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7册练习文本

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AUDIO SCRIPT

BOOK SEVEN, LESSON ONE

N: This is the first lesson:
Lesson One.
Listen to the conversation between Steven Winn and Jake Seltzer.
STEVEN: Good job, Jake. Here
are some of your stories
for tomorrow.
JAKE: Wait, Steven. I need a
   minute of your time.
STEVEN: Jake, I'm off to the
   doctor right now. Can it wait?
JAKE: I know you're busy and I hate to bother you,
Steven, but this is
   important.
N: Now listen and repeat.
M:    I'm off    I'm off to the doctor
I'm off to the doctor right now. I'm off to the doctor right now.
N:    I'm off to is a way to say "I'm
going to" or "I'm leaving for." Let's practice using this idiom. I say, "I'm going to the doctor right now." And you say. . .
F: I'm off to the doctor right now. N: I say, "He's leaving for the
airport." And you say. . .
F: He's off to the airport.
N: Ready? Let's begin. I'm going to
the doctor right now.
F: I'm off to the doctor right now. N: He's leaving for the airport.
F: He's off to the airport.
N: Mike"and Jake are going to the
   Stamford Hotel.    .
F: Mike and Jake are off to the
   Stamford Hotel.
N: They're going to interview
   Abbott Larkin.
F: They're off to interview Abbott
Larkin.
N: I'm leaving for the races.
F: I'm off to the races.
M: Here we are, ladies and gentlemen, at Churchill Downs. It's a beautiful day for the annual running of the Kentucky Derby. The horses are moving across the track. Now they're entering the starting gate. They look about ready. . . And they're off!!!
N: Now Listen.and repeat.
   M:    Can it wait?    Can it wait?
N: Can it wait means "Can we talk about it later?" or "Can we do it

AUDIO SCRIPT

later?" Now you hear. . .
M: Wait! I need a minute of your
time.
N: And you say. . .
F: Sorry. Can it wait?
N: You hear. . .
M: How about an interview with
WEFL?
N: And you say. . .
F: Sorry. Can it wait?
N: OK? Let's begin.
M: Wait! I need a minute of your
time.
F: Sorry. Can it wait?
M: How about an interview with
WEFL?
F: Sorry. Can it wait?
M: Hey! Let's practice English
idioms!
F: Sorry. Can it wait?
N: Let's listen to some more of the conversation between Steven
and Jake.
JAKE: Why is Abbott Larkin in
   Stamford now?
   STEVEN: The president of
   International Computer?
   What's he doing here?
JAKE: He's staying at the
   Stamford Hotel.
STEVEN: So what? What's so
important? N: Now listen and repeat.
F:    what's    what's he doing
   What's he doing here?
M:    what's    what's she doing
   What's she doing here?
N: Whats he doing here? or Whats she doing here? means "Why is he, or why is she, here?" Now let's practice this expression. You hear.. .
M: James Brady is in town.
N: And you say...
F: What's he doing here?
N: You hear. . .
M: Steven's wife, Anne, just arrived
at the studio.
N: And you say. . .
F: What's she doing here?
N: Ready? Let's begin.
M: James Brady is in town.
F: What's he doing here?
M: Steven's wife, Anne, just arrived
at the studio.
F: What's she doing here?
M: James Brady is at the bus station. F: What's he doing here?
M: So's his daughter.
F: What's she doing here?

M: Mr. and Mrs. Larkin are with
them.
F: What are they doing here?
N: Now listen and repeat.
M: So what? What's so important? So what? What's so important?
N: So what? and Whats so important? mean about the same thing. Whats so important? is more formal. So what? is more familiar. So what? means you're not really interested in what the other person is saying. Let's practice this expression. You hear. . .
M: Abbott Larkin is staying at the
Stamford Hotel.
N: And you say. . .
F: So what? What's so important? N: You hear. . .
M: He had coffee for breakfast this
morni~g.
N: And you say. . .
F: So what? What's so important? N: Ready? Here we go.
M: Abbott Larkin is staying at the
Stamford Hotel.
F: So what? What's so important? M: He had coffee for breakfast this
morning.
F: So what? What's so important? M: You know, he sometimes likes to
watch TV in the evening.
F: So what? What's so important? N: When we think something is not important, we sometimes say, "So what?" When we're interested, we sometimes say, "Really?" Listen to the conversation between Jake and Connie.
JAKE: Did you know, Connie,
that James Brady is a
   multimillionaire?
CONNIE: Yeah, so what?
JAKE: He's thinking of buying International Computer
from Abbott Larkin.
CONNIE: So what? What's so
   important?
JAKE: Well, he's also thinking of
buying WEFL. CONNIE: Really?
JAKE:    Yes. And I heard he wants
to move the studio to Dallas. CONNIE: No! Really? N: Now let's practice these two
expressions. I say, "James Brady likes to drink a glass of water before he goes to bed." And you say.. .

167


F:    So what?
N:    I say, "He always sleeps with his
   hat and shoes on." And you
   say.. .
M:    Really?
N:    Remember, when it's unusual,
   you say . . .
F:    Really?
N:    And when it's not unusual, you
   say.. .
M:    So what?
N:    You decide. Ready? Let's begin.
   James Brady drinks a glass of
   water before he goes to bed.
   He always sleeps with his hat and
   shoes on.
   He gets up every morning at
   8:00.
   He takes a shower.
   Then he stands on his head and
   sings "Let It Be."
   At 9:00 James Brady takes the
   elevator and leaves the Stamford
   Hotel.
   He gets on a horse and rides to
   the office.
   Now listen to some more of the
   conversation between Steven
   and Jake.
JAKE:    Larkin's talking to James
   Brady, the president of
   NIT.
STEVEN:    I don't understand. What
   does that mean?
JAKE:    James Brady and Abbott
   Larkin are meeting in
   secret. They're making a
   deal, and I think it's an
   important story. I want an
   interview with Larkin.
STEVEN:    Why?
JAKE:    Larkin's company is losing
   money now. Larkin needs
   more customers. I think
   he's selling his company to
   James Brady. That's why
   he's here now.
STEVEN:    NIT is buying Larkin's
   company? I like that story.
JAKE:    Do you realize it's one of
   the biggest mergers in
   history?
STEVEN:    I love it!
N:    Now listen and repeat.
M:    Larkin's talking
   Larkin's talking to James Brady.
   Larkin's talking to James Brady.
F:    They're making
   They're making a deal.
   They're making a deal.


M:    I think
   I think it's an important story.
   I think it's an important story.
F:    Larkin's company
   Larkin's company is losing
   money.
   Larkin's company is losing
   money.
M:    I want an interview.
   I want an interview.
N:    Now correct the following
   sentences. I say, "Larkin talked
   to James Brady a month ago."
   And you say. . .
M:    No. Larkin's talking to James
   Brady right now.
N:    I say, "Steven thought it was an
   important story last month."
   And you say. . :
F:    No. Steven thinks it's an
   important story right now.
N:    Remember that verbs of emotion
   and mental ability are not often
   used in the present continuous.
   Ready? Let's start. Larkin talked
   to James Brady a month ago.
F:    No. Larkin's talking to James
   Brady right now.
N:    Steven thought it was an
   important story last month.
F:    No. Steven thinks it's an
   important story right now.
N:    Larkin and Brady made a deal
   last year.
F:    No. Larkin and Brady are
   making a deal right now.
N:    Jake wanted an interview a week
   ago.
F:    No. Jake wants an interview
   right now.
N:    Larkin's company lost money a
   year ago, but now everything's
   OK.
F:    No. Larkin's company is losing
   money right now.
N:    That's the end of Lesson One.
级别: 管理员
只看该作者 1 发表于: 2007-02-17
2



BOOK SEVEN, LESSON TWO

N:    Welcome to Lesson Two. For this
   lesson, you'll need a pencil and a
   piece of paper.
   Remember this conversation
   between Jake and Mike.
JAKE:    Mike, I found Larkin. He's
   staying in St. Louis
   tonight. He's flying to
   Dallas in the morning.
   He's leaving at 11:55 A.M.
   We're leaving at 7:30 AM.
   We're arriving at 10:08.

