8册练习文本

11

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

185

F:    Could you tell me what time it
   closes in the afternoon?
M:    How much does it cost to get
   in?    
F:    Could you tell me how much it
   costs to get in?
M:    How many animals does it
   have?
F:    Could you tell me how many
   animals it has?
N:    Now let's practice questions
   that begin with Do you
   know. . . ? For example,
   You hear. . .
F:    How old are those cows?
N:    And you say. . .
M:    Do you know how old those
   cows are?
N:    When you hear. . .
M:    What does the gift shop sell?
N:    You say. . .
F:    Do you know what the gift shop
   sells?
N:    OK, ready? Let's begin.
F:    How old are those cows?
M:    Do you know how old those
   cows are?
F:    What does the gift shop sell?
M:    Do you know what the gift shop
   sells?
F:    Where does the bus stop?
M:    Do you know where the bus
   stops?
F:    How late does the Nature
   Center stay open?
M:    Do you know how late the
   Nature Center stays open?
F:    How big is the farm?
M:    Do you know how big the farm
   is?    
F:    When can we see the animals?
M:    Do you know when we can see
   the animals?
N:    Now listen to this conversation
   between Jim and Brad at the
   Stamford Nature Center.
JIM:        Can you tell me what the gift
       shop sells?
BRAD:    Postcards, birthday cards,
       nature posters, stuffed
       animals, and T-shirts.
N:    All right. Now you're going to
   hear a question about what this
   gift shop sells. Then you'll hear a
   cue to help you answer. For
   example, I say, "Can you tell me
   what kind of cards this shop
   sells?" Then you hear. . .
F:    Birthday.
N:    And you say. . .


M:    Birthday cards.
N:    I say, "Can you tell me what
   kind of posters this shop sells?"
   Then you hear. . .
F:    Nature.
N:    And you say. . .
M:    Nature posters.
N:    OK, let's begin. Can you tell me
   what kind of cards this shop
   sells?
F:    Birthday.
M:    Birthday cards.
N:    Can you tell me what kind of
   posters this shop sells?
F:    Nature.
M:    Nature posters.
N:    Can you tell me what kind of
   lamps this shop sells?
F:    Desk.
M:    Desk lamps.
N:    Can you tell me what kind of
   books this shop sells?
F:    Address.
M:    Address books.
N: . Can you tell me what kind of
   plates this shop sells?
F:    Paper.
M:    Paper plates.
N:    Can you tell me what kind of
   shops sell all these things?
F:    Gift.
M:    Gift shops.
N:    Now take your pencil and a piece
   of paper. You're going to hear
   the names of some stores where
   you can buy different kinds of
   things. Make a list of these stores
   by writing down the name of
   each one after you hear it. Have
   you got your pencil and paper
   ready? OK, let's begin.
M:    A gift shop.
   A toy store.
   A jewelry store.
   A grocery store.
   A furniture store.
   A drugstore.
N:    Now check your list as you hear
   the names of these places again.
   Correct any mistakes you find.
   Ready?
F:    A gift shop.
   A toy store.
   A jewelry store.
   A grocery store.
   A furniture store.
   A drugstore.
N:    All right, now use your paper to
   find the answers to some
   

   
   questions. For example, you
   hear.. .
F:    Do you know where I can buy
   some eggs?
N:    And you say. . .
M:    At a grocery store.
N:    When you hear. . .
F:    Do you know where I can buy
   some aspirin?
N:    You say. . .
M:    At a drugstore.
N:    All right, let's begin.
F:    Do you know where I can buy
   some eggs?
M:    At a grocery store.
F:    Do you know where I can buy
   some aspirin?
M:    At a drugstore.
F:    Do you know where I can buy
   some chairs?
M:    At a furniture store.
F:    Do you know where I can buy
   some rubber ducks?
M:    At a toy store.
F:    Do you know where I can buy
   some gold bracelets?
M:    At a jewelry store.
F:    Do you know where I can buy
   some key chains?
M:    At a gift shop.
N:    Now to end the lesson, imagine
   you're interviewing someone for
   WEFL. You're going to ask
   questions that start with the
   words Could you tell our
   viewers. . . ? But first, you hear
   the answer to the question. For
   example, You hear. . .
F:    We have about twenty-five
   animals.
N:    And you ask the question . . .
M:    Could you tell our viewers how
   many animals you have?
N:    You hear. . .
F:    The pigs are six and a half weeks
   old.
N:    And you ask the question . . .
M:    Could you tell our viewers how
   old the pigs are?
N:    Ready? Let's begin.
F:    We have about twenty-five
   animals.
M:    Could you tell our viewers how
   many animals you have?
F:    The pigs are six and a half weeks
   old.
M:    Could you tell our viewers how
   old the pigs are?
F:    The farm is located near
   Stamford, Connecticut.

