21 KiB
TAPE — Figure 1 (clip filenames start: bk11-l2c-f1-NN.mp3)
Transcript (clean text): American Language Course, Book 11, Lesson 2C. Hello again. Open your Language Laboratory Activities booklet to Lesson 2C. Look at Figure 1. Listen to the dialogues. Don't repeat them. Does Jane get nervous now when she drives? Yes. She became a very cautious driver after her car accident. Is the weather getting worse? Yes. Theice on the streets is becoming an awful problem. Do you think Bill will ever become a happy person? I don't know. He still gets angry about nothing. Are you becoming a better math student? Yes. The problems are getting easier every day. Do your sisters want to become nurses? No. They want to become doctors.
Segment timings (seconds): [11.74-15.82] American Language Course, Book 11, Lesson 2C. [22.02-22.50] Hello again. [23.65-27.57] Open your Language Laboratory Activities booklet to Lesson 2C. [34.85-35.97] Look at Figure 1. [36.69-38.13] Listen to the dialogues. [38.45-39.65] Don't repeat them. [45.82-48.62] Does Jane get nervous now when she drives? [49.55-50.03] Yes. [50.11-53.71] She became a very cautious driver after her car accident. [55.82-57.42] Is the weather getting worse? [57.90-58.54] Yes. [58.70-61.50] Theice on the streets is becoming an awful problem. [63.33-66.13] Do you think Bill will ever become a happy person? [66.77-67.57] I don't know. [67.81-69.65] He still gets angry about nothing. [71.63-73.71] Are you becoming a better math student? [74.27-74.67] Yes. [74.67-77.15] The problems are getting easier every day. [78.93-81.09] Do your sisters want to become nurses? [81.73-82.05] No. [82.05-83.49] They want to become doctors.
TAPE — Figure 2 (clip filenames start: bk11-l2c-f2-NN.mp3)
Transcript (clean text): Now go to Figure 2. Look at the underlined words in the first box. Repeat the word, then repeat the sentence. Repeat: "Gets." The instructor gets nervous. Got. The instructor got nervous. Will get. The instructor will get nervous. Is getting. The instructor is getting nervous. Has been getting. The instructor has been getting nervous. Look at the example below the first box. Don't repeat. Jim gets tired easily. Mary. Mary gets tired easily. Listen to the sentence and the word after it. Then change the sentence. Mary gets tired easily. Sick. Repeat: Mary gets sick easily. Well. Repeat: Mary gets well easily. Quickly. Repeat: Mary gets well quickly. The children. Repeat: The children get well quickly. Bored. Repeat: The children get bored quickly. Excited. Repeat: The children get excited quickly. Look at the underlined words in the second box. Repeat the word, then repeat the sentence. Repeat: "Become." Our students become good pilots. Became. Our students became good pilots. Will become. Our students will become good pilots. Are becoming. Our students are becoming good pilots. Now look at the example under the second box. Don't repeat. Jane became a good saleswoman. Teacher. Jane became a good teacher. Listen to the sentence and the word after it. Then change the sentence. Jane became a good teacher. Is becoming. Repeat: Jane is becoming a good teacher. Michael. Repeat: Michael is becoming a good teacher. Better. Repeat: Michael is becoming a better teacher. Writer. Repeat: Michael is becoming a better writer. The students. Repeat: The students are becoming better writers. Will become. Repeat: The students will become better writers.