   
   We can interview him at
   the airport.
MIKE:    OK, Jake. But what does
   Steven think? And will
   Maria pay for the trip?
JAKE:    Let's find out.
N:    Now listen and repeat.
M:    he's staying
   He's staying in St. Louis tonight.
   He's staying in St. Louis tonight.
F:    He's flying to Dallas in the
   morning.
M:    He's leaving at 11 :55 AM.
F:    We're leaving at 7:30 AM.
M:    We're arriving at 10:08.
N:    When we talk about traveling or
   things we plan to do, we often
   use the present continuous. I can
   say, "I'll arrive in Stamford
   tomorrow." Or I can say, "I'm
   arriving in Stamford tomorrow."
   The meaning is the same.
   Now listen to some sentences in
   the future. Then change each
   one to the present continuous.
   For example, I say, "I'll arrive
   tomorrow." And you say. . .
M:    I'm arriving tomorrow.
N:    Or I say, "I'll meet Mr. Brown
   this afternoon." And you
   say.. .
M:    I'm meeting Mr. Brown this
   afternoon.
N:    OK. Let's begin. I'll arrive
   tomorrow.
M:    I'm arriving tomorrow.
N:    I'll meet Mr. Brown this
   afternoon.
F:    I'm meeting Mr. Brown this
   afternoon.
N:    He'll fly to New York next week.
M:    He's flying to New York next
   week.
N:    I'll leave work early on Friday.
F:    I'm leaving work early on Friday.
N:    The plane will take off at 7:00
   P.M.
M:    The plane is taking off at 7 :00
   P.M.
N:    It will arrive in St. Louis at 1:00
   A.M.
F:    It's arriving in St. Louis at 1:00
   A.M.
N:    Remember what Jake said about
   Abbott Larkin.
JAKE:    First, Abbott Larkin goes to
   St. Louis. He stays overnight
   in St. Louis. He leaves St.
   Louis tomorrow morning and
   arrives in Dallas at 1 :45 P.M.


168

   
   We leave tomorrow morning
   at 7:30 A.M. on an American
   Airlines flight and arrive in
   Dallas at 10:08 A.M. We get
   there first and interview Larkin
   at the airport.
N:    Now repeat some of those
   sentences.
M:    First, Abbott Larkin goes to St.
   Louis.
F:    He stays overnight in St. Louis.
M:    He leaves St. Louis tomorrow
   morning and arrives in Dallas at
   1:45 P.M.
F:    We arrive in Dallas at 10:08
   A.M.
M:    We get there first and interview
   Larkin at the airport.
N:    Notice how we can use the
   simple present tense to talk
   about plans for the future,
   especially travel plans?
   Now change the following
   sentences from the present
   continuous to the simple present
   tense. For example, I say,
   "Larkin's going to London next
   week." And you say . . .
M:    Larkin goes to London next
   week.
N:    Or I say, "His plane is leaving at
   10:00 P.M." And you say. . .
F:    His plane leaves at 10:00 P.M.
N:    OK, let's begin.
   Larkin's going to London next
   week.
M:    Larkin goes to London next
   week.
N:    His plane is leaving at 10:00 P.M.
F:    His plane leaves at 10:00 P.M.
N:    He's arriving in Dallas at noon.
M:    He arrives in Dallas at noon.
N:    Our train is leaving at 7:30.
F:    Our train leaves at 7:30.
N:    It's getting into Stamford at
   10:15.
M:    It gets into Stamford at 10: 15.
N:    We're meeting Mike at the
   airport today.
F:    We meet Mike at the airport
   today.
N:    We're interviewing Mr. Larkin
   this afternoon.
M:    We interview Mr. Larkin this
   afternoon.
N:    Now take your pencil and a piece
   of paper. Listen to a travel agent
   and her customer talk about a
   trip the customer wants to take.
F:    All right, Mr. Davis. Your


   
   reservation is confirmed on
   TWA Flight 463 from New York
   to Miami.
M:    U mm, excuse me, did you say
   TWA Flight 643?
F:    No, I said TWA Flight 463.
   From New York to Miami.
   You're leaving from New York at
   2:00 P.M. on Friday, November 3.
M:    But I thought November 3 was a
   Thursday.
F:    Just look at the calendar, Mr.
   Davis. November 3 is a Friday
   this year.
M:    Oh, you're right. Sorry.
F:    You have a connecting flight in
   Atlanta.
M:    Oh, we're stopping in Alabama,
   did you say?
F:    Atlanta, Atlanta, Mr. Davis. Let
   me spell it for you: A-t-l-a-n-t-a.
   You arrive in Miami at 6: 15 P.M.
M:    At 6:50?
F:    6:15, Mr. Davis, 6:15.
M:    Oh, oh, right! 6: 15. That's in
   the evening! Thanks.
F:    You're welcome. Whew!
N:    Now this time, take your pencil
   and write the information that
   the travel agent gives you. Don't
   write every word, just the
   important details. Ready? Let's
   begin.
F:    All right, Mr. Davis. I'll go over
   it once more. Now please pay
   attention. Your reservation is
   confirmed on TW A Flight 463 from
   New York to Miami. You're
   leaving from New York at 2:00
   P. M. You leave on Friday,
   November 3. You have a
   connecting flight in Atlanta.
   Atlanta is spelled A-t-l-a-n-t-a.
   You arrive in Miami at 6:15 P.M.
N:    Now look at your paper and
   answer the .following questions.
   What is Mr. Davis's flight
   number?
M:    463.
N:    Where is his flight leaving from?
F:    From New York.
N:    What time is his flight leaving?
M:    At 2:00 P.M.
N:    What day of the week does his
   flight leave?
F:    On Friday.
N:    What date does his flight leave
   on?
M:    On November 3.
N:    Where does he have a


   connecting flight?
F:    In Atlanta.
N:    How is Atlanta spelled?
M:    A-t-l-a-n-t-a.
N:    What time does Mr. Davis arrive
   in Miami?
F:    At 6:15 P.M.
N:    I hope you understood the travel
   agent better than Mr. Davis did.
   He didn't understand anything!
   That's the end of Lesson Two.
级别: 管理员
只看该作者 2 发表于: 2007-02-17
3

BOOK SEVEN, REVIEW ONE

N:    Review One. For this lesson,
   you'll need a pencil and a
   piece of paper.
   Jake telephones his friend
   Marion, a travel agent. He
   realizes he'll need hotel
   reservations for him and Mike in
   Dallas. Listen to the conversation.
ROBIN:    Prospect Travel, Robin
   speaking. Can I help you?
JAKE:    Hi, Robin. This is Jake
   Seltzer. Let me speak to
   Marion, please.
ROBIN:    It's for you, Marion. Jake
   Seltzer.
MARION: Hi, Jake. What can I do
   for you?
JAKE:    Hi. Listen, Marion, Mike
   and I are going to need a
   hotel in Dallas for
   tomorrow night.
   Something near the
   airport. Any suggestions?
MARION: Let me ask Robin. He was
   in Dallas last week.
   Robin, can you suggest a
   hotel near the Dallas
   airport? It's just for one
   night.
ROBIN:    There's the Hilton where I
   stay, but that's in town.
   Wait, let me check my
   list. There's the. . .
N:    Now listen and repeat.
M:    let me
   Let me speak to Marion.
   Let me speak to Marion.
F:    let me
   Let me ask Robin.
   Let me ask Robin.
M:    let me
   Let me check my list.
   Let me check my list.
N:    Let me is a way of asking for
   permission or expressing the
   desire for something. Let's
   practice this form. You hear. . .


169

M: I want to speak to Marion.
N: And you say. . .
F: Let me speak to Marion.
N : You hear. . .
M: I want to check my list.
N: And you say. . .
F: Let me check my list.
N: Ready? Let's begin.
M: I want to speak to Marion.
F: Let me speak to Marion.
M: I want to check my list.
F: Let me check my list.
M: I want to ask Robin.
F: Let me ask Robin.
M: I want to go to Dallas.
F: Let me go to Dallas.
M: I want to interview Abbott
Larkin.
F: Let me interview Abbott Larkin. M: I want to hold your hand.
F: Let me hold your hand.
M: I want to make you smile.
F: Let me make you smile.
N: Mike and Connie meet in the cafeteria. Listen to their conversation.

