10册练习文本压码听懂范例

  1

AUDIO SCRIPT       
BOOK TEN, LESSON ONE

N:    Welcome to Book Ten. This is
    Lesson One. You're going to
    hear a conversation between
    two friends. They're talking
    about a movie that they both
    watched on TV last night. As
    you listen to them, notice the
    qualifiers they use. Remember,
    qualifiers are expressions like all
    of, most of, half of, and so on.
    Ready? Listen.   
M:    So did you enjoy that movie
    last night?   
F:    Well, I liked most of it. More
    than half of it was excellent, I
    thought. But I didn't enjoy all
    of it. Some of it was too long
    and boring. How about you?
    What did you think about it?
M:    I agree with you. Most of the
    movie was good, but part of it
    seemed slow and uninteresting.
    Oh, did I tell you? My parents
    watched it too.   
F:    What did they think?
M:    As usual, they couldn't agree.
    My mother thought all of it was
    wonderful. My father didn't like
    any of it.   
N:    Now listen and repeat.
M:    most of it   
    I liked most of it.
    I liked most of it.
    half of it   
    More than half of it was
    excellent.   
    More than half of it was
    excellent.   
    all of it   
    I didn't enjoy all of it.
    I didn't enjoy all of it.
F:    some of it   
    Some of it was too long and
    boring.   
    Some of it was too long and
    boring.   
    part of it   
    Part of it seemed slow and
    uninteresting.   
    Part of it seemed slow and
    uninteresting.   
M:    all of it   
    My mother thought all of it was
    wonderful.   
    My mother thought all of it was
    wonderful.   
    any of it   

    My father didn't like any of it.
    My father didn't like any of it.
N:    As you know, the qualifier for a
    hundred percent of something
    is all of it. For zero percent of
    something, the qualifier is not
    any of it. Fifty percent is half of
    it. More than fifty percent is
    most of it, and less than fifty
    percent is some of it or part of it.
    Now, you're going to hear a
    question followed by a number
    with percents. Use the number
    to decide what answer to give
    with a qualifier. For example, I
    say, "Did you like that movie?"
    Then you hear. . .
F:    Fifty percent.   
N:    And you say . . .
M:    I liked half of it.
N:    Or I say, "Did you eat that
    pie?" Then you hear. . .
F:    Ten percent.   
N:    And you say. . .
M:    I ate some of it.
N:    Or you could also say. . .
F:    I ate part of it.
N:    Both are correct. All ready?
    Let's begin. Did you like that
    movie?   
F:    Fifty percent.
M:    I liked half of it.
N:    Did you eat that pie?
F:    Ten percent.   
M:    I ate some of it.
N:    Did you enjoy that mystery
    story?   
F:    Seventy-five percent.
M:    I enjoyed most of it.
N:    Did you watch that TV
    program last night?
F:    Zero percent.
M:    I didn't watch any of it.
N:    Did you do your homework?
F:    Ten percent.   
M:    I did some of it.
N:    Did you invite your friends to
    your graduation?
F:    A hundred percent.
M:    I invited all of them.
N:    Now let's listen to an
    interview. A magazine reporter
    is interviewing a married couple
    to find out what they want
    more of and what they want
    less of in their lives. Let's
    listen.   
M 1: Hello there. Uh . . . excuse
    me, sir. .. ma'am. I'm doing
    an interview for a magazine

    article on people's lives. I'm
    trying to find out what people
    want more of and what they
    want less of in their daily lives.
    How about you, sir?
M2: Let's see. . . What do I want
    more of? Well, I want more
    money, of course. And more
    free time to play golf. Yes. And
    I want more parking places
    when I drive to work and less
    trouble with my boss. Oh,
    yeah, I definitely want more
    sleep at home and less pressure
    to help with the housework. I
    guess that's about all.
M I: And what about you, ma'am?
F:    Well, what I want is . . . more
    kitchen appliances to make my
    life a little easier. And fewer
    problems about when I can
    drive his sports car. I'd like
    more friends to go to the
    movies with. And I'd really like
    fewer arguments about how
    much money we spend. And
    maybe a little more love in my
    life.   
M2: What was the last thing you
    said?   
F:    We'll discuss that when we get
    home, dear.   
M 1: Well, thank you for the
    interview . . . and for some
    very interesting answers.
N:    Now listen and repeat.
M:    more money    I want more
    money.   
    more free time
    I want more free time.
    more sleep    I need more sleep.
    more help    I need more help.
F:    less pressure
    I'd like less pressure.
    less trouble   
    I'd like less trouble.
    less crime    I want less crime.
    less work    I want less work.
M:    fewer financial problems
    I'd like fewer financial
    problems.   
    fewer arguments
    I'd like fewer arguments.
    troubles   
    I want fewer troubles.
    fewer accidents
    I want fewer accidents.
N:    Remember that we use more of
       

