练习

呵呵！yunge弟弟 or 妹妹，在练习过程中，无助，焦急，彷徨的心态都是经常有的，我个人经验。而且也看到你想在2个月完成全部——我当初也是这么夸下海口的，因为我想在奥运会之前学完，就可以在奥运期间光听英语介绍体育来学习了，想得好，但是实践很难。人的意志力决定你的成败。我现在最多只能做到一天一课，焦急多学的话，很难保证质量。
而且我觉的你的基础应该比我好，我只有初一英语基础，并且放弃10年了，所以你的底子可以从高级篇练习听懂开始，不管高级篇还是低级篇，一开始练习时的困难是相同的，那就是不知道如何操作，也不知道听懂的过关标准。而且感到很吃力，这是方法生疏的表现，我一开始也时候这样。所以要按照孙老师的步骤一步一步操作下来即可。时间长了就熟能生巧。
关于你怀疑有没有听清，我当时自己练习是选用第一册第10课，因为我听不懂意思，所以只能达到无翻译直接听清每个音。为什么要用不同速度听？因为通过那些急快或极慢的速度磨练，一旦听到比较顺耳的100% 速度，或70% 就会产生舒坦愉悦感——这才是真实的速度嘛！自己就会感概一声。一旦找到这个感觉，我当时就是旷古幽兰的感觉，一旦找到就停，记住好感觉就行了。如果你的练习过程和我这个差不多，就说明你当时过关了，如果没有，就重新选择一课在练一下也无妨，半天足够。
    下面这是听懂练习步骤：压码听懂第零步：整理文本

    　整理文本，其实就是为了压码阅读，也就是为压码听懂，所做的准备工作。具体操作方法是，把互动练习的文本，千万不要复制到WORD文档中做完练习后再发帖，一定要利用在论坛做工具，开始就直接在“发帖”进入编辑状态，复制全部语音的文本，开始语音与文本的每个句子同步进行练习，特别是整理基本词组，一定要实时不断按Enter回车键，一句一句的内部词组回行，使得整理文本时，眼睛盯住编辑框的句子，使听到的语音和看到的文本同步，语音精确到词组乃至其内部的字母拼写，练习完毕并及时提交帖子，练习第二遍仍在论坛"进入高级模式"实时编辑、修改帖子，在论坛进行整理，
        其方法，比其他的压码眼睛看、利用鼠标跟速、利用快捷键、利用鼠标右拉等方法阅读，更容易准确跟综，同时分行的句子动作记忆力更高。使用神奇变速器或者Tanscribe，眼睛跟上磁带语音的速度，开始采用15%速度开始整理文本，然后开始提速，25%速度，35%速度，50%速度，70%速度，根据自己整理文本的速度，找到最佳速度，即能保证跟上整理文本，保证听清的文本的细节，进行文本的整理。就是根据语音，把句子划分为，便于自己压码记忆的段落。同时，删除前面的名称代号。
    然后整理文本的几个场景学习段落：将每个数字的引导语、情景、学习、引导学习、练习内容，按照范例文本的样式，按Banck Spach键合并行为一个统一的整体，其中注意学习的内容的换行与压码的语音停顿时间紧密结合起来，练习的时候的换行和引导学习的例子中听到的句子和造句说的句子变成每行一个句子对。
    基本词组和场景学习段落的不同整理方法，就是不断地分解和合成的过程。整理结束后，将基本词组的特殊连接词和学习的关键词内容选择出来，放在整理文本的基本词组每段内容的前面。
   
    　整理一遍后，再听听语音，看看语音中的停顿，是否和自己整理的一致，不一致的，可以按照语音，进行修改。修改以后，就是真实的句子停顿了。练习《你好美国》压码听懂，一些学员感觉不能很快压住码，语音记忆不清晰，理解有困难，可能出现的问题，就在整理文本上面。有的学员，对于整理基本词组的意义，认识不足，进行省略。这是非常错误的。对于你的压码跟读阅读，和压码理解记忆，可能会需要更多的时间，或者练习的次数更多。
   
  整理结束后，自己在论坛发送的帖子上，可以看着文本，听着语音，验证一下基本词组的语音文本停顿和磁带语音是否一致，也是矫正自己语音的过程。如果整理的不满意，可以继续进入"修改"文本编辑程序整理，单独整理文本的练习，大家可以利用搞难度的《听说大突破》的一个分拆语音文本练习一遍基本词组整理，再在发帖后的整理文本验证和巩固语音文本的对应关系，压码记住精确细化的语音，利用Tanscribe频谱进行检验每个长句子语音压码记忆和理解的能力。这样整理可能一遍就记忆住了原来反复颠三倒四的句子，变得一下子就完全理解的神奇现象。如果一遍没有达到掌握的效果，可以每遍练习整理文本一次。


1.压码听懂第一步：压码看着《整理好的文本》，听语音，大脑回响出语音。

    　可以采用快捷键shift，来对我们听到的每个段落，进行涂黑显示，避免跟丢文本。
先用鼠标加黑几个单词，不按鼠标左键，只是在文本上向后滑动，看完一个句子，或者一个句子的自然分段，按shift键进行加黑。这样，在脑子里回响文本时，因为黑底白字显示非常突出，大大加强记忆效果。这样做的目的：开始看文本用鼠标滑动，不用用力连续按住鼠标，只要在文本上轻轻地移动，指着文本即可，这样可以跟上每个句子的开头句子，不容易丢失，等看完一个句子再按快捷键控制，可以做到精确控制到句子。


