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<!doctype html>
<html lang="en">
<head>
<meta charset="utf-8">
<meta name="viewport" content="width=device-width, initial-scale=1, viewport-fit=cover">
<meta name="color-scheme" content="light dark">
<meta name="description" content="Your complete, offline New Concept English reading library. Four books, one quiet place to read.">
<title>NCE Reader · New Concept English</title>
<style>
:root {
color-scheme: light;
--paper: #faf9f5; --sidebar: #f0eee7; --surface: #fffefb;
--ink: #292e27; --muted: #73766b; --line: #dedfd4;
--accent: #49634d; --accent-soft: #e3e9dd; --accent-ink: #334e38;
--gold: #ac8c54; --shadow: 0 20px 80px #1b291b26;
--reading-size: 20px; --sidebar-width: 300px;
}
:root[data-theme="dark"] {
color-scheme: dark;
--paper: #20241f; --sidebar: #1a1e19; --surface: #282d26;
--ink: #e8e8dd; --muted: #a3aa99; --line: #3c4437;
--accent: #b7c7a7; --accent-soft: #33422e; --accent-ink: #d0dfbe;
--gold: #c3a979; --shadow: 0 20px 80px #0006;
}
* { box-sizing: border-box; }
[hidden] { display: none !important; }
html { scroll-padding-top: 24px; }
body { margin: 0; background: var(--paper); color: var(--ink); font: 15px/1.5 -apple-system, BlinkMacSystemFont, "Segoe UI", sans-serif; }
button, input { font: inherit; color: inherit; }
button, a, input { -webkit-tap-highlight-color: transparent; }
button { cursor: pointer; }
button, .button { min-height: 44px; }
button:disabled { cursor: default; opacity: .4; }
a { color: var(--accent); text-underline-offset: 4px; }
:focus-visible { outline: 2px solid var(--accent); outline-offset: 4px; }
svg { width: 20px; height: 20px; flex: 0 0 auto; fill: none; stroke: currentColor; stroke-width: 1.6; stroke-linecap: round; stroke-linejoin: round; }
.sr-only { position: absolute; width: 1px; height: 1px; padding: 0; overflow: hidden; clip: rect(0,0,0,0); white-space: nowrap; border: 0; }
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.skip-link:focus { transform: none; }
.library { position: fixed; inset: 0 auto 0 0; width: var(--sidebar-width); display: flex; flex-direction: column; background: var(--sidebar); border-right: 1px solid var(--line); z-index: 10; }
.library-top { padding: 30px 24px 0; flex-shrink: 0; }
.brand { display: flex; align-items: center; gap: 12px; }
.brand-icon { display: grid; place-items: center; width: 42px; height: 46px; border-radius: 4px 11px 11px 4px; background: var(--accent); color: var(--paper); box-shadow: inset 4px 0 #ffffff25; }
.brand-icon svg { width: 25px; height: 25px; }
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.icon-button:hover { background: var(--accent-soft); }
.close-library { margin-left: auto; display: none; }
.search { display: flex; align-items: center; gap: 8px; margin: 28px 0 22px; padding: 0 10px; background: var(--surface); border: 1px solid var(--line); border-radius: 7px; }
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.section-label { margin: 0 0 10px; color: var(--muted); font-size: 10px; font-weight: 600; text-transform: uppercase; letter-spacing: 1.9px; }
.books { display: grid; grid-template-columns: 1fr 1fr; gap: 8px; }
.book-button { display: flex; align-items: center; gap: 10px; min-width: 0; padding: 10px; border: 1px solid var(--line); border-radius: 6px; background: transparent; text-align: left; }
.book-button[aria-pressed="true"] { color: var(--accent-ink); border-color: var(--accent); background: var(--accent-soft); }
.book-number { font: 24px/1 Georgia, serif; }
.book-label { display: block; font-size: 12px; font-weight: 600; }
.book-count { display: block; color: var(--muted); font-size: 10px; }
.contents-heading { display: flex; align-items: baseline; justify-content: space-between; margin: 25px 0 12px; gap: 8px; }
.contents-heading .section-label { margin: 0; }
#list-count { color: var(--muted); font-size: 11px; }
.lesson-list { flex: 1; min-height: 0; overflow-y: auto; overscroll-behavior: contain; scrollbar-width: thin; padding: 0 12px 20px; scroll-padding: 8px; }
.lesson-link { display: flex; align-items: baseline; gap: 12px; min-height: 46px; padding: 12px; color: var(--muted); text-decoration: none; border-radius: 5px; line-height: 1.4; margin-bottom: 2px; }
.lesson-link:hover { background: var(--accent-soft); color: var(--ink); }
.lesson-link[aria-current="page"] { color: var(--accent-ink); background: var(--accent-soft); }
.lesson-number { font-size: 11px; font-variant-numeric: tabular-nums; padding-top: 2px; opacity: .8; flex: 0 0 25px; }
.lesson-name { min-width: 0; font-size: 13px; overflow-wrap: anywhere; }
.search-result { display: block; }
.result-context { display: block; margin-bottom: 4px; color: var(--muted); font-size: 10px; letter-spacing: .7px; }
.search-result .lesson-name { display: block; color: var(--ink); font-weight: 500; }
.result-excerpt { display: block; color: var(--muted); font-size: 12px; margin-top: 5px; }
mark { background: var(--accent-soft); color: var(--accent-ink); padding: 0 1px; }
.empty-results { padding: 18px 12px; color: var(--muted); font-size: 13px; }
.library-bottom { padding: 15px 24px max(18px, env(safe-area-inset-bottom)); border-top: 1px solid var(--line); color: var(--muted); font-size: 11px; }
.offline-dot { display: inline-block; width: 6px; height: 6px; border-radius: 50%; background: var(--accent); margin-right: 7px; vertical-align: 1px; }
.library-summary { margin-top: 4px; opacity: .85; }
.main-shell { margin-left: var(--sidebar-width); min-width: 0; }
.topbar { display: flex; justify-content: space-between; align-items: center; flex-wrap: wrap; gap: 12px; min-height: 90px; padding: 16px 46px; border-bottom: 1px solid var(--line); }
.breadcrumb { color: var(--muted); font-size: 12px; display: flex; flex: 1; align-items: center; flex-wrap: wrap; gap: 12px; }
.breadcrumb .slash { opacity: .4; }
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.font-controls { display: flex; align-items: center; border: 1px solid var(--line); border-radius: 7px; }
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#font-smaller { font: 17px Georgia, serif; }
#font-larger { font: 22px Georgia, serif; }
#font-value { width: 34px; text-align: center; color: var(--muted); font-size: 11px; font-variant-numeric: tabular-nums; }
.theme-toggle { border-color: var(--line); }
.theme-label { font-size: 12px; }
.menu-button { border-color: var(--line); font-size: 12px; }
.reading-wrap { max-width: 850px; padding: 48px 54px 32px; margin: 0 auto; }
.book-intro { display: flex; align-items: center; justify-content: space-between; gap: 20px; padding-bottom: 24px; margin-bottom: 46px; border-bottom: 1px solid var(--line); }
.book-kicker { color: var(--accent); font-size: 10px; text-transform: uppercase; letter-spacing: 2.3px; font-weight: 600; }
#book-subtitle { font: italic 18px/1.5 Georgia, serif; color: var(--muted); margin: 4px 0 0; }
#article-count { font-size: 11px; color: var(--muted); text-align: right; }
.article-meta { display: flex; align-items: center; flex-wrap: wrap; gap: 12px; color: var(--muted); font-size: 10px; letter-spacing: 1.6px; text-transform: uppercase; }
.article-meta .meta-dot { color: var(--gold); }
h1 { margin: 15px 0 30px; font: 400 clamp(36px, 4.7vw, 56px)/1.12 Georgia, "Times New Roman", serif; letter-spacing: -1.4px; overflow-wrap: anywhere; }
h1:focus { outline: none; }
.article-rule { width: 38px; height: 2px; background: var(--gold); margin-bottom: 32px; }
.article-body { font: var(--reading-size)/1.85 Georgia, "Times New Roman", serif; letter-spacing: .005em; overflow-wrap: anywhere; }
.article-body p { margin: 0 0 .9em; white-space: pre-wrap; }
.article-body .original-heading { color: var(--muted); font-size: .78em; margin-bottom: 1.5em; }
.article-body .listening-prompt { padding-left: 18px; border-left: 2px solid var(--line); color: var(--muted); font-size: .88em; font-style: italic; margin-bottom: 1.5em; }
.article-end { display: flex; align-items: center; gap: 12px; margin: 42px 0 28px; color: var(--gold); }
.article-end::before, .article-end::after { content: ""; display: block; height: 1px; flex: 1; background: var(--line); }
.article-end svg { width: 17px; height: 17px; }
.article-pagination { display: grid; grid-template-columns: 1fr 1fr; gap: 14px; }
.page-button { display: flex; flex-direction: column; align-items: flex-start; justify-content: center; min-width: 0; padding: 16px 18px; text-align: left; background: transparent; border: 1px solid var(--line); border-radius: 7px; }
.page-button:hover:enabled { border-color: var(--accent); background: var(--accent-soft); }
.page-button:last-child { text-align: right; align-items: flex-end; }
.page-direction { color: var(--muted); font-size: 11px; margin-bottom: 5px; }
.page-title { font: 16px/1.4 Georgia, serif; overflow-wrap: anywhere; max-width: 100%; }
.reader-footer { display: flex; align-items: center; justify-content: space-between; flex-wrap: wrap; gap: 8px 20px; padding-top: 26px; color: var(--muted); font-size: 11px; }
.reading-progress { position: fixed; top: 0; right: 0; left: var(--sidebar-width); height: 2px; z-index: 5; pointer-events: none; }
#progress-fill { height: 100%; width: 0; background: var(--accent); opacity: .65; }
.backdrop { position: fixed; inset: 0; z-index: 9; background: #11190f66; backdrop-filter: blur(2px); }
.sidebar-hidden .library { visibility: hidden; transform: translateX(-100%); }
.sidebar-hidden .main-shell { margin-left: 0; }
.sidebar-hidden .reading-progress { left: 0; }
@media (min-width: 769px) and (max-width: 1050px) {
:root { --sidebar-width: 260px; }
.library-top { padding-left: 18px; padding-right: 18px; }
.reading-wrap { padding-left: 32px; padding-right: 32px; }
.topbar { padding-left: 28px; padding-right: 28px; }
}
@media (max-width: 768px) {
.library { width: min(360px, calc(100% - 24px)); padding-left: env(safe-area-inset-left); visibility: hidden; transform: translateX(-100%); border: 0; box-shadow: var(--shadow); }
.library.is-open { transform: none; visibility: visible; }
.library-top { padding-top: max(20px, env(safe-area-inset-top)); }
.close-library { display: inline-flex; }
.main-shell { margin-left: 0; }
.topbar { min-height: 76px; gap: 10px; padding: max(14px, env(safe-area-inset-top)) max(18px, env(safe-area-inset-right)) 14px max(18px, env(safe-area-inset-left)); }
.breadcrumb { display: none; }
.toolbar { gap: 6px; }
.theme-label { display: none; }
.theme-toggle { padding: 8px; }
.reading-wrap { padding: 28px max(24px, env(safe-area-inset-right)) max(24px, env(safe-area-inset-bottom)) max(24px, env(safe-area-inset-left)); }
.book-intro { padding-bottom: 20px; margin-bottom: 32px; gap: 12px; }
#book-subtitle { font-size: 16px; }
#article-count { font-size: 10px; flex-shrink: 0; }
h1 { font-size: clamp(36px, 8vw, 52px); margin-bottom: 24px; }
.article-body { line-height: 1.8; }
.reading-progress { left: 0; }
.page-button { padding: 14px 12px; }
.page-title { font-size: 15px; }
.reader-footer { padding-top: 18px; }
}
@media (max-width: 359px) {
.topbar { padding-left: 14px; padding-right: 14px; gap: 6px; }
.menu-button { padding: 8px; gap: 5px; }
.toolbar { gap: 4px; }
#font-value { width: 28px; }
.reading-wrap { padding-left: max(18px, env(safe-area-inset-left)); padding-right: max(18px, env(safe-area-inset-right)); }
.article-pagination { gap: 8px; }
}
@media (max-height: 560px) {
.library { display: block; overflow-y: auto; overscroll-behavior: contain; }
.library-top { padding-top: max(16px, env(safe-area-inset-top)); }
.lesson-list { overflow: visible; }
}
@media print {
.library, .topbar, .reading-progress, .article-pagination, .reader-footer, .backdrop { display: none !important; }
.main-shell { margin: 0; }
.reading-wrap { max-width: none; padding: 0; }
.article-body { font-size: 12pt; }
body { background: white; color: black; }
}
</style>
</head>
<body>
<a class="skip-link" href="#article-title">Skip to article</a>
<div class="backdrop" id="backdrop" hidden aria-hidden="true"></div>
<aside class="library" id="library" aria-label="Article library">
<div class="library-top">
<div class="brand">
<div class="brand-icon" aria-hidden="true"><svg viewBox="0 0 24 24"><path d="M12 5v15M3 4.5c3-1 6-.5 9 1.5 3-2 6-2.5 9-1.5v14c-3-1-6-.5-9 1.5-3-2-6-2.5-9-1.5z"/></svg></div>
<div><div class="brand-name">NCE Reader</div><p class="brand-caption">A little, every day</p></div>
<button class="icon-button close-library" id="close-library" aria-label="Close navigation"><svg viewBox="0 0 24 24" aria-hidden="true"><path d="m6 6 12 12M18 6 6 18"/></svg></button>
</div>
<div class="search" role="search">
<svg viewBox="0 0 24 24" aria-hidden="true"><circle cx="10.5" cy="10.5" r="6.5"/><path d="m16 16 5 5"/></svg>
<input id="search" type="search" placeholder="Search all four books" aria-label="Search all articles" autocomplete="off" spellcheck="false" aria-controls="lesson-list">
<button class="clear-search" id="clear-search" aria-label="Clear search" hidden>×</button>
</div>
<h2 class="section-label">Your Library</h2>
<div class="books" id="books" aria-label="Choose a book"></div>
<div class="contents-heading"><h2 class="section-label" id="contents-label">Contents</h2><span id="list-count" role="status" aria-live="polite"></span></div>
</div>
<nav class="lesson-list" id="lesson-list" aria-labelledby="contents-label"></nav>
<div class="library-bottom"><span class="offline-dot" aria-hidden="true"></span>Always here. Even offline.<div class="library-summary" id="library-summary"></div></div>
</aside>
<main class="main-shell" id="main">
<header class="topbar">
<button class="icon-button menu-button" id="open-library" aria-controls="library" aria-expanded="false"><svg viewBox="0 0 24 24" aria-hidden="true"><path d="M4 6h16M4 12h16M4 18h16"/></svg>Library</button>
<div class="breadcrumb"><span>New Concept English</span><span class="slash" aria-hidden="true">/</span><span id="breadcrumb-book"></span></div>
<div class="toolbar" aria-label="Reading preferences">
<div class="font-controls" role="group" aria-label="Text size">
<button class="icon-button" id="font-smaller" aria-label="Decrease font size">A<span aria-hidden="true">−</span></button>
<output id="font-value" aria-live="polite" aria-label="Font size">20</output>
<button class="icon-button" id="font-larger" aria-label="Increase font size">A<span aria-hidden="true">+</span></button>
</div>
<button class="icon-button theme-toggle" id="theme-toggle" aria-label="Use dark appearance" aria-pressed="false"><svg id="theme-icon" viewBox="0 0 24 24" aria-hidden="true"><path d="M20.5 13a8.5 8.5 0 0 1-9.5-9.5A8.5 8.5 0 1 0 20.5 13Z"/></svg><span class="theme-label" id="theme-label">Dark</span></button>
</div>
</header>
<div class="reading-wrap">
<div class="book-intro"><div><div class="book-kicker" id="book-kicker"></div><p id="book-subtitle"></p></div><span id="article-count"></span></div>
<article aria-labelledby="article-title">
<div class="article-meta"><span id="lesson-meta"></span><span class="meta-dot" aria-hidden="true">·</span><span id="reading-time"></span></div>
<h1 id="article-title" tabindex="-1"></h1>
<div class="article-rule" aria-hidden="true"></div>
<div class="article-body" id="article-body"></div>
</article>
<div class="article-end" aria-hidden="true"><svg viewBox="0 0 24 24"><path d="M12 3c0 7-6 8-6 12a6 6 0 0 0 12 0c0-4-6-5-6-12Z"/><path d="M12 12v9"/></svg></div>
<nav class="article-pagination" aria-label="Article navigation">
<button class="page-button" id="previous"><span class="page-direction">← Previous article</span><span class="page-title" id="previous-title"></span></button>
<button class="page-button" id="next"><span class="page-direction">Next article →</span><span class="page-title" id="next-title"></span></button>
</nav>
<footer class="reader-footer"><span id="save-status">Your place is saved on this device.</span></footer>
</div>
</main>
<div class="reading-progress" aria-hidden="true"><div id="progress-fill"></div></div>
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<script id="reader-data" type="application/json">{"books":[{"number":1,"title":"New Concept English 1","subtitle":"First Things First","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/","lessons":[{"id":"book-1-lesson-1","bookNumber":1,"number":1,"title":"Excuse me","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-001-excuse-me-44988325/","text":"Lesson 1. Excuse me.\n\nListen to the tape, then answer this question. Whose handbag is it?\n\nExcuse me. Yes? Is this your handbag? Pardon?\n\nIs this your handbag? Yes, it is. Thank you very much."},{"id":"book-1-lesson-3","bookNumber":1,"number":3,"title":"Sorry, sir","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-003-sorry-sir-44988329/","text":"Lesson 3. Sorry, sir.\n\nListen to the tape, then answer this question. Does the man get his umbrella back?\n\nMy coat and my umbrella, please. Here is my ticket. Thank you, sir. Number 5.\n\nHere's your umbrella and your coat. This is not my umbrella. Sorry, sir. Is this your umbrella?\n\nNo, it isn't. Is this it? Yes, it is. Thank you very much."},{"id":"book-1-lesson-5","bookNumber":1,"number":5,"title":"Nice to meet you","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-005-nice-to-meet-you-44988328/","text":"Lesson 5. Nice to meet you.\n\nListen to the tape, then answer this question. Is Chang-woo Chinese?\n\nGood morning. Good morning, Mr. Blake. This is Miss Sophie Dupont. Sophie is a new student.\n\nShe is French. Sophie, this is Hans. He is German. Nice to meet you.\n\nAnd this is Naoko. She's Japanese. Nice to meet you. And this is Chang-woo.\n\nHe's Korean. Nice to meet you. And this is Luming. He's Chinese.\n\nNice to meet you. And this is Xiaohui. She's Chinese, too. Nice to meet you."},{"id":"book-1-lesson-7","bookNumber":1,"number":7,"title":"Are you a teacher?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-007-are-you-a-teacher-44988332/","text":"Lesson 7. Are you a teacher?\n\nListen to the tape, then answer this question. What is Robert's job?\n\nI am a new student. My name's Robert. Nice to meet you. My name's Sophie.\n\nAre you French? Yes, I am. Are you French, too? No, I am not.\n\nWhat nationality are you? I'm Italian. Are you a teacher? No, I'm not.\n\nWhat's your job? I'm a keyboard operator. What's your job? I'm an engineer."},{"id":"book-1-lesson-9","bookNumber":1,"number":9,"title":"How are you today?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-009-how-are-you-today-44988339/","text":"Lesson 9. How are you today?\n\nListen to the tape, then answer this question. How is Emma?\n\nHello, Helen. Hi, Steven. How are you today? I'm very well, thank you.\n\nAnd you? I'm fine, thanks. How is Tony? He's fine, thanks.\n\nHow's Emma? She's very well, too, Helen. Goodbye, Helen. Nice to see you.\n\nNice to see you, too, Steven. Goodbye."},{"id":"book-1-lesson-11","bookNumber":1,"number":11,"title":"Is this your shirt?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-011-is-this-your-shirt-44988336/","text":"Lesson 11. Is this your shirt?\n\nListen to the tape, then answer this question. Whose shirt is white?\n\nWhose shirt is that? Is this your shirt, Dave? No, sir. It's not my shirt.\n\nThis is my shirt. My shirt's blue. Is this shirt Tim's? Perhaps it is, sir.\n\nTim's shirt's white. Tim? Yes, sir? Is this your shirt?\n\nYes, sir. Here you are. Catch! Thank you, sir."},{"id":"book-1-lesson-13","bookNumber":1,"number":13,"title":"A new dress","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-013-a-new-dress-44988338/","text":"Lesson 13. A new dress.\n\nListen to the tape, then answer this question. What colour is Anna's hat?\n\nWhat colour is your new dress? It's green. Come upstairs and see it. Thank you.\n\nLook! Here it is. That's a nice dress. It's very smart.\n\nMy hat's new too. What colour is it? It's the same colour. It's green too.\n\nThat is a lovely hat."},{"id":"book-1-lesson-15","bookNumber":1,"number":15,"title":"Your passports, please","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-015-your-passports-please-44988342/","text":"Lesson 15. Your passports, please.\n\nListen to the tape, then answer this question. Is there a problem with the customs officer?\n\nAre you Swedish? No, we are not. We are Danish. Are your friends Danish too?\n\nNo, they aren't. They are Norwegian. Your passports, please. Here they are.\n\nAre these your cases? No, they aren't. Our cases are brown. Here they are.\n\nAre you tourists? Yes, we are. Are your friends tourists too? Yes, they are.\n\nThat's fine. Thank you very much."},{"id":"book-1-lesson-17","bookNumber":1,"number":17,"title":"How do you do?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-017-how-do-you-do-44988343/","text":"Lesson 17. How do you do?\n\nListen to the tape, then answer this question. What are Michael Baker and Jeremy Short's jobs?\n\nCome and meet our employees, Mr. Richards. Thank you, Mr. Jackson. This is Nicola Grey. And this is Claire Taylor.\n\nHow do you do? Those women are very hard-working. What are their jobs? They're keyboard operators.\n\nThis is Michael Baker. And this is Jeremy Short. How do you do? They aren't very busy.\n\nWhat are their jobs? They're sales reps. They're very lazy. Who is this young man?\n\nThis is Jim. He's our office assistant."},{"id":"book-1-lesson-19","bookNumber":1,"number":19,"title":"Tired and thirsty","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-019-tired-and-thirsty-44988346/","text":"Lesson 19. Tired and thirsty.\n\nListen to the tape, then answer this question. Why do the children thank their mother?\n\nWhat's the matter, children? We're tired. And thirsty, Mum. Sit down here.\n\nAre you all right now? No, we aren't. Look! There's an ice cream man.\n\nTwo ice creams, please. Here you are, children. Thanks, Mum. These ice creams are nice.\n\nAre you all right now? Yes, we are. Thank you."},{"id":"book-1-lesson-21","bookNumber":1,"number":21,"title":"Which book?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-021-which-book-44988348/","text":"Lesson 21. Which book?\n\nListen to the tape, then answer this question. Which book does the man want?\n\nGive me a book, please, Jane. Which book? This one? No, not that one.\n\nThe red one. This one? Yes, please. Here you are.\n\nThank you."},{"id":"book-1-lesson-23","bookNumber":1,"number":23,"title":"Which glasses?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-023-which-glasses-44988347/","text":"Lesson 23. Which glasses?\n\nListen to the tape, then answer this question. Which glasses does the man want?\n\nGive me some glasses, please, Jane. Which glasses? These glasses? No, not those.\n\nThe ones on the shelf. These? Yes, please. Here you are.\n\nThanks."},{"id":"book-1-lesson-25","bookNumber":1,"number":25,"title":"Mrs. Smith's kitchen","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-025-mrs-smiths-kitchen-44988352/","text":"Lesson 25. Mrs. Smith's kitchen.\n\nListen to the tape, then answer this question. What colour is the electric cooker?\n\nMrs. Smith's kitchen is small. There is a refrigerator in the kitchen. The refrigerator is white. It is on the right.\n\nThere is an electric cooker in the kitchen. The cooker is blue. It is on the left. There is a table in the middle of the room.\n\nThere is a bottle on the table. The bottle is empty. There is a cup on the table, too. The cup is clean."},{"id":"book-1-lesson-27","bookNumber":1,"number":27,"title":"Mrs. Smith's living room","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-027-mrs-smiths-living-room-44988349/","text":"Lesson 27. Mrs. Smith's living room.\n\nListen to the tape, then answer this question. Where are the books?\n\nMrs. Smith's living room is large. There is a television in the room. The television is near the window. There are some magazines on the television.\n\nThere is a table in the room. There are some newspapers on the table. There are some armchairs in the room. The armchairs are near the table.\n\nThere is a stereo in the room. The stereo is near the door. There are some books on the stereo. There are some pictures in the room.\n\nThe pictures are on the wall."},{"id":"book-1-lesson-29","bookNumber":1,"number":29,"title":"Come in, Amy","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-029-come-in-amy-44988351/","text":"Lesson 29. Come in, Amy.\n\nListen to the tape, then answer this question. How must Amy clean the floor?\n\nCome in, Amy. Shut the door, please. This bedroom's very untidy. What must I do, Mrs. Jones?\n\nOpen the window and air the room. Then put these clothes in the wardrobe. Then make the bed. Dust the dressing table.\n\nThen sweep the floor."},{"id":"book-1-lesson-31","bookNumber":1,"number":31,"title":"Where's Sally?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-031-wheres-sally-44988354/","text":"Lesson 31. Where's Sally?\n\nListen to the tape, then answer this question. Is the cat climbing the tree?\n\nWhere's Sally, Jack? She's in the garden, Jane. What's she doing? She's sitting under the tree.\n\nIs Tim in the garden too? Yes, he is. He's climbing the tree. I beg your pardon?\n\nWho's climbing the tree? Tim is. What about the dog? The dog's in the garden too.\n\nIt's running across the grass. It's running after a cat."},{"id":"book-1-lesson-33","bookNumber":1,"number":33,"title":"A Fine Day","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-033-a-fine-day-44988353/","text":"Lesson 33. A Fine Day.\n\nListen to the tape, then answer this question. Where is the Jones family?\n\nIt is a fine day today. There are some clouds in the sky, but the sun is shining. Mr. Jones is with his family. They are walking over the bridge.\n\nThere are some boats on the river. Mr. Jones and his wife are looking at them. Sally is looking at a big ship. The ship is going under the bridge.\n\nTim is looking at an aeroplane. The aeroplane is flying over the river."},{"id":"book-1-lesson-35","bookNumber":1,"number":35,"title":"Our village","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-035-our-village-44988356/","text":"Lesson 35. Our village.\n\nListen to the tape, then answer this question. Are the children coming out of the park or going into it?\n\nThis is a photograph of our village. Our village is in a valley. It is between two hills. The village is on a river.\n\nHere is another photograph of the village. My wife and I are walking along the banks of the river. We are on the left. There is a boy in the water.\n\nHe is swimming across the river. Here is another photograph. This is the school building. It is beside a park.\n\nThe park is on the right. Some children are coming out of the building. Some of them are going into the park."},{"id":"book-1-lesson-37","bookNumber":1,"number":37,"title":"Making a bookcase","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-037-making-a-bookcase-44988360/","text":"Lesson 37. Making a bookcase.\n\nListen to the tape, then answer this question. What is Susan's favorite colour?\n\nYou're working hard, George. What are you doing? I'm making a bookcase. Give me that hammer, please, Dan.\n\nWhich hammer? This one? No, not that one. The big one.\n\nHere you are. Thanks, Dan. What are you going to do now, George? I'm going to paint it.\n\nWhat colour are you going to paint it? I'm going to paint it pink. Pink? This bookcase isn't for me.\n\nIt's for my daughter, Susan. Pink's her favorite colour."},{"id":"book-1-lesson-39","bookNumber":1,"number":39,"title":"Don't drop it!","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-039-dont-drop-it-44988361/","text":"Lesson 39. Don't drop it!\n\nListen to the tape, then answer this question. Where does Sam put the vase in the end?\n\nWhat are you going to do with that vase, Penny? I'm going to put it on this table, Sam. Don't do that. Give it to me.\n\nWhat are you going to do with it? I'm going to put it here, in front of the window. Be careful! Don't drop it!\n\nDon't put it there, Sam. Put it here, on this shelf. There we are. It's a lovely vase.\n\nThose flowers are lovely, too."},{"id":"book-1-lesson-41","bookNumber":1,"number":41,"title":"Penny's bag","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-041-pennys-bag-44988362/","text":"Lesson 41. Penny's bag.\n\nListen to the tape, then answer this question. Who is the tin of tobacco for?\n\nIs that bag heavy, Penny? Not very. Here, put it on this chair. What's in it?\n\nA piece of cheese, a loaf of bread, a bar of soap, a bar of chocolate, a bottle of milk, a pound of sugar, half a pound of coffee, a quarter of a pound of tea, and a tin of tobacco. Is that tin of tobacco for me? Well, it's certainly not for me."},{"id":"book-1-lesson-43","bookNumber":1,"number":43,"title":"Hurry up!","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-043-hurry-up-44988364/","text":"Lesson 43. Hurry up!\n\nListen to the tape, then answer this question. How do you know Sam doesn't make the tea very often?\n\nCan you make the tea, Sam? Yes, of course I can, Penny. Is there any water in this kettle? Yes, there is.\n\nWhere's the tea? It's over there, behind the teapot. Can you see it? I can see the teapot, but I can't see the tea.\n\nThere it is! It's in front of you! Oh, yes! I can see it now.\n\nWhere are the cups? There are some in the cupboard. Can you find them? Yes, here they are.\n\nHurry up, Sam! The kettle's boiling!"},{"id":"book-1-lesson-45","bookNumber":1,"number":45,"title":"The Boss's Letter","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-045-the-bosss-letter-44988370/","text":"Lesson 45. The Boss's Letter.\n\nListen to the tape, then answer this question. Why can't Pamela type the letter?\n\nCan you come here a minute, please, Bob? Yes, sir. Where's Pamela? She's next door.\n\nShe's in her office, sir. Can she type this letter for me? Ask her, please. Yes, sir.\n\nCan you type this letter for the boss, please, Pamela? Yes, of course I can. Here you are. Thank you, Bob.\n\nBob? Yes? What's the matter? I can't type this letter.\n\nI can't read it. The boss's handwriting is terrible."},{"id":"book-1-lesson-47","bookNumber":1,"number":47,"title":"A cup of coffee","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-047-a-cup-of-coffee-44988366/","text":"Lesson 47. A cup of coffee.\n\nListen to the tape, then answer this question. How does Ann like her coffee?\n\nDo you like coffee, Ann? Yes, I do. Do you want a cup? Yes, please, Christine.\n\nDo you want any sugar? Yes, please. Do you want any milk? No, thank you.\n\nI don't like milk in my coffee. I like black coffee. Do you like biscuits? Yes, I do.\n\nDo you want one? Yes, please."},{"id":"book-1-lesson-49","bookNumber":1,"number":49,"title":"At the butcher's","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-049-at-the-butchers-44988368/","text":"Lesson 49. At the butcher's.\n\nListen to the tape, then answer this question. What does Mr. Bird like?\n\nDo you want any meat today, Mrs. Bird? Yes, please. Do you want beef or lamb? Beef, please.\n\nThis lamb's very good. I like lamb, but my husband doesn't. What about some steak? This is a nice piece.\n\nGive me that piece, please. And a pound of mince, too. Do you want a chicken, Mrs. Bird? They're very nice.\n\nNo, thank you. My husband likes steak, but he doesn't like chicken. To tell you the truth, Mrs. Bird, I don't like chicken either."},{"id":"book-1-lesson-51","bookNumber":1,"number":51,"title":"A pleasant climate","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-051-a-pleasant-climate-44988369/","text":"Lesson 51. A pleasant climate.\n\nListen to the tape, then answer this question. Does it ever snow in Greece?\n\nWhere do you come from? I come from Greece. What's the climate like in your country? It's very pleasant.\n\nWhat's the weather like in spring? It's often windy in March. It's always warm in April and May, but it rains sometimes. What's it like in summer?\n\nIt's always hot in June, July, and August. The sun shines every day. Is it cold or warm in autumn? It's always warm in September and October.\n\nIt's often cold in November, and it rains sometimes. Is it very cold in winter? It's often cold in December, January, and February. It snows sometimes."},{"id":"book-1-lesson-53","bookNumber":1,"number":53,"title":"An interesting climate","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-053-an-interesting-climate-44988375/","text":"Lesson 53. An interesting climate.\n\nListen to the tape, then answer this question. What is the favorite subject of conversation in England?\n\nWhere do you come from? I come from England. What's the climate like in your country? It's mild, but it's not always pleasant.\n\nThe weather's often cold in the north and windy in the east. It's often wet in the west and sometimes warm in the south. Which seasons do you like best? I like spring and summer.\n\nThe days are long and the nights are short. The sun rises early and sets late. I don't like autumn and winter. The days are short and the nights are long.\n\nThe sun rises late and sets early. Our climate is not very good, but it's certainly interesting. It's our favorite subject of conversation."},{"id":"book-1-lesson-55","bookNumber":1,"number":55,"title":"The Sawyer Family","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-055-the-sawyer-family-44988374/","text":"Lesson 55. The Sawyer Family.\n\nListen to the tape, then answer this question. When do the children do their homework?\n\nThe Sawyers live at 87 King Street. In the morning, Mrs. Sawyer goes to work and the children go to school. Their father takes them to school every day. Mrs. Sawyer stays at home every day.\n\nShe does the housework. She always eats her lunch at noon. In the afternoon, she usually sees her friends. They often drink tea together.\n\nIn the evening, the children come home from school. They arrive home early. Mr. Sawyer comes home from work. He arrives home late.\n\nAt night, the children always do their homework. Then they go to bed. Mr. Sawyer usually reads his newspaper. But sometimes he and his wife watch television."},{"id":"book-1-lesson-57","bookNumber":1,"number":57,"title":"An unusual day","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-057-an-unusual-day-44988372/","text":"Lesson 57. An unusual day.\n\nListen to the tape, then answer this question. What is Mr. Sawyer doing tonight?\n\nIt is eight o'clock. The children go to school by car every day. But today they're going to school on foot. It is ten o'clock.\n\nMrs. Sawyer usually stays at home in the morning. But this morning she is going to the shops. It is four o'clock. In the afternoon, Mrs. Sawyer usually drinks tea in the living room.\n\nBut this afternoon she is drinking tea in the garden. It is six o'clock. In the evening, the children usually do their homework. But this evening, they are not doing their homework.\n\nAt the moment, they're playing in the garden. It is nine o'clock. Mr. Sawyer usually reads his newspaper at night. But he's not reading his newspaper tonight.\n\nAt the moment, he's reading an interesting book."},{"id":"book-1-lesson-59","bookNumber":1,"number":59,"title":"Is that all?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-059-is-that-all-44988378/","text":"Lesson 59. Is that all?\n\nListen to the tape, then answer this question. Does the lady buy any chalk?\n\nI want some envelopes, please. Do you want the large size or the small size? The large size, please. Do you have any writing paper?\n\nYes, we do. I don't have any small pads. I only have large ones. Do you want a pad?\n\nYes, please. And I want some glue. A bottle of glue. And I want a large box of chalk, too.\n\nI only have small boxes. Do you want one? No, thank you. Is that all?\n\nThat's all, thank you. What else do you want? I want my change."},{"id":"book-1-lesson-61","bookNumber":1,"number":61,"title":"A bad cold","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-061-a-bad-cold-44988377/","text":"Lesson 61. A bad cold.\n\nListen to the tape, then answer this question. What is good news for Jimmy?\n\nWhere's Jimmy? He's in bed. What's the matter with him? He feels ill.\n\nHe looks ill. We must call the doctor. Yes, we must. Can you remember the doctor's telephone number?\n\nYes, it's 09754. Open your mouth, Jimmy. Show me your tongue. Say, ah.\n\nWhat's the matter with him, doctor? He has a bad cold, Mr. Williams. So he must stay in bed for a week. That's good news for Jimmy.\n\nGood news? Why? Because he doesn't like school."},{"id":"book-1-lesson-63","bookNumber":1,"number":63,"title":"Thank you, Doctor","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-063-thank-you-doctor-44988380/","text":"Lesson 63. Thank you, Doctor.\n\nListen to the tape, then answer this question. Who else is in bed today?\n\nWhy? How's Jimmy today? Better, thank you, Doctor. Can I see him, please, Mrs. Williams?\n\nCertainly, Doctor. Come upstairs. You look very well, Jimmy. You are better now.\n\nBut you mustn't get up yet. You must stay in bed for another two days. The boy mustn't go to school yet, Mrs. Williams, and he mustn't eat rich food. Does he have a temperature, Doctor?\n\nNo, he doesn't. Must he stay in bed? Yes, he must remain in bed for another two days. He can get up for about two hours each day, but you must keep the room warm.\n\nWhere's Mr. Williams this evening? He's in bed, Doctor. Can you see him, please? He has a bad cold, too."},{"id":"book-1-lesson-65","bookNumber":1,"number":65,"title":"Not a baby","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-065-not-a-baby-44988387/","text":"Lesson 65. Not a baby.\n\nListen to the tape, then answer this question. Does Jill take the key to the front door?\n\nWhat are you going to do this evening, Jill? I'm going to meet some friends, Dad. You mustn't come home late. You must be home at half past ten.\n\nI can't get home so early, Dad. Can I have the key to the front door, please? No, you can't. Jill's 18 years old, Tom.\n\nShe's not a baby. Give her the key. She always comes home early. Oh, all right.\n\nHere you are. But you mustn't come home after a quarter past eleven. Do you hear? Yes, Dad.\n\nThanks, Mum. That's all right. Goodbye. Enjoy yourself.\n\nWe always enjoy ourselves, Mum. Bye-bye."},{"id":"book-1-lesson-67","bookNumber":1,"number":67,"title":"The weekend","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-067-the-weekend-44988384/","text":"Lesson 67. The weekend\n\nListen to the tape, then answer this question. What are the Johnsons going to do at the weekend?\n\nHello, were you at the butcher's? Yes, I was. Were you at the butcher's too? No, I wasn't.\n\nI was at the greengrocer's. How's Jimmy today? He's very well, thank you. Was he absent from school last week?\n\nYes, he was. He was absent on Monday, Tuesday, Wednesday and Thursday. How are you all keeping? Very well, thank you.\n\nWe're going to spend three days in the country. We're going to stay at my mother's for the weekend. Friday, Saturday and Sunday in the country. Aren't you lucky?"},{"id":"book-1-lesson-69","bookNumber":1,"number":69,"title":"The car race","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-069-the-car-race-44988382/","text":"Lesson 69. The car race.\n\nListen to the tape, then answer this question. Which car was the winner in 1995?\n\nThere is a car race near our town every year. In 1995, there was a very big race. There were hundreds of people there. My wife and I were at the race.\n\nOur friends, Julie and Jack, were there too. You can see us in the crowd. We are standing on the left. There were twenty cars in the race.\n\nThere were English cars, French cars, German cars, Italian cars, American cars, and Japanese cars. It was an exciting finish. The winner was Billy Stewart. He was in car number fifteen.\n\nFive other cars were just behind him. On the way home, my wife said to me, \"Don't drive so quickly!\" \"You're not Billy Stewart!\""},{"id":"book-1-lesson-71","bookNumber":1,"number":71,"title":"He's awful!","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-071-hes-awful-44988939/","text":"Lesson 71. He's awful!\n\nListen to the tape, then answer this question. What's Ron Marston like, Pauline?\n\nHe's awful! He telephoned me four times yesterday, and three times the day before yesterday. He telephoned the office yesterday morning and yesterday afternoon. My boss answered the telephone.\n\nWhat did your boss say to him? He said, \"Pauline is typing letters. She can't speak to you now!\" Then I arrived home at six o'clock yesterday evening.\n\nHe telephoned again. But I didn't answer the phone! Did he telephone again last night? Yes, he did.\n\nHe telephoned at nine o'clock. What did you say to him? I said, \"This is Pauline's mother. Please don't telephone my daughter again!\"\n\nDid he telephone again? No, he didn't!"},{"id":"book-1-lesson-73","bookNumber":1,"number":73,"title":"The way to King Street","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-073-the-way-to-king-street-44988386/","text":"Lesson 73. The way to King Street.\n\nListen to the tape, then answer this question. Why did the man need a phrase book?\n\nLast week, Mrs. Mills went to London. She does not know London very well, and she lost her way. Suddenly, she saw a man near a bus stop. I can ask him the way, she said to herself.\n\nExcuse me, she said. Can you tell me the way to King Street, please? The man smiled pleasantly. He did not understand English.\n\nHe spoke German. He was a tourist. Then he put his hand into his pocket and took out a phrase book. He opened the book and found a phrase.\n\nHe read the phrase slowly. I am sorry, he said. I do not speak English."},{"id":"book-1-lesson-75","bookNumber":1,"number":75,"title":"Uncomfortable shoes","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-075-uncomfortable-shoes-44988389/","text":"Lesson 75. Uncomfortable shoes.\n\nListen to the tape, then answer this question. What's wrong with the fashionable shoes?\n\nDo you have any shoes like these? What size? Size 5. What colour?\n\nBlack. I'm sorry, we don't have any. But my sister bought this pair last month. Did she buy them here?\n\nNo, she bought them in the U.S. We had some shoes like those a month ago, but we don't have any now. Can you get a pair for me, please? I'm afraid that I can't.\n\nThey were in fashion last year and the year before last, but they're not in fashion this year. These shoes are in fashion now. They look very uncomfortable. They are very uncomfortable, but women always wear uncomfortable shoes."},{"id":"book-1-lesson-77","bookNumber":1,"number":77,"title":"Terrible toothache","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-077-terrible-toothache-44988391/","text":"Lesson 77. Terrible toothache\n\nListen to the tape, then answer this question. What time of day is it, do you think?\n\nHow do you know? Good morning, Mr. Croft. Good morning, nurse. I want to see the dentist, please.\n\nDo you have an appointment? No, I don't. Is it urgent? Yes, it is.\n\nIt's very urgent. I feel awful. I have a terrible toothache. Can you come at 10 a.m. on Monday, April the 24th?\n\nI must see the dentist now, nurse. The dentist is very busy at the moment. Can you come at 2 p.m.? That's very late.\n\nCan the dentist see me now? I'm afraid that he can't, Mr. Croft. Can't you wait till this afternoon? I can wait, but my toothache can't."},{"id":"book-1-lesson-79","bookNumber":1,"number":79,"title":"Carol's shopping-list","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-079-carols-shopping-list-44988390/","text":"Lesson 79. Carol's shopping-list\n\nListen to the tape, then answer this question. What is Carol not going to buy?\n\nWhat are you doing, Carol? I'm making a shopping list, Tom. What do we need? We need a lot of things this week.\n\nI must go to the grocer's. We haven't got much tea or coffee, and we haven't got any sugar or jam. What about vegetables? I must go to the greengrocer's.\n\nWe haven't got many tomatoes, but we've got a lot of potatoes. I must go to the butcher's, too. We need some meat. We haven't got any meat at all.\n\nHave we got any beer and wine? No, we haven't, and I'm not going to get any. I hope that you've got some money. I haven't got much.\n\nWell, I haven't got much either."},{"id":"book-1-lesson-81","bookNumber":1,"number":81,"title":"Roast beef and potatoes","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-081-roast-beef-and-potatoes-44988942/","text":"Lesson 81. Roast beef and potatoes\n\nListen to the tape then answer this question. Why is Carol disappointed?\n\nHi, Carol! Where's Tom? He's upstairs. He's having a bath.\n\nTom! Yes? Sam's here. I'm nearly ready.\n\nHello, Sam. Have a cigarette. No thanks, Tom. Have a glass of whisky then.\n\nO.K. Thanks. Is dinner ready, Carol? It's nearly ready.\n\nWe can have dinner at seven o'clock. Sam and I had lunch together today. We went to a restaurant. What did you have?\n\nWe had roast beef and potatoes. Oh! What's the matter, Carol? Well, you're going to have roast beef and potatoes again tonight!"},{"id":"book-1-lesson-83","bookNumber":1,"number":83,"title":"Going on holiday","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-083-going-on-holiday-44988943/","text":"Lesson 83. Going on holiday.\n\nListen to the tape, then answer this question. Where did Sam go for his holiday this year?\n\nCarol :Hello, Sam. Come in.\n\nTom :Hi, Sam. We're having lunch. Do you want to have lunch with us?\n\nSam :No thank you, Tom. I've already had lunch. I had lunch at half past twelve.\n\nCarol :Have a cup of coffee then.\n\nSam :I've just had a cup, thank you. I had one after my lunch.\n\nTom :Let's go into the living-room, Carol. We can have our coffee there.\n\nCarol :Excuse the mess, Sam. This room's very untidy. We're packing our suitcases. We're going to leave tomorrow. Tom and I are going to have a holiday.\n\nSam :Aren't you lucky!\n\nTom :When are you going to have a holiday, Sam?\n\nSam :I don't know. I've already had my holiday this year.\n\nCarol :Where did you go?\n\nSam :I stayed at home!"},{"id":"book-1-lesson-85","bookNumber":1,"number":85,"title":"Paris in the spring","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-085-paris-in-the-spring-44988946/","text":"Lesson 85. Paris in the spring.\n\nListen to the tape, then answer this question. At what time of year did Ken visit Paris?\n\nGeorge : Hello, Ken.\n\nKen : Hi, George.\n\nGeorge : Have you just been to the cinema?\n\nKen : Yes, I have.\n\nGeorge : What's on?\n\nKen : \"Paris in the Spring\".\n\nGeorge : Oh, I've already seen it. I saw it on television last year. It's an old film, but it's very good.\n\nKen : Paris is a beautiful city.\n\nGeorge : I've never been there. Have you ever been there, Ken?\n\nKen : Yes, I have. I was there in April.\n\nGeorge : Paris in the spring, eh?\n\nKen : It was spring, but the weather was awful. It rained all the time.\n\nGeorge : Just like London!"},{"id":"book-1-lesson-87","bookNumber":1,"number":87,"title":"A car crash","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-087-a-car-crash-44988948/","text":"Lesson 87. A car crash.\n\nListen to the tape, then answer this question. Can the mechanics repair Mr. Wood's car?\n\nMr Wood : Is my car ready yet?\n\nAttendant : I don't know, sir. What's the number of your car?\n\nMr Wood : It's LFZ 312 G.\n\nAttendant : When did you bring it to us?\n\nMr Wood : I brought it here three days ago.\n\nAttendant : Ah yes, I remember now.\n\nMr Wood : Have your mechanics finished yet?\n\nAttendant : No, they're still working on it. Let's go into the garage and have a look at it. Attendant : Isn't that your car?\n\nMr Wood : Well, it was my car.\n\nAttendant : Didn't you have a crash?\n\nMr Wood : That's right. I drove it into a lamp post. Can your mechanics repair it?\n\nAttendant : Well, they're trying to repair it, sir. But to tell you the truth, you need a new car."},{"id":"book-1-lesson-89","bookNumber":1,"number":89,"title":"For sale","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-089-for-sale-44988950/","text":"Lesson 89. For sale.\n\nListen to the tape, then answer this question. Why couldn't Nigel decide?\n\nNigel : Good afternoon. I believe that this house is for sale.\n\nIan : That's right.\n\nNigel : May I have a look at it please?\n\nIan : Yes, of course. Come in.\n\nNigel : How long have you lived here?\n\nIan : I have lived here for twenty years.\n\nNigel : Twenty years! That's a long time.\n\nIan : Yes, I have been here since 1976.\n\nNigel : Then why do you want to sell it?\n\nIan : Because I have just retired. I want to buy a small house in the country.\n\nNigel : How much does this house cost?\n\nIan : £68500.\n\nNigel : That's a lot of money!\n\nIan : It's worth every penny of it.\n\nNigel : Well, I like the house, but I can't decide yet. My wife must see it first.\n\nIan : Women always have the last word."},{"id":"book-1-lesson-91","bookNumber":1,"number":91,"title":"Poor Ian","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-091-poor-ian-44988952/","text":"Lesson 91. Poor Ian.\n\nListen to the tape, then answer this question. Who wanted to sell the house?\n\nCatherine : Has Ian sold his house yet?\n\nJenny : Yes, he has. He sold it last week.\n\nCatherine : Has he moved to his new house yet?\n\nJenny : No, not yet. He's still here. He's going to move tomorrow.\n\nCatherine : When? Tomorrow morning?\n\nJenny : No. Tomorrow afternoon. I'll miss him. He has always been a good neighbour.\n\nLinda : He's a very nice person. We'll all miss him.\n\nCatherine : When will the new people move into this house?\n\nJenny : I think that they'll move in the day after tomorrow.\n\nLinda : Will you see Ian today, Jenny?\n\nJenny : Yes, I will.\n\nLinda : Please give him my regards.\n\nCatherine : Poor Ian! He didn't want to leave this house.\n\nJenny : No, he didn't want to leave. but his wife did!"},{"id":"book-1-lesson-93","bookNumber":1,"number":93,"title":"Our new neighbour","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-093-our-new-neighbour-44988401/","text":"Lesson 93. Our new neighbour.\n\nListen to the tape, then answer this question. Why is Nigel a lucky man?\n\nNigel is our new next-door neighbour. He's a pilot. He was in the R.A.F. He will fly to New York next month.\n\nThe month after next he will fly to Tokyo. At the moment, he's in Madrid. He flew to Spain a week ago. He will return to London the week after next.\n\nHe's only forty-one years old, and he has already been to nearly every country in the world. Nigel is a very lucky man. But his wife isn't very lucky. She usually stays at home!"},{"id":"book-1-lesson-95","bookNumber":1,"number":95,"title":"Tickets, please","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-095-tickets-please-44988953/","text":"Lesson 95. Tickets, please.\n\nListen to the tape, then answer this question. Why did George and Ken miss the train?\n\nGeorge : Two return tickets to London please. What time will the next train leave?\n\nAttendant : At nineteen minutes past eight.\n\nGeorge : Which platform?\n\nAttendant : Platform Two. Over the bridge.\n\nKen : What time will the next train leave?\n\nGeorge : At eight nineteen.\n\nKen : We've got plenty of time.\n\nGeorge : It's only three minutes to eight.\n\nKen : Let's go and have a drink. There's a bar next door to the station.\n\nGeorge : We had better go back to the station now, Ken.\n\nPorter : Tickets please.\n\nGeorge : We want to catch the eight nineteen to London.\n\nPorter : You've just missed it!\n\nGeorge : What! It's only eight fifteen.\n\nPorter : I'm sorry, sir. That clock's ten minutes slow.\n\nGeorge : When's the next train?\n\nPorter : In five hours' time!"},{"id":"book-1-lesson-97","bookNumber":1,"number":97,"title":"A small blue case","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-097-a-small-blue-case-44988498/","text":"Lesson 97. A small blue case.\n\nListen to the tape, then answer this question. Does Mr. Hall get his case back?\n\nMr Hall : I left a suitcase on the train to London the other day.\n\nAttendant : Can you describe it, sir?\n\nMr Hall : It's a small blue case and it's got a zip. There's a label on the handle with my name and address on it.\n\nAttendant : Is this case yours?\n\nMr Hall : No, that's not mine.\n\nAttendant : What about this one? This one's got a label.\n\nMr Hall : Let me see it.\n\nAttendant : What's your name and address?\n\nMr Hall : David Hall, 83, Bridge Street.\n\nAttendant : That's right. D. N. Hall, 83, Bridge Street. Attendant : Three pounds fifty pence, please.\n\nMr Hall : Here you are.\n\nAttendant : Thank you.\n\nMr Hall : Hey!\n\nAttendant : What's the matter?\n\nMr Hall : This case doesn't belong to me! You've given me the wrong case!"},{"id":"book-1-lesson-99","bookNumber":1,"number":99,"title":"Ow!","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-099-ow-44988974/","text":"Lesson 99. Ow!.\n\nListen to the tape, then answer this question. Must Andy go to see the doctor?\n\nAndy : Ow!\n\nLucy : What's the matter, Andy?\n\nAndy : I slipped and fell downstairs.\n\nLucy : Have you hurt yourself?\n\nAndy : Yes, I have. I think that I've hurt my back.\n\nLucy : Try and stand up. Can you stand up? Here. Let me help you.\n\nAndy : I'm sorry, Lucy. I'm afraid that I can't get up.\n\nLucy : I think that the doctor had better see you. I'll phone Dr. Carter. Lucy : The doctor says that he will come at once. I'm sure that you need an X-ray, Andy."},{"id":"book-1-lesson-101","bookNumber":1,"number":101,"title":"A card from Jimmy","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-101-a-card-from-jimmy-44988975/","text":"Lesson 101. A card from Jimmy.\n\nListen to the tape, then answer this question. Does Grandmother seem pleased to get a card from Jimmy?\n\nWhy or why not?\n\nGrandmother : Read Jimmy's card to me please, Penny.\n\nPenny : \"I have just arrived in Scotland and I'm staying at a Youth Hostel.\"\n\nGrandmother : Eh?\n\nPenny : He says he's just arrived in Scotland. He says he's staying at a Youth Hostel. You know he's a member of the Y. H. A.\n\nGrandmother : The what?\n\nPenny : The Y. H. A., Mum. The Youth Hostel's Association.\n\nGrandmother : What else does he say?\n\nPenny : \"I'll write a letter soon. I hope you are all well.\"\n\nGrandmother : What? Speak up, Penny. I'm afraid I can't hear you.\n\nPenny : He says he'll write a letter soon. He hopes we are all well. \"Love, Jimmy.\"\n\nGrandmother : Is that all? He doesn't say very much, does he?\n\nPenny : He can't write very much on a card, Mum."},{"id":"book-1-lesson-103","bookNumber":1,"number":103,"title":"The French test","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-103-the-french-test-44988499/","text":"Lesson 103. The French test.\n\nListen to the tape, then answer this question. How long did the exam last?\n\nGary : How was the exam, Richard?\n\nRichard : Not too bad. I think I passed in English and Mathematics. The questions were very easy. How about you, Gary?\n\nGary : The English and Maths papers weren't easy enough for me. I hope I haven't failed.\n\nRichard : I think I failed the French paper. I could answer sixteen of the questions. They were very easy. But I couldn't answer the rest. They were too difficult for me.\n\nGary : French tests are awful, aren't they?\n\nRichard : I hate them. I'm sure I've got a low mark\n\nGary : Oh, cheer up! Perhaps we didn't do too badly. The guy next to me wrote his name at the top of the paper.\n\nRichard : Yes?\n\nGary : Then he sat there and looked at it for three hours! He didn't write a word!"},{"id":"book-1-lesson-105","bookNumber":1,"number":105,"title":"Full of mistakes","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-105-full-of-mistakes-44988956/","text":"Lesson 105. Full of mistakes.\n\nListen to the tape, then answer this question. What was Sandra's present?\n\nThe Boss : Where's Sandra, Bob? I want her.\n\nBob : Do you want to speak to her?\n\nThe Boss : Yes, I do. I want her to come to my office. Tell her to come at once.\n\nSandra : Did you want to see me?\n\nThe Boss : Ah, yes, Sandra. How do you spell \"intelligent\"? Can you tell me?\n\nSandra : I-N-T-E-L-L-I-G-E-N-T.\n\nThe Boss : That's right. You've typed it with only one \"L\". This letter's full of mistakes. I want you to type it again.\n\nSandra : Yes, I'll do that. I'm sorry about that.\n\nThe Boss : And here's a little present for you.\n\nSandra : What is it?\n\nThe Boss : It's a dictionary. I hope it'll help you."