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LISTENING PRACTICE MATERIAL PART I A Few Words On Pronunciation CD 1 Track 2 I'd like to introduce you to the pronunciation guide

outlines in the following chart. There aren't too many characters that are different from the standard alphabet, but just so you'll be familiar with them, look at the chart. It shows eight tense vowels and six lax vowels and semivowels. Tense Vowels? Lax Vowels? In some books, tense vowels are called long and lax vowels are called short. Since you will be learning how to lengthen vowels when they come before a voiced consonant, it would be confusing to say that hen has a long, short vowel. It is more descriptive to say that it has a lax vowel that is doubled or lengthened. Tense Vowels Lax Vowels Sound Spelling Example Sound Spelling Example e take e get i eat it a ice took hope some u smooth caught Semi-vowel r cat her a down ul dull Repeat after me. [i:], [u:], [ei], [], [a:], [ai], []. Statement Intonation with Nouns CD 1 Track 7 Practice the noun stress pattern after me, using pitch change. Add your own examples. 1. Dogs eat bones. 11. Jerry makes music. 2. Mike likes bikes. 12. Jean sells some apples. 3. Elsa wants a book. 13. Carol paints the car. 4. Adam plays pool. 14. Bill and I fix the bikes. 5. Bobby needs some money. 15. Ann and Ed call the kids. 6. Susie combs her hair. 16. The kids like the candy. 7. John lives in France. 17. The girls have a choice. 8. Nelly teaches French. 18. The boys need some help. 9. Ben writes articles. 10. Keys open locks. Statement Intonation with Pronouns CD 1 Track 8
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When you replace the nouns with pronouns (i.e., old information), stress the verb. eat They ///////// them As we have seen, nouns are new information; pronouns are old information. In a nutshell, these are the two basic intonation patterns: Dogs bones. eat They them. Exercise 1-3; Noun and Pronoun Intonation CD 1 Track 9 In the first column, stress the nouns. In the second column, stress the verb. Fill in your own examples at the bottom. 1. Bob sees Betty. 2. Betty knows Bob. 3. Ann and Ed call the kids. 4. Jan sells some apples. 5. Jean sells cars. 6. Bill and I fix the bikes. 7. Carl hears Bob and me. 8. Dogs eat bones. 9. The girls have a choice. 10. The kids like the candy. 11. The boys need some help. 12. Ellen should call her sister. 13. The murderer killed the plumber. 14. The tourists went shopping. 1. He sees her. 2. She knows him. 3. They call them. 4. She sells some. 5. She sells them. 6. We fix them. 7. He hears us. 8. They eat them. 9. They have one. 10. They like it. 11. They need something. 12. She should call someone. 13. He killed a man. 14. They bought stuff.

Statement Versus Question Intonation CD 1 Track 10 You may have learned at some point that questions have a rising intonation. They do, but usually a question will step upward until the very end, where it takes one quick little downward step. Adv question rises a little higher than a statement with the same intonation pattern. Here is my car Where is my car Emotional or Rhetorical Question Intonation If you know that your car is parked outside, however, and someone doesn't see it and asks you where it is, you might think that it has been stolen and
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your emotion will show in your intonation as you repeat the question. As your feelings rise in an emotional situation, your intonation rises up along with them. "Where is my car?" "Why? Is it gone?" Exercise 1-5: Four Main Reasons for Intonation CD 1 Track 12 Depending on the situation, a word may be stressed for any of the following reasons: New Information Opinion Contrast "Can't" 1. New Information It sounds like rain. Rain is the new information. It's the most important word in that sentence and you could replace everything else with duh-duh-duh. Duh-duh-duh rain will still let you get your point across. - Repeat: Duh-duh-duh rain It sounds like rain. - Make rain very musical and put it on two notes: ray-ayn. Duh-duh-duh rayayn / It sounds like rain - Make rain very musical and put it on two notes: ray-ayn. Duh-duh-duh rayayn / It sounds like ray-ayn. 2. Opinion It sounds like rain, but I don't think it is. In this case, intonation makes the meaning the opposite of what the words say: It looks like a diamond, but I think it's a zircon. It smells like Chanel, but at that price, it's a knock-off. It feels like... It tastes like... These examples all give the impression that you mean the opposite of what your senses tell you. - Practice the intonation difference between new information and opinion: It sounds like rain. (It's rain.) It sounds like rain, (but it's not.) 3. Contrast He likes rain, but he hates snow. Like and hate are contrasted and are the stronger words in the sentence. 4. Can't It can't rain when there're no clouds. Contractions (shouldn't, wouldn't) and negatives (no, not, never) are important words since they totally negate the meaning of a sentence, but they are not usually stressed. Can't is the exception. Exercise 1-6: Pitch and Meaning Change CD 1 Track 13 Practice saying the four sentences after me. Pay close attention to the changes in pitch that you must make to convey the different meanings intended. The words to be stressed are indicated in bold face. 1. It sounds like rain.
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2. It sounds like rain. 3. He likes rain, but he hates snow. 4. It can't rain on my parade! He can't do it. (See also Ex. 1-43 for negatives.) Exercise 1-7: Individual Practice CD 1 Track 14 Practice saying the sentences after the suggestion and the beep tone +. You will be given only a short time in which to reply so that you won't have the leisure to overthink. Start speaking as soon as you hear the tone because I'll be saying the sentence only a few seconds later. 1. Convey the information that it really does sound as if rain is falling. + 2. Convey the opinion that although it has the sound of rain, it may be something else. + 3. Convey the different feelings that someone has about rain and snow. + 4. Convey the fact that rain is an impossibility right now. + Pause the CD. - Practice the four sentences on your own ten times. + Once you're familiar with moving the stress around and feeling how the meaning changes, turn the CD on to continue with the next exercise. Exercise 1-8: Meaning of "Pretty" CD 1 Track 15 Native speakers make a clear distinction between pretty easily (easily) and pretty easily (a little difficult). Repeat the answers after me paying close attention to your stress. Question: How did you like the movie? Answer: 1. It was pretty good. (She liked it.) 2. It was pretty good. (She didn't like it much.) Exercise 1-9: Inflection CD 1 Track 16 Notice how the meaning changes, while the actual words stay the same. 1. I didn't say he stole the money. Someone else said it. 2. I didn't say he stole the money. That's not true at all. 3. I didn't say he stole the money. I only suggested the possibility. 4. I didn't say he stole the money. I think someone else took it. 5. I didn't say he stole the money. Maybe he just borrowed it. 6. I didn't say he stole the money, but rather some other money. 7. I didn't say he stole the money. He may have taken some jewelry. I I didn't say he stole the money. Someone else said it. It's true that somebody said it, but I wasn't that person.
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Didn't Say He Stole The Money

I didn't say he stole the money. That's not true at all. Someone has accused me and I'm protesting my innocence. I didn't say he stole the money. I only suggested the possibility. Maybe I hinted it. Maybe I wrote it. In some way, I indicated that he stole the money, but I didn't say it. I didn't say he stole the money. I think someone else took it. I think someone stole the money, only not the person you suspect did it. I didn't say he stole the money. Maybe he just borrowed it. I agree that he took it, but I think his motive was different. I didn't say he stole the money, but rather some other money. We agree that he stole some money, but I don't think it's this money. I didn't say he stole the money. He may have taken some jewelry. We agree that he's a thief, but we think he stole different things.

Notice that in the first half of these sentences nothing changes but the intonation. Exercise 1-13: Variable Stress CD 1 Track 20 Notice how the meaning of the following sentence changes each time we change the stress pattern. You should be starting to feel in control of your sentences now. 1. What would you like ? This is the most common version of the sentence, and it is just a simple request for information. 2. What would you like? This is to single out an individual from a group. 3. What would you like? You've been discussing the kinds of things he might like and you want to determine his specific desires: "Now that you mention it, what would you like?" or He has rejected several things and a little exasperated, you ask, "If you don't want any of these, what would you like?" 4. What would you like? You didn't hear and you would like the speaker to repeat herself. or You can't believe what you heard: "I'd like strawberry jam on my asparagus." "What would you like ?" + Turn off the CD and repeat the four sentences. Exercise 1 -15: Application of Stress CD 1 Track 23 Mark every word or syllable with ' where you think that the sound is stressed. Use the first sentence as your example. Check Answer Key, beginning on page 193. Pause the CD.
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- Listen and re-mark the stressed words with your marker. After you've put in the accent marks where you think they belong, take one of the colored translucent markers and as I read very slowly, mark the words that I stress. I am going to exaggerate the words far more than you'd normally hear in a normal reading of the paragraph. You can mark either the whole word or just the strong syllable, whichever you prefer, so that you have a bright spot of color for where the stress should fall. Note If you do the exercise only in pencil, your eye and mind will tend to skip over the accent marks. The spots of color, however, will register as "different" and thereby encourage your pitch change. This may strike you as unusual, but trust me, it works. Hello, ________ name is ____________. I'm taking American ____________ Training. There's a ____________ to learn, but I ____________ to make it as ____________ as possible. ____________ should pick ____________ on the American ____________ pattern pretty ____________ , although the ____________ way to ____________ it ____________ to ____________ all of the time. I use the ____________ and down, or ____________ and valleys, ____________ more than I ____________ to. I've been paying attention to ____________ , ____________ . It's like ____________ down a ____________ . ____________ been ____________ to a lot of ____________ lately, and they tell me that I'm ____________ to understand. ____________ , I could go ____________ and on, but the ____________ thing is to ____________ well and sound ____________ . Well, what do you ____________ ? ____________ I? Exercise 1-17: Staircase Intonation Practice CD 1 Track 26 Draw one step of the staircase for each word of the paragraph. Start a new staircase for every stressed word. There usually is more than one staircase in a sentence. New sentences don't have to start new staircases; they can continue from the previous sentence until you come to a stressed word. I'll read the beginning sentences. Check the first sentence against the example. Then put the words of the second sentence on a staircase, based on the way I read it. Remember, I'm exaggerating to make a point.

Exercise 1-18: Reading with Staircase Intonation CD 1 Track 27 Read the following with clear intonation where marked. Hello, my name is__________________. I'm taking American ___________ Training. There's a lot to learn, but I hope to make it as enjoyable as possible. I should pick up on the American intonation pattern pretty easily, although the only way to get it is to practice all of the time. I use the up and down, or peaks and valleys, intonation more than I used to. I've been paying attention to pitch, too. It's like walking down a staircase. I've been talking to a lot of Americans lately, and they tell me that I'm easier to understand. Anyway, I could go on and on, but the important thing is to listen well and sound good. Well, what do you think? Do I? Exercise 1-19: Spelling and Numbers CD 1 Track 28 Just as there is stress in words or phrases, there is intonation in spelling and numbers. Americans seem to spell things out much more than other people. In any bureaucratic situation, you'll be asked to spell names and give all kinds of numbersyour phone number, your birth date, and so on. There is a distinct stress and rhythm pattern to both spelling and numbers usually in groups of three or four letters or numbers, with the stress falling on the last member of the group. Acronyms (phrases that are represented by the first letter of each word) and initials are usually stressed on the last letter. Just listen to the words as I say them, then repeat the spelling after me. Acronym Pronunciation Ph.D. IBM MBA MIT LA
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IQ RSVP TV USA ASAP CIA FBI USMC COD SOS

X,Y, Z Spelling Pronunciation Box Cook Wilson Numbers Pronunciation Area Code 213 Zip Code 94708 Date 9/6/62 Phone Number 555-9132

Exercise 1-20; Sound/Meaning Shifts CD 1 Track 29 Intonation is powerful. It can change meaning and pronunciation. Here you will get the chance to play with the sounds. Remember, in the beginning, the meaning isn't that importantjust work on getting control of your pitch changes. Use your rubber band for each stressed word. my tie my keys inn key my tea `mai-tai Mikey's in key mighty Might I? My keys? inky My D I have to. I have two. I have, too. I have to.

I have two. I have, too. How many kids do you have? I've been to Europe. Why do you work so hard?

Exercise 1-21: Squeezed-Out Syllables CD 1 Track 30 Intonation can also completely get rid of certain entire syllables. Some longer words that are stressed on the first syllable squeeze weak syllables right out. Cover up the regular columns and read the words between the brackets. actually desperate nursery average diamond onion aspirin diaper every broccoli different family business emerald general camera vegetable groceries chocolate beverage jewelry comfortable bakery mathematics corporal catholic memory
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orange probably restaurant separate

several liberal conference coverage

history accidentally basically

Exercise 1-22: Syllable Patterns CD 1 Track 32 In order to practice accurate pitch change, repeat the following column. Each syllable will count as one musical note. Remember that words that end in a vowel or a voiced consonant will be longer than ones ending in an unvoiced consonant.

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Exercise 1-24: Single-Word Phrases CD 1 Track 35 Noun Adjective 1. It's a nail. It's short. 2. It's a cake. It's chocolate. 3. It's a tub. It's hot.
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4. It's a drive. 5. It's a door. 6. It's a crd. 7. It's a spot. 8. It's a book,

It's hrd. It's in back. There are four. It's smll. It's good.

Exercise 1-25: Sentence Stress with Descriptive Phrases CD1 Track 37 Repeat the following phrases. Adjective Noun and Adjective 1. It's short. It's a ____________ nail. 2. It's chocolate. It's a ____________ cake. 3. It's good. It's a ____________ plan. 4. It's guarded. It's a guarded ____________ . 5. It's wide. It's a wide ____________ . 6. There're four. There're four ____________ . 7. It was small. It was a small ____________ . 8. It's the best. It's the best ____________ . Exercise 1 -26: Two Types of Descriptive Phrases CD 1 Track 38 Adjective Noun Adverb Adjective 1. It's a short nail. It's really short. 2. It's a chocolate cake. It's dark chocolate. 3. It's a hot bath. It's too hot. 4. It's a hard drive. It's extremely hard. Two Types of Descriptive Phrases 5. It's the back door. It's far back. 6. There are four cards. There are only four. 1. It's a small spot. It's laughably small. 8. It's a good book. It's amazingly good. Exercise 1-27: Descriptive Phrase StoryThe Ugly Duckling CD1 Track 39 There is a mother duck. She lays three eggs. Soon, there are three baby birds. Two of the birds are very beautiful. One of them is quite ugly. The beautiful ducklings make fun of their ugly brother. The poor thing is very unhappy. As the three birds grow older, the ugly duckling begins to change. His gray feathers turn snowy white. His gangly neck becomes beautifully smooth. In early spring, the ugly duckling is swimming in a small pond in the backyard of the old farm. He sees his shimmering reflection in the clear water.. .What a great surprise. He is no longer an ugly duckling. He has grown into a lovely swan.
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Exercise 1-28: Sentence Stress with Set Phrases CD 1 Track 41 Repeat the following sentences. Noun Noun/Adj. Set Phrase 1. It's a ____________ . It's a ____________ . It's a ____________ . 2. It's a ____________ . It's a ____________ . It's a ____________ . 3. It's a __________. It's ___________ . It's a __________ . (Jacuzzi) 4. It's a ____________ . It's ____________ . It's a ____________ . 5. It's a __________ . It's in __________ .It's the ____________ . (spine) 6. It's a ____________ . It's a ____________ . It's a ____________ . 7. It's a ____________ . It's a ____________ . It's a ____________ . 8. It's a ____________ . It's a ____________ . It's a ____________ . Exercise 1-30: Set Phrase Story - The Little Match Girl CD 1 Track 43 The following story contains only set phrases, as opposed to the descriptive story in Exercise 1-27. Stress the first word of each phrase. The little match girl was out in a snowstorm. Her feet were like ice cubes and her fingertips had frostbite. She hadn't sold any matches since daybreak, and she had a stomachache from the hunger pangs, but her stepmother would beat her with a broomstick if she came home with an empty coin purse. Looking into the bright living rooms, she saw Christmas trees and warm fireplaces. Out on the snowbank, she lit match and saw the image of a grand dinner table of food before her. As the matchstick burned, the illusion slowly faded. She lit another one and saw a room full of happy family members. On the last match, her grandmother came down and carried her home. In the morning, the passersby saw the little match girl. She had frozen during the nighttime, but she had a smile on her face. Exercise 1-31: Contrasting Descriptive and Set Phrases CD 1 Track 44 Descriptive Phrase Set Phrase 1. It's a short nail. It's a fingernail. 2. It's a chocolate cake. It's a pancake. 3. It's a hot bath. It's a hot tub. 4. It's a long drive. It's a hard drive. 5. It's the back door. It's the backbone. 6. There are four cards. It's a card trick. 7. It's a small spot. It's a spot light. 8. It's a good book. It's a phone book
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Nationalities When you are in a foreign country, the subject of nationalities naturally comes up a lot. It would be nice if there were a simple rule that said that all the words using nationalities are stressed on the first word. There isn't, of course. Take this preliminary quiz to see if you need to do this exercise. For simplicity's sake, we will stick with one nationality American. Exercise 1-33; Nationality Intonation Quiz CD 2 Track 1 Pause the CD and stress one word in each of the following examples. Repeat after me. 1. an ____________ guy 2. an American ____________ 3. American ____________ 4. ____________ American teacher 5. an English ____________ When you first look at it, the stress shifts may seem arbitrary, but let's examine the logic behind these five examples and use it to go on to other, similar cases. Exercise 1-34: Contrasting Descriptive and Set Phrases CD2 Track 2 Repeat the following pairs. Set Phrase Descriptive Phrase Intonation can indicate completely different meanings for otherwise similar words or phrases. For example, an English teacher teaches English, but an English teacher is from England; French class is where you study French, but French class is Gallic style and sophistication; an orange tree grows oranges, but an orange tree is any kind of tree that has been painted orange. To have your intonation tested, call (800) 4574255. An English ____________ ... An English teacher... ...teaches English. ...is from England. An English book... An English book...is on any subject, ...teaches the English language. but it ___________from England. An English test... An English test... is on any subject, ...tests a __________ on the English language. But it deals with or came __________England. English food... An English restaurant... . . .is kippers for __________. ...serves kippers for breakfast. Exercise 1-35: Contrast of Compound Nouns CD 2 Track 3
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In the following list of words, underline the element that should be stressed. Pause the CD. Afterwards, check Answer Key, beginning on page 193. Repeat after me. 1. The White House 21. convenience store 41. a doorknob 2. a white house 22. convenient store 42. a glass door 3. a darkroom 23. to pick up 43. a locked door 4. a dark room 24. a pickup truck 44. ice cream 5. Fifth Avenue 25. six years old 45. I scream. 6. Main Street 26. a six-year-old 46. elementary 7. a main street 27. six and a half 47. a lemon tree 8. a hot dog 28. a sugar bowl 48. Watergate 9. a hot dog 29. a wooden bowl 49. the back gate 10. a baby blanket 30. a large bowl 50. the final year 11. a baby's blanket 31. a mixing bowl 51. a yearbook 12. a baby bird 32. a top hat 52. United States 13. a blackbird 33. a nice hat 53. New York 14. a black bird 34. a straw hat 54. Long Beach 15. a greenhouse 35. a chairperson 55. Central Park 16. a green house 36. Ph.D. 56. a raw deal 17. a green thumb 37. IBM 57. a deal breaker 18. a parking ticket 38. MIT 58. the bottom line 19. a one-way ticket 39. USA 59. a bottom feeder 20. an unpaid ticket 40. ASAP 60. a new low Exercise 1-36: Description and Set Phrase Test CD 2 Track 4 Let's check and see if the concepts are clear. Pause the CD and underline or highlight the stressed word. Check Answer Key, beginning on page 193. Repeat after me. 1. He's a nice guy. 2. He's an American guy from San Francisco. 3. The cheerleader needs a rubber band to hold her ponytail. 4. The executive assistant needs a paper clip for the final report. 5. The law student took an English test in a foreign country. 6. The policeman saw a red car on the freeway in Los Angeles. 7. My old dog has long ears and a flea problem. 8. The new teacher broke his coffee cup on the first day. 9. His best friend has a broken cup in his other office. 10. Let's play football on the weekend in New York. 11. "Jingle Bells" is a nice song. 12. Where are my new shoes? 13. Where are my tennis shoes?
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14. 15. 16. 17. 18. 19. 20. 21. 22. 23.