2.压码听懂第二步：压码看着《Tanscribe的波形》，只听语音，想出文本。
       
　　看着Transcribe上面的音频图，听每个句子的语音，做到语音和音频图一一对应。当一个语音句子听完后，根据音频图的时间间隙，可以很好地判断压码回想的次数和时间的安排。当练习深度听清的时候，可以看着音频图，听完一个句子，多重压码，压码多个句子，压码长句子，连环压码，根据音频图标识的提示时间长短进行各个突破练习。
　　当练习压码听懂的时候，可以在听几遍熟练以后，进行听懂检验。看着音频图，语音没有到达的时候，提前回想上次听到的语音是否压码记住，然后听到语音达到音频图的句子时进行正误矫正，听完音频图的句子后进行压码记忆。在练习压码听懂的“练习”句子变换的时候，语音句子没有到达音频图的时候，听到提问的语音或者“练习”的上句，自己进行造句，然后听到语音到达音频图后进行造句正误的检验，然后自己再进行一次压码回想加深语音记忆。


3.压码听懂第三步：压码看着《整理好的文本》，跟踪阅读，大脑回响出语音。

    　压码看文本，看当你看文本的时候，看着你整理的文本，就知道语音的节奏。利用整理文本，进行跟踪阅读，就容易多了。其实，在我看的一些学员整理的文本中，发现除了毛丝丝老师的基本词组，是完全正确的外，我可以在一遍就能够跟踪下来，一般几分钟就学会了一课。象李老师、星空等练习很好的学员的文本，我基本不能一遍跟下来，有时甚至在基本文本上找不到。你们自己实验一次进行对比。看看不这样训练，能否一遍理解记忆，能否保证眼睛不跟丢？是否能够快速压码听懂，一些学员在日记上说，越练习越困难，说明练习方法的细节上有问题，与个人英语基础的关系并不大，主要的是方法的掌握。学习理解和口语的关键，在于自然消化吸收，有生词是不会影响理解和记忆的。  　

    可以将课文全文采用编辑框的字号采用“6号字、斜体”编辑发帖，样式见《听说大突破》原文格式，检验是否看没有整理文本的原文，一遍是否可以跟上语音，压码理解记忆。
 

no1vitas已经归纳的很详细了，希望对你有所帮助。
学员不练习的问题，我不想说太多了，这是关键的问题，只有纠正了，按照辅导的要求练习，才又可能进步。

第一个帖子已经给你修改，批改作业内容作为范例，你再重新练习一遍。

BOOK NINE LESS ONE
一 、文章断句

（一）情景学习、



1、引导与：

Welcome to
Book Nine.
This is
Lesson One.
Let's listen to
Steven
as he talks about
his son Peter.
Peter is
only two months old.
Listen to
Steven tell us about
the things
that Peter is too young
to do,
or that
he isn't old enough
to do.

2、情景：

Peter isn't old enough
to feed himself.
He's only two months old. . .
He isn'told enough
to understand
what people say. . .
But Peter . . .
is too young
to read.
And he's too young
to play baseball.
He isn't even old enough
to crawl.

3、学习：

Now listen to
and repeat these things
that Peter
isn't old enough
to do.

feed himself
old enough
to feed himself
He isn't old enough
to feed himself.
He isn't old enough
to feed himself.

understand
what people say
old enoug
to understand
what people say
He isn't old enough
to understan
what people say.
He isn't old enough
to understand
what people say.

4、引导学习：

Now you're going to
talk about
Steven's son,
Peter.
When someone asks you
if Peter
can do
certain things,
you answer
by saying
that he isn't old enough
to do those things.
For example,

you hear . . .
Can Peter
feed himself?
And you say. . .:
No.
He isn't old enough
to feed himself.
Or you hear. .
Can he understand
what people say?
And you say. . .
No. He isn't old enough
to understand
what people say.
All right,
let's begin.

5、学习：

Can Peter
feed himself?
.No. He isn't old enough
to feed himself.
Can he understand
what people say?
No. He isn't old enough
to  understand
what people say.
Can he talk yet?
No. He isn't old enough
to talk yet.
Can he sit up?
No. He isn't old enough
to sit up.
Can he dress himself?
No. He isn't old enough
to dress  himself.
Can he crawl?
No. He isn't old enough
to crawl.
Can he stand up?
No. He isn't old enough
to stand up.

（二）情景学习：

1、引导与：

Remember
what else
Steven said about Peter?

2、情景：
But Peter is . . .
too young
to read.
And he's too young
to play baseball.
 
3、学习：

now listen to
and repeat the things
that Peter
is too young
to do.

too young
to read
He's too young
to read.
He's too young
to read.

too young
to play baseball
He's too young
to play baseball.
He's too young
to play baseball.

4、引导学习：

If Peter
isn't old enough
to read,
then you can say
that he's too young
to read.
If he isn't old enough
to play baseball,
you can say
that he's too young
to play baseball.