164

    with either countable or
    uncountable nouns. We use less
    of with uncountable nouns, like
    less crime and less work, and
    fewer of with countable nouns,
    like fewer problems and fewer
    arguments. Now you're going to
    hear some things that you
    might like more of, less of, or
    fewer of. Decide which form is
    most appropriate and use that
    form in a sentence that begins
    with I want. For example, you
    hear.. .
M:    Free time to do what I like.
N:    And you say . . .
F:    I want more free time to do
    what I like.
N:    You hear. . .
M:    Crime where I live.
N:    And you say . . .
F:    I want less crime where I live.
N:    Ready? Let's begin.
M:    Free time to do what I like.
F:    I want more free time to do
    what I like.
M:    Crime where I live.
F:    I want less crime where I live.
M:    Time for my favorite sports.
F:    I want more time for my
    favorite sports.
M:    Financial problems in my life.
F:    I want fewer financial problems
    in my life.
M:    Trouble with my car.
F:    I want less trouble with my car.
M:    Pressure at work.
F:    I want less pressure at work.
M:    Arguments with my boss.
F:    I want fewer arguments with my
    boss.
M:    Love in my life.
F:    I want more love in my life.
N:    Well, most of us want more
    love in our lives, don't we?
    And less trouble. And fewer
    problems. But I think that's
    more than enough work for
    now.
    This is the end of Lesson One.

2

BOOK TEN, LESSON TWO
N:    Welcome to Lesson Two. You're
   going to hear a conversation
   between a mother and her son.
   They're talking about what the
   mother can or can't do because
   of her age, and if she needs help
   or not. Notice when they use the
   form too with an adjective, like
   

       
   too old or too weak. Or they may
   use enough after an adjective, like
   strong enough or old enough or
   before a noun like enough
   strength and enough time. Now
   listen.    
M:    Here, Mom, let me help you
   with those shopping bags.
F:    I know, I know. You think I'm
   too old to carry anything heavy.
   You think I'm too weak to do
   anything.    
M:    No, that's not what I mean. But
   you aren't strong enough to carry
   those heavy bags by yourself.
F:    I still have enough strength to do
   my own shopping. Besides, I
   know you're too busy to help an
   old lady like me.
M:    That's not true, Mom. I always
   have enough time to help you.
   And I don't think you're too old
   to do anything.
F:    Well, I suppose I am old enough
   to know when I've made a
   mistake. These bags are too
   heavy. Maybe I will let you carry
   them for me!    
M:    Gee, thanks, Mom.
F:    But don't drop anything!
N:    Now listen and repeat.
M:    too old to carry anything heavy
   You think I'm too old to carry
   anything heavy.
   You think I'm too old to carry
   anything heavy.
F:    too weak to do anything
   You think I'm too weak to do
   anything.    
   You think I'm too weak to do
   anything.    
M:    not strong enough
   you're not strong enough to carry
   You're not strong enough to
   carry those heavy bags.
   You're not strong enough to
   carry those heavy bags.
F:    enough strength
   I still have enough strength
   I still have enough strength to do
   my own shopping.
   I still have enough strength to do
   my own shopping.
N:    Now you're going to hear a
   statement that uses either too
   and an adjective, like too weak,
   or not and an adjective plus
   enough, like not strong enough.
   After you hear the statement,
   agree with it, using the other
   form and a different adjective.

