Chicken soup for the soul - The gentlest need

At least once a day our old black cat comes to one of us in a way that we've all come to see as a special request. It does not mean he wants to be fed or to be let out or anything of that sort. His need is for something very different. If you have a lap handy, he'll jump into it; if you don't, he's likely to stand there looking wistful until you make him one. Once in it, he begins to vibrate almost before you stroke his back, scratch his chin and tell him over and over what a good kitty he is. Then his motor really revs up; he squirms to get comfortable; he "makes big hands." Every once in a while one of his purrs gets out of control and turns into a snort. He looks at you with wide open eyes of adoration, and he gives you the cat's long slow blink of ultimate trust. After a while, little by little, he quiets down. If he senses that it's all right, he may stay in your lap for a cozy nap. But he is just as likely to hop down and stroll away about his business. Either way, he's all right. Our daughter puts it simply: "Blackie needs to be purred." In our household he isn't the only one who has that need: I share it and so does my wife. We know the need isn't exclusive to any one age group. Still, because I am a schoolman as well as a parent, I associate it especially with youngsters, with their quick, impulsive need for a hug, a warm lap, a hand held out, a coverlet tucked in, not because anything's wrong, not because anything needs doing, just because that's the way they are. There are a lot of things I'd like to do for all children. If I could do just one, it would be this: to guarantee every child, everywhere, at least one good purring every day. Kids, like cats, need time to purr.

Fred T. Wilhelms

Chicken soup for the soul - Big Ed

When I arrived in the city to present a seminar on Tough-Minded Management, a small group of people took me to dinner to brief me on the people I would talk to the next day. The obvious leader of the group was Big Ed, a large burly man with a deep rumbling voice. At dinner he informed me that he was a troubleshooter for a huge international organization. His job was to go into certain divisions or subsidiaries to terminate the employment of the executive in charge. "Joe," he said, "I'm really looking forward to tomorrow because all of the guys need to listen to a tough guy like you. They're gonna find out that my style is the right one." He grinned and winked. I smiled. I knew the next day was going to be different from what he was anticipating. The next day he sat impassively all through the seminar and left at the end without saying anything to me. Three years later I returned to that city to present another management seminar to approximately the same group. Big Ed was there again. At about ten o'clock he suddenly stood up and asked loudly, "Joe, can I say something to these people?" I grinned and said, "Sure. When anybody is as big as you are, Ed, he can say anything he wants." Big Ed went on to say, "All of you guys know me and some of you know what's happened to me. I want to share it, however, with all of you. Joe, I think you'll appreciate it by the time I've finished. "When I heard you suggest that each of us, in order to become really tough-minded, needed to learn to tell those closest to us that we really loved them, I thought it was a bunch of sentimental garbage. I wondered what in the world that had to do with being tough. You had said toughness is like leather, and hardness is like granite, that the tough mind is open, resilient, disciplined and tenacious. But I couldn't see what love had to do with it. "That night, as I sat across the living room from my wife, your words were still bugging me. What kind of courage would it take to tell my wife I loved her? Couldn't anybody do it? You had also said this should be in the daylight and not in the bedroom. I found myself clearing my throat and starting and then stopping. My wife looked up and asked me what I had said, and I answered, 'Oh nothing.' Then suddenly, I got up, walked across the room, nervously pushed her newspaper aside and said, 'Alice, I love you.' For a minute she looked startled. Then the tears came to her eyes and she said softly, 'Ed, I love you, too, but this is the first time in 25 years you've said it like that.' "We talked a while about how love, if there's enough of it, can dissolve all kinds of tensions, and suddenly I decided on the spur of the moment to call my oldest son in New York. We have never really communicated well. When I got him on the phone, I blurted out, 'Son, you're liable to think I'm drunk, but I'm not. I just thought I'd call you and tell you I love you.' 'There was a pause at his end and then I heard him say quietly, 'Dad, I guess I've known that, but it's sure good to hear. I want you to know I love you, too.' We had a good chat and then I called my youngest son in San Francisco. We had been closer. I told him the same thing and this, too, led to a real fine talk like we'd never really had. "As I lay in bed that night thinking, I realized that all the things you'd talked about that day—real management nuts and bolts—took on extra meaning, and I could get a handle on how to apply them if I really understood and practiced tough-minded love. "I began to read books on the subject. Sure enough, Joe, a lot of great people had a lot to say, and I began to realize the enormous practicality of applied love in my life, both at home and at work. "As some of you guys here know, I really changed the way I work with people. I began to listen more and to really hear. I learned what it was like to try to get to know people's strengths rather than dwelling on their weaknesses. I began to discover the real pleasure of helping build their confidence. Maybe the most important thing of all was that I really began to understand that an excellent way to show love and respect for people was to expect them to use their strengths to meet objectives we had worked out together. 'Joe, this is my way of saying thanks. Incidentally, talk about practical! I'm now executive vice-president of the company and they call me a pivotal leader. Okay, you guys, now listen to this guy!"

Joe Batten

ESLPodcast 34 - Cafe Living

One of my favorite hang-outs is a cafe near where I live called Bolivar in Santa Monica. It's only five minutes away, and its never too busy to find a table. Sometimes it can be bustling, but that's usually just in the morning during rush hour or at lunchtime. The owners are from Venezuela, and always have some cool music playing in the background.

Yesterday, I decided to take my New York Times and my laptop and kill a few hours there. I ordered the usual. I'm a regular , the folks there know I want a Vanilla Latte with a double shot of espresso, hold the whipped cream. Sometimes I'll order a coffee cake if I'm feeling a little hungry. The cafe also has soup and sandwich menu you can order off of.

Cafes are great for people watching. Sometimes I just sit and watch the people come and go. You get all types at this cafe. Yesterday, for example, a mother comes in with her three daughters, and one of the little girls ordered a latte! This being Los Angeles, you have your typical mix of screenwriters, out-of-work actors, and various Hollywood wannabes. They make for a colorful mix most of the time. Me, I just sit and read my paper. I'm no actor, but someday I would like to direct

Script by Dr. Jeff McQuillan

Heroes Season 1 Episode 18 - Parasite

ESL Podcast No. 33 - To like or need someone to do something

Hi! I am Marianne Raynaud from QualityTime-ESL. I am back with more exercises for you to become very good at English. We believe by learning English grammar you will acquire patterns that are like equations. Using these equations in your speech you will soon be speaking correct English.

We recommend you do the exercises WITHOUT looking at the script. If you feel lost or confused you can tap the center of the control pad of your iPod three times, and the first part of the script will be displayed. However, you can also download the complete written script by going to our website QualityTime-ESL.com.

In podcasts No.7 and 8 we have already worked on the structures “to expect someone to do something” and “to want someone to do something”. Today we will be practicing with two other verbs, which follow the same pattern—I mean the verbs “to like” and “to need” in other words “I would like you to do something” and “I need you to do something”.

Listen and repeat the examples:

Help me.
I would like you to help me.
Come with me.
I would like you to come with me.
Look at this
I would like you to look at this.