MIKE:    I hate Texas. I really don't    
F:want to go.    
CONNIE:    I know. Dallas is awful. But
   N:
       it's just for one day, Mike.    
F:
       And Jake really needs you.
   N:
MIKE:    I realize that it's important,    F:
       but still. . . You know, I    
       like new places and all . . .
   N:
       but Dallas. And just to    
F:
       interview some    
       businessman. I mean . . .
   N:
CONNIE:    I know, I know, Mike. You    
F:
       want to ski the Rockies,    
       sail the Caribbean. . .    
N:
       Right?    
F:
MIKE:    No, no! Please. . .    
       Ski the Alps, sail the
   N:
       Mediterranean.    
F:
CONNIE:    Yeah, me too. Why doesn't    
       Abbott Larkin do business
   N:
       in Monte Carlo, huh?    
F:
N:    Now listen and repeat.    
F:    the Alps    
N:
   You want to ski the Alps.    
   I know. You want to ski the    
   Alps.    
   the Mediterranean    
   You want to sail the    
   Mediterranean.    
   I know. You want to sail the    
   Mediterranean.    
N:    The names of mountain ranges    
   like Alps or Rockies take the    





definite article the: the Rockies. Or when the name begins with a vowel: A-E-I-O-U, as in Alps or Andes, you pronounce the definite article the: the Alps, the Andes. We also use the definite article with most bodies of water: rivers, canals, oceans, and seas, like the Mediterranean, or the Caribbean. Don't forget the rule for names that begin with a vowel: the Atlantic Ocean, the Amazon River.
Now let's practice these names. I say, "Caribbean." And you
say.. .
F: I know. You want to sail the
Caribbean.
N:    I say, "Alps." And you say. . .
F: I know. You want to ski the
   Alps.
N: When it's a body of water, use the verb sail. When it's a mountain range, use the verb ski. And don't forget the rule about the and the. Ready? Let's begin. Caribbean.
I know. You want to sail the Caribbean.
Alps.
I know. You want to ski the Alps. Mediterranean.
I know. You want to sail the Mediterranean.
Amazon River.
I know. You want to sail the Amazon River.
Himalaya Mountains.
I know. You want to ski the Himalaya Mountains.
Andes Mountains.
I know. You want to ski the Andes Mountains.
Arabian Sea.
I know. You want to sail the Arabian Sea.
Nile River.
I know. You want to sail the
Nile River.
N ow take a piece of paper and a pencil. Mike and Jake are at LaGuardia Airport waiting for their flight to Dallas. Listen to
the flight announcements and write down the important information. First write the name of the airline: for example,
TWA; then the flight number:
for example. Flight 122; next the

170

destination: for example, Los Angeles; and finally the gate number: for example, Gate 12. That's airline, flight number, destination, and departure gate number.
OK, are you ready? Let's go to LaGuardia Airport.
F: May I have your attention please? The following flights are ready for departure: TWA Flight number 122 for Los Angeles is now boarding at Gate 12. That's Gate 12 for those on TW A's Flight 1-2-2 for Los Angeles. Please have your boarding passes ready.
Passengers for United Air Flight number 619 for New Orleans, please go to Gate 23. They're ready to board. Again, that's Gate 23 for United passengers to New Orleans on Flight 6-1-9. Western Airlines Flight 736, that's 7-3-6, for Detroit is now ready to depart from Gate 4. Western Airlines passengers for Detroit on Flight 736 are requested to go to Gate 4 for immediate boarding.
For those passengers traveling to Dallas on American, Flight 295, please proceed to Gate 18. They're ready for boarding. That's American leaving from Gate.. .
JAKE: Hey, that's us!
MIKE: Shhhh! !
   F: . . .2-9-5 to Dallas departing
immediately. Passengers for Honolulu, your plane is now ready for boarding at . . .
MIKE: Let's go . . .
JAKE: Did you catch the gate
number?
MIKE: Yeah. It's 18, Gate 18.
N: Now let's check what you've written.
F:    TWA, Flight 122, Los Angeles,
Gate 12.
United, Flight 619, New Orleans, Gate ~3.
Western, Flight 736, Detroit, Gate 4.
American, Flight 295, Dallas, Gate 18.
N: Now let's do a true-or-false exercise. When the answer is true, you say "True." When the answer is false, you say "False"

   
   and make the correction. For
   example, you hear . . .
F:    Western Flight 736 is going to
   Detroit.
N:    And you say. . .
M:    True.
N:    You hear. . .
F:    The TW A flight to Los Angeles
   is departing from Gate 7.
N:    And you say. . .
M:    False. It's departing from Gate
   12.
N:    Ready? Let's go.
F:    Western Flight 736 is going to
   Detroit.
M:    True.
F:    The TW A flight to Los Angeles
   is departing from Gate 7.
M:    False. It's departing from Gate
   12.
F:    United Air's Flight 619 is
   departing for Honolulu.
M:    False. It is departing for New
   Orleans.
F:    Mike and Jake are flying Western
   to Dallas.
M:    False. They're flying American to
   Dallas.
F:    TW A Flight 122 will land in Los
   Angeles.
M:    True.
F:    The flight to Detroit leaves from
   Gate 12.
M:    False. It leaves from Gate 4.
F:    There's a flight departing for
   Honolulu.
M:    True.
N:    This is the end of Review One.
级别: 管理员
只看该作者 3 发表于: 2007-02-17
4

   
   
BOOK SEVEN, LESSON THREE
N:    Lesson Three. Listen to this
   conversation between a travel
   agent and his customer.
M:    Hello. Prospect Travel, Robin
   speaking.
F:    Hello. I want to make a
   reservation. I plan to go to
   Boston in March. And I'd like to
   leave on Monday, March 15.
M:    What city are you leaving from?
   New York?
F:    That's right. I'm leaving from
   New York City.
M:    Leaving from New York, flying
   to Boston on Monday, March
   15. . . When do you want to
   leave? In the morning?
F:    That's right, I want to leave in
   the morning. At around 9:00, if
   possible.

   
M:    I can put you on American
   Airlines, Flight 347, leaving
   from New York at 9:05, arriving
   in Boston at 10:00. Is that OK?
F:    That sounds fine. Thank you.
N:    Now listen and repeat.
M:    to Boston
   I want to go to Boston.
   in March
   I want to go in March.
   I want to go to Boston in March.
   I want to go to Boston in March.
F:    on Monday
   I want to leave on Monday.
   on Monday, March 15
   I want to leave on Monday,
   March 15.
   I want to leave on Monday,
   March 15.
M:    from New York
   I'm flying from New York.
   in the morning
   I'm flying in the morning.
   I'm flying from New York in the
   morning.
   I'm flying from New York in the
   morning.
F:    in Boston
   I'm arriving in Boston.
   at 10:00 A.M.
   I'm arriving at 10:00 A.M.
   I'm arriving in Boston at 10:00
   A.M.
   I'm arriving in Boston at 10:00
   A.M.
. M:    at 10:00 in the morning
   I'm arriving in Boston at 10:00
   in the morning.
   I'm arriving in Boston at 10:00
   in the morning.
F:    on American Airlines
   I'm flying on American Airlines.
   on American Airlines, Flight
   347
   I'm flying on American Airlines,
   Flight 347.
   I'm flying on American Airlines,
   Flight 347.
N:    Very good. Now imagine you're a
   customer talking to a travel
   agent. For example, I say,
   "Where do you want to go?
   Boston?" And you say. . .
M:    That's right. I want to go to
   Boston.
N:    I say, "Where are you leaving
   from? New York?" And you
   say. . .
F:    That's right. I'm leaving from
   New York.

