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
eɪ take e get
iː eat ɪ it
aɪ ice ʊ took
əʊ hope ʌ some
uː smooth
ɔː caught Semi-vowel
æ cat ɜː r her
aʊ down uəl dull
Repeat after me. [i:], [u:], [ei], [æ], [a:], [ai], [əʊ].

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.

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9. Ben writes articles. 10. Keys open locks.

Statement Intonation with Pronouns CD 1 Track 8

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. 1. He sees her.

2. Betty knows Bob. 2. She knows him.
3. Ann and Ed call the kids. 3. They call them.
4. Jan sells some apples. 4. She sells some.
5. Jean sells cars. 5. She sells them.
6. Bill and I fix the bikes. 6. We fix them.
7. Carl hears Bob and me. 7. He hears us.
8. Dogs eat bones. 8. They eat them.
9. The girls have a choice. 9. They have one.
10. The kids like the candy. 10. They like it.
11. The boys need some help. 11. They need something.
12. Ellen should call her sister. 12. She should call someone.
13. The murderer killed the plumber. 13. He killed a man.
14. The tourists went shopping. 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

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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
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 ray-
ayn / It sounds like rain
- Make rain very musical and put it on two notes: ray-ayn. Duh-duh-duh ray-
ayn / 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
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make to convey the different meanings intended. The words to be stressed are
indicated in bold face.
1. It sounds like rain.
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.

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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.

Didn't I didn't say he stole the money. That's not true at all.
Someone has accused me and I'm protesting my innocence.
Say 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.
He 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.
Stole 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.
The 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.
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

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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.

- 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.

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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 numbers—your 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.

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Acronym Pronunciation USMC
IBM COD
MIT SOS
Ph.D. X,Y, Z
MBA Spelling Pronunciation
LA Box
IQ Cook
RSVP Wilson
TV Numbers Pronunciation
USA Area Code 213
ASAP Zip Code 94708
CIA Date 9/6/62
FBI 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 important—just work on getting
control of your pitch changes. Use your rubber band for each stressed
word.

my tie `mai-tai Might I?

my keys Mikey's My keys?
inn key in key inky
my tea mighty My D

I have two. I have, too. I have to.

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

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 business corporal
average camera desperate
aspirin chocolate diamond
broccoli comfortable diaper

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different family separate
emerald general several
vegetable groceries liberal
beverage jewelry conference
bakery mathematics coverage
catholic memory history
nursery orange accidentally
onion probably basically
every restaurant

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.
4. It's a drive. It's härd.
5. It's a door. It's in back.
6. It's a cärd. There are four.
7. It's a spot. It's smäll.
8. It's a book, 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 ____________ .

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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 Story—The 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.

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 ____________ .

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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

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

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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) 457-
4255.
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

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

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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?
14. I have a headache from the heat wave in South Carolina.
15. The newlyweds took a long walk in Long Beach.
16. The little dog was sitting on the sidewalk.
17. The famous athlete changed clothes in the locker room.
18. The art exhibit was held in an empty room.
19. There was a class reunion at the high school.
20. The headlines indicated a new policy.
21. We got on line and went to americanaccent dot com.

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22. The stock options were listed in the company directory.
23. 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
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.

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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 1. They eat them.

past 2. They ate them.
continuous 3. They're eating them.
future 4. They'll eat them (if...)
present conditional 5. They'd eat them (if...)
past conditional 6. They'd' ve eaten them (if...)
relative pronoun 7. The ones that've eaten them (are...)
present perfect 8. They've eaten them (many times).

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past perfect 9. They'd eaten them (before...)
future perfect 10. They'll have eaten them (by...)
obligation 11. They ought to eat them.
obligation 12. They should eat them.
obligation 13. They shouldn't eat them.
obligation 14. They should have eaten them.
obligation 15. They shouldn't' ve eaten them.
possibility/ability 16. They could eat them.
possibility/ability 17. They couldn't eat them.
possibility/ability 18. They could have eaten them.
possibility/ability 19. They couldn't have eaten them.
possibility 20. They might eat them.
possibility 21. They might have eaten them.
probability 22. They must eat them.
probability 23. They must have eaten them.
ability 24. They can eat them.
ability 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
difference by listening for content. Repeat each group of sentences using
sound and intonation for contrast.