I have a headache from the heat wave in South Carolina. The newlyweds took a long walk in Long Beach. The little dog was sitting on the sidewalk. The famous athlete changed clothes in the locker room. The art exhibit was held in an empty room. There was a class reunion at the high school. The headlines indicated a new policy. We got on line and went to americanaccent dot com. The stock options were listed in the company directory. All the second-graders were out on the playground

Exercise 1-37: Descriptions and Set Phrases- Goldilocks CD2 Track5 Read the story and stress the indicated words. Notice if they are a description, a set phrase or contrast. For the next level of this topic, go to page 111. Repeat after me. There is a little girl. Her name is Goldilocks. She is in a sunny forest. She sees a small house. She knocks on the door, but no one answers. She goes inside. In the large room, there are three chairs. Goldilocks sits on the biggest chair, but it is too high. She sits on the middle-sized one, but it is too low. She sits on the small chair and it is just right. On the table, there are three bowls. There is hot porridge in the bowls. She tries the first one, but it is too hot; the second one is too cold, and the third one is just right, so she eats it all. After that, she goes upstairs. She looks around. There are three beds, so she sits down. The biggest bed is too hard. The middle-sized bed is too soft. The little one is just right, so she lies down. Soon, she falls asleep. In the meantime, the family of three bears comes home the Papa bear, the Mama bear, and the Baby bear. They look around. They say, "Who's been sitting in our chairs and eating our porridge?" Then they run upstairs. They say, "Who's been sleeping in our beds?" Goldilocks wakes up. She is very scared. She runs away. Goldilocks never comes back. Note Up to this point, we have gone into great detail on the intonation patterns of nouns. We shall now examine the intonation patterns of verbs. Exercise 1-38; Consistent Noun Stress in Changing Verb Tenses CD 2 Track 7 This is a condensed exercise for you to practice simple intonation with a wide range of verb tenses. When you do the exercise the first time, go through stressing only the nouns Dogs eat bones. Practice this until you
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are quite comfortable with the intonation. The pronunciation and word connections are on the right, and the full verb tenses are on the far left. eat 1. The dogs eat the bones. ate 2. The dogs ate the bones. are eating 3. The dogs're eating the bones. will eat 4. The dogs'll eat the bones (if...) would eat 5. The dogs'd eat the bones (if...) would have 6. The dogs'd've eaten the bones (if..) that have 7. The dogs that've eaten the bones (are..) have eaten 8. The dogs've eaten the bones. had eaten 9. The dogs'd eaten the bones. will have eaten 10. The dogs'll've eaten the bones. ought to eat 11. The dogs ought to eat the bones. should eat 12. The dogs should eat the bones. should not eat 13. The dogs shouldn't eat the bones. should haveeaten 14. The dogs should've eaten the bones. should nothave 15. The dogs shouldn't've eaten the bones. could eat 16. The dogs could eat the bones. could not eat 17. The dogs couldn't eat the bones. could haveeaten 18. The dogs could've eaten the bones. could not have 19. The dogs couldn't've eaten the bones. might eat 20. The dogs might eat the bones. might have eaten 21. The dogs might've eaten the bones. must eat 22. The dogs must eat the bones. must have eaten 23. The dogs must've eaten the bones. can eat 24. The dogs can eat the bones. can't eat 25. The dogs can't eat the bones. Exercise 1-39: Consistent Pronoun Stress In Changing Verb Tenses CD 2 Track 8 This is the same as the previous exercise, except you now stress the verbs: They eat them. Practice this until you are quite comfortable with the intonation. Notice that in fluent speech, the th of them is frequently dropped (as is the h in the other object pronouns, him, her). The pronunciation and word connections are on the right, and the tense name is on the far left. present past continuous future 1. 2. 3. 4. They eat them. They ate them. They're eating them. They'll eat them (if...)
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present conditional past conditional relative pronoun present perfect past perfect future perfect obligation obligation obligation obligation obligation possibility/ability possibility/ability possibility/ability possibility/ability possibility possibility probability probability ability ability

5. They'd eat them (if...) 6. They'd' ve eaten them (if...) 7. The ones that've eaten them (are...) 8. They've eaten them (many times). 9. They'd eaten them (before...) 10. They'll have eaten them (by...) 11. They ought to eat them. 12. They should eat them. 13. They shouldn't eat them. 14. They should have eaten them. 15. They shouldn't' ve eaten them. 16. They could eat them. 17. They couldn't eat them. 18. They could have eaten them. 19. They couldn't have eaten them. 20. They might eat them. 21. They might have eaten them. 22. They must eat them. 23. They must have eaten them. 24. They can eat them. 25. They can't eat them.

Exercise 1-41: Supporting Words CD 2 Track 10 For this next part of the intonation of grammatical elements, each sentence has a few extra words to help you get the meaning. Keep the same strong intonation that you used before and add the new stress where you see the bold face. Use your rubber band. 1. The dogs eat the bones every day. 2. The dogs ate the bones last week. 3. The dogs 're eating the bones right now. 4. The dogs'll eat the bones if they're here. 5. The dogs'd eat the bones if they were here. 6. The dogs'd've eaten the bones if they'd been here. 7. The dogs that've eaten the bones are sick. 8. The dogs've eaten the bones every day. 9. The dogs'd eaten the bones by the time we got there. 10. The dogs'll have eaten the bones by the time we get there. Exercise 1 -42: Contrast Practice CD 2 Track 11 Now, let's work with contrast. For example, The dogs'd eat the bones, and The dogs'd eaten the bones, are so close in sound, yet so far apart in meaning, that you need to make a special point of recognizing the
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difference by listening for content. Repeat each group of sentences using sound and intonation for contrast. would eat 5. The dogs'd eat the bones. had eaten 9. The dogs'd eaten the bones. would have eaten 6. The dogs'd've eaten the bones. that have eaten 7. The dogs that've eaten the bones. will eat 4. The dogs'll eat the bones. would eat 5. The dogs'd eat the bones. would have eaten 6. The dogs'd've eaten the bones. have eaten 8. The dogs've eaten the bones. had eaten 9. The dogs'd eaten the bones. will have eaten 10. The dogs'll have eaten the bones. would eat 5. The dogs'd eat the bones. ought to eat 11. The dogs ought to eat the bones. can eat 24. The dogs can eat the bones. can't eat 25. The dogs can't eat the bones. Exercise 1 -43; Yes, You Can or No, You Can't? CD 2 Track 12 Next you use a combination of intonation and pronunciation to make the difference between can and can't. Reduce the positive can to [k 'n] and stress the verb. Make the negative can't ([kn(t) ]) sound very short and stress both can't and the verb. This will contrast with the positive, emphasized can, which is doubledand the verb is not stressed. If you have trouble with can't before a word that starts with a vowel, such as open, put in a very small [(d) ] The keys kn(d) open the locks. Repeat I can do it. [I k'n do it] positive I can't do it. [I kn(t) do it] negative I can do it. [I kn do it] extra positive I can't do it. [I kn(t) do it] extra negative Exercise 1 -44: Building an Intonation Sentence CD 2 Track 13 Repeat after me the sentences listed in the following groups. 1. I bought a sandwich. 2. I said I bought a sandwich. 3. I said I think I bought a sandwich. 4. I said I really think I bought a sandwich. 5. I said I really think I bought a chicken sandwich. 6. I said I really think I bought a chicken salad sandwich. 7. I said I really think I bought a half a chicken salad sandwich.
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8. I said I really think I bought a half a chicken salad sandwich this afternoon. 9. I actually said I really think I bought a half a chicken salad sandwich this afternoon. 10. I actually said I really think I bought another half a chicken salad sandwich this afternoon. 11. Can you believe I actually said I really think I bought another half a chicken salad sandwich this afternoon? 1. 2. 3. 4. 5. 6. 7. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. I did it. I did it again. I already did it again. I think I already did it again. I said I think I already did it again. I said I think I already did it again yesterday. I said I think I already did it again the day before yesterday. I want a ball. I want a large ball. I want a large, red ball. I want a large, red, bouncy ball. I want a large, red bouncy rubber ball. I want a large, red bouncy rubber basketball. I want a raise. I want a big raise. I want a big, impressive raise. I want a big, impressive, annual raise. I want a big, impressive, annual cost of living raise.

Exercise 1 -46: Regular Transitions of Nouns and Verbs CD2 Track15 In the list below, change the stress from the first syllable for nouns to the second syllable for verbs. This is a regular, consistent change. Intonation is so powerful that you'll notice that when the stress changes, the pronunciation of the vowels do, too. Nouns an accent a concert a conflict a contest a contract [ks'nt] [knsert] [knflikt] [kntest] [kntrct] Verbs to accent to concert to conflict to contest to contract [ksnt] [k'nsert] [k'nflikt] [k'ntest] [k'ntrkt]
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a contrast [kntrst] to contrast [k'ntrst] a convert [knvert] to convert [k'nvert] a convict [knvikt] to convict [k'nvict] a default [deeflt] to default [d'flt] a desert* [dz'rt] to desert [d'z'rt] a discharge [dischrj] to discharge [d'schrj] an envelope [nv'lop] to envelop [envel'p] an incline [inkline] to incline [inkline] an influence [influ(w)'ns] to influence [influ(w) ns] an insert [insert] to insert [insert] an insult [ins'lt] to insult [inslt] an object [bject] to object [bject] perfect [prf'ct] to perfect [prfekt] a permit [prmit] to permit [prmit] a present [prz'nt] to present [pr'znt] produce [produce] to produce [pr'duce] progress [prgr's] to progress [pr'grss] a project [prject] to project [pr'jct] a pronoun [pronoun] to pronounce [pr'nounce] a protest [protest] to protest [pr'test] a rebel [rbl] to rebel [r'bl] a recall [reekll] to recall [r'kll] a record [rk'rd] to record [r'cord] a reject [reject] to reject [r'jct] research [res'rch] to research [r'srch] a subject [s'bjekt] to subject [s'bjekt] a survey [s'rvei] to survey [s'rvei] a suspect [s'spekt] to suspect [s'spekt] * The dsert is hot and dry. A dessrt is ice cream. To desrt is to abandon. Exercise 1-47: Regular Transitions of Adjectives and Verbs CD 2 Track 16 A different change occurs when you go from an adjective or a noun to a verb. The stress stays in the same place, but the -mate in an adjective is completely reduced [-m't], whereas in a verb, it is a full [a] sound [mit]. Nouns/Adjectives Verbs advocate [dv'k't] to advocate [dv'kit] animate [n'm't] to animate [n'mit] alternate [ltern't] to alternate [lternit] appropriate [propre(y)'t] to appropriate [propre(y)it] approximate [prks'm't] to approximate [prks' mit]
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articulate [rticyul't] to articulate associate [ssosey't] to associate deliberate [d'libr't] to deliberate discriminate [d'skrim'n't] to descriminate duplicate [dupl'k't] to duplicate elaborate [elbr't] to elaborate an estimate [st'm't] to estimate graduate [grjyu(w)'t] to graduate intimate [int'm't] to intimate moderate [mder't] to moderate predicate [prd'k't] to predicate separate [spr't] to separate

[rticylit] [ssoseyit] [d'liberit] [d'skrim'nit] [dupl'kit] [lberit] [st' mit] [grjyu(w)it] [int' mit] [mderit] [prd'kit] [sperit]

Exercise 1-48; Regular Transitions of Adjectives and Verbs CD 2 Track 17 Mark the intonation or indicate the long vowel on the italicized word, depending which part of speech it is. Pause the CD and mark the proper syllables. See Answer Key, beginning on page 193. 1. You need to insert a paragraph here on this newspaper insert. 2. How can you object to this object? 3. I'd like to present you with this present. 4. Would you care to elaborate on his elaborate explanation? 5. The manufacturer couldn't recall if there'd been a recall. 6. The religious convert wanted to convert the world. 7. The political rebels wanted to rebel against the world. 8. The mogul wanted to record a new record for his latest artist. 9. If you perfect your intonation, your accent will be perfect. 10. Due to the drought, the fields didn't produce much produce this year. 11. Unfortunately, City Hall wouldn't permit them to get a permit. 12. Have you heard that your associate is known to associate with gangsters? 13. How much do you estimate that the estimate will be? 14. The facilitator wanted to separate the general topic into separate categories. Exercise 1-52; Reducing Articles Consonants the man a girl the best a banana CD 2 Track 25

Vowels thee(y) apple an orange [nornj] thee(y) egg an opening [nop'ning]


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the last one a computer thee(y)easy way [ninerview]

an

interview

Exercise 1-53: Reduced Sounds CD 2 Track 26 Read aloud from the right-hand column. The intonation is marked for you. To The preposition to usually reduces so much that it's like dropping the vow Use a t' or t sound to replace to. Looks Like: today tonight tomorrow to work to school to the store We have to go now. He went to work They hope to find it. I can't wait to find out. We don't know what to do. Don't jump to conclusions. To be or not to be... He didn't get to go. He told me to help. She told you to get it. I go to work at a quarter to two The only way to get it is... You've got to pay to get it. We plan to do it. Let's go to lunch. The score was 4 ~ 6 It's the only way to do it. So to speak... I don't know how to say it. Go to page 8. Show me how to get it. You need to know when to do it. Who's to blame? Dinner's at five. Leave them at the door. The meeting's at one. He's at the post office. They're at the bank.
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If that same to follows a vowel sound, it will become d' or d.