Now listen to Steven
tell you about things
that Peter
isn't old enough
to do.
that he's too young
to do those things.
For example,

you hear. . .
Peter isn't old enough
to crawl.
And you say. . .
That's right.
He's too young
to crawl
Or you hear. .
.He isn't old enough
to feed himself.
And you say. . .
That's right.
He's too young
to feed himself.
OK, let's begin.

5、练习：

Peter isn't old enough
to crawl.
That's right.
'He's too young
to crawl.
He isn't old enough
to feed himself.
That's right
. He's too young
to feed himself.
He isn't old enough
to hold a bottle.
That's right.
He's too young
to hold a bottle.
He isn't old enough
to dress himself.
That's right.
He's too young
to dress himself.
He isn't old enough
to talk.
That's right.
He's too young
to talk.
He isn't old enough
to stand up
and walk.
That's right.
He's too young
to stand up
and walk.

（三）情景学习：

1、引导与：
Babies like Peter
aren't the only people
who aren't able
to do things.
Remember
when Steven said:

2、情景：
When the alarm clock goes off
at seven,
I'm too tired
to get up . . .
Anne and I are too busy
to eat regular meals.
We're even too busy
to go grocery shopping.

3、学习：
Now listen and repeat.

too tired
to get up
I'm too tired
to get up.
I'm too tired
to get up.

too busy
to eat regular meals
I'm too busy
to eat regular meals.
I'm too busy
to eat regular meals.

too busy
to go shopping
I'm too busy
to go shopping.
I'm too busy
to go shopping.

4、引导学习：
Now you're going to
tell us
some things
that you can't do
because you're too tired
or too busy
or too . . something.
For example,

you hear. . .
Tired... get up at seven A.M.
And you say. . .
I'm too tired
to get up at sevenA.M.
Or you hear. . .
Busy... eat regular meals.
And you say. . .
I'm too busy
to eat regular meals.
All right, let's begin.


5、练习：

Tired... get up at seven A.M. 
I'm too tired
to get up at seven A.M.
Busy... eat regular meals. 
I'm too busy
to eat regular meals.
Old... play with toys.
I'm too old
to play with toys.
Polite... call someone an idiot. 
I'm too polite
to call someone an idiot
Intelligent. . . make that mistake. 
I'm too intelligent
to make that mistake.
Poor. . . buy an expensive car.
I'm too poor
to buy an expensive car.   

（四）情景学习、
 
1、引导与：

Now listen to Jake
as he makes some suggestions
to Steven
about how to
take care of Peter.

2、情景：
Can't you just
leave a bottle of milk
next to his bed?
Peter isn't old enough
to feed himself.
He's onl two months old.
When will he be old enough
to feed himself?
In a few years
A few years!
Can't you just 
tell him
to wait until morning?

3、学习：
Now listen and repeat.

next to his bed
leave a bottle of milk
next to his bed   
  Can't you just
leave a bottle of milk
next to his bed?
  Can't you just
leave a bottle of milk
next to his bed?

wait until morning
  tell him
to wait until morning
Can't you just
tell him
to wait until morning?
Can't you just
tell him
to wait until morning?

4、引导学习：
When we make a suggestion,
we often start
with an expression like
Can't you just . . . ?
orCouldn't you just. . . ?
or Why don't you just. . . ?
They all mean
about the same thing.
Now you're going
to make some suggestions
that start with the words
Can't you just,
Couldn'tyou just,
or Why don't you just.
For example,

you hear. . .
I can't sleep at night.
Can't. . . drink some warmmilk.
And you say. . .
Can't you just
drink some warm milk?
Or you hear . .
.I'm too tired
to get up at seven A.M.
Couldn't. . . go to bed earlier
And you say. .
Couldn't you
just go to bed earlier?
OK, let's begin.
     
5、练习：

I can't sleep at night.
Can't. . . drink some warm milk.
Can't you just drink some warm milk?

I'm too tired to get up at seven A.M.
Couldn't. . . go to bed earlier.
Couldn't you
just
go to bed earlier?

I don't have time
to do all this research.
Why. . . ask someone to help you.
Why don't you
just ask someone
to help you?

I don't remember
Steven's phone number.
Can't. . . look it up in the phone book.
Can't you
just look it up
in the phone book?

I'm too short
to reach that shelf.
Why. . . stand on that chair.
Why don't you
just stand on that chair?

I'm not strong enough
to lif those heavy boxes.
Couldn't. . . ask someon 
to lift them for you.
Couldn't you just
ask someone
to ift them for you?

This is the end of Lesson One.

二、基本词组

too...to  ;  not old enough to feed himself.;  understand what people say;    you can answer by saying ;  next to his bed ;    wait  until morning;  make some suggestions;  look it up in the phone book；  Agree  with him by saying ；    goes off

三、基本句子
1、He isn't old enough to feed himself.
Can Peter feed himself? No. He isn't old enough to feed himself.
Can he understand what people say? No. He isn't old enough tounderstand what people say.
Can he talk yet? No. He isn't old enough to talk yet.
Can he sit up? No. He isn't old enough to sit up.
Can he dress himself? No. He isn't old enough to dresshimself.
Can he crawl? No. He isn't old enough tocrawl.
Can he stand up? No. He isn't old enough to stand up.