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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 ([kæn(t) ]) sound very short and
stress both can't and the verb. This will contrast with the positive,
emphasized can, which is doubled—and 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 kæn(d) open the locks.
Repeat
I can do it. [I k'n do it] positive
I can't do it. [I kæn(t) do it] negative
I can do it. [I kææn do it] extra positive
I can't do it. [I kæn(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. I did it.
2. I did it again.
3. I already did it again.
4. I think I already did it again.
5. I said I think I already did it again.
6. I said I think I already did it again yesterday.
7. I said I think I already did it again the day before yesterday.

1. I want a ball.
2. I want a large ball.
3. I want a large, red ball.
4. I want a large, red, bouncy ball.
5. I want a large, red bouncy rubber ball.
6. I want a large, red bouncy rubber basketball.

1. I want a raise.
2. I want a big raise.
3. I want a big, impressive raise.
4. I want a big, impressive, annual raise.
5. 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 Verbs
an accent [æks'nt] to accent [æksεnt]
a concert [känsert] to concert [k'nsert]
a conflict [känflikt] to conflict [k'nflikt]

21
a contest [käntest] to contest [k'ntest]
a contract [käntræct] to contract [k'ntrækt]
a contrast [käntræst] to contrast [k'ntræst]
a convert [känvert] to convert [k'nvert]
a convict [känvikt] to convict [k'nvict]
a default [deefält] to default [d'fält]
a desert* [dεz'rt] to desert [d'z'rt]
a discharge [dischärj] to discharge [d'schärj]
an envelope [änv'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 [insəlt]
an object [äbject] to object [əbject]
perfect [prf'ct] to perfect [prfekt]
a permit [prmit] to permit [prmit]
a present [prεz'nt] to present [pr'zεnt]
produce [produce] to produce [pr'duce]
progress [prägr's] to progress [pr'grεss]
a project [präject] to project [pr'jεct]
a pronoun [pronoun] to pronounce [pr'nounce]
a protest [protest] to protest [pr'test]
a rebel [rεbəl] to rebel [r'bεl]
a recall [reekäll] to recall [r'käll]
a record [rεk'rd] to record [r'cord]
a reject [reject] to reject [r'jεct]
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 désert is hot and dry. A dessért is ice cream. To desért 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 [-
mεit].
Nouns/Adjectives Verbs
advocate [ædv'k't] to advocate [ædv'kεit]
animate [æn'm't] to animate [æn'mεit]

22
 alternate [ältern't] to alternate [älternεit]
appropriate [əpropre(y)'t] to appropriate [əpropre(y)εit]
approximate [əpräks'm't] to approximate [əpräks' mεit]
articulate [ärticyul't] to articulate [ärticyəlεit]
associate [əssosey't] to associate [əssoseyεit]
deliberate [d'libr't] to deliberate [d'liberεit]
discriminate [d'skrim'n't] to descriminate [d'skrim'nεit]
duplicate [dupl'k't] to duplicate [dupl'kεit]
elaborate [elæbr't] to elaborate [əlæberεit]
an estimate [εst'm't] to estimate [εst' mεit]
graduate [græjyu(w)'t] to graduate [græjyu(w)εit]
intimate [int'm't] to intimate [int' mεit]
moderate [mäder't] to moderate [mäderεit]
predicate [prεd'k't] to predicate [prεd'kεit]
separate [sεpr't] to separate [sεperεit]

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 CD 2 Track 25

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 Consonants Vowels
the man a girl thee(y) apple an orange [ə●nornj]
the best a banana thee(y) egg an opening [ə●nop'ning]
the last one a computer thee(y)easy way an interview
[ə●ninerview]

Exercise 1-53: Reduced Sounds CD 2 Track 26

Read aloud from the right-hand column. The intonation is marked for
you.

To Looks Like:
The preposition to today
usually reduces so tonight
much that it's like tomorrow
dropping the vow to work
Use a t' or tə to school
sound to replace to. 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.
If that same to He told me to help. She told you to
follows a vowel get it. I go to work
sound, it will at a quarter to two
become d' or də. 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?