},{"id":"book-1-lesson-107","bookNumber":1,"number":107,"title":"It's too small","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-107-its-too-small-44988976/","text":"Lesson 107. It's too small.\n\nListen to the tape, then answer this question. What kind of dress does the lady want?\n\nAssistant : Do you like this dress, madam?\n\nLady : I like the colour very much. It's a lovely dress, but it's too small for me.\n\nAssistant : What about this one? It's a lovely dress. It's very smart. Short skirts are in fashion now. Would you like to try it?\n\nLady : All right. Lady : I'm afraid this green dress is too small for me as well. It's smaller than the blue one. Lady : I don't like the colour either. It doesn't suit me at all.\n\nI think the blue dress is prettier. Lady : Could you show me another blue dress? I want a dress like that one, but it must be my size.\n\nAssistant : I'm afraid I haven't got a larger dress. This is the largest dress in the shop."},{"id":"book-1-lesson-109","bookNumber":1,"number":109,"title":"A good idea","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-109-a-good-idea-44988979/","text":"Lesson 109. A good idea.\n\nListen to the tape, then answer this question. What does Jane have with her coffee?\n\nCharlotte : Shall I make some coffee, Jane?\n\nJane : That's a good idea, Charlotte.\n\nCharlotte : It's ready. Do you want any milk?\n\nJane : Just a little please.\n\nCharlotte : What about some sugar? Two teaspoonfuls?\n\nJane : No, less than that. One and a half teaspoonfuls please. That's enough for me. Jane : That was very nice.\n\nCharlotte : Would you like some more?\n\nJane : Yes, please. Jane : I'd like a cigarette, too. May I have one?\n\nCharlotte : Of course. I think there are a few in that box.\n\nJane : I'm afraid it's empty.\n\nCharlotte : What a pity!\n\nJane : It doesn't matter.\n\nCharlotte : Have a biscuit instead. Eat more and smoke less!\n\nJane : That's very good advice!"},{"id":"book-1-lesson-111","bookNumber":1,"number":111,"title":"The most expensive model","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-111-the-most-expensive-model-44988957/","text":"Lesson 111. The most expensive model.\n\nListen to the tape, then answer this question. Can Mr. Frith buy the television on instalments?\n\nHow does it work?\n\nMr Frith : I like this television very much. How much does it cost?\n\nAssistant : It's the most expensive model in the shop. It costs 500 pounds.\n\nMrs Frith : That's too expensive for us. We can't afford all that money.\n\nAssistant : This model's less expensive than that one. It's only 300 pounds. But, of course, it's not as good as the expensive one.\n\nMr Frith : I don't like this model. The other model's more expensive, but it's worth the money. Mr Frith : Can we buy it on instalments?\n\nAssistant : Of course. You can pay a deposit of 30 pounds, and then 14 pounds a month for 3 years.\n\nMr Frith : Do you like it, dear?\n\nMrs Frith : I certainly do, but I don't like the price. You always want the best, but we can't afford it. Sometimes you think you're a millionaire!\n\nMr Frith : Millionaires don't buy things on instalments!"},{"id":"book-1-lesson-113","bookNumber":1,"number":113,"title":"Small change","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-113-small-change-44988958/","text":"Lesson 113. Small change.\n\nListen to the tape, then answer this question. Who has got some small change?\n\nConductor : Fares please!\n\nMan : Trafalgar Square please.\n\nConductor : I'm sorry, sir. I can't change a ten pound note. Haven't you got any small change?\n\nMan : I've got no small change, I'm afraid.\n\nConductor : I'll ask some of the passengers. Conductor : Have you any small change, sir? 1stPassenger : I'm sorry. I've got none. 2ndPassenger : I haven't got any either.\n\nConductor : Can you change this ten pound note, madam? 3rdPassenger : I'm afraid I can't. 4thPassenger : Neither can I. Conductor : I'm very sorry, sir. You must get off the bus.\n\nNone of our passengers can change this note. They're all millionaires! TwoTramps : Except us. 1stTramp : I've got some small change. 2ndTramp : So have I."},{"id":"book-1-lesson-115","bookNumber":1,"number":115,"title":"Knock, knock!","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-115-knock-knock-44988960/","text":"Lesson 115. Knock, knock!.\n\nListen to the tape, then answer this question. What does Jim have to drink?\n\nHelen : Isn't there anyone at home?\n\nJim : I'll knock again, Helen. Everything's very quiet. I'm sure there's no one at home.\n\nHelen : But that's impossible. Carol and Tom invited us to lunch. Look through the window. Helen : Can you see anything?\n\nJim : Nothing at all.\n\nHelen : Let's try the back door.\n\nJim : Look! Everyone's in the garden.\n\nCarol : Hello, Helen. Hullo, Jim.\n\nTom : Everybody wants to have lunch in the garden. It's nice and warm out here.\n\nCarol : Come and have something to drink.\n\nJim : Thanks, Carol. May I have a glass of beer please?\n\nCarol : Beer? There's none left. You can have some lemonade.\n\nJim : Lemonade!\n\nTom : Don't believe her, Jim. She's only joking. Have some beer!"},{"id":"book-1-lesson-117","bookNumber":1,"number":117,"title":"Tommy's breakfast","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-117-tommys-breakfast-44988431/","text":"Lesson 117. Tommy's breakfast.\n\nListen to the tape, then answer this question. What does she mean by 'change' in the last sentence?\n\n'When my husband was going into the dining-room this morning , he dropped some coins on the floor. There were coins everywhere. We looked for them, but we could not find them all. 'While we were having breakfast, our little boy, Tommy, found two small coins on the floor.\n\nHe put them both into his mouth. We both tried to get the coins, but it was too late. Tommy had already swallowed them! Later that morning, when I was doing the housework, my husband telephoned me from the office.\n\n'How's Tommy?' he asked. 'I don't know,' I answered, 'Tommy's been to the toliet three times this morning, but I haven't had any change yet!'"},{"id":"book-1-lesson-119","bookNumber":1,"number":119,"title":"A true story","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-119-a-true-story-44988433/","text":"Lesson 119. A true story.\n\nListen to the tape, then answer this question. Who called out to the thieves in the dark?\n\nDo you like stories? I want to tell you a true story. It happened to a friend of mine a year ago. While my friend, George, was reading in bed, two thieves climbed into his kitchen.\n\nAfter they had entered the house, they went into the dining-room. It was very dark, so they turned on a torch. Suddenly, they heard a voice behind them. “What's up?\n\nWhat's up?” someone called. The thieves dropped the torch and ran away as quickly as they could. George heard the noise and came downstairs quickly. He turned on the light, but he couldn't see anyone.\n\nThe thieves had already gone. But George's parrot, Henry, was still there. 'What's up, George?' he called.\n\n'Nothing, Henry,'”' George said and smiled. 'Go back to sleep.'"},{"id":"book-1-lesson-121","bookNumber":1,"number":121,"title":"The man in a hat","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-121-the-man-in-a-hat-44988961/","text":"Lesson 121. The man in a hat.\n\nListen to the tape, then answer this question. Why didn't Caroline recognize the customer straight away?\n\nCustomer : I bought two expensive dictionaries here half an hour ago, but I forgot to take them with me.\n\nManager : Who served you, sir?\n\nCustomer : The lady who is standing behind the counter.\n\nManager : Which books did you buy?\n\nCustomer : The books which are on the counter.\n\nManager : Did you serve this gentleman half an hour ago, Caroline? He says he's the man who bought these books.\n\nCaroline : I can't remember. The man whom I served was wearing a hat.\n\nManager : Have you got a hat, sir?\n\nCustomer : Yes, I have.\n\nManager : Would you put it on, please?\n\nCustomer : All right.\n\nManager : Is this the man that you served, Caroline?\n\nCaroline : Yes, I recognize him now."},{"id":"book-1-lesson-123","bookNumber":1,"number":123,"title":"A trip to Australia","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-123-a-trip-to-australia-44988962/","text":"Lesson 123. A trip to Australia.\n\nListen to the tape, then answer this question. Who is the man with the beard?\n\nMike : Look, Scott. This is a photograph I took during my trip to Australia.\n\nScott : Let me see it, Mike. Scott : This is a good photograph. Who are these people?\n\nMike : They're people I met during the trip. Mike : That's the ship we traveled on.\n\nScott : What a beautiful ship! Scott : Who's this?\n\nMike : That's the man I told you about. Remember?\n\nScott : Ah yes. The one who offered you a job in Australia.\n\nMike : That's right.\n\nScott : Who's this?\n\nMike : Guess!\n\nScott : It's not you, is it?\n\nMike : That's right. Mike : I grew a beard during the trip, but I shaved it off when I came home.\n\nScott : Why did you shave it off?\n\nMike : My wife didn't like it!"},{"id":"book-1-lesson-125","bookNumber":1,"number":125,"title":"Tea for two","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-125-tea-for-two-44988503/","text":"Lesson 125. Tea for two.\n\nListen to the tape, then answer this question. Does Susan have tea by herself?\n\nSusan : Can't you come in and have tea now, Peter?\n\nPeter : Not yet, I must water the garden first.\n\nSusan : Do you have to water it now?\n\nPeter : I'm afraid I must. Look at it! It's terribly dry.\n\nSusan : What a nuisance!\n\nPeter : Last summer it was very dry, too. Don't you remember? I had to water it every day.\n\nSusan : Well, I'll have tea by myself. Susan : That was quick! Have you finished already?\n\nPeter : Yes. Look out of the window.\n\nSusan : It's raining. That means you needn't water the garden.\n\nPeter : That was a pleasant surprise. It means I can have tea, instead."},{"id":"book-1-lesson-127","bookNumber":1,"number":127,"title":"A famous actress","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-127-a-famous-actress-44988966/","text":"Lesson 127. A famous actress.\n\nListen to the tape, then answer this question. Who is only twenty-nine, and why is it so unclear?\n\nKate : Can you recognize that woman, Liz?\n\nLiz : I think I can, Kate. It must be Karen Marsh, the actress.\n\nKate : I thought so. Who's that beside her?\n\nLiz : That must be Conrad Reeves.\n\nKate : Conrad Reeves, the actor? It can't be. Let me have another look. I think you're right! Isn't he her third husband?\n\nLiz : No, He must be her fourth or fifth.\n\nKate : Doesn't Karen Marsh look old!\n\nLiz : She does, doesn't she! I read she's twenty-nine, but she must be at least forty.\n\nKate : I'm sure she is.\n\nLiz : She was a famous actress when I was still at school .\n\nKate : That was a long time ago, wasn't it?\n\nLiz : Not that long ago! I'm not more than twenty-nine myself."},{"id":"book-1-lesson-129","bookNumber":1,"number":129,"title":"Seventy miles an hour","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-129-seventy-miles-an-hour-44988967/","text":"Lesson 129. Seventy miles an hour.\n\nListen to the tape, then answer this question. What does Ann advise her husband to do next time?\n\nAnn : Look, Gary! That policeman's waving to you. He wants you to stop.\n\nPoliceman : Where do you think you are? On a race track? You must have been driving at seventy miles an hour.\n\nGary : I can't have been.\n\nPoliceman : I was doing eighty when I overtook you. Policeman : Didn't you see the speed limit?\n\nGary : I'm afraid I didn't, officer. I must have been dreaming.\n\nAnn : He wasn't dreaming, officer. I was telling him to drive slowly.\n\nGary : That's why I didn't see the sign.\n\nPoliceman : Let me see your driving-license. Policeman : I won't charge you this time. But you'd better not do it again!\n\nGary : Thank you. I'll certainly be more careful.\n\nAnn : I told you to drive slowly, Gary.\n\nGary : You always tell me to drive slowly, darling.\n\nAnn : Well, next time you'd better take my advice!"},{"id":"book-1-lesson-131","bookNumber":1,"number":131,"title":"Don't be so sure!","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-131-dont-be-so-sure-44988507/","text":"Lesson 131. Don't be so sure!.\n\nListen to the tape, then answer this question. What's the problem about deciding on a holiday?\n\nMartin : Where are you going to spend your holidays this year, Gary?\n\nGary : We may go abroad. I'm not sure. My wife wants to go to Egypt. I'd like to go there, too. We can't make up our minds.\n\nMartin : Will you travel by sea or by air?\n\nGary : We may travel by sea.\n\nMartin : It's cheaper, isn't it?\n\nGary : It may be cheaper, but it takes a long time.\n\nMartin : I'm sure you will enjoy yourselves.\n\nGary : Don't be so sure. We may not go anywhere. My wife always worries too much. Who's going to look after the dog? Who's going to look after the house?\n\nWho's going to look after the garden? We have this problem every year. In the end, we stay at home and look after everything!"},{"id":"book-1-lesson-133","bookNumber":1,"number":133,"title":"Sensational news!","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-133-sensational-news-44988508/","text":"Lesson 133. Sensational news!.\n\nListen to the tape, then answer this question. What reason did Karen Marsh give for wanting to retire?\n\nReporter : Have you just made a new film, Miss Marsh?\n\nMiss Marsh : Yes, I have.\n\nReporter : Are you going to make another?\n\nMiss Marsh : No, I'm not. I'm going to retire. I feel very tired. I don't want to make another film for a long time.\n\nKate : Let's buy a newspaper, Liz. Listen to this! \"Karen Marsh: Sensational News! By our reporter, Alan Jones. Miss Karen Marsh arrived at London Airport today.\n\nShe was wearing a blue dress and a mink coat. She told me she had just made a new film. She said she was not going to make another. She said she was going to retire. She told reporters she felt very tired and didn't want to make another film for a long time.\"\n\nLiz : I wonder why."},{"id":"book-1-lesson-135","bookNumber":1,"number":135,"title":"The latest report","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-135-the-latest-report-44988509/","text":"Lesson 135. The latest report.\n\nListen to the tape, then answer this question. Is Karen Marsh going to retire, do you think?\n\nReporter : Are you really going to retire, Miss Marsh?\n\nMiss Marsh : I may. I can't make up my mind. I shall have to ask my future husband. He won't let me make another film.\n\nReporter : Your future husband, Miss Marsh?\n\nMiss Marsh : Yes. Let me introduce him to you. His name is Carlos. We are going to get married next week.\n\nKate : Look, Liz! Here's another report about Karen Marsh. Listen: \"Karen Marsh: The Latest. At her London Hotel today Miss Marsh told reporters she might retire. She said she couldn't make up her mind.\n\nShe said she would have to ask her future husband. She said her future husband would not let her make another film. Then she introduced us to Carlos and told us they would get married next week.\"\n\nLiz : That's sensational news, isn't it, Kate?\n\nKate : It certainly is. He'll be her sixth husband!"},{"id":"book-1-lesson-137","bookNumber":1,"number":137,"title":"A pleasant dream","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-137-a-pleasant-dream-44988968/","text":"Lesson 137. A pleasant dream.\n\nListen to the tape, then answer this question. What would Julie like to do, if she had the money?\n\nJune : Are you doing the football pools, Brian?\n\nBrian : Yes, I've nearly finished, June. I'm sure we will win something this week.\n\nJune : You always say that, but we never win anything! What will you do if you win a lot of money?\n\nBrian : If I win a lot of money, I shall buy you a mink coat.\n\nJune : I don't want a mink coat! I want to see the world.\n\nBrian : All right. If we win a lot of money, we shall travel around the world and we shall stay at the best hotels. Then we shall return home and buy a big house in the country. We shall have a beautiful garden and…\n\nJune : But if we spend all that money we shall be poor again. What shall we do then?\n\nBrian : If we spend all the money, we shall try and win the football pools again.\n\nJune : It's a pleasant dream, but everything depends on \"if\"!"},{"id":"book-1-lesson-139","bookNumber":1,"number":139,"title":"Is that you, John?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-139-is-that-you-john-44988969/","text":"Lesson 139. Is that you, John?.\n\nListen to the tape, then answer this question. Which John Smith does Graham Turner think he is talking to?\n\nGriham Turner : Is that you, John?\n\nJohn Smith : Yes, speaking.\n\nGriham Turner : Tell Mary we shall be late for dinner this evening.\n\nJohn Smith : I'm afraid I don't understand.\n\nGriham Turner : Hasn't Mary told you? She invited Betty and me to dinner this evening. I said I would be at your house at six o'clock, but the boss wants me to do some extra work. I'll have to stay at the office. I don't know when I shall finish.\n\nOh, and by the way, my wife wants to know if Mary needs any help.\n\nJohn Smith : I don't know what you're talking about.\n\nGriham Turner : That is John Smith, isn't it?\n\nJohn Smith : Yes, I'm John Smith.\n\nGriham Turner : You are John Smith, the engineer, aren't you?\n\nJohn Smith : That's right.\n\nGriham Turner : You work for the Overseas Engineering Company, don't you?\n\nJohn Smith : No, I don't. I'm John Smith the telephone engineer and I'm repairing your telephone line."},{"id":"book-1-lesson-141","bookNumber":1,"number":141,"title":"Sally's first train ride","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-141-sallys-first-train-ride-44988514/","text":"Lesson 141. Sally's first train ride.\n\nListen to the tape, then answer this question. Why was the mother embarrassed?\n\nLast week, my four-year-old daughter, Sally, was invited to a children's party. I decided to take her by train. Sally was very excited because she had never traveled on a train before. She sat near the window and asked questions about everything she saw.\n\nSuddenly, a middle-aged lady got on the train and sat opposite Sally. 'Hello, little girl.' She said. Sally did not answer, but looked at her curiously. The lady was dressed in a blue coat and a large, funny hat.\n\nAfter the train had left the station, the lady opened her handbag and took out her powder compact. She then began to make up her face. 'Why are you doing that?' Sally asked.\n\n'To make myself beautiful,'the lady answered. She put away her compact and smiled kindly. 'But you are still ugly. 'Sally said.\n\nSally was amused, but I was very embarrassed!"},{"id":"book-1-lesson-143","bookNumber":1,"number":143,"title":"A walk through the woods","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2766680/1-143-a-walk-through-the-woods-44988516/","text":"Lesson 143. A walk through the woods.\n\nListen to the tape, then answer this question. What was so funny about the words on the sign?\n\nI live in a very old town which is surrounded by beautiful woods. It is a famous beauty spot. On Sundays, hundreds of people come from the city to see our town and to walk through the woods. Visitors have been asked to keep the woods clean and tidy.\n\nLitter baskets have been placed under the trees, but people still throw their rubbish everywhere. Last Wednesday, I went for a walk in the woods. What I saw made me very sad. I counted seven old cars and three old refrigerators.\n\nThe little baskets were empty and the ground was covered with pieces of paper, cigarette ends, old tyres, empty bottles and rusty tins. Among the rubbish, I found a sign which said, 'Anyone who leaves litter in these woods will be prosecuted!'"}]},{"number":2,"title":"New Concept English 2","subtitle":"Practice and Progress","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/","lessons":[{"id":"book-2-lesson-1","bookNumber":2,"number":1,"title":"A private conversation","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-001-a-private-conversation-45060074/","text":"Lesson 1. A private conversation.\n\nFirst listen and then answer the question.\n\nWhy did the writer complain to the people behind him?\n\nLast week I went to the theatre.\n\nI had a very good seat.\n\nThe play was very interesting.\n\nI did not enjoy it.\n\nA young man and a young woman were sitting behind me.\n\nThey were talking loudly.\n\nI got very angry.\n\nI could not hear the actors.\n\nI turned round.\n\nI looked at the man and the woman angrily.\n\nThey did not pay any attention.\n\nIn the end, I could not bear it.\n\nI turned round again.\n\n'I can't hear a word!' I said angrily.\n\n'It's none of your business,' the young man said rudely.\n\n'This is a private conversation!'"},{"id":"book-2-lesson-2","bookNumber":2,"number":2,"title":"Breakfast or lunch?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-002-breakfast-or-lunch-45060077/","text":"Lesson 2. Breakfast or lunch?\n\nFirst listen and then answer the question. Why was the writer's aunt surprised?\n\nIt was Sunday.\n\nI never get up early on Sundays.\n\nI sometimes stay in bed until lunchtime.\n\nLast Sunday I got up very late.\n\nI looked out of the window.\n\nIt was dark outside.\n\n'What a day!' I thought.\n\n'It's raining again.' Just then, the telephone rang.\n\nIt was my aunt Lucy.\n\n'I've just arrived by train,' she said.\n\n'I'm coming to see you.'\n\n'But I'm still having breakfast,' I said.\n\n'What are you doing?' she asked.\n\n'I'm having breakfast,' I repeated.\n\n'Dear me,' she said.\n\nDo you always get up so late? It's one o'clock."},{"id":"book-2-lesson-3","bookNumber":2,"number":3,"title":"Please send me a card","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-003-please-send-me-a-card-45060080/","text":"Lesson 3. Please send me a card.\n\nFirst listen and then answer the question.\n\nHow many cards did the writer send?\n\nPostcards always spoil my holidays.\n\nLast summer, I went to Italy.\n\nI visited museums and sat in public gardens.\n\nA friendly waiter taught me a few words of Italian.\n\nThen he lent me a book.\n\nI read a few lines, but I did not understand a word.\n\nEveryday I thought about postcards.\n\nMy holidays passed quickly, but I did not send cards to my friends.\n\nOn the last day I made a big decision.\n\nI got up early and bought thirty-seven cards.\n\nI spent the whole day in my room, but I did not write a single card!"},{"id":"book-2-lesson-4","bookNumber":2,"number":4,"title":"An exciting trip","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-004-an-exciting-trip-45060081/","text":"Lesson 4. An exciting trip.\n\nFirst listen and then answer the question.\n\nWhy is Tim finding this trip exciting?\n\nI have just received a letter from my brother, Tim.\n\nHe is in Australia.\n\nHe has been there for six months.\n\nTim is an engineer.\n\nHe is working for a big firm and he has already visited a great number of different places in Australia.\n\nHe has just bought an Australian car and has gone to Alice Springs, a small town in the centre of Australia.\n\nHe will soon visit Darwin.\n\nFrom there, he will fly to Perth.\n\nMy brother has never been abroad before, so he is finding this trip very exciting."},{"id":"book-2-lesson-5","bookNumber":2,"number":5,"title":"No wrong numbers","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-005-no-wrong-numbers-45060083/","text":"Lesson 5. No wrong numbers.\n\nFirst listen and then answer the question.\n\nWhat does 'No wrong numbers' mean?\n\nMr James Scott has a garage in Silbury and now he has just bought another garage in Pinhurst.\n\nPinhurst is only five miles from Silbury, but Mr Scott cannot get a telephone for his new garage, so he has just bought twelve pigeons.\n\nYesterday, a pigeon carried the first message from Pinhurst to Silbury.\n\nThe bird covered the distance in three minutes.\n\nUp to now, Mr Scott has sent a great many requests for spare parts and other urgent messages from one garage to the other.\n\nIn this way, he has begun his own private 'telephone' service."},{"id":"book-2-lesson-6","bookNumber":2,"number":6,"title":"Percy Buttons","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-006-percy-buttons-45060084/","text":"Lesson 6. Percy Buttons.\n\nFirst listen and then answer the question.\n\nWho is Percy Buttons?\n\nI have just moved to a house in Bridge Street.\n\nYesterday a beggar knocked at my door.\n\nHe asked me for a meal and a glass of beer.\n\nIn return for this, the beggar stood on his head and sang songs.\n\nI gave him a meal.\n\nHe ate the food and drank the beer.\n\nThen he put a piece of cheese in his pocket and went away.\n\nLater a neighbour told me about him.\n\nEverybody knows him.\n\nHis name is Percy Buttons.\n\nHe calls at every house in the street once a month and always asks for a meal and a glass of beer."},{"id":"book-2-lesson-7","bookNumber":2,"number":7,"title":"Too late","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-007-too-late-45060085/","text":"Lesson 7. Too late.\n\nFirst listen and then answer the question.\n\nDid the detectives save the diamonds?\n\nThe plane was late and detectives were waiting at the airport all morning.\n\nThey were expecting a valuable parcel of diamonds from South Africa.\n\nA few hours earlier, someone had told the police that thieves would try to steal the diamonds.\n\nWhen the plane arrived, some of the detectives were waiting inside the main building while others were waiting on the airfield.\n\nTwo men took the parcel off the plane and carried it into the Customs House.\n\nWhile two detectives were keeping guard at the door, two others opened the parcel.\n\nTo their surprise, the precious parcel was full of stones and sand!"},{"id":"book-2-lesson-8","bookNumber":2,"number":8,"title":"The best and the worst","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-008-the-best-and-the-worst-45060086/","text":"Lesson 8. The best and the worst.\n\nFirst listen and then answer the question.\n\nWhy is Joe's garden the most beautiful one in the town?\n\nJoe Sanders has the most beautiful garden in our town.\n\nNearly everybody enters for 'The Nicest Garden Competition' each year, but Joe wins every time.\n\nBill Frith's garden is larger than Joe's.\n\nBill works harder than Joe and grows more flowers and vegetables, but Joe's garden is interesting.\n\nHe has made neat paths and has built a wooden bridge over a pool.\n\nI like gardens too, but I do not like hard work.\n\nEvery year I enter for the garden competition too, and I always win a little prize for the worst garden in the town!"},{"id":"book-2-lesson-9","bookNumber":2,"number":9,"title":"A cold welcome","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-009-a-cold-welcome-45060087/","text":"Lesson 9. A cold welcome.\n\nFirst listen and then answer the question.\n\nWhat does 'a cold welcome' refer to?\n\nOn Wednesday evening, we went to the Town Hall.\n\nIt was the last day of the year and a large crowd of people had gathered under the Town Hall clock.\n\nIt would strike twelve in twenty minutes' time.\n\nFifteen minutes passed and then, at five to twelve, the clock stopped.\n\nThe big minute hand did not move.\n\nWe waited and waited, but nothing happened.\n\nSuddenly someone shouted, 'It's two minutes past twelve!'\n\nThe clock has stopped!\n\nI looked at my watch.\n\nIt was true.\n\nThe big clock refused to welcome the New Year.\n\nAt that moment, everybody began to laugh and sing."},{"id":"book-2-lesson-10","bookNumber":2,"number":10,"title":"Not for jazz","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-010-not-for-jazz-45060088/","text":"Lesson 10. Not for jazz.\n\nFirst listen and then answer the question.\n\nWhat happened to the clavichord?\n\nWe have an old musical instrument.\n\nIt is called a clavichord.\n\nIt was made in Germany in 1681.\n\nOur clavichord is kept in the living room.\n\nIt has belonged to our family for a long time.\n\nThe instrument was bought by my grandfather many years ago.\n\nRecently it was damaged by a visitor.\n\nShe tried to play jazz on it!\n\nShe struck the keys too hard and two of the strings were broken.\n\nMy father was shocked.\n\nNow we are not allowed to touch it.\n\nIt is being repaired by a friend of my father's."},{"id":"book-2-lesson-11","bookNumber":2,"number":11,"title":"One good turn deserves another","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-011-one-good-turn-deserves-another-45060089/","text":"Lesson 11. One good turn deserves another.\n\nFirst listen and then answer the question.\n\nWho paid for Tony's dinner?\n\nI was having dinner at a restaurant when Tony Steele came in.\n\nTony worked in a lawyer's office years ago, but he is now working at a bank.\n\nHe gets a good salary, but he always borrows money from his friends and never pays it back.\n\nTony saw me and came and sat at the same table.\n\nHe has never borrowed money from me.\n\nWhile he was eating, I asked him to lend me twenty pounds.\n\nTo my surprise, he gave me the money immediately.\n\n'I have never borrowed any money from you,' Tony said, 'so now you can pay for my dinner!'"},{"id":"book-2-lesson-12","bookNumber":2,"number":12,"title":"Goodbye and Good luck","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-012-goodbye-and-good-luck-45060091/","text":"Lesson 12. Goodbye and Good luck.\n\nFirst listen and then answer the question.\n\nWhere is Captain Alison going and how?\n\nOur neighbour, Captain Charles Alison, will sail from Portsmouth tomorrow.\n\nWe'll meet him at the harbour early in the morning.\n\nHe will be in his small boat, Topsail.\n\nTopsail is a famous little boat.\n\nIt has sailed across the Atlantic many times.\n\nCaptain Alison will set out at eight o'clock, so we'll have plenty of time.\n\nWe'll see his boat and then we'll say goodbye to him.\n\nHe will be away for two months.\n\nWe are very proud of him.\n\nHe will take part in an important race across the Atlantic."},{"id":"book-2-lesson-13","bookNumber":2,"number":13,"title":"The Greenwood Boys","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-013-the-greenwood-boys-45060092/","text":"Lesson 13. The Greenwood Boys.\n\nFirst listen and then answer the question.\n\nWhy will the police have a difficult time?\n\nThe Greenwood Boys are a group of popular singers.\n\nAt present, they are visiting all parts of the country.\n\nThey will be arriving here tomorrow.\n\nThey will be coming by train and most of the young people in the town will be meeting them at the station.\n\nTomorrow evening they will be singing at the Workers' Club.\n\nThe Greenwood Boys will be staying for five days.\n\nDuring this time, they will give five performances.\n\nAs usual, the police will have a difficult time.\n\nThey will be trying to keep order.\n\nIt is always the same on these occasions."},{"id":"book-2-lesson-14","bookNumber":2,"number":14,"title":"Do you speak English?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-014-do-you-speak-english-45060093/","text":"Lesson 14. Do you speak English?\n\nFirst listen and then answer the question.\n\nDid the young man speak English?\n\nI had an amusing experience last year.\n\nAfter I had left a small village in the south of France, I drove on to the next town.\n\nOn the way, a young man waved to me.\n\nI stopped and he asked me for a lift.\n\nAs soon as he had got into the car, I said good morning to him in French and he replied in the same language.\n\nApart from a few words, I do not know any French at all.\n\nNeither of us spoke during the journey.\n\nI had nearly reached the town, when the young man suddenly said, very slowly, 'Do you speak English?'\n\nAs I soon learnt, he was English himself!"},{"id":"book-2-lesson-15","bookNumber":2,"number":15,"title":"Good news","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-015-good-news-45060094/","text":"Lesson 15. Good news.\n\nFirst listen and then answer the question.\n\nWhat was the good news?\n\nThe secretary told me that Mr Harmsworth would see me.\n\nI felt very nervous when I went into his office.\n\nHe did not look up from his desk when I entered.\n\nAfter I had sat down, he said that business was very bad.\n\nHe told me that the firm could not afford to pay such large salaries.\n\nTwenty people had already left.\n\nI knew that my turn had come.\n\n'Mr Harmsworth,' I said in a weak voice.\n\n'Don't interrupt,' he said.\n\nThen he smiled and told me I would receive an extra thousand pounds a year!"},{"id":"book-2-lesson-16","bookNumber":2,"number":16,"title":"A polite request","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-016-a-polite-request-45060095/","text":"Lesson 16. A polite request.\n\nFirst listen and then answer the question.\n\nWhat was the polite request?\n\nIf you park your car in the wrong place, a traffic policeman will soon find it.\n\nYou will be very lucky if he lets you go without a ticket.\n\nHowever, this does not always happen.\n\nTraffic police are sometimes very polite.\n\nDuring a holiday in Sweden, I found this note on my car: 'Sir, we welcome you to our city.\n\nThis is a \"No Parking\" area.\n\nYou will enjoy your stay here if you pay attention to our street signs.\n\nThis note is only a reminder.'\n\nIf you receive a request like this, you cannot fail to obey it!"},{"id":"book-2-lesson-17","bookNumber":2,"number":17,"title":"Always young","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-017-always-young-45060096/","text":"Lesson 17. Always young.\n\nFirst listen and then answer the question.\n\nWhy doesn't Aunt Jennifer tell anyone how old she is?\n\nMy aunt Jennifer is an actress.\n\nShe must be at least thirty-five years old.\n\nIn spite of this, she often appears on the stage as a young girl.\n\nJennifer will have to take part in a new play soon.\n\nThis time, she will be a girl of seventeen.\n\nIn the play, she must appear in a bright red dress and long black stockings.\n\nLast year in another play, she had to wear short socks and a bright, orange-coloured dress.\n\nIf anyone ever asks her how old she is, she always answers, 'Darling, it must be terrible to be grown up!'"},{"id":"book-2-lesson-18","bookNumber":2,"number":18,"title":"He often does this!","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-018-he-often-does-this-45060098/","text":"Lesson 18. He often does this!\n\nFirst listen and then answer the question.\n\nWhat had happened to the writer's bag?\n\nAfter I had had lunch at a village pub, I looked for my bag.\n\nI had left it on a chair beside the door and now it wasn't there!\n\nAs I was looking for it, the landlord came in.\n\n'Did you have a good meal?' he asked.\n\n'Yes, thank you,' I answered, 'but I can't pay the bill. I haven't got my bag.'\n\nThe landlord smiled and immediately went out.\n\nIn a few minutes he returned with my bag and gave it back to me.\n\n'I'm very sorry,' he said. 'My dog had taken it into the garden. He often does this!'"},{"id":"book-2-lesson-19","bookNumber":2,"number":19,"title":"Sold out","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-019-sold-out-45060100/","text":"Lesson 19. Sold out.\n\nFirst listen and then answer the question.\n\nWhen will the writer see the play?\n\n'The play may begin at any moment,' I said.\n\n'It may have begun already,' Susan answered.\n\nI hurried to the ticket office.\n\n'May I have two tickets please?'\n\nI asked.\n\n'I'm sorry, we've sold out,' the girl said.\n\n'What a pity!'\n\nSusan exclaimed.\n\nJust then, a man hurried to the ticket office.\n\n'Can I return these two tickets?'\n\nhe asked.\n\n'Certainly,' the girl said.\n\nI went back to the ticket office at once.\n\n'Could I have those two tickets please?'\n\nI asked.\n\n'Certainly,' the girl said, 'but they're for next Wednesday's performance. Do you still want them?'\n\n'I might as well have them,' I said sadly."},{"id":"book-2-lesson-20","bookNumber":2,"number":20,"title":"One man in a boat","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-020-one-man-in-a-boat-45060102/","text":"Lesson 20. One man in a boat.\n\nFirst listen and then answer the question.\n\nWhy is fishing the writer's favourite sport?\n\nFishing is my favourite sport.\n\nI often fish for hours without catching anything.\n\nBut this does not worry me.\n\nSome fishermen are unlucky.\n\nInstead of catching fish, they catch old boots and rubbish.\n\nI am even less lucky.\n\nI never catch anything -- not even old boots.\n\nAfter having spent whole mornings on the river, I always go home with an empty bag.\n\n'You must give up fishing!' my friends say.\n\n'It's a waste of time.' But they don't realize one important thing.\n\nI'm not really interested in fishing.\n\nI am only interested in sitting in a boat and doing nothing at all!"},{"id":"book-2-lesson-21","bookNumber":2,"number":21,"title":"Mad or not?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-021-mad-or-not-45060104/","text":"Lesson 21. Mad or not?\n\nFirst listen and then answer the question.\n\nWhy do people think the writer is mad?\n\nAeroplanes are slowly driving me mad.\n\nI live near an airport and passing planes can be heard night and day.\n\nThe airport was built years ago, but for some reason it could not be used then.\n\nLast year, however, it came into use.\n\nOver a hundred people must have been driven away from their homes by the noise.\n\nI am one of the few people left.\n\nSometimes I think this house will be knocked down by a passing plane.\n\nI have been offered a large sum of money to go away, but I am determined to stay here.\n\nEverybody says I must be mad and they are probably right."},{"id":"book-2-lesson-22","bookNumber":2,"number":22,"title":"A glass envelope","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-022-a-glass-envelope-45060105/","text":"Lesson 22. A glass envelope.\n\nFirst listen and then answer the question.\n\nHow did Jane receive a letter from a stranger?\n\nMy daughter, Jane, never dreamed of receiving a letter from a girl of her own age in Holland.\n\nLast year, we were travelling across the Channel and Jane put a piece of paper with her name and address on it into a bottle.\n\nShe threw the bottle into the sea.\n\nShe never thought of it again, but ten months later, she received a letter from a girl in Holland.\n\nBoth girls write to each other regularly now.\n\nHowever, they have decided to use the post office.\n\nLetters will cost a little more, but they will certainly travel faster."},{"id":"book-2-lesson-23","bookNumber":2,"number":23,"title":"A new house","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-023-a-new-house-45060106/","text":"Lesson 23. A new house.\n\nFirst listen and then answer the question.\n\nWhy is the new house special?\n\nI had a letter from my sister yesterday.\n\nShe lives in Nigeria.\n\nIn her letter, she said that she would come to England next year.\n\nIf she comes, she will get a surprise.\n\nWe are now living in a beautiful new house in the country.\n\nWork on it had begun before my sister left.\n\nThe house was completed five months ago.\n\nIn my letter, I told her that she could stay with us.\n\nThe house has many large rooms and there is a lovely garden.\n\nIt is a very modern house, so it looks strange to some people.\n\nIt must be the only modern house in the district."},{"id":"book-2-lesson-24","bookNumber":2,"number":24,"title":"It could be worse","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-024-it-could-be-worse-45060108/","text":"Lesson 24. It could be worse.\n\nFirst listen and then answer the question.\n\nHad the writer's money been stolen?\n\nI entered the hotel manager's office and sat down.\n\nI had just lost £50 and I felt very upset.\n\n'I left the money in my room,' I said, 'and it's not there now.'\n\nThe manager was sympathetic, but he could do nothing.\n\n'Everyone's losing money these days,' he said.\n\nHe started to complain about this wicked world but was interrupted by a knock at the door.\n\nA girl came in and put an envelope on his desk.\n\nIt contained £50.\n\n'I found this outside this gentleman's room,' she said.\n\n'Well,' I said to the manager, 'there is still some honesty in this world!'"},{"id":"book-2-lesson-25","bookNumber":2,"number":25,"title":"Do the English speak English?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-025-do-the-english-speak-english-45060110/","text":"Lesson 25. Do the English speak English?\n\nFirst listen and then answer the question.\n\nWhy does the writer not understand the porter?\n\nI arrived in London at last.\n\nThe railway station was big, black and dark.\n\nI did not know the way to my hotel, so I asked a porter.\n\nI not only spoke English very carefully, but very clearly as well.\n\nThe porter, however, could not understand me.\n\nI repeated my question several times and at last he understood.\n\nHe answered me, but he spoke neither slowly nor clearly.\n\n'I am a foreigner,' I said.\n\nThen he spoke slowly, but I could not understand him.\n\nMy teacher never spoke English like that!\n\nThe porter and I looked at each other and smiled.\n\nThen he said something and I understood it.\n\n'You'll soon learn English!'\n\nhe said.\n\nI wonder.\n\nIn England, each person speaks a different language.\n\nThe English understand each other, but I don't understand them!\n\nDo they speak English?"},{"id":"book-2-lesson-26","bookNumber":2,"number":26,"title":"The best art critics","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-026-the-best-art-critics-45060111/","text":"Lesson 26. The best art critics.\n\nFirst listen and then answer the question.\n\nWho is the student's best critic?\n\nI am an art student and I paint a lot of pictures.\n\nMany people pretend that they understand modern art.\n\nThey always tell you what a picture is \"about\".\n\nOf course, many pictures are not \"about\" anything.\n\nThey are just pretty patterns.\n\nWe like them in the same way that we like pretty curtain material.\n\nI think that young children often appreciate modern pictures better than anyone else.\n\nThey notice more.\n\nMy sister is only seven, but she always tells me whether my pictures are good or not.\n\nShe came into my room yesterday.\n\n\"What are you doing?\" she asked.\n\n\"I'm hanging this picture on the wall,\" I answered. \"It's a new one. Do you like it?\"\n\nShe looked at it critically for a moment.\n\n\"It's all right,\" she said, \"but isn't it upside down?\"\n\nI looked at it again. She was right! It was !"},{"id":"book-2-lesson-27","bookNumber":2,"number":27,"title":"A wet night","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-027-a-wet-night-45060112/","text":"Lesson 27. A wet night.\n\nFirst listen and then answer the question.\n\nWhat happened to the boys in the night?\n\nLate in the afternoon, the boys put up their tent in the middle of a field.\n\nAs soon as this was done, they cooked a meal over an open fire.\n\nThey were all hungry and the food smelled good.\n\nAfter a wonderful meal, they told stories and sang songs by the campfire.\n\nBut sometime later, it began to rain.\n\nThe boys felt tired, so they put out the fire\n\nand crept into their tent.\n\nTheir sleeping bags were warm and comfortable,\n\nso they all slept soundly.\n\nIn the middle of the night, two boys woke up and began shouting.\n\nThe tent was full of water!\n\nThey all leapt out of their sleeping bags and hurried outside.\n\nIt was raining heavily, and they found that a stream had formed in the field.\n\nThe stream wound its way across the field\n\nand then flowed right under their tent."},{"id":"book-2-lesson-28","bookNumber":2,"number":28,"title":"No parking","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-028-no-parking-45060114/","text":"Lesson 28. No parking.\n\nFirst listen and then answer the question.\n\nWhat is Jasper White's problem?\n\nJasper White is one of those rare people who believes in ancient myths.\n\nHe has just bought a new house in the city.\n\nBut ever since he moved in, he has had trouble with cars and their owners.\n\nWhen he returns home at night, he always finds that someone has parked a car outside his gate.\n\nBecause of this, he has not been able to get his own car into his garage even once.\n\nJasper has put up no parking signs outside his home.\n\nHe has put up a new house gate.\n\nBut these have not had any effect.\n\nNow he has put an ugly stone head over the gate.\n\nIt is one of the ugliest faces I have ever seen.\n\nI asked him what it was.\n\nAnd he told me that it was Medusa, the Gorgon.\n\nJasper hopes that she will turn cars and their owners to stone.\n\nBut none of them has been turned to stone yet."},{"id":"book-2-lesson-29","bookNumber":2,"number":29,"title":"Taxi!","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-029-taxi-45060115/","text":"Lesson 29. Taxi!\n\nFirst listen and then answer the question.\n\nDoes Captain Fawcett think any trip is too dangerous?\n\nCaptain Ben Fawcett has bought an unusual taxi and has begun a new service.\n\nThe 'taxi' is a small Swiss aeroplane called a 'Pilatus Porter'.\n\nThis wonderful plane can carry seven passengers.\n\nThe most surprising thing about it, however, is that it can land anywhere: on snow, water, or even on a ploughed field.\n\nCaptain Fawcett's first passenger was a doctor who flew from Birmingham to a lonely village in the Welsh mountains.\n\nSince then, Captain Fawcett has flown passengers to many unusual places.\n\nOnce he landed on the roof of a block of flats and on another occasion, he landed in a deserted car park.\n\nCaptain Fawcett has just refused a strange request from a businessman.\n\nThe man wanted to fly to Rockall, a lonely island in the Atlantic Ocean, but Captain Fawcett did not take him because the trip was too dangerous."},{"id":"book-2-lesson-30","bookNumber":2,"number":30,"title":"Football or polo?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-030-football-or-polo-45060116/","text":"Lesson 30. Football or polo?\n\nFirst listen and then answer the question.\n\nWhat happened to the man in the boat?\n\nThe Wayle is a small river that cuts across the park near my home.\n\nI like sitting by the Wayle on fine afternoons.\n\nIt was warm last Sunday, so I went and sat on the river bank as usual.\n\nSome children were playing games on the bank and there were some people rowing on the river.\n\nSuddenly, one of the children kicked a ball very hard and it went towards a passing boat.\n\nSome people on the bank called out to the man in the boat, but he did not hear them.\n\nThe ball struck him so hard that he nearly fell into the water.\n\nI turned to look at the children, but there weren't any in sight: they had all run away!\n\nThe man laughed when he realized what had happened.\n\nHe called out to the children and threw the ball back to the bank."},{"id":"book-2-lesson-31","bookNumber":2,"number":31,"title":"Success story","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-031-success-story-45060118/","text":"Lesson 31. Success story.\n\nFirst listen and then answer the question.\n\nWhat was Frank's first job?\n\nYesterday afternoon Frank Hawkins was telling me about his experiences as a young man.\n\nBefore he retired, Frank was the head of a very large business company, but as a boy he used to work in a small shop.\n\nIt was his job to repair bicycles and at that time he used to work fourteen hours a day.\n\nHe saved money for years and in 1958 he bought a small workshop of his own.\n\nIn his twenties Frank used to make spare parts for aeroplanes.\n\nAt that time he had two helpers.\n\nIn a few years, the small workshop had become a large factory which employed seven hundred and twenty-eight people.\n\nFrank smiled when he remembered his hard early years and the long road to success.\n\nHe was still smiling when the door opened and his wife came in.\n\nShe wanted him to repair their grandson's bicycle!"},{"id":"book-2-lesson-32","bookNumber":2,"number":32,"title":"Shopping made easy","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-032-shopping-made-easy-45060120/","text":"Lesson 32. Shopping made easy.\n\nFirst listen and then answer the question.\n\nWho was the thief?\n\nPeople are not so honest as they once were.\n\nThe temptation to steal is greater than ever before -- especially in large shops.\n\nA detective recently watched a well-dressed woman who always went into a large store on Monday mornings.\n\nOne Monday, there were fewer people in the shop than usual when the woman came in, so it was easier for the detective to watch her.\n\nThe woman first bought a few small articles.\n\nAfter a little time, she chose one of the most expensive dresses in the shop and handed it to an assistant who wrapped it up for her as quickly as possible.\n\nThen the woman simply took the parcel and walked out of the shop without paying.\n\nWhen she was arrested, the detective found out that the shop assistant was her daughter.\n\nThe girl 'gave' her mother a free dress once a week!"},{"id":"book-2-lesson-33","bookNumber":2,"number":33,"title":"Out of the darkness","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-033-out-of-the-darkness-45060122/","text":"Lesson 33. Out of the darkness.\n\nFirst listen and then answer the question.\n\nWhy was the girl in hospital?\n\nNearly a week passed before the girl was able to explain what had happened to her.\n\nOne afternoon she set out from the coast in a small boat and was caught in a storm.\n\nTowards evening, the boat struck a rock and the girl jumped into the sea.\n\nThen she swam to the shore after spending the whole night in the water.\n\nDuring that time she covered a distance of eight miles.\n\nEarly next morning, she saw a light ahead.\n\nShe knew she was near the shore because the light was high up on the cliffs.\n\nOn arriving at the shore, the girl struggled up the cliff towards the light she had seen.\n\nThat was all she remembered.\n\nWhen she woke up a day later, she found herself in hospital."},{"id":"book-2-lesson-34","bookNumber":2,"number":34,"title":"Quick work","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-034-quick-work-45060124/","text":"Lesson 34. Quick work.\n\nFirst listen and then answer the question.\n\nHow long had the police taken to find his bicycle?\n\nDan Robinson has been worried all week.\n\nLast Tuesday he received a letter from the local police.\n\nIn the letter he was asked to call at the station.\n\nDan wondered why he was wanted by the police, but he went to the station yesterday and now he is not worried anymore.\n\nAt the station, he was told by a smiling policeman that his bicycle had been found.\n\nFive days ago, the policeman told him, the bicycle was picked up in a small village four hundred miles away.\n\nIt is now being sent to his home by train.\n\nDan was most surprised when he heard the news.\n\nHe was amused too, because he never expected the bicycle to be found.\n\nIt was stolen twenty years ago when Dan was a boy of fifteen!"},{"id":"book-2-lesson-35","bookNumber":2,"number":35,"title":"Stop thief!","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-035-stop-thief-45060126/","text":"Lesson 35. Stop thief!\n\nFirst listen and then answer the question.\n\nHow did Roy stop the thieves?\n\nRoy Trenton used to drive a taxi.\n\nA short while ago, however, he became a bus driver and he has not regretted it.\n\nHe is finding his new work far more exciting.\n\nWhen he was driving along Catford Street recently, he saw two thieves rush out of a shop and run towards a waiting car.\n\nOne of them was carrying a bag full of money.\n\nRoy acted quickly and drove the bus straight at the thieves.\n\nThe one with the money got such a fright that he dropped the bag.\n\nAs the thieves were trying to get away in their car, Roy drove his bus into the back of it.\n\nWhile the battered car was moving away, Roy stopped his bus and telephoned the police.\n\nThe thieves' car was badly damaged and easy to recognize.\n\nShortly afterwards, the police stopped the car and both men were arrested."},{"id":"book-2-lesson-36","bookNumber":2,"number":36,"title":"Across the Channel","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-036-across-the-channel-45060128/","text":"Lesson 36. Across the Channel.\n\nFirst listen and then answer the question.\n\nWhat is Debbie going to try to do?\n\nDebbie Hart is going to swim across the English Channel tomorrow.\n\nShe is going to set out from the French coast at five o'clock in the morning.\n\nDebbie is only eleven years old and she hopes to set up a new world record.\n\nShe is a strong swimmer and many people feel that she is sure to succeed.\n\nDebbie's father will set out with her in a small boat.\n\nMr Hart has trained his daughter for years.\n\nTomorrow he will be watching her anxiously as she swims the long distance to England.\n\nDebbie intends to take short rests every two hours.\n\nShe will have something to drink but she will not eat any solid food.\n\nMost of Debbie's school friends will be waiting for her on the English coast.\n\nAmong them will be Debbie's mother, who swam the Channel herself when she was a girl."},{"id":"book-2-lesson-37","bookNumber":2,"number":37,"title":"The Olympic Games","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-037-the-olympic-games-45060129/","text":"Lesson 37. The Olympic Games.\n\nFirst listen and then answer the question.\n\nWhen was the last time this country hosted the Olympic Games?\n\nThe Olympic Games will be held in our country in four years' time.\n\nAs a great many people will be visiting the country, the government will be building new hotels, an immense stadium, and a fine new Olympic standard swimming pool.\n\nThey will also be building new roads and a special railway line.\n\nThe Games will be held just outside the capital and the whole area will be called 'Olympic City'.\n\nWorkers will have completed the new roads by the end of this year.\n\nBy the end of next year, they will have finished work on the new stadium.\n\nThe fantastic modern buildings have been designed by Kurt Gunter.\n\nEverybody will be watching anxiously as the new buildings go up.\n\nWe are all very excited and are looking forward to the Olympic Games because they have never been held before in this country."},{"id":"book-2-lesson-38","bookNumber":2,"number":38,"title":"Everything except the weather","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-038-everything-except-the-weather-45060130/","text":"Lesson 38. Everything except the weather.\n\nFirst listen and then answer the question.\n\nWhy did Harrison sell his house so quickly?\n\nMy old friend, Harrison, had lived in the Mediterranean for many years before he returned to England.\n\nHe had often dreamed of retiring in England and had planned to settle down in the country.\n\nHe had no sooner returned than he bought a house and went to live there.\n\nAlmost immediately he began to complain about the weather, for even though it was still summer, it rained continually and it was often bitterly cold.\n\nAfter so many years of sunshine, Harrison got a shock.\n\nHe acted as if he had never lived in England before.\n\nIn the end, it was more than he could bear.\n\nHe had hardly had time to settle down when he sold the house and left the country.\n\nThe dream he had had for so many years ended there.\n\nHarrison had thought of everything except the weather."},{"id":"book-2-lesson-39","bookNumber":2,"number":39,"title":"Am I all right?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-039-am-i-all-right-45060131/","text":"Lesson 39. Am I all right?\n\nFirst listen and then answer the question.\n\nWhy did Mr Gilbert telephone Dr Millington?\n\nWhile John Gilbert was in hospital, he asked his doctor to tell him whether his operation had been successful, but the doctor refused to do so.\n\nThe following day, the patient asked for a bedside telephone.\n\nWhen he was alone, he telephoned the hospital exchange and asked for Doctor Millington.\n\nWhen the doctor answered the phone, Mr Gilbert said he was inquiring about a certain patient, a Mr John Gilbert.\n\nHe asked if Mr Gilbert's operation had been successful and the doctor told him that it had been.