At At is just the opposite of to. It's a small grunt followed by a reduced [t].

If at is followed by a vowel sound, it will become 'd or d.

It It and at sound the same in context ['t] ...and they both turn to 'd or d between vowels or voiced consonants.

For

From

In

I'm at school. I'll see you at eleven. He's at a meeting. She laughed at his idea. One at a time We got it at an auction. The show started at eight The dog jumped out at us. I was at a friend's house. Can you do it? Give it to me. Buy it tomorrow. It can wait. Read it twice. Forget about it! Give it a try. Let it alone. Take it away. I got it in London. What is it about? Let's try it again. Look! There it is! This is for you. It's for my friend. A table for four, please. We planned it for later. For example, for instanc What is this for? What did you do it for? Who did you get it for? It's from the IRS. I'm from Arkansas. There's a call from Bo This letter's from Alas Who's it from? Where are you from? It's in the bag. What's in it? I'll be back in a minute. This movie? Who's in it? Come in. He's in America.
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An

And

Or

Are

Your

One

He's an American. I got an A in English. He got an F in Algebra. He had an accident. We want an orange. He didn't have an excuse. I'll be there in an instant. It's an easy mistake to make. ham and eggs bread and butter Coffee? With cream and sugar? No, lemon and sugar. ... And some more cookies? They kept going back and forth. We watched it again and again. He did it over and over. We learned by trial and error. Soup or salad? now or later more or less left or right For here or to go? Are you going up or down? What are you doing? Where are you going? What're you planning on doing? How are you? Those are no good. How are you doing? The kids are still asleep. How's your family? Where're your keys? You're American, aren't you? Tell me when you're ready. Is this your car? You're late again, Bob. Which one is yours? Which one is better? One of them is broken. I'll use the other one. I like the red one, Edwin. That's the last one.
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The

Of

Can

Had

The next one'll be better. Here's one for you. Let them go one by one. It's the best. What's the matter? What's the problem? I have to go to the bathro Who's the boss around he Give it to the dog. Put it in the drawer. It's a present. You need a break. Give him a chance. Let's get a new pair of shoes. Can I have a Coke, please? Is that a computer? Where's a public telephone? It's the top of the line. It's a state of the art printer. As a matter of fact, ... Get out of here. Practice all of the time. Today's the first of May. What's the name of that movie? That's the best of all! some of them all of them most of them none of them any of them the rest of them Can you speak English? I can only do it on Wednesday. A can opener can open cans. Can I help you? Can you do it? We can try it later. I hope you can sell it. No one can fix it. Let me know if you can find it. Jack had had enough. Bill had forgotten again.
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What had he done to deserve it? We'd already seen it. He'd never been there. Had you ever had one? Where had he hidden it? Bob said he'd looked into it. Would Looks Like... He would have helped, if ... Would he like one? Do you think he'd do it? Why would I tell her? We'd see it again, if... He'd never be there on time. Would you ever have one? He was only trying to help. Mark was American. Where was it? How was it? That was great! Who was with you? She was very clear. When was the war of 1812? What time is it? What's up? What's on your agenda? What do you mean? What did you mean? What did you do about it? What took so long? What do you think of this? What did you do then? I don't know what he wants. Some are better than others. There are some leftovers. Let's buy some ice cream. Could we get some other ones? Take some of mine. Would you like some more? (or very casually) Do you have some ice? Do you have some mice?
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Was

What

Some

Exercise 1-54: Intonation and Pronunciation of "That" CD2 Track 27 That is a special case because it serves three different grammatical functions. The relative pronoun and the conjunction are reducible. The demonstrative pronoun cannot be reduced to a schwa sound. It must stay []. Relative Pronoun The car that she ordered is red. Conjunction He said that he liked it. Demonstrative Why did you do that? Combination I know that he'll read that book that I told you about. Exercise 1-57: Phrasing CD2 Track 31 Repeat after me. Statement Dogs eat bones. Clauses Dogs eat bones, but cats eat fish, or As we all know, dogs eat bones. Listing Dogs eat bones, kibbles, and meat. Question Do dogs eat bones? Repeated Question Do dogs eat bones?!! Tag Question Dogs eat bones, don't they? Tag Statement Dogs eat bones, DON'T they! Indirect Speech He asked if dogs ate bones. Direct Speech "Do dogs eat bones?" he asked. Exercise 1-60: Tag Endings CD 2 Track 34 Pause the CD and complete each sentence with a tag ending. Use the same verb, but with the opposite polaritypositive becomes negative, and negative becomes positive. Then, repeat after me. Check Answer Key, beginning on page 193. Intonation With a query, the intonation rises. With confirmation, the intonation drops. Pronunciation Did he? Does he? Was he? Has he? Is he? Will he? Would he? Can he? Wouldn't you? Shouldn't I? Won't he? Didn't he? Hasn't he? Wouldn't he? Isn't he? Isn't it? Doesn't it? Aren't I?
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Won't you? Don't you? Can't you?

Could you? Would you?

Exercise 2-1 : Spelling and Pronunciation CD 2 Track 36 Read the following sentences. The last two sentences should be pronounced exactly the same, no matter how they are written. It is the sound that is important, not the spelling. The dime. The dime easier. They tell me the dime easier. They tell me the dime easier to understand. They tell me that I'm easier to understand. Words are connected in four main situations: 1 Consonant / Vowel 2 Consonant / Consonant 3 Vowel / Vowel 4 T, D, S, or Z + Y Liaison Rule 1 : Consonant / Vowel Words are connected when a word ends in a consonant sound and the next word starts with a vowel sound, including the semivowels W, Y, and R. Exercise 2-2: Word Connections CD 2 Track 37 In the preceding example, the word name ends in a consonant sound [m] (the e is silent and doesn't count), and is starts with a vowel sound [i], so naymiz just naturally flows together. In because I've, the [z] sound at the end of because and the [i] sound of I blend together smoothly. When you say the last line [pikpn the(y)mer'knintnashn], you can feel each sound pushing into the next. My name is... because I've pick up on the American intonation Exercise 2-7: Liaisons with TH Combination CD 2 Track 42 When the TH combination connects with certain sounds, the two sounds blend together to form a composite sound. In the following examples, see how the TH moves back and the L moves forward, o meet in a new middle position. Repeat after me. th + 1 with lemon th + ch both charges
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th th th th th

+ + + + +

n with nachos th + j with juice t both times d with delivery n + th in the s both sizes z + th was that z with zeal d + th hid those CD 2 Track 45

Exercise 2-10; T, D, S, or Z + Y Liaisons Repeat the following. T + Y = CH What's your name? Can't you do it? Actually Don't you like it? Wouldn't you? Haven't you? No, not yet. I'll let you know. Can I get you a drink?

Exercise 2-10: T, D, S, or Z + Y Liaisons continued CD 2 Track 45 We thought you weren't coming. I'll bet you ten bucks he forgot. Is that your final answer? natural perpetual virtual D+Y=J Did you see it? How did you like it? Could you tell? Where did you send your check? What did your family think? Did you find your keys? We followed your instructions. Congratulations! education individual graduation gradual S + Y = SH Yes, , you are.
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Insurance Bless you! Press your hands together. Can you dress yourself? You can pass your exams this year. I'll try to guess your age. Let him gas your car for you. Z + Y = ZH How's your family? How was your trip? Who's your friend? Where's your mom? When's your birthday? She says you're OK. Who does your hair? casual visual usual version vision Exercise 2-12; Finding Liaisons and Glides CD 2 Track 47 In the following paragraph connect as many of the words as possible. Mark your liaisons as we have done in the first two sentences. Add the (y) and (w) glides between vowels. Hello, my name is_______________. I'm taking American Accent Training. There's a lot to learn, but I hope to make it as enjoyable as possible. I should pick up on the American intonation pattern pretty easily, although the(y) only way to get it is to practice all of the time. I use the up and down, or peaks and valleys, intonation more than I used to. I've been paying attention to pitch, too. It's like walking down a staircase. I've been talking to(w)a lot of Americans lately, and they tell me that I'm easier to understand. Anyway, I could go on and on, but the important thing is to listen well and sound good. Well, what do you think? Do I? - Practice reading the paragraph three times, focusing on running your words together. + Turn the CD back on and repeat after me as I read. I'm going to exaggerate the linking of the words, drawing it out much longer than would be natural.
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Exercise 2-13: Practicing Liaisons

CD 3 Track 1

Exercise 2-15: Colloquial Reductions and Liaisons CD 3 Track 3 In order for you to recognize these sounds when used by native speakers, they are presented here,but I don't recommend that you go out of your way to use them yourself. If, at some point, they come quite naturally of their own accord in casual conversation, you don't need to resist, but please don't force yourself to talk this way. Repeat. I have got to go. I've gotta go. I have got a book. I've gotta book. Do you want to dance? Wanna dance? Do you want a banana? Wanna banana? Let me in. Lemme in. Let me go. Lemme go. I'll let you know. I'll letcha know. Did you do it? Dija do it? Not yet. N chet. I'll meet you later. I'll meechu layder. What do you think? Whaddyu think? What did you do with it? Whajoo do with it? How did you like it? Howja like it? When did you get it? When ju geddit? Why did you take it? Whyju tay kit? Why don't you try it? Why don chu try it? What are you waiting for? Whaddya waitin' for? What are you doing? Whatcha doin'? How is it going? Howzit going? Where's the what-you-may-call-it? Where's the whatchamacallit? Where's what-is-his-name? Where's whatsizname? How about it? How 'bout it? He has got to hurry because he is late. He's gotta hurry 'cuz he's late. I could've been a contender. I coulda bina contender. Could you speed it up, please? Couldjoo spee di dup, pleez? Would you mind if I tried it? Would joo mindifai try dit? Aren't you Bob Barker? Arnchoo Bab Barker? Can't you see it my way for a change? Knchoo see it my way for a change? Don't you get it? Doancha geddit? I should have told you. I shoulda toljoo. Tell her (that) I miss her. Teller I misser. Tell him (that) I miss him. Tellim I missim.
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Did you eat? No, did you? Why don't you get a job? I don't know, it's too hard. Could we go? Let's go!

Jeet? No, joo? Whyncha getta job? I dunno, stoo hrd. Kwee gou? Sko!

Exercise 3-1 : Word-by-Word and in a Sentence CD 3 Track 6 Stressed Unstressed that tht th't tht He said th't it's OK. than thn th'n thn It's bigger th'n before as z 'z z 'z soon 'z he gets here... at t 't t Look ' t the time! and nd 'n n ham 'n eggs have hv h'v hv Where h'v you been? had hd h'd hd He h'd been at home. can cn c'n cn C'n you do it? Exercise 3-3: Vowel-Sound Differentiation CD 3 Track 8 Here we will read down from 1 to 24, then we will read each row across. Give the [] sound a clear double sound [ + ee]. Also, the [o] is a longer sound than you might be expecting. Add the full ooh sound after each "o." 1. Ann on un~ 2. ban bond bun 3. can con come 4. cat caught/cot cut 5. Dan Don/dawn done 6. fan fawn fun 7. gap gone gun 8. hat hot hut 9. Jan John jump 10. lamp lawn lump 11. man monster Monday 12. matter motto mutter 13. Nan non~ none/nun 14. gnat not/knot nut 15. pan pawn pun 16. ran Ron run 17. sand sawn sun 18. shall Sean shut
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19. 20. 21. 22. 23. 24.

chance tack van wax yam zap

chalk talk Von want yawn czar

chuck tuck vug won/one young result

Exercise 3-4: Reading the [] Sound CD 3 Track 9 The Tn Mn A fashionably tan man sat casually at the bat stand, lashing a handful of practice bats. The manager, a crabby old bag of bones, passed by and laughed, "You're about average, Jack. Can't you lash faster than that?" Jack had had enough, so he clambered to his feet and lashed bats faster than any man had ever lashed bats. As a matter of fact, he lashed bats so fast that he seemed to dance. The manager was aghast. "Jack, you're a master bat lasher!" he gasped. Satisfied at last, Jack sat back and never lashed another bat. Pause the CD and read The Tn Mn aloud. Turn it back on to continue. Exercise 3-5: Reading the [] Sound CD 3 track 10 A Lt of Lng, Ht Walks in the Garden John was not sorry when the boss called off the walks in the garden. Obviously, to him, it was awfully hot, and the walks were far too long. He had not thought that walking would have caught on the way it did, and he fought the policy from the onset. At first, he thought he could talk it over at the law office and have it quashed, but a small obstacle* halted that thought. The top lawyers always bought coffee at the shop across the lawn and they didn't want to stop on John's account. John's problem was not office politics, but office policy. He resolved the problem by bombing the garden. * lobster a small lobster lobstacle a small obstacle * Pause the CD and read A Lt of Lng, Ht Wlks in the Grden aloud. Exercise 3-6: Reading the [] Sound CD 3 Track 11 When you read the following schwa paragraph, try clenching your teeth the first time. It won't sound completely natural, but it will get rid of all of the excess lip and jaw movement and force your tongue to work harder than usual. Remember that in speaking American English we don't move our lips much, and we talk though our teeth from far back in our throats. I'm going to read with my teeth clenched together and you follow along, holding your teeth together.
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What Must the Sun Above Wonder About? Some pundits proposed that the sun wonders unnecessarily about sundry and assorted co-nundrums. One cannot but speculate what can come of their proposal. It wasn't enough to trouble us,* but it was done so underhandedly that hundreds of sun lovers rushed to the defense of their beloved sun. None of this was relevant on Monday, however, when the sun burned up the entire country. *[t wznnf t trbls] * Pause the CD and read What Must the Sun Above Wonder About? twice. Try it once with your teeth clenched the first time and normally the second time. Chapter 4. The American T CD 3 Track 12 The American T is influenced very strongly by intonation and its position in a word or phrase. At the top of a staircase T is pronounced T as in Ted or Italian; a T in the middle of a staircase is pronounced as D [Beddy] [Idaly] ; whereas a T at the bottom of a staircase isn't pronounced at all [ho(t)]. Look at Italian and Italy in the examples below. The [tl] of Italian is at the top of the staircase and is strong: Italian. The [d] of Italy is in the middle and is weak: Italy. Exercise 4-1 ; Stressed and Unstressed T Repeat after me. Italian Italy attack attic atomic atom photography photograph CD 3 Thick 13