24
At Dinner's at five.
At is just the Leave them at the door.
opposite of to. It's a The meeting's at one. He's at the
small grunt followed post office.
by a reduced [t]. They're at the bank.
I'm at school.
If at is followed by a I'll see you at eleven.
vowel sound, it will He's at a meeting.
become 'd or əd. 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.
It Can you do it?
It and at sound the Give it to me.
same in context — Buy it tomorrow.
['t] It can wait.
Read it twice.
Forget about it!
...and they both turn Give it a try.
to 'd or əd between Let it alone.
vowels or voiced Take it away.
consonants. I got it in London.
What is it about?
Let's try it again.
Look! There it is!
For 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?
From It's from the IRS.
I'm from Arkansas.
There's a call from Bo
This letter's from Alas
Who's it from?

25
 Where are you from?
In 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.
An 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.
And 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.
Or Soup or salad?
now or later
more or less
left or right
For here or to go?
Are you going up or down?
Are 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.
Your How's your family?
Where're your keys?
You're American, aren't you?

26
 Tell me when you're ready.
Is this your car?
You're late again, Bob.
Which one is yours?
One 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.
The next one'll be better.
Here's one for you.
Let them go one by one.
The 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.
A 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?
Of 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

27
Can 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.
Had Jack had had enough.
Bill had forgotten again.
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?
Was 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 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?

28
 What do you think of this?
What did you do then?
I don't know what he wants.
Some 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?

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
[æ].
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

29
Pause the CD and complete each sentence with a tag ending. Use the
same verb, but with the opposite polarity—positive 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? Hasn't he?

Does he? Wouldn't he?
Was he? Isn't he?
Has he? Isn't it?
Is he? Doesn't it?
Will he? Aren't I?
Would he? Won't you?
Can he? Don't you?
Wouldn't you? Can't you?
Shouldn't I? Could you?
Won't he? Would you?
Didn't he?

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

30
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 [äi] sound of I blend together
smoothly. When you say the last line [pi●kəpän
the(y)əmer'kəninətənashən], 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
th + n with nachos th + j with juice
th + t both times
th + d with delivery n + th in the
th + s both sizes z + th was that
th + z with zeal d + th hid those

Exercise 2-10; T, D, S, or Z + Y Liaisons CD 2 Track 45

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

31
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.
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

32
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.

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. Nä chet.
I'll meet you later. I'll meechu layder.

33
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? Kænchoo 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.
Did you eat? Jeet?
No, did you? No, joo?
Why don't you get a job? Whyncha getta job?
I don't know, it's too hard. I dunno, stoo härd.
Could we go? Kwee gou?
Let's go! Sko!

Exercise 3-1 : Word-by-Word and in a Sentence CD 3 Track 6

Stressed Unstressed
that thæt th't thət He said th't it's OK.
than thæn th'n thən It's bigger th'n before
as æz 'z əz 'z soon 'z he gets here...
at æt 't ət Look ' t the time!
and ænd 'n ən ham 'n eggs
have hæv h'v həv Where h'v you been?
had hæd h'd həd He h'd been at home.
can cæn c'n cən C'n you do it?

34
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 [ā] sound a clear double sound [ε + ee]. Also, the [o] is a longer
sound than you might be expecting. Add the full ooh sound after each
"o."
æ ä ə
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
19. chance chalk chuck
20. tack talk tuck
21. van Von vug
22. wax want won/one
23. yam yawn young
24. zap czar result

Exercise 3-4: Reading the [æ] Sound CD 3 Track 9

The Tæn Mæn
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

35
master bat lasher!" he gasped. Satisfied at last, Jack sat back and never
lashed another bat.
Pause the CD and read The Tæn Mæn aloud. Turn it back on to continue.

Exercise 3-5: Reading the [ä] Sound CD 3 track 10

A Lät of Läng, Hät 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 Lät of Läng, Hät Wälks in the Gärden aloud.

Exercise 3-6: Reading the [ə] 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.

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. *[ət wəzənənəf tə trəbələs]
* 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

36
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 [tæl] of Italian is at the top of the staircase and is strong:
Italian. The [də] of Italy is in the middle and is weak: Italy.