N:    All right, let's begin. Where do
   you want to go? Boston?
M:    That's right. I want to go to
   Boston.
N:    Where are you leaving from?
   New York?
F:    That's right. I'm leaving from
   New York.
N:    What day do you leave?
   Monday?
M:    That's right. I leave on Monday.
N:    When do you want to go?
   March?
F:    That's right. I want to go in
   March.
N:    When are you leaving? March IS?
M:    That's right. I'm leaving on
   March 15.
N:    When do you plan to leave? The
   morning?
F:    That's right. I plan to leave in
   the morning.
N:    What time do you leave? 9:05
   A.M.?
M:    That's right, I leave at 9:05 A.M.
N:    What time are you arriving in
   Boston? 10:00 A.M.?
F:    That's right. I'm arriving in
   Boston at 10:00 A.M.
N:    What airline are you taking?
   American Airlines?
M:    That's right. I'm taking
   American Airlines.
N:    What flight are you taking? 347?
F:    That's right. I'm taking Flight
   347.
N:    Remember what Jake said about
   Abbott Larkin.
JAKE:    This is one of the largest
   mergers in history-a merger
   between International
   Computer and NIT. Next
   month Larkin and Brady close
   the deal. The merger takes
   place in December. Larkin
   takes over as president in
   January. In February, the new
   company moves to the
   Midwest. This is Jake Seltzer
   reporting from Dallas, Texas.
N:    Now listen and repeat these
   phrases.
M:    close the deal
   Larkin and Brady close the deal
   Next month Larkin and Brady
   close the deal.
F:    takes place
   the merger takes place
   The merger takes place in
   December.

171


M:    takes over
   Larkin takes over
   Larkin takes over in January.
F:    moves to
   moves to the Midwest
   In February, the new company
   moves to the Midwest.
N:    Now you're going to hear those
   sentences again. For example,
   you hear . . .
M:    Next month Larkin and Brady
   close the deal.
N:    Then you hear. . .
F:    This week.
N:    And you say. . .
M:    This week Larkin and Brady
   close the deal.
N:    You hear. . .
M:    This week Larkin and Brady
   close the deal.
N:    Then you hear. . .
F:    Maria.
N:    And you say. . .
M:    This week Maria closes the deal.
N:    All right? Let's begin.
N:    Next month Larkin and Brady
   close the deal.
F:    This week.
M:    This week Larkin and Brady
   close the deal.
N:    This week Larkin and Brady
   close the deal.
F:    Maria.
M:    This week Maria closes the deal.
N:    The merger takes place in January.
F:    In July.
M:    The merger takes place in July.
N:    The merger takes place in July.
F:    The party.
M:    The party takes place in July.
N:    The party takes place in July.
F:    The meetings.
M:    The meetings take place in July.
N:    Larkin takes over in February.
F:    Brady.
M:    Brady takes over in February.
N:    Brady takes over in February.
F:    In April.
M:    Brady takes over in April.
N:    Brady takes over in April.
F:    Larkin and Brady.
M:    Larkin and Brady take over in
   April.
N:    In March, the company moves to
   the Midwest.
F:    November.
M:    In November, the company
   moves to the Midwest.
N:    In November, the company
   moves to the Midwest.


   F:    Dallas, Texas.
   M:    In November, the company
       moves to Dallas, Texas.
   N:    And this is the end of Lesson
       Three.
级别: 管理员
只看该作者 4 发表于: 2007-02-17
5

   
BOOK SEVEN, LESSON FOUR

N:    This is Lesson Four. Connie
   and Maria are in the office.
   Listen to their conversation.
CONNIE:    Jake did very well.
MARIA:    Yes. He did very well. He's
   already a good host. I think
   Jake is becoming a much
   better reporter too.
CONNIE:    That's good. You need
   some help. You look tired.
MARIA:    I am tired. I'm looking
   forward to my vacation.
N:    Now listen and repeat.
F:    I'm looking
   I'm looking forward
   I'm looking forward to my
   vacation.
   I'm looking forward to my
   vacation.
N:    To look forward to something
   means "to think about something
   pleasant you're going to do in
   the future." Let's practice this
   expression. I say, "My vacation."
   And you say. . .
F:    I'm looking forward to my
   vacation.
N:    I say, "The weekend." And you
   say.. .
F:    I'm looking forward to the
   weekend.
N:    Ready? Let's begin. My vacation.
F:    I'm looking forward to my
   vacation.
N:    The weekend.
F:    I'm looking forward to the
   weekend.
N:    The interview with Abbott
   Larkin.
F:    I'm looking forward to the
   interview with Abbott Larkin.
N:    Dinner tonight.
F:    I'm looking forward to dinner
   tonight.
N:    Christmas in New York.
F:    I'm looking forward to Christmas
   in New York.
N:    Now listen to some more of the
   conversation between Maria
   and Connie.
CONNIE:    Vacation? That's great,
   Maria. You should quit
   worrying about WEFL.

           
   Where are you going?
MARIA:    I'm going skiing in
   Colorado. I can imagine
   skiing through deep snow
   on a cold morning. I
   imagine warming my feet
   near the fire. I love walking
   in the snow. I think
   about-
CONNIE:    Stop talking about it.
MARIA:    I really enjoy skiing.
N:    Now listen and repeat.
F:    worrying    quit worrying
   You should quit worrying.
   You should quit worrying about
   WEFL.    
   You should quit worrying about
   WEFL.    
M:    talking    stop talking
   Stop talking about it.
   Stop talking about it.
N:    Stop and quit in these sentences
   mean the same thing. Now you
   hear.. .    
M:    You should stop worrying about
   WEFL.    
N:    And you say. . .
F:    You should quit worrying about
   WEFL.    
N:    You hear. . .
M:    Quit talking about it.
N:    And you say. . .
F:    Stop talking about it.
N:    OK? Let's start.
M:    You should stop worrying about
   WEFL.    
F:    You should quit worrying about
   WEFL.    
M:    Quit talking about it.
F:    Stop talking about it.
M:    We really should stop smoking.
F:    We really should quit smoking.
M:    We should also quit eating so
   much.    
F:    We should also stop eating so
   much.    
M:    You look tired. Why don't you
   quit working so hard?
F:    You look tired. Why don't you
   stop working so hard?
M:    Stop it!    
F:    Quit it!    
M:    OK, OK. Let's quit now.
F:    OK, OK. Let's stop now.
N:    Good. Now listen and repeat.
F:    I can imagine
   I can imagine skiing through
   deep snow.
   I can imagine skiing through
   deep snow on a cold morning.


172

       
   I can imagine skiing through
   deep snow on a cold morning.
N:    I say, "Do you often ski through
   deep snow on a cold morning. "
   And you say. . .
F:    No, I don't. But I can imagine
   skiing through deep snow on a
   cold morning.
N:    I say, "Does Maria often warm
   her feet near a fire?" And you
   say.. .
F:    No, she doesn't. But she can
   imagine warming her feet near a
   fire.    
N:    OK? Here we go. Do you often
   ski through deep snow on a cold
   morning?
F:    No, I don't. But I can imagine
   skiing through deep snow on a
   cold morning.
N:    Does Maria often warm her feet
   near afire?
F:    No, she doesn't. But she can
   imagine warming her feet near a
   fire.    
N:    Do Steven and Anne have
   children?
F:    No, they don't. But they can
   imagine having children.
N:    Does Jake often interview famous
   businesspeople?
F:    No, he doesn't. But he can
   imagine interviewing famous
   businesspeople.
N:    Does Connie have a boyfriend?
F:    No, she doesn't. But she can
   imagine having a boyfriend.
N:    Do you and your family take
   many vacations?
F:    No, we don't. But we can
   imagine taking many vacations.
N:    Are you in love?
F:    No, I'm not. But I can imagine
   being in love.
N:    OK. Connie is interviewing
   some students at Stamford High.
   Listen to the interview.
STUDENT 1: I hope to join the Peace
       Corps and do, uh,
       research or field work in
       India. I speak Hindi and
       I like-I hope to learn a
       language a bit more
       proficiently.
CONNIE:    And what do you hope
       to do?
STUDENT 2: Urn, I want to . . .
       I hope to become an
       astronaut, hopefully
       . . . um . . . or some


       
       kind of scientist dealing
       with space and
       astronomy in
       particular . . .
CONNIE:    Do you want to land on
       the moon?
STUDENT 2: Yes, I want to land on
       the moon.
CONNIE:    That's interesting, but
       do you want to work
       that hard?
STUDENT 2: Well, I don't want to
       work that hard, but I'm
       going to have to. If I
       want to. .. if I get my
       dream. So . . .
N:    Now listen and repeat.
F:    I hope to join
   I hope to join the Peace Corps.
   I hope to join the Peace Corps.
M:    I hope to become
   I hope to become an astronaut.
   I hope to become an astronaut.
F:    that's interesting
   but do you want to work
   but do you want to work that
   hard    
   That's interesting, but do you
   want to work that hard?
   That's interesting, but do you
   want to work that hard?
M:    I'm going to have to work
   I'm going to have to work that
   hard    
   if I want to get
   if I want to get my dream
   Well, I'm going to have to work
   that hard if I want to get my
   dream.
   Well, I'm going to have to work
   that hard if I want to get my
   dream.
N:    Now you hear. . .
F:    Become an astronaut.
N:    You say. . .
M:    I hope to become an astronaut.
N:    You hear. . .
F:    That's interesting, but do you
   want to study that hard?
N:    And you say. . .
M:    Well, I'm going to have to study
   that hard if I want to get my
   dream.
N:    You hear. . .
F:    Join the Peace Corps.
N:    And you say. . .
M:    I hope to join the Peace Corps.
N:    You hear. . .
F:    That's fascinating, but do you
   want to work that hard?