Exercise 4-2: Betty Bought a Bit of Better Butter CD 3 Track 14 In the sentence Betty bought a bit of better butter, all of the Ts are in weak positions, so they all sound like soft Ds. Repeat the sentence slowly, word by word: [Beddy ... bad... bid... bedder ... budder]. Feel the tip of your tongue flick across that area behind your top teeth. Think of the music of a cello again when you say, Betty bought a bit of better butter. Betty Bought a Bit of Better Butter Betty bought a bit of better butter, But, said she, This butter's bitter. If I put it in my batter, It'll make my batter bitter. Beddy b d bihda bedder budder. Bu(t), said she, This budder' z bidder. If I pdi din my bdder, Id'll make my bdder bidder.
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The staircase concept will help clarify the various T sounds. The American T can be a little tricky if you base your pronunciation on spelling. Here are five rules to guide you. 1. T is T at the beginning of a word or in a stressed syllable. 2. T is D in the middle of a word. 3. T is Held at the end of a word. 4. T is Held before N in -tain and -ten endings. 5. T is Silent after N with lax vowels. Exercise 4-3: Rute 1Top of the Staircase CD 3 Track 15 When a T is at the top of a staircase, in a stressed position, it should be a clear popped sound. 1. In the beginning of a word, T is [t]. Ted took ten tomatoes. 2. With a stressed T and ST, TS, TR, CT, LT, and sometimes NT combinations, T is [t]. He was content with the contract. 3. T replaces D in the past tense, after an unvoiced consonant sound f, k, p, s, ch, sh, th (except T). T: laughed [lft], picked [pikt], hoped [houpt], raced [rast], watched [wcht], washed [wsht], unearthed [uneartht] D: halved [hvd], rigged [rigd], nabbed [nbd], raised [razd], judged [j'jd], garaged [garazhd], smoothed [smoothd] Exceptions: wicked [wikd], naked [nakd], crooked [krkd], etc. Exercise 4-3; Rule 1Top of the Staircase continued CD 3Track 15 Read the following sentences out loud. Make sure that the underlined (stressed) Ts are sharp and clear. 1. It took Tim ten times to try the telephone. 2. Stop touching Ted's toes. 3. Turn toward Stella and study her contract together. 4. Control your tears. 5. It's Tommy's turn to tell the teacher the truth. Exercise 4-4: Rule 2Middle of the Staircase CD 3 Track 16 An unstressed T in the middle of a staircase between two vowel sounds should be pronounced as a soft D. Read the following sentences out loud. Make sure that the underlined (unstressed) Ts sound like adv soft D. Betty bought a bit of better butter. [Beddy bd bida bedder budder] Pat ought to sit on a lap. [pdd sidn lp]
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1. What a good idea. [wd gudai deey] 2. Put it in a bottle. [pdidin bddl] 3. Write it in a letter. [rididin leddr] 4. Set it on the metal gutter. [sedidn th medl gddr] 5. Put all the data in the computer. [pdl the deid in the c'mpyudr] 6. Insert a quarter in the meter. [inserd kworder in the meedr] 7. Get a better water heater. [ged beddr wdr heedr] 8. Let her put a sweater on. [ledr pd sweder an] 9. Betty's at a meeting. [beddy's d meeding] 10. It's getting hotter and hotter. [its gedding hddrrn hddr] 11. Patty ought to write a better letter. [pddy(y)d ride a beddr leddr] 12. Freida had a little metal bottle. [freed hd liddl medl bddl] Exercise 4-5: Rule 3Bottom of the Staircase CD3 Track 17 T at the bottom of a staircase is in the held position. By held, I mean that the tongue is in the T position, but the air isn't released. To compare, when you say T as in Tom, there 's a sharp burst of air over the tip of the tongue, and when you say Betty, there 's a soft puff of air over the tip of the tongue. When you hold a T, as in hot, your tongue is in the position for T, but you keep the air in. 1. She hit the hot hut with her hat. 2. We went to that 'Net site to get what we needed. 3. Pat was quite right, wasn't she? Exercise 4-5: Rule 3 - Bottom of the Staircase continued CD3 Track 17 4. What? Put my hat back! 5. hot, late, fat, goat, hit, put, not, hurt, what, set, paint, wait, sit, dirt, note, fit, lot, light, suit, point, incident, tight Exercise 4-6: Rule 4"Held T" Before N CD 3 Track 18 The "held T" is, strictly speaking, not really a T at all. Remember [t] and [n] are very close in the mouth (see Liaisons, Exercise 2-5). If you have an N immediately after a T, you don't pop the Tthe tongue is in the T positionbut you release the air with the N, not the T. There is no [t] and no []. Make a special point of not letting your tongue release from the top of your mouth before you drop into the [n]; otherwise, bu(tt)on would sound like two words: but-ton. An unstressed T or TT followed by N is held. Read the following words and sentences out loud. Make sure that the underlined Ts are held. Remember, there is no "uh" sound before the [n]. Note Another point to remember is that you need a sharp upward sliding intonation up to the "held T," then a quick drop for the N.
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1. He's forgotten the carton of satin mittens. 2. She's certain that he has written it. 3. The cotton curtain is not in the fountain. 4. The hikers went in the mountains. 5. Martin has gotten a kitten. 6. Students study Latin in Britain. 7. Whitney has a patent on those sentences. 8. He has not forgotten what was written about the mutant on the mountain. 9. It's not certain that it was gotten from the fountain. 10. You need to put an orange cotton curtain on that window. 11. We like that certain satin better than the carton of cotton curtains. 12. The intercontinental hotel is in Seattle. 13. The frightened witness had forgotten the important written message. 14. The child wasn't beaten because he had bitten the button. Exercise 4-7: Rule 5The Silent T CD 3 Track 19 [t] and [n] are so close in the mouth that the [t] can simply disappear. Repeat. 1. interview innerview 2. interface innerface 3. Internet innernet 4. interstate innerstate 5. interrupt innerrupt 6. interfere innerfere 7. interactive inneractive 8. international innernational 9. advantage dvn'j 10. percentage percen'j 11. twenty twenny 12. printout prinnout or prindout 13. printer prinner or prinder 14. winter winner or winder 15. enter enner or ender Exercise 4-8: Rule 5The Silent T CD 3 Track 20 Read the following sentences out loud. Make sure that the underlined Ts are silent. 1. He had a great interview. 2. Try to enter the information. 3. Turn the printer on.
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4. Finish the printing. 5. She's at the international center. 6. It's twenty degrees in Toronto. 7. I don't understand it. 8. She invented it in Santa Monica. 9. He can't even do it. 10. They don't even want it. 11. They won't ever try. 12. What's the point of it? 13. She's the intercontinental representative. 14. Hasn't he? 15. Isn't he? 16. Aren't I? 17. Won't he? 18. Doesn't he? 19. Wouldn't it? 20. Didn't I? Exercise 4-10: Combinations in Context Repeat the following sentences. 1. I don't know what it means. 2. But it looks like what I need. 3. But you said that you wouldn't. 4. I know what you think. 5. But I don't think that he will. 6. He said that if we can do it, he'll help. 7. But isn't it easier this way? 1. 2. 3. 4. 5. 6. CD 3 Track 22

I don't know what it means. I don(t)know wdit meenz But it looks like what I need. bdi(t)lk sly kwdi need But you said that you wouldn't. bchew sed thchew wdnt I know what you think. I know wchew think But I don't think that he will. bdi don(t)think thdee will He said that if we can do it, he'll help. he sed the diff we k'n do(w)it, hill help 7. But isn't it easier this way? bdizni deezier thi sway? 8. We want something that isn't here. we wnt something thdiznt here 9. You'll like it, but you'll regret it later. yl lye kit, bchl r'gre dit laydr 10. But he's not right for what I want. bdeez nt right fr wdi wnt 11. It's amazing what you've accomplished. its amazing wchoovccmplisht 12. What if he forgets? wdifee frgets
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13. OK, but aren't you missing something? OK, bdrnt chew missing smthing 14. I think that he's OK now. I think thdeez OK no 15. She wanted to, but her car broke down. She wnd to, bdr cr broke don 16. We think that you're taking a chance. We think thchr taking a chnce 17. They don't know what it's about. They don't know wdit sbot Exercise 5-11 : Final L Practice Repeat the following lists. CD 3 Track 36

Exercise 5-13: Speed-reading CD 3 Track 38 We've already practiced strong intonation, so now we'll just pick up the speed. First I'm going to read our familiar paragraph, as fast as I can. Subsequently, you'll practice on your own, and then we'll go over it together, sentence by sentence, to let you practice reading very fast, right after me. By then you will have more or less mastered the idea, so record yourself reading really fast and with very strong intonation. Listen back to see if you sound more fluent. Listen as I read. Hello, my name is__________. I'm taking American Accent Training. There's a lot to learn, but I hope to make it as enjoyable as possible. I should pick up on the American intonation pattern pretty easily, although the only way to get it is to practice all of the time. I use the up and down, or peaks and valleys, intonation more than I used to. I've been paying attention to pitch, too. It's like walking down a staircase. I've been talking to a lot of Americans lately, and they tell me that I'm easier to understand. Anyway, I could go on and on, but the important thing is to listen well and sound good. Well, what do you think? Do I?
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+ Pause the CD and practice speed-reading on your own five times. - Repeat each sentence after me. - Record yourself speed-reading with strong intonation. Exercise 6-2 : Double Vowel with R CD 3 Track 44 Refer to the subsequent lists of sounds and words as you work through each of the directions that follow them. Repeat each sound, first the vowel and then the [r], and each word in columns 1 to 3. We will read all the way across. 1 2 [] + [er] [e] + [r] [] + [r] [o] + [r] [r] +[r] 3 [hrd] [her] [shr] [mor] [wrr] hard here share more were

We will next read column 3 only; try to keep that doubled sound, but let the vowel flow smoothly into the [r]; imagine a double stairstep that cannot be avoided. Don't make them two staccato sounds, though, like [hard]. Instead, flow them smoothly over the double stairstep: Hrrrrd. Of course, they're not that long; this is an exaggeration and you're going to shorten them up once you get better at the sound. When you say the first one, hard, to get your jaw open for the [h], imagine that you are getting ready to bite into an apple: [h]. Then for the er sound, you would bite into it: [herd], hard. - Pause the CD to practice five times on your own. From a spelling standpoint, the American R can be a little difficult to figure out. With words like where [wr] and were [wr], it's confusing to know which one has two different vowel sounds (where) and which one has just the [r] (were). When there is a full vowel, you must make sure to give it its complete sound, and not chop it short, [w + r]. For words with only the schwa + R [r], don't try to introduce another vowel sound before the [r], regardless of spelling. The following words, for example, do not have any other vowel sounds in them. The following words are typical in that they are spelled one way and pronounced in another way. The ar combination frequently sounds like [r], as in embarrass [embrs]. This sound is particularly clear on the West Coast. On the East Coast, you may hear [embrs].
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Exercise 6-4: Zbigniew's Epsilon List Repeat after me. embarrass vocabulary parent parallel paragraph para~ parrot apparent parish Paris area aware compare imaginary stationary care carry carriage marriage maritime barrier baritone Barren's library character Karen Harry Mary

CD 3 Track 46

Larry Sarah narrate guarantee larynx laryngitis necessary itinerary said says transparency dictionary many any

Exercise 6-5: R Combinations CD 3 Track 47 Don't think about spelling here. Just pronounce each column of words as the heading indicates.

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Exercise 6-6; The Mirror Store Repeat after me.

CD 3 Track 48

The Hurly Burly Mirror Store at Vermont and Beverly featured hundreds of first-rate minors. There were several mirrors on the chest of drawers, and the largest one was turned toward the door in order to make the room look bigger. One of the girls who worked there was concerned that a bird might get hurt by hurtling into its own reflection. She learned by trial and error how to preserve both the mirrors and the birds. Her earnings were proportionately increased at the mirror store to reflect her contribution to the greater good. Pause the CD to practice reading out loud three times on your own. Review Exercise 5: Varying Emotions CD 3 Track 55 Repeat the following statement and response expressing the various feelings or tone indicated in parentheses.
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Now that you've run through a couple of emotions and practiced speaking with both meaning and feeling, try having some two-word conversations. These are pretty common in day-to-day situations. Review Exercise 6: Realty? Maybe! CD 3 Track 5 Repeat the following statements and responses expressing the various feelings. + Pause the CD and try three on your own. 1. Really? (general curiosity) Maybe. (general potential) 2. Really? (avid curiosity) Maybe. (suggestive possibility) 3. Really? (boredom) Maybe (equal boredom) 4. Really? (laughting with disbelief) Maybe. (slight possibility) 5. Really? (sarcasm) Maybe. (self justification) 6. Really? (sadness) Maybe. (equal sadness) 7. Really? (relief) Maybe. (hope) 8. Really? (coy interrogation) Maybe. (coy confirmation) 9. Really? (seeking confirmation) Rilly! (confirmation) 10. Really? (your choice) Maybe. (your choice) 11. Really? (your choice) Maybe. (your choice) 12. Really? (your choice) Maybe. (your choice) Review Exercise 7: Who Did It? I Don't Know! CD 3 Track 57 Repeat the following statements and responses expressing the various feelings. 1. Who did it? (curiosity) I don't know. (ignorance) 2. Who did it? (interrogation) I don't know. (self-protection)
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3. Who did it? (anger) I don't know. (insistence) 4. Who did it? (repeating) I don't know. (strong denial) 5. Who did it? (sarcasm) I don't know. (self-justification) 6. Who did it? (sadness) I don't know. (despair) 7. Who did it? (relief) I sure don't know. (blithe ignorance) 8. Whooo did it? (coy interrogation) I don't know. (sing-song) 9. Who did it? (annoyance) I don't know. (equal annoyance) 10. Who did it? (laughing with disbelief) I don't know. (laughing ignorance) 11. Who did it? (surprise) I dunno. (sullenness) 12. Who did it? (your choice) I don't know. (your choice) Two-Word Phrases Review Exercise A: Contrasting Descriptive and Set Phrases CD 3 Track 59 Here we are reprising the exercise from Exercises 1-24 to 1-37. To review, an adjective and a noun make a descriptive phrase, and the second word is stressed. Two nouns make a compound noun, or set phrase, and the first word is stressed. Repeat the following sentences. Copy your descriptive phrases and set phrases (Ex. 1-31). You will continue using these word combinations throughout this series of exercises. Descriptive Phrase Set Phrase 1. It's a short nail. It's a fingernail. 2. It's a chocolate cake. It's a pancake. 3. It's a hot bath. It's a hot tub. 4. It's a long drive. It's a hard drive. 5. It's the back door. It's the backbone. 6. There are four cards. It's a card trick. 7. It's a small spot. It's a spotlight. 8. It's a good book. It's a phone book. Three-Word Phrases Review Exercise C: Modifying Descriptive Phrases CD 3 Track 61 When you modify a descriptive phrase by adding an adjective or adverb, you maintain the original intonation pattern and simply add an additional stress point. Descriptive Phrase 1. It's a short nail. 2. It's a chocolate cake. 3. I took a hot bath. Modified Descriptive Phrase It's a really short nail. It's a tasty chocolate cake. I took a long, hot bath.
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4. 5. 6. 7. 8.

It's a hard drive. It's the back door. There are four cards. It's a little spot. It's a good book.

It's a long, hard drive. It's the only back door. There are four slick cards. It's a little black spot. It's a really good book.

Review Exercise D; Modifying Set Phrases CD 3 Track 62 When you modify a set phrase, you maintain the same pattern, leaving the new adjective unstressed. Set Phrase Modified Set Phrase 1. It's a fingernail. It's a short fingernail. 2. It's a pancake. It's a delicious pancake. 3. It's a hot tub. It's a leaky hot tub. 4. It's a hard drive. It's an expensive hard drive. 5. It's the backbone. It's a long backbone. 6. It's a card trick. It's a clever card trick. 7. It's a spotlight. It's a bright spotlight. 8. It's a phone book. It's the new phone book. Review Exercise E: Two- and Three-Word Set Phrases CD3 Track 63 You should be pretty familiar with the idea of a set phrase by now. The next step is when you have more components that link together to form a new thinga three-word set phrase. Combine three things: finger + nail + clipper. Leave the stress on the first word: fngernail clipper. Although you are now using three words, they still mean one new thing. Write your own sentences, using the word combinations from the previous exercises. Two-Word Set Phrase Three-Word Set Phrase 1. It's a fingernail. It's a fingernail clipper. 2. It's a pancake. It's a pancake shop. 3. It's a hot tub. It's a hot tub maker. 4. It's a hard drive. It's a hard drive holder. 5. It's the backbone. It's a backbone massage. 6. It's a playing card. It's a playing card rack. 7. It's a spotlight. It's a spotlight stand. 8. It's a phone book. It's a phone book listing. Review Exercise F: Three-Word Phrase Summary CD 3 Track 64 Repeat the following sentences. Write your own sentences at the bottom, carrying over the same examples you used in the previous exercise.

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Four-Word Phrases Review Exercise I: Multiple Modifiers with Set Phrases CD4 Track3 When you continue to modify a set phrase, you maintain the original intonation pattern and simply add an additional stress point. Modified Set Phrase Remodified Set Phrase 1. It's a short fingernail. It's a really short fingernail. 2. It's a banana pancake. It's a tasty banana pancake. 3. It's a leaky hot tub. It's a leaky old hot tub. 4. It's a new hard drive. It's a brand new hard drive. 5. It's a long backbone. It's a long, hard backbone. 6. It's a wrinkled playing card. It's a wrinkled, old playing card. 7. It's a bright spotlight. It's a bright white spotlight. 8. It's the new phone book. It's a new age phone book. Review Exercise J: Compound intonation of Numbers CD 4 Track 4 In short phrases (#1 and #2), ~teen can be thought of as a separate word in terms of intonation. In longer phrases, the number + ~teen becomes one word. Repeat after me. 1. How old is he? 2. How long has it been? 3. How old is he? He's fourteen. Fourteen years. He's fourteen years old. He's forty. Forty years. He's forty years old. Review Exercise K: Modify ing Three-Word Set Phrases CD 4 Track 5 When you continue to modify a set phrase, you maintain the original intonation pattern and simply add an unstressed modifier. Three-Word Set Phrase Modified Three-Word Set Phrase
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1. 2. 3. 4. 5. 6. 7. 8.

It's a fingernail clipper. It's a pancake shop. He's a hot tub maker. It's a hard drive holder. It's a backbone massage. It's a playing card rack. It's a spotlight bulb. It's a phone book listing.

It's a new fingernail clipper. It's a good pancake shop. He's the best hot tub maker. It's a plastic hard drive holder. It's a painful backbone massage. It's my best playing card rack. It's a fragile spotlight bulb. It's an unusual phone book listing.