2、He's too young to play baseball.
Peter isn't old enough to crawl. That's right. He's too young to crawl.
He isn't old enough to feed himself. That's right. He's too young to feed himself.
He isn't old enough to hold a bottle.That's right. He's too young to hold a bottle.
He isn't old enough to dress himself. That's right. He's too young to dress himself.
He isn't old enough to talk. That's right. He's too young to talk.
He isn't old enough to stand up and walk. That's right. He's too young to stand up and walk.

3、I'm too tired to get up.
Tired... get up at seven A.M.  I'm too tired to get up at seven A.M.
Busy... eat regular meals.  I'm too busy to eat regular meals.
Old... play with toys.  I'm too old to play with toys.
Polite... call someone an idiot.    I'm too polite to call someone an idiot
Intelligent. . . make that mistake.  I'm too intelligent to make that mistake.
Poor. . . buy an expensive car. I'm too poor to buy an expensive car.   

4、Can't you just leave a bottle of milk next to his bed?

I can't sleep at night. Can't. . . drink some warm milk. Can't you just drink some warm milk?

I'm too tired to get up at seven A.M.Couldn't. . . go to bed earlier.Couldn't you just go to bed earlier?

Can't you just tell him to wait until morning?

I don't have time to do all this research. Why. . . ask someone to help you. Why don't you just ask someoneto help you?


四、场景学习
 
（一）情景学习、

1、引导与：

Welcome to Book Nine.This is Lesson One.Let's listen to Steven as he talks about his son Peter.Peter is only two months old. Listen to Steven tell us about the thingsthat Peter is too young to do, or that he isn't old enough to do.

2、情景：

Peter isn't old enough to feed himself.He's only two months old. . . He isn'told enough to understand what people say. . .But Peter . . . is too young to read. And he's too young to play baseball. He n't even old enough to crawl.

3、学习：

Now listen to and repeat these things that Peter isn't old enough to do.

feed himself
old enough to feed himself
He isn't old enough to feed himself.
He isn't old enough to feed himself.

understand what people say
old enough to understand what people say
He isn't old enough to understand what people say.
He isn't old enough to understand what people say.

4、引导学习：

Now you're going to talk about Steven's son, Peter. When someone asks you if Peter can do certain things, you answer by saying that he isn't old enough to do those things.For example,

you hear . . . Can Peter feed himself? And you say. . .: No. He isn't old enough to feed himself.、Or you hear. . .Can he understand what people say? And you say. . . No. He isn't old enough to
understand what people say.All right, let's begin.

5、学习：

Can Peter feed himself? No. He isn't old enough to feed himself.
Can he understand what people say? No. He isn't old enough tounderstand what people say.
Can he talk yet? No. He isn't old enough to talk yet.
Can he sit up? No. He isn't old enough to sit up.
Can he dress himself? No. He isn't old enough to dresshimself.
Can he crawl? No. He isn't old enough tocrawl.
Can he stand up? No. He isn't old enough to stand up.

（二）情景学习：

1、引导与：

Remember what else Steven said about Peter?

2、情景：
But Peter is . . . too young to read. And he's too young to play baseball.
 
3、学习：

now listen to and repeat the things that Peter is too young to do.

too young to read
He's too young to read.
He's too young to read.

too young to play baseball
He's too young to play baseball.
He's too young to play baseball.

4、引导学习：

If Peter isn't old enough to read, then you can say that he's too young to read. If he isn't old enough to play baseball, you can say that he's too young to play baseball. Now listen to Steven tell you about thingsthat Peter isn't old enough to do. Agree  :ith him by saying that he's too young to do those things. For example,

you hear. . . Peter isn't old enough to crawl. N: And you say. . .That's right. He's too young to crawl Or you hear. . .He isn't old enough to feed himself. And you say. . .That's right. He's too young to
feed himself. OK, let's begin.

5、练习：

Peter isn't old enough to crawl. That's right. He's too young to crawl.
He isn't old enough to feed himself. That's right. He's too young to feed himself.
He isn't old enough to hold a bottle.That's right. He's too young to hold a bottle.
He isn't old enough to dress himself. That's right. He's too young to dress himself.
He isn't old enough to talk. That's right. He's too young to talk.
He isn't old enough to stand up and walk. That's right. He's too young to stand up and walk.

（三）情景学习：

1、引导与：
Babies like Peter aren't the only people who aren't able to do things. Remember when Steven said:

2、情景：
When the alarm clock goes off at seven, I'm too tired to get up . . . Anne and I aretoo busy to eat regular meals. We're even too busy to go grocery shopping.

3、学习：
Now listen and repeat.

too tired to get up
I'm too tired to get up.
I'm too tired to get up.

too busy to eat regular meals
I'm too busy to eat regular meals.
I'm too busy to eat regular meals.

too busy to go shopping
I'm too busy to go shopping.
I'm too busy to go shopping.

4、引导学习：
Now you're going to tell us some things that you can't do because you're too tired or too busy or too . . something. For example,

you hear. . .Tired... get up at seven A.M.And you say. . .I'm too tired to get up at sevenA.M.Or you hear. . . Busy... eat regular meals. And you say. . .I'm too busy to eat regular meals. All right, let's begin.