Exercise 4-1 ; Stressed and Unstressed T CD 3 Thick 13

Repeat after me.
Italian Italy
attack attic
atomic atom
photography photograph

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 ... badə... bidə... 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, Beddy bä də bihda bedder budder.
But, said she, Bu(t), said she,
This butter's bitter. This budder' z bidder.
If I put it in my batter, If I püdi din my bædder,
It'll make my batter bitter. Id'll make my bædder bidder.

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 1—Top of the Staircase CD 3 Track 15

37
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 [lœft], picked [pikt], hoped [houpt], raced [rast], watched
[wächt], washed [wäsht], unearthed [uneartht]
D: halved [hœvd], rigged [rigd], nabbed [næbd], raised [razd], judged
[j'jd], garaged [garazhd], smoothed [smoothd]
Exceptions: wicked [wikəd], naked [nakəd], crooked [krükəd], etc.

Exercise 4-3; Rule 1—Top 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 2—Middle 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 bädə bida bedder budder]
Pat ought to sit on a lap. [pædädə sidänə læp]
1. What a good idea. [wədə gudai deeyə]
2. Put it in a bottle. [püdidinə bäddl]
3. Write it in a letter. [räididinə leddr]
4. Set it on the metal gutter. [sedidän thə medl gəddr]
5. Put all the data in the computer. [püdäl the deidə in the c'mpyudr]
6. Insert a quarter in the meter. [inserdə kworder in the meedr]
7. Get a better water heater. [gedə beddr wädr heedr]
8. Let her put a sweater on. [ledr püdə sweder an]
9. Betty's at a meeting. [beddy's ædə meeding]

38
10. It's getting hotter and hotter. [its gedding häddr•rən häddr]
11. Patty ought to write a better letter. [pæddy(y)ädə ride a beddr leddr]
12. Freida had a little metal bottle. [freedə hædə liddl medl bäddl]

Exercise 4-5: Rule 3—Bottom 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 T—the tongue is in the T
position—but you release the air with the N, not the T. There is no [t]
and no [ə]. 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.
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.

39
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 5—The 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 ədvæn'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 5—The 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.
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.

40
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 CD 3 Track 22

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. I don't know what it means. I don(t)know wədit meenz

2. But it looks like what I need. bədi(t)lük sly kwədäi need
3. But you said that you wouldn't. bəchew sed thəchew wüdnt
4. I know what you think. I know wəchew think
5. But I don't think that he will. bədäi don(t)think thədee will
6. 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? bədizni deezier thi sway?
8. We want something that isn't here. we wänt something thədiznt here
9. You'll like it, but you'll regret it later. yül lye kit, bəchül r'gre dit laydr
10. But he's not right for what I want. bədeez nät right fr wədäi wänt
11. It's amazing what you've accomplished.
its amazing wəchoovəccämplisht
12. What if he forgets? wədifee frgets
13. OK, but aren't you missing something?
OK, bədärnt chew missing səmthing
14. I think that he's OK now. I think thədeez OK næo

41
15. She wanted to, but her car broke down.
She wänəd to, bədr cär broke dæon
16. We think that you're taking a chance. We think thəchr taking a chænce
17. They don't know what it's about. They don't know wədit səbæot

Exercise 5-11 : Final L Practice CD 3 Track 36

Repeat the following lists.

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?

+ Pause the CD and practice speed-reading on your own five times.

- Repeat each sentence after me.

42
- 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 [ər], and each word in columns 1 to 3. We will read
all the way across.

1 2 3
[ä] + [er] [hä•ərd] hard
[e] + [ər] [he•ər] here
[ε] + [ər] [shε•ər] share
[o] + [ər] [mo•ər] more
[ər] +[ər] [wər•ər] were

We will next read column 3 only; try to keep that doubled sound, but let
the vowel flow smoothly into the [ər]; imagine a double stairstep that
cannot be avoided. Don't make them two staccato sounds, though, like
[ha•rd]. Instead, flow them smoothly over the double stairstep:
Hääärrrrd.
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 [hä], imagine that you are
getting ready to bite into an apple: [hä]. Then for the er sound, you
would bite into it: [hä•erd], 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 [wεər] and were [wər], it's confusing
to know which one has two different vowel sounds (where) and which
one has just the [ər] (were). When there is a full vowel, you must make
sure to give it its complete sound, and not chop it short, [wε + ər].
For words with only the schwa + R [ər], don't try to introduce another
vowel sound before the [ər], 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
[εr], as in embarrass [embεrəs]. This sound is particularly clear on the
West Coast. On the East Coast, you may hear [embærəs].