   For example, you hear. . .
M:    I'm too weak to stand up.
N:    And you say. . .
F:    That's right. You aren't strong
   enough to stand up.
N:    Or you hear. . .
M:    I'm not old enough to retire.
N:    And you say. . .
F:    That's right. You're too young to
   retire.
N:    OK? Let's begin.
M:    I'm too weak to stand up.
F:    That's right. You aren't strong
   enough to stand up.
M:    I'm not old enough to retire.
F:    That's right. You're too young to
   retire.
M:    I'm not rich enough to buy ajet
   plane.
F:    That's right. You're too poor to
   buy a jet plane.
M:    I'm too short to reach the top
   shelf.
F:    That's right. You aren't tall
   enough to reach the top shelf.
M:    I'm not thin enough to wear that
   belt.
F:    That's right. You're too fat to
   wear that belt.
M:    I'm not young enough to travel
   for half price.
F:    That's right. You're too old to
   travel for half price.
N:    Now let's make a change. When
   you hear a statement using
   enough and a noun, like enough
   strength, change it to an
   equivalent expression using an
   adjective and enough, like strong
   enough. For example you
   hear.. .
F:    She doesn't have enough
   strength to carry those bags.
N:    And you say. . .
M:    She isn't strong enough to carry
   those bags.
N:    Or you hear. . .
F:    He doesn't have enough money
   to buy a new car.
N:    And you say . . .
M:    He isn't rich enough to buy a
   new car.
N:    All ready? Let's begin.
F:    She doesn't have enough
   strength to carry those bags.
M:    She isn't strong enough to carry
   those bags.
F:    He doesn't have enough money
   to buy a new car.
M:    He isn't rich enough to buy a
   new car.

165

F:    He doesn't have enough
   intelligence to pass that test.
M:    He isn't intelligent enough to
   pass that test.
F:    They don't have enough
   cleverness to understand the
   instructions.
M:    They aren't clever enough to
   
   understand the instructions.
F:    This orange juice doesn't have
   enough sweetness to drink.
M:    This orange juice isn't sweet
   enough to drink.
F:    This situation doesn't have
   enough difficulty to cause a
   problem.
M:    This situation isn't difficult
   enough to cause a problem.
N:    Now listen to this conversation,
   which takes place at an elegant
   cocktail party. A famous opera
   singer and a famous fashion
   designer have just met each
   other and greatly admire each
   other's work. Notice how they
   compliment each other. Let's
   listen.
F:    Luciano, I must tell you. I think
   you're a superb singer. You
   always sing your roles superbly
   well.
M:    My dear Yuko, you are too kind.
   I've always thought you were
   such an elegant fashion designer.
   Your designs are so elegantly
   made. But of course, since you're
   such a graceful woman, it's not
   surprising that your clothes are so
   gracefully designed.
F:    Really, Luciano, these
   compliments are too, too
   beautiful. And you say them so
   beautifully too.
N:    Now listen and repeat.
M:    He's a superb singer.
   He sings superbly.
   She designs elegant clothes.
   Her clothes are elegantly
   designed.
F:    She's a graceful woman.
   She does things so gracefully.
   He says beautiful things.
   He says them beautifully.
N:    Notice how an adjective like
   graceful or beautiful can be
   changed to an adverb like
   gracefully and beautifully. A few
   adjectives, like good or fast, have
   irregular adverb forms. Good
   becomes well and fast stays the

   same: fast. Now you're going to
   hear a sentence that uses an
   adjective. Change the sentence
   so that the adjective becomes an
   adverb. For example, you
   hear.. .
F:    You're a beautiful singer.
N:    And you say . . .
   
M:    You sing beautifully.
N:    Or you hear. . .
F:    She's a graceful swimmer.
N:    And you say. . .
M:    She swims gracefully.
N:    All right. Let's begin.
F:    You're a beautiful singer.
M:    You sing beautifully.
F:    She's a graceful swimmer.
M:    She swims gracefully.
F:    They speak very good English.
M:    They speak English very well.
F:    You're a superb dancer.
M:    You dance superbly.
F:    He's a very fast talker.
M:    He talks very fast.
F:    They're careful workers.
M:    They work carefully.
N:    Now let's do the opposite. You'll
   hear a sentence that uses an
   adverb. Change the sentence so
   that the adverb becomes an
   adjective. For example, you
   hear.. .
M:    You dance elegantly.
N:    And you say . . .
F:    You're an elegant dancer.
N:    Or you hear. . .
M:    She speaks intelligently.
N:    And you say . . .
F:    She's an intelligent speaker.
N:    All right, let's begin.
F:    You dance elegantly.
M:    You're an elegant dancer.
F:    She speaks intelligently.
M:    She's an intelligent speaker.
F:    He drives dangerously.
M:    He's a dangerous driver.
F:    They swim fast.
M:    They're fast swimmers.
F:    He sings fabulously.
M:    He's a fabulous singer.
F:    I write well.
M:    I'm a good writer.
F:    She works carefully.
M:    She's a careful worker.
N:    This is the end of Lesson Two.

3

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 my
   wife, 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 most
       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.