5、练习：

Tired... get up at seven A.M.  I'm too tired to get up at seven A.M.
Busy... eat regular meals.  I'm too busy to eat regular meals.
Old... play with toys.  I'm too old to play with toys.
Polite... call someone an idiot.    I'm too polite to call someone an idiot
Intelligent. . . make that mistake.  I'm too intelligent to make that mistake.
Poor. . . buy an expensive car. I'm too poor to buy an expensive car.   

（四）情景学习、
 
1、引导与：

Now listen to Jake as he makes some suggestions to Steven about how to take care of Peter.

2、情景：
Can't you just leave a bottle of milk next to his bed? Peter isn't old enough to feed himself. He's onl two months old.When will he be old enough to feed himself? In a few years A few years! Can't you just  tell him to wait until morning?

3、学习：
Now listen and repeat.

next to his bed
leave a bottle of milk next to his bed   
  Can't you just leave a bottle of milk next to his bed?
  Can't you just leave a bottle of milk next to his bed?

wait until morning
  tell him to wait until morning
Can't you just tell him to wait until morning?
Can't you just tell him to wait until morning?

4、引导学习：
When we make a suggestion, we often start with an expressionlike Can't you just . . . ? orCouldn't you just. . . ? or Why don't you just. . . ? They all mean about the same thing. Now you're going to make some suggestions that start with the words Can't you just, Couldn'tyou just, or Why don't you just. For example,

you hear. . . I can't sleep at night. Can't. . . drink some warmmilk.And you say. . .Can't you just drink some warm milk?Or you hear . . .I'm too tired to get up at seven A.M. Couldn't. . . go to bed earlier  And you say. . .Couldn't you just go to bed earlier? OK, let's begin.
     
5、练习：

I can't sleep at night. Can't. . . drink some warm milk. Can't you just drink some warm milk?

I'm too tired to get up at seven A.M.Couldn't. . . go to bed earlier.Couldn't you just go to bed earlier?

I don't have time to do all this research. Why. . . ask someone to help you. Why don't you just ask someoneto help you?

I don't remember Steven's phone number.Can't. . . look it up in the phone book.Can't you just look it up in the phone book?

I'm too short to reach that shelf. Why. . . stand on that chair. Why don't you just stand on that chair?

I'm not strong enough to lif those heavy boxes.Couldn't. . . ask someone to lift them for you. Couldn't you just ask someone to ift them for you?

This is the end of Lesson One.

非常感谢 no1vitas，你的详细建议对我帮助很大。 我今天整理文本时下意识放慢语速30 或50 ，感觉真是好很多。多练习几次吧，感觉应越来越好。我想起了一句话:  重复学习是最好的老师！ 你是我的好榜样！


谢谢孙老师给我批改作业。我今天重做了一遍第九册第一课，这样行吗？

请接着在此贴完成以后的练习内容，时间长了积累多了，回头看看都有好处的，而且每次来到论坛直接点击“最新帖子”就能够看到最新的内容，我就是这样操作的，呵呵，一点小经验。

BOOK TWEtVE,LESSON ONE           

一、基本词组
（一）场景学习：

at  the Nature Center. ;    Listen carefully  for....[

1、引导与：
This is Lesson One.
Steven and Detective MOdine
are meeting
at  the Nature Center.
Why aren't  they meeting
in Steven's office?
Listen carefully
for the answer.   


2、情景：
got here ;  as fast  as I  could. ;be  upset about....;  be  certain of  ....;  be concerned about....;

Why would you ....?  be careful about ...; dealing with ...;  be bugged.  ;  can't be too  careful for...

I  got here
as fast  as I  could.
I'm very upset
about this investigation.
I'm certain of  that .
Well? 
  I asked you
to meet  me  here
because I was concerned
about meeting 
in your office.   
Why would you be
concemed about  that? 
  Your office might be  bugged.
You can't be too  careful
about anything 
when you're
dealing with criminals. 
    Well,
why aren't Steven and Detective Modine
meeting in  Steven's office?
Because Detective Modine
thinks
that Steven's office
might be bugged. 


3、学习：      upset about .......    concerned about    .... 


Now listen and repeat

this investigation       
upset about
this investigation   
I'm very  upset about
this investigation 

concerned about     
would you be
concerned about that     
Why would you be
concerned  about  that?         
Why would you be
concerned  about  that?


4、引导学习：

be upset with....      be  upset about...      be .concerned by.....        be  concerned  about....

that's going so well? 



Now you hear ... 
  I'm very upset with
this investigation   
And you say...
I'm very upset about
this  investigatiOn 
You hear ... 
Why be concerned
by something
that's going so well? 
And you say ... 
Why be concerned
about  something
that's going so well?
Ready?Let's begin.   


5、练习：

can't be too careful of  (about)...    angry with ...  angry about ...    be  upset with .....          surprised about ...;    dealing with  ...;

I'm very upset with
this  investigation
I'm very upset
about this  investigation.   
Why be concemed
by something
that's going
so well?   
Why be concerned
about something
that's going so well?