43
Exercise 6-4: Zbigniew's Epsilon List CD 3 Track 46
Repeat after me.

embarrass stationary Larry

vocabulary care Sarah
parent carry narrate
parallel carriage guarantee
paragraph marriage larynx
para~ maritime laryngitis
parrot barrier necessary
apparent baritone itinerary
parish Barren's said
Paris library says
area character transparency
aware Karen dictionary
compare Harry many
imaginary Mary 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.

44
Exercise 6-6; The Mirror Store CD 3 Track 48
Repeat after me.

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.

45
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.

46
1. Who did it? (curiosity) I don't know. (ignorance)
2. Who did it? (interrogation) I don't know. (self-protection)
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 Modified Descriptive Phrase

47
1. It's a short nail. It's a really short nail.
2. It's a chocolate cake. It's a tasty chocolate cake.
3. I took a hot bath. I took a long, hot bath.
4. It's a hard drive. It's a long, hard drive.
5. It's the back door. It's the only back door.
6. There are four cards. There are four slick cards.
7. It's a little spot. It's a little black spot.
8. It's a good book. 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 thing—a three-word set phrase. Combine three things: finger +
nail + clipper. Leave the stress on the first word: fíngernail 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.

48
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.

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.

49
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
1. It's a fingernail clipper. It's a new fingernail clipper.
2. It's a pancake shop. It's a good pancake shop.
3. He's a hot tub maker. He's the best hot tub maker.
4. It's a hard drive holder. It's a plastic hard drive holder.
5. It's a backbone massage. It's a painful backbone massage.
6. It's a playing card rack. It's my best playing card rack.
7. It's a spotlight bulb. It's a fragile spotlight bulb.
8. It's a phone book listing. 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.

50
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.
13. leap lip He bumped his lip when he leaped.
14. meal mill She had a meal at the mill.
15. neat knit He can knit neatly.
16. peel pill Don't peel that pill!
17. reed rid Get rid of the reed.
18. seek sick We seek the sixth sick Sheik's sheep.
19. sheep ship There are sheep on the ship.
20. sleep slip The girl sleeps in a slip.
21. steal still He still steals.
22. Streep strip Meryl Streep is in a comic strip.
23. team Tim Tim is on the team.
24. these this These are better than this one
25. thief thing The thief took my thing.
26. weep whip 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 [ədee] chemistry hostility opportunity
2. ~ify [əfái] chronological humanity organization
3. ~ited [əd'd] clarity humidity partiality
4. ~ible [əbəl] commodity humility physical
5. ~ical [əcəl] community identity pitiful
6. ~imal [əməl] communication imitation politics
7. ~ization [əzāsh'n] complexity immaturity positive
8. ~ication [əcāsh'n] confident immigration possible
9. ~ination [ənāsh'n] confidentiality immunity possibility
10. ~ifaction [əfəcāsh'n] contribution incident president
11. ~itation [ətāsh'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

51
 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
25. audible engineer medicine security
26. auditor episode mentality seminar
27. authority equality majority seniority
28. availability evidence maximum severity
29. beautiful experiment Michigan sensitivity
30. brutality facility minimum similar
31. calamity familiarity minority skeptical
32. California feasibility modify superiority
33. candidate flexibility Monica technical
34. capacity Florida monitor testify
35. celebrity foreigner municipality typical
36. charity formality nationality uniform
37. Christianity fraternity naturalization unity
38. clinical gravity necessity university
39. clerical heredity negative validity
40. chemical hospitality nomination 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 Z
1. price prize
2. peace peas
3, place plays
4. ice eyes
5. hiss his
6. close to close

52
7. use to use
8. rice rise
9. pace pays
10. lacey lazy
11. thirsty Thursday
12. bus buzz
13. dust does
14. face phase
15. Sue zoo
16. loose lose