Segment timings (seconds): [2.21-3.41] Now go to Figure 2. [4.32-7.04] Look at the underlined words in the first box. [8.03-11.15] Repeat the word, then repeat the sentence. [12.42-14.58] Repeat: "Gets." [16.59-18.43] The instructor gets nervous. [21.62-22.18] Got. [24.22-25.98] The instructor got nervous. [29.66-33.03] Will get. [33.26-35.10] The instructor will get nervous. [39.46-40.18] Is getting. [42.72-44.72] The instructor is getting nervous. [49.20-50.32] Has been getting. [53.20-55.52] The instructor has been getting nervous. [61.34-63.82] Look at the example below the first box. [64.22-65.10] Don't repeat. [66.80-68.56] Jim gets tired easily. [69.63-70.19] Mary. [72.70-74.38] Mary gets tired easily. [77.81-80.29] Listen to the sentence and the word after it. [81.09-83.01] Then change the sentence. [84.58-86.58] Mary gets tired easily. [89.76-90.40] Sick. [93.41-96.69] Repeat: Mary gets sick easily. [101.74-102.46] Well. [106.64-109.76] Repeat: Mary gets well easily. [114.38-115.02] Quickly. [117.84-121.04] Repeat: Mary gets well quickly. [125.36-128.67] The children. [129.41-132.69] Repeat: The children get well quickly. [137.23-137.87] Bored. [141.28-144.80] Repeat: The children get bored quickly. [149.38-150.26] Excited. [153.55-156.91] Repeat: The children get excited quickly. [163.36-166.00] Look at the underlined words in the second box. [166.98-169.94] Repeat the word, then repeat the sentence. [171.15-179.07] Repeat: "Become." Our students become good pilots. [184.19-187.83] Became. [187.95-190.43] Our students became good pilots. [195.04-199.17] Will become. [199.18-202.22] Our students will become good pilots. [208.61-209.49] Are becoming. [213.51-216.22] Our students are becoming good pilots. [223.95-226.59] Now look at the example under the second box. [227.15-227.87] Don't repeat. [229.95-232.11] Jane became a good saleswoman. [233.74-234.22] Teacher. [235.76-237.60] Jane became a good teacher. [240.27-242.59] Listen to the sentence and the word after it. [243.31-245.39] Then change the sentence. [247.57-249.33] Jane became a good teacher. [251.10-252.14] Is becoming. [255.47-259.23] Repeat: Jane is becoming a good teacher. [265.50-266.14] Michael. [270.06-273.66] Repeat: Michael is becoming a good teacher. [278.53-278.93] Better. [282.81-286.29] Repeat: Michael is becoming a better teacher. [292.71-293.07] Writer. [296.43-299.97] Repeat: Michael is becoming a better writer. [305.73-306.34] The students. [310.23-314.21] Repeat: The students are becoming better writers. [320.61-324.39] Will become. [325.65-328.66] Repeat: The students will become better writers.
TAPE — Figure 3 (clip filenames start: bk11-l2c-f3-NN.mp3)
Transcript (clean text): Look at Figure 3 now. Listen to the example. Don't repeat. "My cold isn't getting worse." Better. "It's getting better." Listen to the sentence and the word after it. Then change the sentence. Number 1: "The food here isn't getting better." Worse. Repeat: "It's getting worse." Number 2: "Karen doesn't get angry." Upset. Repeat: "She gets upset." Number 3: "The nights aren't getting longer." Shorter. Repeat: "They're getting shorter." Number 4: "Bill didn't become a careless driver." Careful. Repeat: "He became a careful driver." Number 5: "Mark won't become a nervous person." Relaxed. Repeat: "He'll become a relaxed person." Number 6: "The boys won't become weak men." Strong. Repeat: "They'll become strong men."
Segment timings (seconds): [1.92-3.20] Look at Figure 3 now. [3.84-5.04] Listen to the example. [5.60-6.48] Don't repeat. [8.02-11.46] "My cold isn't getting worse." Better. [12.91-13.87] "It's getting better." [15.95-18.19] Listen to the sentence and the word after it. [18.99-20.83] Then change the sentence. [24.08-27.97] Number 1: "The food here isn't getting better." [29.90-30.46] Worse. [34.75-37.73] Repeat: "It's getting worse." [41.81-42.61] Number 2: [44.03-45.63] "Karen doesn't get angry." [47.46-48.18] Upset. [52.78-55.50] Repeat: "She gets upset." [59.89-60.85] Number 3: [62.58-64.34] "The nights aren't getting longer." [66.48-67.12] Shorter. [71.66-74.22] Repeat: "They're getting shorter." [77.68-82.26] Number 4: "Bill didn't become a careless driver." [84.37-85.01] Careful. [88.78-92.22] Repeat: "He became a careful driver." [96.35-97.23] Number 5: [98.78-101.02] "Mark won't become a nervous person." [103.17-104.13] Relaxed. [108.38-111.82] Repeat: "He'll become a relaxed person." [116.48-126.33] Number 6: "The boys won't become weak men." Strong. [127.49-130.61] Repeat: "They'll become strong men."