\n\nHe then asked when Mr Gilbert would be allowed to go home and the doctor told him that he would have to stay in hospital for another two weeks.\n\nThen Dr Millington asked the caller if he was a relative of the patient.\n\n\"No,\" the patient answered, \"I am Mr John Gilbert.\""},{"id":"book-2-lesson-40","bookNumber":2,"number":40,"title":"Food and talk","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-040-food-and-talk-45060132/","text":"Lesson 40. Food and talk.\n\nFirst listen and then answer the question.\n\nWas Mrs Rumbold a good companion at dinner?\n\nLast week at a dinner party, the hostess asked me to sit next to Mrs Rumbold.\n\nMrs Rumbold was a large, unsmiling lady in a tight black dress.\n\nShe did not even look up when I took my seat beside her.\n\nHer eyes were fixed on her plate and in a short time, she was busy eating.\n\nI tried to make conversation.\n\n\"A new play is coming to 'The Globe' soon,\" I said.\n\n\"Will you be seeing it?\"\n\n\"No,\" she answered.\n\n\"Will you be spending your holidays abroad this year?\"\n\nI asked.\n\n\"No,\" she answered.\n\n\"Will you be staying in England?\"\n\nI asked.\n\n\"No,\" she answered.\n\nIn despair, I asked her whether she was enjoying her dinner.\n\n\"Young man,\" she answered, \"if you ate more and talked less, we would both enjoy our dinner!\""},{"id":"book-2-lesson-41","bookNumber":2,"number":41,"title":"Do you call that a hat?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-041-do-you-call-that-a-hat-45060133/","text":"Lesson 41. Do you call that a hat?\n\nFirst listen and then answer the question.\n\nWhat kind of shopping does the writer enjoy, do you think?\n\n\"Do you call that a hat?\" I said to my wife.\n\n\"You needn't be so rude about it,\" my wife said as she looked at herself in the mirror.\n\nI sat down on one of those modern chairs with holes in it and waited.\n\nWe had been in the hat shop for half an hour and my wife was still in front of the mirror.\n\n\"We mustn't buy things we don't need,\" I remarked suddenly.\n\nI regretted saying it almost at once.\n\n\"You needn't have said that,\" my wife answered.\n\n\"I need not remind you of that terrible tie you bought yesterday.\"\n\n\"I find it beautiful,\" I said.\n\n\"A man can never have too many ties.\"\n\n\"And a woman can't have too many hats,\" she answered.\n\nTen minutes later we walked out of the shop together.\n\nMy wife was wearing a hat that looked like a lighthouse!"},{"id":"book-2-lesson-42","bookNumber":2,"number":42,"title":"Not very musical","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-042-not-very-musical-45060135/","text":"Lesson 42. Not very musical.\n\nFirst listen and then answer the question.\n\nWhat happened when the snake charmer began to play jazz?\n\nAs we had had a long walk through one of the markets of Old Delhi, we stopped at a square to have a rest.\n\nAfter a time, we noticed a snake charmer with two large baskets at the other side of the square, so we went to have a look at him.\n\nAs soon as he saw us, he picked up a long pipe which was covered with coins and opened one of the baskets.\n\nWhen he began to play a tune, we had our first glimpse of the snake.\n\nIt rose out of the basket and began to follow the movements of the pipe.\n\nWe were very much surprised when the snake charmer suddenly began to play jazz tunes and popular modern songs.\n\nThe snake, however, continued to 'dance' slowly.\n\nIt obviously could not tell the difference between Indian music and jazz!"},{"id":"book-2-lesson-43","bookNumber":2,"number":43,"title":"Over the South Pole. First listen and then answer the question. How was the plane able to clear the mountains?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-043-over-the-south-pole-45060137/","text":"Lesson 43. Over the South Pole. First listen and then answer the question. How was the plane able to clear the mountains?\n\nIn 1929, three years after his flight over the North Pole, the American explorer, R. E. Byrd, successfully flew over the South Pole for the first time.\n\nThough, at first, Byrd and his men were able to take a great many photographs of the mountains that lay below, they soon ran into serious trouble.\n\nAt one point, it seemed certain that their plane would crash.\n\nIt could only get over the mountains if it rose to 10,000 feet.\n\nByrd at once ordered his men to throw out two heavy food sacks.\n\nThe plane was then able to rise and it cleared the mountains by 400 feet.\n\nByrd now knew that he would be able to reach the South Pole which was 300 miles away, for there were no more mountains in sight.\n\nThe aircraft was able to fly over the endless white plains without difficulty."},{"id":"book-2-lesson-44","bookNumber":2,"number":44,"title":"Through the forest","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-044-through-the-forest-45060139/","text":"Lesson 44. Through the forest.\n\nFirst listen and then answer the question.\n\nHow did Mrs. Stirling get her bag back?\n\nMrs Anne Sterling did not think of the risk she was taking when she ran through a forest after two men.\n\nThey had rushed up to her while she was having a picnic at the edge of a forest with her children and tried to steal her handbag.\n\nIn the struggle, the strap broke and, with the bag in their possession, both men started running through the trees.\n\nMrs Sterling got so angry that she ran after them.\n\nShe was soon out of breath, but she continued to run.\n\nWhen she caught up with them, she saw that they had sat down and were going through the contents of the bag, so she ran straight at them.\n\nThe men got such a fright that they dropped the bag and ran away.\n\n'The strap needs mending,' said Mrs Sterling later, 'but they did not steal anything.'"},{"id":"book-2-lesson-45","bookNumber":2,"number":45,"title":"A clear conscience","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-045-a-clear-conscience-45060142/","text":"Lesson 45. A clear conscience.\n\nFirst listen and then answer the question.\n\nHow did Sam get his money back?\n\nThe whole village soon learnt that a large sum of money had been lost.\n\nSam Benton, the local butcher, had lost his wallet while taking his savings to the post office.\n\nSam was sure that the wallet must have been found by one of the villagers, but it was not returned to him.\n\nThree months passed, and then one morning, Sam found his wallet outside his front door.\n\nIt had been wrapped up in newspaper and it contained half the money he had lost, together with a note which said: 'A thief, yes, but only 50 per cent a thief!'\n\nTwo months later, some more money was sent to Sam with another note: 'Only 25 per cent a thief now!'\n\nIn time, all Sam's money was paid back in this way.\n\nThe last note said: 'I am 100 per cent honest now!'"},{"id":"book-2-lesson-46","bookNumber":2,"number":46,"title":"Expensive and uncomfortable","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-046-expensive-and-uncomfortable-45060146/","text":"Lesson 46. Expensive and uncomfortable.\n\nFirst listen and then answer the question.\n\nWhat did the man in this story do?\n\nWhen a plane from London arrived at Sydney airport, workers began to unload a number of wooden boxes which contained clothing.\n\nNo one could account for the fact that one of the boxes was extremely heavy.\n\nIt suddenly occurred to one of the workers to open up the box.\n\nHe was astonished at what he found.\n\nA man was lying in the box on top of a pile of woolen goods.\n\nHe was so surprised at being discovered that he did not even try to run away.\n\nAfter he was arrested, the man admitted hiding in the box before the plane left London.\n\nHe had had a long and uncomfortable trip, for he had been confined to the wooden box for over eighteen hours.\n\nThe man was ordered to pay £3500 for the cost of the trip.\n\nThe normal price of a ticket is £2000!"},{"id":"book-2-lesson-47","bookNumber":2,"number":47,"title":"A thirsty ghost","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-047-a-thirsty-ghost-45060147/","text":"Lesson 47. A thirsty ghost.\n\nFirst listen and then answer the question.\n\nWhat evidence is there of a ghost?\n\nA public house which was recently bought by Mr Ian Thompson is up for sale.\n\nMr Thompson is going to sell it because it is haunted.\n\nHe told me that he could not go to sleep one night because he heard a strange noise coming from the bar.\n\nThe next morning, he found that the doors had been blocked by chairs and the furniture had been moved.\n\nThough Mr Thompson had turned the lights off before he went to bed, they were on in the morning.\n\nHe also said that he had found five empty whisky bottles which the ghost must have drunk the night before.\n\nWhen I suggested that some villagers must have come in for a free drink, Mr Thompson shook his head.\n\nThe villagers have told him that they will not accept the pub even if he gives it away."},{"id":"book-2-lesson-48","bookNumber":2,"number":48,"title":"Did you want to tell me something?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-048-did-you-want-to-tell-me-someth-45060149/","text":"Lesson 48. Did you want to tell me something?\n\nFirst listen and then answer the question.\n\nWhy did the writer become very worried?\n\nDentists always ask questions when it is impossible for you to answer.\n\nMy dentist had just pulled out one of my teeth and had told me to rest for a while.\n\nI tried to say something, but my mouth was full of cotton wool.\n\nHe knew I collected match boxes and asked me whether my collection was growing.\n\nHe then asked me how my brother was and whether I liked my new job in London.\n\nIn answer to these questions I either nodded or made strange noises.\n\nMeanwhile, my tongue was busy searching out the hole where the tooth had been.\n\nI suddenly felt very worried, but could not say anything.\n\nWhen the dentist at last removed the cotton wool from my mouth, I was able to tell him that he had pulled out the wrong tooth."},{"id":"book-2-lesson-49","bookNumber":2,"number":49,"title":"The end of a dream","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-049-the-end-of-a-dream-45060151/","text":"Lesson 49. The end of a dream.\n\nFirst listen and then answer the question.\n\nHow did the dream end?\n\nTired of sleeping on the floor, a young man in Teheran saved up for years to buy a real bed.\n\nFor the first time in his life, he became the proud owner of a bed which had springs and a mattress.\n\nBecause the weather was very hot, he carried the bed on to the roof of his house.\n\nHe slept very well for the first two nights, but on the third night, a storm blew up.\n\nA gust of wind swept the bed off the roof and sent it crashing into the courtyard below.\n\nThe young man did not wake up until the bed had struck the ground.\n\nAlthough the bed was smashed to pieces, the man was miraculously unhurt.\n\nWhen he woke up, he was still on the mattress.\n\nGlancing at the bits of wood and metal that lay around him, the man sadly picked up the mattress and carried it into his house."},{"id":"book-2-lesson-50","bookNumber":2,"number":50,"title":"Taken for a ride","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-050-taken-for-a-ride-45060152/","text":"Lesson 50. Taken for a ride\n\nFirst listen and then answer the question.\n\nWhy did the writer not get off the bus at Woodford Green?\n\nI love travelling in the country, but I don't like losing my way.\n\nI went on an excursion recently, but my trip took me longer than I expected.\n\n\"I'm going to Woodford Green,\" I said to the conductor as I got on the bus, \"but I don't know where it is.\"\n\n\"I'll tell you where to get off,\" answered the conductor.\n\nI sat in the front of the bus to get a good view of the countryside.\n\nAfter some time, the bus stopped.\n\nLooking round, I realized with a shock that I was the only passenger left on the bus.\n\n\"You'll have to get off here,\" the conductor said.\n\n\"This is as far as we go.\"\n\n\"Is this Woodford Green?\" I asked.\n\n\"Oh dear,\" said the conductor suddenly, \"I forgot to put you off.\"\n\n\"It doesn't matter,\" I said.\n\n\"I'll get off here.\"\n\n\"We're going back now,\" said the conductor.\n\n\"Well, in that case, I prefer to stay on the bus,\" I answered."},{"id":"book-2-lesson-51","bookNumber":2,"number":51,"title":"Reward for virtue","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-051-reward-for-virtue-45060153/","text":"Lesson 51. Reward for virtue.\n\nFirst listen and then answer the question.\n\nWhy did Hugh's diet not work?\n\nMy friend, Herbert, has always been fat, but things got so bad recently that he decided to go on a diet.\n\nHe began his diet a week ago.\n\nFirst of all, he wrote out a long list of all the foods which were forbidden.\n\nThe list included most of the things Herbert loves: butter, potatoes, rice, beer, milk, chocolate, and sweets.\n\nYesterday I paid him a visit.\n\nI rang the bell and was not surprised to see that Herbert was still as fat as ever.\n\nHe led me into his room and hurriedly hid a large parcel under his desk.\n\nIt was obvious that he was very embarrassed.\n\nWhen I asked him what he was doing, he smiled guiltily and then put the parcel on the desk.\n\nHe explained that his diet was so strict that he had to reward himself occasionally.\n\nThen he showed me the contents of the parcel.\n\nIt contained five large bars of chocolate and three bags of sweets!"},{"id":"book-2-lesson-52","bookNumber":2,"number":52,"title":"A pretty carpet","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-052-a-pretty-carpet-45060154/","text":"Lesson 52. A pretty carpet.\n\nFirst listen and then answer the question.\n\nWhat is the writer's carpet made of?\n\nWe have just moved into a new house and I have been working hard all morning.\n\nI have been trying to get my new room in order.\n\nThis has not been easy because I own over a thousand books.\n\nTo make matters worse, the room is rather small, so I have temporarily put my books on the floor.\n\nAt the moment, they cover every inch of floor space and I actually have to walk on them to get in or out of the room.\n\nA short while ago, my sister helped me to carry one of my old bookcases up the stairs.\n\nShe went into my room and got a big surprise when she saw all those books on the floor.\n\n'This is the prettiest carpet I have ever seen,' she said.\n\nShe gazed at it for some time then added, 'You don't need bookcases at all.\n\nYou can sit here in your spare time and read the carpet!'"},{"id":"book-2-lesson-53","bookNumber":2,"number":53,"title":"Hot snake","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-053-hot-snake-45060155/","text":"Lesson 53. Hot snake.\n\nFirst listen and then answer the question.\n\nWhat caused the fire?\n\nAt last firemen have put out a big forest fire in California.\n\nSince then, they have been trying to find out how the fire began.\n\nForest fires are often caused by broken glass or by cigarette ends which people carelessly throw away.\n\nYesterday the firemen examined the ground carefully, but were not able to find any broken glass.\n\nThey were also quite sure that a cigarette end did not start the fire.\n\nThis morning, however, a fireman accidentally discovered the cause.\n\nHe noticed the remains of a snake which was wound round the electric wires of a 16,000-volt power line.\n\nIn this way, he was able to solve the mystery.\n\nThe explanation was simple but very unusual.\n\nA bird had snatched up the snake from the ground and then dropped it on to the wires.\n\nThe snake then wound itself round the wires.\n\nWhen it did so, it sent sparks down to the ground and these immediately started a fire."},{"id":"book-2-lesson-54","bookNumber":2,"number":54,"title":"Sticky fingers","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-054-sticky-fingers-45060156/","text":"Lesson 54. Sticky fingers.\n\nFirst listen and then answer the question.\n\nWhat two interruptions did the writer have?\n\nAfter breakfast, I sent the children to school and then I went to shops.\n\nIt was still early when I returned home.\n\nThe children were at school, my husband was at work and the house was quiet.\n\nSo I decided to make some meat pies.\n\nIn a short time I was busy mixing butter and flour and my hands were soon covered with sticky pastry.\n\nAt exactly that moment, the telephone rang.\n\nNothing could have been more annoying.\n\nI picked up the receiver between two sticky fingers and was dismayed when I recognized the voice of Helen Bates.\n\nIt took me ten minutes to persuade her to ring back later.\n\nAt last I hung up the receiver.\n\nWhat a mess!\n\nThere was pastry on my fingers, on the telephone, and on the doorknobs.\n\nI had no sooner got back to the kitchen than the doorbell rang loud enough to wake the dead.\n\nThis time it was the postman and he wanted me to sign for a registered letter!"},{"id":"book-2-lesson-55","bookNumber":2,"number":55,"title":"Not a gold mine","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-055-not-a-gold-mine-45060157/","text":"Lesson 55. Not a gold mine.\n\nFirst listen and then answer the question.\n\nWhat did the team find?\n\nDreams of finding lost treasure almost came true recently.\n\nA new machine called 'The Revealer' has been invented and it has been used to detect gold which has been buried in the ground.\n\nThe machine was used in a cave near the seashore where -- it is said -- pirates used to hide gold.\n\nThe pirates would often bury gold in the cave and then fail to collect it.\n\nArmed with the new machine, a search party went into the cave hoping to find buried treasure.\n\nThe leader of the party was examining the soil near the entrance to the cave when the machine showed that there was gold under the ground.\n\nVery excited, the party dug a hole two feet deep.\n\nThey finally found a small gold coin which was almost worthless.\n\nThe party then searched the whole cave thoroughly but did not find anything except an empty tin trunk.\n\nIn spite of this, many people are confident that 'The Revealer' may reveal something of value fairly soon."},{"id":"book-2-lesson-56","bookNumber":2,"number":56,"title":"Faster than sound!","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-056-faster-than-sound-45060159/","text":"Lesson 56. Faster than sound!\n\nFirst listen and then answer the question.\n\nHow fast did the winning car go?\n\nOnce a year a race is held for old cars.\n\nA lot of cars entered for this race last year and there was a great deal of excitement just before it began.\n\nOne of the most handsome cars was a Rolls-Royce Silver Ghost.\n\nThe most unusual car was a Benz which had only three wheels.\n\nBuilt in 1885, it was the oldest car taking part.\n\nAfter a great many loud explosions, the race began.\n\nMany of the cars broke down on the course and some drivers spent more time under their cars than in them!\n\nA few cars, however, completed the race.\n\nThe winning car reached a speed of forty miles an hour -- much faster than any of its rivals.\n\nIt sped downhill at the end of the race and its driver had a lot of trouble trying to stop it.\n\nThe race gave everyone a great deal of pleasure.\n\nIt was very different from modern car races but no less exciting."},{"id":"book-2-lesson-57","bookNumber":2,"number":57,"title":"Can I help you, madam?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-057-can-i-help-you-madam-45060160/","text":"Lesson 57. Can I help you, madam?\n\nFirst listen and then answer the question.\n\nDid the woman get what she wanted?\n\nA woman in jeans stood at the window of an expensive shop.\n\nThough she hesitated for a moment, she finally went in and asked to see a dress that was in the window.\n\nThe assistant who served her did not like the way she was dressed.\n\nGlancing at her scornfully, he told her that the dress was sold.\n\nThe woman walked out of the shop angrily and decided to punish the assistant next day.\n\nShe returned to the shop the following morning dressed in a fur coat, with a handbag in one hand and a long umbrella in the other.\n\nAfter seeking out the rude assistant, she asked for the same dress.\n\nNot realizing who she was, the assistant was eager to serve her this time.\n\nWith great difficulty, he climbed into the shop window to get the dress.\n\nAs soon as she saw it, the woman said she did not like it.\n\nShe enjoyed herself making the assistant bring almost everything in the window before finally buying the dress she had first asked for."},{"id":"book-2-lesson-58","bookNumber":2,"number":58,"title":"A blessing in disguise?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-058-a-blessing-in-disguise-45157293/","text":"Lesson 58. A blessing in disguise?\n\nFirst listen and then answer the question.\n\nWhy does the vicar refuse to cut down the tree?\n\nThe tiny village of Frinley is said to possess a cursed tree.\n\nBecause the tree was mentioned in a newspaper, the number of visitors to Frinley has now increased.\n\nThe tree was planted near the church 50 years ago.\n\nBut it is only in recent years that it has gained an evil reputation.\n\nIt is said that if anyone touches the tree, he will have bad luck.\n\nIf he picks a leaf, he will die.\n\nMany villagers believe that the tree has already claimed a number of victims.\n\nThe vicar has been asked to have the tree cut down.\n\nBut so far he has refused.\n\nHe has pointed out that the tree is a useful source of income.\n\nAs tourists have been coming from all parts of the country to see it.\n\nIn spite of all that has been said, the tourists have been picking leaves and cutting their names on the tree trunk.\n\nSo far, not one of them has been struck down by sudden death."},{"id":"book-2-lesson-59","bookNumber":2,"number":59,"title":"In or out?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-059-in-or-out-45060162/","text":"Lesson 59. In or out?\n\nFirst listen and then answer the question.\n\nWhy did Rex run away?\n\nOur dog, Rex, used to sit outside our front gate and bark.\n\nEvery time he wanted to come into the garden he would bark until someone opened the gate.\n\nAs the neighbours complained of the noise, my husband spent weeks training him to press his paw on the latch to let himself in.\n\nRex soon became an expert at opening the gate.\n\nHowever, when I was going out shopping last week, I noticed him in the garden near the gate.\n\nThis time he was barking so that someone would let him out!\n\nSince then, he has developed another bad habit.\n\nAs soon as he opens the gate from the outside, he comes into the garden and waits until the gate shuts.\n\nThen he sits and barks until someone lets him out.\n\nAfter this he immediately lets himself in and begins barking again.\n\nYesterday my husband removed the gate and Rex got so annoyed we have not seen him since."},{"id":"book-2-lesson-60","bookNumber":2,"number":60,"title":"The future","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-060-the-future-45060163/","text":"Lesson 60. The future.\n\nFirst listen and then answer the question.\n\nDoes what Madam Bellinsky said come true?\n\nAt a village fair, I decided to visit a fortune-teller called Madam Bellinsky.\n\nI went into her tent and she told me to sit down.\n\nAfter I had given her some money, she looked into a crystal ball and said: \"A relation of yours is coming to see you.\n\nShe will be arriving this evening and intends to stay for a few days.\n\nThe moment you leave this tent, you will get a big surprise.\n\nA woman you know well will rush towards you.\n\nShe will speak to you and then she will lead you away from this place.\n\nThat is all.\"\n\nAs soon as I went outside, I forgot all about Madam Bellinsky because my wife hurried towards me.\n\n\"Where have you been hiding?\"\n\nshe asked impatiently.\n\n\"Your sister will be here in less than an hour and we must be at the station to meet her.\n\nWe are late already.\"\n\nAs she walked away, I followed her out of the fair."},{"id":"book-2-lesson-61","bookNumber":2,"number":61,"title":"Trouble with the Hubble","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-061-trouble-with-the-hubble-45060164/","text":"Lesson 61. Trouble with the Hubble.\n\nFirst listen and then answer the question.\n\nWhat is the special importance of a telescope in space?\n\nThe Hubble telescope was launched into space by NASA on April 20,1990 at a cost of over a billion dollars.Right from the start there was trouble with the Hubble.\n\nThe pictures it sent us were very disappointing because its main mirror was faulty!\n\nNASA is now going to put the telescope right, so it will soon be sending up four astronauts to repair it.\n\nThe shuttle Endeavour will be taking the astronauts to the Hubble.\n\nA robot-arm from the Endeavour will grab the telescope and hold it while the astronauts make the necessary repairs.\n\nOf course, the Hubble is above the earth's atmosphere, so it will soon be sending us the clearest pictures of the stars and distant galaxies that we have ever seen.\n\nThe Hubble will tell us a great deal about the age and size of the universe.\n\nBy the time you read this, the Hubble's eagle eye will have sent us thousands and thousands of wonderful pictures."},{"id":"book-2-lesson-62","bookNumber":2,"number":62,"title":"After the fire","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-062-after-the-fire-45060165/","text":"Lesson 62. After the fire.\n\nFirst listen and then answer the question.\n\nWhat was the danger to the villages after the fire?\n\nFiremen had been fighting the forest fire for nearly three weeks before they could get it under control.\n\nA short time before, great trees had covered the countryside for miles around.\n\nNow, smoke still rose up from the warm ground over the desolate hills.\n\nWinter was coming on and the hills threatened the surrounding villages with destruction, for heavy rain would not only wash away the soil but would cause serious floods as well.\n\nWhen the fire had at last been put out, the forest authorities ordered several tons of a special type of grass seed which would grow quickly.\n\nThe seed was sprayed over the ground in huge quantities by aeroplanes.\n\nThe planes had been planting seed for nearly a month when it began to rain.\n\nBy then, however, in many places the grass had already taken root.\n\nIn place of the great trees which had been growing there for centuries, patches of green had begun to appear in the blackened soil."},{"id":"book-2-lesson-63","bookNumber":2,"number":63,"title":"She was not amused","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-063-she-was-not-amused-45060166/","text":"Lesson 63. She was not amused.\n\nFirst listen and then answer the question.\n\nWhy did Jenny want to leave the wedding reception?\n\nJeremy Hampden has a large circle of friends and is very popular at parties.\n\nEverybody admires him for his great sense of humour -- everybody, that is, except his six-year-old daughter, Jenny.\n\nRecently, one of Jeremy's closest friends asked him to make a speech at a wedding reception.\n\nThis is the sort of thing that Jeremy loves.\n\nHe prepared the speech carefully and went to the wedding with Jenny.\n\nHe had included a large number of funny stories in the speech and, of course, it was a great success.\n\nAs soon as he had finished, Jenny told him she wanted to go home.\n\nJeremy was a little disappointed by this but he did as his daughter asked.\n\nOn the way home, he asked Jenny if she had enjoyed the speech.\n\nTo his surprise, she said she hadn't.\n\nJeremy asked her why this was so and she told him that she did not like to see so many people laughing at him!"},{"id":"book-2-lesson-64","bookNumber":2,"number":64,"title":"The Channel Tunnel","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-064-the-channel-tunnel-45060168/","text":"Lesson 64. The Channel Tunnel.\n\nFirst listen and then answer the question.\n\nWhy was the first tunnel not completed?\n\nIn 1858, a French engineer, Aimé Thomé de Gamond, arrived in England with a plan for a twenty-one mile tunnel under the English Channel.\n\nHe said that it would be possible to build a platform in the centre of the Channel.\n\nThis platform would serve as a port and a railway station.\n\nThe tunnel would be well-ventilated if tall chimneys were built above sea level.\n\nIn 1860, a better plan was put forward by an Englishman, William Low.\n\nHe suggested that a double railway tunnel should be built.\n\nThis would solve the problem of ventilation, for if a train entered this tunnel, it would draw in fresh air behind it.\n\nForty-two years later a tunnel was actually begun.\n\nIf, at the time, the British had not feared invasion, it would have been completed.The world had to wait almost another 100 years for the Channel Tunnel.\n\nIt was officially opened on March 7, 1994, finally connecting Britain to the European continent."},{"id":"book-2-lesson-65","bookNumber":2,"number":65,"title":"Jumbo versus the police","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-065-jumbo-versus-the-police-45060169/","text":"Lesson 65. Jumbo versus the police.\n\nFirst listen and then answer the question.\n\nWhy did the police have to push Jumbo off the main street?\n\nLast Christmas, the circus owner, Jimmy Gates, decided to take some presents to a children's hospital.\n\nDressed up as Father Christmas and accompanied by a 'guard of honour' of six pretty girls, he set off down the main street of the city riding a baby elephant called Jumbo.\n\nHe should have known that the police would never allow this sort of thing.\n\nA policeman approached Jimmy and told him he ought to have gone along a side street as Jumbo was holding up the traffic.\n\nThough Jimmy agreed to go at once, Jumbo refused to move.\n\nFifteen policemen had to push very hard to get him off the main street.\n\nThe police had a difficult time, but they were most amused.\n\n'Jumbo must weigh a few tons,' said a policeman afterwards, 'so it was fortunate that we didn't have to carry him.\n\nOf course, we should arrest him, but as he has a good record, we shall let him off this time.'"},{"id":"book-2-lesson-66","bookNumber":2,"number":66,"title":"Sweet as honey!","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-066-sweet-as-honey-45060170/","text":"Lesson 66. Sweet as honey!\n\nFirst listen and then answer the question.\n\nWhat was 'sweet as honey' and why?\n\nIn 1963 a Lancaster bomber crashed on Wallis Island, a remote place in the South Pacific, a long way west of Samoa.\n\nThe plane wasn't too badly damaged, but over the years, the crash was forgotten and the wreck remained undisturbed.Then in 1989, twenty-six years after the crash, the plane was accidentally rediscovered in an aerial survey of the island.\n\nBy this time, a Lancaster bomber in reasonable condition was rare and worth rescuing.\n\nThe French authorities had the plane packaged and moved in parts back to France.\n\nNow a group of enthusiasts are going to have the plane restored.\n\nIt has four Rolls-Royce Merlin engines, but the group will need to have only three of them rebuilt.\n\nImagine their surprise and delight when they broke open the packing cases and found that the fourth engine was sweet as honey -- still in perfect condition.\n\nA colony of bees had turned the engine into a hive and it was totally preserved in beeswax!"},{"id":"book-2-lesson-67","bookNumber":2,"number":67,"title":"Volcanoes","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-067-volcanoes-45060174/","text":"Lesson 67. Volcanoes.\n\nFirst listen and then answer the question.\n\nWhy does Taziev risk his life like this?\n\nHaroun Tazieff, the Polish scientist, has spent his lifetime studying active volcanoes and deep caves in all parts of the world.\n\nIn 1948, he went to Lake Kivu in the Congo to observe a new volcano which he later named Kituro.\n\nTazieff was able to set up his camp very close to the volcano while it was erupting violently.\n\nThough he managed to take a number of brilliant photographs, he could not stay near the volcano for very long.\n\nHe noticed that a river of liquid rock was coming towards him.\n\nIt threatened to surround him completely, but Tazieff managed to escape just in time.\n\nHe waited until the volcano became quiet and he was able to return two days later.\n\nThis time, he managed to climb into the mouth of Kituro so that he could take photographs and measure temperatures.\n\nTazieff has often risked his life in this way.\n\nHe has been able to tell us more about active volcanoes than any man alive."},{"id":"book-2-lesson-68","bookNumber":2,"number":68,"title":"Persistent","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/lesson-68-persistent-45060176/","text":"First listen and then answer the question.\n\nWhy did Elizabeth tell Nigel that she was going to the dentist?\n\nI crossed the street to avoid meeting him, but he saw me and came running towards me.\n\nIt was no use pretending that I had not seen him, so I waved to him.\n\nI never enjoy meeting Nigel Dykes.\n\nHe never has anything to do.\n\nNo matter how busy you are, he always insists on coming with you.\n\nI had to think of a way of preventing him from following me around all morning.\n\n\"Hello, Nigel,\" I said.\n\n\"Fancy meeting you here!\"\n\n\"Hi, Elizabeth,\" Nigel answered.\n\n\"I was just wondering how to spend the morning — until I saw you.\"\n\n\"You're not busy doing anything, are you?\"\n\n\"No, not at all,\" I answered. \"I'm going to ....\"\n\n\"Would you mind my coming with you?\" he asked, before I had finished speaking.\n\n\"Not at all,\" I lied, \"but I'm going to the dentist.\"\n\n\"Then I'll come with you,\" he answered.\n\n\"There's always plenty to read in the waiting room!\""},{"id":"book-2-lesson-69","bookNumber":2,"number":69,"title":"But not murder!","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-069-but-not-murder-45060177/","text":"Lesson 69. But not murder!\n\nFirst listen and then answer the question.\n\nDo you think that the writer passed his driving test? Why?\n\nI was being tested for a driving licence for the third time.\n\nI had been asked to drive in heavy traffic and had done so successfully.\n\nAfter having been instructed to drive out of town, I began to acquire confidence.\n\nSure that I had passed, I was almost beginning to enjoy my test.\n\nThe examiner must have been pleased with my performance, for he smiled and said, 'Just one more thing, Mr Eames.\n\nLet us suppose that a child suddenly crosses the road in front of you.\n\nAs soon as I tap on the window, you must stop within five feet.\n\nI continued driving and after some time, the examiner tapped loudly.\n\nThough the sound could be heard clearly, it took me a long time to react.\n\nI suddenly pressed the brake pedal hard and we were both thrown forward.\n\nThe examiner looked at me sadly.\n\n'Mr Eames,' he said, in a mournful voice, 'you have just killed that child!'"},{"id":"book-2-lesson-70","bookNumber":2,"number":70,"title":"Red for danger","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-070-red-for-danger-45060178/","text":"Lesson 70. Red for danger.\n\nFirst listen and then answer the question.\n\nHow was the drunk removed from the ring?\n\nDuring a bullfight, a drunk suddenly wandered into the middle of the ring.\n\nThe crowd began to shout, but the drunk was unaware of the danger.\n\nThe bull was busy with the matador at the time, but it suddenly caught sight of the drunk who was shouting rude remarks and waving a red cap.\n\nApparently sensitive to criticism, the bull forgot all about the matador and charged at the drunk.\n\nThe crowd suddenly grew quiet.\n\nThe drunk, however, seemed quite sure of himself.\n\nWhen the bull got close to him, he clumsily stepped aside to let it pass.\n\nThe crowd broke into cheers and the drunk bowed.\n\nBy this time, however, three men had come into the ring and they quickly dragged the drunk to safety.\n\nEven the bull seemed to feel sorry for him, for it looked on sympathetically until the drunk was out of the way before once more turning its attention to the matador."},{"id":"book-2-lesson-71","bookNumber":2,"number":71,"title":"A famous clock","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-071-a-famous-clock-45060179/","text":"Lesson 71. A famous clock.\n\nFirst listen and then answer the question.\n\nHas Big Ben ever gone wrong?\n\nWhen you visit London, one of the first things you will see is Big Ben, the famous clock which can be heard all over the world on the B.B.C.\n\nIf the Houses of Parliament had not been burned down in 1834, the great clock would never have been erected.\n\nBig Ben takes its name from Sir Benjamin Hall who was responsible for the making of the clock when the new Houses of Parliament were being built.\n\nIt is not only of immense size, but is extremely accurate as well.\n\nOfficials from Greenwich Observatory have the clock checked twice a day.\n\nOn the B.B.C. you can hear the clock when it is actually striking because microphones are connected to the clock tower.\n\nBig Ben has rarely gone wrong.\n\nOnce, however, it failed to give the correct time.\n\nA painter who had been working on the tower hung a pot of paint on one of the hands and slowed it down!"},{"id":"book-2-lesson-72","bookNumber":2,"number":72,"title":"A car called Bluebird","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-072-a-car-called-bluebird-45060181/","text":"Lesson 72. A car called Bluebird.\n\nFirst listen and then answer the question.\n\nWhat mistake was made?\n\nThe great racing driver, Sir Malcolm Campbell, was the first man to drive at over 300 miles per hour.\n\nHe set up a new world record in September 1935 at Bonneville Salt Flats, Utah.\n\nBluebird, the car he was driving, had been specially built for him.\n\nIt was over 30 feet in length and had a 2,500-horsepower engine.\n\nAlthough Campbell reached a speed of over 304 miles per hour, he had great difficulty in controlling the car because a tyre burst during the first run.\n\nAfter his attempt, Campbell was disappointed to learn that his average speed had been 299 miles per hour.\n\nHowever, a few days later, he was told that a mistake had been made.\n\nHis average speed had been 301 miles per hour.\n\nSince that time, racing drivers have reached speeds of over 400 miles an hour.\n\nFollowing his father's footsteps many years later, Sir Malcolm's son, Donald, also set up a world record.\n\nLike his father, he was driving a car called Bluebird."},{"id":"book-2-lesson-73","bookNumber":2,"number":73,"title":"The record-holder","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-073-the-record-holder-45060185/","text":"Lesson 73. The record-holder.\n\nFirst listen and then answer the question.\n\nDid the boy go where he wanted to?\n\nChildren who play truant from school are unimaginative.\n\nA quiet day's fishing, or eight hours in a cinema seeing the same film over and over again, is usually as far as they get.\n\nThey have all been put to shame by a boy who, while playing truant, travelled 1,600 miles.\n\nHe hitchhiked to Dover and, towards evening, went into a boat to find somewhere to sleep.\n\nWhen he woke up next morning, he discovered that the boat had, in the meantime, travelled to Calais.\n\nNo one noticed the boy as he crept off.\n\nFrom there, he hitchhiked to Paris in a lorry.\n\nThe driver gave him a few biscuits and a cup of coffee and left him just outside the city.\n\nThe next car the boy stopped did not take him into the centre of Paris as he hoped it would, but to Perpignan on the French-Spanish border.\n\nThere he was picked up by a policeman and sent back to England by the local authorities.\n\nHe has surely set up a record for the thousands of children who dream of evading school."},{"id":"book-2-lesson-74","bookNumber":2,"number":74,"title":"Out of the limelight","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-074-out-of-the-limelight-45060188/","text":"Lesson 74. Out of the limelight\n\nFirst listen and then answer the question.\n\nWhy was their disguise too perfect?\n\nAn ancient bus stopped by a dry riverbed and a party of famous actors and actresses got off.\n\nDressed in dark glasses and old clothes, they had taken special precautions so that no one should recognize them.\n\nBut as they soon discovered, disguises can sometimes be too perfect.\n\n\"This is a wonderful place for a picnic,\" said Gloria Gleam.\n\n\"It couldn't be better, Gloria,\" Brinksley Mears agreed.\n\n\"No newspaper men, no film fans! Why don't we come more often?\"\n\nMeanwhile, two other actors, Rockwall Slinger and Merlin Greaves, had carried two large food baskets to a shady spot under some trees.\n\nWhen they had all made themselves comfortable, a stranger appeared.\n\nHe looked very angry.\n\n\"Now you get out of here, all of you!\" he shouted.\n\n\"I'm sheriff here.\"\n\nDo you see that notice?\"\n\nIt says \"No Camping\" — in case you can't read!\"\n\n\"Look, sheriff,\" said Rockwall, \"don't be too hard on us.\"\n\n\"I'm Rockwall Slinger and this is Merlin Greaves.\"\n\n\"Oh, is it?\" said the sheriff with a sneer.\n\n\"Well, I'm Brinksley Mears, and my other name is Gloria Gleam.\"\n\n\"Now you get out of here fast!\""},{"id":"book-2-lesson-75","bookNumber":2,"number":75,"title":"SOS","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-075-sos-45060189/","text":"Lesson 75. SOS.\n\nFirst listen and then answer the question.\n\nHow did the woman get help?\n\nWhen a light passenger plane flew off course some time ago, it crashed in the mountains and its pilot was killed.\n\nThe only passengers, a young woman and her two baby daughters, were unhurt.\n\nIt was the middle of winter.\n\nSnow lay thick on the ground.\n\nThe woman knew that the nearest village was miles away.\n\nWhen it grew dark, she turned a suitcase into a bed and put the children inside it, covering them with all the clothes she could find.\n\nDuring the night, it got terribly cold.\n\nThe woman kept as near as she could to the children and even tried to get into the case herself, but it was too small.\n\nEarly next morning, she heard planes passing overhead and wondered how she could send a signal.\n\nThen she had an idea.\n\nShe stamped out the letters 'SOS' in the snow.\n\nFortunately, a pilot saw the signal and sent a message by radio to the nearest town.\n\nIt was not long before a helicopter arrived on the scene to rescue the survivors of the plane crash."},{"id":"book-2-lesson-76","bookNumber":2,"number":76,"title":"April Fools' Day","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-076-april-fools-day-45060190/","text":"Lesson 76. April Fools' Day.\n\nFirst listen and then answer the question.\n\nWhat was the joke?\n\n'To end our special news bulletin,' said the voice of the television announcer, 'we're going over to the macaroni fields of Calabria.\n\nMacaroni has been grown in this area for over six hundred years.\n\nTwo of the leading growers, Giuseppe Moldova and Riccardo Brabante, tell me that they have been expecting a splendid crop this year and harvesting has begun earlier than usual.\n\nHere you can see two workers who, between them, have just finished cutting three cartloads of golden brown macaroni stalks.\n\nThe whole village has been working day and night gathering and threshing this year's crop before the September rains.\n\nOn the right, you can see Mrs Brabante herself.\n\nShe has been helping her husband for thirty years now.\n\nMrs Brabante is talking to the manager of the local factory where the crop is processed.\n\nThis last scene shows you what will happen at the end of the harvest: the famous Calabrian macaroni-eating competition!\n\nSignor Fratelli, the present champion, has won it every year since 1991.\n\nAnd that ends our special bulletin for today, Thursday, April 1st.\n\nWe're now going back to the studio.'"},{"id":"book-2-lesson-77","bookNumber":2,"number":77,"title":"A successful operation","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-077-a-successful-operation-45060191/","text":"Lesson 77. A successful operation.\n\nFirst listen and then answer the question.\n\nDid the doctors find out how the woman died?\n\nThe mummy of an Egyptian woman who died in 800 B.C.\n\nhas just had an operation.\n\nThe mummy is that of Shepenmut who was once a singer in the Temple of Thebes.\n\nAs there were strange marks on the X-ray plates taken of the mummy, doctors have been trying to find out whether the woman died of a rare disease.\n\nThe only way to do this was to operate.\n\nThe operation, which lasted for over four hours, proved to be very difficult because of the hard resin which covered the skin.\n\nThe doctors removed a section of the mummy and sent it to a laboratory.\n\nThey also found something which the X-ray plates did not show: a small wax figure of the god Duamutef.\n\nThis god which has the head of a cow was normally placed inside a mummy.\n\nThe doctors have not yet decided how the woman died.\n\nThey feared that the mummy would fall to pieces when they cut it open, but fortunately this has not happened.\n\nThe mummy successfully survived the operation."},{"id":"book-2-lesson-78","bookNumber":2,"number":78,"title":"The last one?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-078-the-last-one-45060193/","text":"Lesson 78. The last one?\n\nFirst listen and then answer the question.\n\nFor how long did the writer give up smoking?\n\nAfter reading an article entitled 'Cigarette Smoking and Your Health' I lit a cigarette to calm my nerves.\n\nI smoked with concentration and pleasure as I was sure that this would be my last cigarette.\n\nFor a whole week I did not smoke at all and during this time, my wife suffered terribly.\n\nI had all the usual symptoms of someone giving up smoking: a bad temper and an enormous appetite.\n\nMy friends kept on offering me cigarettes and cigars.\n\nThey made no effort to hide their amusement whenever I produced a packet of sweets from my pocket.\n\nAfter seven days of this I went to a party.\n\nEverybody around me was smoking and I felt extremely uncomfortable.\n\nWhen my old friend Brian urged me to accept a cigarette, it was more than I could bear.\n\nI took one guiltily, lit it and smoked with satisfaction.\n\nMy wife was delighted that things had returned to normal once more.\n\nAnyway, as Brian pointed out, it is the easiest thing in the world to give up smoking.\n\nHe himself has done it lots of times!"},{"id":"book-2-lesson-79","bookNumber":2,"number":79,"title":"By air","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/lesson-79-by-air-45060194/","text":"First listen and then answer the question.\n\nWhy did the plane turn back?\n\nI used to travel by air a great deal when I was a boy.\n\nMy parents used to live in South America and I used to fly there from Europe in the holidays.\n\nA flight attendant would take charge of me and I never had an unpleasant experience.\n\nI am used to travelling by air and only on one occasion have I ever felt frightened.\n\nAfter taking off, we were flying low over the city and slowly gaining height, when the plane suddenly turned round and flew back to the airport.\n\nWhile we were waiting to land, a flight attendant told us to keep calm and to get off the plane quietly as soon as it had touched down.\n\nEverybody on board was worried and we were curious to find out what had happened.\n\nLater we learnt that there was a very important person on board.\n\nThe police had been told that a bomb had been planted on the plane.\n\nAfter we had landed, the plane was searched thoroughly.\n\nFortunately, nothing was found and five hours later we were able to take off again."},{"id":"book-2-lesson-80","bookNumber":2,"number":80,"title":"The Crystal Palace","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-080-the-crystal-palace-45060196/","text":"Lesson 80. The Crystal Palace.\n\nFirst listen and then answer the question.\n\nHow many people visited the Great Exhibition of 1851?\n\nPerhaps the most extraordinary building of the nineteenth century was the Crystal Palace, which was built in Hyde Park for the Great Exhibition of 1851.\n\nThe Crystal Palace was different from all other buildings in the world, for it was made of iron and glass.\n\nIt was one of the biggest buildings of all time and a lot of people from many countries came to see it.\n\nA great many goods were sent to the exhibition from various parts of the world.\n\nThere was also a great deal of machinery on display.\n\nThe most wonderful piece of machinery on show was Nazmyth's steam hammer.\n\nThough in those days, travelling was not as easy as it is today, steamboats carried thousands of visitors across the Channel from Europe.\n\nOn arriving in England, they were taken to the Crystal Palace by train.\n\nThere were six million visitors in all, and the profits from the exhibition were used to build museums and colleges.\n\nLater, the Crystal Palace was moved to South London.\n\nIt remained one of the most famous buildings in the world until it was burnt down in 1936."},{"id":"book-2-lesson-81","bookNumber":2,"number":81,"title":"Escape","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-081-escape-45060199/","text":"Lesson 81. Escape.\n\nFirst listen and then answer the question.\n\nWhy did the prisoner attack the driver?\n\nWhen he had killed the guard, the prisoner of war quickly dragged him into the bushes.\n\nWorking rapidly in the darkness, he soon changed into the dead man's clothes.\n\nNow, dressed in a blue uniform and with a rifle over his shoulder, the prisoner marched boldly up and down in front of the camp.\n\nHe could hear shouting in the camp itself.\n\nLights were blazing and men were running here and there: they had just discovered that a prisoner had escaped.\n\nAt that moment, a large black car with four officers inside it, stopped at the camp gates.\n\nThe officers got out and the prisoner stood to attention and saluted as they passed.\n\nWhen they had gone, the driver of the car came towards him.\n\nThe man obviously wanted to talk.\n\nHe was rather elderly with grey hair and clear blue eyes.\n\nThe prisoner felt sorry for him, but there was nothing else he could do.\n\nAs the man came near, the prisoner knocked him to the ground with a sharp blow.\n\nThen, jumping into the car, he drove off as quickly as he could."},{"id":"book-2-lesson-82","bookNumber":2,"number":82,"title":"Monster or fish?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-082-monster-or-fish-45060202/","text":"Lesson 82. Monster or fish?\n\nFirst listen and then answer the question.\n\nWhat was the monster called?\n\nFishermen and sailors sometimes claim to have seen monsters in the sea.\n\nThough people have often laughed at stories told by seamen, it is now known that many of these 'monsters' which have at times been sighted are simply strange fish.\n\nOccasionally, unusual creatures are washed to the shore, but they are rarely caught out at sea.\n\nSome time ago, however, a peculiar fish was caught near Madagascar.\n\nA small fishing boat was carried miles out to sea by the powerful fish as it pulled on the line.\n\nRealising that this was no ordinary fish, the fishermen made every effort not to damage it in any way.\n\nWhen it was eventually brought to shore, it was found to be over thirteen feet long.\n\nIt had a head like a horse, big blue eyes, shining silver skin, and a bright red tail.\n\nThe fish, which has since been sent to a museum where it is being examined by a scientist, is called an oarfish.\n\nSuch creatures have rarely been seen alive by man as they live at a depth of six hundred feet."},{"id":"book-2-lesson-83","bookNumber":2,"number":83,"title":"After the elections","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/lesson-83-after-the-elections-45060204/","text":"First listen and then answer the question.\n\nWhy did Patrick keep on asking the same question?\n\nThe former Prime Minister, Mr Wentworth Lane, was defeated in the recent elections.\n\nHe is now retiring from political life and has gone abroad.\n\nMy friend, Patrick, has always been a fanatical opponent of Mr Lane's Radical Progressive Party.\n\nAfter the elections, Patrick went to the former Prime Minister's house.\n\nWhen he asked if Mr Lane lived there, the policeman on duty told him that since his defeat, the ex-Prime Minister had gone abroad.\n\nOn the following day, Patrick went to the house again.\n\nThe same policeman was just walking slowly past the entrance, when Patrick asked the same question.\n\nThough a little suspicious this time, the policeman gave him the same answer.\n\nThe day after, Patrick went to the house once more and asked exactly the same question.\n\nThis time, the policeman lost his temper.\n\n'I told you yesterday and the day before yesterday,' he shouted, 'Mr Lane was defeated in the elections.\n\nHe has retired from political life and gone to live abroad!'\n\n'I know,' answered Patrick, 'but I love to hear you say it!'"},{"id":"book-2-lesson-84","bookNumber":2,"number":84,"title":"On strike","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-084-on-strike-45060206/","text":"Lesson 84. On strike.\n\nFirst listen and then answer the question.\n\nWho will be driving the buses next week?\n\nBusmen have decided to go on strike next week.\n\nThe strike is due to begin on Tuesday.\n\nNo one knows how long it will last.\n\nThe busmen have stated that the strike will continue until general agreement is reached about pay and working conditions.\n\nMost people believe that the strike will last for at least a week.\n\nMany owners of private cars are going to offer free rides to people on their way to work.\n\nThis will relieve pressure on the trains to some extent.\n\nMeanwhile, a number of university students have volunteered to drive buses while the strike lasts.\n\nAll the young men are expert drivers, but before they drive any of the buses, they will have to pass a special test.\n\nThe students are going to take the test in two days' time.\n\nEven so, people are going to find it difficult to get to work.\n\nBut so far, the public has expressed its gratitude to the students in letters to the press.\n\nOnly one or two people have objected that the students will drive too fast!"},{"id":"book-2-lesson-85","bookNumber":2,"number":85,"title":"Never too old to learn","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-085-never-too-old-to-learn-45060210/","text":"Lesson 85. Never too old to learn.\n\nFirst listen and then answer the question.\n\nHow long has Mr. Page been teaching?\n\nI have just received a letter from my old school informing me that my former headmaster, Mr Stuart Page, will be retiring next week.\n\nPupils of the school, old and new, will be sending him a present to mark the occasion.\n\nAll those who have contributed towards the gift will sign their names in a large album which will be sent to the headmaster's home.\n\nWe shall all remember Mr Page for his patience and understanding and for the kindly encouragement he gave us when we went so unwillingly to school.\n\nA great many former pupils will be attending a farewell dinner in his honour next Thursday.\n\nIt is a curious coincidence that the day before his retirement, Mr Page will have been teaching for a total of forty years.\n\nAfter he has retired, he will devote himself to gardening.\n\nFor him, this will be an entirely new hobby.\n\nBut this does not matter, for, as he has often remarked, one is never too old to learn."},{"id":"book-2-lesson-86","bookNumber":2,"number":86,"title":"Out of control","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-086-out-of-control-45060217/","text":"Lesson 86. Out of control.\n\nFirst listen and then answer the question.\n\nWhat was the danger?\n\nAs the man tried to swing the speedboat round, the steering wheel came away in his hands.\n\nHe waved desperately to his companion, who had been water skiing for the last fifteen minutes.\n\nBoth men had hardly had time to realise what was happening when they were thrown violently into the sea.\n\nThe speedboat had struck a buoy, but it continued to move very quickly across the water.\n\nBoth men had just begun to swim towards the shore, when they noticed with dismay that the speedboat was moving in a circle.