Review Exercise M: Building Up to Five-Word Phrases CD4 Track7 Repeat after me, then pause the CD and write your own phrases, using the same order and form. 1. It's a pot. noun 2. It's new. adjective 3. It's a new pot. descriptive phrase (noun) 4. It's brand new. descriptive phrase (adjective) 5. It's a brand new pot. modified descriptive phrase 6. It's a teapot. two-word set phrase 7. It's a new teapot. modified set phrase 8. It's a brand new teapot. modified set phrase 9. It's a teapot lid. three-word set phrase 10. It's a new teapot lid. modified three-word set phrase 11. It's a brand new teapot lid. modified three-word set phrase Exercise 8-5: Tense and Lax Vowel Exercise CD 4Track 19 Let's practice tense and lax vowels in context. The intonation is marked for you. When in doubt, try to leave out the lax vowel rather than run the risk of overpronouncing it: l'p in place of lip, so it doesn't sound like leap. Repeat: Tense Lax 1. eat it I eat it. 2. beat bit The beat is a bit strong. 3. keys kiss Give me a kiss for the keys. 4. cheek chick The chick's cheek is soft. 5. deed did He did the deed. 6. feet fit These shoes fit my feet. 7. feel fill Do you feel that we should fill it? 8. green grin The Martian's grin was green. 9. heat hit Last summer, the heat hit hard. 10. heel hill Put your heel on the hill. 11. jeep Jill Jill's jeep is here. 12. creep crypt Let's creep near the crypt.
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13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26.

leap meal neat peel reed seek sheep sleep steal Streep team these thief weep

lip mill knit pill rid sick ship slip still strip Tim this thing whip

He bumped his lip when he leaped. She had a meal at the mill. He can knit neatly. Don't peel that pill! Get rid of the reed. We seek the sixth sick Sheik's sheep. There are sheep on the ship. The girl sleeps in a slip. He still steals. Meryl Streep is in a comic strip. Tim is on the team. These are better than this one The thief took my thing. Who weeps from the whips?

Exercise 8-6: The Middle "I" List CD 4 Track 20 The letter I in the unstressed position devolves consistently into a schwa. Repeat. 1. ~ity [dee] chemistry hostility opportunity 2. ~ify [fi] chronological humanity organization 3. ~ited [d'd] clarity humidity partiality 4. ~ible [bl] commodity humility physical 5. ~ical [cl] community identity pitiful 6. ~imal [ml] communication imitation politics 7. ~ization [zsh'n] complexity immaturity positive 8. ~ication [csh'n] confident immigration possible 9. ~ination [nsh'n] confidentiality immunity possibility 10. ~ifaction [fcsh'n] contribution incident president 11. ~itation [tsh'n] creativity individuality principle 12. credit infinity priority 13. ability critical insecurity psychological 14. accident cubicle instability publicity 15. accountability curiosity institute qualify 16. activity difficult investigation quality 17. adversity dignity invisible quantity 18. America disparity invitation radical 19. analytical diversity janitor reality 20. animal Edison Jennifer rectify 21. applicant editor legalization resident 22. application electricity liability responsibility 23. article eligibility Madison sacrifice 24. astronomical eliminated maturity sanity
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25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40.

audible auditor authority availability beautiful brutality calamity California candidate capacity celebrity charity Christianity clinical clerical chemical

engineer medicine episode mentality equality majority evidence maximum experiment Michigan facility minimum familiarity minority feasibility modify flexibility Monica Florida monitor foreigner municipality formality nationality fraternity naturalization gravity necessity heredity negative hospitality nomination

security seminar seniority severity sensitivity similar skeptical superiority technical testify typical uniform unity university validity visitor

Exercise 10-1 : When S Becomes Z CD 4 Track 31 Under Contrast, in the list that follows, notice how the voiced word is drawn out and then repeat the word after me. Both voiced and unvoiced diphthongs have the underlying structure of the tone shift, or the double stairstep, but the shift is much larger for the voiced ones. Contrast S 1. price 2. peace 3, place 4. ice 5. hiss 6. close 7. use 8. rice 9. pace 10. lacey 11. thirsty 12. bus 13. dust 14. face 15. Sue 16. loose Z prize peas plays eyes his to close to use rise pays lazy Thursday buzz does phase zoo lose
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nouns

verbs

S books maps months hats pops bats bikes laughs thanks eats takes speaks

Z waxes pencils dogs trains oranges clothes windows washes arrives comes goes lunches

contractions possessives

it's there's what's he's that's she's a cat's eye a dog's ear

Chapter 11. Tense and Lax Vowels In this chapter, we tackle tense and lax vowels. This is the difference between [], tense, and [], lax, [], tense, and [i], lax. We will start with tense vowels. Exercise 11-1; Tense Vowels CD 4 Track 38 Don't pay attention to spelling or meaning. Just remember, if you are in the column, they all have the same ah sound. Repeat. o i 1. at out ought I'd ate eat ooze own 2. bat about bought bite bait beat boot boat 3. cat couch caught kite cane keys cool coat 4. chat chowder chalk child chair cheer choose chose 5. dad doubt dot dial date deed do don't 6. fat found fought fight fate feet food phone 7. fallow fountain fall file fail feel fool foal 8. gas gown got kite gate gear ghoul go 9. hat how hot height hate heat hoot hope 10. Hal howl hall heil hail heel who'll hole 11. Jack jowl jock giant jail jeep jewel Joel 12. crab crowd crawl crime crate creep cruel crow 13. last loud lost line late Lee Lou low 14. mat mountain mop might mate mean moon moan
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15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29.

gnat now not night Nate neat pal pound Paul pile pail peel rat round rot right rate real sat sound soft sight sale seal shall shower shawl shine shade she slap slouch slop slide slade sleep stag stout stop style stale steal strap Stroud straw stride straight stream tap town top type tape team that thou thar thine they these thang thousand thought thigh thane thief van vow volume viper vain veal wax Wow! wash wipe wane wheel yank Yow! yawn yikes Yale year zap Zowie! zombie xylophone zany zebra

noon pool rule Sue shoe slew stool strew tool

note pole role soul show slow stole stroll told though throw voodoo vote woo woe you yo zoo Zoe

Exercise 11-3: Lax Vowels CD 4 Track 40 As we saw in Chapter 8, these are the lax vowels. e i r 1. end it un~ earn 2. bet bit book but burn 3. kept kiss could cut curt 4. check chick chuck church 5. debt did does dirt 6. fence fit foot fun first 7. fell fill full furl 8. get gill good gut girl 9. help hit hook hut hurt 10. held hill hood hull hurl Exercise 13-1: Throaty Consonants CD 4 Track 54 Here we will read across the lists of initial, middle, and final consonants.

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Exercise 13-2: The Letter X CD 4 Track 55 The letter X can sound like either KS or GZ, depending on the letter that follows the X and where the stress falls.

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--- The End --PART II Listening (medium level) (Source: D:\nhom diem ccb\listenin g) Listen and fill the gaps 1 The United States government wants to know what the public thinks about its findings on the safety of cloned animals. The Food and Drug Administration says meat and milk from clones of adult cattle, pigs and goats are safe to eat. An F.D.A. official (01)_________________ "as safe to eat as the food we eat every day." And when those clones reproduce sexually, the agency says, their (02)_________________are safe to eat as well. But (03)_________________cloned sheep is limited. So the F.D.A. proposes that sheep clones not be used for (04)_________________food. The United States this year could become (05)_________________country to approve the sale of foods from (06)_________________. First, however, the public will have ninety days to comment on three (07)_________________documents. On December twenty-eighth the F.D.A. released a long report, called a draft risk assessment, along (08)_________________two policy documents. The agency says it (09)_________________receive comments by April second. The F.D.A. seemed ready to act several (10)_________________, but an advisory committee called for more research. Answer 1 1. called them 2. offspring 3. research on 4. human 5. the first 6. cloned animals 7. proposed 8. with 9. must 10. years ago Listen and fill in the gap 2: (Source: D:\nhom diem ccb\listenin g) A mother in Tamil Nadu, India, (01)_________________ had a question for our new series on children and parenting. This woman in Tuticorin has a son who is almost three years old. He attends a pre-kindergarten school. She wonders why he often suffers (02)_________________ a blocked or leaky nose and a cough. Along with these, he gets a
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temperature of thirty-eight and three-tenths degrees Celsius. Of course, the only advice we can give our listeners is to ask a medical (03) _________________ about any conditions. But this is a good chance to talk about young children in group settings. There is a reason why schools and child care centers are (04) _________________ germ factories. Children can come in contact with all sorts of bacteria, viruses and (05)_________________ as they share toys, toilets and towels. Some will make them sick, others are harmless. Good hand washing is (06)_________________ important way to reduce the spread of infections. Caregivers should also be trained in ways to clean, sanitize and disinfect. The Web site for the National Resource Center for Health and Safety in Child Care explains the (07)_________________. This government-financed center is part of the University of Colorado in Denver. It says parents should (08)_________________ child care centers. Make sure toys, furniture and other equipment are clean and in good condition. Not only that, ask how often things get cleaned -- there should be an (09)_________________program. The experts in Colorado say parents should not take sick children to day care if they might infect others. They also advise child care operators to keep a sick child (10)_________________ healthy children whenever possible. Answer 2 1. recently 2. 3. 4. 5. 6. 7. 8. from professional known as other organisms an differences look around

9. established
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10.away frow Listen and fill the gaps 3 (Source: D:\nhom diem ccb\listenin g) Apple Computer had a big week. Steve Jobs, the chief (01)___________ officer, announced the company would now just be called Apple. And, at its MacWorld conference, he also presented the iPhone. It combines a wireless phone, music and video player, and Internet (02)_____________device in one handheld product. The next day, Cisco Systems brought a civil case. That company owns (03)______________ rights to the name iPhone. Apple was (04)_________________for permission to use it. Apple called the legal action "silly." It said there were (05)_________________several companies using that name. Recently, Apple has had (06)_________________with another issue: backdated stock options. A stock option is an (07)_________________to trade a stock by a set date. Companies use options as a form of pay, often for their top people. Imagine you work for the XYZ Company. You are given an option to buy one hundred shares of its stock at the (08)_________________price, ten dollars a share; the option is good for one year. A year later, XYZ stock has risen to twenty dollars. You use the option to buy the shares at ten dollars. Now you can sell them for twenty -- for a (09)_________________of one thousand dollars. But what if the company backdated the option? Remember, XYZ stock was ten dollars when the option was created. But a month earlier, it was six dollars. Using that point as the starting date means more profit. (10)_________________buying at ten dollars, you can buy at six and sell at twenty. Answer 3 1. executive 2. communications 3. trademark 4. negotiating 5. already 6. to deal 7. agreement 8. current 9. profit 10. Instead of Listen and fill the gaps 4 (Source: D:\nhom diem ccb\listenin g) Fifty years ago, most people lived in (01)_________________areas. But the world has changed. By some point next year, more than half of all
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people will live in cities, for the first time in history. So says the most (02)_________________estimate from the United Nations. City life is not always a bad thing, but many experts worry about this process of (03)_________________. A new report from the Worldwatch Institute says it is having a huge effect on human health and (04)_________________of the environment. The environmental research group in Washington (05)_________________its two thousand seven "State of the World" report last week. Of the three billion people who live in cities now, the report says, about one billion live in unplanned (06)_________________. These are areas of poverty, slums, that generally lack (07)_________________services like clean water, or even permanent housing. The report says more than sixty million people are added to cities and (08)_________________areas each year, mostly in slums in developing countries. Molly O'Meara Sheehan led the Worldwatch report. She says the international (09)_________________has been too slow to recognize the growth of urban poverty. Policymakers, she says, need to increase (10)_________________education, health care and other areas. Answer 4 1. rural 2. recent 3. urbanization 4. the quality 5. released 6. settlements 7. basic 8. surrounding 9. community 10. investments in Listen and fill the gaps 5 (Source: D:\nhom diem ccb\listenin g) Almost every language in the world has a saying that a person can never be too rich. Americans, like people in other countries, always want more money. One way they (01)_________________this is by protesting that their jobs do not pay enough. A common expression is, "I am working for chickenfeed." It means working for very little money. The expression probably began (02)_________________seeds fed to chickens made people think of small change. Small change means metal coins of not much value, like nickels which are worth five cents. An early use of the word chickenfeed appeared in an American (03)_________________in nineteen thirty. It told about a rich man and
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his son. Word expert Mitford Mathews says it read, "I'll bet neither the kid nor his father (04)____________ a nickel or a dime. They would not have been interested (05)_________________such chickenfeed." (06)_________________also has another interesting meaning known to history experts and World War Two spies and soldiers. Spy expert Henry S. A. Becket writes that some German spies working in London during the war also worked for the British. The (07)_________________government had to make the Germans believe their spies were working. So, British (08)_________________gave them mostly false information. It was called chickenfeed. The same person who protests that he is working (09)_________________chickenfeed may also say, "I am working for peanuts." She means she is working for a small (01)_________________money. Answer 5 1. express 2. because 3. publication 4. ever saw 5. in 6. Chickenfeed 7. British 8. officials 9. for 10. amount of Listen and fill the gaps 6 (Source: D:\nhom diem ccb\listenin g) In the United States, the term "organic" has a legal meaning set by the (01)_________________of Agriculture. The department has an official label to (02)_________________products that have met the requirements of its National Organic Program. Organic products usually cost more, but their sales are growing. (03)_________________, so is competition to label more products organic because many people believe they are healthier. Now Agriculture Department (04)_________________are trying to decide whether fish can be called organic. There are rules for organic produce, organic dairy products, organic meat and chicken -- but nothing
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about fish. Many operators of fish farms (05)_________________they could sell more fish if they could label them organic. The industry that sells wild-caught fish is already under pressure (06)_________________farm-raised seafood. That pressure could increase if the Agriculture Department approves proposed (07)_________________for labeling fish organic. Earning the (08)_________________requires controlled conditions. The question is whether fish that swim wild and free -- like Alaskan salmon -could meet the proposed requirements. Yet fish farms might not all be able to meet them either. Some operations are criticized for their treatment of fish and the risk of (09)_________________to waterways. Fish farmers and the wild-caught industry also argue about the possible presence of (10)_________________chemicals in each other's products. Answer 6 1. Department 2. mark 3. As a result 4. officials 5. believe 6. from 7. requirements 8. organic label 9. pollution 10. harmful Listen and fill the gaps 7 (Source: D:\nhom diem ccb\listenin g) The surrender of Japan in August nineteen forty-five ended the Second World War. Americans looked to their new (01)_________________, Harry Truman of the state of Missouri, to lead them into a new (02)_________________peace. No one expected President Truman to be (03)_________________a leader as Franklin Roosevelt had been. And at first, they were right. Truman had one problem after (04)_________________during his first months in the White House. Truman's first big (05)_________________was the economy. In the days after the war ended, almost two million Americans lost their jobs as arms factories closed. Americans everywhere worried about what would happen next. Only (06)_________________years before, the nation had suffered through the worst economic crisis in American history. No one
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wanted (07)_________________to the closed banks, hungry children, and other sad memories of the Great Depression. In some ways, the (08)_________________did better than experts hoped. The (09)_________________dropped only a small amount. Many Americans still had money they had saved during the war. And Congress passed a law to help people to keep their jobs. The situation could have been much (10)_________________than it was. Answer 7 1. president 2. period of 3. as strong 4. another 5. problem 6. a few 7. to return 8. economy 9. gross national product 10. worse Listen and fill the gaps 8 (Source: D:\nhom diem ccb\listenin g) The United Nations Children's Fund, UNICEF, has just released a report (01)_________________campaign launched in October of two thousand five. UNICEF, the U.N. AIDS program and other groups wanted to bring greater (02)_________________the needs of children affected by AIDS. The report on the "Unite for Children, Unite Against AIDS" campaign says there are signs of progress. One of the biggest problems is the spread of HIV from mothers (03)_________________children. Mother-to-child transmission was the main cause of the estimated half-million new infections last year in children under the age of (04)_________________. UNICEF reports that several countries (05)_________________and southern Africa have made what it calls breakthroughs. It says they greatly increased the number of mothers who receive antiretroviral drugs. These medicines can prevent mother-to-child (06)_________________. For example, the report says Namibia increased (07)_________________from six percent of mothers to twenty-nine percent. That was between two thousand four and two thousand five. And in South Africa, it says, the number rose during that same (08)_________________from twenty-two percent of mothers to thirty percent. However, the report says there are (09)_________________too many
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pregnant women infected with HIV who do not get antiretroviral treatment. Only nine percent of them in poor countries (10)_________________the medicines in two thousand five. Answer 8 1. on a 2. attention to 3. to 4. fifteen 5. in eastern 6. transmission 7. coverage 8. period 9. still far 10. were getting Listen and fill the gaps 9 (Source: D:\nhom diem ccb\listenin g) We come to the twentieth week of our series on higher education in the United States. Today we answer two e-mails from Thailand. A (01)_________________from Burma and another listener in Thailand both want to know more about the Fulbright Program. The Fulbright Program gives Americans (02)_________________to study, teach or do research in other countries. And it gives people in other countries a chance to (03)_________________in America. Fulbright grants are given to graduate students, scholars and professionals. There is also a Fulbright (04)_________________just for teachers and administrators. Each year about six thousand people (05)_________________Fulbright grants. The United States government pays most (06)_________________costs. Foreign governments and schools help by sharing costs and providing (07)_________________support. The Fulbright Program operates in about one hundred fifty countries. Around two hundred seventy thousand Fulbrighters have (08)_________________over the years. Legislation by Senator William Fulbright (09)_________________the program in nineteen forty-six. He saw educational exchange as a way to help people understand other ideas and ways of life. Senator Fulbright also believed the program could educate future world (10)_________________. Answer 9 1. refugee 2. a chance 3. do the same
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4. exchange program 5. receive 6. of the 7. other 8. taken part 9. established 10. leaders Listen and fill the gaps 10 (Source: D:\nhom diem ccb\listenin g) Companies combined or bought other businesses at record levels (01)_________________. Almost four trillion dollars in deals worldwide represented an increase of nearly forty percent from the year before. So far in January, merger and (02)_________________activity has remained strong. In the airline industry, US Airways this month raised its recent (03)_________________buy Delta to ten billion dollars. If that goes through, there could be other airline deals coming. General Electric has recently added some new manufacturers to its mix of businesses. But in the biggest deal of last year, AT&T merged with the (04)_________________company BellSouth. That deal in the United States was valued at seventy-three billion dollars, not including debt. (05)_________________radio industry has had increasing talk of a merger between XM and Sirius, the two major companies. But the head of the Federal Communications Commission in Washington said this week that one company could not own (06)_________________operating licenses. With all the deals last year, investment banks did well. Goldman Sachs advised on (07)_________________four hundred mergers -- valued at over one trillion dollars. Citicorp and Morgan Stanley were not far behind. A merger is when two or more companies combine their operations. Generally the combined company is (08)_________________negotiate lower prices with suppliers because of its bigger size and market. Jobs are sometimes also cut in mergers to save money. The idea is to increase the value (09)_________________combined company for shareholders. But that does not always happen. Some experts suggest that only one merger in three creates big (10)_________________shareholders. At the same time, mergers can reduce competition, resulting in higher prices. Answer 10 1. last year
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2. acquisition 3. offer to 4. telecommunications 5. The satellite 6. both 7. more than 8. able to 9. of the 10. gains for ---Listening test (A49) (Source: D:\clips humour\alldata in deskcpter\Luyen thi chung chi B\Listening) 1. First date 1. What kind of movie is the girl going to see on her date? A. horror B. romance C. science fiction 2. At what theater is the movie playing? A. Central Palace B. Campus Plaza C. Common Plex 3. How is the girl getting to the movie? A. She is getting a ride with her brother. B. Her date is coming to pick her up. C. She is going by bus and will meet her date there. 4. What time does the movie begin? A. 7:30 p.m. B. 8:00 p.m. C. 8:30 p.m. 5. What time does she have to be home? A. 10:00 p.m. B. 10:30 p.m. C. 11:00 p.m. Listening test (A50) 2. Where are you from? (Source: D:\clips humour\alldata in deskcpter\Luyen thi chung chi B\Listening) 1. What is the woman's name?
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A. Julie B. Jenny C. Jane 2. Where is the woman from originally? A. Argentina B. the United States C. Chile 3. About how old was the man when he returned to the United States? A. 7 years old B. 10 years old C. 17 years old 4. What is the man studying? A. physics B. biology C. psychology 5. What is the woman's job? A. sales representative B. computer programmer C. receptionist Listening test (A51) 3. Healthy lifestyle (Source: D:\clips humour\alldata in deskcpter\Luyen thi chung chi B\Listening) 1. What does the man want to do? A. play basketball with friends from work B. try out for the company baseball team C. get in shape and compete in a cycling race 2. What is the woman's main concern? A. She is worried her husband will spend too much time away from home. B. She is afraid her husband will become a fitness freak. C. She is concerned about her husband's health. 3. What is the woman's first suggestion to her husband? A. He should see a doctor. B. Her husband should start with a light workout. C. Her husband needs to visit a fitness trainer. 4. What does the woman advise about the man's diet? A. He should consume less salt. B. He should eat less fatty foods. C. He should add more protein products to his diet. 5. Why does the man's wife recommend cycling?
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A. It is good for improving muscle tone. B. It helps strengthen the heart. C. It helps develop mental toughness. Listening test (A52) 4. Drivers license (Source: D:\clips humour\alldata in deskcpter\Luyen thi chung chi B\Listening) 1. Why is the girl excited at the beginning of the conversation? A. She has just started driver's education classes at school. B. She is taking her driver's license road test today. C. She has her license and wants to drive now. 2. Which statement is an example of why the father created rule number 1? A. Young drivers sometimes drink and drive. B. Teenagers often drive at high speeds. C. Some kids drive before obtaining a license. 3. Why does the father ask the daughter not to drive at night? A. The roads tend to become icy and slippery. B. It is more difficult to see obstacles in the road. C. The girl might fall asleep at the wheel. 4. Why does the daughter dismiss, or not take seriously, rule number 4? A. The father doesn't obey the rule either. B. The rule is an old traffic law that has changed. C. The girl tells the dad the rule doesn't apply to her. 5. How does the conversation end? A. The father and daughter get in a big fight. B. The girl persuades the father to let her drive the car. C. The mom decides to drive the daughter to school. Listening test (A54) 5. School report (Source: D:\clips humour\alldata in deskcpter\Luyen thi chung chi B\Listening) 1. Based on the girl's statements, how would you describe her English teacher? A. irritable B. fascinating C. considerate 2. How does she feel about her Spanish class? A. She finds that the exams are quite confusing. B. She says that the assignments require too much time.
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C. She feels the teacher doesn't spend enough time explaining verbs. 3. How is she doing in her algebra class? A. She is getting excellent grades. B. She is doing average work. C. She is failing the class. 4. Why does the girl like her history class? A. The teacher gives easy questions on tests. B. The teacher rewards students who can handle his questions. C. The teacher gives candy to all of the students. 5. What does the girl have to do after she returns from the movie. A. She has to finish her algebra homework. B. She must read her history book. C. She needs to practice her instrument. Scripts 1. First date (tape script _ A49) Source: D:\clips humour\alldata in deskcpter\Luyen thi chung chi B\Listening Girl: He's here. Bye Dad. Dad: Wait, wait, wait . . . Where are you going? Girl: Dad. I've already told mom. I'm going out tonight. Dad: Who with? You mean you're going on a date? Girl: Yeah. Mom met Dirk yesterday. [Dirk!?] He's sooo cool. We're going on a double-date with Cindy and Evan. Dad: Dirk. Girl: I have to go. Dad: Wait, wait. I want to meet this guy. Girl: He's waiting for me. Dad: Well, so what are you going to do tonight? Going to the library? Girl: Dad! We're going out to eat, and then we're going to catch a movie. Dad: What movie and what is it rated? Girl: It's a science fiction thriller called . . . well, I don't know what it is called, but it's rated PG. Dad: And where's the movie showing? Girl: Down at the Campus Plaza Movie Theater. Dad: Hey, I was thinking about seeing a movie down there tonight, too. Girl: Ah, Dad. Dad: Hey, Let me meet that guy.
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Girl: Dad: Girl: Dad: Girl: Dad: Girl: Dad: Girl: Dad: Girl: Dad:

[Father looks out the living room window . . . Hey, that guy has a moustache! Dad. That's not Dirk. That's his older brother. He's taking us there! Can I go now? Well . . . Mom said I could, and mom knows his parents. Well . . . Dad. Okay, but be home by 8:00. Eight!? The movie doesn't start until 7:30. Come on, Dad. Okay. Be back by 11:00. Love you, Dad. Love you, too. Bye. Bye.

cool (adjective): someone who is good-looking or attractive - She thinks the guy is really cool, but she doesn't know him like I do. PG (noun): parental guidance - My PG your Website by making it easier to navigate. come on (phrasal verb): used to express that something said is unreasonable - Come on, Mom. You can't expect me clean up my room before I go out tonight, can you? . 2. Where are you from? (Tape script A50) (Source: D:\clips humour\alldata in deskcpter\Luyen thi chung chi B\Listening) Tom: Hi. I don't think we've met. My name's Tom. Jenny: Hi, Tom. Nice to meet you. My name is Juanita, but everybody calls me Jenny. Tom: Nice to meet you, Jenny. So, where are you from? Jenny: Well, originally I'm from Argentina, but we moved to the United States when I was about five years old. My parents now live in Chile. That's where they first met. How about you, Tom? Tom: I was born in Fresno, California, and we lived there until I was seven. Then, since my father worked for the military, we moved all over the place. Jenny: Oh yeah? Where are some of the places you've lived? Tom: Mostly, we were overseas. We spent a total of ten years in Korea, Germany, and Okinawa, Japan. We were transferred
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Jenny: Tom: Jenny: Tom: Jenny: Tom:

back to the States three years ago, but I think my parents would have liked to live overseas for at least 20 more years. Wow. It sounds like you've had an interesting life. So, what do you do now? I'm a student at Purdue University. Oh really? What are you studying? I'm majoring in psychology. How about you? What do you do? Well, I'm working as a sales representative for Vega Computers downtown. No kidding! My brother works there too.

3. Healthy lifestyle (tape script A51) (Source: D:\clips humour\alldata in deskcpter\Luyen thi chung chi B\Listening) Man: Honey, the basketball game is about to start. And could you bring some chips and a bowl of ice cream? And . . . uh . . . a slice of pizza from the fridge. Woman: Anything else? Man: Nope, that's all for now. Hey, hon, you know, they're organizing a company basketball team, and I'm thinking about joining. What do you think? Woman: Humph Man: "Humph" What do you mean "Humph." I was the star player in high school. Woman: Yeah, twenty-five years ago. Look, I just don't want you having a heart attack running up and down the court. Man:So, what are you suggesting? Should I just abandon the idea? I'm not that out of shape. Woman: Well . . . you ought to at least have a physical before you begin. I mean, it HAS been at least five years since you played at all. Man: Well, okay, but . . . Woman: And you need to watch your diet and cut back on the fatty foods, like ice cream. And you should try eating more fresh fruits and vegetables. Man: Yeah, you're probably right. Woman: And you should take up a little weight training to strengthen your muscles or perhaps try cycling to build up your cardiovascular system. Oh, and you need to go to bed early instead of watching TV half the night. Man: Hey, you're starting to sound like my personal fitness instructor!
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Woman: No, I just love you, and I want you to be around for a long, long time. 4. Drivers license (tape script A52) Source: D:\clips humour\alldata in deskcpter\Luyen thi chung chi B\Listening Daughter: Guess what, Mom. I got it. Mother: Great. That's super. Father: What's going on? So, what did you get me? Daughter: Nothing. I got my driver's license. Okay. Bye. Father: Wait, wait, wait. Where are you going? Daughter: Mom said I could take the car to school this morning, and .. . Father: Hold on here. I've prepared a few rules regarding the use of the motor vehicles in this house. Daughter: Like what? Father: Let me get my notes here. Daughter: Dad! That looks like a book? Mom, Dad's being mean to me. Father: Okay, let me get my reading glasses here. Okay, here we are. Rule number one: No driving with friends for the first six months. Daughter: What? Father: Teenagers often lack the judgment to drive responsibly, especially when several teenagers are involved. I mean they speed, they joyride, they cruise around town way past midnight. Daughter: But that's not me! Do I really need this lecture? This is such a drag! Father: Furthermore, who really needs a car when a pair a shoes will work? I mean, life was different when I was your age. In fact, I used to walk to school . . . Daughter: Yeah, yeah. I know. Both ways uphill in ten feet of snow. I've heard this story many times. Father: Yeah. Oh, where were we? Oh yes. Rule number two: You always must wear your seat belt and obey the rules of the road. Daughter: Duh. I wasn't born yesterday. Father: Okay, rule number three: You can't drive long distances at night because you might get drowsy and drive off the road. But driving to the movie theater is fine. Daughter: But the theater is right across the street from our house. Father: Exactly, so you can just park in the driveway and walk there.
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Daughter: Mom! Dad's being unreasonable. Father: And rule number four: You should never use a cell phone while driving. That could cause an accident. Daughter: But YOU do. Father: That's different. Daughter: How's it different? You even need my help to turn your cell phone on. Father: And rule number five: Remember that I love you, and I'm just a protective father who wants his daughter to always be safe. Daughter: Does that mean I can take the car now? Father: Well, I don't know. Daughter: Please dad, please. You're the best dad in the whole wide world. Father: That's not what you said earlier. Daughter: Hey, having the car keys in my hands changes my whole perspective on life. Father: Well, okay. I guess if I'm considered the best dad in the world for five minutes, then I'll accept that. Daughter: Yeah. Father: Okay, but drive carefully and don't forget to fill up the car with gas before you come home. [Bye. Love ya guys.] Okay. Hon, do you think I did the right thing? Mother: Yeah. She has to grow up sometime. joyride (verb): take a car without permission and drive it around for pleasure, sometimes in a reckless way - If teenagers joyride and violate other laws, they will be arrested and charged. cruise (verb): drive a car around an area with no particular destination in mind - A lot of youth cruise the streets downtown at night. lecture (noun): a long, serious talk often used to criticize - My dad always gives me a lecture about the way I drive, and I don't like it at all. drag (noun): something that is really annoying - Driving with my parents is such a drag because they are back-seat drivers---always telling me what to do. duh (interjection): used to say that what someone else said is unnecessary because it is just common sense - So, you're saying she's going to lose her license if she drinks and drives? No duh.. Everyone knows that.
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drowsy (adjective): sleepy - You need to pull the car over and rest if you start to feel drowsy. hon (noun): short for honey, used to address someone you love - Hon. Do you mind driving now. I'm feeling a little drowsy. 5. School report (tape script A54) (Source: D:\clips humour\alldata in deskcpter\Luyen thi chung chi B\Listening) Girl: Dad, can I go to a movie with Sharon? Dad: Yeah, sure, but wait. Weren't you suppose to get a report card sometime this past week? Girl: Well, oh yeah. Can I call Sharon now? Dad: Uh-hum. You didn't answer my question. Did you receive it or not? Girl: I love you Dad! You're the best! Dad: Don't try to butter me up. I can guess that your answer means that you didn't do well in some of your classes? Girl: Well, my English teacher is soooo boring, and he blows up every time someone talks. Dad: In other words, you're not doing so well? Girl: Uh, a C . . . minus. Dad: Oh. Well, how are you doing in your Spanish class? You said you liked that one. Girl: Well, I do, but I forgot to turn in a couple of assignments, and I had problems on the last test. All those verbs tripped me up. I get them all mixed up in my head! Dad: Okay, and what about algebra? Girl: Ah, I'm acing that class. No sweat. Dad: Oh! Girl: Can I go now? Dad: And how are you doing in history? Girl: Oh, that's my favorite class. Mr. Jones is always passing out candy if you know the answers to his questions. Dad: Great. Now, I have a bright daughter with tooth decay. Girl: Ah, Dad. Can I go now? Dad: You can go if you answer my history question. How old am I? Girl: Uh, fifty-five? Dad: Fifty-five! You just failed a math and history test at the same time! Girl: Dad . . . Dad: Well, okay, but you need to come straight home from the movie, and you need to practice your clarinet.
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Girl: Dad: Girl:

Oh, I forgot about that grade? What? Gotta run, Dad.