4

BOOK TEN, LESSON THREE
（注意：原文缺少168页已打字补充完毕，原下载内容请替换为此文本）
N:    Welcome to Lesson Three. Listen
    to this conversation. Two friends
    who work in the same office are
    having lunch and sharing their
    food with each other. Notice
    how they offer different kinds of
    food to each other and how they
    accept or refuse the other's offer.
   
167
F：Say,Fred, I have more food here
      than I can eat. Would you like
      one of my sandwiches?
M:  Oh, thanks, Molly. I'm not
      really very hungry, but I would
      like half a andwiches, if you don't
      mind.
F: Of course I don't mind. Here you
    are. Do you want part of my orange?
M:  Oh, thanks a lot. That's very
      kind of you. By the way, would
      you like a piece of cake? And
      how about having some of my
      potato chips?
F:  Whoa! Slow down, Fres. You
      won't have much of yopu own
      lunch to eat, if you keep offering
      it all to me!
N:    Now listen and repeat.
F:    Would you like one of my sandwiches?
      Would you like one of my sandwiches?
      Do you want part of my orange?
      Do you want part of my orange?
M:    Would you like  a piece of cake?
        Would you like a piece of cake?
      How about having some of potato chips?
      How about having some of potato ships?
N:    Now you're going to hear
        a sentence and a few other words.
        Usd the words to shange the
        sentence you just heard.
        For example, you hear...
M:      Would you like one of my sandwiges?
F:      Half of my orange.
N:    And you say...
M:    would you like half of my orange?
N:    Then you hear...
F:      Do you want.
N:    And you say...
M:      Do you want half of my orange?
N:    All rightr? Let's begin.
M:      Would you like one of my sandwiches?
F:    Half of my orange.
M:    Would you like half of my orange?
F:    Do you want.
M:    Do you want half of my orange?
F:    Some of my ginger ale.
M:    Do you want some of my ginger ale?
F:    A piece of cake?
M:    Do you want a piece of cake?
F:    You can have.
M:      You can have a piece of cake?
M:      You can have a piece of cake?
F:      How about having.
M:    How  about having a piece of cake?
N:      Now listen to Mike and Rita as
        they discuss Rita's age, how she
        looks, and what she can still do well. Listem.
Mike:      Most people don't retire at
                your age. You look great.
Rita:      I feel great. In fact, I feel
              marvelous... and still do pretty weell.
              I can still do play tennis beautifully.
Mike:      I've see you. You're a
              wounderfoul tennis player.
Rira:      I'm very good swimmer.I
                can ski fairly well too.
Mike:        And you dance gracefully.
Rita:        Gracefully? Tha't a word for
                an old lady,Mike.
Mike:        Excuse me. You're a hot dancer.
Rita:        That's more like it.
N:  Now listen and repeat.
M:  You look great.
    You look great.
    You look marvelous.
    You look marvelous.
F:  I feel great. I feel great.
    I feel marvelous.
    I feel marvelous.
M:  You dance gracefully.
      You dance gracefully.
      You're a hot dancer.
      You're a hot dancer.
F:    I'm a good swimmer.
        I'm a good swimmer.
        I can ski fairly well too.
        I can ski fairly well too.
N:    Notice how there are certain
      verbs that are always followed by
      an adjective. These verbs are be,
      feel, look, seem, appear, taste,
    smell, and sound. Other verbs,
      like play, dance, or ski, take an
      adjective followd by a
      sentence  that neds either an
      adjective or  an adverb. Decide if
      the adjective should stay  the
      same or if it should be changed
      to an adverb.  Say the sentence
      correctly, using the correct 
      adjective or adverd form.For
      example, you hear...
M:  Beautiful... your new house looks.
N:    And you say...
F:    Your new house looks beautiful.
F:    Or you hear...
M:    Good... you swim very.
N:    And you say...
F:    You swim very well.
N:    All right? Let's begin.
M:    Beautiful... your new house looks.
F:    Your new house looks brautiful.
M:    Good... you swim very.
F:    You swim very well.
M:    Delicious... thia food smells.
F:    This food smells delicious.
M:    Happy ... they seem very.
F:    They seem very happy.
M:    Excellent... that skier is really.
F:    That skier is very excellent.
M:    Greaceful... the dancers move very.
F:    The dancer move very gracefoully.
M:      Good...  your mother's chocolate cake tastes .
F:      Your mother's chocolate cake tastes good.
M:      Perfect... your shoes match your dress.
F:      Your shoes match your dress perfectly.
M:      Noce... that hat fits you very.
F:    That hat fits you very nicely.
N:    Now, do you remember what a
        compliment is? When you tell
        people how good they are at
        something  or how well they do
        something, that's a compliment,
        You're going to hear a
        compliment, folowed by some
        other words, Change the
        compliment by putting in the
        new words to create a new
        comliment. For example, you hear...
M:    You dance very gracefully.
F:    Hot dancer.
N:    And you say...
M:  You're a hot dancer.
N:  Then you hear...
F:    A  wonderful voice.
N:  And you say...
M:  You have a wonderful voice.
N:    Ok? Let's begin.
M:  You dance very gracefully.
F:    Hot dancer.
F:    A wonderful voice.
M:  You have a wondfull voice.