TAPE — Figure 4 (clip filenames start: bk11-l2c-f4-NN.mp3)
Transcript (clean text): Please go to Figure 4 now. Look at the examples, listen, but don't repeat. The school is getting crowded. Classroom. Is the classroom getting crowded? Houston became an important city. Laredo. Did Laredo become an important city? First, listen to the sentence and the word after it. Then change the sentence to a question. Number 1: His father became an important person. Uncle. Repeat: Did his uncle become an important person? Number 2: The coffee is getting cold. Tea. Repeat: Is the tea getting cold? Number 3: My apartment gets dirty fast. Your apartment. Repeat: Does your apartment get dirty fast? Number 4: Catherine is becoming a beautiful woman. Her sister. Repeat: Is her sister becoming a beautiful woman? Number 5: The books will get more expensive. Tapes. Repeat: Will the tapes get more expensive? Number 6: The children are becoming good friends. Their parents. Repeat: Are their parents becoming good friends?
Segment timings (seconds): [1.97-3.57] Please go to Figure 4 now. [4.45-7.89] Look at the examples, listen, but don't repeat. [9.50-11.10] The school is getting crowded. [12.26-12.90] Classroom. [14.75-16.35] Is the classroom getting crowded? [20.43-22.35] Houston became an important city. [23.89-24.45] Laredo. [27.84-29.84] Did Laredo become an important city? [32.21-35.49] First, listen to the sentence and the word after it. [36.38-39.26] Then change the sentence to a question. [40.83-41.71] Number 1: [43.78-47.97] His father became an important person. [48.08-48.56] Uncle. [52.14-56.45] Repeat: Did his uncle become an important person? [61.81-65.17] Number 2: The coffee is getting cold. [66.64-67.12] Tea. [70.70-73.82] Repeat: Is the tea getting cold? [78.64-82.85] Number 3: My apartment gets dirty fast. [84.78-86.06] Your apartment. [90.45-94.21] Repeat: Does your apartment get dirty fast? [99.68-100.56] Number 4: [102.90-105.38] Catherine is becoming a beautiful woman. [107.76-108.48] Her sister. [113.50-117.34] Repeat: Is her sister becoming a beautiful woman? [122.72-126.24] Number 5: The books will get more expensive. [127.82-128.38] Tapes. [132.51-135.79] Repeat: Will the tapes get more expensive? [140.43-144.51] Number 6: The children are becoming good friends. [146.64-147.68] Their parents. [151.74-155.50] Repeat: Are their parents becoming good friends?
TAPE — Figure 5 (clip filenames start: bk11-l2c-f5-NN.mp3)
Transcript (clean text): Now go to Figure 5, look at the dialogues, and listen; don't repeat. My turn signals don't work. What should I do? Lower the window and signal with your left arm. Why do drivers behind me flash their lights? That's a signal. They want to pass you. What should I do? Move to theright lane when you can. What should I do when a school bus stops? You should stop too when its lights are flashing. Do I have to stop when I'm in the other lane? Yes, and don't move until the bus moves. Why do I have to stop? Because children might be crossing the street. Listen to the dialogues again. Repeat the questions; don't repeat the answers. Repeat the questions only. My turn signals don't work. What should I do? Lower the window and signal with your left arm. Why do drivers behind me flash their lights? That's a signal. They want to pass you. What should I do? Move to theright lane when you can. What should I do when a school bus stops? You should stop too when its lights are flashing. Do I have to stop when I'm in the other lane? Yes, and don't move until the bus moves. Why do I have to stop? Because children might be crossing the street. This time, repeat only the answers. Don't repeat the questions; just the answers. My turn signals don't work. What should I do? Lower the window and signal with your left arm. Why do drivers behind me flash their lights? That's a signal. They want to pass you. What should I do? Move to theright lane when you can. What should I do when a school bus stops? You should stop too when its lights are flashing. Do I have to stop when I'm in the other lane? Yes, and don't move until the bus moves. Why do I have to stop? Because children might be crossing the street.