suppose (verb): do what you should do based on rules or expectations - I was supposed turn in my homework today, but I forgot to bring it. butter up (verb): to flatter with the purpose of getting something - It is no use trying to butter her up. She won't forget that YOU forgot to call her on her birthday last week. blow up (verb): to get angry suddenly - My dad blew up when he found out I failed two classes. trip up (verb): to cause to make mistakes - The first question on the test tripped me up, and I lost my concentration on the rest of the test. ace (verb): do very well on an assignment or test - I can't believe she aced the test because she didn't study much last night. no sweat (idiom): no problem, something that is easy to do - I'll get a perfect score on the chemistry test. No sweat. pass out (phrasal verb): give something to each member of a group - The teacher passed out the assignment at the end of class. bright (adjective): smart or intelligent - There are plenty of bright students in that class. tooth decay (noun): the gradual process of the tooth going bad, sometimes caused by poor dental care and eating habits - Eating too many sweets and not brushing your teeth will cause tooth decay. straight (adverb): immediately or directly - There are plenty of bright students in that class. ______ PART III _ TOIEC More Listening (Unit 7-12) Unit 7 (Audio file: 137 246 u7 wb More Listening) 1. The man who saved Mary was rewarded. 2. What did John and Bob do while Margaret was shopping? 3. I called Bob while John was playing tennis. 4. Maria is the student that Mrs. Smith visited. 5. Mary and Margaret came after I went home. 6. Do you remember who saw Mary? 7. Do you know who visited Bill?
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8. Do you think that they are going to go to Detroit Wednesday evening? 9. Mr. Johnson doesn't know I'm here. 10. I remember the name of the record you bought. 11. I have studied chemistry for three years now. 12. Bob has been living in Chicago for ten years. Unit 8 (Audio file: 157 276 u8 wb More Listening) 1. Mrs. Walker is the teacher that Bob telephoned. 2. The new students left before I came. 3. Do you remember who telephoned Bob? 4. Do you know who called Peter? 5. Do you think that they are going to go to the show tonight? 6. Mr. Borman doesn't know she's here. 7. I remember the name of the movie you saw. 8. I have studied English for one year now. 9. Mary has been living in Detroit for five years. 10. Betty has been watching TV for half an hour. 11. Bob hadn't gone to the store before he went skiing. 12. Have the men used the dynamite today? Unit 9 (Audio file: 175 304 u9 More Listening) 1. Is he a doctor? 2. Are they from married? 3. Are they from Australia? 4. The students are studying. 5. is there anyone here? 6. The teacher is at the board. 7. May I help you? 8. would you like a drink? 9. I usually drink warm water. 10. They never drink wine. 11. I usually walk to school. 12. She has bought a new car. 13. The house was built 2 years ago 14. They were hungry. 15. Have you watched this film? Unit 10 (Audio file: 197 u10 wb More Listening) 1. Where did they go on holiday? 2. Did they watch the film last night? 3. Bill is teaching his children. 4. Is she from Britain?
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5. Who is working with you? 6. Is there any money left? 7. When are you going to get married? 8. Why didnt she come? 9. What is she going to do? 10. His parents were not at the party. 11. They seldom meet each other. 12. Do you have any money with you now? 13. Is Maria a teacher? 14. Have you watched this film before? 15. We are good friends. Unit 11 (Audio file: 219 wb 361 u11 More Listening) 1. He lets his students listen to the news broadcast. 2. You must make students study grammar. 3. My father wishes he could fly an airplane. 4. I asked him how to fix my car. 5. Mary promised to tell me where to find the shoe store. 6. I wish I spoke Spanish. 7. Mrs. Smith should have picked up her husband. 8. Might you have been reading when I telephoned? 9. Should we have brought our books to class? 10. Jim wished he had brought his notebook to class. 11. I didn't hear you knock. I must have been thinking about my girl friend. 12. I go to bed at twelve o'clock unless I watch the television movie. 13. Mary continued to talk although the class had begun. 14. I watch TV whether or not the show is good. Unit 12 (Audio file: 240 u12 wb More Listening) 1. My father lets me drive the car. 2. We must make children take baths. 3. My sister wishes she could ride a bicycle. 4. I asked her how to cook the meat. 5. Bob agreed to tell me where to find the East Engineering Building. 6. Betty wishes she spoke Italian. 7. Mary should have gotten her cleaning. 8. Might Frank have been sleeping when I telephoned? 9. Should we have studied the reading lesson? 10. Mary wished she had brought her dog to school.
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11. I didn't hear the telephone ring. I must have been thinking about my work. 12. I go to bed at ten o'clock unless I am visiting friends. 13. Bob continued to study although the vacation had begun. 14. John eats at the Union whether or not the food is good. __________ PART IV Unit 7 Listen to it now (Student book, Unit 7, page 175) Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 7: 175 227 u7 task1 Task 1. Listen to these people talking about where they live. Check ( ) the problem they describe. 1. a. location b. condition 2. a. size b. neighbors 3. a. location b. noise 4. a. location b. rent 5. a. size b. neighborhood 6. a. rent b. parking Answer 1. b 2. a 3. a 4. b 5. a 6. b 1. The apartment is nice and big, and I love the location right across from a park. The only thing that I dont like about it is that its really old. It needs a lot of work.. 2. We have terrific neighbors. Theyre very friendly but I wish the apartment were a little bit bigger. 3. I hate living out in the suburbs. It takes so long to get into towns. But apart from that the apartment is fine. Its quiet and we dont have all that city noise. 4. I wish I could afford living in my apartment. The rent is killing me. But I love it. Its new and its in a very good location. I suppose I should try and find a roommate to help me with the rent. 5. Its really got more room than we need. We could manage with something much smaller because it takes so long to clean. But we love the neighborhood. There are some super shops and restaurants just down the street. Listen to it now (Student book, Unit 7, page 186) Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 7: 186 238 u7 task 1 Task 1. Listen to the conversation between two friends and choose the best answer A, B or C .
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1. What is the main topic of the conversation? A. problems with living in an apartment B. a search for a new apartment C. the cost of rent near universities 2. Why doesn't Ann like her current apartment? A. It's too expensive. B. The neighborhood is noisy. C. It's located some distance from school. 3. How much money does Ann want to pay for rent? A. no more than $200 B. around $200 C. a little more than $200 4. What kind of place is she looking for? A. somewhere that is within a short driving distance of campus B. an apartment with furniture already in it C. a place where she can live alone 5. How is Roger going to help her? A. He is planning on calling a friend who owns an apartment building. B. He will check the newspapers to see if he can find an apartment for rent. C. He is going to visit an apartment building near his place. Answers: 1. B 2. C 3. A 4. B 5. C Script: Roger: Hello. Ann: Hello Roger? This is Ann. Roger: Oh hi, Ann. How have you been? And how's your new apartment working out? Ann: Well, that's what I'm calling about. You see, I've decided to look for a new place. Roger: Oh, what's the problem with your place now? I thought you liked the apartment. Ann: Oh, I do, but it's a little far from campus, and the commute is just killing me. Do you think you could help? I thought you might know more about the housing situation near the university. Roger: Alright. So, what kind of place are you looking for? Ann: Well, I'd like to share an apartment with one or two roommates within walking distance to school. Roger: Okay, what's your budget like? I mean how much do you want to spend on rent? Ann: Uh, somewhere under $200 a month, including utilities, if I could. Oh, and I'd prefer to rent a furnished apartment. Roger: Hmm. And anything else?
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Ann: Yeah, I need a parking space. Roger: Well, I know there's an apartment complex around the corner that seems to have a few vacancies. I'll drop by there on my way to class today. Ann: Hey, thanks a lot. Roger: No problem. Task 2. Two people are talking about an apartment for rent. Listen and choose the best answer (A, B or C). Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 7::187 240 u7 task 2 1. Whos the woman calling? A. her friend B. her teacher C. apartment owner 2. Which statement is NOT true about the apartment for rent? A. It includes a washer and a dryer. B. The apartment is partially furnished. C. The rent is over $900 a month. 3. What utilities are included in the rent? A. gas and water B. electricity and phone C. gas and electricity 4. How would you describe the location of the apartment? A. The woman can catch a bus to school in front of her apartment. B. A supermarket and shopping center are only a few blocks away. C. The apartment is in a relatively quiet neighborhood. 5. When will the woman visit the apartment? A. One day later B. Two days later C. Three days later Answers 1. C 2. A 3. C 4. A 5. A Script Apartment Owner: Hello. Caller: Hi. I'm calling about the ad for the apartment found in today's newspaper. Apartment Owner: Okay. What would you like to know? Caller: First of all, how big is it? Apartment Owner: It's a two-bedroom apartment with a living room, dining room and kitchen, and one bathroom. There's also a place for a washer and dryer. Caller: Oh, and . . . so, is the apartment furnished at all?
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Apartment Owner: Oh, yeah. The apartment is partially furnished with a refrigerator, stove, and my grandmother's old dishwasher. Caller: Your grandmother's old dishwasher? Okay. What's the rent? Apartment Owner: It's $950 a month. Caller: Whoa. That is a little steep for me. Does that include utilities? Apartment Owner: Well, the rent includes gas and electricity, but not the phone bill. And the water pump is right out the back door. Caller: Okay. Oh, um . . . how close is the apartment to the university campus? Apartment Owner: It's about eight blocks from campus, but you can catch a number of busses right out in front. Caller: Oh, so, then, if there's a busy road out front, is it noisy? Apartment Owner: Well, a little noisy with the road outside and the airport behind you, but the place is really convenient because there's a supermarket and shopping center right across the street. Caller: Uh . . . Okay. Is it possible for me to drop by and visit the apartment tomorrow morning? Apartment Owner: Sure, but just remember we rent the apartment on a first-come, first-serve basis, so there's no guarantee it'll still be available then. Caller: Alright. I'll see you tomorrow. Bye. Apartment Owner: Bye. Unit 8: (page 200) 2. Fill in the following conversation between the hotel receptionist (front desk) and the traveler with NO MORE THAN TWO WORDS. Front Desk: Welcome to San Jose Hotel. May I (1)______ you? Traveler: I'd like a room please? Front Desk: Would you like a (2)_______ room or a _______? Traveler: I'd like a double room, please? Front Desk: Could you please tell me (3)_______? Traveler: David Fernandez. Front Desk: And, how do you spell your (4)_______please? Traveler: F-E-R-N-A-N-D-E-Z. Front Desk: (5)_______are in your party? Traveler: Just two. Front Desk: (6)_______will you be staying? Traveler: Two nights, Saturday and Sunday. Front Desk: How will you be paying? Traveler: Is Visa OK? Front Desk: That is fine. Would you like a (7)_______call? Traveler: Yes, I'd like a (8)_______ call for 7:30. Do you have a pool?
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Front desk: Yes, we do. On the 2nd floor. Here's your key. Your room number is 109 on the 4th floor. Answers: 1. help 2. single, double 3. your name 4. last name/ sirname 5. How many 6. How long 7. wake-up 8. wake-up Listen to it now (page 201) Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 8: 201 259 u8 task 1 Task 1. Listen to a conversation between a hotel receptionist and a man who wants to book a room for his holiday. Choose the best option (A, B or C). 1. For which day does the man finally make a reservation? A. March 20th B. March 21st C. March 22nd 2. What kind of room does the man prefer? A. a non-smoking room B. a smoking room C. either one is okay 3. Why doesn't he want to reserve the suite? A. It doesn't have a nice view. B. It doesn't come with a sauna bath. C. It's too expensive. 4. Including tax, how much is the man's room? A. 80 dollars B. 88 dollars C. 96 dollars 5. How do you spell the man's name? A. Maxner B. Maexner C. Mexner Answers 1. A 2. A 3. C 4. B 5. B Script: Hotel Clerk Hello. Lakeside View Hotel. May I help you? Man: Yes, I'd like to reserve a room for two on the 21st of March. Hotel Clerk: Okay. Let me check our books here for a moment. The 21st of May, right? Man: No. March, not May. Hotel Clerk: Oh, sorry. Let me see here. Hmmm. Man: Are you all booked that night? Hotel Clerk: Well, we do have one suite available, complete with a kitchenette and a sauna bath. And the view of the city is great, too.
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Man: How much is that? Hotel Clerk: It's only $200 dollars, plus a 10% room tax. Man: Oh, that's a little too expensive for me. Do you have a cheaper room available either on the 20th or the 22nd? Hotel Clerk: Well, would you like a smoking or a non-smoking room? Man: Non-smoking, please. Hotel Clerk: Okay, we do have a few rooms available on the 20th; we're full on the 22nd, unless you want a smoking room. Man: Well, how much is the non-smoking room on the 20th? 260 Hotel Clerk: $80 dollars, plus the 10% room tax. Man: Okay, that'll be fine. Hotel Clerk: All right. Could I have your name, please? Man: Yes. Bob Maexner. Hotel Clerk: How do you spell your last name, Mr. Maexner? Man: M-A-E-X-N-E-R. Hotel Clerk: Okay, Mr. Maexner, we look forward to seeing you on March 20th. Man: Okay. Goodbye. Task 2. (Page 202) Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 8: 202 261 u8 task 2 A man is checking in the hotel. Listen to the conversation and answer the following questions. 1. Whats the mans name? __________________________________________________________ 2. What is the mans room number? __________________________________________________________ 3. What time is the restaurant open for breakfast? __________________________________________________________ 4. Where's the exercise room? __________________________________________________________ 5. How much is the wireless Internet? __________________________________________________________ Suggested answers: 3. From 6:30-10 a.m. 1. His name is Mike Adams. 4. It's on the second floor. 2. His room number is 360. 5. It costs $7.95 a night Transcript Man: Hi. I have a reservation for tonight, and I just want to check in. Hotel Clerk: Sure. What's your name? Man: Uh. Mike Adams.
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Hotel Clerk: Okay. Let me check here. Um. Here's your key to open your door. You're in room 360. Just walk down this hall [Okay.], and you'll see the elevators on your right. Man: Oh, okay, and what time is the restaurant open for breakfast? Hotel Clerk: It serves breakfast from 6:30-10 a.m. Man: Oh, okay. And, uh, where's the exercise room? I'd like to, you know, run a couple of miles before going to bed tonight. Hotel Clerk: It's on the second floor, and it's open til 10 tonight. Man: Oh, oh well. And one final question. Do you have wireless Internet in the rooms? Hotel Clerk: We DO . . for $7.95 a night. Man: Uhhh, I thought something like that would be free. Hotel Clerk: Sorry, sir. It's just the way it is at this hotel. Man: Ahhhh, forget it. What's my room again? Hotel Clerk: Three sixty (360). Man: Ughhhhhh!!! Listen to it now (Unit 8, page: 212) Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 8: 212 269 u8 task 1 Task 1. Listen and fill in the questions. Then, select the correct answer for each of the following questions. 1. May I take ______________ please? A. Three people. B. That'll be all. C. No. We're not ready yet. 2. Would you _____________ for something to ____________? A. A glass of water is fine. B. I'll have a piece of apple pie. C. French dressing, please. 3. How would you _________________? A. T-bone steak, please. B. Medium, please. C. I'd like rice with my steak. 4. Would you like __________ or __________ with your ___________? A. I'll have the salad, please. B. I'd like the rice. C. Bread, please. 5. Would ___________________________? A. Yes. I'd like more water. B. I didn't order this. C. Yes. The food is great.
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6. _____________________________________________________? A. A party is fun. B. No, thank you. C. Three. 7. _____________________________________________________? A. A small salad, please. B. What kinds do you have? C. I like dressing a lot. 8. _____________________________________________________? A. The meal is ready. B. I'll have another. C. So far, so good. 9. _____________________________________________________? A. I think I'll rest. B. This looks good. C. No. I think I'm done. 10. _____________________________________________________? A. Sorry. Only cash or credit cards are accepted. B. Yes. Credit cards are okay. C. I can write a check. Script: 1. May I take your order please? (No. We're not ready yet.) 2. Would you care for something to drink? (I'll take a large Sprite.) 3. How would you like your steak? (Medium, please.) 4. Would you like bread or potatoes with your meal? (Bread, please.) 5. Would you like something else? (Yes. I'd like more water.) 6. How many people are in your party? (Three.) 7. What kind of dressing do you want on your salad? (What kinds do you have?) 8. Is everything okay with your meal? (So far, so good.) 9. Would you like a carryout container for the rest of your meal? (No. I think I'm done.) 10. Do you accept personal checks? (Sorry. Only cash or credit cards are accepted.) Task 2. (page 214) _ Listen. Which people are making restaurant reservations? Circle Yes or No. Then, listen again to decide which people succeeded in making reservations. Circle Yes, No or Unknown. Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 8: 214 270 u8 task 2 Restaurant reservation Successful Conversation 1 Yes No Yes No Unknown
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Conversation 2 Conversation 3 Conversation 4 Conversation 5