N:    And you say. . .    
M:    Well, I'm going to have to work
   that hard if I want to get my
   dream.    
N:    OK. Are you ready? Let's begin.
F:    Become an astronaut.
M:    I hope to become an astronaut.
F:    That's interesting, but do you
   want to study that hard?
M:    Well, I'm going to have to study
   that hard if I want to get my
   dream.    
F:    Join the Peace Corps.
M:    I hope to join the Peace Corps.
F:    That's fascinating, but do you
   want to work that hard?
M:    Well, I'm going to have to work
   that hard if I want to get my
   dream.    
F:    Play professional football.
M:    I hope to play professional
   football.    
F:    That's terrific, but do you want
   to work that hard?
M:    Well, I'm going to have to work
   that hard if I want to get my
   dream.    
F:    Make a million dollars.
M:    I hope to make a million dollars.
F:    That's nice, but do you want to
   work that hard?    
M:    Well, I'm going to have to work
   that hard if I want to get my
   dream.    
F:    Teach astronomy at Columbia
   University.    
M:    I hope to teach astronomy at,
   Columbia University.
F:    That's interesting, but do you
   want to study that hard?
M:    Well, I'm going to have to study
   that hard if I want to get my
   dream.    
F:    Learn English.    
M:    I hope to learn English.
F:    That's great, but do you want to
   study that hard?    
M:    Well, I'm going to have to study
   that hard if I want to get my
   dream.    
N:    OK. Now listen and repeat.
F:    I hope to learn English.
   I hope to learn English.
N:    You hear. . .    
M:    Study.    
N:    And you say. . .    
F:    I hope to study English.
N:    You hear. . .    
M:    Like.    
N:    And you say. . .    


173
   F:    I like to study English.
   N:    All right? Let's start.
   F:    I hope to learn English.
   M:    Study.
   F:    I hope to study English.
   M:    Like.    
   F:    I like to study English.
   M:    Studying.
1.    F:    I like studying English.
   M:    Enjoy.
....    F:    I enjoy studying English.
I    M:    Keep on.
   F:    I keep on studying English.
   M:    Hate.    
   F:    I hate studying English.
   M:    To speak.
   F:    I hate to speak English.
   M:    Want.    
   F:    I want to speak English.
   M:    Need.    
   F:    I need to speak English.
   M:    Learn.    
   F:    I need to learn English.
   M:    Hope.    
   F:    I hope to learn English.
   N:    That's all for now. This is the
       end of Lesson Four.
级别: 管理员
只看该作者 5 发表于: 2007-02-17
6

BOOK SEVEN, LESSON FIVE
   N:    Lesson Five.
       Listen to the conversation
       between Connie and some
       students at Stamford High.
   CONNIE:    What interests you?
   STUDENT I: I'm interested in, urn,
           art. Painting in
           particular, impressionist
           painting.
   STUDENT 2: I'm interested in music.
   STUDENT 3: I'm interested in playing
           the guitar. I just started
           taking lessons about two
           weeks ago.
   N:    Now listen and repeat.
   M:    I'm interested
       I'm interested in art.
       I'm interested in art.
       I'm interested
       I'm interested in music.
       I'm interested in music.
       I'm interested
f        I'm interested in taking
       I'm interested in taking guitar
       lessons.
       I'm interested in taking guitar
       lessons.
   N:    The opposite of I'm interested in
       is I'm not interested in. Listen and
       repeat.
   F:    I'm not interested


   I'm not interested in art.
   I'm not interested in music.
   I'm not interested in taking
   guitar lessons.    
N:    Now I say, "Art." And you
   say. . .    
M:    I'm interested in art.
N:    Or, if you're not interested in art,
   you say. . .    
F:    I'm not interested in art.
N:    I say, "Taking guitar lessons."
   And you say. . .    
M:    I'm interested in taking guitar
   lessons.    
N:    Or, if you're not interested in
   taking guitar lessons, you
   say.. .    
F:    I'm not interested in taking
   guitar lessons.    
N:    Ready? Let's begin.
   Art.        
   Taking guitar lessons.
   Music.    
   Joining the army.    
   Business.    
   Studying English.    
   History .    
N:    Now listen to the conversation.
   Sam Finch calls Maria from
   Denver.    
MARIA:    Hello.    
SAM:        Hi, Maria. How are you?
MARIA:    Oh, hi, Sam. I'm fine.
       Where are you?
SAM:        I'm in Denver, but I'm
       leaving for Hawaii this
       evening.    
MARIA:    Hawaii! How exciting!
SAM:        Not very exciting, I'm
       afraid. It's a business trip.
       We're having some really
       serious problems at our
       bottle factory in Honolulu.
MARIA:    Your what?    
SAM:        Our bottle factory. You
       know, a factory that makes
       bottles. Anyway, I'll be out
       of town for two days.
MARIA:    At a bottle factory in
       Honolulu. Poor Sam. How
       boring . . .    
N:    Listen and repeat.    
F:    How exciting!    How boring.
N:    How exciting! is a way of showing
   enthusiasm. How boring is a way
   of showing no enthusiasm. Now
   you hear . . .    
M:    I'm leaving for Hawaii this
   evening.    
N:    And you say. . .    


   
F:    How exciting!
N:    You hear. . .
M:    I'm spending two days in a bottle
   factory .
N:    And you say. . .
F:    How boring.
N:    OK? Let's begin.
M:    I'm leaving for Hawaii this
   evening.
F:    How exciting!
M:    I'm spending two days in a bottle
   factory .
F:    How boring.
M:    We'll work all weekend.
F:    How boring.
M:    Later we're going skiing in
   Aspen.
F:    How exciting!
M:    Sorry, I can't go to the movies
   tonight. I have to clean my
   apartment.
F:    How boring.
M:    Guess what! I got ajob at
   Disneyland.
F:    How exciting!
M:    I'm washing dishes in a
   restaurant.
F:    How boring.
N:    Sam Finch is in Honolulu giving
   a speech in the cafeteria to the
   employees of the bottle factory.
   Listen. Just listen.
SAM: Thank you, . . . thank you.
   I must say I wasn't looking
   forward to this visit. The
   situation looked bad. I was
   very disappointed in last
   month's report. I expected to
   find things worse this month.
   But I must say I'm surprised by
   your progress. You've really
   turned the situation around
   . . . I can see you're really
   excited about your work in the
   factory. You're producing more
   bottles now, and better ones
   too. You can be sure I won't
   forget you when the question
   of bigger salaries comes up.
N:    Listen and repeat.
M:    I was disappointed
   I was disappointed in
   I was disappointed in last
   month's report.
   I'm surprised
   I'm surprised by
   I'm surprised by your progress.
   you're excited
   you're excited about
   You're excited about your work.