S Z
nouns books waxes
maps pencils
months dogs
hats trains
pops oranges
bats clothes
bikes windows
laughs washes
verbs thanks arrives
eats comes
takes goes
speaks lunches

contractions it's there's

what's he's
that's she's
possessives 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 [ā], tense, and [ε], lax, [ē], 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 ä column, they all have the same ah sound. Repeat.
æ æo ä i ā ē ū ōū
1. at out ought I'd ate eat ooze own
2. bat about bought bite bait beat boot boat

53
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
15. gnat now not night Nate neat noon note
16. pal pound Paul pile pail peel pool pole
17. rat round rot right rate real rule role
18. sat sound soft sight sale seal Sue soul
19. shall shower shawl shine shade she shoe show
20. slap slouch slop slide slade sleep slew slow
21. stag stout stop style stale steal stool stole
22. strap Stroud straw stride straight stream strew stroll
23. tap town top type tape team tool told
24. that thou thar thine they these though
25. thang thousand thought thigh thane thief throw
26. van vow volume viper vain veal voodoo vote
27. wax Wow! wash wipe wane wheel woo woe
28. yank Yow! yawn yikes Yale year you yo
29. zap Zowie! zombie xylophone zany zebra zoo Zoe

Exercise 11-3: Lax Vowels CD 4 Track 40

As we saw in Chapter 8, these are the lax vowels.
e i ü ə ər
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

54
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.

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.

55
--- 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

56
 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
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.

57
Answer 2
1.
recently
2.
from
3.
professional
4.
known as
5.
other organisms
6.
an
7.
differences
8.
look around
9.
established
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

58
(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
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

59
 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
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

60
 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
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

61
 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
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

62
 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
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

63
 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
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

64
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
2. acquisition
3. offer to
4. telecommunications
5. The satellite
6. both
7. more than
8. able to
9. of the

65
 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?
A. Julie
B. Jenny
C. Jane
2. Where is the woman from originally?
A. Argentina
B. the United States
C. Chile

66
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?
A. It is good for improving muscle tone.
B. It helps strengthen the heart.
C. It helps develop mental toughness.

Listening test (A52)

67
4. Driver’s 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.
C. She feels the teacher doesn't spend enough time explaining
verbs.
3. How is she doing in her algebra class?

68
 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.
[Father looks out the living room window . . .

69
 Hey, that guy has a moustache!
Girl: Dad. That's not Dirk. That's his older brother. He's
taking us there! Can I go now?
Dad: Well . . .
Girl: Mom said I could, and mom knows his parents.
Dad: Well . . .
Girl: Dad.
Dad: Okay, but be home by 8:00.
Girl: Eight!? The movie doesn't start until 7:30. Come on, Dad.
Dad: Okay. Be back by 11:00.
Girl: Love you, Dad.
Dad: Love you, too.
Girl: Bye.
Dad: 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?

70
Tom: Mostly, we were overseas. We spent a total of ten years in
Korea, Germany, and Okinawa, Japan. We were transferred
back to the States three years ago, but I think my parents
would have liked to live overseas for at least 20 more years.
Jenny: Wow. It sounds like you've had an interesting life. So, what
do you do now?
Tom: I'm a student at Purdue University.
Jenny: Oh really? What are you studying?
Tom: I'm majoring in psychology. How about you? What do you
do?
Jenny: Well, I'm working as a sales representative for Vega
Computers downtown.
Tom: 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

71
 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!
Woman: No, I just love you, and I want you to be around for a long, long
time.

4. Driver’s 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.

72
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.
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.

73
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.
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.

74
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.
Girl: Oh, I forgot about that grade?
Dad: What?
Girl: 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.
______

75
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?
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?

76
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?
5. Who is working with you?
6. Is there any money left?
7. When are you going to get married?
8. Why didn’t 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.

77
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.
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 don’t like about it is that it’s really old.
It needs a lot of work..
2. We have terrific neighbors. They’re very friendly but I wish the
apartment were a little bit bigger.