\n\nIt now came straight towards them at tremendous speed.\n\nIn less than a minute, it roared past them only a few feet away.\n\nAfter it had passed, they swam on as quickly as they could because they knew that the boat would soon return.\n\nThey had just had enough time to swim out of danger when the boat again completed a circle.\n\nOn this occasion, however, it had slowed down considerably.\n\nThe petrol had nearly all been used up.\n\nBefore long, the noise dropped completely and the boat began to drift gently across the water."},{"id":"book-2-lesson-87","bookNumber":2,"number":87,"title":"A perfect alibi","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/lesson-87-a-perfect-alibi-45060220/","text":"First listen and then answer the question.\n\nWhat was wrong with the man's story?\n\n'At the time the murder was committed, I was travelling on the 8 o'clock train to London,' said the man.\n\n'Do you always catch such an early train?'\n\nasked the inspector.\n\n'Of course I do,' answered the man.\n\n'I must be at work at 10 o'clock.\n\nMy employer will confirm that I was there on time.'\n\n'Would a later train get you to work on time?'\n\nasked the inspector.\n\n'I suppose it would, but I never catch a later train.'\n\n'At what time did you arrive at the station?'\n\n'At ten to eight.\n\nI bought a paper and waited for the train.'\n\n'And you didn't notice anything unusual?'\n\n'Of course not.'\n\n'I suggest,' said the inspector, 'that you are not telling the truth.\n\nI suggest that you did not catch the 8 o'clock train, but that you caught the 8.25 which would still get you to work on time.\n\nYou see, on the morning of the murder, the 8 o'clock train did not run at all.\n\nIt broke down at Fern Green Station and was taken off the line."},{"id":"book-2-lesson-88","bookNumber":2,"number":88,"title":"Trapped in a mine","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-088-trapped-in-a-mine-45060226/","text":"Lesson 88. Trapped in a mine.\n\nFirst listen and then answer the question.\n\nWhy is the rescue taking so long?\n\nSix men have been trapped in a mine for seventeen hours.\n\nIf they are not brought to the surface soon they may lose their lives.\n\nHowever, rescue operations are proving difficult.\n\nIf explosives are used, vibrations will cause the roof of the mine to collapse.\n\nRescue workers are therefore drilling a hole on the north side of the mine.\n\nThey intend to bring the men up in a special capsule.\n\nIf there had not been a hard layer of rock beneath the soil, they would have completed the job in a few hours.\n\nAs it is, they have been drilling for sixteen hours and they still have a long way to go.\n\nMeanwhile, a microphone, which was lowered into the mine two hours ago, has enabled the men to keep in touch with their closest relatives.\n\nThough they are running out of food and drink, the men are cheerful and confident that they will get out soon.\n\nThey have been told that rescue operations are progressing smoothly.\n\nIf they knew how difficult it was to drill through the hard rock, they would lose heart."},{"id":"book-2-lesson-89","bookNumber":2,"number":89,"title":"A slip of the tongue","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/lesson-89-a-slip-of-the-tongue-45060229/","text":"First listen and then answer the question.\n\nWho made the only funny joke that evening and why?\n\nPeople will do anything to see a free show -- even if it is a bad one.\n\nWhen the news got round that a comedy show would be presented at our local cinema by the P. and U. Bird Seed Company, we all rushed to see it.\n\nWe had to queue for hours to get in and there must have been several hundred people present just before the show began.\n\nUnfortunately, the show was one of the dullest we have ever seen.\n\nThose who failed to get in need not have felt disappointed, as many of the artistes who should have appeared did not come.\n\nThe only funny things we heard that evening came from the advertiser at the beginning of the programme.\n\nHe was obviously very nervous and for some minutes stood awkwardly before the microphone.\n\nAs soon as he opened his mouth, everyone burst out laughing.\n\nWe all know what the poor man should have said, but what he actually said was: 'This is the Poo and Ee Seed Bird Company.\n\nGood ladies, evening and gentlemen!"},{"id":"book-2-lesson-90","bookNumber":2,"number":90,"title":"What's for supper?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/lesson-90-whats-for-supper-45060230/","text":"First listen and then answer the question.\n\nWhat kind of fish are they?\n\nFish and chips has always been a favourite dish in Britain, but as the oceans have been overfished, fish has become more and more expensive.\n\nSo it comes as a surprise to learn that giant fish are terrifying the divers on North Sea oil rigs.\n\nOil rigs have to be repaired frequently and divers, who often have to work in darkness a hundred feet under water, have been frightened out of their wits by giant fish bumping into them as they work.\n\nNow they have had special cages made to protect them from these monsters.\n\nThe fish are not sharks or killer whales, but favourite eating varieties like cod and skate which grow to unnatural sizes, sometimes as much as twelve feet in length.\n\nThree factors have caused these fish to grow so large: the warm water round the hot oil pipes under the sea; the plentiful supply of food thrown overboard by the crews on the rigs; the total absence of fishing boats around the oil rigs.\n\nAs a result, the fish just eat and eat and grow and grow in the lovely warm water.\n\nWho eats who?"},{"id":"book-2-lesson-91","bookNumber":2,"number":91,"title":"Three men in a basket","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-091-three-men-in-a-basket-45060233/","text":"Lesson 91. Three men in a basket.\n\nFirst listen and then answer the question.\n\nWhere was the station's Commanding Officer?\n\nA pilot noticed a balloon which seemed to be making for a Royal Air Force Station nearby.\n\nHe informed the station at once, but no one there was able to explain the mystery.\n\nThe officer in the control tower was very angry when he heard the news, because balloons can be a great danger to aircraft.\n\nHe said that someone might be spying on the station and the pilot was ordered to keep track of the strange object.\n\nThe pilot managed to circle the balloon for some time.\n\nHe could make out three men in a basket under it and one of them was holding a pair of binoculars.\n\nWhen the balloon was over the station, the pilot saw one of the men taking photographs.\n\nSoon afterwards, the balloon began to descend and it landed near an airfield.\n\nThe police were called in, but they could not arrest anyone, for the basket contained two Members of Parliament and the Commanding Officer of the station!\n\nAs the Commanding Officer explained later, one half of the station did not know what the other half was doing!"},{"id":"book-2-lesson-92","bookNumber":2,"number":92,"title":"Asking for trouble","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-092-asking-for-trouble-45060234/","text":"Lesson 92. Asking for trouble.\n\nFirst listen and then answer the question.\n\nWhy did the policeman ask the writer to come to the police station?\n\nIt must have been about two in the morning when I returned home.\n\nI tried to wake up my wife by ringing the doorbell, but she was fast asleep, so I got a ladder from the shed in the garden, put it against the wall, and began climbing towards the bedroom window.\n\nI was almost there when a sarcastic voice below said, 'I don't think the windows need cleaning at this time of the night.'\n\nI looked down and nearly fell off the ladder when I saw a policeman.\n\nI immediately regretted answering in the way I did, but I said, 'I enjoy cleaning windows at night.'\n\n'So do I,' answered the policeman in the same tone.\n\n'Excuse my interrupting you.\n\nI hate to interrupt a man when he's busy working, but would you mind coming with me to the station?'\n\n'Well, I'd prefer to stay here,' I said.\n\n'You see, I've forgotten my key.'\n\n'Your what?'\n\nhe called.\n\n'My key,' I shouted.\n\nFortunately, the shouting woke up my wife who opened the window just as the policeman had started to climb towards me."},{"id":"book-2-lesson-93","bookNumber":2,"number":93,"title":"A noble gift","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-093-a-noble-gift-45060236/","text":"Lesson 93. A noble gift.\n\nFirst listen and then answer the question.\n\nWhere was the Statue of Liberty made?\n\nOne of the most famous monuments in the world, the Statue of Liberty, was presented to the United States of America in the nineteenth century by the people of France.\n\nThe great statue, which was designed by the sculptor Auguste Bartholdi, took ten years to complete.\n\nThe actual figure was made of copper supported by a metal framework which had been especially constructed by Eiffel.\n\nBefore it could be transported to the United States, a site had to be found for it and a pedestal had to be built.\n\nThe site chosen was an island at the entrance of New York Harbour.\n\nBy 1884, a statue which was 151 feet tall had been erected in Paris.\n\nThe following year, it was taken to pieces and sent to America.\n\nBy the end of October 1886, the statue had been put together again and it was officially presented to the American people by Bartholdi.\n\nEver since then, the great monument has been a symbol of liberty for the millions of people who have passed through New York Harbour to make their homes in America."},{"id":"book-2-lesson-94","bookNumber":2,"number":94,"title":"Future champions","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/lesson-94-future-champions-45060239/","text":"First listen and then answer the question.\n\nWhat kind of race do the children compete in?\n\nExperiments have proved that children can be instructed in swimming at a very early age.\n\nAt a special swimming pool in Los Angeles, children become expert at holding their breath under water even before they can walk.\n\nBabies of two months old do not appear to be reluctant to enter the water.\n\nIt is not long before they are so accustomed to swimming that they can pick up weights from the floor of the pool.\n\nA game that is very popular with these young swimmers is the underwater tricycle race.\n\nTricycles are lined up on the floor of the pool seven feet under water.\n\nThe children compete against each other to reach the other end of the pool.\n\nMany pedal their tricycles, but most of them prefer to push or drag them.\n\nSome children can cover the whole length of the pool without coming up for breath even once.\n\nWhether they will ever become future Olympic champions, only time will tell.\n\nMeanwhile, they should encourage those among us who cannot swim five yards before they are gasping for air."},{"id":"book-2-lesson-95","bookNumber":2,"number":95,"title":"A fantasy","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-095-a-fantasy-45060242/","text":"Lesson 95. A fantasy.\n\nFirst listen and then answer the question.\n\nWhy was the ambassador particularly lucky?\n\nWhen the Ambassador of Escalopia returned home for lunch, his wife got a shock.\n\nHe looked pale and his clothes were in a frightful state.\n\n\"What has happened?\"\n\nshe asked.\n\n\"How did your clothes get into such a mess?\"\n\n\"A fire extinguisher, my dear,\" answered the Ambassador drily.\n\n\"University students set the Embassy on fire this morning.\"\n\n\"Good heavens!\"\n\nexclaimed his wife.\n\n\"And where were you at the time?\"\n\n\"I was in my office as usual,\" answered the Ambassador.\n\n\"The fire broke out in the basement.\n\nI went down immediately, of course, and that fool, Horst, aimed a fire extinguisher at me.\n\nHe thought I was on fire.\n\nI must definitely get that fellow posted.\"\n\nThe Ambassador's wife went on asking questions, when she suddenly noticed a big hole in her husband's hat.\n\n\"And how can you explain that?\"\n\nshe asked.\n\n\"Oh, that,\" said the Ambassador.\n\n\"Someone fired a shot through my office window.\n\nAccurate, don't you think?\"\n\nFortunately, I was not wearing it at the time.\n\nIf I had been, I would not have been able to get home for lunch."},{"id":"book-2-lesson-96","bookNumber":2,"number":96,"title":"The dead return","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2772273/2-096-the-dead-return-45060243/","text":"Lesson 96. The dead return.\n\nFirst listen and then answer the question.\n\nWhat happens to the lanterns at the end of the festival?\n\nA Festival for the Dead is held once a year in Japan.\n\nThis festival is a cheerful occasion, for on this day, the dead are said to return to their homes and they are welcomed by the living.\n\nAs they are expected to be hungry after their long journey, food is laid out for them.\n\nSpecially-made lanterns are hung outside each house to help the dead to find their way.\n\nAll night long, people dance and sing.\n\nIn the early morning, the food that had been laid out for the dead is thrown into a river or into the sea as it is considered unlucky for anyone living to eat it.\n\nIn towns that are near the sea, the tiny lanterns which had been hung in the streets the night before, are placed into the water when the festival is over.\n\nThousands of lanterns slowly drift out to sea guiding the dead on their return journey to the other world.\n\nThis is a moving spectacle, for crowds of people stand on the shore watching the lanterns drifting away until they can be seen no more."}]},{"number":3,"title":"New Concept English 3","subtitle":"Developing Skills","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/","lessons":[{"id":"book-3-lesson-1","bookNumber":3,"number":1,"title":"A puma at large","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-001-a-puma-at-large-45223704/","text":"Lesson 1. A puma at large.\n\nListen to the tape, then answer the question below.\n\nWhere must the puma have come from?\n\nPumas are large, cat-like animals, which are found in America.\n\nWhen reports came into London Zoo that a wild puma had been spotted forty-five miles south of London, they were not taken seriously.\n\nHowever, as the evidence began to accumulate, experts from the zoo felt obliged to investigate, for the descriptions given by people who claimed to have seen the puma were extraordinarily similar.\n\nThe hunt for the puma began in a small village where a woman, picking blackberries, saw a large cat only five yards away from her.\n\nIt immediately ran away when she saw it, and experts confirmed that a puma will not attack a human being unless it is cornered.\n\nThe search proved difficult, for the puma was often observed at one place in the morning and at another place twenty miles away in the evening.\n\nWherever it went, it left behind it a trail of dead deer and small animals like rabbits.\n\nPaw prints were seen in a number of places, and puma fur was found clinging to bushes.\n\nSeveral people complained of cat-like noises at night, and a businessman on a fishing trip saw the puma up a tree.\n\nThe experts were now fully convinced that the animal was a puma.\n\nBut where had it come from?\n\nAs no pumas had been reported missing from any zoo in the country, this one must have been in the possession of a private collector, and somehow managed to escape.\n\nThe hunt went on for several weeks, but the puma was not caught.\n\nIt is disturbing to think that a dangerous wild animal is still at large in the quiet countryside."},{"id":"book-3-lesson-2","bookNumber":3,"number":2,"title":"Thirteen equals one","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-002-thirteen-equals-one-45223705/","text":"Lesson 2. Thirteen equals one.\n\nListen to the tape, then answer the question below.\n\nWas the vicar pleased that the clock was striking?\n\nWhy?\n\nOur vicar is always raising money for one cause or another, but he has never managed to get enough money to have the church clock repaired.\n\nThe big clock, which used to strike the hours day and night, was damaged many years ago and has been silent ever since.\n\nOne night, however, our vicar woke up with a start:the clock was striking the hours!\n\nLooking at his watch, he saw that it was one o'clock, but the bell struck thirteen times before it stopped.\n\nArmed with a torch, the vicar went up into the clock tower to see what was going on.\n\nIn the torchlight, he caught sight of a figure whom he immediately recognized as Bill Wilkins, our local grocer.\n\nWhatever are you doing up here, Bill? asked the vicar in surprise.\n\nI'm trying to repair the bell, answered Bill.\n\nI've been coming up here night after night for weeks now.\n\nYou see, I was hoping to give you a surprise.\n\nYou certainly did give me a surprise, said the vicar.\n\nYou've probably woken up everyone in the village as well.\n\nStill, I'm glad the bell is working again.\n\nThat's the trouble, vicar, answered Bill.\n\nIt's working all right, but I'm afraid that at one o'clock it will strike thirteen times and there's nothing I can do about it.\n\nWe'll get used to that, Bill, said the vicar.\n\n'Thirteen is not as good as one, but it's better than nothing.\n\nNow let's go downstairs and have a cup of tea."},{"id":"book-3-lesson-3","bookNumber":3,"number":3,"title":"An unknown goddess","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-003-an-unknown-goddess-45223634/","text":"Lesson 3. An unknown goddess.\n\nListen to the tape, then answer the question below.\n\nHow did the archaeologists know that the statue was a goddess?\n\nSome time ago, an interesting discovery was made by archaeologists on the Aegean island of Kea.\n\nAn American team explored a temple which stands in an ancient city on the promontory of Ayia Irini.\n\nThe city at one time must have been prosperous, for it enjoyed a high level of civilization.\n\nHouses often three storeys high -- were built of stone.\n\nThey had large rooms with beautifully decorated walls.\n\nThe city was even equipped with a drainage system, for a great many clay pipes were found beneath the narrow streets.\n\nThe temple which the archaeologists explored was used as a place of worship from the fifteenth century B.C. until Roman times.\n\nIn the most sacred room of the temple, clay fragments of fifteen statues were found.\n\nEach of these represented a goddess and had, at one time, been painted.\n\nThe body of one statue was found among remains dating from the 15th century B.C.\n\nIts missing head happened to be among remains of the fifth century B.C.\n\nThis head must have been found in classical times and carefully preserved.\n\nIt was very old and precious even then.\n\nWhen the archaeologists reconstructed the fragments, they were amazed to find that the goddess turned out to be a very modern-looking woman.\n\nShe stood three feet high and her hands rested on her hips.\n\nShe was wearing a full-length skirt, which swept the ground.\n\nDespite her great age, she was very graceful indeed, but, so far, the archaeologists have been unable to discover her identity."},{"id":"book-3-lesson-4","bookNumber":3,"number":4,"title":"The double life of Alfred Bloggs","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-004-the-double-life-of-alfred-blog-45223674/","text":"Lesson 4. The double life of Alfred Bloggs.\n\nListen to the tape, then answer the question below.\n\nWhy did Alf want a white-collar job?\n\nThese days, people who do manual work often receive far more money than people who work in offices.\n\nPeople who work in offices are frequently referred to as white-collar workers for the simple reason that they usually wear a collar and tie to go to work.\n\nSuch is human nature that a great many people are often willing to sacrifice higher pay for the privilege of becoming white-collar workers.\n\nThis can give rise to curious situations, as it did in the case of Alfred Bloggs, who worked as a dustman for the Ellesmere Corporation.\n\nWhen he got married, Alf was too embarrassed to say anything to his wife about his job.\n\nHe simply told her that he worked for the corporation.\n\nEvery morning, he left home dressed in a smart black suit.\n\nHe then changed into overalls and spent the next eight hours as a dustman.\n\nBefore returning home at night, he took a shower and changed back into his suit.\n\nAlf did this for over two years and his fellow dustmen kept his secret.\n\nAlf's wife has never discovered that she married a dustman, and she never will, for Alf has just found another job.\n\nHe will soon be working in an office.\n\nHe will be earning only half as much as he used to, but he feels that his rise in status is well worth the loss of money.\n\nFrom now on, he will wear a suit all day, and others will call him Mr. Bloggs, not Alf."},{"id":"book-3-lesson-5","bookNumber":3,"number":5,"title":"The facts","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-005-the-facts-45223706/","text":"Lesson 5. The facts.\n\nListen to the tape, then answer the question below.\n\nWhat was the consequence of the editor's insistence on facts and statistics?\n\nEditors of newspapers and magazines often go to extremes to provide their readers with unimportant facts and statistics.\n\nLast year, a journalist had been instructed by a well-known magazine to write an article on the President's Palace in a new African Republic.\n\nWhen the article arrived, the editor read the first sentence and then refused to publish it.\n\nThe article began:'Hundreds of steps lead to the high wall which surrounds the President's Palace.\n\nThe editor at once sent the journalist a fax, instructing him to find out the exact number of steps and the height of the wall.\n\nThe journalist immediately set out to obtain these important facts, but he took a long time to send them.\n\nMeanwhile, the editor was getting impatient, for the magazine would soon go to press.\n\nHe sent the journalist two more faxes, but received no reply.\n\nHe sent yet another fax, informing the journalist that if he did not reply soon, he would be fired.\n\nWhen the journalist again failed to reply, the editor reluctantly published the article as it had originally been written.\n\nA week later, the editor at last received a fax from the journalist.\n\nNot only had the poor man been arrested, but he had been sent to prison as well.\n\nHowever, he had at last been allowed to send a fax, in which he informed the editor that he had been arrested while counting the 1,084 steps leading to the 15th foot wall which surrounded the President's Palace."},{"id":"book-3-lesson-6","bookNumber":3,"number":6,"title":"Smash-and-grab","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-006-smash-and-grab-45223707/","text":"Lesson 6. Smash-and-grab.\n\nListen to the tape, then answer the question below.\n\nHow did Mr. Taylor try to stop the thieves?\n\nThe expensive shops in a famous arcade near Piccadilly were just opening.\n\nAt this time of the morning, the arcade was almost empty.\n\nMr. Taylor, the owner of a jewelry shop, was admiring a new window display.\n\nTwo of his assistants had been working busily since eight o'clock, and had only just finished.\n\nDiamond necklaces and rings had been beautifully arranged on a background of black velvet.\n\nAfter gazing at the display for several minutes, Mr. Taylor went back into his shop.\n\nThe silence was suddenly broken when a large car, with its headlights on and its horn blaring, roared down the arcade.\n\nIt came to a stop outside the jewelers.\n\nOne man stayed at the wheel, while two others, with black stockings over their faces, jumped out and smashed the window of the shop with iron bars.\n\nWhile this was going on, Mr. Taylor was upstairs.\n\nHe and his staff began throwing furniture out of the window.\n\nChairs and tables went flying into the arcade.\n\nOne of the thieves was struck by a heavy statue, but he was too busy helping himself to diamonds to notice any pain.\n\nThe raid was all over in three minutes, for the men scrambled back into the car, and it moved off at a fantastic speed.\n\nJust as it was leaving, Mr. Taylor rushed out and ran after it, throwing ashtrays and vases, but it was impossible to stop the thieves.\n\nThey had got away with thousands of pounds worth of diamonds."},{"id":"book-3-lesson-7","bookNumber":3,"number":7,"title":"Mutilated ladies","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-007-mutilated-ladies-45223708/","text":"Lesson 7. Mutilated ladies.\n\nListen to the tape, then answer the question below.\n\nWhy did Jane cook John's wallet?\n\nHave you ever put your trousers in the washing machine and then remembered there was a large bank note in your back pocket?\n\nWhen you rescued your trousers, did you find the note was whiter than white?\n\nPeople who live in Britain needn't despair when they make mistakes like this.\n\nAnd a lot of people do.\n\nFortunately for them, the Bank of England has a team called Mutilated Ladies, which deals with claims from people who fed their money to a machine or to their dog.\n\nDogs, it seems, love to chew up money.\n\nA recent case concerns Jane Butlin, whose fiance, John, runs a successful furniture business.\n\nJohn had a very good day and put his wallet, containing £3,000, into the microwave oven for safekeeping.\n\nThen he and Jane went horse-riding.\n\nWhen they got home, Jane cooked their dinner in the microwave oven, and without realizing it, cooked her fiance's wallet as well.\n\nImagine their dismay when they found a beautifully-cooked wallet and notes turned to ash!\n\nJohn went to see his bank manager, who sent the remains of wallet and the money to the Special Department of the Bank of England in Newcastle, the Mutilated Ladies.\n\nThey examined the remains, and John got all his money back.\n\nSo long as there's something to identify, we will give people their money back, said a spokeswoman for the bank.\n\nLast year, we paid £1.5 million on 21,000 claims."},{"id":"book-3-lesson-8","bookNumber":3,"number":8,"title":"A famous monastery","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-008-a-famous-monastery-45223709/","text":"Lesson 8. A famous monastery.\n\nListen to the tape, then answer the question below.\n\nWhat are the St. Bernard dogs used for?\n\nThe Great St. Bernard Pass connects Switzerland to Italy.\n\nAt 2,473 metres, it is the highest mountain pass in Europe.\n\nThe famous monastery of St.Bernard, which was founded in the eleventh century, lies about a mile away.\n\nFor hundreds of years, St.Bernard dogs have saved the lives of travellers crossing the dangerous Pass.\n\nThese friendly dogs, which were first brought from Asia, were used as watchdogs even in Roman times.\n\nNow that a tunnel has been built through the mountains, the pass is less dangerous. but each year, the dogs are still sent out into the snow whenever a traveller is in difficulty.\n\nDespite the new tunnel, there are still a few people who rashly attempt to cross the pass on foot.\n\nDuring the summer months, the monastery is very busy, for it is visited by thousands of people who cross the pass in cars.\n\nAs there are so many people about, the dogs have to be kept in a special enclosure.\n\nIn winter, however, life at the monastery is quite different.\n\nThe monks prefer winter to summer, for they have more privacy.\n\nThe dogs have greater freedom, too, for they are allowed to wander outside their enclosure.\n\nThe only regular visitors to the monastery in winter are parties of skiers who go there at Christmas and Easter.\n\nThese young people, who love the peace of the mountains, always receive a warm welcome at St. Bernard's Monastery."},{"id":"book-3-lesson-9","bookNumber":3,"number":9,"title":"Flying cats","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-009-flying-cats-45223711/","text":"Lesson 9. Flying cats.\n\nListen to the tape, then answer the question below.\n\nHow do cats try to protect themselves when falling from great heights?\n\nCats never fail to fascinate human beings.\n\nThey can be friendly and affectionate towards humans, but they lead mysterious lives of their own as well.\n\nThey never become submissive like dogs and horses.\n\nAs a result, humans have learned to respect feline independence.\n\nMost cats remain suspicious of humans all their lives.\n\nOne of the things that fascinates us most about cats is the popular belief that they have nine lives.\n\nApparently, there is a good deal of truth in this idea.\n\nA cat's ability to survive falls is based on fact.\n\nRecently the New York Animal Medical Centre made a study of 132 cats over a period of five months.\n\nAll these cats had one experience in common.\n\nThey had fallen off high buildings, yet only eight of them died from shock or injuries.\n\nOf course, New York is the ideal place for such an interesting study, because there is no shortage of tall buildings.\n\nThere are plenty of high-rise windowsills to fall from.\n\nOne cat, Sabrina, fell 32 storeys, yet only suffered from a broken tooth.\n\nCats behave like well-trained paratroopers, a doctor said.\n\nIt seems that the further cats fall... the less they are likely to injure themselves.\n\nIn a long drop, they reach speeds of 60 miles an hour and more.\n\nAt high speeds, falling cats have time to relax.\n\nThey stretch out their legs like flying squirrels.\n\nThis increases their air-resistance and reduces the shock of impact when they hit the ground."},{"id":"book-3-lesson-10","bookNumber":3,"number":10,"title":"The loss of the Titanic","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-010-the-loss-of-the-titanic-45223712/","text":"Lesson 10. The loss of the Titanic.\n\nListen to the tape, then answer the question below.\n\nWhat would have happened if only two of the sixteen water-tight compartments had been flooded?\n\nThe great ship, Titanic sailed for New York from Southampton on April 10th, 1912.\n\nShe was carrying 1,316 passengers and a crew of 891.\n\nEven by modern standards, the 46, 000 ton Titanic was a colossal ship.\n\nAt that time, however, she was not only the largest ship that had ever been built, but was regarded as unsinkable, for she had sixteen water-tight compartments.\n\nEven if two of these were flooded, she would still be able to float.\n\nThe tragic sinking of this great liner will always be remembered, for she went down on her first voyage with heavy loss of life.\n\nFour days after setting out, while the Titanic was sailing across the icy waters of the North Atlantic, a huge iceberg was suddenly spotted by a lookout.\n\nAfter the alarm had been given, the great ship turned sharply to avoid a direct collision.\n\nThe Titanic turned just in time, narrowly missing the immense wall of ice which rose over 100 feet out of the water beside her.\n\nSuddenly, there was a slight trembling sound from below, and the captain went down to see what had happened.\n\nThe noise had been so faint that no one thought that the ship had been damaged.\n\nBelow, the captain realized to his horror that the Titanic was sinking rapidly, for five of her sixteen watertight compartments had already been flooded.\n\nThe order to abandon ship was given, and hundreds of people plunged into the icy water.\n\nAs there were not enough life-boats for everybody, 1,500 lives were lost."},{"id":"book-3-lesson-11","bookNumber":3,"number":11,"title":"Not guilty","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-011-not-guilty-45223713/","text":"Lesson 11. Not guilty.\n\nListen to the tape, then answer the question below.\n\nWhat was the customs officer looking for?\n\nCustoms officers are quite tolerant these days, but they can still stop you when you are going through the green channel and have nothing to declare.\n\nEven really honest people are often made to feel guilty.\n\nThe hardened professional smuggler, on the other hand, is never troubled by such feelings, even if he has five hundred gold watches hidden in his suitcase.\n\nWhen I returned from abroad recently, a particularly officious young customs officer clearly regarded me as a smuggler.\n\nHave you anything to declare? he asked, looking me in the eye.\n\nNo, I answered confidently.\n\nWould you mind unlocking this suitcase, please?\n\nNot at all, I answered.\n\nThe officer went through the case with great care.\n\nAll the things I had packed so carefully were soon in a dreadful mess.\n\nI felt sure I would never be able to close the case again.\n\nSuddenly, I saw the officer's face light up.\n\nHe had spotted a tiny bottle at the bottom of my case, and he pounced on it with delight.\n\n'Perfume, eh?' he asked sarcastically.\n\nYou should have declared that.\n\nPerfume is not exempt from import duty.\n\nBut it isn't perfume, I said.\n\nIt's hair gel.\n\nThen I added with a smile, it's a strange mixture I make myself.\n\nAs I expected, he did not believe me.\n\nTry it, I said encouragingly.\n\nThe officer unscrewed the cap and put the bottle to his nostrils.\n\nHe was greeted by an unpleasant smell, which convinced him that I was telling the truth.\n\nA few minutes later, I was able to hurry away with precious chalk marks on my baggage."},{"id":"book-3-lesson-12","bookNumber":3,"number":12,"title":"Life on a desert island","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-012-life-on-a-desert-island-45223714/","text":"Lesson 12. Life on a desert island.\n\nListen to the tape, then answer the question below.\n\nWhat was exceptional about the two men's stay on the desert island?\n\nMost of us have formed an unrealistic picture of life on a desert island.\n\nWe sometimes imagine a desert island to be a sort of paradise where the sun always shines.\n\nLife there is simple and good.\n\nRipe fruit falls from the trees and you never have to work.\n\nThe other side of the picture is quite the opposite.\n\nLife on a desert island is wretched.\n\nYou either starve to death or live like Robinson Crusoe, waiting for a boat which never comes.\n\nPerhaps there is an element of truth in both these pictures, but few of us have had the opportunity to find out.\n\nTwo men who recently spent five days on a coral island wished they had stayed there longer.\n\nThey were taking a badly damaged boat from the Virgin Islands to Miami to have it repaired.\n\nDuring the journey, their boat began to sink.\n\nThey quickly loaded a small rubber dinghy with food, matches, and cans of beer and rowed for a few miles across the Caribbean until they arrived at a tiny coral island.\n\nThere were hardly any trees on the island and there was no water.\n\nBut this did not prove to be a problem.\n\nThe men collected rainwater in the rubber dinghy.\n\nAs they had brought a spear gun with them, they had plenty to eat.\n\nThey caught lobster and fish every day, and as one of them put it, ate like kings.\n\nWhen a passing tanker rescued them five days later, both men were genuinely sorry that they had to leave."},{"id":"book-3-lesson-13","bookNumber":3,"number":13,"title":"It's only me","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-013-its-only-me-45223715/","text":"Lesson 13. It's only me.\n\nListen to the tape, then answer the question below.\n\nWhat did the man expect to find under the stairs?\n\nAfter her husband had gone to work, Mrs. Richards sent her children to school and went upstairs to her bedroom.\n\nShe was too excited to do any housework that morning, for in the evening she would be going to a fancy dress party with her husband.\n\nShe intended to dress up as a ghost, and as she had made her costume the night before, she was impatient to try it on.\n\nThough the costume consisted only of a sheet, it was very effective.\n\nAfter putting it on, Mrs. Richards went downstairs.\n\nShe wanted to find out whether it would be comfortable to wear.\n\nJust as Mrs. Richards was entering the dining room, there was a knock on the front door.\n\nShe knew that it must be the baker.\n\nShe had told him to come straight in if ever she failed to open the door, and to leave the bread on the kitchen table.\n\nNot wanting to frighten the poor man, Mrs. Richards quickly hid in the small storeroom under the stairs.\n\nShe heard the front door open and heavy footsteps in the hall.\n\nSuddenly, the door of the storeroom was opened, and a man entered.\n\nMrs. Richards realized that it must be the man from the electricity board who had come to read the meter.\n\nShe tried to explain the situation, saying, It's only me, but it was too late.\n\nThe man let out a cry and jumped back several paces.\n\nWhen Mrs. Richards walked towards him, he fled, slamming the door behind him."},{"id":"book-3-lesson-14","bookNumber":3,"number":14,"title":"A noble gangster","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-014-a-noble-gangster-45223717/","text":"Lesson 14. A noble gangster.\n\nListen to the tape, then answer the question below.\n\nHow did Hawkwood make money in times of peace?\n\nThere was a time when the owners of shops and businesses in Chicago had to pay large sums of money to gangsters in return for protection.\n\nIf the money was not paid promptly, the gangsters would quickly put a man out of business by destroying his shop.\n\nObtaining protection money is not a modern crime.\n\nAs long ago as the fourteenth century, an Englishman, Sir John Hawkwood, made the remarkable discovery that people would rather pay large sums of money than have their life work destroyed by gangsters.\n\nSix hundred years ago, Sir John Hawkwood arrived in Italy with a band of soldiers and settled near Florence.\n\nHe soon made a name for himself and came to be known to the Italians as Giovanni Acuto.\n\nWhenever the Italian city-states were at war with each other, Hawkwood used to hire his soldiers to princes who were willing to pay the high price he demanded.\n\nIn times of peace, when business was bad, Hawkwood and his men would march into a city-state and, after burning down a few farms, would offer to go away if protection money was paid to them.\n\nHawkwood made large sums of money in this way.\n\nIn spite of this, the Italians regarded him as a sort of hero.\n\nWhen he died at the age of the Florentines gave him a state funeral and had a picture painted which was dedicated to the memory of the most valiant soldier and most notable leader, Signor Giovanni Haukodue'."},{"id":"book-3-lesson-15","bookNumber":3,"number":15,"title":"Fifty pence worth of trouble","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-015-fifty-pence-worth-of-trouble-45223718/","text":"Lesson 15. Fifty pence worth of trouble.\n\nListen to the tape, then answer the question below.\n\nDid George get anything for his fifty pence?\n\nWhat?\n\nChildren always appreciate small gifts of money.\n\nMum or dad, of course, provides a regular supply of pocket money, But uncles and aunts are always a source of extra income.\n\nWith some children, small sums go a long way.\n\nIf fifty pence pieces are not exchanged for sweets, they rattle for months inside money boxes.\n\nOnly very thrifty children manage to fill up a money box.\n\nFor most of them, fifty pence is a small price to pay for a nice big bar of chocolate.\n\nMy nephew George has a money box, but it is always empty.\n\nVery few of the fifty pence pieces and pound coins I have given him have found their way there.\n\nI gave him fifty pence yesterday and advised him to save it.\n\nInstead, he bought himself fifty pence worth of trouble.\n\nOn his way to the sweet shop, he dropped his fifty pence and it bounced along the pavement and then disappeared down a drain.\n\nGeorge took off his jacket, rolled up his sleeves, and pushed his right arm through the drain cover.\n\nHe could not find his 50 pence piece anywhere, And what is more, he could not get his arm out.\n\nA crowd of people gathered round him and a lady rubbed his arm with soap and butter, but George was firmly stuck. fire brigade was called and two fire fighters freed George using a special type of grease.\n\nGeorge was not too upset by his experience, because the lady who owns the sweet shop heard about his troubles and rewarded him with a large box of chocolates."},{"id":"book-3-lesson-16","bookNumber":3,"number":16,"title":"Mary had a little lamb","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-016-mary-had-a-little-lamb-45223720/","text":"Lesson 16. Mary had a little lamb.\n\nListen to the tape, then answer the question below.\n\nWas Dimitri right to apologize to his neighbour?\n\nWhy not?\n\nMary and her husband Dimitri lived in the tiny village of Perachora in southern Greece.\n\nOne of Mary's prize possessions was a little white lamb which her husband had given her.\n\nShe kept it tied to a tree in a field during the day and went to fetch it every evening.\n\nOne evening, however, the lamb was missing.\n\nThe rope had been cut, so it was obvious that the lamb had been stolen.\n\nWhen Dimitri came in from the fields, his wife told him what had happened.\n\nDimitri at once set out to find the thief.\n\nHe knew it would not prove difficult in such a small village.\n\nAfter telling several of his friends about the theft, Dimitri found out that his neighbour, Aleko, had suddenly acquired a new lamb.\n\nDimitri immediately went to Aleko's house and angrily accused him of stealing the lamb.\n\nHe told him he had better return it or he would call the police.\n\nAleko denied taking it and led Dimitri into his backyard.\n\nIt was true that he had just bought a lamb, he explained.\n\nBut his lamb was black.\n\nAshamed of having acted so rashly, Dimitri apologized to Aleko for having accused him.\n\nWhile they were talking, it began to rain, and Dimitri stayed in Aleko's house until the rain stopped.\n\nWhen he went outside half an hour later, he was astonished to find that the little black lamb was almost white.\n\nIts wool, which had been dyed black, had been washed clean by the rain."},{"id":"book-3-lesson-17","bookNumber":3,"number":17,"title":"The longest suspension bridge in the world","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-017-the-longest-suspension-bridge-45223721/","text":"Lesson 17. The longest suspension bridge in the world.\n\nListen to the tape, then answer the question below.\n\nHow is the bridge supported?\n\nVerrazano, an Italian about whom little is known, sailed into New York Harbour in 1524 and named it Angouleme.\n\nHe described it as a very agreeable situation located within two small hills in the midst of which flowed a great river.\n\nThough Verrazano is by no means considered to be a great explorer, his name will probably remain immortal, for on November 21st, 1964, the longest suspension bridge in the world was named after him.\n\nThe Verrazano Bridge, which was designed by Othmar Ammann, joins Brooklyn to Staten Island.\n\nIt has a span of 4,260 feet.\n\nThe bridge is so long that the shape of the earth had to be taken into account by its designer.\n\nTwo great towers support four huge cables.\n\nThe towers are built on immense underwater platforms made of steel and concrete.\n\nThe platforms extend to a depth of over 100 feet under the sea.\n\nThese alone took sixteen months to build.\n\nAbove the surface of the water, the towers rise to a height of nearly 700 feet.\n\nThey support the cables from which the bridge has been suspended.\n\nEach of the four cables contains 26,108 lengths of wire.\n\nIt has been estimated that if the bridge were packed with cars, it would still only be carrying a third of its total capacity.\n\nHowever, size and strength are not the only important things about this bridge.\n\nDespite its immensity, it is both simple and elegant, fulfilling its designer's dream to creat an enormous object drawn as faintly as possible."},{"id":"book-3-lesson-18","bookNumber":3,"number":18,"title":"Electric currents in modern art","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-018-electric-currents-in-modern-ar-45223722/","text":"Lesson 18. Electric currents in modern art.\n\nListen to the tape, then answer the question below.\n\nHow might some of the exhibits have been dangerous?\n\nModern sculpture rarely surprises us any more.\n\nThe idea that modern art can only be seen in museums is mistaken.\n\nEven people who take no interest in art cannot have failed to notice examples of modern sculpture on display in public places.\n\nStrange forms stand in gardens and outside buildings and shops.\n\nWe have got quite used to them.\n\nSome so-called 'modern' pieces have been on display for nearly eighty years.\n\nIn spite of this, some people--including myself--were surprised by a recent exhibition of modern sculpture.\n\nThe first thing I saw when I entered the art gallery was a notice which said, Do not touch the exhibits.\n\nSome of them are dangerous.\n\nThe objects on display were pieces of moving sculpture.\n\nOddly shaped forms that are suspended from the ceiling and move in response to a gust of wind are quite familiar to everybody.\n\nThese objects, however, were different.\n\nLined up against the wall, there were long, thin wires attached to metal spheres.\n\nThe spheres had been magnetized and attracted or repelled each other all the time.\n\nIn the centre of the hall, there were a number of tall structures which contained coloured lights.\n\nThese lights flickered continuously like traffic lights, which have gone mad.\n\nSparks were emitted from small black boxes and red lamps flashed on and off angrily.\n\nIt was rather like an exhibition of prehistoric electronic equipment.\n\nThese peculiar forms not only seemed designed to shock people emotionally, but to give them electric shocks as well."},{"id":"book-3-lesson-19","bookNumber":3,"number":19,"title":"A very dear cat","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-019-a-very-dear-cat-45223723/","text":"Lesson 19. A very dear cat.\n\nListen to the tape, then answer the question below.\n\nWhy was Rastus very dear in more ways than one?\n\nKidnappers are rarely interested in animals, but they recently took considerable interest in Mrs. Eleanor Ramsay's cat.\n\nMrs. Eleanor Ramsay, a very wealthy old lady, has shared a flat with her cat, Rastus, for a great many years.\n\nRastus leads an orderly life.\n\nHe usually takes a short walk in the evenings and is always home by seven o'clock.\n\nOne evening, however, he failed to arrive.\n\nMrs. Ramsay got very worried.\n\nShe looked everywhere for him, but could not find him.\n\nThree days after Rastus' disappearance, Mrs. Ramsay received an anonymous letter.\n\nThe writer stated that Rastus was in safe hands and would be returned immediately if Mrs. Ramsay paid a ransom of 1, 000.\n\nMrs.Ramsay was instructed to place the money in a cardboard box and to leave it outside her door.\n\nAt first, she decided to go to the police, but fearing that she would never see Rastus again--the letter had made that quite clear--she changed her mind.\n\nShe withdrew 1000 from her bank and followed the kidnapper's instructions.\n\nThe next morning, the box had disappeared, but Mrs.Ramsay was sure that the kidnapper would keep his word.\n\nSure enough, Rastus arrived punctually at seven o'clock that evening.\n\nHe looked very well, though he was rather thirsty, for he drank half a bottle of milk.\n\nThe police were astounded when Mrs. Ramsay told them what she had done.\n\nShe explained that Rastus was very dear to her.\n\nConsidering the amount she paid, he was dear in more ways than one."},{"id":"book-3-lesson-20","bookNumber":3,"number":20,"title":"Pioneer pilots","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-020-pioneer-pilots-45223724/","text":"Lesson 20. Pioneer pilots.\n\nListen to the tape, then answer the question below.\n\nWhat was the name of the first plane to fly across the English Channel?\n\nIn 1908, Lord Northcliffe offered a prize of £1,000 to the first man who would fly across the English Channel.\n\nOver a year passed before the first attempt was made.\n\nOn July 19th, 1909, in the early morning, Hubert Latham took off from the French coast in his plane the 'Antoinette IV.'\n\nHe had travelled only seven miles across the Channel when his engine failed and he was forced to land on the sea.\n\nThe Antoinette floated on the water until Latham was picked up by a ship.\n\nTwo days later, Louis Bleriot arrived near Calais with a plane called 'No.XI'.\n\nBleriot had been making planes since 1905 and this was his latest model.\n\nA week before, he had completed a successful overland flight during which he covered twenty-six miles.\n\nLatham, however, did not give up easily.\n\nHe, too, arrived near Calais on the same day with a new Antoinette.\n\nIt looked as if there would be an exciting race across the Channel.\n\nBoth planes were going to take off on July 25th, but Latham failed to get up early enough.\n\nAfter making a short test flight at 4.15 a.m., Bleriot set off half an hour later.\n\nHis great flight lasted thirty-seven minutes.\n\nWhen he landed near Dover, the first person to greet him was a local policeman.\n\nLatham made another attempt a week later and got within half a mile of Dover, but he was unlucky again.\n\nHis engine failed and he landed on the sea for the second time."},{"id":"book-3-lesson-21","bookNumber":3,"number":21,"title":"Daniel Mendoza","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-021-daniel-mendoza-45223725/","text":"Lesson 21. Daniel Mendoza.\n\nListen to the tape, then answer the question below.\n\nHow many unsuccessful attempts did Mendoza make before becoming champion of all England?\n\nBoxing matches were very popular in England two hundred years ago.\n\nIn those days, boxers fought with bare fists for prize money.\n\nBecause of this, they were known as 'prizefighters'.\n\nHowever, boxing was very crude, for there were no rules, and a prizefighter could be seriously injured or even killed during a match.\n\nOne of the most colourful figures in boxing history was Daniel Mendoza, who was born in 1764.\n\nThe use of gloves was not introduced until 1860, when the Marquis of Queensberry drew up the first set of rules.\n\nThough he was technically a prizefighter, Mendoza did much to change crude prizefighting into a sport, for he brought science to the game.\n\nIn his day, Mendoza enjoyed tremendous popularity.\n\nHe was adored by rich and poor alike.\n\nMendoza rose to fame swiftly after a boxing match when he was only fourteen years old.\n\nThis attracted the attention of Richard Humphries who was then the most eminent boxer in England.\n\nHe offered to train Mendoza, and his young pupil was quick to learn.\n\nIn fact, Mendoza soon became so successful that Humphries turned against him.\n\nThe two men quarrelled bitterly and it was clear that the argument could only be settled by a fight.\n\nA match was held at Stilton, where both men fought for an hour.\n\nThe public bet a great deal of money on Mendoza, but he was defeated.\n\nMendoza met Humphries in the ring on a later occasion and he lost for a second time.\n\nIt was not until his third match in 1790 that he finally beat Humphries and became champion of England.\n\nMeanwhile, he founded a highly successful academy, and even Lord Byron became one of his pupils.\n\nHe earned enormous sums of money, and was paid as much as £100 for a single appearance.\n\nDespite this, he was so extravagant that he was always in debt.\n\nAfter he was defeated by a boxer called Gentleman Jackson, he was quickly forgotten.\n\nHe was sent to prison for failing to pay his debts, and died in poverty in 1836."},{"id":"book-3-lesson-22","bookNumber":3,"number":22,"title":"By heart","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-022-by-heart-45223726/","text":"Lesson 22. By heart.\n\nListen to the tape, then answer the question below.\n\nWhich actor read the letter in the end? the aristocrat or the gaoler?\n\nSome plays are so successful that they run for years on end.\n\nIn many ways, this is unfortunate for the poor actors, who are required to go on repeating the same lines night after night.\n\nOne would expect them to know their parts by heart and never have cause to falter.\n\nYet this is not always the case.\n\nA famous actor in a highly successful play was once cast in the role of an aristocrat who had been imprisoned in the Bastille for twenty years.\n\nIn the last act, a gaoler would always come on to the stage with a letter which he would hand to the prisoner.\n\nEven though the noble was expected to read the letter at each performance, he always insisted that it should be written out in full.\n\nOne night, the gaoler decided to play a joke on his colleague to find out if, after so many performances, he had managed to learn the contents of the letter by heart.\n\nThe curtain went up on the final act of the play and revealed the aristocrat sitting alone behind bars in his dark cell.\n\nJust then, the gaoler appeared with the precious letter in his hands.\n\nHe entered the cell and presented the letter to the aristocrat, but the copy he gave him had not been written out in full as usual.\n\nIt was simply a blank sheet of paper.\n\nThe gaoler looked on eagerly, anxious to see if his fellow actor had at last learnt his lines.\n\nThe noble stared at the blank sheet of paper for a few seconds.\n\nThen, squinting his eyes, he said, The light is dim.\n\nRead the letter to me.\n\nAnd he promptly handed the sheet of paper to the gaoler.\n\nFinding that he could not remember a word of the letter either, the gaoler replied: The light is indeed dim, sire.\n\nI must get my glasses.\n\nWith this, he hurried off the stage.\n\nMuch to the aristocrat's amusement, the gaoler returned a few moments later with a pair of glasses and the usual copy of the letter, which he proceeded to read to the prisoner."},{"id":"book-3-lesson-23","bookNumber":3,"number":23,"title":"One man's meat is another man's poison","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-023-one-mans-meat-is-another-mans-45223727/","text":"Lesson 23. One man's meat is another man's poison.\n\nListen to the tape, then answer the question below.\n\nWhat was it about snails that made the writer collect them for his friend on that day in particular?\n\nPeople become quite illogical when they try to decide what can be eaten and what cannot be eaten.\n\nIf you lived in the Mediterranean, for instance, you would consider octopus a great delicacy.\n\nYou would not be able to understand why some people find it repulsive.\n\nOn the other hand, your stomach would turn at the idea of frying potatoes in animal fat, the normally accepted practice in many northern countries.\n\nThe sad truth is that most of us have been brought up to eat certain foods, and we stick to them all our lives.\n\nNo creature has received more praise and abuse than the common garden snail.\n\nCooked in wine, snails are a great luxury in various parts of the world.\n\nThere are countless people who, ever since their early years, have learned to associate snails with food.\n\nMy friend Robert lives in a country where snails are despised.\n\nAs his flat is in a large town, he has no garden of his own.\n\nFor years, he has been asking me to collect snails from my garden and take them to him.\n\nThe idea never appealed to me very much, but one day, after a heavy shower, I happened to be walking in my garden when I noticed a huge number of snails taking a stroll on some of my prize plants.\n\nActing on a sudden impulse, I collected several dozen, put them in a paper bag, and took them to Robert.\n\nRobert was delighted to see me and equally pleased with my little gift.\n\nI left the bag in the hall, and Robert and I went into the living room where we talked for a couple of hours.\n\nI had forgotten all about the snails when Robert suddenly said that I must stay to dinner.\n\nSnails would, of course, be the main dish.\n\nI did not fancy the idea, and I reluctantly followed Robert out of the room.\n\nTo our dismay, we saw that there were snails everywhere.\n\nThey had escaped from the paper bag and had taken complete possession of the hall.\n\nI have never been able to look at a snail since then."},{"id":"book-3-lesson-24","bookNumber":3,"number":24,"title":"A skeleton in the cupboard","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-024-a-skeleton-in-the-cupboard-45223728/","text":"Lesson 24. A skeleton in the cupboard.