Now you do the transformation using “would like”. Listen to the examples.

I say: Help me.
You say: I would like you to help me.
I say: Come with me.
You say. I would like you to come with me.

Now you go on in the same way. Start each sentence with “I would like you…” Be sure to speak before I give the right answer.

Help me.
I would like you to help me.
Come with me.
I would like you to come with me.
Look at this
I would like you to look at this.
Try this
I would like you to try this.
Turn on the computer.
I would like you to turn on the computer.
Read this.
I would like you to read this.


Now let us do the same thing with “to need”. Listen to the examples:

I say: Help me.
You say: I need you to help me.
I say: Come with me.
You say: I need you to come with me.
I say: Look at this
You say: I need you to look at this.

Now you go on in the same way. Start each sentence with “I need you…” Be sure to speak before I give the right answer.

Help me.
I need you to help me
Come with me.
I need you to come with me.
Look at this
I need you to look at this.
Try this
I need you to try this.
Turn on the computer
I need you to turn on the computer.
Read this.
I need you to read this.

Listen and repeat the following question.

Do you need me?

And now repeat some longer questions.

Do you need me to help you?
Do you need me to come with you?
Do you need me to look at this?
Do you need me to try this?
Do you need me to turn on the computer?
Do you need me to read this?

Now let us change the person. Listen to the examples.

I say: Do you need me to look at this?
Then I say: He
You say: Does he need me to look at this?
I say: She
You say: Does she need me to look at this?
I say: They
You say: Do they need me to look at this?

Now you go on in the same way.

Do you need me to look at this?
He
Does he need me to look at this?
She
Does she need me to look at this?
They
Do they need me to look at this?

And now we will practice with negative questions. Listen to the examples:

I say: Don’t you need me to turn on the machine?
Then I say: He
You say: Doesn’t he need me to turn on the machine?
I say: They
You say: Don’t they need me to turn on the machine?
I say: She
You say: Doesn’t she need me to turn on the machine?

Now you go on in the same way. Be sure to speak before I give the right answer.

Don’t you need me to turn on the machine?
He
Doesn’t he need me to turn on the machine?
They
Don’t they need me to turn on the machine?
She
Doesn’t she need me to turn on the machine?

To finish let us use the four different verbs. Listen and repeat the examples.

I say: I want you to explain this to me.
Then I say: I would like
You say: I would like you to explain this to me.
I say: I expect
You say: I expect you to explain this to me.
I say: I need
You say: I need you to explain this to me.

Now you do the same thing. Be sure to speak before I give the right answer.

I want you to explain this to me.
I would like
I would like you to explain this to me.
I expect
I expect you to explain this to me.
I need
I need you to explain this to me.
I want
I want you to explain this to me.

Listen and Repeat:

Now I would like you to remember the expressions we just worked on. I want you to write them down, and I expect you to use them with your friends or colleagues. If you would like me to answer a question, you can send me an e-mail and say, “I need you to explain why we say X and not Y.” And I will try to answer your question.

That is the end of today's podcast. Bye for now and don't forget to keep smiling!

ESL Podcast 32 - “Asking Questions 3”

Hi! I am Marianne Raynaud from QualityTime-ESL. I am back with more exercises for you to become very good at English. We believe if you learn English grammar, you will acquire patterns that are like equations. By using these equations in your speech you will be speaking correct English. If you find these exercises a bit too difficult, you can try another series of podcasts we are producing called “Your English”.

We recommend you do the exercises WITHOUT looking at the script. If you feel lost or confused you can tap the center of the control pad of your iPod three times, and the first part of the script will be displayed. You can also download the complete written script by going to our website QualityTime-ESL.com.

Today we will continue working on “Questions”. It is so important to learn how to ask questions correctly. It is a great way of communicating by showing you are interested in other people and what they are doing in life.

Again let me say that if you don’t know the meaning of the words we use, please stop and look them up in your dictionary. We realize that these exercises are difficult, but we want you to progress. So please do not give up. You will survive! And you will learn to speak English fluently!

Pre¬sent Per¬fect Simple
Listen and repeat.

I have found what I was looking for. Have you found what you were looking for?
He has decided to study philosophy. Has he decided to study philosophy?
They have bought a house in the country. Have they bought a house in the country?

Now you ask the questions. Be sure to speak before I give the right answer.

I have found what I was looking for. Have you found what you were looking for?
He has decided to study philosophy. Has he decided to study philosophy?
They have bought a house in the country. Have they bought a house in the country?

Present Perfect Progressive
Listen and repeat.

They have been living here for 10 years. Have they been living here for 10 years?
She has been looking for a new job. Has she been looking for a new job?
I have been studying English for 3 years. Have you been studying English for 3 years?

Now you ask the questions. Be sure to speak before I give the right answer.

They have been living here for 10 years. Have they been living here for 10 years?
She has been looking for a new job. Has she been looking for a new job?
I have been studying English for 3 years. Have you been studying English for 3 years?

Pluperfect Simple
Listen and repeat.
They had finished when the test was over. Had they finished when the test was over?
He had left the house when the fire started. Had he left the house when the fire started?
I had written a note before I went out. Had you written a note before you went out?

Now you ask the questions. Be sure to speak before I give the right answer.

They had finished when the test was over. Had they finished when the test was over?
He had left the house when the fire started. Had he left the house when the fire started?
I had written a note before I went out. Had you written a note before you went out?

Pluperfect Progressive
Listen and repeat.
We had been dancing when the music stopped. Had you been dancing when the music stopped?
They had been asking questions before you came. Had they been asking questions before I came?
He had been painting the door before it rained. Had he been painting the door before it rained?

Now you ask the questions. Be sure to speak before I give the right answer.

We had been dancing when the music stopped. Had you been dancing when the music stopped?
They had been asking questions before you came? Had they been asking questions before I came?
He had been painting the door before it rained. Had he been painting the door before it rained.

Now listen and repeat.

Have you now understood the interrogative form? Have you been able to do these exercises or have you been finding them difficult especially when the sentences are long or complex? Had you been expecting these exercises to be very easy? Have you been asking yourself if there is not an easier way to learn English? Please stay with us! Practice makes perfect! If you have done all the exercises up to now, you have learned a lot of correct English usage.

This is the end of today’s podcast. We will soon be back with more exercises and short texts or dialogs to repeat. If you find these exercises useful, please let us know by writing to our website QualityTime-ESL.com. If you find these exercises too difficult, you can try our other series of podcasts called “Your English”. Bye bye.

ESL Podcast 31 - Avoiding Frequent Mistakes

Hi! I am Marianne Raynaud from QualityTime-ESL. I am back with more exercises for you to become very good at English. We believe if you learn English grammar you will acquire patterns that are like equations. By using these equations when you speak, you will be able to express yourself correctly in English. If you find these exercises a bit too difficult, you can try another series of podcasts we are producing called “Your English”.

We recommend you do the exercises WITHOUT looking at the script. If you feel lost or confused you can tap the center of the control pad of your iPod three times, and the first part of the script will be displayed. However, you can also download the complete written script by going to our website QualityTime-ESL.com.