186


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

12


BOOK EIGHT,    
   
LESSON ELEVEN    
N:    This is Lesson Eleven.
   Listen to Jim talking on the
   telephone to Maria.
JIM:    Maria? I'm at a phone booth at
   the Nature Center. I've done
   the interview. . . You want
   another story? I don't think
   there are any other stories here,
   Maria.    
N:    Now listen and repeat.
M:    another story    
   You want another story?
   You want another story?
   other stories    any other stories
   I don't think there are any other
   stories.    
   I don't think there are any other
   stories.    
N:    Now change the sentences you
   hear. For example, you hear. . .
M:    You want another story?
F:    Job.    
N:    And you say. . .    
M:    You want another job?
N:    Then you hear. . .
F:    Maria.    
N:    And you say. . .    
M:    Maria wants another job?
N:    Ready? Let's begin.
M:    You want another story?
F:    Job.    
M:    You want another job?
F:    Maria.    
M:    Maria wants another job?
F:    Has.    
       


   
M:    Maria has another job?
F:    Assistant.
M:    Maria has another assistant?
F:    Story.
M:    Maria has another story?
F:    Wants.
M:    Maria wants another story?
N:    Now listen to this example. You
   hear.. .
M:    I don't think there are any other
   stories.
F:    Jobs.
N:    And you say. . .
M:    I don't think there are any other
   jobs.
N:    Then you hear. . .
F:    Maria.
N:    And you say. . .
M:    Maria doesn't think there are any
   other jobs.
N:    OK? Let's begin.
M:    I don't think there are any other
   stories.
F:    Jobs.
M:    I don't think there are any other
   jobs.
F:    Maria.
M:    Maria doesn't think there are any
   other jobs.
F:    Assistants.
M:    Maria doesn't think there are any
   other assistants.
F:    Believe.
M:    Maria doesn't believe there are
   any other assistants.
F:    Stories.
M:    Maria doesn't believe there are
   any other stories.
F:    Think.
M:    Maria doesn't think there are any
   other stories.
N:    Now listen to this conversation
   between Jim and Maria.
MARIA:    Hello.
JIM:    Hello, Maria? This is Jim. I
   finished the interview. The
   one at the Stamford Nature
   Center.
MARIA:    The one at the Stamford
   Nature Center?
JIM:    Yes. That's the one you sent
   me out here to do. Don't
   you remember?
MARIA:    Sorry, Jim. But we've been
   working on so many stories.
   It's hard to remember the
   ones we've finished and the
   ones we haven't finished.
JIM:    Well, now that I've done
   the one on the Nature


   Center, we've finished all
   the important ones, I think.
MARIA:    Let's do another one, Jim.
   Say, let's do one on ducks!
JIM:    Ducks? Ducks\
N:    Notice how we use the one to talk
   about something we've just
   mentioned. For example, you
   heard . . .
M:    I finished the interview. The one
   at the Stamford Nature Center.
N:    But if we're talking about more
   than one thing, we use the ones.
   For example. . .
F:    We've finished all the stories.
   All the important ones, I think.
N:    Now you're going to hear some
   sentences. If the sentence
   mentions one thing, repeat the
   sentence using the one. If the
   sentence mentions more than
   one thing, repeat it using the
   ones. For example, You hear. . .
M:    I finished the interview at the
   Nature Center.
N:    And you say. . .
F:    I finished the one at the Nature
   Center.
N:    Then you hear. . .
M:    We've done the important
   stories.
N:    And you say. . .
F:    We've done the important ones.
N:    All ready? Let's begin.
M:    I finished the interview at the
   Nature Center.
F:    I finished the one at the Nature
   Center.
M:    We've done the important
   stories.
F:    We've done the important ones.
M:    The white geese live here all
   year.
F:    The white ones live here all
   year.
M:    The little green duck is mean.
F:    The little green one is mean.
M:    He chases the other ducks.
F:    He chases the other ones.
M:    The kids who come here feed
   them.
F:    The ones who come here feed
   them.
N:    Now listen to this conversation.
M:    Hey, look at those two geese!
   One is green. It must be a
   Canadian goose. The other one
   is white.
F:    And look at all those ducks. One
   is so big.