You can't be
too careful of  anything
when dealing with  criminals. 
You can't be too careful about  criminals.   

Are you certain of that?
Are you certain about that?   

You're not angry with the way 
the investigation
is going,are you?   
You're not angry
about the way 
the investigation is going,are  you?   
No,but I'm not happy with
the  nvestigation either.   
No,but I'm not happy about
the investigation either.   
Really,I'm surprised about
how long this is taking. 
Really,I'm surprised about
how long this is taking.   


（二）场景学习

take place ;  Something's going on  ;  has a  good idea ;  be late for...;  wait  for...;  right away.

go straight  to...;  go back....;    be  surprised at....;  couldn't go  any faster  ; between  ....and ...

be interested in ...;

1、引导与：
 
Jake and Chris
are discussing the progress
of Detective Modine's  investigation.
Did the meeting  between Steven
and Detectiv e  MOdine
take place
before ten in the morning?
Listen carehlly
for when the meeting
took place.

2、情景： 
Something's going on,Jake.
I think Ray-
I mean,   
Detective MOdine-has a  good idea
who's behind the sabotage at WEFL. 
You do? 
Yes.
Do you remember  lunch
Steven said
he was late
for importm  meeting? 
He couldn't eat
and  had to leave
right away.
Do you remember?
Well,he went straight
to the NatureCenter.
And guess
who was waiting for him there?
Could it have been Ray-
I  mean,Detective Modine 
That's right .
How did you know?
I saw Steven
when he got  back. 
Why the meeting
at the Nature Center?
Why not in  Steve's office? 
Steven had to meet 
Detective Modine
at the  Nature Center
because the detective thinks
Steven's office might be bugged. 
Bugged!
Really?
Uh-huh.
Steven told Detective Modine
that he  was surprised at
how long the investigation was taking.
  Detective Modine said
that  the investigation couldn't go  any faster
because it was  delicate,he had to be very careful.   
OK.Did the meeting
between  Steven and Detective Modine
take place
before ten in the  morning?
No.
It took place after lunch time.     




3、学习：
Now listen and repeat.   

any faster     
couldn't go
any faster     
The investigation couldn't go
any faster.     
The investigation couldn't go 
any faster.     

very careful   
had to be very careful     
He had to be
very careful.     
He had to be
very careful.   


4、引导学习：

  Now you hear ...
The investigation was going
as fast as possible.
  And you say ...
The investigation couldn't go
any faster.
You hear ..
.It was necessary
for him
to be very careful   
And you say..
.He had to be
very careful.     
Ready?Here we go.           


5.练习：

The investigation was going
as fast as possible.   
The investigation couldn't go
any faster.   

It was necessary
for him
to be very carful
He had to be very careful.   

It was necessary
for them
to meet
at the Nature Center.
They had to meet
at the Nature Center.

It was impossible for him
to eat his lunch.   
He couldn't
eat his lunch.

It was necessary for him
to leave  at once.
He had to leave
at once.

It was impossible for them
to meet  in the office.
They couldn't meet
in the office.

I got here
as soon as possible.
I couldn't get here
any sooner.


（三）场景学习


1、引导与：
the same kind of ...

Good. Now let's listen to
some more of the conversation
between Detective Modine and  Steven
at the Nature Center.
Who are the three people seen
with the same kind of leather glove?
Listen carefully
for the answer.



2、情景：

in two words ;  all the way ;  call....out  ;  is the key to ...;  spend...to...;  come up with ....;

Wait until ...;    be interested in ...;Be patient with ....;be happy about ....;the missing link.

I'll give it to you
in two words. 
Yeah? Yeah? What？
  Leather glove . . .
Leather glove?
That's it.
Leather glove.
Did you call me
all the way
out here
to say the words
leather glove to me?
Yes.
The leather glove
is the key to the case.
You seem disappointed.
Disappointed?
Are you kidding?
Wait until I tell Peter Case
I've been  spending money
to pay a detective
and all he could come up with
was  the words leather glove.
He's not going to be happy about this,
Ray 
Be patient with me,Steven.
There's  something
I didn't tell you.
You're going to be interested in this.
What? 
The leather gloves
are the missing link.
First , 
Roger Ward had one
Then Jake saw Thomas Ames
with one exactl  like it.
Finally, one of  the gloves
was on the tape
that Chris made of Terry.

OK. Who were the three people seen
with the same kind of  leather glove?
Roger Ward, Thomas Ames, and Terry Smithers.

3、学习：

Now listen and repeat.

come up with
    all he could
come up with
    all he could
come up with were the words
    All he could
come up with
were the words
leather glove.
    All he could
come up with
were the words
leather glove.


come up with ...;  the same as to...

4、引导学习：
the same as...

To come up with
means about the same as
to suggest, to produce.
Let's practice this expression,
to come up with.
You hear. . .
All he could produce
were the words
leather glove.
And you say. .
.All he could
come up with
were the words
leather glove.
You hear. . .
Ray hasn't suggested an answer 
to the problem yet.
And you say. . .
Ray hasn't come up with an answer
to the problem yet. All right.Let's begin.

5、练习：

All he could produce
were the words leather glove.
All he could come up with
were the words leather glove.

Ray hasn't suggested an answer
to the problem yet.
Ray hasn't come up with an answer
to the problem yet.