Today we will be working on a very difficult aspect of English—Com¬pound De¬fec¬ti¬ves. In our exercises the defective verbs will always be followed by the verb “to do” to make it easier. Both sim¬ple and com¬pound de¬fec¬ti¬ves are very difficult to understand and to use properly. To comprehend what they mean it is best to study them in a grammar book written in your own native language. However, we will try to give you some oral exercises here to help you progress.

First listen and repeat these compound de¬fec¬ti¬ves.

I can have
I must have
I could have
I should have
I may have
I might have

Now listen and repeat the negative forms of these compound de¬fec¬ti¬ves.

I can’t have
I mustn’t have
I couldn’t have
I shouldn’t have

And now two compound defectives that are generally not used as a contractions.

I may not have
I might not have

Now I will give the affirmative and you will give the negative form of the defective verb.
Listen to the examples.

I say: I can have done it.
You say: I can’t have done it.
I say: I could have done it.
You say: I couldn’t have done it.



Now you go on in the same way.

I can have done it.
I can’t have done it.
I could have done it.
I couldn’t have done it.
I should have done it.
I shouldn’t have done it.

And now two compound defectives that are generally not used as a contractions.

I may have done it.
I may not have done it.
I might have done it.
I might not have done it.

Now listen and repeat the interrogative forms of these compound de¬fec¬ti¬ves. To simplify let us use the pronoun “he”.

Can he have doe it?
Could he have done it?
Should he have done it?
May he have done it?
Might he have done it?

Now I will give the affirmative and your will give the interrogative form. Listen to the examples.

I say: He can have done it.
You say: Can he have done it?
I say: He could have done it.
You say: Could he have done it?

Now you go on in the same way. Be sure to speak before I give the right answer.

He can have done it.
Can he have done it?
He could have done it.
Could he have done it?
He should have done it.
Should he have done it?
He may have done it.
May he have done it?
He might have done it.
Might he have done it?

One thing is very easy with defective verbs. They are the same for all the persons singular or plural.

So if I say: I could have done it. And then I say: he
You say: He could have done it.

Now you go on in the same way.

I could have done it.
He
He could have done it.
She
She could have done it.
You
You could have done it.
We
We could have done it.
They
They could have done it.

It is the same thing for all the defective verbs whatever the tense. By the way defective verbs are often called “modals”.

Now listen and repeat the following equivalents. They are compound defective verbs.

It is possible that I did it. I can have done it.
It is impossible for me to have done it. I can’t have done it.
It would have been possible for me to do it. I could have done it.
It would have been impossible for me to do it. I couldn't have done it.
It was my duty to do it. I should have done it.
It was my duty not to do it. I shouldn't have done it.
I regret I didn't do it. I should have done it.
I regret I did do it. I shouldn't have done it.
There is some probability that I did it. I may have done it.
There is some probability that I didn't do it. I may not have done it.
There is a slight probability that I did it. I might have done it.
The¬re is a slight probability that I did not do it. I might not have done it.

Listen and repeat with “Can have” and “Can’t have”.

It is possible that he was able to do it. He can have done it.
It is not possible he was able to do it. He can’t have done it.

Now you give the right equivalent.

It is possible that he was able to do it. He can have done it.
It is not possible that he was able to do it. He can’t have done it.

Listen and repeat with “Could have” and “Couldn’t have”.

It is possible I was able to do it. I could have done it.
It would not have been possible for me to do it. I couldn’t have done it.

Now you give the right equivalent.

It is possible I was able to do it. I could have done it.
It would not have been possible for me to do it. I couldn’t have done it.

Now listen and repeat:

Perhaps I should have learned these compound defectives a long time ago. I could have read a grammar book. But who knows—I might not have found the right book. I might have had difficulties understanding the rules. The defective verbs are not easy. Today I may have understood some of them but not all of them. I will do the podcast again. Practice makes perfect. Sometimes I say to myself I shouldn’t have waited so long to start reviewing my English. But it is never too late to learn something new and useful.

That is the end of today’s podcast. I admit it was very long and very difficult. Thank you for listening. Bye for now and don’t forget to keep smiling.

Diem N_D_V_HKII_K41

Hi there,

Click the link to download the file.

Diem N_D_V_HKII_K41

Cheers,

Viet

Heroes Season 1 Episode 17 - Company Man

ESL Podcast 30 - Gerunds 2

Hi! I am Marianne Raynaud from QualityTime-ESL. I am back with more exercises for you to become very good at English. I recommend you do the exercises WITHOUT looking at the script. However, you can download the written script by going to our website www.QualityTime-ESL.com.

Today we will continue our work on “Gerunds”. If you don’t know the meaning of the words we use, please stop and look them up in your dictionary. Some of the verbs we will be using today are:

To mind (as in “Would you mind…?”)
To keep on
To men¬tion
To involve

Here are words or expressions you may have to learn before starting. Listen and repeat.

Make fun of someone
Postpone
Timetable
Whisper
Downsize a company

First let us do an exercise with the expression “Would you mind…?” Listen and repeat the examples.

Would you mind opening the window?
Would you mind giving us a longer holiday?
Would you mind postponing the test?
Would you mind washing the dishes?
Would you mind speaking more slowly?
Would you mind cutting the bread?

Now listen to the examples:

I say: open the window
You say: Would you mind opening the window?
I say: give us a longer holiday
You say: Would you mind giving us a longer holiday?
I say: postpone the test
You say: Would you mind postponing the test?

Now you go on in the same way. Be sure to speak before I give the right answer.

Open the window
Would you mind opening the window?
Give us a longer holiday
Would you mind giving us a longer holiday?
Postpone the test
Would you mind postponing the test?
Wash the dishes
Would you mind washing the dishes?
Speak more slowly
Would you mind speaking more slowly?
Cut the bread
Would you mind cutting the bread?

Now I will say a sentence and then give an ending. You will say a new sentence with this ending. Be sure to give the verb with the ING form. Listen to the examples.

I say: They kept talking all the time. And I say: Singing all the time
You say: They kept singing all the time
I say: Laughing all the time
You say: They kept laughing all the time
I say: Smiling all the time
You say: They kept smiling all the time.

Now you go on in the same way. Be sure to speak before I give the right answer.

They kept talking all the time. Singing all the time
They kept singing all the time.
Laughing all the time
They kept laughing all the time.
Smiling all the time.
They kept smiling all the time.
Whispering all the time
They kept whispering all the time.
Making fun of me all the time.
They kept making fun of me all the time.

Let’s try the same thing with the verb “mention” in the simple past i.e. “mentioned”. Listen to the examples.

I say: He mentioned changing the timetable. And I say: Inviting more people
You say: He mentioned inviting more people.
I say: Giving up the project
You say: He mentioned giving up the project.

Now you go on in the same way. Be sure to speak before I give the right answer.

He mentioned changing the timetable. Inviting more people
He mentioned inviting more people.
Giving up the project
He mentioned giving up the project.
Organizing a party over the weekend
He mentioned organizing a party over the weekend.
Downsizing the company.
He mentioned downsizing the company.
Taking a week off and going to Spain.
He mentioned taking a week off and going to Spain.

