music can be heard everywhere in the country.
    Watch for special concert announcements in the newspapers.
N: Now take your pencil and a piece of paper.
    You'll hear the dictation again,
    but this time there will be a pause after each group of words.
    Write down exactly what you hear.
    All ready? Let's begin.
F: You can listen to music
    allover Britain.
    Classical, folk, rock, and jazz music
    can be heard everywhere
    in the country.
    Watch for special concert announcements
    in the newspapers.
N: Now listen as the dictation is read for the last time.
    Look at your paper and correct any mistakes you find.
    Ready? Listen.
F: You can listen to music all over Britain.
    Classical, folk, rock, and jazz music can be heard everywhere in the country. 
    Watch for special concert announcements in the newspapers.
N: Now use your paper to answer the following questions.
    Give short answers.
    OK, let's begin.
    Question One.
M: Where can you listen to music?
F: All over Britain.
N: Question Two.
M: What four types of music are mentioned in this report?
F: Classical, folk, rock, and jazz.
N: Question Three.
M: Where can these four types of music be heard?
F: Everywhere in the country.
N: Question Four.
M: Where should people watch for special concert announcements?

  178

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

R10.4

BOOK TEN REVIEW FOUR

N: Review Four.
    For this lesson,
    you'll need a pencil and a piece of paper.
    Steven is filling out his income tax return.
    He's reading articles about the new tax laws.
    He and Anne are wondering if little Peter can be included as a dependent, 
    and if the expenses for Peter's care can be deducted.
    Here are some questions for you to think about while you listen.
    Take a piece of paper and a pencil and write each question down.
    Each question will be repeated twice with a pause in between for you to write.
    Ready?
    Question One.
F: Can payments to baby-sitters be deducted?
    Can payments to baby-sitters be deducted?
N: Question Two.
F: Can payments to relatives be deducted?
    Can payments to relatives be deducted?
N: Question Three.
F: Will Peter need a Social Security number this year?
    Will Peter need a Social Security number this year?
N: Question Four.
F: Will Peter need a Social Security number in five years?
    Will Peter need a Social Security number in five years?
N: Question Five.
F: Are Steven and Anne divorced?
    Are Steven and Anne divorced?
N: Question Six.
F: Why do children need a Social Security number?
    Why do children need a Social Security number?
N: Question Seven.
F: What is the deadline for sending in tax returns?
    What is the deadline for sending in tax returns?
N: Now listen carefully to the conversation
    and write down the important information you'll need to answer the questions.
STEVEN: It says here that child-care expenses can be deducted
.  . . things like payments to baby-sitters, daycare centers, even payments to relatives who take care of a child.
ANNE: Well, that's good news.
    But can little Peter be included as a dependent?
STEVEN: I would think so.
    I mean, he is a dependent, isn't he?
ANNE: Yeah. He sure is.
STEVEN: Wait a minute.
    Listen to this:
    "Children Now Need Social Security Numbers.
    Are you planning to include children?
    as dependents on your tax return this year?"
ANNE: Yeah. That's us.
STEVEN: "Remember that each child over five must have a Social Security number."
ANNE: That isn't us.
    Peter's not even six months old.
STEVEN: The main reason for this requirement, it seems,
    is to prevent two divorced parents from listing the same child as a dependent.
ANNE: Can you imagine if we were divorced and each of us?
    listed Peter as a dependent?
    What will people think of next!
STEVEN: It says here that thousands of people are expected to ask for Social Security numbers for their children in the week before April 15,
    the deadline for sending in tax returns.
ANNE: But what about Peter?
    Can we list him as a dependent?
STEVEN: I don't know.
    I'd better talk to an accountant.
N: Now let's see if you can answer the questions.
    Give short answers.
    Ready? Here we go.
    Question One.
F: Can payments to baby-sitters be deducted?
M: Yes, they can.
N: Question Two.
F: Can payments to relatives be deducted?
M: Yes, they can.
N: Question Three.
F: Will Peter need a Social Security number this year?
M: No, he won't.
F: Question Four.
F: Will Peter need a Social Security number in five years?
M: Yes, he will.
N: Question Five.
F: Are Steven and Anne divorced?
M: No, they aren't.
N: Question Six.
F: Why do children need a Social Security number?
M: To prevent divorced parents from listing the same child as a dependent.
N: Question Seven.
F: What is the deadline for sending in tax returns?
M: April 15.
N: Steven has some questions about his tax returns.
    He decides he'd better talk to an accountant.
    At the accountant's office,
    a receptionist invites him to sit down.
    Listen for how many questions Steven has.
RECEPTIONIST: Won't you sit down, Mr.?
STEVEN: Winn. Steven Winn. W - i - n - n.
    I have an appointment.
RECEPTIONIST: Ah, yes. Of course.
    Won't you sit down?