187

M:    The other ones are so little.
   They must be babies.
N:    Now listen to and repeat these
   sentences.
M:    Look at those two geese.
   One is green.
   The other one is white.
   One is green. The other one is
   white.
F:    Look at all those otters.
   One is so big.
   The other ones are so little.
   One is so big. The other ones are
   so little.
N:    Now you make some
   comparisons using the other one or
   the other ones. For example, you
   hear.. .
F:    Look at those two ducks. One is
   green.
N:    And you say. . .
M:    The other one is white.
N:    Or you hear. . .
F:    Look at all those otters. One is
   so big.
N:    And you say. . .
M:    The other ones are so little.
N:    All right. Let's begin.
F:    Look at those two ducks. One is
   green.
M:    The other one is white.
F:    Look at all those otters. One is
   so big.
M:    The other ones are so little.
F:    Look at those two walls. One is
   high.
M:    The other one is low.
F:    Look at all those runners. One is
   fast.    
M:    The other ones are slow.
F:    Look at all those mountains. One is
   low.    
M:    The other ones are high.
F:    Look at those two people. One is
   so fat.
M:    The other one is so thin.
N:    Now listen to Jim talking to a
   woman who works in the gift
   shop at the Stamford Nature
   Center.
JIM:        I need a new address book. Is
       this the last one in the shop?
CLERK:    No, here's another just like
       it. And here's another that's
       exactly the same. Why not
       buy at least two? They make
       nice presents.
JIM:        OK., Good. I'll take all three of
       them. I'll give one to my
       cameraman and keep one for


   
   myself. And who knows? I
   may need another someday.
N:    Now you're going to hear two
   sentences. Put them together to'
   make one longer sentence. For
   example, you hear. . .
M:    There's an address book on the
   table.
F:    There's an address book on the
   desk.
N:    And you say. . .
M:    There's an address book on the
   table and another on the desk.
N:    Or you hear. . .
M:    There are ten kids in the Nature
   Center.
F:    There's one kid waiting to get in.
N:    And you say. . .
M:    There are ten kids in the Nature
   Center and another waiting to
   get in.
N:    OK, let's begin.
M:    There's an address book on the
   table.
F:    There's an address book on the .
   desk.
M:    There's an address book on the
   table and another: on the desk.
F:    There are ten kids in the Nature
   Center.
M:    There's one kid waiting to get in.
F:    There are ten kids in the Nature .
   Center and another waiting to get in.
M:    There are two ducks swimming
   in the pond.
F:    There's one duck chasing otters.
M:    There are two ducks swimming
   in the pond and another chasing
   otters.
F:    There's a reporter in the gift
   shop.
M:    There's a reporter taking pictures
   outside.
F:    There's a reporter in the gift
   shop and another taking pictures
   outside.
M:    There are two kids feeding the
   ducks.
F:    There's a'kid feeding the geese.
M:    There are two kids feeding the
   ducks and another feeding the
   geese.
F:    There's one interview finished.
M:    There's one interview to finish
   before tomorrow.
F:    There's one interview finished
   and another to finish before
   tomorrow.
   

   
N:    And now there are fourteen
   lessons finished in Book Eight
   and another two to finish before
   Book Nine.
   This is the end of Lesson
   Eleven.