Now let’s work with the verb “involve”. Be sure to pronounce the “s” at the end of the 3rd person singular “involves”. And do not forget to add ING to the verb that comes after “involve”. Listen to the examples.

I say: His work involves communicating with everyone in the firm. And I say: Travel three days a week.
You say: His work involves traveling three days a week.
I say: Get up very early
You say His work involves getting up very early.

Now you go on in the same way. Be sure to speak before I give the right answer.

His work involves communicating with everyone in the firm. : Travel three days a week.
His work involves traveling three days a week.
Get up very early
His work involves getting up very early.
Decide on plans for the future.
His work involves deciding on plans for the future.
Find potential investors.
His work involves finding potential investors.
Solve all the problems that arise.
His work involves solving all the problems that arise.


Listen and repeat.

I kept on working on this podcast, and I kept on smiling all through it. Learning English really involves doing a lot of exercises. I mentioned going to the USA or to Great Britain to my friends, and they started making fun of me. They kept saying in broken English: Would you mind speaking more slowly? But I didn’t mind them laughing at me. A trip involves planning all the details, so I have to start preparing soon. In the meantime I will continue doing my QualityTime-ESL drills.

That’s al for today. I hope you join us soon again. If you want some easier drills with sentences to complete you can listen to “Your English” podcasts. And if you wish to do listening comprehension exercises, do visit breakingnewsenglish.com. My friend Sean Banville is producing wonderful work. Thank you for listening and don’t forget to keep smiling.

Diem Noi HKII QHF.E.1.2007. (K41)

Hi mates,

Click the link the download the file.

Diem Noi HKII QHF.E.1.2007. (K41)

If you have two times at the oral exam, only your first one counts.

Cheers,

Viet.

ESL Podcast 29 - “Asking Questions 2”

Hi! I am Marianne Raynaud from QualityTime-ESL. I am back with more exercises for you to become very good at English. I recommend you do the exercises WITHOUT looking at the script. However, you can download the written script by going to our website QualityTime-ESL.com.

Today we will once again work on “Questions”. If you don’t know the meaning of the words we use, please stop and look them up in your dictionary. We realize that these exercises are becoming more difficult, but we want you to progress!

We will now give the affirmative form for different tenses and then the interrogative form for the same sentences.

Simple Pressent
Listen and repeat.
He lives on the campus. Does he live on the campus?
She works in California. Does she work in California?
They travel to the USA every year. Do they travel to the USA every year?
Now you ask the questions. Be sure to speak before I give the right answer.
He lives on the campus. Does he live on the campus?
She works in California. Does she work in California?
They travel to the USA every year. Do they travel to the USA every year?

Pressent Progressive
Listen and repeat.
She is training for the competition. Is she training for the competition?
He is writing an email to a friend. Is he writing an email to a friend?
You are preparing lunch. Are you preparing lunch?

Now you ask the questions. Be sure to speak before I give the right answer.
She is training for the competition. Is she training for the competition?
He is writing an email to a friend. Is he writing an email to a friend?
You are preparing lunch. Are you preparing lunch?

Past Simple (preterit)
Listen and repeat.
You understood the lecture. Did you understand the lecture?
They came home late. Did they come home late?
He studied at the university last year. Did he study at the university last year?
Now you ask the questions. Be sure to speak before I give the right answer.
You understood the lecture. Did you understand the lecture?
They came home late. Did they come home late?
He studied at the university last year. Did he study at the university last year?

Past Progressive (or continuous)

Listen and repeat.

They were reading when she arrived. Were they reading when she arrived?
You were cooking, when the phone rang. Were you cooking, when the phone rang?
He was listening to music, when I called. Was he listening to music, when I called?

Now you ask the questions. Be sure to speak before I give the right answer.

They were reading when she arrived. Were they reading when she arrived?
You were cooking, when the phone rang. Were you cooking, when the phone rang?
He was listening to music, when I called. Was he listening to music, when I called?

Now listen and repeat.

Did you find that easy or difficult? Were you enjoying this or were you finding it very painful? Will you go on working on your English next week? All these questions are important. I keep asking myself many questions. Who are my listeners? What do they expect me to do? What do they want me to teach them? I just hope that my listeners will go on working on QualityTime-ESL podcasts, because if they do I am certain they will progress.

This is the end of today’s podcast. We will soon be back with more exercises and short texts to repeat. If you find these exercises useful, please let us know by writing to our website QualityTime-ESL.com. We now have a second series of podcasts called “Your English” with frequent expressions for you to repeat. The emphasis is more on vocabulary then grammar, but both are important if you wish to speak correctly. So do try “Your English” too. Thank you all for listening. Bye for now and don't forget to keep smiling!

24 Consonants

If you want to attend lectures on Pronunciation, please contact Mr. Khoa Anh Viet at 0983557660 or khoaanhviet@yahoo.com.

English Pronunciation - Consonant (1) /p/

English Pronunciation - Consonant (2) /b/

English Pronunciation - Consonant (3) /t/

English Pronunciation - Consonant (4) /d/

English Pronunciation - Consonant (5) /f/

English Pronunciation - Consonant (6) /v/

English Pronunciation - Consonant (7) as in 'thin', 'thank'

English Pronunciation - Consonant (8) as in 'these, 'though'

English Pronunciation - Consonant (9) /s/

English Pronunciation - Consonant (10) /z/

English Pronunciation - Consonant (11) /k/

English Pronunciation - Consonant (12) /g/

English Pronunciation - Consonant (13) as in 'shin'

English Pronunciation - Consonant (14) as in 'vision'

English Pronunciation - Consonant (15) as in 'church'

English Pronunciation - Consonant (16) as in 'job', 'June'

English Pronunciation - Consonant (17) - /m/

English Pronunciation - Consonant (18) - /n/

English Pronunciation - Consonant (19) - /ng/

English Pronunciation - Consonant (20) - /l/

English Pronunciation - Consonant (21) - /w/

English Pronunciation - Consonant (22) - /r/

English Pronunciation - Consonant (23) - /j/

English Pronunciation - Consonant (24) - /h/

English Pronunciation - Consonant (24) /h/

More examples: Hope, hold, etc.

Ebook :IELTS Sure Success

E-BOOKS: ELTS Sure Success

IELTS Sure Success

File Type :PDF > RAR
Size:901 KB

http://rapidshare.com/files/116557400/IeltsSureSuccess.rar.html

ESL Podcast 28 - "Avoiding Frequent Mistakes 2"

Hi! I am Marianne Raynaud from QualityTime-ESL. I am back with more grammar exercises. I recommend you do these exercises WITHOUT looking at the script. However, you can download the written script by going to our website QualityTime-ESL.com.

Today we will continue working on avoiding frequent mistakes. If you are taking an oral exam or going for an interview in English, obviously you don't want to make common mistakes. And if in other circumstances you want to make a good impression, it is best to avoid mistakes that will make you seem incompetent or careless.

Listen and repeat the first group of structures.