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

       
F:    He's a fairly bad tennis player.
F:    She's a hot dancer.
M:    Pretty.   
F:    She's a pretty hot dancer.
F:    I've accomplished my goals well.
M:    Fairly.   
F:    I've accomplished my goals fairly
    well.   
F:    She's good at scuba diving.
M:    Very.   
F:    She's very good at scuba diving.
N:    This is the end of Lesson Three.

5

           
BOOK TEN, LESSON FOUR
N:    Welcome to Lesson Four. Chris
   and Rita are talking about Rita's
   experience at WEFL. One of
   Rita's worst makeup jobs was on a
   woman who wouldn't sit still.
   When the job was done, the
   woman had lipstick. . . where?
   Where did the woman have
   lipstick? Listen.
CHRIS:    You've been the makeup
   person here for a long time,
   Rita. Can you tell me one of
   your favorite moments at
   WEFL?    
RITA:    There are so many . . . This
   woman was one of the most
   difficult people I've ever
   worked with.
CHRIS:    Why?    
RITA:    She was too energetic. She
   wouldn't sit still.
CHRIS:    It must have been hard to
   put on her makeup.
RITA:    It was one of the worst
   makeup jobs I've ever done.
CHRIS:    It couldn't have been that
   bad.    
RITA:    It was. She had lipstick on
   her eyes.    
CHRIS:    You really love your work,
   don't you?    
RITA:    Oh, yes. I love WEFL.
N:    Well, where did the woman have
   lipstick?    
F:    On her eyes.
N:    Now listen and repeat.
F:    one of the worst
   one of the worst makeup jobs
   it was one of the worst makeup
   jobs    
   I've ever done
   It was one of the worst makeup
   jobs I've ever done.
   It was one of the worst makeup
   jobs I've ever done.
N:    Good. Now you're going to hear


   a sentence and then a word or
   phrase. Use the word or phrase
   to change the sentence you just
   heard. For example, you
   hear.. .
F:    It was one of the worst makeup
   jobs I've ever done.
N:    I say, "Best." And you say. . .
F:    It was one of the best makeup
   jobs I've ever done.
N:    Then I say "Seen." And you
   say. . .
F:    It was one of the best makeup
   jobs I've ever seen.
N:    Ready? Here we go.
F:    It was one of the worst makeup
   jobs I've ever done.
N:    Best.
F:    It was one of the best makeup
   jobs I've ever done.
N:    Seen.
F:    It was one of the best makeup
   jobs I've ever seen.
N:    Beaches.
M:    It was one of the best beaches
   I've ever seen.
N:    Most beautiful.
M:    It was one of the most beautiful
   beaches I've ever seen.
N:    Been to.
M:    It was one of the most beautiful
   beaches I've ever been to.
N:    Places.
F:    It was one of the most beautiful
   places I've ever been to.
N:    Florida.
F:    Florida is one of the most
   beautiful places I've ever been
   to.    
N:    OK. Let's listen to some more of
   the conversation between Rita
   and Chris. Rita has always
   wanted to be . . . what? Listen
   carefully for what Rita has always
   wanted to be.
CHRIS:    So when you leave, where
       will you go? What will you
       do?
RITA:        There are all kinds of
       possibilities.
CHRIS:    Like what?
RITA:        I always wanted to be a belly
       dancer.
CHRIS:    Oh, come on.
RITA:        Well, on my last vacation I
       went to Florida, to Palm
       Beach.
CHRIS:    I've heard of that place.
       