Segment timings (seconds): [2.02-7.52] Now go to Figure 5, look at the dialogues, and listen; don't repeat. [10.91-12.67] My turn signals don't work. [12.91-13.87] What should I do? [14.51-16.91] Lower the window and signal with your left arm. [18.32-20.80] Why do drivers behind me flash their lights? [21.44-22.32] That's a signal. [22.48-23.60] They want to pass you. [25.20-26.08] What should I do? [27.20-29.28] Move to theright lane when you can. [30.88-33.12] What should I do when a school bus stops? [35.36-38.48] You should stop too when its lights are flashing. [40.53-42.77] Do I have to stop when I'm in the other lane? [43.89-46.37] Yes, and don't move until the bus moves. [47.50-48.54] Why do I have to stop? [49.76-51.76] Because children might be crossing the street. [52.91-54.59] Listen to the dialogues again. [54.91-58.35] Repeat the questions; don't repeat the answers. [58.75-60.51] Repeat the questions only. [62.18-63.86] My turn signals don't work. [64.34-65.46] What should I do? [69.78-72.42] Lower the window and signal with your left arm. [74.30-77.18] Why do drivers behind me flash their lights? [81.44-82.32] That's a signal. [82.80-83.92] They want to pass you. [85.58-86.46] What should I do? [88.53-90.85] Move to theright lane when you can. [93.22-95.38] What should I do when a school bus stops? [99.52-102.16] You should stop too when its lights are flashing. [105.58-107.66] Do I have to stop when I'm in the other lane? [112.11-115.15] Yes, and don't move until the bus moves. [118.43-119.55] Why do I have to stop? [121.49-123.33] Because children might be crossing the street. [126.64-129.20] This time, repeat only the answers. [129.60-132.56] Don't repeat the questions; just the answers. [134.19-135.95] My turn signals don't work. [136.43-137.39] What should I do? [138.80-141.20] Lower the window and signal with your left arm. [146.14-148.86] Why do drivers behind me flash their lights? [152.16-153.12] That's a signal. [153.44-154.72] They want to pass you. [160.99-161.95] What should I do? [164.56-166.64] Move to theright lane when you can. [171.15-173.31] What should I do when a school bus stops? [174.43-177.15] You should stop too when its lights are flashing. [182.50-184.58] Do I have to stop when I'm in the other lane? [185.30-188.10] Yes, and don't move until the bus moves. [192.13-193.41] Why do I have to stop? [193.81-196.39] Because children might be crossing the street.
TAPE — Figure 6 (clip filenames start: bk11-l2c-f6-NN.mp3)
Transcript (clean text): Look at Figure 6 now. Listen to the paragraph. Don't repeat. When there'sice on the streets, you should drive very cautiously. Drive slowly, and try to stay in theright lane. Change lanes and turn corners carefully. Also, change your speed slowly. When you try to speed up or step on the brakes quickly, the tires may not stick to theice. Then you won't be able to stop. Stay home when you can. When you must drive, try to wait until someone puts salt on the roads. Look at the paragraph again and listen to the questions. Then answer them. How should you drive when there'sice on the streets? Repeat: You should drive cautiously when there'sice on the streets. Should you drive fast then? Repeat: No, you shouldn't drive fast then. Should you change lanes and turn corners carefully? Repeat: Yes, you should change lanes and turn corners carefully. What can happen when you try to change your speed quickly? Repeat: When you try to change your speed quickly. The tires may not stick to theice. Will you be able to stop? Repeat: No, you won't be able to stop. Should you stay home when there'sice on the roads? Repeat: Yes, you should stay home when you can. When you must drive, how long should you wait? Repeat: You should wait until someone puts salt on the roads.