\n\nListen to the tape, then answer the question below.\n\nWho was Sebastian?\n\nWe often read in novels how a seemingly respectable person or family has some terrible secret which has been concealed from strangers for years.\n\nThe English language possesses a vivid saying to describe this sort of situation.\n\nThe terrible secret is called A Skeleton in the Cupboard.\n\nAt some dramatic moment in the story, the terrible secret becomes known and a reputation is ruined.\n\nThe reader's hair stands on end when he reads in the final pages of the novel that the heroine, a dear old lady who had always been so kind to everybody, had in her youth poisoned every one of her five husbands.\n\nIt is all very well for such things to occur in fiction.\n\nTo varying degrees, we all have secrets which we do not want even our closest friends to learn.\n\nBut few of us have skeletons in the cupboard.\n\nThe only person I know who has a skeleton in the cupboard is George Carlton, and he is very proud of the fact.\n\nGeorge studied medicine in his youth.\n\nInstead of becoming a doctor, however, he became a successful writer of detective stories.\n\nI once spent an uncomfortable weekend which I shall never forget at his house.\n\nGeorge showed me to the guestroom which, he said, was rarely used.\n\nHe told me to unpack my things and then come down to dinner.\n\nAfter I had stacked my shirts and underclothes in two empty drawers, I decided to hang one of the two suits I had brought with me in the cupboard.\n\nI opened the cupboard door and then stood in front of it petrified.\n\nA skeleton was dangling before my eyes.\n\nThe sudden movement of the door made it sway slightly, and it gave me the impression that it was about to leap out at me.\n\nDropping my suit, I dashed downstairs to tell George.\n\nThis was worse than a terrible secret.\n\nThis was a real skeleton.\n\nBut George was unsympathetic.\n\nOh, that, he said, with a smile, as if he were talking about an old friend.\n\nThat's Sebastian.\n\nYou forget that I was a medical student once upon a time."},{"id":"book-3-lesson-25","bookNumber":3,"number":25,"title":"The Cutty Sark","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-025-the-cutty-sark-45223729/","text":"Lesson 25. The Cutty Sark.\n\nListen to the tape, then answer the question below.\n\nWhat piece of bad luck prevented the Cutty Sark from winning the race?\n\nOne of the most famous sailing ships of the nineteenth century, the Cutty Sark, can still be seen at Greenwich.\n\nShe stands on dry land and is visited by thousands of people each year.\n\nShe serves as an impressive reminder of the great ships of the past.\n\nBefore they were replaced by steamships, sailing vessels like the Cutty Sark were used to carry tea from China and wool from Australia.\n\nThe Cutty Sark was one of the fastest sailing ships that has ever been built.\n\nThe only other ship to match her was the Thermopylae.\n\nBoth these ships set out from Shanghai on June 18th, 1872 on an exciting race to England.\n\nThis race, which went on for exactly four months, was the last of its kind.\n\nIt marked the end of the great tradition of ships with sails and the beginning of a new era.\n\nThe first of the two ships to reach Java after the race had begun was the Thermopylae, But on the Indian Ocean, the Cutty Sark took the lead.\n\nIt seemed certain that she would be the first ship home.\n\nBut during the race, she had a lot of bad luck.\n\nIn August, she was struck by a very heavy storm during which her rudder was torn away.\n\nThe Cutty Sark rolled from side to side and it became impossible to steer her.\n\nA temporary rudder was made on board from spare planks and it was fitted with great difficulty.\n\nThis greatly reduced the speed of the ship, for there was a danger that if she travelled too quickly, this rudder would be torn away as well.\n\nBecause of this, the Cutty Sark lost her lead.\n\nAfter crossing the Equator, the captain called in at a port to have a new rudder fitted, but by now the Thermopylae was over five hundred miles\n\nThough the new rudder was fitted at tremendous speed, it was impossible for the Cutty Sark to win.\n\nShe arrived in England a week after the Thermopylae.\n\nEven this was remarkable, considering that she had had so many delays.\n\nThere is no doubt that if she had not lost her rudder, she would have won the race easily."},{"id":"book-3-lesson-26","bookNumber":3,"number":26,"title":"Wanted: a large biscuit tin","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-026-wanted-a-large-biscuit-tin-45223730/","text":"Lesson 26. Wanted: a large biscuit tin.\n\nListen to the tape, then answer the question below.\n\nWho the prize for biggest biscuit?\n\nNo one can avoid being influenced by advertisements.\n\nMuch as we may pride ourselves on our good taste, we are no longer free to choose the things we want, for advertising exerts a subtle influence on us.\n\nIn their efforts to persuade us to buy this or that product, advertisers have made a close study of human nature and have classified all our little weaknesses.\n\nAdvertisers discovered years ago that all of us love to get something for nothing.\n\nAn advertisement which begins with the magic word, free, can rarely go wrong.\n\nThese days, advertisers not only offer free samples, but free cars, free houses, and free trips round the world as well.\n\nThey devise hundreds of competitions which will enable us to win huge sums of money.\n\nRadio and television have made it possible for advertisers to capture the attention of millions of people in this way.\n\nDuring a radio programme, a company of biscuit manufacturers once asked listeners to bake biscuits and send them to their factory.\n\nThey offered to pay $10 a pound for the biggest biscuit baked by a listener.\n\nThe response to this competition was tremendous.\n\nBefore long, biscuits of all shapes and sizes began arriving at the factory.\n\nOne lady brought biscuit on a wheelbarrow.\n\nIt weighed nearly 500 pounds.\n\nA little later, a man came along with a biscuit which occupied the whole boot of his car.\n\nAll the biscuits that were sent were carefully weighed.\n\nThe largest was 713 pounds.\n\nIt seemed certain that this would win the prize.\n\nBut just before the competition closed, a lorry arrived at the factory with a truly colossal biscuit which weighed 2,400 pounds.\n\nIt had been baked by a college student who had used over 1,000 pounds of flour, 800 pounds of sugar, 200 pounds of fat, and 400 pounds of various other ingredients.\n\nIt was so heavy that a crane had to be used to remove it from the lorry.\n\nThe manufacturers had to pay more money than they had anticipated, for they bought the biscuit from the student for $24,000."},{"id":"book-3-lesson-27","bookNumber":3,"number":27,"title":"Nothing to sell and nothing to buy","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-027-nothing-to-sell-and-nothing-to-45223731/","text":"Lesson 27. Nothing to sell and nothing to buy.\n\nListen to the tape, then answer the question below.\n\nWhat is the most important thing for a tramp?\n\nIt has been said that everyone lives by selling something.\n\nIn the light of this statement, teachers live by selling knowledge, philosophers by selling wisdom, and priests by selling spiritual comfort.\n\nThough it may be possible to measure the value of material goods in terms of money, it is extremely difficult to estimate the true value of the services which people perform for us.\n\nThere are times when we would willingly give everything we possess to save our lives, yet we might grudge paying a surgeon a high fee for offering us precisely this service.\n\nThe conditions of society are such that skills have to be paid for in the same way that goods are paid for at a shop.\n\nEveryone has something to sell.\n\nTramps seem to be the only exception to this general rule.\n\nBeggars almost sell themselves as human beings to arouse the pity of passers-by.\n\nBut real tramps are not beggars.\n\nThey have nothing to sell and require nothing from others.\n\nIn seeking independence, they do not sacrifice their human dignity.\n\nA tramp may ask you for money, but he will never ask you to feel sorry for him.\n\nHe has deliberately chosen to lead the life he leads and is fully aware of the consequences.\n\nHe may never be sure where the next meal is coming from, but he is free from the thousands of anxieties which afflict other people.\n\nHis few material possessions make it possible for him to move from place to place with ease.\n\nBy having to sleep in the open, he gets far closer to the world of nature than most of us ever do.\n\nHe may hunt, beg, or steal occasionally to keep himself alive.\n\nHe may even, in times of real need, do a little work.\n\nBut he will never sacrifice his freedom.\n\nWe often speak of tramps with contempt and put them in the same class as beggars.\n\nBut how many of us can honestly say that we have not felt a little envious of their simple way of life and their freedom from care?"},{"id":"book-3-lesson-28","bookNumber":3,"number":28,"title":"Five pounds too dear","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-028-five-pounds-too-dear-45223732/","text":"Lesson 28. Five pounds too dear.\n\nListen to the tape, then answer the question below.\n\nWhy was even five pounds too dear?\n\nSmall boats, loaded with wares, sped to the great liner as she was entering the harbour.\n\nBefore she had anchored, the men from the boats had climbed on board and the decks were soon covered with colourful rugs from Persia, silks from India, copper coffee pots and beautiful handmade silverware.\n\nIt was difficult not to be tempted. Many of the tourists on board had begun bargaining with the tradesmen, but I decided not to buy anything until I had disembarked.\n\nI had no sooner got off the ship than I was assailed by a man who wanted to sell me a diamond ring.\n\nI had no intention of buying one, but I could not conceal the fact that I was impressed by the size of the diamonds.\n\nSome of them were as big as marbles.\n\nThe man went to great lengths to prove that the diamonds were real.\n\nAs we were walking past a shop, he held a diamond firmly against the window and made a deep impression in the glass.\n\nIt took me over half an hour to get rid of him.\n\nThe next man to approach me was selling expensive pens and watches.\n\nI examined one of the pens closely.\n\nIt certainly looked genuine.\n\nAt the base of the gold cap, the words 'made in the U.S.A.' had been neatly inscribed.\n\nThe man said that the pen was worth 50, but as a special favour, he would let me have it for 30. I shook my head and held up five fingers indicating that I was willing to pay 5.\n\nGesticulating wildly, the man acted as if he found my offer outrageous, but he eventually reduced the price to 10 pounds.\n\nShrugging my shoulders, I began to walk away when, a moment later, he ran after me and thrust the pen into my hands.\n\nThough he kept throwing up his arms in despair, he readily accepted the 5 I gave him.\n\nI felt especially pleased with my wonderful bargain -- until I got back to the ship.\n\nNo matter how hard I tried, it was impossible to fill this beautiful pen with ink.\n\nAnd to this day, it has never written a single word."},{"id":"book-3-lesson-29","bookNumber":3,"number":29,"title":"Funny or not?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-029-funny-or-not-45223733/","text":"Lesson 29. Funny or not?\n\nListen to the tape, then answer the question below.\n\nWhat is the basis of 'sick' humour?\n\nWhether we find a joke funny or not largely depends on where we have been brought up.\n\nThe sense of humour is mysteriously bound up with national characteristics.\n\nA Frenchman, for instance, might find it hard to laugh at a Russian joke.\n\nIn the same way, a Russian might fail to see anything amusing in a joke which would make an Englishman laugh to tears.\n\nMost funny stories are based on comic situations.\n\nIn spite of national differences, certain funny situations have a universal appeal.\n\nNo matter where you live, you would find it difficult not to laugh at, say, Charlie Chaplin's early films.\n\nHowever, a new type of humour, which stems largely from U.S., has recently come into fashion.\n\nIt is called 'sick humour'.\n\nComedians base their jokes on tragic situations like violent death or serious accidents.\n\nMany people find this sort of joke distasteful.\n\nThe following example of 'sick humour' will enable you to judge for yourself.\n\nA man who had broken his right leg was taken to hospital a few weeks before Christmas.\n\nFrom the moment he arrived there, he kept on pestering his doctor to tell him when he would be able to go home.\n\nHe dreaded having to spend Christmas in hospital.\n\nThough the doctor did his best, the patient's recovery was slow.\n\nOn Christmas Day, the man still had his right leg in plaster.\n\nHe spent a miserable day in bed, thinking of all the fun he was missing.\n\nThe following day, however, the doctor consoled him by telling him that his chances of being able to leave hospital in time for New Year celebrations were good.\n\nThe man took heart, and, sure enough, on New Year's Eve, he was able to hobble along to a party.\n\nTo compensate for his unpleasant experiences in hospital, the man drank a little more than was good for him.\n\nIn the process, he enjoyed himself thoroughly and kept telling everybody how much he hated hospitals.\n\nHe was still mumbling something about hospitals at the end of the party, when he slipped on a piece of ice and broke his left leg."},{"id":"book-3-lesson-30","bookNumber":3,"number":30,"title":"The death of a ghost","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-030-the-death-of-a-ghost-45223735/","text":"Lesson 30. The death of a ghost.\n\nListen to the tape, then answer the question below.\n\nWhy did the two brothers keep the secret?\n\nFor years, villagers believed that Endley Farm was haunted.\n\nThe farm was owned by two brothers, Joe and Bob Cox.\n\nThey employed a few farmhands, but no one was willing to work there long.\n\nEvery time a worker gave up his job, he told the same story.\n\nFarm labourers said that they always woke up to find that work had been done overnight.\n\nHay had been cut and cowsheds had been cleaned.\n\nA farm worker, who stayed up all night, claimed to have seen a figure cutting corn in the moonlight.\n\nIn time, it became an accepted fact that the Cox brothers employed a conscientious ghost that did most of their work for them.\n\nNo one suspected that there might be someone else on the farm who had never been seen.\n\nThis was indeed the case.\n\nA short time ago, villagers were astonished to learn that the ghost of Endley had died.\n\nEveryone went to the funeral, for the ghost was none other than Eric Cox, a third brother who was supposed to have died as a young man.\n\nAfter the funeral, Joe and Bob revealed a secret which they had kept for over fifty years.\n\nEric had been the eldest son of the family, very much older than his two brothers.\n\nHe had been obliged to join the army during the Second World War.\n\nAs he hated army life, he decided to desert his regiment.\n\nWhen he learnt that he would be sent abroad, he returned to the farm and his father hid him until the end of the war.\n\nFearing the authorities, Eric remained in hiding after the war as well.\n\nHis father told everybody that Eric had been killed in action.\n\nThe only other people who knew the secret were Joe and Bob.\n\nThey did not even tell their wives.\n\nWhen their father died, they thought it their duty to keep Eric in hiding.\n\nAll these years, Eric had lived as a recluse.\n\nHe used to sleep during the day and work at night, quite unaware of the fact that he had become the ghost of Endley.\n\nWhen he died, however, his brothers found it impossible to keep the secret any longer."},{"id":"book-3-lesson-31","bookNumber":3,"number":31,"title":"A lovable eccentric","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-031-a-lovable-eccentric-45223736/","text":"Lesson 31. A lovable eccentric.\n\nListen to the tape, then answer the question below.\n\nWhy did the shop assistant refuse to serve Dickie?\n\nTrue eccentrics never deliberately set out to draw attention to themselves.\n\nThey disregard social conventions without being conscious that they are doing anything extraordinary.\n\nThis invariably wins them the love and respect of others, for they add colour to the dull routine of everyday life.\n\nUp to the time of his death, Richard Colson was one of the most notable figures in our town.\n\nHe was a shrewd and wealthy businessman, but most people in the town hardly knew anything about this side of his life.\n\nHe was known to us all as Dickie, and his eccentricity had become legendary long before he died.\n\nDickie disliked snobs intensely.\n\nThough he owned a large car, he hardly ever used it, preferring always to go on foot.\n\nEven when it was raining heavily, he refused to carry an umbrella.\n\nOne day, he walked into an expensive shop after having been caught in a particularly heavy shower.\n\nHe wanted to buy a 300 watch for his wife, but he was in such a bedraggled condition that an assistant refused to serve him.\n\nDickie left the shop without a word and returned carrying a large cloth bag.\n\nAs it was extremely heavy, he dumped it on the counter.\n\nThe assistant asked him to leave, but Dickie paid no attention to him and requested to see the manager.\n\nRecognizing who the customer was, the manager was most apologetic and reprimanded the assistant severely.\n\nWhen Dickie was given the watch, he presented the assistant with the cloth bag.\n\nIt contained 300 in pennies.\n\nHe insisted on the assistant's counting the money before he left.\n\n30,000 pennies in all!\n\nOn another occasion, he invited a number of important critics to see his private collection of modern paintings.\n\nThis exhibition received a great deal of attention in the press.\n\nFor though the pictures were supposed to be the work of famous artists, they had in fact been painted by Dickie.\n\nIt took him four years to stage this elaborate joke, simply to prove that critics do not always know what they are talking about."},{"id":"book-3-lesson-32","bookNumber":3,"number":32,"title":"A lost ship","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-032-a-lost-ship-45223737/","text":"Lesson 32. A lost ship.\n\nListen to the tape, then answer the question below.\n\nDid the crew of the Elkor find what they were looking for? Why?\n\nThe salvage operation had been a complete failure.\n\nThe small ship, Elkor, which had been searching the Barents Sea for weeks, was on its way home.\n\nA radio message from the mainland had been received by the ship's captain, instructing him to give up the search.\n\nThe captain knew that another attempt would be made later, for the sunken ship he was trying to find had been carrying a precious cargo of gold bullion.\n\nDespite the message, the captain of the Elkor decided to try once more.\n\nThe sea bed was scoured with powerful nets and there was tremendous excitement on board when a chest was raised from the bottom.\n\nThough the crew were at first under the impression that the lost ship had been found, the contents of the chest proved them wrong.\n\nWhat they had in fact found was a ship which had been sunk many years before.\n\nThe chest contained the personal belongings of a seaman, Alan Fielding.\n\nThere were books, clothing, and photographs, together with letters which the seaman had once received from his wife.\n\nThe captain of the Elkor ordered his men to salvage as much as possible from the wreck.\n\nNothing of value was found, but the numerous items which were brought to the surface proved to be of great interest.\n\nFrom a heavy gun that was raised, the captain realized that the ship must have been a cruiser.\n\nIn another chest, which contained the belongings of a ship's officer, there was an unfinished letter which had been written on March 14th, 1943.\n\nThe captain learnt from the letter that the name of the lost ship was the Karen.\n\nThe most valuable find of all was the ship's log book, parts of which it was still possible to read.\n\nFrom this, the captain was able to piece together all the information that had come to light.\n\nThe Karen had been sailing in a convoy to Russia when she was torpedoed by an enemy submarine.\n\nThis was later confirmed by a naval official at the Ministry of Defence after the Elkor had returned home.\n\nAll the items that were found were sent to the War Museum."},{"id":"book-3-lesson-33","bookNumber":3,"number":33,"title":"A day to remember","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-033-a-day-to-remember-45223738/","text":"Lesson 33. A day to remember.\n\nListen to the tape, then answer the question below.\n\nWhat incident began the series of traffic accidents?\n\nWe have all experienced days when everything goes wrong.\n\nA day may begin well enough, but suddenly everything seems to get out of control.\n\nWhat invariably happens is that a great number of things choose to go wrong at precisely the same moment.\n\nIt is as if a single unimportant event set up a chain of reactions.\n\nLet us suppose that you are preparing a meal and keeping an eye on the baby at the same time.\n\nThe telephone rings, and this marks the prelude to an unforeseen series of catastrophes.\n\nWhile you are on the phone, the baby pulls the tablecloth off the table, smashing half your best crockery and cutting himself in the process.\n\nYou hang up hurriedly and attend to baby, crockery, etc.\n\nMeanwhile, the meal gets burnt.\n\nAs if this were not enough to reduce you to tears, your husband arrives unexpectedly bringing three guests to dinner.\n\nThings can go wrong on a big scale, as a number of people recently discovered in Parramatta, a suburb of Sydney.\n\nDuring the rush hour one evening, two cars collided and both drivers began to argue.\n\nThe woman immediately behind the two cars happened to be a learner.\n\nShe suddenly got into a panic and stopped her car.\n\nThis made the driver following her break hard.\n\nHis wife was sitting beside him holding a large cake.\n\nAs she was thrown forward, the cake went right through the windscreen and landed on the road.\n\nSeeing a cake flying through the air, a lorry driver, who was drawing up alongside the car, pulled up all of a sudden.\n\nThe lorry was loaded with empty beer bottles and hundreds of them slid off the back of the vehicle and onto the road.\n\nThis led to yet another angry argument.\n\nMeanwhile, the traffic piled up behind.\n\nIt took the police nearly an hour to get the traffic on the move again.\n\nIn the meantime, the lorry driver had to sweep up hundreds of broken bottles.\n\nOnly two stray dogs benefited from all this confusion, for they greedily devoured what was left of the cake.\n\nIt was just one of those days."},{"id":"book-3-lesson-34","bookNumber":3,"number":34,"title":"A happy discovery","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-034-a-happy-discovery-45223739/","text":"Lesson 34. A happy discovery.\n\nListen to the tape, then answer the question below.\n\nWhat was the happy discovery?\n\nAntique shops exert a peculiar fascination on a great many people.\n\nThe more expensive kind of antique shop, where rare objects are beautifully displayed in glass cases to keep them free from dust, is usually a forbidding place.\n\nBut no one has to muster up courage to enter a less pretentious antique shop.\n\nThere is always hope that in its labyrinth of musty, dark, disordered rooms, a real rarity will be found amongst the piles of assorted junk that litter the floors.\n\nNo one discovers a rarity by chance.\n\nA truly dedicated bargain hunter must have patience, and above all, the ability to recognize the worth of something when he sees it.\n\nTo do this, he must be at least as knowledgeable as the dealer.\n\nLike a scientist bent on making a discovery, he must cherish the hope that one day he will be amply rewarded.\n\nMy old friend, Frank Halliday, is just such a person.\n\nHe has often described to me how he picked up a masterpiece for a mere 50. One Saturday morning, Frank visited an antique shop in my neighbourhood.\n\nAs he had never been there before, he found a great deal to interest him.\n\nThe morning passed rapidly, and Frank was about to leave when he noticed a large packing case lying on the floor.\n\nThe dealer told him that it had just come in, but that he could not be bothered to open it.\n\nFrank begged him to do so and the dealer reluctantly prised it open.\n\nThe contents were disappointing.\n\nApart from an interesting-looking carved dagger, the box was full of crockery, much of it broken.\n\nFrank gently lifted the crockery out of the box and suddenly noticed a miniature painting at the bottom of the packing case.\n\nAs its composition and line reminded him of an Italian painting he knew well, he decided to buy it.\n\nGlancing at it briefly the dealer told him that it was worth 50. Frank could hardly conceal his excitement, for he knew that he had made a real discovery.\n\nThe tiny painting proved to be an unknown masterpiece by Correggio and was worth hundreds and thousands of pounds."},{"id":"book-3-lesson-35","bookNumber":3,"number":35,"title":"Justice was done","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-035-justice-was-done-45223740/","text":"Lesson 35. Justice was done.\n\nListen to the tape, then answer the question below.\n\nThe word justice is given two different meanings in the text.\n\nWhat is the distinction between them?\n\nThe word justice is usually associated with courts of law.\n\nWe might say that justice has been done when a man's innocence or guilt has been proved beyond doubt.\n\nJustice is part of the complex machinery of the law.\n\nThose who seek it undertake an arduous journey and can never be sure that they will find it.\n\nJudges, however wise or eminent, are human and can make mistakes.\n\nThere are rare instances when justice almost ceases to be an abstract concept.\n\nReward or punishment are meted out quite independent of human interference.\n\nAt such times, justice acts like a living force.\n\nWhen we use a phrase like, it serves him right, we are, in part, admitting that a certain set of circumstances has enabled justice to act of its own accord.\n\nWhen a thief was caught on the premises of a large jewellery store one morning, the shop assistants must have found it impossible to resist the temptation to say 'it serves him right'.\n\nThe shop was an old converted house with many large, disused fireplaces and tall, narrow chimneys.\n\nTowards midday, a girl heard a muffled cry coming from behind one of the walls.\n\nAs the cry was repeated several times, she ran to tell the manager, who promptly rang up the fire brigade.\n\nThe cry had certainly come from one of the chimneys, but as there were so many of them, the firemen could not be certain which one it was.\n\nThey located the right chimney by tapping at the walls and listening for the man's cries.\n\nAfter chipping through a wall which was eighteen inches thick, they found that a man had been trapped in the chimney.\n\nAs it was extremely narrow, the man was unable to move, but the fire fighters were eventually able to free him by cutting a huge hole in the wall.\n\nThe sorry-looking blackened figure that emerged admitted at once that he had tried to break into the shop during the night, but had got stuck in the chimney.\n\nHe had been there for nearly ten hours.\n\nJustice had been done even before the man was handed over to the police."},{"id":"book-3-lesson-36","bookNumber":3,"number":36,"title":"A chance in a million","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-036-a-chance-in-a-million-45223741/","text":"Lesson 36. A chance in a million.\n\nListen to the tape, then answer the question below.\n\nWhat was the chance in a million?\n\nWe are less credulous than we used to be.\n\nIn the nineteenth century, a novelist would bring his story to a conclusion by presenting his readers with a series of coincidences -- most of them wildly improbable.\n\nReaders happily accepted the fact that an obscure maidservant was really the hero's mother.\n\nA long-lost brother, who was presumed dead, was really alive all the time and wickedly plotting to bring about the hero's downfall.\n\nAnd so on.\n\nModern readers would find such naive solutions totally unacceptable.\n\nYet, in real life, circumstances do sometimes conspire to bring about coincidences which anyone but a nineteenth century novelist would find incredible.\n\nWhen I was a boy, my grandfather told me how a German taxi driver, Franz Bussman, found a brother who was thought to have been killed twenty years before.\n\nWhile on a walking tour with his wife, he stopped to talk to a workman.\n\nAfter they had gone on, Mrs. Bussman commented on the workman's close resemblance to her husband and even suggested that he might be his brother.\n\nFranz poured scorn on the idea, pointing out that his brother had been killed in action during the war.\n\nThough Mrs. Bussman was fully acquainted with this story, she thought that there was a chance in a million that she might be right.\n\nA few days later, she sent a boy to the workman to ask him if his name was Hans Bussman.\n\nNeedless to say, the man's name was Hans Bussman and he really was Franz's long-lost brother.\n\nWhen the brothers were reunited, Hans explained how it was that he was still alive.\n\nAfter having been wounded towards the end of the war, he had been sent to hospital and was separated from his unit.\n\nThe hospital had been bombed, and Hans had made his way back into western Germany on foot.\n\nMeanwhile, his unit was lost, and all records of him had been destroyed.\n\nHans returned to his family home, but the house had been bombed and no one in the neighbourhood knew what had become of the inhabitants.\n\nAssuming that his family had been killed during an air raid, Hans settled down in a village fifty miles away where he had remained ever since."},{"id":"book-3-lesson-37","bookNumber":3,"number":37,"title":"The Westhaven Express","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-037-the-westhaven-express-45223742/","text":"Lesson 37. The Westhaven Express.\n\nListen to the tape, then answer the question below.\n\nWhat was the mistake the author made?\n\nWe have learned to expect that trains will be punctual.\n\nAfter years of conditioning, most of us have developed an unshakable faith in railway timetables.\n\nShips may be delayed by storms.\n\nFlights may be cancelled because of bad weather.\n\nBut trains must be on time.\n\nOnly an exceptionally heavy snowfall might temporarily dislocate railway services.\n\nIt is all too easy to blame the railway authorities when something does go wrong.\n\nThe truth is that when mistakes occur, they are more likely to be ours than theirs.\n\nAfter consulting my railway timetable, I noted with satisfaction that there was an express train to West Haven.\n\nIt went direct from my local station, and the journey lasted a mere hour and seventeen minutes.\n\nWhen I boarded the train, I could not help noticing that a great many local people got on as well.\n\nAt the time, this did not strike me as odd.\n\nI reflected that there must be a great many people besides myself who wished to take advantage of this excellent service.\n\nNeither was I surprised when the train stopped at Whitley, a tiny station a few miles along the line.\n\nEven a mighty express train can be held up by signals.\n\nBut when the train dawdled at station after station, I began to wonder.\n\nIt suddenly dawned on me that this express was not roaring down the line at ninety miles an hour, but barely chugging along at thirty.\n\nOne hour and seventeen minutes passed, and we had not even covered half the distance.\n\nI asked a passenger if this was the West Haven Express.\n\nBut he had not even heard of it.\n\nI determined to lodge a complaint as soon as we arrived.\n\nTwo hours later, I was talking angrily to the station master at West Haven.\n\nWhen he denied the train's existence, I borrowed his copy of the timetable.\n\nThere was a note of triumph in my voice when I told him that it was there in black and white.\n\nGlancing at it briefly, he told me to look again.\n\nA tiny asterisk conducted me to a footnote at the bottom of the page.\n\nIt said, This service has been suspended."},{"id":"book-3-lesson-38","bookNumber":3,"number":38,"title":"The first calendar","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-038-the-first-calendar-45223743/","text":"Lesson 38. The first calendar.\n\nListen to the tape, then answer the question below.\n\nWhat is the importance of the dots, lines, and symbols engraved on some, bones and ivory?\n\nFuture historians will be in a unique position when they come to record the history of our own times.\n\nThey will hardly know which facts to select from the great mass of evidence that steadily accumulates.\n\nWhat is more, they will not have to rely solely on the written word.\n\nFilms, videos, CDs, and CD-ROMs are just some of the bewildering amount of information they will have.\n\nThey will be able, as it were, to see and hear us in action.\n\nBut the historian, attempting to reconstruct the distant past, is always faced with a difficult task.\n\nHe has to deduce what he can from the few scanty clues available.\n\nEven seemingly insignificant remains can shed interesting light on the history of early man.\n\nUp to now, historians have assumed that calendars came into being with the advent of agriculture.\n\nFor then, man was faced with a real need to understand something about the seasons.\n\nRecent scientific evidence seems to indicate that this assumption is incorrect.\n\nHistorians have long been puzzled by dots, lines, and symbols which have been engraved on walls, bones, and the ivory tusks of mammoths.\n\nThe nomads who made these markings lived by hunting and fishing during the last ice age, which began about 35,000 B.C. and ended about 10,000 B.C.\n\nBy correlating markings made in various parts of the world, historians have been able to read this difficult code.\n\nThey have found that it is connected with the passage of days and the phases of the moon.\n\nIt is, in fact, a primitive type of calendar.\n\nIt has long been known that the hunting scenes depicted on walls were not simply a form of artistic expression.\n\nThey had a definite meaning, for they were as near as early man could get to writing.\n\nIt is possible that there is a definite relation between these paintings and the markings that sometimes accompany them.\n\nIt seems that man was making a real effort to understand the seasons 20,000 years earlier than has been supposed."},{"id":"book-3-lesson-39","bookNumber":3,"number":39,"title":"Nothing to worry about","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-039-nothing-to-worry-about-45223744/","text":"Lesson 39. Nothing to worry about.\n\nListen to the tape, then answer the question below.\n\nWhat was the difference between Bruce's behaviour and that of other people?\n\nThe rough road across the plain soon became so bad that we tried to get Bruce to drive back to the village we had come from.\n\nEven though the road was littered with boulders and pitted with holes, Bruce was not in the least perturbed.\n\nGlancing at his map, he informed us that the next village was a mere twenty miles away.\n\nIt was not that Bruce always underestimated difficulties.\n\nHe simply had no sense of danger at all.\n\nNo matter what the conditions were, he believed that a car should be driven as fast as it could possibly go.\n\nAs we bumped over the dusty track, we swerved to avoid large boulders.\n\nThe wheels scooped up stones which hammered ominously under the car.\n\nWe felt sure that sooner or later a stone would rip a hole in our petrol tank or damage the engine.\n\nBecause of this, we kept looking back.\n\nWondering if we were leaving a trail of oil and petrol behind us.\n\nWhat a relief it was when the boulders suddenly disappeared. giving way to a stretch of plain where the only obstacles were clumps bushes.\n\nBut there was worse to come.\n\nJust ahead of us, there was a huge fissure.\n\nIn response to renewed pleadings, Bruce stopped.\n\nThough we all got out to examine the fissure, he remained in the car.\n\nWe informed him that the fissure extended for fifty yards and was two feet wide and four feet deep.\n\nEven this had no effect.\n\nBruce went into a low gear and drove at a terrifying speed, keeping the front wheels astride the crack as he followed its zigzag course.\n\nBefore we had time to worry about what might happen, we were back on the plain again.\n\nBruce consulted the map once more and told us that the village was now only fifteen miles away.\n\nOur next obstacle was a shallow pool of water about half a mile across.\n\nBruce charged at it, but in the middle, the car came to a grinding halt.\n\nA yellow light on the dashboard flashed angrily, and Bruce cheerfully announced that there was no oil in the engine."},{"id":"book-3-lesson-40","bookNumber":3,"number":40,"title":"Who's who","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-040-whos-who-45223746/","text":"Lesson 40. Who's who.\n\nListen to the tape, then answer the question below.\n\nHow did the policeman discover that the whole thing was a joke?\n\nIt has never been explained why university students seem to enjoy practical jokes more than anyone else.\n\nStudents specialize in a particular type of practical joke.\n\nThe hoax.\n\nInviting the fire brigade to put out a nonexistent fire is a crude form of deception which no self-respecting student would ever indulde in.\n\nStudents often create amusing situations, which are funny to everyone except the victims.\n\nWhen a student recently saw two workmen using a pneumatic drill outside his university, he immediately telephoned the police and informed them that two students dressed up as workmen were tearing up the road with a pneumatic drill.\n\nAs soon as he had hung up, he went over to the workmen and told them that if a policeman ordered them to go away, they were not to take him seriously.\n\nHe added that a student had dressed up as a policeman and was playing all sorts of silly jokes on people.\n\nBoth the police and the workmen were grateful to the student for this piece of advance information.\n\nThe student hid in an archway nearby where he could watch and hear everything that went on.\n\nSure enough, a policeman arrived on the scene and politely asked the workmen to go away.\n\nWhen he received a very rude reply from one of the workmen, he threatened to remove them by force.\n\nThe workmen told him to do as he pleased and the policeman telephoned for help.\n\nShortly afterwards, 4 more policemen arrived and remonstrated with the workmen.\n\nAs the men refused to stop working, the police attempted to seize the pneumatic drill.\n\nThe workmen struggled fiercely and one of them lost his temper.\n\nHe threatened to call the police.\n\nAt this, the police pointed out ironically that this would hardly be necessary as the men were already under arrest.\n\nPretending to speak seriously, one of the workmen asked if he might make a telephone call before being taken to the station.\n\nPermission was granted and a policeman accompanied him to a pay phone.\n\nOnly when he saw that the man was actually telephoning the police did he realize that they had all been the victims of a hoax."},{"id":"book-3-lesson-41","bookNumber":3,"number":41,"title":"Illusions of pastoral peace","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-041-illusions-of-pastoral-peace-45223747/","text":"Lesson 41. Illusions of pastoral peace.\n\nListen to the tape, then answer the question below.\n\nWhat particular anxiety spoils the country dweller's visit to the theatre?\n\nThe quiet life of the country has never appealed to me.\n\nCity born and city bred, I have always regarded the country as something you look at through a train window or something you occasionally visit during the weekend.\n\nMost of my friends live in the city, yet they always go into raptures at the mere mention of the country.\n\nThough they extol the virtues of the peaceful life, only one of them has ever gone to live in the country, and he was back in town within six months.\n\nEven he still lives under the illusion that country life is somehow superior to town life.\n\nHe is forever talking about the friendly people, the clean atmosphere, the closeness to nature, and the gentle pace of living.\n\nNothing can be compared, he maintains, with the first cockcrow, The twittering of birds at dawn, the sight of the rising sun glinting on the trees and pastures.\n\nThis idyllic pastoral scene is only part of the picture.\n\nMy friend fails to mention the long and friendless winter evenings in front of the TV -- virtually the only form of entertainment.\n\nHe says nothing about the poor selection of goods in the shops, or about those unfortunate people who have to travel from the country to the city every day to get to work.\n\nWhy people are prepared to tolerate a four-hour journey each day for the dubious privilege of living in the country is beyond me.\n\nThey could be saved so much misery and expense if they chose to live in the city where they rightly belong.\n\nIf you can do without the few pastoral pleasures of the country, you will find the city can provide you with the best that life can offer.\n\nYou never have to travel miles to see your friends.\n\nThey invariably live nearby, and are always available for an informal chat or an evening's entertainment.\n\nSome of my acquaintances in the country come up to town once or twice a year to visit the theatre as a special treat.\n\nFor them, this is a major operation, which involves considerable planning.\n\nAs the play draws to its close, they wonder whether they will ever catch that last train home.\n\nThe city dweller never experiences anxieties of this sort.\n\nThe latest exhibitions, films, or plays are only a short bus ride away.\n\nShopping, too, is always a pleasure.\n\nThere is so much variety that you never have to make do with second best.\n\nCountry people run wild when they go shopping in the city and stagger home loaded with as many of the exotic items as they can carry.\n\nNor is the city without its moments of beauty.\n\nThere is something comforting about the warm glow shed by advertisements on cold, wet winter nights.\n\nFew things could be more impressive than the peace that descends on deserted city streets at weekends, when the thousands that travel to work every day are tucked away in their homes in the country.\n\nIt has always been a mystery to me why city dwellers who appreciate all these things obstinately pretend that they would prefer to live in the country."},{"id":"book-3-lesson-42","bookNumber":3,"number":42,"title":"Modern cavemen","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-042-modern-cavemen-45223748/","text":"Lesson 42. Modern cavemen.\n\nListen to the tape, then answer the question below.\n\nWith what does the writer compare the Gouffre Berger?\n\nCave exploration, or pot-holing, as it has come to be known, is a relatively new sport.\n\nPerhaps it is the desire for solitude or the chance of making an unexpected discovery that lures people down to the depths of the earth.\n\nIt is impossible to give a satisfactory explanation for a pot-holer's motives.\n\nFor him, caves have the same peculiar fascination which high mountains have for the climber.\n\nThey arouse instincts which can only be dimly understood.\n\nExploring really deep caves is not a task for the Sunday afternoon rambler.\n\nSuch undertakings require the precise planning and foresight of military operations.\n\nIt can take as long as eight days to rig up rope ladders and to establish supply bases before a descent can be made into a very deep cave.\n\nPrecautions of this sort are necessary, for it is impossible to foretell the exact nature of the difficulties which will confront the pot-holer.\n\nThe deepest known cave in the world is the Gouffre Berger near Grenoble.\n\nIt extends to a depth of 3,723 feet.\n\nThis immense chasm has been formed by an underground stream, which has tunnelled a course through a flaw in the rocks.\n\nThe entrance to the cave is on a plateau in the Dauphine Alps.\n\nAs it is only six feet across, it is barely noticeable.\n\nThe cave might never have been discovered had not the entrance been spotted by the distinguished French pot-holer, Berger.\n\nSince its discovery, it has become a sort of pot-holers' Everest.\n\nThough a number of descents have been made, much of it still remains to be explored.\n\nA team of pot-holers recently went down the Gouffre Berger.\n\nAfter entering the narrow gap on the plateau, they climbed down the steep sides of the cave until they came to a narrow corridor.\n\nThey had to edge their way along this, sometimes wading across shallow streams or swimming across deep pools.\n\nSuddenly, they came to a waterfall, which dropped into an underground lake at the bottom of the cave.\n\nThey plunged into the lake, and after loading their gear on an inflatable rubber dinghy, let the current carry them to the other side.\n\nTo protect themselves from the icy water, they had to wear special rubber suits.\n\nAt the far end of the lake, they came to huge piles of rubble, which had been washed up by the water.\n\nIn this part of the cave, they could hear an insistent booming sound, which they found was caused by a small waterspout shooting down into a pool from the roof of the cave.\n\nSqueezing through a cleft in the rocks, the pot-holers arrived at an enormous cavern, the size of a huge concert hall.\n\nAfter switching on powerful arc lights, they saw great stalagmites -- some of them over forty feet high -- rising up like tree-trunks to meet the stalactites suspended from the roof.\n\nRound about, piles of limestone glistened in all the colours of the rainbow.\n\nIn the eerie silence of the cavern, the only sound that could be heard was made by water, which dripped continuously from the high dome above them."},{"id":"book-3-lesson-43","bookNumber":3,"number":43,"title":"Fully insured","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-043-fully-insured-45223749/","text":"Lesson 43. Fully insured.\n\nListen to the tape, then answer the question below.\n\nWho owned the pie dish and why?\n\nInsurance companies are normally willing to insure anything.\n\nInsuring public or private property is a standard practice in most countries in the world.\n\nIf, however, you were holding an open air garden party or a fete it would be equally possible to insure yourself in the event of bad weather.\n\nNeedless to say, the bigger the risk an insurance company takes, the higher the premium you will have to pay.\n\nIt is not uncommon to hear that a shipping company has made a claim for the cost of salvaging a sunken ship, but the claim made by a local authority to recover the cost of salvaging a sunken pie dish must surely be unique.\n\nAdmittedly, it was an unusual pie dish, for it was eighteen feet long and six feet wide.\n\nIt had been purchased by a local authority so that an enormous pie could be baked for an annual fair.\n\nThe pie committee decided that the best way to transport the dish would be by canal, so they insured it for the trip.\n\nShortly after it was launched, the pie committee went to a local inn to celebrate.\n\nAt the same time, number of teenagers climbed on to the dish and held a little party of their own.\n\nDancing proved to be more than the dish could bear, for during the party it capsized and sank in seven feet of water.\n\nThe pie committee telephoned a local garage owner who arrived in a recovery truck to salvage the pie dish.\n\nShivering in their wet clothes, the teenagers looked on while three men dived repeatedly into the water to locate the dish.\n\nThey had little difficulty in finding it, but hauling it out of the water proved to be a serious problem.\n\nThe sides of the dish were so smooth that it was almost impossible to attach hawsers and chains to the rim without damaging it.\n\nEventually, chains were fixed to one end of the dish and a powerful winch was put into operation.\n\nThe dish rose to the surface and was gently drawn towards the canal bank.\n\nFor one agonizing moment, the dish was perched precariously on the bank of the canal, but it suddenly overbalanced and slid back into the water.\n\nThe men were now obliged to try once more.\n\nThis time, they fixed heavy metal clamps to both sides of the dish so that they could fasten the chains.\n\nThe dish now had to be lifted vertically because one edge was resting against the side of the canal.\n\nThe winch was again put into operation and one of the men started up the truck.\n\nSeveral minutes later, the dish was successfully hauled above the surface of the water.\n\nWater streamed in torrents over its sides with such force that it set up a huge wave in the canal.\n\nThere was a danger that the wave would rebound off the other side of the bank and send the dish plunging into the water again.\n\nBy working at tremendous speed, the men managed to get the dish on to dry land before the wave returned."},{"id":"book-3-lesson-44","bookNumber":3,"number":44,"title":"Speed and comfort","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-044-speed-and-comfort-45223750/","text":"Lesson 44. Speed and comfort.\n\nListen to the tape, then answer the question below.\n\nWhich type of transport does the writer prefer, do you think?\n\nPeople travelling long distances frequently have to decide whether they would prefer to go by land, sea, or air.\n\nHardly anyone can positively enjoy sitting in a train for more than a few hours.\n\nTrain compartments soon get cramped and stuffy.\n\nIt is almost impossible to take your mind off the journey.\n\nReading is only a partial solution, for the monotonous rhythm of the wheels clicking on the rails soon lull you to sleep.\n\nDuring the day, sleep comes in snatches.\n\nAt night, when you really wish to go to sleep, you rarely manage to do so.\n\nIf you are lucky enough to get a sleeper, you spend half the night staring at the small blue light in the ceiling, or fumbling to find your ticket for inspection.\n\nInevitably, you arrive at your destination almost exhausted.\n\nLong car journeys are even less pleasant, for it is quite impossible even to read.\n\nOn motorways, you can, at least, travel fairly safely at high speeds.\n\nBut more often than not, the greater part of the journey is spent on roads with few service stations and too much traffic.\n\nBy comparison, ferry trips or cruises offer a great variety of civilized comforts.\n\nYou can stretch your legs on the spacious decks, play games, meet interesting people and enjoy good food -- always assuming, of course, that the sea is calm.\n\nIf it is not, and you are likely to get seasick, no form of transport could be worse.\n\nEven if you travel in ideal weather, sea journeys take a long time.\n\nRelatively few people are prepared to sacrifice holiday time for the pleasure of travelling by sea.\n\nAeroplanes have the reputation of being dangerous and even hardened travellers are intimidated by them.\n\nThey also have the disadvantage of being an expensive form of transport.\n\nBut nothing can match them for speed and comfort.\n\nTravelling at a height of 30, 000 feet, far above the clouds, and at over 500 miles an hour is an exhilarating experience.\n\nYou do not have to devise ways of taking your mind off the journey, for an aeroplane gets you to your destination rapidly.\n\nFor a few hours, you settle back in a deep armchair to enjoy the flight.\n\nThe real escapist can watch a film and sip champagne on some services.\n\nBut even when such refinements are not available, there is plenty to keep you occupied.\n\nAn aeroplane offers you an unusual and breathtaking view of the world.\n\nYou soar effortlessly over high mountains and deep valleys.\n\nYou really see the shape of the land.\n\nIf the landscape is hidden from view, you can enjoy the extraordinary sight of unbroken cloud plains that stretch out for miles before you, while the sun shines brilliantly in a clear sky.\n\nThe journey is so smooth that there is nothing to prevent you from reading or sleeping.\n\nHowever you decide to spend your time, one thing is certain.\n\nYou will arrive at your destination fresh and uncrumpled.\n\nYou will not have to spend the next few days recovering from a long and arduous journey."},{"id":"book-3-lesson-45","bookNumber":3,"number":45,"title":"The power of the press","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-045-the-power-of-the-press-45223751/","text":"Lesson 45. The power of the press.\n\nListen to the tape, then answer the question below.\n\nDoes the writer think the parents where lucky or unlucky to gain prosperity in this way? Why?\n\nIn democratic countries, any efforts to restrict the freedom of the press are rightly condemned.\n\nHowever, this freedom can easily be abused.\n\nStories about people often attract far more public attention than political events.\n\nThough we may enjoy reading about the lives of others, it is extremely doubtful whether we would equally enjoy reading about ourselves.\n\nActing on the contention that facts are sacred, reporters can cause untold suffering to individuals by publishing details about their private lives.\n\nNewspapers exert such tremendous influence that they can not only bring about major changes to the lives of ordinary people but can even overthrow a government.\n\nThe story of a poor family that acquired fame and fortune overnight dramatically illustrates the power of the press.\n\nThe family lived in Aberdeen, a small town of 23,000 inhabitants in South Dakota.\n\nAs the parents had five children, life was a perpetual struggle against poverty.\n\nThey were expecting their sixth child and were faced with even more pressing economic problems.\n\nIf they had only had one more child, the fact would have passed unnoticed.\n\nThey would have continued to struggle against economic odds and would have lived in obscurity.\n\nBut they suddenly became the parents of quintuplets, four girls and a boy, an event which radically changed their lives.\n\nThe day after the birth of the five children, an aeroplane arrived in Aberdeen bringing sixty reporters and photographers.\n\nThe rise to fame was swift.\n\nTelevision cameras and newspapers carried the news to everyone in the country.\n\nNewspapers and magazines offered the family huge sums for the exclusive rights to publish stories and photographs.\n\nGifts poured in not only from unknown people, but from baby food and soap manufacturers who wished to advertise their products.\n\nThe old farmhouse the family lived in was to be replaced by a new $500,000 home.\n\nReporters kept pressing for interviews, so lawyers had to be employed to act as spokesmen for the family at press conferences.\n\nWhile the five babies were still quietly sleeping in oxygen tents in a hospital nursery, their parents were paying the price for fame.\n\nIt would never again be possible for them to lead normal lives.\n\nThey had become the victims of commercialization, for their names had acquired a market value.\n\nInstead of being five new family members, these children had immediately become a commodity."},{"id":"book-3-lesson-46","bookNumber":3,"number":46,"title":"Do it yourself","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-046-do-it-yourself-45223752/","text":"Lesson 46. Do it yourself.\n\nListen to the tape, then answer the question below.\n\nDid the writer repair his lawnmower in the end? Why? Why not?\n\nSo great is our passion for doing things for ourselves that we are becoming increasingly less dependent on specialized labor.\n\nNo one can plead ignorance of a subject any longer, for there are countless do-it-yourself publications.\n\nArmed with the right tools and materials, newlyweds gaily embark on the task of decorating their own homes.