78
3. I hate living out in the suburbs. It takes so long to get into towns. But
apart from that the apartment is fine. It’s quiet and we don’t have all that
city noise.
4. I wish I could afford living in my apartment. The rent is killing me.
But I love it. It’s new and it’s in a very good location. I suppose I should
try and find a roommate to help me with the rent.
5. It’s 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 .
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.

79
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?
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. Who’s 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

80
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?
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.

81
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?
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

82
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.
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.

83
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. What’s the man’s name?
__________________________________________________________
2. What is the man’s 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

84
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.
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.
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
Conversation 2 Yes No Yes No Unknown
Conversation 3 Yes No Yes No Unknown
Conversation 4 Yes No Yes No Unknown
Conversation 5 Yes No Yes No Unknown

Script:
1. W1: Nescafe. How may I help you?
M1: Uh, yes, hi. I’d like a table for six tomorrow night, please.
W1: Oh, I’m sorry, we don’t 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: I’d 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. I’d like to reserve a meeting room for tomorrow at twelve.
M3: We’re fully booked at twelve.
W3: Um, how about one?
M3: One o’clock is fine.
W3: OK. We need seating for 12, please.
M3: And could I have your name, please? Teacher’s Book
W3: Chen. C-H-E-N. I’m in room 403.
M3: And how would you like to pay for that, Ms. Chen?
W3: Oh, I guess I’ll use my credit cards.
4. W4: Grand Theater. How may I help you?
M4: I’d like to make a reservation, please. Three people for tomorrow
night.
W4: Oh, I’m sorry, but we’re all sold out for tomorrow night’s show.
M4: Oh…. Thank you
W4: Please call again if you’d like to book for another night.
5. M5: Barney’s Seafood. How may I help you?
W5: I’d 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, it’s a birthday party, so can I order a cake? You do
have birthday cakes, don’t you?
M5: Sure. What would you like written on it?
W5: Well, let’s see.

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?
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 two-
hour 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
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)
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. Drive on the left-hand side of the road. (NO)

2. Always pass (overtake) on the outside (right) lane. (NO)
3. Do not block the middle lane if the inside lane is clear. (YES)
4. When approaching a roundabout, give priority to traffic approaching
from the right, unless otherwise indicated. (YES)
5. You must always stop at a red traffic light. (YES)
6. You mustn't drive over 30mph in built-up areas. (YES)
 7. At a junction there's no general priority rule - priority is marked at
most junctions. (YES)
8. All traffic signals and road signs must be obeyed. (YES)
9. All vehicles must give way to emergency services vehicles. (YES)
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, it’s 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, it’s 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.
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, it’s 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, there’s 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. That’s it. You’re done.

Task 2. You will hear five people talking about frustrations they’ve 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: I’ve 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.
I’ve got one for the TV, one for the VCR, one for the cable, one for the
stereo, one for the CD player, and …uh…last weekend, my roommate
bought a new air-conditioner, and guess what? It comes with a remote. So,
we’ve got six remotes sitting on the table. That means there’s always one
in the cough somewhere, one behind the cough- I mean, it’s just amazing.
You can never really find the one you need. So, it’s just quicker to get up
and do it yourself.
Now, ROSA
ROSA: Ok, I- this is something that has bothered me for a long time, and
it’s when you
Unit 11 (page 279)
Audio file: D:\tieng anh 1\nghe toiec av1\Audio\Unit 11: 279 346 u11 sb
task 1

Transcript
What’s the weather? It’s sunny All together, that’s the weather
What’s the weather? It’s rainy Sun, rain, wind, storm
All together, that’s the weather Hot, cold, cool, warm
Sun, rain, wind, storm What’s the weather? It’s snowing
Hot, cold, cool, warm What’s the weather? It’s blowing
What’s the weather? It’s cloudy All together, that’s the weather
What’s the weather? It’s windy In the summer it is hot
All together, that’s the weather In the winter it is not
In the summer, it is hot In the spring, there are flowers
In the winter, it is not In the autumn, there are showers
In the spring, there are flowers All together, that’s the weather
In the autumn, there are showers All together, that’s the weather
What’s the weather? It’s frosty All together, that’s the weather
What’s the weather? It’s foggy

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
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.

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

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
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 . . .
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.
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.

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
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 ___

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