Each per¬son is...
Eve¬ry per¬son is...
Most peo¬ple are...
All people are...
The news is...

Go on repeating the complete sentences.

Each per¬son is concerned.
Eve¬ry per¬son is concerned.
Most peo¬ple are concerned.
All peo¬ple are concerned.
The news is shocking.
The information is important.

Now I will ask a question and you will answer with a complete sentence. Listen to the example.

I say: Is each per¬son concerned?
You say: Yes, each person is concerned.

Now you go on in the same way. Start each sentence with “ Yes”. Be sure to speak before I give the right answer.

Is each per¬son concerned?
Yes, each person is concerned.
Is every person concerned?
Yes, eve¬ry per¬son is concerned.
Are most peo¬ple concerned?
Yes, most peo¬ple are concerned.
Are all peo¬ple concerned?
Yes, all peo¬ple are concerned.
Is the news shocking?
Yes, the news is shocking.
Is the information important?
Yes, the information is important.

Listen and repeat a second group of structures.

To want someone to do something
To li¬ke someone to do something
To ex¬pect someone to do something
To need someone to do something

Go on repeating.
I want him to do it.
I would li¬ke him to do it.
I ex¬pect him to do it.
I need him to do it.

Now I will ask a question and you will answer with a complete sentence. Listen to the example.

I say: Do you want him to do it?
You say: Yes, I want him to do it.

Now you go on in the same way. Start each sentence with “ Yes”. Be sure to speak before I give the right answer.

Do you want him to do it?
Yes, I want him to do it.
Would you li¬ke him to do it?
Yes, I would li¬ke him to do it.
Do you ex¬pect him to do it?
Yes, I ex¬pect him to do it.
Do you need him to do it?
Yes, I need him to do it.

Now listen and repeat the negative forms.

I don't want him to do it.
I wouldn’t li¬ke him to do it.
I don't ex¬pect him to do it.
I don't need him to do it.

Now I will ask a question and you will answer with a complete sentence. Listen to the example.

I say: Don't you want him to do it?
You say: No, I don't want him to do it.

Now you go on in the same way. Start each sentence with “No, I don't...” Be sure to speak before I give the right answer.



Don't you want him to do it?
No, I don't want him to do it.
Wouldn't you li¬ke him to do it?
No, I wouldn't li¬ke him to do it.
Don't you ex¬pect him to do it?
No, I don't ex¬pect him to do it.
Don't you need him to do it?
No, I don't need him to do it.
Now listen and repeat.
I want to tell you something. I know each person is different, but most people can easily learn to speak English, if they really try. Yes, I would like to say that all people are able to master basic conversational English. This news is good, isn't it? This information is important, don't you think? I want you to know that by practicing drills regularly each and every person is able to learn to communicate orally in English.

That is the end of today’s podcast. We will soon be back with more exercises and even short texts to repeat. If you find these exercises useful, please let us know by writing to our website QualityTime-ESL.com. You can also tell us what structures you find difficult, and we will write exercises to help you progress. Thank you all for listening. Bye for now and don't forget to keep smiling!

Listening Practice Through Songs

In order to hear the songs, you need download Flash Player at http://www.adobe.com/shockwave/download/download.cgi?P1_Prod_Version=ShockwaveFlash&P5_Language=English

Or

http://www1.24h.com.vn/download/install_flash_player.exe

You Raise Me Up

Carry You Home

My Precious One

I Will Be Here

Thanks To You

Only Love

Let's Wait Awhile

She's Out of My Life

Gone too soon

The Long and Winding Road

Pretty Boy - M2M

After clicking the link, you will find the warning below. Click 'Download File' to continue.

English Pronunciation - Consonant (23) /j/

More examples: yoga, yes, etc.

Heroes Season 1 - Episode 16 - Unexpected

ESL Podcast 27 - “Comparatives 2”

Hi! I am Marianne Raynaud from QualityTime-ESL. I am back with more grammar exercises. I recommend you do these exercises WITHOUT looking at the script. However, the first part of the script can be found by taping three times on the control pad of your iPod. And you can download the written scripts by going to our website www.QualityTime-ESL.com. Today we will continue our work on comparatives.

Let’s review what we learned last time. Listen and repeat.

It is big. It is bigger than the others.
It is small. It is smaller than the others.
You are fast. You are faster than the others.
You are slow. You are slower than the others.
They are large. They are larger than the others.
They are high. They are higher than the others.

All these adjectives have only one syllable. The comparative form ends in –er-. This is the case of most one-syllable adjectives, but there are some exceptions. Listen and repeat some useful ones.

Good
Better
Bad
Worse

And also:
Real
More real
Drunk
More drunk

Now listen and repeat using the expression “than the others”.

You are good. You are better than the others.
It is bad. It is worse than the others.
It is real. It is more real than the others.
He is drunk. He is more drunk than the others.

When adjectives have two syllables they may take the –er- form. Listen and repeat.

Gentle
Gentler
Shallow
Shallower
Narrow
Narrower
Noble
Nobler
Clever
Cleverer

Or the adjective may end in –y- and in that case the adjective will end in –ier-. Listen and repeat the examples we practiced last time.

It is heavy. It is heavier than the others.
She is pretty. She is prettier than the others.
You are lucky. You are luckier than the others.
They are tidy. They are tidier than the others.

But be careful. There are adjectives with two syllables that need the word “more” in front to form the comparative. Listen and repeat.

Careful
More careful
Careless
More careless
Usual
More usual
Vital
More vital
Curious
More curious
Fertile
More fertile
Active
More active

Now will work on both these categories: with “more” or with an “er” ending. I will say a sentence with an adjective containing two syllables, and you will give the comparative. Listen to the examples.

I say: He is careful.
You say: He is more careful than the others.
I say: She is careless.
You say: She is more careless than the others.

Now you go on in the same way.

He is careful.
He is more careful than the others.
She is careless.
She is more careless than the others.
They are usual.
They are more usual than the others.
It is vital.
It is more vital than the others.
He is gentle. He is gentler than the others.
It is shallow. It is shallower than the others.
She is curious.
She is more curious than the others.
It is fertile.
It is more fertile than the others.
We are active.
We are more active than the others.
It is narrow. It is narrower than the others.

That was a bit difficult, but let’s go on.

Adjectives with three or more syllables need than the word “more” in front to form the comparative. Listen and repeat.

They are expensive.
They are more expensive than the others.
You are intelligent.
You are more intelligent than the others.
She is beautiful.
She is more beautiful than the others.
It is unusual. It is more unusual than the others.

Now I will say a sentence with an adjective containing three syllables and you will give the comparative. Listen to the example.

I say: They are expensive.
You say: They are more expensive than the others.

Now you go on in the same way.

They are expensive.
They are more expensive than the others.
You are intelligent.
You are more intelligent than the others.
She is beautiful.
She is more beautiful than the others.
It is unusual. It is more unusual than the others.

In the last exercise I will give a sentence with an adjective and you will say the comparative followed by “than the others”. Listen to the examples.