\n\nMen, particularly, spend hours of their leisure time installing their own fireplaces, laying out their own gardens, building garages, and making furniture.\n\nSome really keen enthusiasts go so far as to build their own computers.\n\nShops cater for the do-it-yourself craze not only by running special advisory services for novices, but by offering consumers bits and pieces which they can assemble at home.\n\nSuch things provide an excellent outlet for pent-up creative energy, but unfortunately, not all of us are born handymen.\n\nSome wives tend to believe that their husbands are infinitely resourceful and can fix anything.\n\nEven men who can hardly drive a nail in straight are supposed to be born electricians, carpenters, plumbers, and mechanics.\n\nWhen lights fuse, furniture gets rickety, pipes get clogged, or vacuum cleaners fail to operate, some women assume that their husbands will somehow put things right.\n\nThe worst thing about the do-it-yourself game is that sometimes even men live under the delusion that they can do anything, even when they have repeatedly been proved wrong.\n\nIt is a question of pride as much as anything else.\n\nLast spring my wife suggested that I call in a man to look at our lawnmower.\n\nIt had broken down the previous summer, and though I promised to repair it, I had never got round to it.\n\nI would not hear of the suggestion and said that I would fix it myself.\n\nOne Saturday afternoon I hauled the machine into the garden and had a close look at it.\n\nAs far as I could see, it needed only a minor adjustment.\n\nA turn of a screw here, a little tightening up there, a drop of oil, and it would be as good as new.\n\nInevitably, the repair job was not quite so simple.\n\nThe mower firmly refused to mow, so I decided to dismantle it.\n\nThe garden was soon littered with chunks of metal which had once made up a lawnmower.\n\nBut I was extremely pleased with myself.\n\nI had traced the cause of the trouble.\n\nOne of the links in the chain that drives the wheels had snapped.\n\nAfter buying a new chain, I was faced with the insurmountable task of putting the confusing jigsaw puzzle together again.\n\nI was not surprised to find that the machine still refused to work after I had reassembled it, for the simple reason that I was left with several curiously shaped bits of metal which did not seem to fit anywhere.\n\nI gave up in despair.\n\nThe weeks passed, and the grass grew.\n\nWhen my wife nagged me to do something about it, I told her that either I would have to buy a new mower or let the grass grow.\n\nNeedless to say, our house is now surrounded by a jungle.\n\nBuried somewhere in deep grass, there is a rusting lawnmower which I have promised to repair one day."},{"id":"book-3-lesson-47","bookNumber":3,"number":47,"title":"Too high a price?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-047-too-high-a-price-45223753/","text":"Lesson 47. Too high a price?\n\nListen to the tape, then answer the question below.\n\nWhat does the writer describe as an amusing old-fashioned source of noise?\n\nPollution is the price we pay for an overpopulated, overindustrialized planet.\n\nWhen you come to think about it, there are only four ways you can deal with rubbish.\n\nDump it, burn it, turn it into something you can use again, attempt to produce less of it.\n\nWe keep trying all four methods, but sheer volume of rubbish we produce worldwide threatens to overwhelm us.\n\nRubbish, however, is only part of the problem of polluting our planet.\n\nThe need to produce ever increasing quantities of cheap food leads to a different kind of pollution.\n\nIndustriallized farming metheods produce cheap meat products: beef, pork and chicken.\n\nThe use of pesticides and fertilizers produces cheap grain and vegetables.\n\nThe price we pay for cheap food may be already too high.\n\nMad cow disease, BSE in cattle, salmonella in chicken and eggs, and listeria in dairy products.\n\nAnd if you think you'll abandon meat and become a vegetarian, you have the choice of very expensive organically-grown vegetables or a steady diet of pesticides every time you think you're eating fresh salads and vegetables, or just having an innocent glass of water.\n\nHowever, there is an even more insidious kind of pollution that particularly affects urban area and invades our daily lives, And that is noise.\n\nBurglar alarms going off at any time of the day or night serve only to annoy passers-by and actually assist burglars to burgle.\n\nCar alarms constantly scream at us in the street and are a source of profound irritation.\n\nA recent survey of the effects of noise revealed, surprisingly, that dogs barking incessantly in the night rated the highest form of noise pollution on a scale ranging from 1 to 7.\n\nThe survey revealed a large number of sources of noise that we really dislike.\n\nLawn mowers whining on a summer's day, late-night parties in apartment blocks, noisy neighbours, Vehicles of all kinds.\n\nEspecially large container trucks thundering through quiet villages.\n\nPlanes and helicopters flying overhead.\n\nLarge radios carried round in public places and played at maximum volume.\n\nNew technology has also made its own contribution to noise.\n\nA lot of people object to mobile phones, especially when they are used in public places like restaurant or on public transport.\n\nLoud conversations on mobile phones invade our thoughts or interrupt the pleasure of meeting friends for a quiet chat.\n\nThe noise pollution survey revealed a rather surprising and possibly amusing old-fashioned source of noise.\n\nIt turned out to be snoring.\n\nMen were found to be the worst offenders.\n\nIt was revealed that 20% of men in their mid-thirties snore.\n\nThis figure rises to a staggering 60% of men in their sixties.\n\nAgainst these figures, it was found that only 5% of women snore regularly, while the rest are constantly woken or kept awake by their trumpeting partners.\n\nWhatever the source of noise, one thing is certain.\n\nSilence, it seems, has become a golden memory."},{"id":"book-3-lesson-48","bookNumber":3,"number":48,"title":"The silent village","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-048-the-silent-village-45223754/","text":"Lesson 48. The silent village.\n\nListen to the tape, then answer the question below.\n\nWhy was the village silent?\n\nIn this much-travelled world, there are still thousands of places which are inaccessible to tourists.\n\nWe always assume that villagers in remote places are friendly and hospitable, but people who are cut off not only from foreign tourists, but even from their own countrymen, can be hostile to travellers.\n\nVisits to really remote villages are seldom enjoyable -- as my wife and I discovered during a tour through the Balkans.\n\nWe had spent several days in a small town and visited a number of old churches in the vicinity.\n\nThese attracted many visitors.\n\nFor they were not only of great architectural interest, but contained a large number of beautifully preserved frescoes as well.\n\nOn the day before our departure, several bus loads of tourists descended on the town.\n\nThis was more than we could bear, so we decided to spend our last day exploring the countryside.\n\nTaking a path which led out of the town, we crossed a few fields until we came to a dense wood.\n\nWe expected the path to end abruptly, but we found that it traced its way through the trees.\n\nWe tramped through the wood for over two hours until we arrived at a deep stream.\n\nWe could see that the path continued on the other side, but we had no idea how we could get across the stream.\n\nSuddenly, my wife spotted a boat moored to the bank.\n\nIn it, there was a boatman fast asleep.\n\nWe gently woke him up and asked him to ferry us to the other side.\n\nThough he was reluctant to do so at first, we eventually persuaded him to take us.\n\nThe path led to a tiny village, perched on the steep sides of a mountain.\n\nThe place consisted of a straggling unmade road, which was lined on either side by small houses.\n\nEven under a clear blue sky, the village looked forbidding, as all the houses were built of grey, mud bricks.\n\nThe village seemed deserted, the only sign of life being an ugly-looking black goat on a short length of rope tied to a tree in a field nearby.\n\nSitting down on a dilapidated wooden fence near the field, we opened a couple of tins of sardines and had a picnic lunch.\n\nAll at once, I noticed that my wife seemed to be filled with alarm.\n\nLooking up, I saw that we were surrounded by children in rags, who were looking at us silently as we ate.\n\nWe offered them food and spoke to them kindly, but they remained motionless.\n\nI concluded that they were simply shy of strangers.\n\nWhen we later walked down the main street of the village, we were followed by a silent procession of children.\n\nThe village, which had seemed deserted, immediately came to life.\n\nFaces appeared at windows.\n\nMen in shirt sleeves stood outside their houses and glared at us.\n\nOld women in black shawls peered at us from doorways.\n\nThe most frightening thing of all was that not a sound could be heard.\n\nThere was no doubt that we were unwelcome visitors.\n\nWe needed no further warning.\n\nTurning back down the main street, we quickened our pace and made our way rapidly towards the stream where we hoped the boatman was waiting."},{"id":"book-3-lesson-49","bookNumber":3,"number":49,"title":"The ideal servant","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-049-the-ideal-servant-45223755/","text":"Lesson 49. The ideal servant.\n\nListen to the tape, then answer the question below.\n\nWhat was Bessie's little weakness?\n\nIt is a good thing my Aunt Harriet died years ago.\n\nIf she were alive today she would not be able to air her views on her favourite topic of conversation: domestic servants.\n\nAunt Harriet lived in that leisurely age when servants were employed to do housework.\n\nShe had a huge, rambling country house called the Gables.\n\nShe was sentimentally attached to this house, for even though it was far too big for her needs, she persisted in living there long after her husband's death.\n\nBefore she grew old, Aunt Harriet used to entertain lavishly.\n\nI often visited the Gables when I was a boy.\n\nNo matter how many guests were present, the great house was always immaculate.\n\nThe parquet floors shone like mirrors.\n\nHighly polished silver was displayed in gleaming glass cabinets.\n\nEven my uncle's huge collection of books was kept miraculously free from dust.\n\nAunt Harriet presided over an invisible army of servants that continuously scrubbed, cleaned, and polished.\n\nShe always referred to them as the shifting population, for they came and went with such frequency that I never even got a chance to learn their names.\n\nThough my Aunt pursued what was in those days an enlightened policy, in that she never allowed her domestic staff to work more than eight hours a day, she was extremely difficult to please.\n\nWhile she always criticized the fickleness of human nature, she carried on an unrelenting search for the ideal servant to the end of her days, even after she had been sadly disillusioned by Bessie.\n\nBessie worked for Aunt Harriet for three years.\n\nDuring that time, she so gained my Aunt's confidence that she was put in charge of the domestic staff.\n\nAunt Harriet could not find words to praise Bessie's industriousness and efficiency.\n\nIn addition to all her other qualifications, Bessie was an expert cook.\n\nShe acted the role of the perfect servant for three years before Aunt Harriet discovered her little weakness.\n\nAfter being absent from the gables for a week, my Aunt unexpectedly returned one afternoon with a party of guests and instructed Bessie to prepare dinner.\n\nNot only was the meal well below the usual standard, but Bessie seemed unable to walk steadily.\n\nShe bumped into the furniture and kept mumbling about the guests.\n\nWhen she came in with the last course -- a huge pudding -- she tripped on the carpet and the pudding went flying through the air, narrowly missed my Aunt, and crashed on the dining table with considerable force.\n\nThough this caused great mirth among the guests, Aunt Harriet was horrified.\n\nShe reluctantly came to the conclusion that Bessie was drunk.\n\nThe guests had, of course, realized this from the moment Bessie opened the door for them and long before the final catastrophe had had a difficult time trying to conceal their amusement.\n\nThe poor girl was dismissed instantly.\n\nAfter her departure, Aunt Harriet discovered that there were piles of empty wine bottles of all shapes and sizes neatly stacked in what had once been Bessie's wardrobe.\n\nThey had mysteriously found their way there from the wine cellar."},{"id":"book-3-lesson-50","bookNumber":3,"number":50,"title":"New Year resolutions","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-050-new-year-resolutions-45223756/","text":"Lesson 50. New Year resolutions.\n\nListen to the tape, then answer the question below.\n\nWhat marked the end of the writer's New Year Resolutions?\n\nThe New Year is a time for resolutions.\n\nMentally, at least, most of us could compile formidable lists of 'dos' and 'don'ts'.\n\nThe same old favourites recur year in year out with monotonous regularity.\n\nWe resolve to get up earlier each morning, eat less, find more time to play with the children, do a thousand and one jobs about the house, be nice to people we don't like, drive carefully, and take the dog for a walk every day.\n\nPast experience has taught us that certain accomplishments are beyond attainment.\n\nIf we remain inveterate smokers, it is only because we have so often experienced the frustration that results from failure.\n\nMost of us fail in our efforts at self-improvement because our schemes are too ambitious and we never have time to carry them out.\n\nWe also make the fundamental error of announcing our resolutions to everybody, so that we look even more foolish when we slip back into our bad old ways.\n\nAware of these pitfalls, this year I attempted to keep my resolutions to myself.\n\nI limited myself to two modest ambitions, to do physical exercises every morning and to read more of an evening.\n\nAn all-night party on New Year's Eve provided me with a good excuse for not carrying out either of these new resolutions on the first day of the year, but on the second I applied myself assiduously to the task.\n\nThe daily exercises lasted only eleven minutes, and I proposed to do them early in the morning before anyone had got up.\n\nThe self-discipline required to drag myself out of bed 11 minutes earlier than usual was considerable.\n\nNevertheless, I managed to creep down into the living room for two days before anyone found me out.\n\nAfter jumping about on the carpet and twisting the human frame into uncomfortable positions, I sat down at the breakfast table in an exhausted condition.\n\nIt was this that betrayed me.\n\nThe next morning the whole family trooped in to watch the performance.\n\nThat was really unsettling, but I fended off the taunts and jibes of the family good-humouredly, and soon everybody got used to the idea.\n\nHowever, my enthusiasm waned.\n\nThe time I spent at exercises gradually diminished.\n\nLittle by little the eleven minutes fell to zero.\n\nBy January 10th, I was back to where I had started from.\n\nI argued that if I spent less time exhausting myself at exercises in the morning, I would keep my mind fresh for reading when I got home from work.\n\nResisting the hypnotizing effect of television, I sat in my room for a few evenings with my eyes glued to a book.\n\nOne night, however, feeling cold and lonely, I went downstairs and sat in front of the television, pretending to read.\n\nThat proved to be my undoing, for I soon got back to my old bad habit of dozing off in front of the screen.\n\nI still haven't given up my resolution to do more reading.\n\nIn fact, I have just bought a book entitled How to Read a Thousand Words a Minute.\n\nPerhaps it will solve my problem, but I just haven't had time to read it."},{"id":"book-3-lesson-51","bookNumber":3,"number":51,"title":"Predicting the future","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-051-predicting-the-future-45223757/","text":"Lesson 51. Predicting the future.\n\nListen to the tape, then answer the question below.\n\nWhat was the 'future' electronic development that Leon Bagrit wasn't able to foresee?\n\nPredicting the future is notoriously difficult.\n\nWho could have imagined, in the mid 1970s, for example, that by the end of the 20th century, computers would be as common in people's homes as TV sets?\n\nIn the 1970s, computers were common enough, but only in big business, government departments, and large organizations.\n\nThese were the so-called mainframe machines.\n\nMainframe computers were very large indeed, often occupying whole air-conditioned rooms, employing full-time technicians and run on specially-written software.\n\nThough these large machines still exist, many of their functions have been taken over by small, powerful personal computers, commonly known as PCs.\n\nIn 1975, a primitive machine called the Altair was launched in the USA.\n\nIt can properly be described as the first home computer, and it pointed the way to the future.\n\nThis was followed, at the end of the 1970s, by a machine called an Apple.\n\nIn the early 1980s, the computer giant IBM produced the world's first personal computer.\n\nThis ran on an 'operating system' called DOS, produced by a then small company named Microsoft.\n\nThe IBM personal computer was widely copied.\n\nFrom those humble beginnings, we have seen the development of the user-friendly home computers and multimedia machines, which are in common use today.\n\nConsidering how recent these developments are, it is even more remarkable that as long ago as the 1960s, an Englishman, Leon Bagrit, was able to predict some of the uses of computers which we know today.\n\nBagrit dismissed the idea that computers would learn to 'think' for themselves and would rule the world, which people liked to believe in those days.\n\nBagrit foresaw a time when computers would be small enough to hold in the hand, when they would be capable of providing information about traffic jams and suggesting alterative routes, when they would be used in hospitals to help doctors to diagnose illnesses, when they would relieve office workers and accountants of dull, repetitive, clerical work.\n\nAll these computer uses have become commonplace.\n\nOf course, Leon Bagrit couldn't possibly have foreseen the development of the Internet, the worldwide system that enables us to communicate instantly with anyone in any part of the world by using computers linked to telephone networks.\n\nNor could he have foreseen how we could use the Internet to obtain information on every known subject, so we can read it on a screen in our homes and even print it as well if we want to.\n\nComputers have become smaller and smaller, more and more powerful and cheaper and cheaper.\n\nThis is what makes Leon Bagrit's predictions particularly remarkable.\n\nIf he or someone like him were alive today, he might be able to tell us what to expect in the next fifty years."},{"id":"book-3-lesson-52","bookNumber":3,"number":52,"title":"Mud is mud","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-052-mud-is-mud-45223758/","text":"Lesson 52. Mud is mud.\n\nListen to the tape, then answer the question below.\n\nWhy did Harry decide to give up his little game?\n\nMy cousin, Harry, keeps a large curiously-shaped bottle on permanent display in his study.\n\nDespite the fact that the bottle is tinted a delicate shade of green, an observant visitor would soon notice that it is filled with what looks like a thick, greyish substance.\n\nIf you were to ask Harry what was in the bottle, he would tell you that it contained perfumed mud.\n\nIf you expressed doubt or surprise, he would immediately invite you to smell it and then to rub some into your skin.\n\nThe brief experiment would dispel any further doubts she might have.\n\nThe bottle really does contain perfumed mud.\n\nHarry came into the possession of this outlandish stuff makes an interesting story which he is fond of relating.\n\nFurthermore, the acquisition of this bottle cured him of a bad habit he had been developing for years.\n\nHarry used to consider it a great joke to go into expensive cosmetic shops and make outrageous requests for goods that do not exist.\n\nHe would invent fanciful names on the spot.\n\nOn entering a shop, he would ask for a new perfume called Scented Shadow or for Insoluble Bath Cubes.\n\nIf a shop assistant told him she had not heard of it, he would pretend to be considerably put out.\n\nHe loved to be told that one of his imaginary products was temporarily out of stock, and he would faithfully promise to call again at some future date.\n\nBut of course, he never did.\n\nHow Harry managed to keep a straight face during these performances is quite beyond me.\n\nHarry does not need to be prompted to explain how he bought his precious bottle of mud.\n\nOne day, he went to an exclusive shop in London and asked for 'Myrolite'.\n\nThe shop assistant looked puzzled, and Harry repeated the word, slowly stressing each syllable.\n\nWhen the woman shook her head in bewilderment, Harry went on to explain that 'myrolite' was a hard, amber-like substance which could be used to remove freckles.\n\nThis explanation evidently conveyed something to the woman who searched shelf after shelf.\n\nShe produced all sorts of weird concoctions, but none of them met with Harry's requirements.\n\nWhen Harry put on his act of being mildly annoyed, the assistant promised to order some for him.\n\nIntoxicated by his success, Harry then asked for perfumed mud.\n\nHe expected the assistant to look at him in blank astonishment.\n\nHowever, it was his turn to be surprised, for the woman's eyes immediately lit up, and she fetched several bottles which she placed on the counter for Harry to inspect.\n\nFor once, Harry had to admit defeat.\n\nHe picked up what seemed to be the smallest bottle and discreetly asked the price.\n\nHe was glad to get away with a mere twenty pounds, and he beat a hasty retreat, clutching the precious bottle under his arm.\n\nFrom then on, Harry decided that this little game he had invented might prove to be expensive.\n\nThe curious bottle, which now adorns the bookcase in his study, was his first and last purchase of rare cosmetics."},{"id":"book-3-lesson-53","bookNumber":3,"number":53,"title":"In the public interest","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-053-in-the-public-interest-45223759/","text":"Lesson 53. In the public interest.\n\nListen to the tape, then answer the question below.\n\nWhat could not be reported in the official files?\n\nThe Scandinavian countries are much admired all over the world for their enlightened social policies.\n\nSweden has evolved an excellent system for protecting the individual citizen from high-handed or incompetent public officers.\n\nThe system has worked so well that it has been adopted in other countries too.\n\nThe Swedes were the first to recognize that public officials like civil servants, police officers, health inspectors or tax-collectors can make mistakes or act over-zealously in the belief that they are serving the public.\n\nAs long ago as 1809, the Swedish Parliament introduced a scheme to safeguard the interest of the individual.\n\nA parliamentary committee, representing all political parties, appoints a person who is suitably qualified to investigate private grievances against the state.\n\nThe official title of the person is 'Justiteombudsman', but the Swedes commonly refer to him as the 'J.O.' or 'Ombudsman'.\n\nThe Ombudsman is not subject to political pressure.\n\nHe investigates complaints large and small that come to him from all levels of society.\n\nAs complaints must be made in writing, the Ombudsman receives an average of 1,200 letters a year.\n\nHe has eight lawyer assistants to help him, and he examines every single letter in detail.\n\nThere is nothing secretive about the Ombudsman's work, for his correspondence is open to public inspection.\n\nIf a citizen's complaint is justified, the Ombudsman will act on his behalf.\n\nThe action he takes varies according to the nature of the complaint.\n\nHe may gently reprimand an official or even suggest to Parliament that a law be altered.\n\nThe following case is a typical example of the Ombudsman's work.\n\nA foreigner living in a Swedish village wrote to the Ombudsman complaining that he had been ill-treated by the police, simply because he was a foreigner.\n\nThe Ombudsman immediately wrote to the chief of police in the district, asking him to send a record of the case.\n\nThere was nothing in the record to show that the foreigner's complaint was justified, and the chief of police strongly denied the accusation.\n\nIt was impossible for the Ombudsman to take action, but when he received a similar complaint from another foreigner in the same village, he immediately sent one of his lawyers to investigate the matter.\n\nThe lawyer ascertained that a policeman had indeed dealt roughly with foreigners on several occasions.\n\nThe fact that the policeman was prejudiced against foreigners could not be recorded in the official files.\n\nIt was only possible for the Ombudsman to find this out by sending one of his representatives to check the facts.\n\nThe policeman in question was severely reprimanded, and was informed that if any further complaints were lodged against him, he would be prosecuted.\n\nThe Ombudsman's prompt action at once put an end to an unpleasant practice which might have gone unnoticed."},{"id":"book-3-lesson-54","bookNumber":3,"number":54,"title":"Instinct or cleverness?","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-054-instinct-or-cleverness-45223760/","text":"Lesson 54. Instinct or cleverness?\n\nListen to the tape, then answer the question below.\n\nWas the writer successful in protecting his peach tree? Why not?\n\nWe have been brought up to fear insects. We regard them as unnecessary creatures that do more harm than good.\n\nWe continually wage war on them, for they contaminate our food, carry diseases, or devour our crops.\n\nThey sting or bite without provocation. They fly uninvited into our rooms on summer nights, or beat against our lighted windows.\n\nWe live in dread not only of unpleasant insects like spiders or wasps, but of quite harmless ones like moths.\n\nReading about them increases our understanding without dispelling our fears.\n\nKnowing that the industrious ant lives in a highly organized society does nothing to prevent us from being filled with revulsion when we find hordes of them crawling over a carefully prepared picnic lunch.\n\nNo matter how much we like honey, or how much we have read about the uncanny sense of direction which bees possess, we have a horror of being stung.\n\nMost of our fears are unreasonable, but they are impossible to erase.\n\nAt the same time, however, insects are strangely fascinating.\n\nWe enjoy reading about them, especially when we find that, like the praying mantis, they lead perfectly horrible lives.\n\nWe enjoy staring at them, entranced as they go about their business, unaware, we hope, of our presence.\n\nWho has not stood in awe at the sight of a spider pouncing on a fly, or a column of ants triumphantly bearing home an enormous dead beetle?\n\nLast summer I spent days in the garden watching thousands of ants crawling up the trunk of my prize peach tree.\n\nThe tree has grown against a warm wall on a sheltered side of the house.\n\nI am especially proud of it, not only because it has survived several severe winters, but because it occasionally produces luscious peaches.\n\nDuring the summer I noticed that the leaves of the tree were beginning to wither.\n\nClusters of tiny insects called aphides were to be found on the underside of the leaves.\n\nThey were visited by a large colony of ants, which obtained a sort of honey from them.\n\nI immediately embarked on an experiment which, even though it failed to get rid of the ants, kept me fascinated for twenty-four hours.\n\nI bound the base of the tree with sticky tape, making it impossible for the ants to reach the aphides.\n\nThe tape was so sticky that they did not dare to cross it.\n\nFor a long time I watched them scurrying around the base of the tree in bewilderment.\n\nI even went out at midnight with a torch and noted with satisfaction and surprise that the ants were still swarming around the sticky tape without being able to do anything about it.\n\nI got up early next morning, hoping to find that the ants had given up in despair.\n\nInstead, I saw that they had discovered a new route.\n\nThey were climbing up the wall of the house and then on to the leaves of the tree.\n\nI realized, sadly, that I had been completely defeated by their ingenuity.\n\nThe ants had been quick to find an answer to my thoroughly unscientific methods."},{"id":"book-3-lesson-55","bookNumber":3,"number":55,"title":"From the earth: Greetings","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-055-from-the-earth-greetings-45223761/","text":"Lesson 55. From the earth: Greetings.\n\nListen to the tape, then answer the question below.\n\nWhich life forms are most likely to develop on a distant planet?\n\nRecent developments in astronomy have made it possible to detect planets in our own Milky Way and in other galaxies.\n\nThis is a major achievement because, in relative terms, planets are very small and do not emit light.\n\nFinding planets is proving hard enough, but finding life on them will prove infinitely more difficult.\n\nThe first question to answer is whether a planet can actually support life.\n\nIn our own solar system, for example, Venus is far to hot and Mars is far too cold to support life.\n\nOnly the Earth provides ideal conditions, and even here it has taken more than four billion years for plant and animal life to evolve.\n\nWhether a planet can support life depends on the size and brightness of its star, that is, its sun.\n\nImagine a star up to twenty times larger, brighter and hotter than our own sun.\n\nA planet would have to be a very long way from it to be capable of supporting life.\n\nAlternatively, if the star were small, the life-supporting planet would have to have a close orbit round it and also provide the perfect conditions for life forms to develop.\n\nBut how would we find such a planet?\n\nAt present, there is no telescope in existence that is capable of detecting the presence of life.\n\nThe development of such a telescope will be one of the great astronomical projects of the 21st century.\n\nIt is impossible to look for life on another planet using Earth-based telescopes.\n\nOur own warm atmosphere and the heat generated by the telescope would make it impossible to detect objects as small as planets.\n\nEven a telescope in orbit round the earth, like the very successful Hubble telescope, would not be suitable because of the dust particles in our solar system.\n\nA telescope would have to be as far away as the planet Jupiter to look for life in outer space, because the dust becomes thinner the further we travel towards the outer edges of our own solar system.\n\nOnce we detected a planet, we would have to find a way of blotting out the light from its star, so that we would be able to 'see' the planet properly and analyse its atmosphere.\n\nIn the first instance, we would be looking for plant life rather than little green men.\n\nThe life forms most likely to develop on a planet would be bacteria.\n\nIt is bacteria that have generated the oxygen we breathe on Earth.\n\nFor most of the Earth's history, they have been the only form of life on our planet.\n\nAs Earth-dwellers, we always cherish the hope that we will be visited by little green men and that we will be able to communicate with them.\n\nBut this hope is always in the realms of science fiction.\n\nIf we were able to discover lowly forms of life like bacteria on another planet, it would completely change our view of ourselves.\n\nAs Daniel Goldin of NASA observed, finding life elsewhere would change everything.\n\nNo human endeavour or thought would be unchanged by it.'"},{"id":"book-3-lesson-56","bookNumber":3,"number":56,"title":"Our neighbour, the river","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-056-our-neighbour-the-river-45223762/","text":"Lesson 56. Our neighbour, the river.\n\nListen to the tape, then answer the question below.\n\nWhy had the neighbours left their farm?\n\nThe river, which forms the eastern boundary of our farm, has always played an important part in our lives.\n\nWithout it, we could not make a living.\n\nThere is only enough spring water to supply the needs of the house, so we have to pump from the river for farm use.\n\nWe tell the river all our secrets.\n\nWe know instinctively, just as beekeepers with their bees, that misfortune might overtake us if the important events of our lives were not related to it.\n\nWe have special river birthday parties in the summer.\n\nSometimes we go upstream to a favourite backwater, Sometimes we have our party at the boathouse, which a predecessor of ours at the farm built in the meadow hard by the deepest pool for swimming and diving.\n\nIn a heat wave, we choose a midnight birthday party, and that is the most exciting of all.\n\nWe welcome the seasons by the riverside, crowning the youngest girl with flowers in the spring, holding a summer festival on midsummer eve, giving thanks for the harvest in the autumn, and throwing a holly wreath into the current in the winter.\n\nAfter a long period of rain, the river may overflow its banks.\n\nThis is a rare occurrence, as our climate seldom goes to extremes.\n\nWe are lucky in that only the lower fields, which make up a very small proportion of our farm, are affected by flooding. but other farms are less favourably sited, and flooding can sometimes spell disaster for their owners.\n\nOne bad winter, we watched the river creep up the lower meadows.\n\nAll the cattle had been moved into stalls, and we stood to lose little.\n\nWe were, however, worried about our nearest neighbours, whose farm was low lying and who were newcomers to the district.\n\nAs the floods had put the telephone out of order, we could not find out how they were managing.\n\nFrom an attic window, we could get a sweeping view of the river where their land joined ours, and at the most critical juncture, we took turns in watching that point.\n\nThe first sign of disaster was a dead sheep floating down.\n\nNext came a horse, swimming bravely, but we were afraid that the strength of the current would prevent its landing anywhere before it became exhausted.\n\nSuddenly, a raft appeared, looking rather like Noah's Ark, carrying the whole family, a few hens, the dogs, a cat, and a bird in a cage.\n\nWe realized that they must have become unduly frightened by the rising flood, for their house, which had sound foundations, would have stood stoutly even if it had been almost submerged.\n\nThe men of our family waded down through our flooded meadows with boat hooks, in the hope of being able to grapple a corner of the raft and pull it out of the current towrds our bank.\n\nWe still think it a miracle that they were able to do so."},{"id":"book-3-lesson-57","bookNumber":3,"number":57,"title":"Back in the old country","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-057-back-in-the-old-country-45223763/","text":"Lesson 57. Back in the old country.\n\nListen to the tape, then answer the question below.\n\nDid the narrator find his mother's grave?\n\nI stopped to let the car cool off and to study the map.\n\nI had expected to be near my objective by now, but everything still seemed alien to me.\n\nI was only five when my father had taken me abroad, and that was eighteen years ago.\n\nWhen my mother had died after a tragic accident, he did not quickly recover from the shock and loneliness.\n\nEverything around him was full of her presence, continually reopening the wound, so he decided to emigrate.\n\nIn the new country, he became absorbed in making a new life for the two of us, so that he gradually ceased to grieve.\n\nHe did not marry again, and I was brought up without a woman's care.\n\nBut I lacked for nothing, for he was both father and mother to me.\n\nHe always meant to go back one day, but not to stay.\n\nHis roots and mine had become too firmly embedded in the new land.\n\nBut he wanted to see the old folk again and to visit my mother's grave.\n\nHe became mortally ill a few months before we had planned to go, and when he knew that he was dying, he made me promise to go on my own.\n\nI hired a car the day after landing, and bought a comprehensive book of maps, which I found most helpful on the cross-country journey, but which I did not think I should need on the last stage.\n\nIt was not that I actually remembered anything at all.\n\nBut my father had described over and over again what we should see at every milestone, after leaving the nearest town, so that I was positive I should recognize it as familiar territory.\n\nWell, I had been wrong, for I was now lost.\n\nI looked at the map, and then at the milometer.\n\nI had come ten miles since leaving the town, and at this point, according to my father, I should be looking at farms and cottages in a valley, with the spire of the church of our village showing in the far distance.\n\nI could see no valley, no farms, no cottages and no church spire -- only a lake.\n\nI decided that I must have taken a wrong turning somewhere.\n\nSo I drove back to the town and began to retrace the route, taking frequent glances at the map.\n\nI landed up at the same corner.\n\nThe curious thing was that the lake was not marked on the map.\n\nI felt as if I had stumbled into a nightmare country, as you sometimes do in dreams.\n\nAnd, as in a nightmare, there was nobody in sight to help me.\n\nFortunately for me, as I was wondering what to do next, there appeared on the horizon a man on horseback, riding in my direction.\n\nI waited till he came near.\n\nThen I asked him the way to our old village.\n\nHe said that there was now no village.\n\nI thought he must have misunderstood me, so I repeated its name.\n\nThis time he pointed to the lake.\n\nThe village no longer existed because it had been submerged, and all the valley too.\n\nThe lake was not a natural one, but a man-made reservoir."},{"id":"book-3-lesson-58","bookNumber":3,"number":58,"title":"A spot of bother","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-058-a-spot-of-bother-45223764/","text":"Lesson 58. A spot of bother.\n\nListen to the tape, then answer the question below.\n\nWhat did the old lady find when she got home?\n\nThe old lady was glad to be back at the block of flats where she lived.\n\nHer shopping had tired her, and her basket had grown heavier with every step of the way home.\n\nIn the lift, her thoughts were on lunch and a good rest.\n\nBut when she got out at her own floor, both were forgotten in her sudden discovery that her front door was open.\n\nShe was thinking that she must reprimand her home help the next morning for such a monstrous piece of negligence, when she remembered that she had gone shopping after the home help had left, and she knew that she had turned both keys in their locks.\n\nShe walked slowly into the hall and at once noticed that all the room doors were open.\n\nYet following her regular practice, she had shut them before going out.\n\nLooking into the drawing room, she saw a scene of confusion over by her writing desk.\n\nIt was as clear as daylight, then, that burglars had forced an entry during her absence.\n\nHer first impulse was to go round all the rooms looking for the thieves.\n\nBut then she decided that at her age it might be more prudent to have someone with her.\n\nSo she went to fetch the porter from his basement.\n\nBy this time her legs were beginning to tremble.\n\nSo she sat down and accepted a cup of very strong tea while he telephoned the police.\n\nThen, her composure regained, she was ready to set off with the porter's assistance to search for any intruders who might still be lurking in her flat.\n\nThey went through the rooms, being careful to touch nothing, as they did not want to hinder the police in their search for fingerprints.\n\nThe chaos was inconceivable.\n\nShe had lived in the flat for thirty years and was a veritable magpie at hoarding.\n\nAnd it seemed as though everything she possessed had been tossed out and turned over and over.\n\nAt least sorting out the things she should have discarded years ago was now being made easier for her.\n\nThen a police inspector arrived with a constable and she told them of her discovery of the ransacked flat.\n\nThe inspector began to look for fingerprints, while the constable checked that the front door locks had not been forced, thereby proving that the burglars had either used skeleton keys or entered over the balcony.\n\nThere was no trace of fingerprints.\n\nBut the inspector found a dirty red bundle that contained jewellery, which the old lady said was not hers.\n\nSo their entry into this flat was apparently not the burglars' first job that day and they must have been disturbed.\n\nThe inspector then asked the old lady to try to check what was missing by the next day, and advised her not to stay alone in the flat for a few nights.\n\nThe old lady thought he was a fussy creature, but since the porter agreed with him, she rang up her daughter and asked for her help in what she described as a little spot of bother."},{"id":"book-3-lesson-59","bookNumber":3,"number":59,"title":"Collecting","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-059-collecting-45223766/","text":"Lesson 59. Collecting.\n\nListen to the tape, then answer the question below.\n\nWhat in particular does a person gain when he or she becomes a serious collector?\n\nPeople tend to amass possessions, sometimes without being aware of doing so.\n\nIndeed, they can have a delightful surprise when they find something useful which they did not know they owned.\n\nThose who never have to move house become indiscriminate collectors of what can only be described as clutter.\n\nThey leave unwanted objects in drawers, cupboards and attics for years, in the belief that they may one day need just those very things.\n\nAs they grow old, people also accumulate belongings for two other reasons, lack of physical and mental energy, both of which are essential in turning out and throwing away, and sentiment.\n\nThings owned for a long time are full of associations with the past, perhaps with relatives who are dead, and so they gradually acquire a value beyond their true worth.\n\nSome things are collected deliberately in the home in an attempt to avoid waste.\n\nAmong these, I would list string and brown paper, kept by thrifty people when a parcel has been opened, to save buying these two requisites.\n\nCollecting small items can easily become a mania.\n\nI know someone who always cuts sketches out from newspapers of model clothes that she would like to buy if she had the money.\n\nAs she is not rich, the chances that she will ever be able to afford such purchases are remote.\n\nBut she is never sufficiently strong-minded to be able to stop the practice.\n\nIt is a harmless habit, but it litters up her desk to such an extent that every time she opens it, loose bits of paper fall out in every direction.\n\nCollecting as a serious hobby is quite different and has many advantages.\n\nIt provides relaxation for leisure hours, as just looking at one's treasures is always a joy.\n\nOne does not have to go outside for amusement, since the collection is housed at home.\n\nWhatever it consists of, stamps, records, first editions of books, china, glass, antique furniture, pictures, model cars, stuffed birds, toy animals, there is always something to do in connection with it, from finding the right place for the latest edition, to verifying facts in reference books.\n\nThis hobby educates one not only in the chosen subject, but also in general matters, which have some bearing on it.\n\nThere are also other benefits.\n\nOne wants to meet like-minded collectors, to get advice, to compare notes, to exchange articles, to show off the latest find.\n\nSo one circle of friends grows.\n\nSoon the hobby leads to travel, perhaps to a meeting in another town, possibly a trip abroad in search of a rare specimen, for collectors are not confined to any one country.\n\nOver the years, one may well become an authority on one's hobby, and will very probably be asked to give informal talks to little gatherings, and then, if successful, to larger audiences.\n\nIn this way, self-confidence grows, first from mastering a subject, then from being able to talk about it.\n\nCollecting, by occupying spare time so constructively, makes a person contented, with no time for boredom."},{"id":"book-3-lesson-60","bookNumber":3,"number":60,"title":"Too early and too late","sourceUrl":"https://www.lingq.com/zh-cn/%E5%9C%A8%E7%BA%BF%E5%AD%A6%E4%B9%A0%E8%8B%B1%E8%AF%AD/courses/2784330/3-060-too-early-and-too-late-45223767/","text":"Lesson 60. Too early and too late.\n\nListen to the tape, then answer the question below.\n\nWhy did the young girl miss the train?\n\nPunctuality is a necessary habit in all public affairs in civilized society.\n\nWithout it, nothing could ever be brought to a conclusion.\n\nEverything would be in a state of chaos.\n\nOnly in a sparsely-populated rural community is it possible to disregard it.\n\nIn ordinary living, there can be some tolerance of unpunctuality.\n\nThe intellectual, who is working on some abstruse problem, has everything coordinated and organized for the matter in hand.\n\nHe is therefore forgiven if late for a dinner party.\n\nBut people are often reproached for unpunctuality, when their only fault is cutting things fine.\n\nIt is hard for energetic, quick-minded people to waste time, so they are often tempted to finish a job before setting out to keep an appointment.\n\nIf no accidents occur on the way, like punctured tyres, diversions of traffic, sudden descent of fog, they will be on time.\n\nThey are often more industrious, useful citizens than those who are never late.\n\nThe over-punctual can be as much a trial to others as the unpunctual.\n\nThe guest who arrives half an hour too soon is the greatest nuisance.\n\nSome friends of my family had this irritating habit.\n\nThe only thing to do was ask them to come half an hour later than the other guests.\n\nThen they arrived just when we wanted them.\n\nIf you are catching a train, it is always better to be comfortably early than even a fraction of a minute too late.\n\nAlthough being early may mean wasting a little time, this will be less than if you miss the train and have to wait an hour or more for the next one, and you avoid the frustration of arriving at the very moment when the train is drawing out of the station and being unable to get on it.\n\nAn even harder situation is to be on the platform in good time for a train and still to see it go off without you.\n\nSuch an experience befell a certain young girl the first time she was travelling alone.\n\nShe entered the station twenty minutes before the train was due.\n\nSince her parents had impressed upon her that it would be unforgivable to miss it and cause the friends with whom she was going to stay to make two journeys to meet her.\n\nShe gave her luggage to a porter and showed him her ticket.\n\nTo her horror, he said that she was two hours too soon.\n\nShe felt in her handbag for the piece of paper on which her father had written down all the details of the journey and gave it to the porter.\n\nHe agreed that a train did come into the station at the time on the paper and that it did stop, but only to take on mail, not passengers.\n\nThe girl asked to see a timetable, feeling sure that her father could not have made such a mistake.\n\nThe porter went to fetch one and arrived back with the station master, who produced it with a flourish and pointed out a microscopic O beside the time of the arrival of the train at his station.\n\nThis little O indicated that the train only stopped for mail.\n\nJust as that moment the train came into the station.\n\nThe girl, tears streaming down her face, begged to be allowed to slip into the guard's van.\n\nBut the station master was adamant.\n\nRules could not be broken.\n\nAnd she had to watch that train disappear towards her destination while she was left behind."}]},{"number":4,"title":"New Concept English 4","subtitle":"Fluency in English","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/","lessons":[{"id":"book-4-lesson-1","bookNumber":4,"number":1,"title":"Finding Fossil Man","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-001-finding-fossil-man-45515419/","text":"Lesson 1. Finding Fossil Man.\n\nFirst listen and then answer the following question.\n\nWhy are legends handed down by storytellers useful?\n\nWe can read of things that happened 5,000 years ago in the Near East, where people first learned to write.\n\nBut there are some parts of the world where even now people cannot write.\n\nThe only way that they can preserve their history is to recount it as sagas, legends handed down from one generation of storytellers to another.\n\nThese legends are useful because they can tell us something about migrations of people who lived long ago.\n\nBut none could write down what they did.\n\nAnthropologists wondered where the remote ancestors of the Polynesian peoples now living in the Pacific Islands came from.\n\nThe sagas of these people explain that some of them came from Indonesia about 2,000 years ago.\n\nBut the first people who were like ourselves lived so long ago that even their sagas, if they had any, are forgotten.\n\nSo archaeologists have neither history nor legends to help them to find out where the first modern men came from.\n\nFortunately, however, ancient men made tools of stone, especially flint, because this is easier to shape than other kinds.\n\nThey may also have used wood and skins, but these have rotted away.\n\nStone does not decay, and so the tools of long ago have remained.\n\nwhen even the bones of the men who made them have disappeared without trace."},{"id":"book-4-lesson-2","bookNumber":4,"number":2,"title":"Spare that spider","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-002-spare-that-spider-45516119/","text":"Lesson 2. Spare that spider.\n\nFirst listen and then answer the following question.\n\nHow much of each year do spiders spend killing insects?\n\nWhy, you may wonder, should spiders be our friends?\n\nBecause they destroy so many insects, and insects include some of the greatest enemies of the human race.\n\nInsects would make it impossible for us to live in the world; they would devour all our crops and kill our flocks and herds, if it were not for the protection we get from insect-eating animals.\n\nWe owe a lot to the birds and beasts who eat insects but all of them put together kill only a fraction of the number destroyed by spiders.\n\nMoreover, unlike some of the other insect eaters, spiders never do the least harm to us or our belongings.\n\nSpiders are not insects, as many people think, nor even nearly related to them.\n\nOne can tell the difference almost at a glance, for a spider always has eight legs and an insect never more than six.\n\nHow many spiders are engaged in this work on our behalf?\n\nOne authority on spiders made a census of the spiders in a grass field in the south of England, and he estimated that there were more than 2,250,000 in one acre; that is something like 6,000,000 spiders of different kinds on a football pitch.\n\nSpiders are busy for at least half the year in killing insects.\n\nIt is impossible to make more than the wildest guess at how many they kill, but they are hungry creatures, not content with only three meals a day.\n\nIt has been estimated that the weight of all the insects destroyed by spiders in Britain in one year would be greater than the total weight of all the human beings in the country."},{"id":"book-4-lesson-3","bookNumber":4,"number":3,"title":"Matterhorn man","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-003-matterhorn-man-45519282/","text":"Lesson 3. Matterhorn man.\n\nFirst listen and then answer the following question.\n\nWhat was the main objective of early mountain climbers?\n\nModern alpinists try to climb mountains by a route which will give them good sport, and the more difficult it is, the more highly it is regarded.\n\nIn the pioneering days however, this was not the case at all.\n\nThe early climbers were looking for the easiest way to the top because the summit was the prize they sought, especially if it had never been attained before.\n\nIt is true that during their explorations they often faced difficulties and dangers of the most perilous nature, equipped in a manner which would make a modern climber shudder at the thought, but they did not go out of their way to court such excitement.\n\nThey had a single aim, a solitary goal -- the top!\n\nIt is hard for us to realize nowadays how difficult it was for the pioneers.\n\nExcept for one or two places such as Zermatt and Chamonix, which had rapidly become popular.\n\nAlpine villages tended to be impoverished settlements cut off from civilization by the high mountains.\n\nSuch inns as there were were generally dirty and flea-ridden; the food simply local cheese accompanied by bread often twelve months old, all washed down with coarse wine.\n\nOften a valley boasted no inn at all, and climbers found shelter wherever they could-- sometimes with the local priest(who was usually as poor as his parishioners), sometimes with shepherds or cheese-makers.\n\nInvariably the background was the same: dirt and poverty, and very uncomfortable.\n\nFor men accustomed to eating seven-course dinners and sleeping between fine linen sheets at home, the change to the Alps must have been very hard indeed."},{"id":"book-4-lesson-4","bookNumber":4,"number":4,"title":"Seeing Hands","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-004-seeing-hands-45519284/","text":"Lesson 4. Seeing Hands.\n\nFirst listen and then answer the following question.\n\nHow did Vera discover she had this gift of second sight?\n\nSeveral cases have been reported in Russia recently of people who can read and detect colors with their fingers and even see through solid doors and walls.\n\nOne case concerns an 11-year-old schoolgirl, Vera Petrova, who has normal vision but who can also perceive things with different parts of her skin and through solid walls.\n\nThis ability was first noticed by her father.\n\nOne day, she came into his office and happened to put her hands on the door of a locked safe.\n\nSuddenly, she asked her father why he kept so many old newspapers locked away there, and even described the way they were done up in bundles.\n\nVera's curious talent was brought to the notice of a scientific research institute in the town of Ulanowsk, near where she lives.\n\nAnd in April, she was given a series of tests by a special commission of the Ministry of Health of the Russian Federal Republic.\n\nDuring these tests, she was able to read a newspaper through an opaque screen, and, stranger still, by moving her elbow over a child's game of lotto, she was able to describe the figures and colours printed on it, and, in another instance, wearing stockings and slippers, to make out with her foot the outlines and colours of a picture hidden under a carpet.\n\nOther experiments showed that her knees and shoulders had a similar sensitivity.\n\nDuring all these tests, Vera was blindfold, and indeed, except when blindfold, she lacked the ability to perceive things with her skin.\n\nIt was also found that although she could perceive things with her fingers, this ability ceased the moment her hands were wet."},{"id":"book-4-lesson-5","bookNumber":4,"number":5,"title":"Youth","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-005-youth-45519286/","text":"Lesson 5. Youth.