174

   
N:    I say, "Last month's report
   disappointed me." And you
   say. . .
M:    I was disappointed in last
   month's report.
N:    I say, "Your progress surprises
   me." And you say. . .
M:    I'm surprised by your progress.
N:    I say, "Your work excites you."
   And you say. . .
M:    You're excited about your work.
N:    OK? Let's begin. Last month's
   report disappointed me.
M:    I was disappointed in last
   month's report.
N:    Your progress surprises me.
M:    I'm surprised by your progress.
N:    Your work excites you.
M:    You're excited about your work.
N:    The future of the bottle business
   really excites Sam.
M:    Sam is really excited about the
   future of the bottle business.
N:    Hawaii pleasantly surprises some
   people.
M:    Some people are pleasantly
   surprised by Hawaii.
N:    But Honolulu disappoints most
   people.
M:    But most people are disappointed
   in Honolulu.
N:    The vacation in Aspen excites
   Sam.
M:    Sam is excited about the
   vacation in Aspen.
N:    Your knowledge of English really
   surprises me.
M:    I'm really surprised by your
   knowledge of English.
N:    OK. Now listen and repeat.
F:    your knowledge of English
   Your knowledge of English is
   really surprising.
   Your knowledge of English is
   really surprising.
N:    You hear. . .
M:    I'm really surprised by your
   knowledge of English.
N:    You say. . .
F:    Your knowledge of English is
   really surprising.
N:    You hear. . .
M:    I'm very excited about the bottle
   business.
N:    You say. . .
F:    The bottle business is very
   exciting.
N:    Ready? Let's go.
M:    I'm really surprised by your
   


       
   knowledge of English.
F:    Your knowledge of English is
   really surprising.
M:    I'm very excited about the bottle
   business.
F:    The bottle business is very
   exciting.
M:    I'm fascinated by'Sam Finch's
   business deals.
F:    Sam Finch's business deals are
   fascinating.
M:    I'm really bored with life in
   Honolulu.
F:    Life in Honolulu is really boring.
M:    I'm very interested in my guitar
   lessons.
F:    My guitar lessons are very
   interesting.
M:    I'm fascinated by you.
F:    You're fascinating.
N:    Connie and Maria are in the
   office. Listen to their
   conversation.
CONNIE:    Isn't that Sam Finch?
MARIA:    Oh, yes.
CONNIE:    You have his picture?
   Maria, what's going on?
MARIA:    I think he's fascinating.
   We went to dinner last week,
   and we had a wonderful time.
   He's really very interesting.
CONNIE:    How nice. I'm happy for
   you.
N:    Now listen and repeat.
F:    I think
   I think he's fascinating.
   I think he's fascinating.
M:    I think
   I think she's exciting.
   I think she's exciting.
F:    I think
   I think it's interesting.
   I think it's interesting.
M:    I think
   I think it's boring.
   I think it's boring.
N:    Now I say, "What do you think
   of Julio Iglesias?" And you
   say.. .
F:    I think he's exciting.
N:    Or.. .
M:    I think he's boring.
N:    Or whatever you think . . .
   fascinating, interesting. I say,
   "What do you think of football?"
   And you say. . .
F:    I think it's fascinating.
N:    Or.. .
M:    I think it's boring.
N:    Or interesting or exciting. . . It


       , -
   depends on you. Are you ready?
   Let's begin.        
F:    Julio Iglesias.        
M:    Football.        
F:    Barbra Streisand.        
M:    Luciano Pavarotti.        
F:    Jane Fonda.        
M:    Big business.        
F:    English.        
N:    That's all for now. This is the end
   of Lesson Five.
级别: 管理员
只看该作者 6 发表于: 2007-02-17
7

BOOK SEVEN, REVIEW TWO
N:    Review Two. For this lesson,
   you'll need a pencil and a
   piece of paper.        
   Listen to the following dictation.
   Donlt write anything yet. Just
   listen.        
M:    Government experts predict that
   the U.S. will have a total of 18
   million new jobs by the year
   2000.        
F:    The greatest number of new jobs
   will be for salespeople. Nurses
   are expected to have the second
   highest number.        
M:    The number of jobs for waiters,
   waitresses, computer        
   programmers, teachers, and
   accountants will also increase.
N:    Now take your pencil and a piece
   of paper. Listen again to each
   group of words. Then write down
   what you hear. Ready? Let's
   begin.        
M:    Government experts predict
   that the U.S. will have    
   a total of 18 million new jobs
   by the year 2000.        
F:    The greatest number of new jobs
   will be for salespeople.    
   Nurses are expected to have
   the second highest number.
M:    The number of jobs for waiters,
   waitresses,        
   computer programmers,    
   teachers,        
   and accountants        
   will also increase.        
N:    Now listen to the dictation
   again. Check your paper to see if
   you can make any corrections.
   This is the last time you will hear
   the dictation. Ready? Listen.
M:    Government experts predict that
   the U.S. will have a total of 18
   million new jobs by the year
   2000.        
F:    The greatest number of new jobs


175

will be for salespeople. Nurses are expected to have the second highest number.
M: The number of new jobs for waiters, waitresses, computer programmers, teachers, and accountants will also increase.
N: All right, now use the information on your paper to answer the following five questions. Give short answers. Question One.
F: How many new jobs will the
U.S. have by the year 2000?
M: 18 million.
N: Question Two.
   F: Who predicts that the U.S. will
have 18 million new jobs by. the year 2000?
M: Government experts.
N: Question Three.
F: The greatest number of new jobs
will be for what group of people? M: Salespeople.
N: Question Four.
F: What group is expected to have
the second highest number?
M: Nurses.
N: Question Five.
F: The number of new jobs for what five groups of people is also expected to increase?
M: Waiters, waitresses, computer programmers, teachers, and accountants.
N: Now listen to Connie as she tells us about her favorite movie actor, Mel Gibson.
CONNIE: Oh, Mel is really fascinating. I mean, everything about him is exciting. His eyes are exciting. His hair is fascinating. Even his feet are exciting. . . I'm really fascinated by Mel Gibson.
N: That's right. She's really fascinated by Mel Gibson, the famous movie actor. Everything about him is exciting to her. Listen and repeat what she says about him.
CONNIE: He's fascinating.
He's exciting.
I'm fascinated by him.
I'm excited by him.
N: Now Connie's going to tell us
   . some things about Mel Gibson
   that she's fascinated by or
   excited by. Then you say that

AUDIO SCRIPT

she thinks those things are fascinating or exciting. For example, she says. . .
CONNIE: His eyes are fascinating.
N: And you say. . .
M: She's fascinated by his eyes.
N: She says. . .
CONNIE: His face is exciting.
N: And you say. . .
M: She's excited by his face.
N: OK, ready? Let's begin.
CONNIE: His eyes are fascinating.
M: She's fascinated by his eyes. CONNIE: His face is exciting.
M: She's excited by his face. CONNIE: His hair is fascinating.
M: She's fascinated by his hair. CONNIE: His voice is fascinating.
M: She's fascinated by his voice. CONNIE: His hands are exciting.
M: She's excited by his hands. CONNIE: Everything about him is
   fascinating.
M: She's fascinated by everything
   about him.
N: Good. Now let's do the opposite. For example, when Connie
says. . .
CONNIE: I'm fascinated by his face. N: You say...
F: His face is fascinating.
N: When she says. . .
CONNIE: I'm excited by his eyes.
N: You say. . .
F: His eyes are exciting.
N: All right, let's begin.
CONNIE: I'm fascinated by his face. F: His face is fascinating.
CONNIE: I'm excited by his eyes.
F: His eyes are exciting.
CONNIE: I'm excited by his hair.
F: His hair is exciting.
CONNIE: I'm fascinated by his ears. F: His ears are fascinating. CONNIE: I'm fascinated by his nose. F: His nose is fascinating.
CONNIE: I'm excited by everything
   about him.
F: Everything about him is
   fascinating.
N: That's right. She's excited by . everything about Mel Gibson. Even his ears and his nose. And what about his feet?
CONNIE: Oh, yes. I'm fascinated by
   his feet too.
N: Now to end this lesson, take your pencil and a piece of paper. I'm going to say several words that you know, words like U. S.