I say: He is good.
You say: He is better than the others.
I say: It is bad.
You say: It is worse than the others.

Now you go on in the same way.

He is good.
He is better than the others.
It is bad.
It is worse than the others.
She is beautiful.
She is more beautiful than the others.
They are expensive.
They are more expensive than the others.
I am careful.
I am more careful than the others.
It is narrow.
It is narrower than the others.
She is curious.
She is more curious than the others.
We are fast.
We are faster than the others.
They are slow.
They are slower than the others.
You are intelligent.
You are more intelligent than the others.
I am active.
I am more active than the others.

Listen and repeat.

I do not say I am better or more intelligent than the others. I am not richer or luckier than other people. But my children are more beautiful than any other children, because they are my children! I am quicker than most people, but I am not taller. I am lighter than most people, but I am also shorter. My car is not more expensive than your car. When I was younger, I ran faster. Now I am slower. In conclusion I am just like other people!

That is the end of today’s podcast. Thank you all for listening. Bye for now and don't forget to keep smiling!

ESL Podcast 26 - “Comparatives” Part 1

Hi! I am Marianne Raynaud from QualityTime-ESL. I am back with more grammar exercises. I recommend you do these exercises WITHOUT looking at the script. However, the first part of the script can be found by taping three times on the control pad of your iPod, and you can download the written script by going to our website QualityTime-ESL.com. Today we will continue working comparatives.

Before starting our drills we will do an exercise with adjectives. The idea is to say an adjective and then say its opposite i.e. the adjective, which means the opposite. Notice that all these adjectives are short in other words they have either one or two syllables.

Listen and repeat.

Big
Small
Fast
Slow
Tall
Short
Old
Young
Rich
Poor
Quick
Slow
Heavy
Light
High
Low
Early
Late

Now I will give an adjective and you will say the adjective with the opposite meaning. Be sure to speak before I give the right answer.

Big
Small
Fast
Slow
Tall
Short
Old
Young
Rich
Poor
Quick
Slow
Heavy
Light
High
Low
Early
Late

Next let’s work on the comparative form in a complete sentence. Be sure to say the expression “than the others” correctly. Listen and repeat.

It is big. It is bigger than the others.
It is small. It is smaller than the others.

You are fast. You are faster than the others.
You are slow. You are slower than the others.

She is tall. She is taller than the others.
She is short. She is shorter than the others.

They are old. They are older than the others.
They are young. They are younger than the others.

I am richer. I am richer than the others.
He is poor. He is poorer than the others.

We are quick. We are quicker than the others.
We are slow. We are slower than the others.

It is high. It is higher than the others.
It is low. It is lower than the others.

It is late. It is later than the others.

Now listen to the pattern.

I say: It is big.
You say: It is bigger than the others.
I say: It is small.
You say: It is smaller than the others.

Now you go on in the same way. Be sure the speak before I give the right answer.

You are fast. You are faster than the others.
You are slow. You are slower than the others.

She is tall. She is taller than the others.
She is short. She is shorter than the others.


They are old. They are older than the others.
They are young. They are younger than the others.

I am rich. I am richer than the others.
I am poor. I am poorer than the others.

We are quick. We are quicker than the others.
We are slow. We are slower than the others.

It is high. It is higher than the others.
It is low. It is lower than the others.

It is big. It is bigger than the others.
It is small. It is smaller than the others.

Good work! Now we will do another transformation exercise. Listen to the pattern.

I say: It is new.
You say: It is newer than the others.
I say: It is old.
You say: It is older than the others.

Now you go on in the same way. Be sure the speak before I give the right answer.

It is new. It is newer than the others.
It is old. It is older than the others.
It is nice. It is nicer than the others.
It is cheap. It is cheaper than the others.
It is long. It is longer than the others.
It is fresh. It is fresher than the others.
It is large. It is larger than the others.
It is high. It is higher than the others.
It is light. It is lighter than the others.

Please notice when the adjective ends with a –y- we change the –y- to an –i- in the comparative, but that does not change the pronunciation.

Listen and repeat.

Heavy
Heavier
Pretty
Prettier
Lucky
Luckier
Tidy
Tidier
Early
Earlier
Now I will give the adjective and you will give the comparative. Be sure to speak before I give the right answer.

Heavy
Heavier
Pretty
Prettier
Lucky
Luckier
Tidy
Tidier
Early
Earlier

Now listen to the pattern.

I say: It is heavy.
You say: It is heavier than the others.
I say: She is pretty.
You say: She is prettier than the others.

Now you go on in the same way.

It is heavy. It is heavier than the others.
She is pretty. She is prettier than the others.
You are lucky. You are luckier than the others.
They are tidy. They are tidier than the others.
Now listen and repeat.
That was a long podcast, but it was shorter than others. I am a fast worker. I work faster than most people. But anyone can learn English with QualityTime ESL in a very short time, young or older people, rich or poorer people. And it is never too late. It is high time you started working on your English as I am doing. But the earlier you start practicing seriously the better. I am luckier than most, because I have found a method that works for me. I began before you. I was quicker, so I will get a higher score at the end! That is big news, bigger than usual!

That is the end of today’s podcast. We will soon be back with more exercises and short texts to repeat. If you find these exercises useful, please let us know by writing to our website QualityTime-ESL.com. You can also tell us what structures you find difficult, and we will write exercises to help you progress. Thank you all for listening. Bye for now and don't forget to keep smiling!

ESL Podcast 25 - The End of the World is Near (continued) Part 2

Hi! I am Marianne Raynaud from QualityTime-ESL. I am back but this time with the second part of a listening comprehension exercise. It is a text first with a continuous reading and second with a listen and repeat part. If you go to our website QualityTime-ESL.com you can download the gap-filling exercise often called cloze exercise. You will also find the key. Do the gap-filling or cloze exercise while listening to the continuous reading, and then check your work by looking at the key. Next do the listen and repeat part until you can say all the words perfectly. Finally, try to memorize this text. It contains many of the essential structures we have been practicing in previous podcasts. You will find the first part of the script of this podcast on your iPod by taping three times on the control pad.

So first the continuous reading.

The End of the World is Near (continued) Part 2

Because of the incredible realism of the reporting by nine o'clock on October 30th people actually thought the United States was under attack. In major cities such as New York and San Francisco families fled from their houses and apartments and ran to look for safety in the parks. Everywhere citizens searched the sky for the invaders and even wrapped wet handkerchiefs round their heads to keep themselves from being gazed to death. One man called his local radio station to ask, "What time will it be the end of the world"? Women fainted in the streets and the emergency rooms of nearby hospitals were filled with screaming people. There were traffic jams in all the big cities of the nation.

Suddenly Orson Welles was startled to see the police force their way into the studio of the radio station where the play was being performed. They had been alerted about the growing panic. They ordered that Orson Welles make a series of announcements pointing out that this was not an actual news broadcast, but only the evening's fictional entertainment. The announcements had to be given four times before the play ended. But that was still not enough to calm the population now caught up in a nationwide fear of invasion. Further announcements had to be made as late as midnight.