\n\nFirst listen and then answer the following question.\n\nHow does the writer like to treat young people?\n\nPeople are always talking about the problem of youth.\n\nIf there is one, which I take leave to doubt, then it is older people who create it, not the young themselves.\n\nLet us get down to fundamentals and agree that the young are, after all, human beings, people just like their elders.\n\nThere is only one difference between an old man and a young one.\n\nThe young man has a glorious future before him, and the old one has a splendid future behind him, and maybe that is where the rub is.\n\nWhen I was a teenager, I felt that I was just young and uncertain, that I was a new boy in a huge school, and I would have been very pleased to be regarded as something so interesting as a problem.\n\nFor one thing, being a problem gives you a certain identity, and that is one of the things the young are busily engaged in seeking.\n\nI find young people exciting.\n\nThey have an air of freedom, and they have not a dreary commitment to mean ambitions or love of comfort.\n\nThey are not anxious social climbers, and they have no devotion to material things.\n\nAll this seems to me to link them with life and the origins of things.\n\nIt's as if they were, in some sense, cosmic beings in violent and lovely contrast with us suburban creatures.\n\nAll that is in my mind when I meet a young person.\n\nHe may be conceited, ill-mannered, presumptuous, or fatuous, but I do not turn for protection to dreary clichés about respect for elders, as if mere age were a reason for respect.\n\nI accept that we are equals, and I will argue with them as an equal if I think he is wrong."},{"id":"book-4-lesson-6","bookNumber":4,"number":6,"title":"The Sporting Spirit","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-006-the-sporting-spirit-45519288/","text":"Lesson 6. The Sporting Spirit.\n\nFirst listen and then answer the following question.\n\nHow does the writer describe sport at the international level?\n\nI am always amazed when I hear people saying that sport creates goodwill between the nations, and that if only the common peoples of the world could meet one another at football or cricket, they would have no inclination to meet on the battlefield.\n\nEven if one didn't know from concrete examples, the 1936 Olympic Games for instance, that international sporting contests lead to orgies of hatred, one could deduce it from general principles.\n\nNearly all the sports practiced nowadays are competitive.\n\nYou play to win, and the game has little meaning unless you do your utmost to win.\n\nOn the village green, where you pick up sides and no feeling of local patriotism is involved, it is possible to play simply for the fun and exercise.\n\nBut as soon as the question of prestige arises, As soon as you feel that you and some larger unit will be disgraced if you lose, the most savage combative instincts are aroused.\n\nAnyone who has played even in a school football match knows this.\n\nAt the international level, sport is frankly mimic warfare.\n\nBut the significant thing is not the behavior of the players, but the attitude of the spectators.\n\nAnd behind the spectators of the nations who work themselves into furies over these absurd contests and seriously believe, at any rate for short periods, that running, jumping, and kicking a ball are tests of national virtue."},{"id":"book-4-lesson-7","bookNumber":4,"number":7,"title":"Bats","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-007-bats-45519290/","text":"Lesson 7. Bats.\n\nFirst listen and then answer the following question.\n\nIn what way does echo-location in bats play an utilitarian role?\n\nNot all sounds made by animals serve as language, and we have only to turn to that extraordinary discovery of echo-location in bats to see a case in which the voice plays a strictly utilitarian role.\n\nTo get a full appreciation of what this means we must turn first to some recent human inventions.\n\nEveryone knows that if he shouts in the vicinity of a wall or a mountainside, an echo will come back.\n\nThe further off this solid obstruction, the longer time will elapse for the return of the echo.\n\nA sound made by tapping on the hull of a ship will be reflected from the sea bottom, and by measuring the time interval between the taps and the receipt of the echoes the depth of the sea at that point can be calculated.\n\nSo was born the echo-sounding apparatus, now in general use in ships.\n\nEvery solid object will reflect a sound, varying according to the size and nature of the object.\n\nA shoal of fish will do this.\n\nSo it is a comparatively simple step from locating the sea bottom to locating a shoal of fish.\n\nWith experience, and with improved apparatus, it is now possible not only to locate a shoal but to tell if it is herring, cod, or other well-known fish, by the pattern of its echo.\n\nIt has been found that certain bats emit squeaks and by receiving the echoes, they can locate and steer clear of obstacles -- or locate flying insects on which they feed.\n\nThis echo-location in bats is often compared with radar, the principle of which is similar."},{"id":"book-4-lesson-8","bookNumber":4,"number":8,"title":"Trading Standards","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-008-trading-standards-45519294/","text":"Lesson 8. Trading Standards.\n\nFirst listen and then answer the following question.\n\nWhat makes trading between rich countries difficult?\n\nChickens slaughtered in the United States, claim officials in Brussels, are not fit to grace European tables.\n\nNo, say the Americans.\n\nOur fowl are fine.\n\nWe simply clean them in a different way.\n\nThese days, it is differences in national regulations far more than tariffs that put sand in the wheels of trade between rich countries.\n\nIt is not just farmers who are complaining.\n\nAn electric razor that meets the European Union safety standards must be approved by American testers before it can be sold in the United States.\n\nAnd an American-made dialysis machine needs the EU's OK before it hits the market in Europe.\n\nAs it happens, a razor that is safe in Europe is unlikely to electrocute Americans.\n\nSo, ask businesses on both sides of the Atlantic, why have two lots of tests where one would do?\n\nPoliticians agree, in principle, so America and the EU have been trying to reach a deal which would eliminate the need to double-test many products.\n\nThey hope to finish in time for a trade summit between America and the EU on May 28th.\n\nAlthough negotiators are optimistic, the details are complex enough that they may be hard-pressed to get a deal at all.\n\nWhy?\n\nOne difficulty is to construct the agreements.\n\nThe Americans would happily reach one accord on standards for medical devices and then hammer out different packs covering, say, electronic goods and drug manufacturing.\n\nThe EU, following fine continental traditions wants agreement on general principles, which could be applied to many types of products and perhaps extended to other countries."},{"id":"book-4-lesson-9","bookNumber":4,"number":9,"title":"Royal Espionage","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-009-royal-espionage-45519296/","text":"Lesson 9. Royal Espionage.\n\nFirst listen and then answer the following question.\n\nWhat important thing did King Alfred learn when he penetrated the Danish camp of Guthrum?\n\nAlfred the Great acted as his own spy, visiting Danish camps disguised as a minstrel.\n\nIn those days, wandering minstrels were welcome everywhere.\n\nThey were not fighting men, and their harp was their passport.\n\nAlfred had learned many of their ballads in his youth, and could vary his program with acrobatic tricks and simple conjuring.\n\nWhile Alfred's little army slowly began to gather at Alphenley, the king himself set out to penetrate the camp of Guthrum, the commander of the Danish invaders.\n\nThese had settled down for the winter at Chippenham.\n\nThither Alfred went.\n\nHe noticed that once the discipline was slack.\n\nThe Danes had the self-confidence of conquerors, and their security precautions were casual.\n\nThey lived well on the proceeds of raids on neighboring regions.\n\nThere they collected women as well as food and drink, and a life of ease had made them soft.\n\nAlfred stayed in the camp a week before he returned to Athenley.\n\nThe force there assembled was trivial compared with the Danish horde, but Alfred had deduced that the Danes were no longer fit for prolonged battle and that their commissariat had no organization but depended on irregular raids.\n\nSo, faced with a Danish advance, Alfred did not risk open battle, but harried the enemy.\n\nHe was constantly on the move, drawing the Danes after him.\n\nHis patrols halted the raiding parties.\n\nHunger assailed the Danish army.\n\nNow Alfred began a long series of skirmishes, and within a month the Danes had surrendered.\n\nThe episode could reasonably serve as a unique epic of royal espionage."},{"id":"book-4-lesson-10","bookNumber":4,"number":10,"title":"Silicon Valley","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-010-silicon-valley-45519300/","text":"Lesson 10. Silicon Valley.\n\nFirst listen and then answer the following question.\n\nWhat does the computer industry thrive on apart from anarchy?\n\nTechnology trends may push Silicon Valley back to the future.\n\nCarver Mead, a pioneer in integrated circuits and a professor of computer science at the California Institute of Technology, notes that there are now workstations that enable engineers to design, test, and produce chips right on their desks, much the way an editor creates a newsletter on a Macintosh.\n\nAs the time and cost of making a chip drop to a few days and a few hundred dollars, engineers may soon be free to let their imagination soar without being penalized by expensive failures.\n\nMead predicts that inventors will be able to perfect powerful customized chips over a weekend at the office, spawning a new generation of garage startups and giving the U.S. a jump on its foreign rivals in getting new products to market fast.\n\nWe've got more garages with smart people, Mead observes.\n\nWe really thrive on anarchy.\n\nAnd on Asians, already Orientals and Asian Americans constitute the majority of the engineering staffs at many Valley firms.\n\nAnd Chinese, Korean, Filipino, and Indian engineers are graduating in droves from California's colleges.\n\nAs the heads of next-generation startups, these Asian innovators can draw on customs and languages to forge tighter links with crucial Pacific Rim markets.\n\nFor instance, Alex Au, a Stanford PhD from Hong Kong, has set up a Taiwan factory to challenge Japan's near-lock on the memory chip market.\n\nIndian-born N. Damodar Reddy's Tiny California Company reopened an AT\u0026T chip plant in Kansas City last spring, with financing from the state of Missouri.\n\nBefore it becomes a retirement village, Silicon Valley may prove a classroom for building a global business."},{"id":"book-4-lesson-11","bookNumber":4,"number":11,"title":"How to grow old","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-011-how-to-grow-old-45519302/","text":"Lesson 11. How to grow old.\n\nFirst listen and then answer the following question.\n\nWhat, according to the author, is the best way to overcome the fear of death as you get older?\n\nSome old people are oppressed by the fear of death.\n\nIn the young there is a justification for this feeling.\n\nYoung men who have reason to fear that they will be killed in battle may justifiably feel bitter in the thought that they have been cheated of the best things that life has to offer.\n\nBut in an old man who has known human joys and sorrows, and has achieved whatever work it was in him to do, the fear of death is somewhat abject and ignoble.\n\nThe best way to overcome it -- so at least it seems to me -- is to make your interests gradually wider and more impersonal, until bit by bit the walls of the ego recede, and your life becomes increasingly merged in the universal life.\n\nAn individual human existence should be like a river -- small at first, narrowly contained within its banks, and rushing passionately past boulders and over waterfalls.\n\nGradually the river grows wider, the banks recede, the waters flow more quietly, and in the end, without any visible break, they become merged in the sea, and painlessly lose their individual being.\n\nThe man who, in old age can see his life in this way, will not suffer from the fear of death, since the things he cares for will continue.\n\nAnd if, with the decay of vitality, weariness increases, the thought of rest will be not unwelcome.\n\nI should wish to die while still at work, knowing that others will carry on what I can no longer do, and content in the thought that what was possible has been done."},{"id":"book-4-lesson-12","bookNumber":4,"number":12,"title":"Banks and Their Customers","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-012-banks-and-their-customers-45519304/","text":"Lesson 12. Banks and Their Customers.\n\nFirst listen and then answer the following question.\n\nWhy is there no risk to the customer when a bank prints the customer's name on his checks?\n\nWhen anyone opens a current account at a bank, he is lending the bank money, repayment of which he may demand at any time.\n\nEither in cash or by drawing a check in favor of another person.\n\nPrimarily, the banker-customer relationship is that of debtor and creditor.\n\nWho is which, depending on whether the customer's account is in credit or is overdrawn.\n\nBut, in addition to that basically simple concept, the bank and its customer owe a large number of obligations to one another.\n\nMany of these obligations can give rise to problems and complications, but a bank customer, unlike, say, a buyer of goods, cannot complain that the law is loaded against him.\n\nThe bank must obey its customer's instructions and not those of anyone else.\n\nWhen, for example, a customer first opens an account, he instructs the bank to debit his account only in respect of checks drawn by himself.\n\nHe gives the bank specimens of his signature, and there is a very firm rule that the bank has no right or authority to pay out a customer's money on a check on which its customer's signature has been forged.\n\nIt makes no difference that the forgery may have been a very skillful one.\n\nThe bank must recognize its customer's signature.\n\nFor this reason, there is no risk to the customer in the practice adopted by banks of printing the customer's name on its checks.\n\nIf this facilitates forgery, it is the bank which will lose, not the customer."},{"id":"book-4-lesson-13","bookNumber":4,"number":13,"title":"The search for oil","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-013-the-search-for-oil-45519305/","text":"Lesson 13. The search for oil.\n\nFirst listen and then answer the following question.\n\nWhat do oilmen want to achieve as soon as they strike oil?\n\nThe deepest holes of all are made for oil, and they go down to as much as 25,000 feet.\n\nBut we do not need to send man down to get the oil out, as we must with other mineral deposits.\n\nThe holes are only borings, less than a foot in diameter.\n\nMy particular experience is largely in oil, and the search for oil has done more to improve deep drilling than any other mining activity.\n\nWhen it has been decided where we are going to drill, we put up at the surface an oil derrick.\n\nIt has to be tall because it is like a giant block and tackle and we have to lower into the ground and haul out of the ground great lengths of drill pipe which are rotated by an engine at the top and are fitted with a cutting bit at the bottom.\n\nThe geologist needs to know what rocks the drill has reached, so every so often a sample is obtained with a coring bit.\n\nIt cuts a clean cylinder of rock, from which can be seen the strata the drill has been cutting through.\n\nOnce we get down to the oil, it usually flows to the surface because great pressure either from gas or water, is pushing it.\n\nThis pressure must be under control, and we control it by means of the mud which we circulate down the drill pipe.\n\nWe endeavour to avoid the old, romantic idea of a gusher, which wastes oil and gas.\n\nWe want it to stay down the hole until we can lead it off in a controlled manner."},{"id":"book-4-lesson-14","bookNumber":4,"number":14,"title":"The Butterfly Effect","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-014-the-butterfly-effect-45519308/","text":"Lesson 14. The Butterfly Effect.\n\nFirst listen and then answer the following question.\n\nWhy do small errors make it impossible to predict the weather system with a high degree of accuracy?\n\nBeyond two or three days, the world's best weather forecasts are speculative, and beyond six or seven, they are worthless.\n\nThe butterfly effect is the reason.\n\nFor small pieces of weather, and to a global forecaster, small can mean thunderstorms and blizzards.\n\nAny prediction deteriorates rapidly.\n\nErrors and uncertainties multiply cascading upward through a chain of turbulent features from dust devils and squalls up to continent-size eddies that only satellites can see.\n\nThe modern weather models work with a grid of points of the order of 60 miles apart and even so some starting data has to be guessed, since ground stations and satellites cannot see everywhere.\n\nBut suppose the Earth could be covered, with sensors spaced one foot apart, rising at one-foot intervals all the way to the top of the atmosphere.\n\nSuppose every sensor gives perfectly accurate readings of temperature, pressure, humidity, and any other quantity a meteorologist would want.\n\nPrecisely at noon, an infinitely powerful computer takes all the data and calculates what will happen at each point at 1201, then 1202, then 1203.\n\nThe computer will still be unable to predict whether Princeton, New Jersey, will have sun or rain on a day one month away.\n\nAt noon, the spaces between the sensors will hide fluctuations that the computer will not know about, tiny deviations from the average.\n\nBy 12.01, those fluctuations will already have created small errors one foot away.\n\nSoon the errors will have multiplied to the 10-foot scale, and so on, up to the size of the globe."},{"id":"book-4-lesson-15","bookNumber":4,"number":15,"title":"Secrecy in industry","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-015-secrecy-in-industry-45519310/","text":"Lesson 15. Secrecy in industry.\n\nFirst listen and then answer the following question.\n\nWhy is secrecy particularly important in the chemical industries?\n\nTwo factors weigh heavily against the effectiveness of scientific research in industry.\n\nOne is the general atmosphere of secrecy in which it is carried out, the other the lack of freedom of the individual research worker.\n\nIn so far as any inquiry is a secret one, it naturally limits all those engaged in carrying it out from effective contact with their fellow scientists either in other countries or in universities, or even, often enough, in other departments of the same firm.\n\nThe degree of secrecy naturally varies considerably.\n\nSome of the bigger firms are engaged in researches which are of such general and fundamental nature that it is a positive advantage to them not to keep them secret.\n\nYet a great many processes depending on such research are sought for with complete secrecy until the stage at which patents can be taken out.\n\nEven more processes are never patented at all but kept as secret processes.\n\nThis applies particularly to chemical industries, where chance discoveries play a much larger part than they do in physical and mechanical industries.\n\nSometimes the secrecy goes to such an extent that the whole nature of the research cannot be mentioned.\n\nMany firms, for instance have great difficulty in obtaining technical or scientific books from libraries because they are unwilling to have their names entered as having taken out such and such a book, for fear the agents of other firms should be able to trace the kind of research they are likely to be undertaking."},{"id":"book-4-lesson-16","bookNumber":4,"number":16,"title":"The Modern City","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-016-the-modern-city-45519312/","text":"Lesson 16. The Modern City.\n\nFirst listen and then answer the following question.\n\nWhat is the author's main argument about the modern city?\n\nIn the organization of industrial life, the influence of the factory upon the physiological and mental state of the workers has been completely neglected.\n\nModern industry is based on the conception of the maximum production at lowest cost, in order that an individual or a group of individuals may earn as much money as possible.\n\nIt has expanded without any idea of the true nature of the human beings who run the machines, and without giving any consideration to the effects produced on the individuals and on their descendants by the artificial mode of existence imposed by the factory.\n\nThe great cities have been built with no regard for us.\n\nThe shape and dimensions of the skyscrapers depend entirely on the necessity of obtaining the maximum income per square foot of ground and of offering to the tenants offices and apartments that please them.\n\nThis caused the construction of gigantic buildings, where two large masses of human beings are crowded together.\n\nCivilized men like such a way of living.\n\nWhile they enjoy the comfort and banal luxury of their dwelling, they do not realize that they are deprived of the necessities of life.\n\nThe modern city consists of monstrous edifices and of dark, narrow streets full of petrol and toxic gases, torn by the noise of the taxi cabs, lorries, and buses, and thronged ceaselessly by great crowds.\n\nObviously, it has not been planned for the good of its inhabitants."},{"id":"book-4-lesson-17","bookNumber":4,"number":17,"title":"A man-made disease","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-017-a-man-made-disease-45519317/","text":"Lesson 17. A man-made disease.\n\nFirst listen and then answer the following question.\n\nWhat factor helped to spread the disease of myxomatosis?\n\nIn the early days of the settlement of Australia, enterprising settlers unwisely introduced the European rabbit.\n\nThis rabbit had no natural enemies in the Antipodes, so that it multiplied with that promiscuous abandon characteristic of rabbits.\n\nIt overran a whole continent.\n\nIt caused devastation by burrowing and by devouring the herbage which might have maintained millions of sheep and cattle.\n\nScientists discovered that this particular variety of rabbit (and apparently no other animal) was susceptible to a fatal virus disease, myxomatosis.\n\nBy infecting animals and letting them loose in the burrows, local epidemics of this disease could be created.\n\nLater it was found that there was a type of mosquito which acted as the carrier of this disease and passed it on to the rabbits.\n\nSo while the rest of the world was trying to get rid of mosquitoes, Australia was encouraging this one.\n\nIt effectively spread the disease all over the continent and drastically reduced the rabbit population.\n\nIt later became apparent that rabbits were developing a degree of resistance to this disease, so that the rabbit population was unlikely to be completely exterminated.\n\nThere were hopes, however, that the problem of the rabbit would become manageable.\n\nIronically, Europe, which had bequeathed the rabbit as a pest to Australia, acquired this man-made disease as a pestilence.\n\nA French physician decided to get rid of the wild rabbits on his own estate and introduced myxomatosis.\n\nIt did not, however, remain within the confines of this estate.\n\nIt spread through France, where wild rabbits are not generally regarded as a pest but as a sport and a useful food supply, and it spread to Britain where wild rabbits are regarded as a pest but where domesticated rabbits, equally susceptible to the disease, are the basis of a profitable fur industry.\n\nThe question became one of whether Man could control the disease he had invented."},{"id":"book-4-lesson-18","bookNumber":4,"number":18,"title":"Porpoises","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-018-porpoises-45519318/","text":"Lesson 18. Porpoises.\n\nFirst listen and then answer the following question.\n\nWhat would you say is the main characteristic of porpoises?\n\nThere has long been a superstition among mariners that porpoises will save drowning men by pushing them to the surface, or protect them from sharks by surrounding them in defensive formation.\n\nMarine Studio biologists have pointed out that, however intelligent they may be, it is probably a mistake to credit dolphins with any motive of life-saving.\n\nOn the occasions when they have pushed to shore an unconscious human being they have much more likely done it out of curiosity or for sport, as in riding the bow waves of a ship.\n\nIn 1928 some porpoises were photographed working like beavers to push ashore a waterlogged mattress.\n\nIf, as has been reported, they have protected humans from sharks, it may have been because curiosity attracted them and because the scent of a possible meal attracted the sharks.\n\nPorpoises and sharks are natural enemies.\n\nIt is possible that upon such an occasion a battle ensued, with the sharks being driven away or killed.\n\nWhether it be bird, fish or beast, the porpoise is intrigued with anything that is alive.\n\nThey are constantly after the turtles, who peacefully submit to all sorts of indignities.\n\nOne young calf especially enjoyed raising a turtle to the surface with his snout, and then shoving him across the tank like an aquaplane.\n\nAlmost any day a young porpoises may be seen trying to turn a 300-pound sea turtle over by sticking his snout under the edge of his shell and pushing up for dear life.\n\nThis is not easy, and may require two porpoises working together.\n\nIn another game, as the turtle swims across the oceanarium, the first porpoise swoops down from above and butts his shell with his belly.\n\nThis knocks the turtle down several feet.\n\nHe no sooner recovers his equilibrium than the next porpoises comes along and hits him another crack.\n\nEventually the turtle has been butted all the way down to the floor of the tank.\n\nHe is now satisfied merely to try to stand up, but as soon as he does so a porpoise knocks him flat.\n\nThe turtle at last gives up by pulling his feet under his shell and the game is over."},{"id":"book-4-lesson-19","bookNumber":4,"number":19,"title":"The stuff of dreams","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-019-the-stuff-of-dreams-45519322/","text":"Lesson 19. The stuff of dreams.\n\nFirst listen and then answer the following question.\n\nWhat is going on when a person experiences rapid eye-movements during sleep?\n\nIt is fairly clear that the sleeping period must have some function, and because there is so much of it the function would seem to be important.\n\nSpeculations about its nature have been going on for literally thousands of years, and one odd finding that makes the problem puzzling is that it looks very much as if sleeping is not simply a matter of giving the body a rest.\n\n'Rest', in terms of muscle relaxation and so on, can be achieved by a brief period lying, or even sitting down.\n\nThe body's tissues are self-repairing and self-restoring to a degree, and function best when more or less continuously active.\n\nIn fact a basic amount of movement occurs during sleep which is specifically concerned with preventing muscle inactivity.\n\nIf it is not a question of resting the body, then perhaps it is the brain that needs resting?\n\nThis might be a plausible hypothesis were it not for two factors.\n\nFirst the electroencephalograph (which is simply a device for recording the electrical activity of the brain by attaching electrodes to the scalp) shows that while there is a change in the pattern of activity during sleep, there is no evidence that the total amount of activity is any less.\n\nThe second factor is more interesting and more fundamental.\n\nSome years ago an American psychiatrist named William Dement published experiments dealing with the recording of eye-movements during sleep.\n\nHe showed that the average individual's sleep cycle is punctuated with peculiar bursts of eye-movements, some drifting and slow, others jerky and rapid.\n\nPeople woken during these periods of eye-movements generally reported that they had been dreaming.\n\nWhen woken at other times they reported no dreams.\n\nIf one group of people were disturbed from their eye-movement sleep for several nights on end, and another group were disturbed for an equal period of time but when they were not exhibiting eye-movements, the first group began to show some personality disorders while the others seemed more or less unaffected.\n\nThe implications of all this were that it was not the disturbance of sleep that mattered, but the disturbance of dreaming."},{"id":"book-4-lesson-20","bookNumber":4,"number":20,"title":"Snake Poison","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-020-snake-poison-45519324/","text":"Lesson 20. Snake Poison.\n\nFirst listen and then answer the following question.\n\nWhat are the two different ways in which snake poison acts?\n\nHow it came about that snakes manufactured poison is a mystery.\n\nOver the periods, their saliva, a mild digestive juice like our own, was converted into a poison that defies analysis even today.\n\nIt was not forced upon them by the survival competition.\n\nThey could have caught and lived on prey without using poison, just as the thousands of non-poisonous snakes still do.\n\nPoison to a snake is merely a luxury.\n\nIt enables it to get its food with very little effort, no more effort than one bite.\n\nAnd why only snakes?\n\nCats, for instance, would be greatly helped.\n\nNo running fights with large, fierce rats or tussles with grown rabbits.\n\nJust a bite, and no more effort needed.\n\nIn fact, it would be an assistance to all carnivores, though it would be a two-edged weapon when they fought each other.\n\nBut of the vertebrates, unpredictable nature selected only snakes and one lizard.\n\nOne wonders also why nature, with some snakes, concocted poison of such extreme potency.\n\nIn the conversion of saliva into poison, one might suppose that a fixed process took place. It did not.\n\nSome snakes manufactured a poison different in every respect from that of others,as different as arsenic is from strychnine,and having different effects.\n\nOne poison acts on the nerves,the other on the blood.\n\nThe makers of the nerve poison include the mambas and the cobras, and their venom is called neurotoxic.\n\nVipers, adders, and rattlesnakes manufacture the blood poison, which is known as haemolytic.\n\nBoth poisons are unpleasant, but by far the more unpleasant is the blood poison.\n\nIt is said that the nerve poison is the more primitive of the two, that the blood poison is, so to speak, a newer product from an improved formula.\n\nBe that as it may, the nerve poison does its business with man far more quickly than the blood poison.\n\nThis however means nothing.\n\nSnakes did not acquire their poison for use against man but for use against prey such as rats and mice.\n\nAnd the effect on these of the viperine poison is almost immediate."},{"id":"book-4-lesson-21","bookNumber":4,"number":21,"title":"William S.Hart and the early 'Western' film","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-021-william-shart-and-the-early-we-45519325/","text":"Lesson 21. William S.Hart and the early 'Western' film.\n\nFirst listen and then answer the following question.\n\nHow did William Hart's childhood prepare him for his acting role in Western films?\n\nWilliam S.Hart was, perhaps, the greatest of all Western stars, for unlike Gary Cooper and John Wayne he appeared in nothing but Westerns.\n\nFrom 1914 to 1924 he was supreme and unchallenged.\n\nIt was Hart who created the basic formula of the Western film, and devised the protagonist he played in every film he made, the good-bad man, the accidental, noble outlaw, or the honest, but framed cowboy, or the sheriff made suspect by vicious gossip; in short, the individual in conflict with himself and his frontier environment.\n\nUnlike most of his contemporaries in Hollywood, Hart actually knew something of the old West.\n\nHe had lived in it as a child when it was already disappearing, and his hero was firmly rooted in his memories and experiences, and in both the history and the mythology of the vanished frontier.\n\nAnd although no period or place in American history has been more absurdly romanticized, myth and reality did join hands in at least one arena, the conflict between the individual and encroaching civilization.\n\nMen accustomed to struggling for survival against the elements and Indians were bewildered by politicians, bankers and businessmen, and unhorsed by fences, laws and alien taboos.\n\nHart's good-bad man was always an outsider, always one of the disinherited, and if he found it necessary to shoot a sheriff or rob a bank along the way, his early audiences found it easy to understand and forgive, especially when it was Hart who, in the end, overcame the attacking Indians.\n\nAudiences in the second decade of the twentieth century found it pleasant to escape to a time when life, though hard, was relatively simple.\n\nWe still do; living in a world in which undeclared aggression, war, hypocrisy, chicanery, anarchy and impending immolation are part of our daily lives, we all want a code to live by."},{"id":"book-4-lesson-22","bookNumber":4,"number":22,"title":"Knowledge and Progress","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-022-knowledge-and-progress-45519327/","text":"Lesson 22. Knowledge and Progress.\n\nFirst listen and then answer the following question.\n\nIn what two areas have people made no progress at all?\n\nWhy does the idea of progress loom so large in the modern world?\n\nSurely because progress of a particular kind is actually taking place around us and is becoming more and more manifest.\n\nAlthough mankind has undergone no general improvement in intelligence or morality, it has made extraordinary progress in the accumulation of knowledge.\n\nKnowledge began to increase as soon as the thoughts of one individual could be communicated to another by means of speech.\n\nWith the invention of writing, a great advance was made, for knowledge could then be not only communicated but also stored.\n\nLibraries made education possible and education in its turn added to libraries.\n\nThe growth of knowledge followed a kind of compound interest law which was greatly enhanced by the invention of printing.\n\nAll this was comparatively slow until, with the coming of science, the tempo was suddenly raised.\n\nThen knowledge began to be accumulated according to a systematic plan.\n\nThe trickle became a stream.\n\nThe stream has now become a torrent.\n\nMoreover, as soon as new knowledge is acquired, it is now turned to practical account.\n\nWhat is called modern civilization is not the result of a balanced development of all man's nature, but of accumulated knowledge applied to practical life.\n\nThe problem now facing humanity is, what is going to be done with all this knowledge?\n\nAs is so often pointed out, knowledge is a two-edged weapon, which can be used equally for good or evil.\n\nIt is now being used indifferently for both.\n\nCould any spectacle, for instance, be more grimly whimsical than that of gunners using science to shatter men's bodies, while close at hand, surgeons use it to restore them?\n\nWe have to ask ourselves very seriously what will happen if this twofold use of knowledge, with its ever-increasing power, continues."},{"id":"book-4-lesson-23","bookNumber":4,"number":23,"title":"Bird Flight","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-023-bird-flight-45519331/","text":"Lesson 23. Bird Flight.\n\nFirst listen and then answer the following question.\n\nWhat are the two main types of bird flight described by the author?\n\nNo two sorts of birds practice quite the same sort of flight.\n\nThe varieties are infinite, but two classes may be roughly seen.\n\nAny ship that crosses the Pacific is accompanied for many days by the smaller albatross, which may keep company with the vessel for an hour without visible or more than occasional movement of wing.\n\nThe currents of air that the walls of the ship direct upwards, as well as in the line of its course, are enough to give the great bird with its immense wings sufficient sustenance and progress.\n\nThe albatross is the king of the gliders, the class of flyers which harness the air to their purpose, but must yield to its opposition.\n\nIn the contrary school, the duck is supreme.\n\nIt comes nearer to the engines with which man has conquered the air, as he boasts.\n\nDuck, and like them the pigeons, are endowed with steel-like muscles that are a good part of the weight of the bird, and these will ply the short wings with such irresistible power that they can bore for long distances through an opposing gale before exhaustion follows.\n\nTheir humbler followers, such as partridges, have a like power of strong propulsion, but soon tire.\n\nYou may pick them up in utter exhaustion if wind over the sea has driven them to a long journey.\n\nThe swallow shares the virtues of both schools in highest measure.\n\nIt tires not, nor does it boast of its power, but belongs to the air, travelling it may be six thousand miles to and from its northern nesting home, feeding its flown young as it flies, and slipping through a medium that seems to help its passage even when the wind is adverse.\n\nSuch birds do us good, though we no longer take omens from their flight on this side and that, and even the most superstitious villagers no longer take off their hats to the magpie and wish it good morning."},{"id":"book-4-lesson-24","bookNumber":4,"number":24,"title":"Beauty","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-024-beauty-45519332/","text":"Lesson 24. Beauty.\n\nFirst listen and then answer the following question.\n\nWhat do glimpses of beauty, either in nature or art,often suggest to the human mind?\n\nA young man sees a sunset and, unable to understand or to express the emotion that it rouses in him, concludes that it must be the gateway to a world that lies beyond.\n\nIt is difficult for any of us in moments of intense aesthetic experience to resist the suggestion that we are catching a glimpse of a light that shines down to us from a different realm of existence, different and, because the experience is intensely moving, in some way higher.\n\nAnd, though the gleams blind and dazzle, yet do they convey a hint of beauty and serenity greater than we have known or imagined.\n\nGreater too than we can describe; for language, which was invented to convey the meanings of this world cannot readily be fitted to the uses of another.\n\nThat all great art has this power of suggesting a world beyond is undeniable.\n\nIn some moods, nature shares it.\n\nThere is no sky in June so blue that it does not point forward to a bluer, no sunset so beautiful that it does not waken the vision of a greater beauty, a vision which passes before it is fully glimpsed, and in passing leaves an indefinable longing and regret.\n\nBut, if this world is not merely a bad joke, life a vulgar flare amid the cool radiance of the stars, and existence an empty laugh braying across the mysteries; if these intimations of a something behind and beyond are not evil humour born of indigestion, or whimsies sent by the devil to mock and madden us, if, in a word beauty means something yet we must not seek to interpret the meaning.\n\nIf we glimpse the unutterable, it is unwise to try to utter it, nor should we seek to invest with significance that which we cannot grasp.\n\nBeauty in terms of our human meanings is meaningless."},{"id":"book-4-lesson-25","bookNumber":4,"number":25,"title":"Non-Auditory Effects of Noise","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-025-non-auditory-effects-of-noise-45519335/","text":"Lesson 25. Non-Auditory Effects of Noise.\n\nFirst listen and then answer the following question.\n\nWhat conclusion does the author draw about noise and health in this piece?\n\nMany people in industry and the services who have practical experience of noise regard any investigation of this question as a waste of time.\n\nThey are not prepared even to admit the possibility that noise affects people.\n\nOn the other hand, those who dislike noise will sometimes use most inadequate evidence to support their pleas for a quieter society.\n\nThis is a pity, because noise abatement really is a good cause, and it is likely to be discredited if it gets to be associated with bad science.\n\nOne allegation often made is that noise produces mental illness.\n\nA recent article in a weekly newspaper, for instance, was headed with a striking illustration of a lady in a state of considerable distress, with the caption, She was yet another victim, reduced to a screaming wreck.\n\nOn turning eagerly to the text, one learns that the lady was a typist, who found the sound of office typewriters worried her more and more until, eventually, she had to go into a mental hospital.\n\nNow the snag in this sort of anecdote is, of course, that one cannot distinguish cause and effect.\n\nWas the noise a cause of the illness?\n\nOr were the complaints about noise merely a symptom?\n\nAnother patient might equally well complain that her neighbors were combining to slander her and persecute her, and yet one might be cautious about believing this statement.\n\nWhat is needed in the case of noise is a study of large numbers of people living under noisy conditions to discover whether they are mentally ill more often than other people are.\n\nSome time ago, the United States Navy, for instance, examined a very a large number of men working on aircraft carriers.\n\nThe study was known as Project Anihin.\n\nIt can be unpleasant to live even several miles from an aerodrome.\n\nIf you think what it must be like to share the deck of a ship with several squadrons of jet aircraft, you will realize that a modern navy is a good place to study noise.\n\nBut neither psychiatric interviews nor objective tests were able to show any effects upon these American sailors.\n\nThis result merely confirms earlier American and British studies.\n\nIf there is any effect of noise upon mental health, it must be so small that present methods of psychiatric diagnosis cannot find it.\n\nThat does not prove that it does not exist, But it does mean that noise is less dangerous than, say, being brought up in an orphanage, which really is a mental health hazard."},{"id":"book-4-lesson-26","bookNumber":4,"number":26,"title":"The Past Life of the Earth","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-026-the-past-life-of-the-earth-45519337/","text":"Lesson 26. The Past Life of the Earth.\n\nFirst listen and then answer the following question.\n\nWhat is the main condition for the preservation of the remains of any living creature?\n\nIt is animals and plants which lived in or near water whose remains are most likely to be preserved.\n\nFor one of the necessary conditions of preservation is quick burial, and it is only in the seas and rivers, and sometimes lakes, where mud and silt have been continuously deposited, that bodies and the like can be rapidly covered over and preserved.\n\nBut even in the most favorable circumstances, only a small fraction of the creatures that die are preserved in this way before decay sets in or, even more likely, before scavengers eat them.\n\nAfter all, all living creatures live by feeding on something else, whether it be plant or animal, dead or alive, and it is only by chance that such a fate is avoided.\n\nThe remains of plants and animals that lived on land are much more rarely preserved, for there is seldom anything to cover them over.\n\nWhen you think of the innumerable birds that one sees flying about, not to mention the equally numerous small animals like field mice and voles, which you do not see, it is very rarely that one comes across a dead body, except, of course, on the roads.\n\nThey decompose and are quickly destroyed by the weather or eaten by some other creature.\n\nIt is almost always due to some very special circumstances that traces of land animals survive, as by falling into inaccessible caves, or into an ice crevasse, like the Siberian mammoths, when the whole animal is sometimes preserved as in a refrigerator.\n\nThis is what happened to the famous Beresovka mammoth, which was found preserved and in good condition.\n\nIn his mouth were the remains of fir trees, the last meal that he had before he fell into the crevasse and broke his back.\n\nThe mammoth has now been restored in the Paleontological Museum in St. Petersburg.\n\nOther animals were trapped in tar pits, like the elephants, saber-toothed cats, and numerous other creatures that are found at Rancho La Brea, which is now just a suburb of Los Angeles.\n\nApparently what happened was that water collected on these tar pits, and the bigger animals like the elephants ventured out onto the apparently firm surface to drink, and were promptly bogged in the tar.\n\nAnd then, when they were dead, the carnivores, like the saber-toothed cats and the giant wolves, came out to feed and suffered exactly the same fate.\n\nThere are also endless numbers of birds in the tar as well."},{"id":"book-4-lesson-27","bookNumber":4,"number":27,"title":"The 'Vasa'","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-027-the-vasa-45519342/","text":"Lesson 27. The 'Vasa'.\n\nFirst listen and then answer the following question.\n\nWhat happened to the 'Vasa' almost immediately after she was launched?\n\nFrom the seventeenth-century empire of Sweden, the story of a galleon that sank at the start of her maiden voyage in 1628 must be one of the strangest tales of the sea.\n\nFor nearly three and a half centuries she lay at the bottom of Stockholm harbour until her discovery in 1956.\n\nThis was the Vasa, royal flagship of the great imperial fleet.\n\nKing Gustavus Adolphus 'The Northern Hurricane', then at the height of his military success in the 'Thirty Years' War, had dictated her measurements and armament.\n\nTriple gun-decks mounted sixty-four bronze cannon.\n\nShe was intended to play a leading role in the growing might of Sweden.\n\nAs she was prepared for her maiden voyage on August 10, 1628, Stockholm was in a ferment.\n\nFrom the Skeppsbron and surrounding islands the people watched this thing of beauty begin to spread her sails and catch the wind.\n\nThey had laboured for three years to produce this floating work of art; she was more richly carved and ornamented than any previous ship.\n\nThe high stern castle was a riot of carved gods, demons, knights, kings, warriors, mermaids, cherubs; and zoomorphic animal shapes ablaze with red and gold and blue, symbols of courage, power, and cruelty, were portrayed to stir the imaginations of the superstitious sailors of the day.\n\nThen the cannons of the anchored warships thundered a salute to which the Vasa fired in reply.\n\nAs she emerged from her drifting cloud of gun smoke with the water churned to foam beneath her bow, her flags flying, pennants waving, sails filling in the breeze, and the red and gold or her superstructure ablaze with colour, she presented a more majestic spectacle than Stockholmers had ever seen before.\n\nAll gun-ports were open and the muzzles peeped wickedly from them.\n\nAs the wind freshened there came a sudden squall and the ship made a strange movement, listing to port.\n\nThe Ordnance officer ordered all the port cannon to be heaved to starboard to counteract the list but the steepening angle of the decks increased.\n\nThen the sound of rumbling thunder reached the watchers on the shore, as cargo, ballast, ammunition and 400 people went sliding and crashing down to the port side of the steeply listing ship.\n\nThe lower gun-ports were now below water and the inrush sealed the ship's fate.\n\nIn that first glorious hour, the mighty Vasa, which was intended to rule the Baltic, sank with all flags flying -- in the harbour of her birth."},{"id":"book-4-lesson-28","bookNumber":4,"number":28,"title":"Patients and doctors","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-028-patients-and-doctors-45519345/","text":"Lesson 28. Patients and doctors.\n\nFirst listen and then answer the following question.\n\nWhat are patients looking for when they visit the doctor?\n\nThis is a sceptical age, but although our faith in many of the things in which our forefathers fervently believed has weakened, our confidence in the curative properties of the bottle of medicine remains the same as theirs.\n\nThis modern faith in medicines is proved by the fact that the annual drug bill of the Health Services is mounting to astronomical figures.\n\nAnd shows no signs at present of ceasing to rise.\n\nThe majority of the patients attending the medical out-patients departments of our hospitals feel that they have not received adequate treatment unless they are able to carry home with them some tangible remedy in the shape of a bottle of medicine, a box of pills, or a small jar of ointment, and the doctor in charge of the department is only too ready to provide them with these requirements.\n\nThere is no quicker method of disposing of patients than by giving them what they are asking for, and since most medical men in the Health Services are overworked and have little time for offering time-consuming and little-appreciated advice on such subjects as diet, right living, and the need for abandoning bad habits etc., the bottle, the box, and the jar are almost always granted them.\n\nNor is it only the ignorant and ill-educated person who has such faith in the bottle of medicine.\n\nIt is recounted of Thomas Carlyle that when he heard of the illness of his friend, Henry Taylor, he went off immediately to visit him, carrying with him in his pocket what remained a bottle of medicine formerly prescribed for an indisposition of Mrs. Carlyle's.\n\nCarlyle was entirely ignorant of what the bottle in his pocket contained, of the nature of the illness from which his friend was suffering, and of what had previously been wrong with his wife, but a medicine that had worked so well in one form of illness would surely be of equal benefit in another, and comforted by the thought of the help he was bringing to his friend, he hastened to Henry Taylor's house.\n\nHistory does not relate whether his friend accepted his medical help, but in all probability he did.\n\nThe great advantage of taking medicine is that it makes no demands on the taker beyond that of putting up for a moment with a disgusting taste, and that is what all patients demand of their doctors -- to be cured at no inconvenience to themselves."},{"id":"book-4-lesson-29","bookNumber":4,"number":29,"title":"The Hovercraft","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-029-the-hovercraft-45519348/","text":"Lesson 29. The Hovercraft.\n\nFirst listen and then answer the following question.\n\nWhat is a hovercraft riding on when it is in motion?\n\nMany strange new means of transport have been developed in our century, the strangest of them being perhaps the hovercraft.\n\nIn 1953, a former electronics engineer in his fifties, Christopher Cockerell, who had turned to boat building on the Norfolk Broads, suggested an idea on which he had been working for many years to the British government and industrial circles.\n\nIt was the idea of supporting a craft on a pad or cushion of low-pressure air, ringed with a curtain of high-pressure air.\n\nEver since, people have had difficulty in deciding whether the craft should be ranged among ships, planes, or land vehicles, for it is something in between a boat and an aircraft.\n\nAs a shipbuilder, Cockerell was trying to find a solution to the problem of the wave resistance, which wastes a good deal of a surface ship's power and limits its speed.\n\nHis answer was to lift the vessel out of the water by making it ride on a cushion of air, no more than one or two feet thick.\n\nThis is done by a great number of ring-shaped air jets on the bottom of the craft.\n\nIt flies, therefore, but it cannot fly higher.\n\nIts action depends on the surface, water, or ground over which it rides.\n\nThe first tests on the Solent in 1959 caused a sensation.\n\nThe hovercraft travelled first over the water, then mounted the beach, climbed up the dunes, and sat down on a road.\n\nLater, it crossed the channel, riding smoothly over the waves, which presented no problem.\n\nSince that time, various types of hovercraft have appeared and taken up regular service.\n\nThe hovercraft is particularly useful in large areas with poor communications, such as Africa or Australia.\n\nIt can become a flying fruit bowl, carrying bananas from the plantations to the ports.\n\nGiant hovercraft liners could span the Atlantic, and the railway of the future may well be the hover train, riding on its air cushion over a single rail, which it never touches, at speeds up to 300 miles per hour.\n\nThe possibilities appear unlimited."},{"id":"book-4-lesson-30","bookNumber":4,"number":30,"title":"Exploring the sea-floor","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-030-exploring-the-sea-floor-45519351/","text":"Lesson 30. Exploring the sea-floor.\n\nFirst listen and then answer the following question.\n\nHow did people probably imagine the sea-floor before it was investigated?\n\nOur knowledge of the oceans a hundred years ago was confined to the two-dimensional shape of the sea surface and the hazards of navigation presented by the irregularities in depth of the shallow water close to the land.\n\nThe open sea was deep and mysterious, and anyone who gave more than a passing thought to the bottom confines of the oceans probably assumed that the sea bed was flat.\n\nSir James Clark Ross had obtained a sounding of over 2, 400 fathoms in 1839, but it was not until 1869, when H.M.S.Porcupine was put at the disposal of the Royal Society for several cruises that a series of deep soundings was obtained in the Atlantic and the first samples were collected by dredging the bottom.\n\nShortly after this the famous H.M.S.Challenger expedition established the study of the sea-floor as a subject worthy of the most qualified physicists and geologists.\n\nA burst of activity associated with the laying of submarine cables soon confirmed the Challenger's observation that many parts of the ocean were two to three miles deep, and the existence of underwater features of considerable magnitude.\n\nToday, enough soundings are available to enable a relief map of the Atlantic to be drawn and we know something of the great variety of the sea bed's topography.\n\nSince the sea covers the greater part of the earth's surface, it is quite reasonable to regard the sea floor as the basic form of the crust of the earth, with superimposed upon it the continents, together with the islands and other features of the oceans.\n\nThe continents form rugged tablelands which stand nearly three miles above the floor of the open ocean.\n\nFrom the shore line, out to a distance which may be anywhere from a few miles to a few hundred miles, runs the gentle slope of the continental shelf, geologically part of the continents.\n\nThe real dividing line between continents and oceans occurs at the foot of a steeper slope.\n\nThis continental slope usually starts at a place somewhere near the 100-fathom mark and in the course of a few hundred miles reaches the true ocean floor at 2, 500-3, 500 fathoms.\n\nThe slope averages about 1 in 30, but contains steep, probably vertical, cliffs, and gentle sediment-covered terraces, and near its lower reaches there is a long tailing-off which is almost certainly the result of material transported out to deep water after being eroded from the continental masses."