183

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

练习文本

第十一册

11.1

BOOK ELEVEN LESSON ONE

N: This is Lesson One.
      It's late at night.
      Chris is alone at the studio.
      Suddenly the lights go out,
      and then. . .
      Jake enters and turns on the lights.
      Listen to the conversation.
      Listen carefully for what Chris was doing at the studio so late.
JAKE: Chris, are you all right?
      What happened?
CHRIS: I'm not sure.
      I was editing the tape when I heard a noise.
      I thought it was you.
      When I came out to see who was here,
      the lights went out and this came crashing down.
JAKE: You shouldn't have been working at the studio so late.
CHRIS:I told you I was going to work late.
JAKE: You should have made sure somebody was with you.
CHRIS: I couldn't find anybody.
     Besides, I wanted to do it alone.
JAKE: Well, if you were going to be alone,
     you should have locked all the doors.
N: OK, what was Chris doing at the studio so late?
M: She was working on the tape.
N: Now listen and repeat.
M: somebody was with you
     you should have made sure
     You should have made sure somebody was with you.
     You should have made sure somebody was with you.
     all the doors
     You should have locked all the doors.
     You should have locked all the doors.
N: Now you hear. . .
F: I didn't make sure somebody was with me.
N:  And you say. . .
M: You should have made sure somebody was with you.
N: You hear. . .
F: I didn't lock all the doors.
N: And you say . . .
M: You should have locked all the doors.
N: OK? Let's begin.
F: I didn't make sure somebody was with me.
M: You should have made sure somebody was with you.
F: I didn't lock all the doors.
M: You should have locked at the doors.
F: I didn't check to make sure they were locked.
M: You should have checked to make sure they were locked.
F: I didn't call the security guard.
M: You should have called the security guard.
F: I didn't know what to do.
M: You should have known what to do.   
F: I didn't tell them what happened.
M: You should have told them what happened.
F: I wasn't very careful with the tapes.
M: You should have been very careful with the tapes.
N: OK. Let's listen to some more of the conversation between Chris and Jake.
     Jake says, The first rule of journalism is . . . what?
      Listen carefully for what the first rule of journalism is.
CHRIS: I know, I know. I should have been more careful.
JAKE: And when you heard a noise,
      you should have called a security guard.
CHRIS: I assumed it was you.
JAKE: First rule of journalism,
     you should never assume anything.
     Anyway, you should have called the police.
     You could have gotten killed.
CHRIS: I could have, but I didn't.
     It doesn’t matter anymore.
N: OK. What's the first rule of journalism?
F: You should never assume anything.
N: Now listen and repeat.
M: gotten killed
      You could have gotten killed.
      You could have gotten killed.
N: Now you hear.. .
F: I didn't get killed.
N: And you say. . .
M: You could have gotten killed.
N: You hear. . .
F: I didn't hurt myself.
N: And you say. . .
M: You could have hurt yourself.
N: Ready? Here we go.
F: I didn't get killed.
M: You could have gotten killed.
F: I didn't hurt myself.
M: You could have hurt yourself.
F: I didn't have an accident.
M: You could have had an accident.
F: I didn't sprain my ankle.
M: You could have sprained your ankle.
F: I didn't break anything.
M: You could have broken something.
F: I didn't lose anything.
M: You could have lost something.
F: I didn't ruin the tapes.
M: You could have ruined the tapes.
N: Listen to Chris and Jake's conversation.
      Listen carefully.
      Who does Chris think scared her?
CHRIS: Did you see anybody coming out on your way in?
JAKE: No.
CHRIS: This was not an accident.
      Someone might be trying to scare me.
JAKE: Do you have any idea who it might have been?
CHRIS: It might have been Terry.
JAKE: It couldn't have been Terry.
CHRIS: Why not?
JAKE: I saw Terry at the Nature Center.
N: OK. Who does Chris think might have scared her?
M: Terry.
N: Now listen and repeat.
F: It might have been Terry.
     It might have been Terry.
     It might not have been Terry.
     It might not have been Terry.
M: It could have been Terry.
     It could have been Terry.
     It couldn't have been Terry.
     It couldn't have been Terry.
N: In the affirmative,
     might have and could have are about the same.
     They both suggest possibility.
F: It might have been Terry . . .
N: Means about the same as . . .
F: It could have been Terry.
N: But in the negative,
     might not have and could not have or couldn't have are different.
F: It might not have been Terry . . .
N: Means that it's possible that Terry wasn't the one who tried to scare Chris.
M: It couldn't have been Terry. . .

-164-

N: Means that it's impossible that Terry was the one who tried to scare Chris.
     Let's practice these negative forms.
     You hear. . .
F: It's possible that Terry wasn't the one who tried to scare Chris.
N: And you say . . .
M: Terry might not have been the one who tried to scare Chris.
N: You hear. . .
F: It's impossible that Terry was the one who tried to scare Chris.
N: And you say . . .
M: Terry couldn't have been the one who tried to scare Chris.
N: All right. Let's begin.
F: It's possible that Terry wasn't the one who tried to scare Chris.
M: Terry might not have been the one who tried to scare Chris.
F: It's impossible that Terry was the one who tried to scare Chris.
M: Terry couldn't have been the one who tried to scare Chris.
F: It's impossible that Mike turned off the lights.
     He left the studio an hour ago.
M: Mike couldn't have turned off the lights.
F: It's possible that it wasn't an accident.
M: It might not have been an accident.
F: Maybe it was Roger.
     But then, I haven't seen him all day.
     It's possible that he wasn't in the studio at all.
M: It might not have been Roger.
F: And Rita?
     No, that's impossible.
     She wouldn't do anything like that.
M: It couldn't have been Rita.
F: Maybe Detective Modine?
     He's been in and out of the studio all week.
     Of course, it's possible that he wasn't here tonight.
M: It might not have been Detective Modine.
N: This is the end of Lesson One.