Yes Yes Yes Yes

No No No No

Yes Yes Yes Yes

No No No No

Unknown Unknown Unknown Unknown

Script: 1. W1: Nescafe. How may I help you? M1: Uh, yes, hi. Id like a table for six tomorrow night, please. W1: Oh, Im sorry, we dont take reservations on Saturday night. M1: Oh, OK. 2. W2: . and accept reservations. We open at eleven. If you wish to make a reservation, please leave your name and number after the beep. M2: Id like to make a reservation for lunch tomorrow. Four people at one. My name is Andrews, and my telephone number is 839-4953. Thank you. 3. M3: Meetings and banquet department. W3: Hello. Id like to reserve a meeting room for tomorrow at twelve. M3: Were fully booked at twelve. W3: Um, how about one? M3: One oclock is fine. W3: OK. We need seating for 12, please. M3: And could I have your name, please? Teachers Book W3: Chen. C-H-E-N. Im in room 403. M3: And how would you like to pay for that, Ms. Chen? W3: Oh, I guess Ill use my credit cards. 4. W4: Grand Theater. How may I help you? M4: Id like to make a reservation, please. Three people for tomorrow night. W4: Oh, Im sorry, but were all sold out for tomorrow nights show. M4: Oh. Thank you W4: Please call again if youd like to book for another night. 5. M5: Barneys Seafood. How may I help you? W5: Id like to make a reservation for Saturday night, please. M5: Sure. How many people? W5: Eight. M5: And at what time? W5: Oh, say around seven. M5: OK. And you name is? W5: Lee. And, uh, its a birthday party, so can I order a cake? You do have birthday cakes, dont you? M5: Sure. What would you like written on it? W5: Well, lets see.
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Unit 9: Listen to it now, page 226 task 1. Listen to the conversation and answer the questions. Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 9: 226 291 u9 task 1 1. Where does the man want to go? A. to the science museum B. to the art museum C. to the natural history museum 2. How much is the train ride? A. a dollar fifteen B. a dollar forty C. a dollar fifty 3. Where should the man get on the train? A. platform number 3 B. platform number 4 C. platform number 5 4. How often do the trains come? A. about every five minutes B. about every six minutes C. about every seven minutes 5. Where should the man get off the train? A. at the State Street Station B. at the Star Palace Station C. at the Seventh Street Station Suggested answers: 1. A 2. C 3. B 4. B 5. A Script: Train ticket Man: Uh, where am I? Tsk, hum . . . Woman: Excuse me. Do you need any help? Man: Nah, I . . . I'm just looking . . . well . . . [Okay . . .] Uh, well, actually . . . yeah. Um . . . I want to go to the science museum, but I've been lost for the past few hours, and I can't make heads or tails of these ticket machines. Woman: Ah, well, just press this button. [Oh, yeah] And from here, it's a dollar fifty. Man: Okay. Woman: Then, get on the train at platform number 4. Man: Alright. Oh, and how often do the trains come around this time of day? Woman: Usually, they come about every six minutes. Man: Okay. And where do I get off the train?
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Woman: Get off at State Street Station, three stops from here. Man: Okay. I got it. Thanks for your help. Woman: No problem. Good luck. Task 2. Listen to the conversation and complete the blanks. (page 227) Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 9: 227 292 u9 task 2 man: Yes, I need a round-trip, (1) ticket to Seoul, leaving on the 13th and returning on the 20th. man: Yes sir. Let's see... we have two flights on the 13th. The first is (2) and leaves at 7 a.m. The second leaves at 11 a.m. with a twohour layover in Tokyo. And for the (3) flight on the 20th, the non-stop leaves at 8 a.m., and the layover flight leaves (4) . Woman: I'd prefer the non-stop, if it's not much more expensive. man: The non-stop is $500; and the flight with the Tokyo layover is (5) .. Suggested answer: 1. first-class 2. non-stop 3. return 4. at noon 5. $475 Listening 2 (page 237) Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 9: 237 298 u9 task 1

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Script: 1. ( PLAY): The bus to Reno, Nevada, leaves at 9:50 a.m. (False). 2. ( PLAY): The bus to Boise, Idaho, arrives at 9:35 p.m. (True) 3. ( PLAY): The bus fare to Seattle, Washington, is one hundred twelve dollars. (False) 4. ( PLAY): The bus bound for Fresno, California, leaves at 11 O'clock sharp. (True) 5. ( PLAY): The bus heading to Reno is scheduled to arrive at half past 4:00. (True)
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6. ( PLAY): The bus fare to Boise is eighty-five dollars. (False) 7. ( PLAY): The bus to Seattle is scheduled to arrive at ten after five. (True) 8. ( PLAY): The bus to Fresno leaves 20 minutes earlier than the bus to Boise. (False) 9. ( PLAY): The bus fare to Seattle is just under a hundred dollars. (False) 10. ( PLAY): The bus trip to Reno takes over seven hours.(True) D:\tieng anh 1\nghe toiec av1\Audio\Unit 9: 238 299 u9 task 2 (page 238)

1. 2. 3. 4. 5. 6. 7. 8. 9.

Drive on the left-hand side of the road. (NO) Always pass (overtake) on the outside (right) lane. (NO) Do not block the middle lane if the inside lane is clear. (YES) When approaching a roundabout, give priority to traffic approaching from the right, unless otherwise indicated. (YES) You must always stop at a red traffic light. (YES) You mustn't drive over 30mph in built-up areas. (YES) At a junction there's no general priority rule - priority is marked at most junctions. (YES) All traffic signals and road signs must be obeyed. (YES) All vehicles must give way to emergency services vehicles. (YES)
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10. The use of a car horn is not permitted in built-up areas from 23:30 to 07:00 hours. (NO) 11. Do not drive in bus lanes during restricted hours. See signs by the side of the road for times. (YES) 12. It's illegal to use a mobile phone when driving. If you need to make a call, find a safe place to stop first. (YES) Unit 10 (page 264) Listen to it now Task 1. Listen to a conversation and then choose the best answer Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 10: 264 324 u10 task 1 1. This is a conversation between A. two friends. B. father and son. C. two teachers. D. two co-workers. 2. Marry wants to A. get some pictures for her office newsletters. B. get some information for her assignment. C. buy a CD. D. get some photos for her article. 3. PictureDisc is A. a newspaper article. B. a web site. C. a Search Engine. D. a CD-ROM. 4. Peter advises Marry to use A. the catalog to get in the web site she needs. B. her last name and employee number to get in the web site she needs. C. Save picture to look for photos. D. Save to look for photos. Script: P: Hello, IT department, Pete speaking. M: Pete, its Mary ower in accounting. Listen, where can I get some stock photos for our office newsletter? P: Have you tried PictureDisc? The company has a membership. M: PictureDisc? What is that, some kind of CD-ROM? P: No, its a web site where you pay to download photos. M: Really? Let me take a look Ok, I found the web site on the company Internet directory.
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P: OK. Use your last name and employee number to get in. M: Got it. So what do I have to do next? P: Open the catalog page. Have you found it? M: Yeah, its open. And then? Use the Search Engine to look for photos. You have to type in a description of what you want. M: That was easy. I already found one I like. How do I save it? P: OK. Click on the photo. M: Alright, it gave me a list of choices: Show Picture, Save Picture As P: Choose Save Picture As M: Now, theres a window that says Save Picture. Do I press Save? P: Not yet. First you have to label the picture. Type a file name. M: And then? P: Press Save to store it on your computer. Thats it. Youre done. Task 2. You will hear five people talking about frustrations theyve had with technology. What item or product are they discussing? What was their problem? Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 10: 265 325 u10 task 2

Script: First, JOHN. JOHN: Ive got to admit, I love living in this remote-controlled world, but it gets a little out of hand. I have five remotes on my coffee table at home right now. Ive got one for the TV, one for the VCR, one for the cable, one for the stereo, one for the CD player, and uhlast weekend, my roommate bought a new air-conditioner, and guess what? It comes with a remote. So, weve got six remotes sitting on the table. That means theres always one in the cough somewhere, one behind the cough- I mean, its just amazing. You can never really find the one you need. So, its just quicker to get up and do it yourself. Now, ROSA
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ROSA: Ok, I- this is something that has bothered me for a long time, and its when you

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Unit 11 (page 279) Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 11: 279 346 u11 sb task 1

Transcript Whats the weather? Its sunny Whats the weather? Its rainy All together, thats the weather Sun, rain, wind, storm

Hot, cold, cool, warm Whats the weather? Its cloudy Whats the weather? Its windy All together, thats the weather
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In the summer, it is hot In the winter, it is not In the spring, there are flowers In the autumn, there are showers Whats the weather? Its frosty Whats the weather? Its foggy All together, thats the weather Sun, rain, wind, storm Hot, cold, cool, warm Whats the weather? Its snowing

Whats the weather? Its blowing All together, thats the weather In the summer it is hot In the winter it is not In the spring, there are flowers In the autumn, there are showers All together, thats the weather All together, thats the weather All together, thats the weather

Task 2. You are going to listen to a weather forecast. Choose the best answer (A), (B), (C), or (D). (page 280) Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 11: 280 347 u11 task 2 1. What was Friday's weather like? A. fair and humid B. warm and dry C. hot and partly cloudy 2. What were the high temperatures for Friday in the state? A. 85 to 90 degrees B. 91 to 95 degrees C. 96 to 99 degrees 3. What is Saturday evening's weather forecast for the State? A. light rain over the entire state B. heavy showers over the northern part C. some rain in parts of the state 4. About what time should skies clear on Sunday? A. around 10:00 am B. around 3:00 pm C. around 6:00 pm 5. What event will occur on Sunday evening? A. The earth will cover the moon. B. Colorful lights will appear. C. Shooting stars can be seen. Script: Well, for those of you who went out today, I don't have to tell you it was clear, but muggy for most of the state, with the high temperatures in the low to mid 90s. The city of Elkview had the high for the day of 97 degrees. And that's hot. I'm glad I'm working indoors today! For those of you planning outdoor activities tomorrow, you can expect fair skies
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for most of Saturday with temperatures in the high 90's. However, things might change by Saturday evening with a storm front moving in. We can expect light scattered showers over the northern part of the state bringing slightly cooler temperatures, but this rain should taper off by mid Sunday morning. It will be partly cloudy for most of the morning, but these clouds should move out by mid-afternoon. Skies should be clear Sunday night for those wanting to catch a glimpse of the partial lunar eclipse. It should start at 10:47 pm. And that's all for today's weather. Listen to it now (page 290) Task 1. Listen to Mike talking about the four seasons in his country. Choose the best answer according to what you hear. D:\tieng anh 1\nghe toiec av1\Audio\Unit 11: 290 355 u11 task 1 1. What is the genre of the recording? A. a TV weather program. B. a discussion between friends. C. a speech at school. 2. What is TRUE about the winter season? A. In January, the snow is 30 inches high. B. January is the coldest month. C. Indoor activities are popular during this season. 3. Which statement is NOT TRUE about the spring? A. Spring usually begins at the end of March. B. Outdoors activities are popular. C. The temperature is below 50 degrees at night. 4. How is the summer season in this area? A. mild and breezy. B. hot and dry. C. warm and humid. 5. What is one activity people like to do in the fall? A. go and see the fall colors. B. clean their houses. C. have a fall picnic. Suggested answers: 1. C 2. B 3. C 4. B 5. A Script: Hello everyone. Have you ever wondered what the weather is like in other places around the world? Today, I'd like to talk to you about the changing seasons in my city which was the assigned topic for this class.
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First of all, the winter season usually begins in December and ends in early March. The coldest month is January, and temperatures can drop below freezing for most of this month. The city usually averages about 30 inches of snow during this entire, 3-month period. Occasionally, we have snow storms that can drop a foot of snow in a very short period of time. Winter activities during this season include sledding, skiing, and snowshoeing. Spring usually arrives in late March, and the temperatures hover around 50 degrees during the day. It is a beautiful season because the flowers start to bloom. It is sometimes windy, and this is great for flying kites. People in my city often like to go on picnics, stroll through parks, and play outdoor games. Next, summer starts in June, as temperatures slowing rise to around 80 degrees. The summer in my city is very dry with little rain throughout the season, and temperatures can soar above 100 degrees in August. Fortunately, the weather is very dry with low humidity, so it is real pleasant even on hot days. Popular activities during this season hiking, fishing, camping, water skiing, and outdoor sports including football and soccer. And finally, summer changes to fall in late September when the weather cools off, and the trees begin to change colors. A lot of people enjoy driving into the mountains and viewing the fall colors. It is also a time when people clean up their yards and gardens in preparation for the winter season. So, as you can see, my city has a lot to offer no matter when you visit this area. Task 2. Listen again and fill in the table with NO MORE THAN two words from the recording. (page 290) Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 11: 290 355 u11 task 2

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Suggested answers: 1. below 2. Sledding 3. Late March 4. 50 degrees 5. Flowers 6. picnics 7. outdoor games 8. June 9. humidity 10. sports 11. Colors 12. Fall colors Unit: 12 Listen to it now (page: 306) Task 1. Listen to nineteen travel-related words or phrases. Number them in the order that you hear. Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 12: 306 376 u12 task 1

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Task 2. A. You are going to hear a conversation between a man and a woman. For the first time of listening, answer the questions with NO MORE THAN 3 words. Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 12: 306 377 u12 task 2A 1. How many people are talking? ___________________ 2. Where does the conversation take place? ___________________ 3. What kind of ticket is it? ___________________ 4. Is the ticket cheap or expensive? ___________________ 5. Does the man have to transit anywhere? ___________________ Script: Task 2A Travel Agent: Freedom Travel. How may I help you? Caller: Yes, I'd like to make a flight reservation for the twenty-third of this month. Travel Agent: Okay. What is your destination? Caller: Well. I'm flying to Helsinki, Finland. Travel Agent: Okay. Let me check what flights are available?. [Okay] And when will you be returning? Caller: Uh, well, I'd like to catch a return flight on the twenty-ninth. Oh, and I'd like the cheapest flight available. Travel Agent: Okay. Let me see. Um, hmm . . .
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Caller: Yeah? Travel Agent: Well, the price for the flight is almost double the price you would pay if you leave the day before. Caller: Whoo. Let's go with the cheaper flight. By the way, how much is it? Travel Agent: It's only $980. Caller: Alright. Well, let's go with that. Travel Agent: Okay. That's flight 1070 from Salt Lake City to New York, Kennedy Airport, transferring to flight 90 from Kennedy to Helsinki. Caller: And what are the departure and arrival times for each of those flights? Travel Agent: It leaves Salt Lake City at 10:00 AM, arriving in New York at 4:35 PM, then transferring to flight 90 at 5:55 PM, and arriving in Helsinki at 8:30 AM the next day. Caller: Alright. And, uh, I'd like to request a vegetarian meal. Travel Agent: Sure, no problem. And could I have you name please? Task 2B (page 307) B. Listen to the recording again. Choose the best option A, B, C or D. Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 12: 307 377 u12 task 2B 1. What is the man's destination? A. Salt Lake City, USA. B. New York City, USA. C. Helsinki, Finland. D. Stockholm, Sweden. 2. When is the man's departure date? A. the twenty-first. B. the twenty-second. C. the twenty-third. D. the twenty-fourth. 3. What is the flight number for the second half of his journey? A. 555. B. 90. C. 1070. D. 830. 4. How long does the man have to wait between flights? A. less than an hour. B. less than two hours. C. less than three hours. D. more than three hours.
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5. What request did the man make regarding his flight? A. He asked for a special dinner. B. He wanted a window seat. C. He wanted milk for his baby. D. He asked for a seat near the front of the plane. Listen to it now (page 319) Task 1. You are going to listen to a flight announcement. Choose the best answer (A), (B), (C), or (D). You will listen to the recording TWICE. Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 12: 319 384 u12 task 1

Script: Captain: Hello everyone, this is the captain speaking, and I want to welcome you to Flight 18 bound for Seattle. Our flight time today is 2 hours and 14 minutes, and we will be flying at an average altitude of 29,000 feet. The local time in Seattle is a quarter to twelve (11:45), and the current weather is sunny, but there is a chance of rain later in the day. We will be arriving at Gate 13, and we will be announcing connecting flights on our approach to the Seattle airport.
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On behalf of Sky Airlines and the crew, I want to wish you an enjoyable stay in the Seattle area or at your final destination. Sit back and enjoy the flight. Task 2. Listen to the woman talking about air travel. Number the event in the order that you hear. You will listen to the recording TWICE. Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 12: 319 385 u12 task 2 _____ Pass through the security checkpoint. _____ Go to the boarding area and gate. _____ Check your bags at the main ticket counter. _____ Wait for your plane. _____ Choose an airline carrier. _____ Read the safety instruction card. _____ Go aboard the plane. _____ Buy your ticket. Script: If you're planning to travel overseas, the most common form of transportation is by airplane. Knowing the entire procedure from purchasing plane tickets to coping with in-flight emergencies can ensure that you have a pleasurable trip. First all of, choosing an airline carrier might depend on a number of factors including the company's service record, price of the ticket, length of time to destination, and even in-flight service. Now, once you've purchased your ticket, you still need to make the long journey through the airport. Once you arrive, you usually check your bags at the main ticket counter. Then, you have to pass through the security checkpoint, where you will have to walk through an X-ray machine, and they will check your carry-on bags for any prohibited items, including firearms, explosives, and knives. Of course, this is for everyone's safety. You might also be asked to open your bags to be manually checked. Once you pass through this checkpoint, then you will go to the designated boarding area and gate to wait for your plane. Just wait there until they announce your flight. Of course, once aboard the plane, no one ever wants to experience any
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emergencies, but the plane is equipped with emergency exits in case you have to leave the plane. There are also life jackets under the seats, and oxygen masks in case the plane's cabin unexpectedly loses pressure. Be sure to read the safety instruction card located in the pocket of the seat in front of you. ___ The End ___

http://englishteststore.net/downloads/listening/levelb/test02/test02.htm

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