       
169

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

   remember. What's the British
   word for gasoline?
M:    Petrol.
N:    And the British word for subway?
M:    Underground or tube.
N:    How about truck?
M:    Lorry.
N:    You are in New York City and
   you want to know where the
   nearest underground station is.
   What do you say?
M:    Where's the nearest subway
   station?
N:    You are crossing the street with
   an American friend. She doesn't
   see the lorry coming. You say,
   "Watch out for the . . . !" what?
M:    Truck.
N:    When you're out of petrol in
   California, you're actually out of
   . . . what?
M:    Gasoline.
N:    This is the end of Lesson Four.

6

BOOK TEN, LESSON FIVE

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

N:    Now listen and repeat.
M:    such    such good work
   Mike does such good work.
   Mike does such good work.
   such    such a good cameraman
   He's such a good cameraman.
   He's such a good cameramen.
N:    We use such before a noun (with
   or without an adjective) to give
   emphasis to what we are saying.
   Let's practice such. Remember,
   when the indefinite article a or
   an is present-for example, a
   good cameraman or an excellent
   editor-such comes first: such a
   good cameraman or such an
   excellent editor. Never say "A
   such good cameraman" or "A
   such excellent editor." Now you
   hear.. .
F:    He's a good cameraman.
N:    And you say . . .
M:    He's such a good cameraman.
N:    You hear. . .
F:    Mike does good work.
N:    And you say . . .
M:    Mike does such good work.
N:    Ready? Let's go.
F:    He's a good cameraman.
M:    He's such a good cameraman.
F:    Mike does good work.
M:    Mike does such good work.
F:    This place is a mess.
M:    This place is such a mess.
F:    These are important questions.
M:    These are such important
   questions.
N:    Now you hear. . .
F:    These videotapes are silly.
N:    And you say . . .
oM:    These are such silly videotapes.
N:    You hear. . .
F:    That interview was excellent.
N:    And you say . . .
M:    That was such an excellent
   interview.
N:    Notice that when the noun is
   singular, you use such a or such
   an. When the noun is plural, you
   use only such. OK? Let's
   continue.
F:    These videotapes are silly.
M:    These are such silly videotapes.
F:    That interview was excellent.
M:    That was such an excellent
   interview.
F:    These ratings are just awful.
M:    These are just such awful ratings.
F:    That nature center is really
   pretty.

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

       171

CHRIS: Yes?
JAKE: We have to stop them before
it's too late.
N: Well, how many times did you
hear the verb figure out?
F: Three times.
N: Now listen and repeat.
F: figure out
I really can't figure out
why anyone would want
why anyone would want to ruin all this
I really can't figure out why anyone would want to ruin all this.
I really can't figure out why anyone would want to ruin all this.
M: I can't figure it out either.
   I can't figure it out either.
N: Tofigure out means to solve, to understand": She understood the problem. She figured out the problem. They mean almost the same. Notice that when the verb figure out is used with a pronoun (for example, it), the pronoun always comes between figure and out: I can't figure it out. Let's practice figure out. You hear. . .
M: I really can't understand why anyone would want to ruin all
   this.
N:    And you say . . .
F: I really can't figure out why anyone would want to ruin all
   this.
N: You hear. . .
M: I can't understand it either.
N: And you say . . .
F: I can't figure it out either.
N: OK? Let's begin.
M: I really can't understand why anyone would want to ruin all this.
F: I really can't figure out why anyone would want to ruin all
   this.
M: I can't understand it either.
F: I can't figure it out either.
M: We have to understand what's
happening here.
F: We have to figure out what's
happening here.
M: Who can understand them?
F: Who can figure them out?
M: I'm trying to understand what
   they want.
F: I'm trying to figure out what they
   want.

M: Did you understand how it
   happened?
F: Did you figure out how it
happened?
M: No. I can't understand it.
F: No, I can't figure it out.
N: This is the end of Lesson Five.

7

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
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.

F: such great work

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 . . . hear 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. . . see
   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 . . . see Rita
   listening at the door.
M:    I was closing the studio when I
   saw Rita listening at the door.
N:    Leave the building . . .
   remember the lights.
F:    I was leaving the building when I
   remembered the lights.
N:    Work late. . . notice 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. . . buy 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.
       