Who do you think
will suggest a good idea
to save WEFL?
Who do you think
will come up with a good idea
to save WEFL?

Jake and Chris were the first
to suggest the importance
of the leather gloves.
Jake and Chris were the first
to come up with the importance of
the leather gloves.

Steven hoped
that Ray would produce a plan
to solve the mystery .
Steven hoped
that Ray would come up with a plan
to solve the mystery .

But, in fact,
Ray only suggested
the connection of the leather gloves.
But, in fact,
Ray only came up with the connection
of the leather gloves.

Nobody has produced
any hard evidence
against Thomas Ames yet.   
Nobody has come up with
any hard evidence
against Thomas Ams yet.

This is the end of Lesson One.

二、 基本句子
1、
I'm very upset with this  investigation
I'm very upset about this  investigation.   
Why be concemed by something  that's going so well?   
Why be concerned about something that's going so well?

You can't be too careful of  anything when dealing with  criminals. 
You can't be too careful about  criminals.   

Are you certain of that?
Are you certain about that?   

You're not angry with the way  the investigation is going,are you?   
You're not angry about the way  the investigation is going,are  you?   
No,but I'm not happy with the  nvestigation either.   
No,but I'm not happy about the investigation either.   
Really,I'm surprised about how long this is taking. 
Really,I'm surprised about how long this is taking.   

2、The investigation was going as fast as possible.   
The investigation couldn't go any faster.   

It was necessary for him to be very car
He had to be very careful.   

It was necessary for them to meet at the Nature Center.
They had to meet at the Nature Center.

It was impossible for him to eat his lunch.   
He couldn't eat his lunch.

It was necessary for him to leave  at once.
He had to leave at once.

It was impossible for them to meet  in the office.
They couldn't meet in the office.

I got here as soon as possible.
I couldn't get here any sooner.

3、All he could produce were the words leather glove.
All he could come up with were the words leather glove.

Ray hasn't suggested an answer to the problem yet.
Ray hasn't come up with an answer to the problem yet.

Who do you think will suggest a good idea to save WEFL?
Who do you think will come up with a good idea to save WEFL?

Jake and Chris were the first to suggest the importance of the leather gloves.
Jake and Chris were the first to come up with the importance of the leather gloves.

Steven hoped that Ray would produce a plan to solve the mystery .
Steven hoped that Ray would come up with a plan to solve the mystery .

But, in fact, Ray only suggested the connection of the leather gloves.
But, in fact, Ray only came upwith the connection of the leather gloves.

Nobody has produced any hard evidence against Thomas Ames yet.   
Nobody has come up with any hard evidence against Thomas Ams yet.


三、场景学习、

（一）场景学习：

1、引导与：
This is Lesson One.Steven and Detective MOdine are meeting at  the Nature Center. Why aren't  they meeting in Steven's office?  Listen carefully for the answer.   

2、情景：
  I  got here as fast  as I  could. I'm very upset  about this investigation.  I'm certain of  that 。 Well?    I asked you to meet  me  here because I was concerned about meeting  in your office.    Why would you be  concemed about  that?    Your office might be  bugged.You can't be too  careful about anything  when you're dealing with criminals.      Well,why aren't Steven and Detective Modine meeting in  Steven's office?  Because Detective Modine thinks t hat Steven's office might be bugged.   

3、学习：
Now listen and repeat

this investigation       
upset about this investigation   
I'm very  upset about this investigation 

concerned about     
would you be concerned about that     
Why would you be concerned  about  that?         
Why would you be concerned  about  that? 

4、引导学习：
Now you hear ...    I'm very upset with this investigation    And you say...  I'm very upset about this  investigatiOn  You hear ...  Why be concerned by something that's going so well?  And you say ...  Why be concerned about  something that's going so well?  Ready?Let's begin.   

5、练习：
I'm very upset with this  investigation
I'm very upset about this  investigation.   
Why be concemed by something  that's going so well?   
Why be concerned about something that's going so well?

You can't be too careful of  anything when dealing with  criminals. 
You can't be too careful about  criminals.   

Are you certain of that?
Are you certain about that?   

You're not angry with the way  the investigation is going,are you?   
You're not angry about the way  the investigation is going,are  you?   
No,but I'm not happy with the  nvestigation either.   
No,but I'm not happy about the investigation either.   
Really,I'm surprised about how long this is taking. 
Really,I'm surprised about how long this is taking.   


（二）场景学习

1、引导与：
 
Jake and Chris are discussing the progress of Detective Modine's  investigation.Did the meeting  between Steven and Detectiv e  MOdine take place before ten in the morning?Listen carehlly fo  when the meeting took place.

2、情景： 
Something's going on,Jake. I think Ray-I mean,    Detective MOdine-has a  good idea who's behind the sabotage at WEFL.  You do?    Yes. Do you remember  lunch Steven said he was late for importm  meeting?  He couldn't eat and  had to leave right away.Do you remember?Well,he went straight to the NatureCenter.And guess who was waiting for him there? Could it have been Ray-I  mean,Detective Modine  That's right .How did you know? I saw Steven when he got  back.  Why the meeting at the Nature Center?  Why not in  Steve's office?  Steven had to meet  Detective Modine at the  Nature Center because the detective thinks Steven's office might be bugged.  Bugged!Really?  Uh-huh.Steven told Detective Modine that he  was surprised at how long the investigation was taking.  Detective Modine said that  the investigation couldn't go  any faster because it was  delicate;he had to be very careful.    OK.Did the meeting between  Steven and Detective Modine  take place before ten in the  morning?No.It took place after lunchtime.     