Segment timings (seconds): [1.86-3.22] Look at Figure 6 now. [3.86-5.14] Listen to the paragraph. [5.70-6.42] Don't repeat. [8.75-13.23] When there'sice on the streets, you should drive very cautiously. [14.29-17.97] Drive slowly, and try to stay in theright lane. [19.22-21.94] Change lanes and turn corners carefully. [22.90-25.62] Also, change your speed slowly. [26.77-33.09] When you try to speed up or step on the brakes quickly, the tires may not stick to theice. [34.11-35.95] Then you won't be able to stop. [36.88-38.48] Stay home when you can. [39.42-44.22] When you must drive, try to wait until someone puts salt on the roads. [48.96-52.16] Look at the paragraph again and listen to the questions. [52.72-54.16] Then answer them. [56.08-58.96] How should you drive when there'sice on the streets? [64.66-69.87] Repeat: You should drive cautiously when there'sice on the streets. [77.07-81.39] Should you drive fast then? [84.50-88.66] Repeat: No, you shouldn't drive fast then. [96.34-99.62] Should you change lanes and turn corners carefully? [105.60-111.12] Repeat: Yes, you should change lanes and turn corners carefully. [120.29-123.65] What can happen when you try to change your speed quickly? [129.66-136.35] Repeat: When you try to change your speed quickly. [139.82-142.30] The tires may not stick to theice. [149.25-153.63] Will you be able to stop? [157.17-160.61] Repeat: No, you won't be able to stop. [166.10-168.98] Should you stay home when there'sice on the roads? [174.77-179.09] Repeat: Yes, you should stay home when you can. [186.58-189.86] When you must drive, how long should you wait? [195.36-200.00] Repeat: You should wait until someone puts salt on the roads.
TAPE — Figure 7 (clip filenames start: bk11-l2c-f7-NN.mp3)
Transcript (clean text): Look at Figure 7 now. This is a dictation exercise; first, listen to the paragraph. Paul is studying math in school. His math teacher is giving the class a quiz today on shapes and lines. Will Paul get a good grade on the test? Yes, he will. He's a good student and knows all the answers. There won't be any mistakes on Paul's test. Now listen to the paragraph again. This time, write the sentences on the lines in Figure 7. Punctuate the sentences correctly. Use capital letters, commas, periods, apostrophes, and question marks when you need them. Listen and write. Paul is studying math. In school. His math teacher. Is giving the class. A quiz today. On shapes and lines. Will Paul. Get a good grade. On the test. Yes, he will. He's a good student. And knows all the answers. There won't be any mistakes. On Paul's test. Listen to the paragraph again and check your work. Paul is studying math in school. His math teacher is giving the class a quiz today on shapes and lines. Will Paul get a good grade on the test? Yes, he will. He's a good student and knows all the answers. There won't be any mistakes on Paul's test. Look at the paragraph on the answer page for this lesson and check your work. This is the end of Lesson 2C, Book 11.
Segment timings (seconds): [2.21-3.57] Look at Figure 7 now. [4.61-9.57] This is a dictation exercise; first, listen to the paragraph. [12.54-14.70] Paul is studying math in school. [15.79-20.35] His math teacher is giving the class a quiz today on shapes and lines. [21.50-23.82] Will Paul get a good grade on the test? [24.46-25.50] Yes, he will. [26.06-29.18] He's a good student and knows all the answers. [29.98-32.54] There won't be any mistakes on Paul's test. [38.53-40.29] Now listen to the paragraph again. [41.01-44.77] This time, write the sentences on the lines in Figure 7. [46.14-48.14] Punctuate the sentences correctly. [48.93-56.05] Use capital letters, commas, periods, apostrophes, and question marks when you need them. [57.44-58.72] Listen and write. [60.42-64.71] Paul is studying math. [76.18-77.06] In school. [84.56-85.84] His math teacher. [96.88-101.55] Is giving the class. [108.69-109.97] A quiz today. [118.77-120.69] On shapes and lines. [132.90-137.13] Will Paul. [141.14-142.42] Get a good grade. [152.99-156.63] On the test. [163.71-167.55] Yes, he will. [174.69-176.05] He's a good student. [188.53-190.45] And knows all the answers. [207.62-212.19] There won't be any mistakes. [227.73-229.25] On Paul's test. [243.97-246.77] Listen to the paragraph again and check your work. [248.91-251.23] Paul is studying math in school. [251.98-256.19] His math teacher is giving the class a quiz today on shapes and lines. [258.33-261.45] Will Paul get a good grade on the test? [261.63-262.77] Yes, he will. [263.61-267.15] He's a good student and knows all the answers. [268.22-271.64] There won't be any mistakes on Paul's test. [274.45-278.83] Look at the paragraph on the answer page for this lesson and check your work. [285.01-287.97] This is the end of Lesson 2C, Book 11.