The following day Orson Welles, who was only 23 at the time, apologized for what had happened. He said he had never thought he could make the American people believe that Martians had invaded the Earth. He had not expected two million people to believe the news that was broadcast that night. Many years later he admitted, however, he had intended it to be a hoax. Orson Welles had in fact wanted the listeners that memorable evening to fall for a Halloween trick on the radio. He had simply broadcast “his” hoax the evening before Halloween the 30th (thirtieth) and not on the 31st (thirty-first) of October!

Could this happen again today? Could someone play such a trick on an entire country in our age of advanced technology? Some experts argue that people are even more gullible today than in the 30s. These experts speak of a headlong rush into irrationality with a capital “I”. Recent broadcasts have tried to make people believe in a Soviet missile attack in a film made for television entitled "The Day After". Another example was a news program in which anchormen and journalists tried to make television viewers believe that terrorists had used nuclear bombs in South Carolina. But no one has ever come close to fooling the American people as much as Orson Welles did in 1938. Towards the end of his life he admitted, “It was fun to prove the radio could lie along with everything else!” Don’t we all wonder whether it could ever happen again?

And now the listen and repeat

That is the end of today's podcast. You can pick up the cloze exercise and the key at our website www.qualitytime-esl.com. Bye for now and don't forget to keep smiling.

Heroes Season 1 - Episode 15 RUN

ESL Podcast 24 - The End of the World is Near (Part 1)

Hi! I am Marianne Raynaud from QualityTime-ESL. I am back but this time with a listening comprehension exercise. It is a text first with a continuous reading and second with a listen and repeat part. If you go to our website QualityTime-ESL.com you can download the gap-filling exercise often called cloze exercise. You will also find the key. Do the gap-filling or cloze exercise while listening to the continuous reading, and then check your work by looking at the key. Next do the listen and repeat part until you can say all the words perfectly. Finally, try to memorize this text. It contains many of the essential structures we have been practicing in previous podcasts. You will find the first part of this podcast on your iPod by taping three times on the control pad.

So first the continuous reading.

The End of the World is Near (Part 1)

The evening of October 30th (thirtieth), 1938 (nineteen thirty-eight) was not very different from any other typical Sunday evening in the homes of Americans across the United States. At 8 pm most people were at home quietly reading books or playing cards. Numerous individuals, who were fortunate enough to have access to the radio, were listening to one of the two programs that were broadcast. Television had not yet been introduced, and moreover the audience could still only choose between two radio channels. One program that evening was a light comedy series and the other a serious play, which was the dramatization of a classic science-fiction novel, entitled "The War of the Worlds". The novel had been written by H.G. Wells in the 19th (nineteenth) century. The radio play, on the other hand, was produced by a young, unknown actor-writer called Orson Welles.

The U.S. listeners looked forward to spending a peaceful evening listening to the entertainment offered by the radio. The play was announced, but the program did not begin on time. Instead of the opening lines of the play, the listeners heard dance music. When this dance music had been played for several minutes, people began wondering if something had gone wrong. Then suddenly, an announcement was made in the form of a "news-flash". A man speaking in an excited voice said some kind of strange gas explosions had been observed on the planet of Mars and that an alien spaceship had landed near Princeton, New Jersey, an hour's drive from New York City. For the next half hour non-stop broadcasts gave live coverage of the events. The news was alarming. It informed the now much worried listeners that Martians with monster-like bodies and equipped with death rays had disembarked from the spaceship and had already killed about 1,500 (one thousand five hundred) persons. It was obvious according to the on-the-spot observers that the Martians had come to make war on the world.

And now the listen and repeat

That is the end of today's podcast. You can pick up the cloze exercise and the key at our website www.qualitytime-esl.com. Bye for now and don't forget to keep smiling.

E-Books - IELTS Practice Tests Plus + Audio 1, 2, 3 and 4

IELTS Practice Tests Plus + Audio 1, 2, 3 and 4
File type: PDF+MP3 → RAR
Size: 8,15 MB + 7,48 MB, 7,48 MB, 9,09 MB & 9,22 MB

http://rapidshare.com/files/20677675/IELTS_Practice_Tests_Plus_Audio1.rar

http://rapidshare.com/files/20677672/IELTS_Practice_Tests_Plus_Audio2.rar

http://rapidshare.com/files/20677689/IELTS_Practice_Tests_Plus_Audio3.rar

http://rapidshare.com/files/20677679/IELTS_Practice_Tests_Plus_Audio4.rar

http://rapidshare.com/files/20677683/IELTS_Practice_Tests_Plus.rar

ESL Podcast 23 - Avoiding Frequent Mistakes

Hi! I am Marianne Raynaud from QualityTime-ESL. I am back with more grammar exercises. I recommend you do these exercises WITHOUT looking at the script. However, the first part of the script can be found by taping three times on the control pad of your iPod, and you can download the written scripts by going to our website QualityTime-ESL.com.

Today we will work on avoiding frequent mistakes. If you are taking an oral exam or going for an interview in English, obviously you don't want to make common mistakes. And if in other circumstances you want to make a good impression, it is best to avoid mistakes that will make you seem incompetent or careless. There are three groups of structures to be practiced today.

Listen and repeat the first set of structures.

To explain something to someone
To present something to someone
To describe something to someone
To introduce someone to someone else

Go on repeating this time with complete sentences.

I would like to explain something to you.
I would like to present something to you.
I would like to describe something to you.
I would like to introduce you to someone.

Now I will ask a question and you will answer with a complete sentence. Listen to the example.

I say: Would you like to explain something to me?
You say: Yes, I would like to explain something to you.

Now you go on in the same way. Start each sentence with “ Yes, I would like to...”

Would you like to explain something to me?
Yes, I would like to explain something to you.
Would you like to present something to me?
Yes, I would like to present something to you.
Would you like to describe something to me?
Yes, I would like to describe something to you.
Would you like to introduce me to someone?
Yes, I would like to introduce you to someone.

Listen and repeat another group of structures.

To ask someone a question
To ask someone something
To put a question to someone
To ask someone for something
Go on repeating with complete sentences this time.

I would like to ask you a question.
I would like to ask you something.
I would like to put a question to you.
I would like to ask you for something.

Now I will ask a question and you will answer with a complete sentence. Listen to the example.

I say: Would you like to ask me a question?
You say: Yes, I would like to ask you a question.

Now you go on in the same way. Start each sentence with “ Yes, I would like ...”

Would you like to ask me a question?
Yes, I would like to ask you a question.
Would you like to ask me something?
Yes, I would like to ask you something.
Would you like to put a question to me?
Yes, I would like to put a question to you.
Would you like to ask me for something?
Yes, I would like to ask you for something.

Listen and repeat third group of structures.

To say something
To say something to someone
To say that...
To tell someone something
To tell someone that ...

Now go on repeating with complete sentences.

I would like to say something.
I would like to say something to you.
I would lie to say that the people have arrived.
I would like to tell you something.
I would like to tell you that the people have arrived.

Now I will ask a question and you will answer with a complete sentence. Listen to the example.