176

city, country, continent, and language.
After I say each word, write it on your paper, so that you make a list of these words down the page.
Ready? Let's begin.
U.S. city Country
Continent Language
Public building
Sport Occupation
Field of study
First name
Now, don't write anything. Just look at the words on your list to identify some people, places, and things that you hear. For example, you hear. . .
M: Washington, D.C.
N: And you say. . .
F: Washington, D.C., is a U.S.
city.
N: You hear. . .
M: Asia.
N: And you say. . .
F: Asia is a continent.
N: OK, let's begin.
M: Washington, D.C.
F: Washington, D.C., is a U.S. city. M: Asia.
F: Asia is a continent.
M: French.
F: French is a language.
M: Tennis.
F: Tennis is a sport.
M: Thailand.
F: Thailand is a country.
M: Steven.
F: Steven is a first name.
M: Football stadium.
F: A football stadium is a public
building.
M: Teaching.
F: Teaching is an occupation.
M: Science.
F: Science is a field of study.
N: Yes, science is a field of study. And so is language learning. That's what you're doing now, so that's your field of study.
This is the end of Review
Two.
级别: 管理员
只看该作者 7 发表于: 2007-02-17
8


BOOK SEVEN, LESSON SIX
N: Lesson Six. Listen to the
following conversation between two friends who work in the same office.
M: Hi, Nancy. Did you hear what



   
   
   happened to my son? His name
   was spelled wrong on his high
   school diploma!
F:    Oh, Jim. What a pity! I'm sorry
   to hear that. But he graduated
   with his chiss, didn't he?
M:    Yes, and he's going to Southern
   University to study psychology.
F:    Oh, how exciting! That sounds
   very interesting!
M:    He wanted to go to Harvard
   University, but his SAT scores
   were too low.
F:    That's really too bad! How very
   disappointing!
M:    Yes, it was disappointing. But
   now he's excited about studying
   psychology at Southern.
N:    Now repeat these phrases.
F:    interesting
   That sounds interesting!
   That sounds very interesting!
M:    too bad
   That's too bad.
   That's really too bad!
F:    disappointing
   How disappointing!
   How very disappointing!
N:    Now you use one of these two
   expressions: either That sounds
   interesting! or That's too bad! after
   each of the following sentences.
   For example, if I say, "My son is
   studying psychology," you
   say. ..
M:    That sounds interesting!
N:    But if I say, "He failed his math
   test," then you say. . .
M:    That's too bad!
N:    All right? Let's begin. My son is
   studying psychology.
M:    That sounds interesting!
N:    He failed his math test.
M:    That's too bad!
N:    His SAT scores were very low.
M:    That's too bad!
N:    He's going to major in business
   administration.
M:    That sounds interesting!
N:    I'm going to Japan next week.
M:    That sounds interesting!
N:    I won't have time to see much of
   the country.
M:    That's too bad!
N:    I'm reading a good mystery
   novel.
M:    That sounds interesting!
N:    The last chapter is missing.
M:    That's too bad!
   


   
N:    Now listen to the following pairs
   of sentences.
M:    My boss wants to take a course in
   computers.
F:    My boss wants me to take a
   course in computers.
M:    Maria wants to be director of the
   show.
F:    Maria wants Mike to be director
   of the show.
N:    Notice how the meaning of the
   sentence changes when you put a
   direct object like me or Mike
   between a verb and its infinitive.
   Here's another example.
M:    Steven wants to be back before
   the baby arrives.
F:    Steven wants Maria to be back
   before the baby arrives.
N:    Now I want you to "do this
   exercise. You will hear a
   sentence and then an object.
   Repeat the sentence, putting the
   object between the verb and the
   infinitive. For example, I say,
   "My boss wants to take a course
   in computers. Me."
   And you say. . .
F:    My boss wants me to take a
   course in computers.
N:    Or! say. . .
   "Steven wants to be director of
   the show. Mike."
   And you say. . .
F:    Steven wants Mike to be director
   of the show.
N:    All right. Ready? Let's begin. My
   boss wants to take a course in
   computers. Me.
F:    My boss wants me to take a
   course in computers.
N:    Steven wants to be director of
   the show. Mike.
F:    Steven wants Mike to be director
   of the show.
N:    Steven wants to be back before
   the baby arrives. Maria.
F:    Steven wants Maria to be back
   before the baby arrives.
N:    I'd like to buy new furniture.
   You.
F:    I'd like you to buy some new
   furniture.
N:    This is the end of Lesson Six.
级别: 管理员
只看该作者 8 发表于: 2007-02-17
9

   
BOOK SEVEN, LESSON SEVEN
N:    Lesson Seven. For this lesson,
   you'll need a pencil and a
   piece of paper.
   

   Mike and Steven are doing a
   story about fast food. Listen to
   their conversation.
STEVEN:    Are you ready to go?
MIKE:    Almost.
STEVEN:    I'm glad you're directing
   this story, Mike.
MIKE:    I'm glad to help, Steven.
   . . . I have a question on
   page 3.
N:    Now listen and repeat.
M:    I'm glad
   I'm glad you're directing
   I'm glad you're directing this
   story .
   I'm glad you're directing this
   story .
N:    Now you hear. . .
M:    Direct this story.
N:    And you say. . .
F:    I'm glad you're directing this
   story .
N:    You hear. . .
M:    Have a good time.
N:    And you say. . .
F:    I'm glad you're having a good
   time.
N:    Ready? Let's begin.
M:    Direct this story.
F:    I'm glad you're directing this
   story .
M:    Have a good time.
F:    I'm glad you're having a good
   time.
M:    Work at a fast-food restaurant.
F:    I'm glad you're working at a fast-
   food restaurant.
N:    Good. Now listen and repeat.
M:    I'm glad
   I'm glad to help.
   I'm glad to help.
N:    OK. You hear. . .
F:    Help.
N:    And you say. . .
M:    I'm glad to help.
N:    You hear. . .
F:    Be here.
N:    And you say. . .
M:    I'm glad to be here.
N:    OK? Let's begin.
F:    Help.
M:    I'm glad to help.
F:    Be here.
M:    I'm glad to be here.
F:    See you.
M:    I'm glad to see you.
F:    Have this job.
M:    I'm glad to have this job.
F:    Make some money.
M:    I'm glad to make some money.


177

N:    OK. Let's listen to some more of
   the conversation about the fast-
   food story. Mike and Jake are
   talking about the script.
MIKE:    What happens on page 3?
JAKE:    OK. I order a soda and a
   hamburger for myself. Then
   another person gets coffee for
   me.
MIKE:    Who brings the coffee to you?
JAKE:    No one. They give it to me at
   the counter. But that doesn't
   matter. I need some good
   pictures for narration. Find
   some good pictures for me.
N:    Now listen and repeat.
M:    another person gets
   then another person gets coffee
   Then another person gets coffee
   for me.
   Then another person gets coffee
   for me.
F:    who brings the coffee
   Who brings the coffee to you?
   Who brings the coffee to you?
M:    find some good pictures
   Find some good pictures for me.
   Find some good pictures for me.
N:    Another way of saying . . .
M:    Find me some good pictures.
N:    Is.. .
F:    Find some good pictures for me.
N:    Another way of saying . . .
M:    Who brings you the coffee?
N:    Is. . .
F:    Who brings the coffee to you?
N:    And finally, another way of
   saying. . .
M:    Then another person gets me the.
   coffee.
N:    Is. . .
F:    Then another person gets the
   coffee for me.
N:    Now I say, "Find me some good
   pictures." And you say. . .
F:    Find some good pictures for me.
N:    I say, "Who brings you the
   coffee?" And you say. . .
M:    Who brings the coffee to you?
N:    Ready? Let's begin. Find me
   some good pictures.
F:    Find some good pictures for me.
N:    Who brings you the coffee?
M:    Who brings the coffee to you?
N:    Then another person gets me
   coffee.
F:    Then another person gets coffee
   for me.
N:    Get him another napkin.
M:    Get another napkin for him.