3、学习：
Now listen and repeat.   

any faster     
couldn't go any faster     
The investigation couldn't go any faster.     
The investigation couldn't go  my faster.     

very careful   
had to be veqcareful     
He had to be very careful.     
He had to be very careful.   


4、引导学习：

  Now you hear ...  The investigation was going as fast as possible.  And you say ... The investigation couldn't go any faster. You hear ...It was necessary for him to be very careful    And you say...He had to be very careful.      Ready?Here we go.           

5.练习：

The investigation was going as fast as possible.   
The investigation couldn't go any faster.   

It was necessary for him to be very car
He had to be very careful.   

It was necessary for them to meet at the Nature Center.
They had to meet at the Nature Center.

It was impossible for him to eat his lunch.   
He couldn't eat his lunch.

It was necessary for him to leave  at once.
He had to leave at once.

It was impossible for them to meet  in the office.
They couldn't meet in the office.

I got here as soon as possible.
I couldn't get here any sooner.


（三）场景学习

1、引导与：

Good. Now let's listen to some more of the conversation between Detective Modine and  Steven at the Nature Center.Who are the three people seen with the same kind of leather glove? Listen carefully for the answer.

2、情景：

I'll give it to you in two words.  Yeah? Yeah? What？    Leather glove . . .Leather glove? That's it. Leather glove. Did you call me all the way out here to say th  words leather glove to me?  Yes. The leather glove is the key to the case. You seem disappointed.Disappointed? Ar  you kidding? Wait until I tell Peter Case I've been  spending money to pay a detective and all he could come up with was  the words leather glove. He's not going to be happy about this, Ray  Be patient with me,Steven. There'ssomething I didn't tell you. You're going to be interested in this. What?  The leather gloves are the missing link. First ,  Roger Ward had one Then Jake saw Thomas Ames with one exactl  like it. Finally, one of  the gloves was on the tape that Chris made of Terry.

OK. Who were the three seen with the same kind ofleather glove? Roger Ward, Thomas Ames, and Terry Smithers.

3、学习：

Now listen and repeat.

come up with
    all he could come up with
    all he could come up with were the words
    All he could come up with were the words leather glove.
    All he could come up with were the words leather glove.

4、引导学习：

To come up with means about the same as to suggest, to produce. Let's practice this expression, to come up with. You hear. . . All he could produce were the words leather glove. And you say. . .All he could come up with were the words leather glove. You hear. . . Ray hasn't suggested an answerto the problem yet. And you say. . . Ray hasn't come up with an answer to the problem yet. All right.Let's begin.

5、练习：

All he could produce were the words leather glove.
All he could come up with were the words leather glove.

Ray hasn't suggested an answer to the problem yet.
Ray hasn't come up with an answer to the problem yet.

Who do you think will suggest a good idea to save WEFL?
Who do you think will come up with a good idea to save WEFL?

Jake and Chris were the first to suggest the importance of the leather gloves.
Jake and Chris were the first to come up with the importance of the leather gloves.

Steven hoped that Ray would produce a plan to solve the mystery .
Steven hoped that Ray would come up with a plan to solve the mystery .

But, in fact, Ray only suggested the connection of the leather gloves.
But, in fact, Ray only came upwith the connection of the leather gloves.

Nobody has produced any hard evidence against Thomas Ames yet.   
Nobody has come up with any hard evidence against Thomas Ams yet.

This is the end of Lesson One.

今天静下心来仔细整理文本，进行了亚麻听懂的第一步和第二步：第一步：看着文本，大脑回向出语音。在50%的语速上做到了；第二步：看着Tanscribe波形，只听语音，回响出文本。在练习了近两小时后，差不多也能回响出文本，除了几个不熟悉的单词、词组和短语。很有成效，真是很高兴！我又试了一下第三步： 阅读整理好的文本，大脑回响出语音，勉强还行。
 
我想请教的是：不管是第一步还是第二步，遇到不熟悉的单词、短语，多听几次后也不能猜出他们的准确意思时，该怎么办？

在练习的句子重的单词、短语互换时，不是很能理解他们的准确意思及用法时，应怎么办？

列如：
I got here as soon as possible.        I couldn't get here  any sooner.

很好理解 第一句，第二句就不是很明白。我知道既然能互换，两句的意思应是一样的。

还有遇到不熟悉的单词、短语时，需要去查字典吗？

我现在对第十二册的第一课的内容能比较理解明白，这就是亚码听懂吗？

在看Tanscribe波形回响出语时，我现在能做到在音频图的间隙时间回响出语音。在一个短句子时能回想几次，遇到长句时，一般只能回响出一次。怎样才能做到深度听清的多重压码和连环压码？请问什么是多重压码？什么是连环压码？ 
 
请老师、学长多多指教。