},{"id":"book-4-lesson-31","bookNumber":4,"number":31,"title":"The Sculptor Speaks","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-031-the-sculptor-speaks-45519355/","text":"Lesson 31. The Sculptor Speaks.\n\nFirst listen and then answer the following question.\n\nWhat do you have to be able to do to appreciate sculpture?\n\nAppreciation of sculpture depends upon the ability to respond to form in three dimensions.\n\nThat is perhaps why sculpture has been described as the most difficult of all arts.\n\nCertainly it is more difficult than the arts which involve appreciation of flat forms, shape in only two dimensions.\n\nMany more people are form-blind than color-blind.\n\nThe child learning to see first distinguishes only two-dimensional shape.\n\nIt cannot judge distances, depths.\n\nLater, for its personal safety and practical needs, it has to develop, partly by means of touch, the ability to judge roughly three-dimensional distances.\n\nBut having satisfied the requirements of practical necessity, most people go no further.\n\nThough they may attain considerable accuracy in the perception of flat form, they do not make the further intellectual and emotional effort needed to comprehend form in its full spatial existence.\n\nThis is what the sculptor must do.\n\nHe must strive continually to think of and use form in its full spatial completeness.\n\nHe gets the solid shape, as it were, inside his head.\n\nHe thinks of it, whatever its size, as if he were holding it completely enclosed in the hollow of his hand.\n\nHe mentally visualizes a complex form from all round itself.\n\nHe knows while he looks at one side what the other side is like.\n\nHe identifies himself with its center of gravity, its mass, its weight.\n\nHe realizes its volume as the space that the shape displaces in the air.\n\nAnd the sensitive observer of sculpture must also learn to feel shape simply as shape, not as description or reminiscence.\n\nHe must, for example, perceive an egg as a simple single solid shape, quite apart from its significance as food, or from the literary idea that it will become a bird.\n\nAnd so with solids, such as a shell, a nut, a plum, a pear, a tadpole, a mushroom, a mountain peak, a kidney, a carrot, a tree trunk, a bird, a bud, a log, a ladybird, a bulrush, a bone.\n\nFrom these, he can go on to appreciate more complex forms or combinations of several forms."},{"id":"book-4-lesson-32","bookNumber":4,"number":32,"title":"Galileo reborn","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-032-galileo-reborn-45519359/","text":"Lesson 32. Galileo reborn.\n\nFirst listen and then answer the following question.\n\nWhat has modified our traditional view of Galileo in recent times?\n\nIn his own lifetime Galileo was the centre of violent controversy, but the scientific dust has long since settled, and today we can see even his famous clash with the Inquisition in something like its proper perspective.\n\nBut, in contrast, it is only in modern times that Galileo has become a problem child for historians of science.\n\nThe old view of Galileo was delightfully uncomplicated.\n\nHe was, above all, a man who experimented: who despised the prejudice and book learning of the Aristotelians, who put his questions to nature instead of to the ancients, and who drew his conclusions fearlessly.\n\nHe had been the first to turn a telescope to the sky, and he had seen there evidence enough to overthrow Aristotle and Ptolemy together.\n\nHe was the man who climbed the Leaning Tower of Pisa and dropped various weights from the top, who rolled balls down inclined planes, and then generalized the results of his many experiments into the famous law of free fall.\n\nBut a closer study of the evidence, supported by a deeper sense of the period, and particularly by a new consciousness of the philosophical undercurrents in the scientific revolution, has profoundly modified this view of Galileo.\n\nToday, although the old Galileo lives on in many popular writings, among historians of science a new and more sophisticated picture has emerged.\n\nAt the same time our sympathy for Galileo's opponents has grown somewhat.\n\nHis telescopic observations are justly immortal; they aroused great interest at the time, they had important theoretical consequences, and they provided a striking demonstration of the potentialities hidden in instruments and apparatus.\n\nBut can we blame those who looked and failed to see what Galileo saw, if we remember that to use a telescope at the limit of its powers calls for long experience and intimate familiarity with one's instrument?\n\nWas the philosopher who refused to look through Galileo's telescope more culpable than those who alleged that the spiral nebulae observed with Lord Rosse's great telescope in the 1840s were scratches left by the grinder?\n\nWe can perhaps forgive those who said the moons of Jupiter were produced by Galileo's spyglass if we recall that in his day, as for centuries before, curved glass was the popular contrivance for producing not truth but illusion, untruth; and if a single curved glass would distort nature, how much more would a pair of them?"},{"id":"book-4-lesson-33","bookNumber":4,"number":33,"title":"Education","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-033-education-45519360/","text":"Lesson 33. Education.\n\nFirst listen and then answer the following question.\n\nWhy is education democratic in bookless, tribal societies?\n\nEducation is one of the key words of our time.\n\nA man without an education, many of us believe, is an unfortunate victim of adverse circumstances, deprived of one of the greatest 20th century opportunities.\n\nConvinced of the importance of education, modern states invest in institutions of learning to get back interest in the form of a large group of enlightened young men and women who are potential leaders.\n\nEducation, with its cycles of instruction so carefully worked out, punctuated by textbooks, books, those purchasable wells of wisdom.\n\nWhat would civilization be like without its benefits?\n\nSo much is certain that we would have doctors and preachers, lawyers and defendants, marriages and births, but our spiritual outlook would be different.\n\nWe would lay less stress on facts and figures, and more on a good memory, on applied psychology, and on the capacity of a man to get along with his fellow citizens.\n\nIf our educational system were fashioned after its bookless past, we would have the most democratic form of college imaginable.\n\nAmong tribal people, all knowledge inherited by tradition is shared by all.\n\nIt is taught to every member of the tribe, so that in this respect everybody is equally equipped for life.\n\nIt is the ideal condition of the equal start, which only our most progressive forms of modern education try to regain.\n\nIn primitive cultures, the obligation to seek and to receive the traditional instruction is binding to all.\n\nThere are no illiterates, if the term can be applied to peoples without a script, while our own compulsory school attendance became law in Germany in 1642, in France in 1806, and in England in 1876, and is still non-existent in a number of civilized nations.\n\nThis shows how long it was before we deemed it necessary to make sure that all our children could share in the knowledge accumulated by the happy few during the past centuries.\n\nEducation in the wilderness is not a matter of monetary means.\n\nAll are entitled to an equal start.\n\nThere is none of the hurry which, in our society, often hampers the full development of a growing personality.\n\nThere, a child grows up under the ever-present attention of his parents.\n\nTherefore, the jungles and the savannas know of no juvenile delinquency.\n\nNo necessity of making a living away from home results in neglect of children, and no father is confronted with his inability to buy an education for his child."},{"id":"book-4-lesson-34","bookNumber":4,"number":34,"title":"Adolescence","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-034-adolescence-45519363/","text":"Lesson 34. Adolescence.\n\nFirst listen and then answer the following question.\n\nWhat do adolescents respect in parents?\n\nParents are often upset when their children praise the homes of their friends and regard it as a slur on their own cooking or cleaning or furniture and often are foolish enough to let the adolescents see that they are annoyed.\n\nThey may even accuse them of disloyalty or make some spiteful remark about the friend's parents.\n\nSuch a loss of dignity and descent into childish behavior on the part of the adults deeply shocks the adolescents and makes them resolve that in future they will not talk to their parents about the places or people they visit.\n\nBefore very long, the parents will be complaining that the child is so secretive and never tells them anything, but they seldom realize that they have brought this on themselves.\n\nDisillusionment with the parents, however good and adequate they may be both as parents and as individuals, is to some degree inevitable.\n\nMost children have such a high ideal of their parents, unless the parents themselves have been unsatisfactory, that it can hardly hope to stand up to a realistic evaluation.\n\nParents would be greatly surprised and deeply touched if they realized how much belief their children usually have in their character and infallibility, and how much this faith means to a child.\n\nIf parents were prepared for this adolescent reaction and realized that it was a sign that the child was growing up and developing valuable powers of observation and independent judgment, they would not be so hurt and therefore would not drive the child into opposition by resenting and resisting it.\n\nThe adolescent, with his passion for sincerity, always respects a parent who admits that he is wrong or ignorant, or even that he has been unfair or unjust.\n\nWhat the child cannot forgive is the parent's refusal to admit these charges if the child knows them to be true.\n\nVictorian parents believed that they kept their dignity by retreating behind an unreasoning authoritarian attitude.\n\nIn fact, they did nothing of the kind, but children were then too cowed to let them know how they really felt.\n\nToday, we tend to go to the other extreme.\n\nBut on the whole, this is a healthier attitude both for the child and the parent.\n\nIt is always wiser and safer to face up to reality, however painful it may be at the moment."},{"id":"book-4-lesson-35","bookNumber":4,"number":35,"title":"Space odyssey","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-035-space-odyssey-45519365/","text":"Lesson 35. Space odyssey.\n\nFirst listen and then answer the following question.\n\nWhen will it be possible for us to think seriously about colonising Mars?\n\nThe Moon is likely to become the industrial hub of the Solar System supplying the rocket fuels for its ships, easily obtainable from the lunar rocks in the form of liquid oxygen.\n\nThe reason lies in its gravity.\n\nBecause the Moon has only an eightieth of the Earth's mass, it requires 97% less energy to travel the quarter of a million miles from the Moon to Earth-orbit than the 200 mile-journey from Earth's surface into orbit!\n\nThis may sound fantastic, but it is easily calculated.\n\nTo escape from the Earth in a rocket, one must travel at seven miles per second.\n\nThe comparable speed from the Moon is only 1.5 miles per second.\n\nBecause the gravity on the Moon's surface is only a sixth of Earth's (remember how easily the Apollo astronauts bounded along), it takes much less energy to accelerate to that 1.5mps than it does on Earth.\n\nMoon dwellers will be able to fly in space at only three percent of the cost of similar journeys by their terrestrial cousins.\n\nArthur C.Clark once suggested a revolutionary idea passes through three phases: 1. 'It's impossible -- don't waste my time.'\n\n2. 'It's possible, but not worth doing.'\n\n3. 'I said it was a good idea all along.'\n\nThe idea of colonising Mars -- a world 160 times more distant than the Moon -- will move decisively from the second phase to the third, when a significant number of people are living permanently in space.\n\nMars has an extraordinary fascination for would-be voyagers.\n\nAmerica, Russia and Europe are filled with enthusiasts -- many of them serious and senior scientists who dream of sending people to it.\n\nTheir aim is understandable.\n\nIt is the one world in the Solar System that is most like the Earth.\n\nIt is a world of red sandy deserts (hence its name -- the Red Planet), cloudless skies, savage sandstorms, chasms wider than the Grand Canyon and at least one mountain more than twice as tall as Everest.\n\nIt seems ideal for settlement."},{"id":"book-4-lesson-36","bookNumber":4,"number":36,"title":"The cost of government","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-036-the-cost-of-government-45519369/","text":"Lesson 36. The cost of government.\n\nFirst listen and then answer the following question.\n\nWhat's the most important factor, both in government or business,\n\nfor keeping running costs low?\n\nIf a nation is essentialy disunited, it is left to the government to hold it together.\n\nThis increases the expense of government, and reduces correspondingly the amount of economic resources that could be used for developing the country.\n\nAnd it should not be forgotten how small those resources are in a poor and backward country.\n\nWhere the cost of government is high, resources for development are correspondingly low.\n\nThis may be illustrated by comparing the position of a nation with that of a private business enterprise.\n\nAn enterprise has to incur certain costs and expenses in order to stay in business.\n\nFor our purposes, we are concerned only with one kind of cost -- the cost of managing and administering the business.\n\nSuch administrative overheads in a business are analogous to the cost of government in a nation.\n\nThe administrative overheads of a business are low to the extent that everyone working in the business can be trusted to behave in a way that best promotes the interests of the firm.\n\nIf they can each be trusted to take such responsibilities, and to exercise such initiative as falls within their sphere, then administrative overheads will be low.\n\nIt will be low because it will be necessary to have only one man looking after each job without having another man to check upon what he is doing, keep him in line, and report on him to someone else.\n\nBut if no one can be trusted to act in a loyal and responsible manner towards his job, then the business will require armies of administrators, checkers and foremen and administrative overheads will rise correspondingly.\n\nAs administrative overheads rise, so the earnings of the business after meeting the expense of administration, will fall; and the business will have less money to distribute as dividends or invest directly in its future progress and development.\n\nIt is precisely the same with a nation.\n\nTo the extent that the people can be relied on to behave in a loyal and responsible manner, the government does not require armies of police and civil servants to keep them in order.\n\nBut if a nation is disunited, the government cannot be sure that the actions of the people will be in the interests of the nation; and it will have to watch, check, and control the people accordingly.\n\nA disunited nation therefore has to incur unduly high costs of government."},{"id":"book-4-lesson-37","bookNumber":4,"number":37,"title":"The Process of Ageing","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-037-the-process-of-ageing-45519371/","text":"Lesson 37. The Process of Ageing.\n\nFirst listen and then answer the following question.\n\nWhat is one of the most unpleasant discoveries we make about ourselves as we get older?\n\nAt the age of 12 years, the human body is at its most vigorous.\n\nIt has yet to reach its full size and strength, and its owner his or her full intelligence.\n\nBut at this age the likelihood of death is least.\n\nEarlier we were infants and young children, and consequently more vulnerable.\n\nLater we shall undergo a progressive loss of our vigor and resistance, which, though imperceptible at first, will finally become so steep that we can live no longer, however well we look after ourselves and however well society and our doctors look after us.\n\nThis decline in vigor with the passing of time is called aging.\n\nIt is one of the most unpleasant discoveries which we all make that we must decline in this way, that if we escape wars, accidents, and diseases, we shall eventually die of old age, and that this happens at a rate which differs little from person to person, so that there are heavy odds in favor of our dying between the ages of 65 and 80.\n\nSome of us will die sooner.\n\nA few will live longer, on into a ninth or tenth decade.\n\nBut the chances are against it.\n\nAnd there is a virtual limit on how long we can hope to remain alive, however lucky and robust we are.\n\nNormal people tend to forget this process unless and until they are reminded of it.\n\nWe are so familiar with the fact that man ages that people have for years assumed that the process of losing vigor with time, of becoming more likely to die the older we get, was something self-evident, like the cooling of a hot kettle or the wearing out of a pair of shoes.\n\nThey have also assumed that all animals and probably other organisms such as trees or even the universe itself must in the nature of things wear out.\n\nMost animals we commonly observe do in fact age as we do if given the chance to live long enough and mechanical systems like a wound watch or the sun do in fact run out of energy in accordance with the second law of thermodynamics.\n\nWhether the whole universe does so is a moot point at present.\n\nBut these are not analogous to what happens when man ages.\n\nA run-down watch is still a watch and can be rewound.\n\nAn old watch, by contrast, becomes so worn and unreliable that it eventually is not worth mending.\n\nBut a watch could never repair itself.\n\nIt does not consist of living parts, only of metal, which wears away by friction.\n\nWe could at one time repair ourselves, well enough at least to overcome all but the most instantly fatal illnesses and accidents.\n\nBetween twelve and eighty years we gradually lose this power, an illness which at 12 would knock us over, at 80 can knock us out and into our grave.\n\nIf we could stay as vigorous as we are at 12, it would take about 700 years for half of us to die, and another 700 for these survivors to be reduced by half again."},{"id":"book-4-lesson-38","bookNumber":4,"number":38,"title":"Water and the traveller","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-038-water-and-the-traveller-45519373/","text":"Lesson 38. Water and the traveller.\n\nFirst listen and then answer the following question.\n\nWhat does this text describe?\n\nContamination of water supplies is usually due to poor sanitation close to water sources, sewage disposal into the sources themselves, leakage of sewage into distribution systems or contamination with industrial or farm waste.\n\nEven if a piped water supply is safe at its source, it is not always safe by the time it reaches the tap.\n\nIntermittent tap-water supplies should be regarded as particularly suspect.\n\nTravellers on short trips to areas with water supplies of uncertain quality should avoid drinking tap-water, or untreated water from any other source.\n\nIt is best to keep to hot drinks, bottled or canned drinks of well-known brand names- international standard of water treatment are usually followed at bottling plants.\n\nCarbonated drinks are acidic, and slightly safer.\n\nMake sure that all bottles are opened in your presence, and that their rims are clean and dry.\n\nBoiling is always a good way of treating water.\n\nSome hotels supply boiled water on request and this can be used for drinking, or for brushing teeth.\n\nPortable boiling elements that can boil small quantities of water are useful when the right voltage of electricity is available.\n\nRefuse politely any cold drink from an unknown source.\n\nIce is only as safe as the water from which it is made, and should not be put in drinks unless it is known to be safe.\n\nDrinks can be cooled by placing them on ice rather than adding ice to them.\n\nAlcohol may be a medical disinfectant, but should not be relied upon to sterilize water.\n\nEthanol is more effective at a concentration of 50-70 percent; below 20 per cent, its bactericidal action is negligible.\n\nSpirits labelled 95 proof contain only about 47 per cent alcohol.\n\nBeware of methylated alcohol, which is very poisonous and should never be added to drinking water.\n\nIf no other safe water supply can be obtained, tap water that is too hot to touch can be left to cool and is generally safe to drink.\n\nThose planning a trip to remote areas, or intending to live in countries where drinking water is not readily available, should know about the various possible methods for making water safe."},{"id":"book-4-lesson-39","bookNumber":4,"number":39,"title":"What Every Writer Wants","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-039-what-every-writer-wants-45519375/","text":"Lesson 39. What Every Writer Wants.\n\nFirst listen and then answer the following question.\n\nHow do professional writers ignore what they were taught at school about writing?\n\nI have known very few writers, but those I have known and whom I respect confess at once that they have little idea where they are going when they first set pen to paper.\n\nThey have a character, perhaps two.\n\nThey are in that condition of eager discomfort which passes for inspiration.\n\nAll admit radical changes of destination once the journey has begun.\n\nOne, to my certain knowledge, spent nine months on a novel about Kashmir, then reset the whole thing in the Scottish Highlands.\n\nI never heard of anyone making a skeleton as we were taught at school.\n\nIn the breaking and remaking, in the timing, interweaving, beginning afresh, the writer comes to discern things in his material which were not consciously in his mind when he began.\n\nThis organic process, often leading to moments of extraordinary self-discovery, is of an indescribable fascination.\n\nA blurred image appears.\n\nHe adds a brushstroke, and another, and it is gone.\n\nBut something was there, and he will not rest till he has captured it.\n\nSometimes the yeast within a writer outlives a book he has written.\n\nI have heard of writers who read nothing but their own books.\n\nLike adolescents, they stand before the mirror and still cannot fathom the exact outline of the vision before them.\n\nFor the same reason, writers talk interminably about their own books, winkling out hidden meanings, superimposing new ones, begging response from those around them.\n\nOf course, a writer doing this is misunderstood.\n\nHe might as well try to explain a crime or a love affair.\n\nHe is also, incidentally, an unforgivable bore.\n\nThis temptation to cover the distance between himself and the reader, to study his image in the sight of those who do not know him, can be his undoing.\n\nHe has begun to write to please.\n\nA young English writer made the pertinent observation a year or two back that the talent goes into the first draft, and the art into the drafts that follow.\n\nFor this reason also the writer, like any other artist, has no resting place, no crowd or movement in which he may take comfort, no judgment from outside which can replace the judgment from within.\n\nA writer makes order out of the anarchy of his heart.\n\nHe submits himself to a more ruthless discipline than any critic dreamed of.\n\nAnd when he flirts with fame, he is taking time off from living with himself, from the search for what his world contains at its inmost point."},{"id":"book-4-lesson-40","bookNumber":4,"number":40,"title":"Waves","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-040-waves-45519376/","text":"Lesson 40. Waves.\n\nFirst listen and then answer the following question.\n\nWhat false impression does an ocean wave convey to the observer?\n\nWaves are the children of the struggle between ocean and atmosphere, the ongoing signatures of infinity.\n\nRays from the sun excite and energize the atmosphere of the earth, awakening it to flow, to movement, to rhythm, to life.\n\nThe wind then speaks the message of the sun to the sea, and the sea transmits it on through waves, an ancient, exquisite, powerful message.\n\nThese ocean waves are among the earth's most complicated natural phenomenon.\n\nThe basic features include a crest, the highest point of the wave, a trough, the lowest point, a height, the vertical distance from the trough to the crest, a wavelength, the horizontal distance between two wave crests, and a period, which is the time it takes a wave crest to travel one wavelength.\n\nAlthough an ocean wave gives the impression of a wall of water moving in your direction, in actuality waves move through the water leaving the water about where it was.\n\nIf the water was moving with the wave, the ocean and everything on it would be racing in to the shore with obviously catastrophic results.\n\nAn ocean wave passing through deep water causes a particle on the surface to move in a roughly circular orbit, drawing the particle first towards the advancing wave, then up into the wave, then forward with it, and then, as the wave leaves the particles behind, back to its starting point again.\n\nFrom both maturity to death, a wave is subject to the same laws as any other living thing.\n\nFor a time, it assumes a miraculous individuality that, in the end, is reabsorbed into the great ocean of life.\n\nThe undulating waves of the open sea are generated by three natural courses wind, earth movements or tremors, and the gravitational pull of the moon and the sun.\n\nOnce waves have been generated, gravity is the force that drives them in a continual attempt to restore the ocean surface to a flat plain."},{"id":"book-4-lesson-41","bookNumber":4,"number":41,"title":"Training Elephants","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-041-training-elephants-45519379/","text":"Lesson 41. Training Elephants.\n\nFirst listen and then answer the following question.\n\nAt what point does the training of a captive wild elephant begin?\n\nTwo main techniques have been used for training elephants, which we may call respectively the tough and the gentle.\n\nThe former method simply consists of setting an elephant to work and beating him until he does what is expected of him.\n\nApart from any moral considerations, this is a stupid method of training, for it produces a resentful animal who at a later stage may well turn man-killer.\n\nThe gentle method requires more patience in the early stages, but produces a cheerful, good-tempered elephant who will give many years of loyal service.\n\nThe first essential in elephant training is to assign to the animal a single mahout, who will be entirely responsible for the job.\n\nElephants like to have one master, just as dogs do, and are capable of a considerable degree of personal affection.\n\nThere are even stories of half-trained elephant calves who have refused to feed and pine to death when by some unavoidable circumstance they have been deprived of their own trainer.\n\nSuch extreme cases must probably be taken with a grain of salt, but they do underline the general principle that the relationship between elephant and mahout is the key to successful training.\n\nThe most economical age to capture an elephant for training is between 15 and 20 years, for it is then almost ready to undertake heavy work and can begin to earn its keep straight away.\n\nBut animals of this age do not easily become subservient to man, and a very firm hand must be employed in the early stages.\n\nThe captive elephant, still roped to a tree, plunges and screams every time a man approaches, and for several days will probably refuse all food through anger and fear.\n\nSometimes a tame elephant is tethered nearby to give the wild one confidence, and in most cases the captive gradually quietens down and begins to accept its food.\n\nThe next stage is to get the elephant to the training establishment, a ticklish business which is achieved with the aid of two tame elephants roped to the captive on either side.\n\nWhen several elephants are being trained at one time, it is customary for the new arrival to be placed between the stalls of two captives, whose training is already well advanced.\n\nIt is then left completely undisturbed with plenty of food and water, so that it can absorb the atmosphere of its new home and see that nothing particularly alarming is happening to its companions.\n\nWhen it is eating normally, its own training begins.\n\nThe trainer stands in front of the elephant holding a long stick with a sharp metal point.\n\nTwo assistants, mounted on tame elephants, control the captive from either side, while others rub their hands over his skin to the accompaniment of a monotonous and soothing chant.\n\nThis is supposed to induce pleasurable sensations in the elephant, and its effects are reinforced by the use of endearing epithets, such as, Ho, my son, or Ho, my father, or my mother, according to the age and sex of the captive.\n\nThe elephant is not immediately susceptible to such blandishments, however, and usually lashes fiercely with its trunk in all directions.\n\nThese movements are controlled by the trainer with the metal pointed stick, and the trunk eventually becomes so sore that the elephant curls it up and seldom afterwards uses it for offensive purposes."},{"id":"book-4-lesson-42","bookNumber":4,"number":42,"title":"Recording an earthquake","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-042-recording-an-earthquake-45519381/","text":"Lesson 42. Recording an earthquake.\n\nFirst listen and then answer the following question.\n\nWhat does a pen have to do to record on paper the vibrations generated by an earthquake?\n\nAn earthquake comes like a thief in the night, without warning.\n\nIt was necessary, therefore, to invent instruments that neither slumbered nor slept.\n\nSome devices were quite simple.\n\nOne, for instance, consisted of rods of various lengths and thicknesses which would stand up on end like ninepins.\n\nWhen a shock came, it shook the rigid table upon which these stood.\n\nIf it were gentle, only the more unstable rods fell.\n\nIf it were severe, they all fell.\n\nThus the rods, by falling, and by the direction in which they fell, recorded for the slumbering scientist the strength of a shock that was too weak to waken him, and the direction from which it came.\n\nBut instruments far more delicate than that were needed if any really serious advance was to be made.\n\nThe ideal to be aimed at was to devise an instrument that could record with a pen on paper, the movements of the ground or of the table as the quake passed by.\n\nWhile I write my pen moves, but the paper keeps still.\n\nWith practice, no doubt, I could in time learn to write by holding the pen still while the paper moved.\n\nThat sounds a silly suggestion, but that was precisely the idea adopted in some of the early instruments (seismometers) for recording earthquake waves.\n\nBut when table, penholder and paper are all moving, how is it possible to write legibly?\n\nThe key to a solution of that problem lay in an everyday observation.\n\nWhy does a person standing in a bus or train tend to fall when a sudden start is made?\n\nIt is because his feet move on, but his head stays still.\n\nA simple experiment will help us a little further.\n\nTie a heavy weight at the end of a long piece of string.\n\nWith the hand held high in the air, hold the string so that the weight nearly touches the ground.\n\nNow move the hand to and fro and around but not up and down.\n\nIt will be found that the weight moves but slightly or not at all.\n\nImagine a pen attached to the weight in such a way that its point rests upon a piece of paper on the floor.\n\nImagine an earthquake shock shaking the floor, the paper, you and your hand.\n\nIn the midst of all this movement, the weight and the pen would be still.\n\nBut as the paper moved from side to side under the pen point, its movement would be recorded in ink upon its surface.\n\nIt was upon this principle that the first instruments were made, but the paper was wrapped round a drum which rotated slowly.\n\nAs long as all was still, the pen drew a straight line, but while the drum was being shaken, the line that the pen was drawing wriggled from side to side.\n\nThe apparatus thus described, however, records only the horizontal component of the wave movement, which is, in fact, much more complicated.\n\nIf we could actually see the path described by a particle, such as a sand grain in the rock, it would be more like that of a bluebottle buzzing round the room; it would be up and down, to and fro and from side to side.\n\nInstruments have been devised and can be so placed that all three elements can be recorded in different graphs.\n\nWhen the instrument is situated at more than 700 miles from the earthquake centre, the graphic record shows three waves arriving one after the other at short intervals.\n\nThe first records the arrival of longitudinal vibrations.\n\nThe second marks the arrival of transverse vibrations which travel more slowly and arrive several minutes after the first.\n\nThese two have travelled through the earth.\n\nIt was from the study of these that so much was learnt about the interior of the earth.\n\nThe third, or main wave is the slowest and has travelled round the earth through the surface rocks."},{"id":"book-4-lesson-43","bookNumber":4,"number":43,"title":"Are There Strangers in Space","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-043-are-there-strangers-in-space-45519384/","text":"Lesson 43. Are There Strangers in Space.\n\nFirst listen and then answer the following question.\n\nWhat does the uniquely rational way for us to communicate with other intelligent beings in space depend on?\n\nWe must conclude from the work of those who have studied the origin of life that given a planet only approximately like our own, life is almost certain to start.\n\nOf all the planets in our own solar system, we are now pretty certain the Earth is the only one on which life can survive.\n\nMars is too dry and poor in oxygen, Venus far too hot, and so is Mercury, And the outer planets have temperatures near absolute zero and hydrogen-dominated atmospheres.\n\nBut other suns, stars as the astronomers call them, are bound to have planets like our own.\n\nAnd as the number of stars in the universe is so vast, this possibility becomes virtual certainty.\n\nThere are 100,000 million stars in our own Milky Way alone.\n\nAnd then there are 3,000 million other Milky Ways or galaxies in the universe.\n\nSo the number of stars that we know exists is now estimated at about 300 million million million.\n\nAlthough perhaps only 1% of the life that has started somewhere will develop into highly complex and intelligent patterns, so vast is the number of planets that intelligent life is bound to be a natural part of the universe.\n\nIf then we are so certain that other intelligent life exists in the universe, why have we had no visitors from outer space yet?\n\nFirst of all, they may have come to this planet of ours thousands or millions of years ago and found our then prevailing primitive state completely uninteresting to their own advanced knowledge.\n\nProfessor Ronald Bracewell, a leading American radio astronomer, argued in Nature that such a superior civilization on a visit to our own solar system may have left an automatic messenger behind to await the possible awakening of an advanced civilization.\n\nSuch a messenger receiving our radio and television signals might well retransmit them back to its home planet, although what impression any other civilization would thus get from us is best left unsaid.\n\nBut here we come up against the most difficult of all obstacles to contact with people on other planets, the astronomical distances which separate us.\n\nAs a reasonable guess, they might, on an average, be 100 light-years away.\n\nA light-year is the distance which light travels at 186,000 miles per second in one year, namely 6 million million miles.\n\nRadio waves also travel at the speed of light, and assuming such an automatic messenger picked up our first broadcasts of the 1920s, the message to its home planet is barely halfway there.\n\nSimilarly, our own present primitive chemical rockets, though good enough to orbit men, have no chance of transporting us to the nearest other star, four light-years away, let alone distances of tens or hundreds of light-years.\n\nFortunately, there is a uniquely rational way for us to communicate with other intelligent beings.\n\nAs Walter Sullivan has put it in his excellent book, We Are Not Alone, this depends on the precise radio frequency of the 21 centimeter wavelength, or 1420 megacycles per second.\n\nIt is the natural frequency of emission of the hydrogen atoms in space and was discovered by us in 1951.\n\nIt must be known to any kind of radio astronomer in the universe.\n\nOnce the existence of this wavelength had been discovered, it was not long before its use as the uniquely recognizable broadcasting frequency for interstellar communication was suggested.\n\nWithout something of this kind, searching for intelligences on other planets would be like trying to meet a friend in London without a pre-arranged rendezvous and absurdly wandering the streets in the hope of a chance encounter."},{"id":"book-4-lesson-44","bookNumber":4,"number":44,"title":"Patterns of culture","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-044-patterns-of-culture-45519387/","text":"Lesson 44. Patterns of culture.\n\nFirst listen and then answer the following question.\n\nWhat influences us from the moment of birth?\n\nCustom has not commonly been regarded as a subject of any great moment.\n\nThe inner workings of our own brains we feel to be uniquely worthy of investigation, but custom, we have a way of thinking, is behaviour at is most commonplace.\n\nAs a matter of fact, it is the other way around.\n\nTraditional custom, taken the world over, is a mass of detailed behaviour more astonishing than what any one person can ever evolve in individual actions, no matter how aberrant.\n\nYet that is a rather trivial aspect of the matter.\n\nThe fact of first-rate importance is the predominant role that custom plays in experience and in belief, and the very great varieties it may manifest.\n\nNo man ever looks at the world with pristine eyes.\n\nHe sees it edited by a definite set of customs and institutions and ways of thinking.\n\nEven in his philosophical probings he cannot go behind these stereotypes; his very concepts of the true and the false will still have reference to his particular traditional customs.\n\nJohn Dewey has said in all seriousness that the part played by custom in shaping the behaviour of the individual, as against any way in which he can affect traditional custom, is as the proportion of the total vocabulary of his mother tongue against those words of his own baby talk that are taken up into the vernacular of his family.\n\nWhen one seriously studies the social orders that have had the opportunity to develop autonomously, the figure becomes no more than an exact and matter-of-fact observation.\n\nThe life history of the individual is first and foremost an accommodation to the patterns and standards traditionally handed down in his community.\n\nFrom the moment of his birth, the customs into which he is born shape his experience and behaviour.\n\nBy the time he can talk, he is the little creature of his culture, and by the time he is grown and able to take part in its activities, its habits are his habits, its beliefs his beliefs, its impossibilities his impossibilities.\n\nEvery child that is born into his group will share them with him, and no child born into one on the opposite side of the globe can ever achieve the thousandth part.\n\nThere is no social problem it is more incumbent upon us to understand than this of the role of custom.\n\nUntil we are intelligent as to its laws and varieties, the main complicating facts of human life must remain unintelligible.\n\nThe study of custom can be profitable only after certain preliminary propositions have been accepted, and some of these propositions have been violently opposed.\n\nIn the first place, any scientific study requires that there be no preferential weighting of one or another of the items in the series it selects for its consideration.\n\nIn all the less controversial fields, like the study of cacti or termites or the nature of nebulae, the necessary method of study is to group the relevant material and to take note of all possible variant forms and conditions.\n\nIn this way, we have learned all that we know of the laws of astronomy, or of the habits of the social insects, let us say.\n\nIt is only in the study of man himself that the major social sciences have substituted the study of one local variation, that of Western civilization.\n\nAnthropology was by definition impossible, as long as these distinctions between ourselves and the primitive, ourselves and the barbarian, ourselves and the pagan, held sway over people's minds.\n\nIt was necessary first to arrive at that degree of sophistication where we no longer set our own belief against our neighbour's superstition.\n\nIt was necessary to recognize that these institutions which are based on the same premises, let us say the supernatural, must be considered together, our own among the rest."},{"id":"book-4-lesson-45","bookNumber":4,"number":45,"title":"Of men and galaxies","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-045-of-men-and-galaxies-45519389/","text":"Lesson 45. Of men and galaxies.\n\nFirst listen and then answer the following question.\n\nWhat is the most influential factor in any human society?\n\nIn man's early days, competition with other creatures must have been critical.\n\nBut this phase of our development is now finished.\n\nIndeed, we lack practice and experience nowadays in dealing with primitive conditions.\n\nI am sure that, without modern weapons, I would make a very poor show of disputing the ownership of a cave with a bear, and in this I do not think that I stand alone.\n\nThe last creature to compete with man was the mosquito.\n\nBut even the mosquito has been subdued by attention to drainage and by chemical sprays.\n\nCompetition between ourselves, person against person, community against community, still persists, however; and it is as fierce as it ever was.\n\nBut the competition of man against man is not the simple process envisioned in biology.\n\nIt is not a simple competition for a fixed amount of food determined by the physical environment, because the environment that determines our evolution is no longer essentially physical.\n\nOur environment is chiefly conditoned by the things we believe.\n\nMorocco and California are bits of the Earth in very similar latitudes, both on the west coasts of continents with similar climates, and probably with rather similar natural resources.\n\nYet their present development is wholly different, not so much because of different people even, but because of the different thoughts that exist in the minds of their inhabitants.\n\nThis is the point I wish to emphasize.\n\nThe most important factor in our environment is the state of our own minds.\n\nIt is well known that where the white man has invaded a primitive culture, the most destructive effects have come not from physical weapons but from ideas.\n\nIdeas are dangerous.\n\nThe Holy Office knew this full well when it caused heretics to be burned in days gone by.\n\nIndeed, the concept of free speech only exists in our modern society because when you are inside a community, you are conditioned by the conventions of the community to such a degree that it is very difficult to conceive of anything really destructive.\n\nIt is only someone looking on from outside that can inject the dangerous thoughts.\n\nI do not doubt that it would be possible to inject ideas into the modern world that would utterly destroy us.\n\nI would like to give you an example, but fortunately I cannot do so.\n\nPerhaps it will suffice to mention the nuclear bomb.\n\nImagine the effect on a reasonably advanced technological society, one that still does not possess the bomb, of making it aware of the possibility, of supplying suffcient details to enable the thing to be constructed 20 or 30 pages of information handed to any of the major world powers around the year 1925, would have been sufficient to change the course of world history.\n\nIt is a strange thought, but I believe a correct one, that twenty or thirty pages of ideas and information would be capable of turning the present-day world upside down, or even destroying it.\n\nI have often tried to conceive of what those pages might contain, but of course I cannot do so because I am a prisoner of the present-day world, just as all of you are.\n\nWe cannot think outside the particular patterns that our brains are conditioned to, or, to be more accurate we can think only a very little way outside and then only if we are very original."},{"id":"book-4-lesson-46","bookNumber":4,"number":46,"title":"Hobbies","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-046-hobbies-45519393/","text":"Lesson 46. Hobbies.\n\nFirst listen and then answer the following question.\n\nWho, according to the author, are 'Fortune's favoured children'?\n\nA gifted American psychologist has said, 'Worry is a spasm of the emotion; the mind catches hold of something and will not let it go.'\n\nIt is useless to argue with the mind in this condition.\n\nThe stronger the will, the more futile the task.\n\nOne can only gently insinuate something else into its convulsive grasp.\n\nAnd if this something else is rightly chosen, if it is really attended by the illumination of another field of interest, gradually, and often quite swiftly, the old undue grip relaxes and the process of recuperation and repair begins.\n\nThe cultivation of a hobby and new forms of interest is therefore a policy of the first importance to a public man.\n\nBut this is not a business that can be undertaken in a day or swiftly improvised by a mere command of the will.\n\nThe growth of alternative mental interests is a long process.\n\nThe seeds must be carefully chosen; they must fall on good ground; they must be sedulously tended, if the vivifying fruits are to be at hand when needed.\n\nTo be really happy and really safe, one ought to have at least two or three hobbies, and they must all be real.\n\nIt is no use starting late in life to say: 'I will take an interest in this or that.'\n\nSuch an attempt only aggravates the strain of mental effort.\n\nA man may acquire great knowledge of topics unconnected with his daily work, and yet get hardly any benefit or relief.\n\nIt is no use doing what you like; you have got to like what you do.\n\nBroadly speaking, human beings may be divided into three classes: those who are toiled to death, those who are worried to death, and those who are bored to death.\n\nIt is no use offering the manual labourer, tired out with a hard week's sweat and effort the chance of playing a game of football or baseball on Saturday afternoon.\n\nIt is no use inviting the politician or the professional or business man, who has been working or worrying about serious things for six days, to work or worry about trifling things at the weekend.\n\nAs for the unfortunate people who can command everything they want, who can gratify every caprice and lay their hands on almost every object of desire-- for them a new pleasure a new excitement is only an additional satiation.\n\nIn vain they rush frantically round from place to place, trying to escape from avenging boredom by mere clatter and motion.\n\nFor them discipline in one form or another is the most hopeful path.\n\nIt may also be said that rational, industrious, useful human beings are divided into two classes: first, those whose work is work and whose pleasure is pleasure; and secondly, those whose work and pleasure are one.\n\nOf these the former are the majority.\n\nThey have their compensations.\n\nThe long hours in the office or the factory bring with them as their reward, not only the means of sustenance, but a keen appetite for pleasure even in its simplest and most modest forms.\n\nBut Fortune's favoured children belong to the second class.\n\nTheir life is a natural harmony.\n\nFor them the working hours are never long enough.\n\nEach day is a holiday, and ordinary holidays, when they come, are grudged as enforced interruptions in an absorbing vocation.\n\nYet to both classes, the need of an alternative outlook, of a change of atmosphere of a diversion of effort, is essential.\n\nIndeed, it may well be that those whose work is their pleasure are those who most need the means of banishing it at intervals from their minds."},{"id":"book-4-lesson-47","bookNumber":4,"number":47,"title":"The Great Escape","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-047-the-great-escape-45519396/","text":"Lesson 47. The Great Escape.\n\nFirst listen and then answer the following question.\n\nWhat is one of the features of modern camping where nationality is concerned?\n\nEconomy is one powerful motive for camping, since after the initial outlay upon equipment, or through hiring it, the total expense can be far less than the cost of hotels.\n\nBut contrary to popular assumption, it is far from being the only one or even the greatest.\n\nThe man who maneuvers carelessly into his 20 pounds worth of space at one of Europe's myriad permanent sites may find himself bumping a Bentley.\n\nMore likely, Ford Escort will be hub to hub with Renault or Mercedes, but rarely with bicycles made for two.\n\nThat the equipment of modern camping becomes yearly more sophisticated is an entertaining paradox for the cynic, a brighter promise for the hopeful traveler who has sworn to get away from it all.\n\nIt also provides, and some student sociologists might care to base his thesis upon this phenomenon, an escape of another kind.\n\nThe modern traveller is often a man who dislikes the splendide and the bella vista, not because he cannot afford or shuns their material comforts, but because he is afraid of them.\n\nAffluent he may be, but he is by no means sure what to tip the doorman or the chambermaid.\n\nMaster in his own house, he has little idea of when to say a boo to a maître d'hôtel.\n\nFrom all such fears, camping releases him.\n\nGranted, a snobbery of camping itself, based upon equipment and techniques, already exists, but it is of a kind that, if he meets it, he can readily understand and deal with.\n\nThere is no superior they in the shape of managements and hotel hierarchies to darken his holiday days.\n\nTo such motives yet another must be added.\n\nThe contemporary phenomenon of car-worship is to be explained not least by the sense of independence and freedom that ownership entails.\n\nTo this pleasure camping gives an exquisite refinement.\n\nFrom one's own front door to home or foreign hills or sands and back again, everything is to hand.\n\nNot only are the means of arriving at the holiday paradise entirely within one's own command and keeping, but the means of escape from holiday hell, if the beach proves too crowded, the local weather too inclement, are there outside or, as likely, part of the tent.\n\nIdealists have objected to the practice of camping as to the package tour that the traveler abroad thereby denies himself the opportunity of getting to know the people of the country visited.\n\nInsularity and self-containment, it is argued, go hand in hand.\n\nThe opinion does not survive experience of a popular continental camping place.\n\nHoliday hotels tend to cater for one nationality of visitors especially, sometimes exclusively.\n\nCamping sites, by contrast, are highly cosmopolitan.\n\nGranted, a preponderance of Germans is a characteristic that seems common to most Mediterranean sites, but as yet there is no overwhelmingly specialized patronage.\n\nNotices forbidding the open-air drying of clothes, or the use of water points for car washing, or those inviting our camping friends to a dance or a boat trip are printed not only in French or Italian or Spanish, but also in English, German, and Dutch.\n\nAt mealtimes, the odor of sauerkraut vies with that of garlic.\n\nThe Frenchman's breakfast coffee competes with the Englishman's bacon and eggs.\n\nWhether the remarkable growth of organized camping means the eventual death of the more independent kind is hard to say.\n\nMunicipalities naturally want to secure the campers' site fees and other custom.\n\nPolice are wary of itinerants, who cannot be traced to a recognized camp boundary or to four walls.\n\nBut most probably it will all depend upon campers themselves.\n\nHow many heath fires they cause, how much litter they leave.\n\nIn short, whether or not they wholly alienate landowners and those who live in the countryside.\n\nOnly good scouting is likely to preserve the freedom so dear to the heart of the eternal Boy Scout."},{"id":"book-4-lesson-48","bookNumber":4,"number":48,"title":"Planning a share portfolio","sourceUrl":"https://www.lingq.com/en/learn-english-online/courses/2811316/4-048-planning-a-share-portfolio-45519398/","text":"Lesson 48. Planning a share portfolio.\n\nFirst listen and then answer the following question.\n\nHow does the older investor differ in his approach to investment from the younger investor?\n\nThere is no shortage of tipsters around offering 'get-rich-quick' opportunities.\n\nBut if you are a serious private investor, leave the Las Vegas mentality to those with money to fritter.\n\nThe serious investor needs a proper 'portfolio' --a well-planned selection of investments, with a definite structure and a clear aim.\n\nBut exactly how does a newcomer to the stock market go about achieving that?\n\nWell, if you go to five reputable stock brokers and ask them what you should do with your money, you're likely to get five different answers, -- even if you give all the relevant information about your age, family, finances and what you want from your investments.\n\nMoral?\n\nThere is no one 'right' way to structure a portfolio.\n\nHowever, there are undoubtedly some wrong ways, and you can be sure that none of our five advisers would have suggested sinking all (or perhaps any) of your money into Periwigs.\n\nSo what should you do?\n\nWe'll assume that you have sorted out the basics -- like mortgages, pensions, insurance and access to sufficient cash reserves.\n\nYou should then establish your own individual aims.\n\nThese are partly a matter of personal circumstances, partly a matter of psychology.\n\nFor instance, if you are older you have less time to recover from any major losses, and you may well wish to boost your pension income.\n\nSo preserving your capital and generating extra income are your main priorities.\n\nIn this case, you'd probably construct a portfolio with some shares (but not high risk ones), along with gilts, cash deposits, and perhaps convertibles or the income shares of split capital investment trusts.\n\nIf you are younger, and in a solid financial position, you may decide to take an aggressive approach -- but only if you're blessed with a sanguine disposition and won't suffer sleepless nights over share prices.\n\nIf you recognize yourself in this description, you might include a couple of heady growth stocks in your portfolio, alongside your more pedestrian investments.\n\nOnce you have decided on your investment aims you can then decide where to put your money.\n\nThe golden rule here is spread your risk -- if you put all of your money into Periwigs International, you're setting yourself up as a hostage to fortune."}]}]}</script>
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