N:    Can you find her a clean cup?
F:    Can you find a clean cup for her?
N:    Wold you bring me a
   hamburger, please?
M:    Would you bring a hamburger to
   me, please?
N:    I'll get them some more French
   fries.
F:    I'll get some more French fries
   for them.
N:    Now let's do this exercise the
   other way. I say, "I'll get some
   more French fries for them."
   And you say. . .
M:    I'll get them some more French
   fries.
N:    I say, "Would you bring a
   hamburger to me, please?" And
   you say . . .
F:    Would you bring me a
   hamburger, please?
N:    Let's begin. I'll get some more
   French fries for them.
M:    I'll get them some more French
   fries.
N:    Would you bring a hamburger to
   me, please?
F:    Would you bring me a
   hamburger, please?
N:    Get another diet soda for Connie.
M:    Get Connie another diet soda.
N:    Can you find the ketchup for
   them?
F:    Can you find them the ketchup?
N:    Would you bring some salt for
   our French fries to us?
M:    Would you bring us some salt for
   our French fries?
N:    Now Steven is getting a little
   hungry. He decides to go to a
   fast-food restaurant for lunch.
   Take a piece of paper and a
   pencil and write down what
   Steven orders.
F:    May I have your order?
STEVEN:    Three cheeseburgers with
   lettuce, tomato, and onion
   . ..And...
F:    No pickles?
STEVEN:    No. Thanks.
F:    Three cheeseburgers. Lettuce,
   tomato, onion. No pickles.
STEVEN:    I'd like some fries.
F:    Small, medium, or large?
STEVEN:    Two large orders, please.
F:    Just for you?
STEVEN:    Better make it three . . .
   I'm a little hungry.
F:    Three large fries . . . Something
   to drink?


       
STEVEN:    Um. . . a small diet soda.
F:    For here or to go?
STEVEN:    That's for here. I'm going
   to eat here.
N:    Now listen as the clerk repeats
   Steven's order. Check what you
   wrote.
F:    OK. That's three cheeseburgers
   . . . with lettuce, tomato, and
   onion . . . And . . . three large
   orders of French fries. And. . .
   one small diet soda.
N:    Now answer these questions.
   How many cheeseburgers did
   Steven order?
F:    Three.
N:    Does Steven like French fries?
F:    Yes, he does. He's having three
   large orders.
N:    What's he having to drink?
F:    A small diet soda.
N:    Do you think Steven is hungry?
F:    Three cheeseburgers and three
   large fries? Yes, of course he's
   hungry .
N:    Is he going to eat his food back
   at the studio?
F:    No, he isn't. He's going to eat
   his food at the restaurant.
N:    This is the end of Lesson Seven.
级别: 管理员
只看该作者 9 发表于: 2007-02-17
10

   
   
       
BOOK SEVEN, LESSON EIGHT
N:    Lesson Eight. Maria and
   Mike are at the studio. In the
   conversation Maria tells Mike
   that everyone is . . . what? Is
   everyone happy? Is everyone
   good? What does Maria think
   everyone is? Now listen to their
   conversation.
MARIA:    Mike! I'm so happy that
   you're directing.
MIKE:    I'm glad to help. I'll do
   anything to make you take a
   vacation. You need it,
   Maria.
MARIA:    Maybe you' lllike directing.
MIKE:    I'm happy to help Steven
   and Connie. But I love
   cameras. I'm not a director.
MARIA:    Oh, come on. Everyone is
   ambitious. You'll be a good
   director.
N:    OK. What does Maria think
   everyone is?
M:    Ambitious.
N:    Now listen and repeat.
F:    Oh, come on.
   Everyone is ambitious.


178

   Oh, come on. Everyone is
   ambitious.
N:    Oh, come on is an idiomatic
   expression. It means "I don't
   believe what you're saying." Let's
   practice this expression. I say,
   "I'm not ambitious." And you
   say.. .
F:    Oh, come on. Everyone is
   ambitious.
N:    I say, "I don't like champagne."
   And you say. . .
F:    Oh, come on. Everyone likes
   champagne.
N:    Ready? Let's go. I'm not
   ambitious.
F:    Oh, come on. Everyone is
   ambitious.
N:    I don't like champagne.
F:    Oh, come on. Everyone likes
   champagne.
N:    I don't play tennis.
F:    Oh, come on. Everyone plays
   tennis.
N:    I can't ski.
F:    Oh, come on. Everyone can ski.
N:    I don't like Aspen.
F:    Oh, come on. Everyone likes
   Aspen.
N:    I don't have a big car.
F:    Oh, come on. Everyone has a big
   car.    
N:    I'm not rich.
F:    Oh, come on. Everyone is rich.
N:    Let's listen to some more of the
   conversation between Maria and
   Mike. Listen in particular for the
   name of a city.
MIKE:        How long have you known
       me, Maria?
MARIA:    I've known you for six years,
       I think.
MIKE:        You've known me for ten
       years, Maria. You've known
       me since I lived in St.
       Louis. Remember? I always
       loved to shoot pictures.
MARIA:    I've known you since St.
       Louis? Well, OK, that's a
       long time. You were a good
       photographer. And you can
       be a good director too.
N:    OK. What city did you hear?
M:    St. Louis.
N:    Now listen and repeat.
M:    how long
   how long have you known
   How long have you known me?
   How long have you known me?

---¬


F:
   

N:


F:
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F:
N:
M:






N:
F:

N:
M:

N:
F:

N:
M:

N:
F:

N:
M:

N:
F:    


I've known you
I've known you for six years. I've known you for six years. Good. Now I say, "How long
have you known me?" And you say.. .
I've known you for six years.
I say, "How long have you lived here?" And you say. . .
I've lived here for six years. OK? Let's begin. How long have you known me?
I've known you for six years. How long have you lived here? I've lived here for six years. How long have you worked at WEFL?
I've worked at WEFL for six years.
How long have you been a producer?
I've been a producer for six years. How long have you had your apartment?
I've had my apartment for six years.
How long have you owned a car? I've owned a car for six years. How long have you studied English?
I've studied English for six years. OK. Listen and repeat.
you've known me
since I lived
since I lived in St. Louis
You've known me since I lived in St. Louis.
You've known me since I lived in St. Louis.
Now you hear. ..
I've known you since living in St. Louis?
And you say. . .
Yes. You've known me since you lived in St. Louis.
You hear. . .
I've known you since buying the house in Stamford?
And you say. . .
Yes. You've known me since you bought the house in Stamford. You hear. . .
I've known you since getting the job at IBM?
And you say. . .
Yes. You've known me since you got the job at IBM.
Ready? Let's start.
I've known you since living in St. Louis?


M: Yes. You've known me since you
   lived in St. Louis.
F: I've known you since buying the
   house in Stamford?
M: Yes. You've known me since you
   bought the house in Stamford.
F: I've known you since getting the
   job at IBM?
M: Yes. You've known me since you
   got the job at IBM.    .
F: I've known you since leaving the
   army?
M: Yes. You've known me since you
   left the army.
F: I've known you since working for
   Shell Oil?
M: Yes. You've known me since you
   worked for Shell Oil.
F: I've known you since going to
   Hamilton College?
M: Yes. You've known me since you
   went to Hamilton College.
F: I've known you since being at
   WNRD in Chicago?
M: Yes. You've known me since you were at WNRD in Chicago.
N: Good work. Connie is interviewing people about their jobs. Listen to what they have to say.
CONNIE: What do you do? How
   long have you done it?
PAT:    I've been a banker since
   1982.
JILL:    I've been a housewife for
   five years.
BERNARD: I've been an accountant
   since 1970.
BETH: I'm unemployed. I haven't
   worked for six months.
PETER: I've been a carpenter for
sixteen years. N: Now listen and repeat. M: I've been
I've been a banker
since 1982
I've been a banker since 1982.
F: I've been
I've been a housewife
for five years
I've been a housewife for five years.
M: I've been
I've been an accountant
since 1970
I've been an accountant since
   1970.
   F: I've been
   I've been a carpenter
   for sixteen years

179


   I've been a carpenter for sixteen
   years.
N:    Good. Now I say, "Carpenter
   . . . sixteen years." And you
   say. . .
F:    I've been a carpenter for sixteen
   years.
N:    I say, "Accountant. . . 1970."
   And you say. . .
F:    I've been an accountant since
   1970.
N:    Ready? Let's begin. Carpenter
   . . . sixteen years.
F:    I've been a carpenter for sixteen
   years.
N:    Accountant. . . 1970.
F:    I've been an accountant since
   1970.
N:    Housewife. . . five years.
F:    I've been a housewife for five
   years.
N:    Banker. . . 1982.
F:    I've been a banker since 1982.
N:    Unemployed. . . six months.
F:    I've been unemployed for six
   months.
N:    Retired. . . May of last year.
F:    I've been retired since May of
   last year.
N:    Interviewing people on the street
   . . . two o'clock.
F:    I've been interviewing people on
   the street since two 0' clock.
N:    This is the end of Lesson Eight.
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