I say: Would you like to say something?
You say: Yes, I would like to say something.

Now you go on in the same way. Start each sentence with “ Yes, I would like...”

Would you like to say something?
Yes, I would like to say something.
Would you like to say something to me?
Yes, I would like to say something to you.
Would you like to say that the people have arrived?
Yes, I would like to say that the people have arrived.
Would you like to tell me something?
Yes, I would like to tell you something.
Would you like to tell me that the people have arrived?
Yes, I would like to tell you that the people have arrived.

Now listen and repeat.
I want to tell you something. It is important. Yes, I want to say something to you. I would like to say that little by little I am starting to understand and SPEAK English. I would also like to ask you a question. I would like you to tell me if my English is getting better. But perhaps you can't say such a thing to me since we have never spoken together. It would be great if I could explain something to you or introduce someone to you in person. Perhaps some day we will meet up. That would be fun!

Thiat is the end of today’s podcast. We will soon be back with more exercises and even short texts to repeat. If you find these exercises useful, please let us know by writing to our website QualityTime-ESL.com. You can also tell us what structures you find difficult, and we will write exercises to help you progress. Thank you all for listening. Bye for now and don't forget to keep smiling!

English Pronunciation - Consonant (22) /r/

More examples: right, drive, etc.

ESL Podcast 22 - When the Iceberg Arrives!

Hi! I am Marianne Raynaud from QualityTime-ESL. I am back this time with a listening comprehension exercise. First you will hear a continuous reading and then there is a second part with blanks for you to repeat. If you go to our website QualityTime-ESL.com you can download the gap-filling exercise often called cloze exercise. You will also find the key. Do the gap-filling or cloze exercise while listening to the continuous reading. Then check your work by looking at the key. Next do the listen and repeat part until you can say all the words perfectly. Finally, try to memorize this text. It contains many of the essential structures we have been practicing in previous podcasts. You will find the first part of this podcast on your iPod by taping three times on the control pad.

By the way I have often used this cloze exercise with my university students as an introduction to the theme of how to present a project. I also use it to discuss topics such as Antarctica, global warming and ecology. Behind this exercise is also the question of how in the future we will be able to provide drinking water for all the people on this earth.

So first the continuous reading.

When the Iceberg Arrives!

“When the iceberg arrives, there will be drinking water for hundreds of thousands of people!” That was the statement made by Paul Emile Victor, the famous French polar explorer, and he was right. He had devised a plan to provide the citizens of Saudi Arabia with fresh water. The idea was to transport an iceberg from Antarctica to the Middle East. Of course towing an iceberg over such a long distance would be both dangerous and expensive, but it would be worth the effort, said the Frenchman. As everyone knows, drilling for water in Saudi Arabia is far more expensive than drilling for oil. Furthermore, the biggest icebergs can reach a height of 120 meters above the water and are often several miles long. One single large iceberg could provide enough water for the needs of hundreds of thousands of people over one year. One mustn't forget that only one-seventh to one-tenth of an iceberg is above the surface of the sea. All the rest in other words at least six-sevenths of the iceberg's total mass is underneath.
Why go all the way to Antarctica to get drinking water? The answer is simple. Icebergs are formed when ice breaks off from glaciers on the edge of the Antarctic continent. This ice is in fact compacted snow that fell from the sky in the form of precipitation many, many centuries or even millions of years ago. It is not frozen seawater as is the case of the Arctic Sea. It is fresh water that can be used for numerous purposes. One should also bear in mind that 93% of the world’s icebergs are to be found in Antarctica.
If this project is carried out, several steps will have to be taken. First, scientists must locate the right iceberg. This can be done through satellite observation. A suitable iceberg must be tabular and must not have any cracks or faults. The ice in the cold core must be very compact and thus relatively heavy. The temperature of the core must be between –15 and –20 degrees Centigrade. Second, engineers will have to connect it to the tugboats that will tow it during its 3,000 mile journey. Third, they will have to find a way to keep the iceberg from melting too much before it reaches its destination. One idea is to place strips of plastic over the iceberg to reduce contact with the warmer seawater. The actual towing process will last over six months, and a considerable amount of ice may be lost during this time. Finally, once the iceberg has been
transported to the shores of Saudi Arabia, engineers will have to saw it into blocks of ice that can be transported onto the mainland.
The trip may be dangerous due to storms and the possibility of an iceberg tipping over and causing the tugboats to sink. However, if this project is carried out successfully, drinking water will no longer be a problem in Saudi Arabia.
Words: 438
NB. If this project has not been carried out as yet, it is because specialists believe that industrial exploitation of Antarctica’s icebergs could endanger the ecological balance of the Antarctic continent and thus endanger the whole planet.

That is the end of today's podcast. You can pick up the cloze exercise and the key at our website www.qualitytime-esl.com. Bye for now and don't forget to keep smiling.

Chicken Soup for the Soul - Two nickels and five pennies

Món tiền bất ngờ

Khi món kem trái cây đã giảm giá, một cậu bé bước vào quán cà phê và ngồi vào một chiếc bàn. Cô phục vụ đặt ly nước mát trước mặt cậu. "một ly kem trái cây giá bao nhiêu vậy ạ?", cậu bé hỏi.
"50 xu", cô trả lời.
Cậu bé rút tay ra khỏi túi quần và cẩn thận đếm những đồng tiền xu. "Thế còn một ly kem loại thường giá bao nhiêu vậy cô?", cậu hỏi tiếp.
Nhìn khách vào quán đang còn đợi chỗ, cô phục vụ trở nên mất kiên nhẫn: "35 xu", cô trả lời có vẻ khó chịu.
Cậu bé đếm đi đếm lại những đồng xu của mình một lần nữa rồi nói: "Thế thì cháu chọn ly kem loại thường thôi!"
Cô phục vụ mang kem đến và quay đi. Cậu bé ăn xong, đến quầy trả tiền rồi đi khỏi. Khi quay lại, cô phục vụ bất chợt nghẹn ngào trước những gì cô nhìn thấy. Trên bàn, bên cạnh ly kem đã ăn hết là số tiền 15 xu đặt ngay ngắn - tiền thưởng phục vụ dành cho cô.
Cuộc sống chỉ thật sự phong phú khi nó ngập tràn tình yêu thương.

Two nickels and five pennies

When an ice cream sundae cost much less, a boy entered a coffee shop and sat at a table. A waitress put a glass of water in front of him. "How much is an ice cream sundae?"
"Fifty cents," replied the waitress.
The little boy pulled his hand out of his pocket and studied a number of coins in it. "How much is a dish of plain ice cream?" he inquired.
Some people were now waiting for a table, and the waitress was impatient. "Thirty-five cents," she said brusquely.
The little boy again counted the coins. "I'll have the plain ice cream."
The waitress brought the ice cream and walked away. The boy finished, paid the cashier, and departed. When the waitress came back, she swallowed hard at what she saw. There, placed neatly beside the empty dish, were two nickels and five pennies - her tip.
[right][i]Nguồn: www.ledmobile.net[/i][/right] Life in abundance comes only through great love.