13

   
BOOK EIGHT, REVIEW FOUR
N:    Review Four. Forthis lesson,
   you'11 need a pencil and a
   piece of paper.
   Listen to the radio announcer as
   he tells us about something
   interesting to do this weekend.
M:    Are you looking for something
   fun to do with the whole family?
   Why not make a visit to the
   Stamford Museum and Nature
   Center? It's a great place for
   children and adults. Here are
   some of the things you can do.
   You can see the farm animals,
   visit the duck pond, walk on the
   hiking trails, shop in the gift
   shop, and see an art exhibit.
   There's a convenient parking lot
   to park in, or if you come by bus,
   just get off at the bus stop near
   the front gate. And there are
   picnic tables you can use if you
   want to bring your lunch. Yes.
   There's something for everyone
   at the Stamford Museum and
   Nature Center.
N:    Now take your pencil and a piece
   of paper and write down these
   things that you can do at the
   Nature Center.
M:    See the farm animals.
F:    Visit the duck pond.
M:    Walk on the hiking trails.
F:    Shop in the gift shop.
M:    See an art exhibit.
F:    Park in the parking lot.
M:    Get off at the bus stop.
F:    Use the picnic tables.
N:    Now, use the information on
   your paper to tell us what you
   can do at the Stamford Museum
   and Nature Center. For example,
   You hear. . .
M:    Art.
N:    And you say. .'.
F:    You can see an art exhibit.
N:    You hear. . .
M:    'Shop.
N:    And you say. . .
F:    You can shop in the gift shop.
N:    All right, let's begin.
   

188

   
   
M:    Art.
F:    You can see an art exhibit.
M:    Shop.
F:    You can shop in the gift shop.
M:    Bus.
F:    You can get off at the bus stop.
M:    Parking.
F:    You can park in the parking lot.
M:    Picnic.
F:    You can use the picnic tables.
M:    Hiking.
F:    You can walk on the hiking
   trails.
M:    Duck.
F:    You can visit the duck pond.
M:    Farm.
F:    You can see the farm animals.
N:    Now listen to the following talk.
   Don't write anything yet. Just
   listen.
F:    The passenger pigeon is one of
   more than 130 species of wild
   animals which have become
   extinct. Once there were
   millions of these birds in North
   America, but the last one died in
   the Cincinnati Zoo in 1914.
   Hunters killed most of these
   birds.
N:    Now you will hear'the same talk
   again. Take your pencil and
   write down what you hear.
   Ready? Let's begin.
F:    The passenger pigeon
   is one of the more than
   130 species
   of wild animals
   which have become extinct.
   Once there were millions
   of these birds
   in North America,
   but the last one died
   in the Cincinnati Zoo
   in 1914.
   Hunters killed
   most of these birds.
N;    Now listen as the talk is given
   one last time. Check your paper
   for mistakes and correct them.
   OK, listen.
F:    The passenger pigeon is one of
   more than 130 species of wild
   animals which have become
   extinct. Once there were
   millions of these birds in North
   America, but the last one died in
   the Cincinnati Zoo in 1914.
   Hunters killed most of these
   birds.
N:    Now use your paper to ask


   questions that go with the
   answers you hear. For example,
   You hear. . .
F:    It is one of more than 130
   species of wild animals which
   have become extinct.
N:    And you say. . .
M:    What is the passenger pigeon?
N:    You hear. . .
F:    There were millions of these
   birds in North America.
N:    And you say. . .
M:    How many of these birds were
   there in North America?
N:    OK? Let's begin.
F;    It is one of more than 130
   species of wild animals which
   have become extinct.
M:    What is the passenger pigeon?
F:    There were millions of these
   birds in North America.
M:    How many of these birds were
   there in North America?
F:    In the Cincinnati Zoo.
M:    Where did the last one die?
F:    In 1914.
M:    When did the last one die?
F:    Hunters.
M:    Who killed most of these birds?
N:    This is the end of Review
   Four.

14

   
   
BOOK EIGH'T, LESSON TWELVE
N:    This is Lesson Twelve. In
   this lesson, you learned the
   names of a lot of different
   animals. Now listen and repeat
   the name of each animal that
   you hear.
M:    pigeon
F:    butterfly
M:    fox
F:    deer
M:    wolf
F:    goose
M:    fish
F:    eagle
M:    sheep
F:    mouse
N:    Some of these animal names
   have regular plurals and some
   have irregular plurals. Listen to
   the names of these animals
   again, but don't repeat what you
   hear. Instead, give the plural
   form of each name you hear. For
   example, you hear. . .
M:    One goose.
N:    And you say. . .
   