BOOK TEN, LESSON SIX
N:    This is Lesson Six. Chris and Jake
   are looking at some of the video-
   tapes Chris took at the Nature
   Center. How many
   people in all were present during
   the filming at the Nature Center?
   Listen.
CHRIS:    Some of these shots might
   work, Jake.
JAKE:    The camera's so shaky, I
   can't see what's happening.
CHRIS:    What is that? I don't
   remember anyone out there.
   Of course I was holding the
   camera for such a long time
   that my arm almost fell off.
JAKE:    The tape's moving so fast
   that I can't see. Let's slow it
   down.
CHRIs:    Look at that. That's a
   person.
JAKE:    Wait a minute. I was there.
   Mike was there. You were
   there. I don't remember
   anybody else.
   -

CHRIS:    It's such a strange place for
   someone to be. Behind a
   tree?    
N:    OK. How many people in all
   were present at the Nature
   Center during the filming?
F:    Four. Mike, Jake, Chris, and the
   mystery person behind the tree.
N:    Now listen and repeat.
F:    a strange place    such a strange
   place    
   it's such a strange place
   It's such a strange place for
   someone to be.    
   It's such a strange place for
   someone to be.    
N:    Now you hear. . .
F:    It's such a strange place for
   someone to be.    
N:    I say, "A man." And you say. . .
F:    It's such a strange place for a
   man to be.    
N:    I say, "Wonderful." And you
   say.. .    
F:    It's such a wonderful place for a
   man to be.    
N:    OK? Let's begin.
F:    It's such a strange place for
   someone to be.    
N:    A man.    
F:    It's such a strange place for a
   man to be.    
N:    Wonderful.    
F:    It's such a wonderful place for a
   man to be.    
N:    Live.    
F:    It's such a wonderful place for a
   man to live.    
N:    Stamford.    
F:    Stamford is such a wonderful
   place for a man to live.
N:    Town.    
F:    Stamford is such a wonderful
   town for a man to live.
N:    Work.    
F:    Stamford is such a wonderful
   town for a man to work.
N:    People.    
F:    Stamford is such a wonderful
   town for people to work.
N:    Listen to Rita telling Chris about
   her new boyfriend. At one point
   Rita says, "We laughed so hard,
   we . . ." what? Listen for the
   sentence, "We laughed so hard,
   we . . . "What's the last word of
   that sentence?    
RITA:    I met a man. He's one of the
   most interesting men I've
       
       
173

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

8

BOOK TEN, LESSON SEVEN
  (原缺176页文本已经打字补充完毕)

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

    174
F:    They didn't want to go back to
    work.
M:    She wanted him . . . tell . . .
    her about his new show.
F:    She wanted him to tell her about
    his new show.
M:    He avoided. . . say. . .
    anything about it.
F:    He avoided saying anything
    about it.
M:    He needed her. . . stay. . .
    home and answer the phone.
F:    He needed her to stay home and
    answer the phone.
M:    Lucy kept . . . try . . . to get a
    job in Ricky's show.
F:    Lucy kept trying to get a job in
    Ricky's show.
M:    He just wanted her. . . quit
    . . . thinking about it.
F:    He just wanted her to quit
    thinking about it.
M:    He asked her . . . think . . .
    about their maITiage instead.
F:    He asked her to think about
    their maITiage instead.
N:    Now listen to Chris as she talks
    about her computer and her
    problems writing a report. Notice
    all the two-word verbs she uses.
CHRIS:    I have to hand in this report
    tomorrow, and I have to type
    it up myself. Thank heaven
    for computers. If I make a
    mistake, I don't have to type
    it over. I just cross out the
    mistake . . . Oh, I'm such a
    bad typist. It's so hard to pick
    out the mistakes on this
    screen. . . Fortunately, this
    computer can check spelling.
    I just hit this button . . .
    The computer points out the
    mistakes and fills in the
    COITect spelling automatically
    . . . I just need to print out
    the pages, . . . and run off
    some copies. . . and we're
    all set. . . I forgot to clean
    up. I have to put away the
    pencils, . . . throwaway this
    paper, . . . and shut off the
    computer.
N:    Now listen to and repeat these
    sentences with two-word verbs.
F:    I have to hand in this report.
    I have to hand this report in.
    I have to hand it in.
M:    She has to type up this report.
    She has to type this report up.
    She has to type it up.
   