       F:    Two geese.
       N:    Or you hear. . .
       M:    One fox.
       N:    And you say. . .
       F:    Two foxes.
       N:    Ready? Let's begin.
       M:    One goose.
       F:    Two geese.
       M:    One fox.
       F:    Two foxes.
       M:    One fish.
       F:    Two fish.
       M:    One eagle.
       F:    Two eagles.
       M:    One butterfly.
       F:    Two butterflies.
       M:    One mouse.
       F:    Two mice.
       M:    One wolf.
       F:    Two wolves.
       M:    One deer.
       F:    Two deer.
       M:    One pigeon.
       F:    Two pigeons.
       M:    One sheep.
       F:    Two sheep.
       N:    Now listen and change each of
           the following sentences. The
           nouns and verb forms are in the
           singular. You change them to
           the plural. For example, you
           hear.. .
   F:    A mouse is a rodent.
       N:    And you say. . .
       M:    Mice are rodents.
       N:    Or you hear. . .
       F:    A butterfly is an insect.
       N:    And you say. . .
       M:    Butterflies are insects.
       N:    OK? Let's begin.
       F:    A mouse is a rodent.
       M:    Mice are rodents.
       F:    A butterfly is an insect.
       M:    Butterflies are insects.
       F:    A sheep is a mammal.
       M:    Sheep are mammals.
       F:    A goose is a bird.
       M:    Geese are birds.
       F:    An alligator is a reptile.
       M:    Alligators are reptiles.
       N:    Now listen to two or three
           sentences about animals. Then
           combine all the sentences into
           one sentence, changing the
           singular forms to the plural. For
           example, you hear. . .
       M:    A deer is a mammal. A sheep is
           a mammal. A cow is a mammal.
       N:    And you say. . .
           

189

F:    Deer, sheep, and cows are
   mammals.
N:    Or you hear. . .
M:    A fly is an insect. A butterfly is
   an insect.
N:    And you say. . .
F:    Flies and butterflies are insects.
N:    Ready? Let's begin.
M:    A deer is a mammal. A sheep is
   a mammal. A cow is a mammal.
F:    Deer, sheep, and cows are
   mammals.
M:    A fly is an insect. A butterfly is
   an insect.
F:    Flies and butterflies are insects.
M:    An alligator is a reptile. A turtle
   is a reptile.
F:    Alligators and turtles are reptiles.
M:    A goose is a bird. A chicken is a
   bird. A duck is a bird.
F:    Geese, chickens, and ducks are
   birds.
M:    A lion is a mammal. A wolf is a
   
   mammal. A fox is a mammal.
F:    Lions, wolves, and foxes are
   mammals.
M:    A whale is a mammal. An otter
   is a mammal.
F:    Whales and otters are mammals.


N:    Now listen to this man as he
   describes some of the birds on
   the pond.
M:    Look at the two Canadian geese.
   This one is beautiful. The other
   one is strange-looking. And look
   at those two ducks. This one is
   green. The other is black.
N:    Now listen to and repeat these
   sentences.
M:    This one is beautiful.
   The other one is strange-looking.
   This one is green.
   The other is black.
N:    Remember that you can use
   either the other one or the other.
   And you can use either the other
   ones or the others. Now listen to
   the cues and form two sentences.
   For example, you hear . . .
M:    Book. . . red. Other one. . .
   blue.
N:    And you say. . .
   
F:    This book is red. The other one
   is blue.
N:    Or you hear. . .
M:    Goose . . . beautiful. Other . . .
   strange-looking.
N:    And you say. . .


   
F:    This goose is beautiful. The
   other is strange-looking.
N:    All right. Let's begin.
F:    Book. . . red. Other one. . .
   blue.
M:    This book is red. The other one
   is blue.
F:    Goose . . . beautiful. Other . . .
   strange-looking.
M:    This goose is beautiful. The
   other is sn:ange-Iooking.
F:    Fish . . . big. Other . . . little.
M:    This fish is big. The other is
   little.
F:    Story. . . interesting. Other
   ones. . . boring.
M:    This story is interesting. The
   other ones are boring.
F:    Report . . . long. Others . . .
   short.
M:    This report is long. The others
   are short.
F:    Alligator . . . mean. Other one
   
   . . . meaner.
M:    This alligator is mean. The other
   one is meaner.
N:    This is the end of Lesson
   Twelve.

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