F:    I just cross out the mistake.
    I just cross the mistake out.
    I just cross it out.
M:    The computer points out the
    mistakes.   
    The computer points the
    mistakes out.   
    The computer points them out.
F:    It fills in the correct spelling.
    It fills the corrct spelling in.
    It fills it in.   
N:    Notice how these separable two-
    word verbs have two different
    forms. For example, you can
    say. . .   
F:    I have to hand in this report.
N:    Or you can say. . .
F:    I have to hand this report in.
N:    Now you're going to hear a
    sentence with a two-word verb
    using one of these two forms.
    Repeat the sentence, changing it
    to the other form. For example,
    you hear . . .   
M:    I have to hand in this report.
N:    And you say . . .
F:    I have to hand this report in.
N:    Or you hear. . .
M:    The computer pointed out my
    mistakes.   
N:    And you say . . .
F:    The computer pointed my
    mistakes out.   
N:    OK? Let's begin.
M:    I have to hand in this report.
F:    I have to hand this report in.
M:    The computer pointed out my
    mistakes.   
F:    The computer pointed my
    mistakes out.   
M:    I have to cross my mistakes out.
F:    I have to cross out my mistakes.
M:    The machine fills in the correctt
    spelling.   
F:    The machine fills the correct
    spelling in.   
M:    I have to run off a few copies.
F:    I have to run a few copies off.
M:    It's time to shut the computer
    off.   
F:    It's time to shut off the
    computer.   
N:    Now let's see if you remember
    what these two-word verbs
    mean. You're going to hear a
    sentence that uses another verb
    to express the same idea as one
    of the two-word verbs. Respond
    to the sentence using one of the
    separable two-word verbs.
    Change the direct-object noun

    to a pronoun. For example, you
    hear.. .
F:    I have to deliver my report.
N:    And you say . . .
M:    That's right. You have to hand it
    in.
N:    Or you hear. . .
F:    I have to type a copy of it.
N:    And you say . . .
M:    That's right. You have to type it
    up.
N:    All right? Let's begin.
F:    I have to deliver my report.
M:    That's right. You have to hand it
    in.
M:    I have to type a copy of it.
F:    That's right. You have to type it
    up.
F:    I have to type it again.
M:    That's right. You have to type it
    over.
M:    The computer will print a copy.
F:    That's right. The computer will
    print it out.
M:    I have to clean the room
    thoroughly.
F:    That's right. You have to clean it
    up.
M:    I have to draw a line through my
    mistake.
F:    That's right. You have to cross it
    out.
M:    The computer identifies the
    mistake.
F:    That's right. The computer picks
    it out.
M:    I have to return the books to
    their proper places.
F:    That's right. You have to put
    them away.
M:    My computer shows where the
    mistakes are.
F:    That's right. Your computer
    points them out.
M:    I'm going to make the copies on
    a photocopier.
F:    That's right. You're going to run
    them off.
M:    My computer adds the correct
    spelling.
F:    That's right. Your computer fills
    it in.
M:    I have to discard the paper.
F:    That's right. You have to throw
    it away.
N:    Now, to end this lesson, listen to
    these sentences.
F:    I love the peace and quiet here.
    Would you like a piece of my
    orange?
   
175

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


Book Ten, Lesson Eight

N:  This is Lesson Einght. You're going
    to practice asking
  questions using the simple past
  tence. First, lisen to these two
    question and thire answers.
M:  Did Chris show her interview
    tape to Jake?
F:  Yes, she did.
M:  What did Jeke say about the
    interview?
F:  He said it was interesting.
N:  Now you're going to hear some
    statements. Use each statements
  to make rither a Yes/ on  or a
  WH-question using the simple
  past tence. 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 interview.
N:  And you say...
F: What did he say about it?
N:  All right? Let's begin.
M: Yes. Chris showed her interview
  tape ti Jake.
F:  Did Chris shoe her interview
  tape to Jake?
M:  He said it was interview.
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 Cheis about
    the technical problems.
F: Did he talk to Chris about the
    technical problems?
M: He  said it was impotant  listen
    carefully.
F:  What did he say it was impotant
    to do?
N: Now let's listen to Mike as he
    talks about to Mike as he
    talks about his experices
  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 probly why I've
      been  able to stay here so long.
    I pay attention to details, and
    I keep a sence of humor about
    my job.
N:  Now listen and repeat.
M:  I look back on those years.
      I look banck 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 photograghs.
    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
    sentense, the proposition will be
    missing. Repeat the sentence,
    putting in the correct
    proposition.  For example, you hear...
F:  It's omportant to listen 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 improtant to listen ... people.
M: It's improtant 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 ... setails.
M: I pay attention to details.

176

   
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.

9

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.

10

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 WEFLI
   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.-    Twr:n(y-fivc pcrr-cnl" 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' 11 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 p.aper..
F:    PJease 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
   p - 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.
   
       179

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. . .
I'll be staying in Stamford for a fortnight.
And you say . . .
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.