English Recordings

Number 1. Can you shut the curtains please? Can you shut the curtains please? Can you shut the curtains please?
Number 2. Can you open the windows please? Can you open the windows please? Can you open the windows please?
Number 3. Can you erase the whiteboard? Can you erase the whiteboard? Can you erase the whiteboard?
Number 4. Can you shut the door please? Can you shut the door please? Can you shut the door please?
Number 5. Can you switch on the light please? Can you switch on the light please? Can you switch on the light please?
Number 6. Can you switch off the light please? Can you switch off the light please? Can you switch off the light please?
Number 7. Can you speak up please? Can you speak up please? Can you speak up please?
Number 8. Can you repeat please? Can you repeat please? Can you repeat please?

I'm trying to write in English to practise English expression.
(October 17,2013) Children are running here and there, having fun time under the autumn sky. All of them are making good use of their short lunch time to play ball. I feel that children playing around is good for their mental and physical health. (The pictures below are the views of playground that I took during noon time, at the window from the class.)

By Brenda M. Weber
Behind kaleidoscopic eyes
There’s no mystery there that lies.
She’s the one to see it all
From her position on the wall.
We look for something in her smile.
We stand to study her awhile.
Her face of beauty that we seek.
What would she say if she could speak?
Is her beauty, oh, so rare?
Was Mona just a maiden fair?
Is she a mirror image of me?
Is that what I’m supposed to see?
Mona’s portrait on the wall -
A combination of us all.
There’s a touch of someone there
In the beauty of her hair.
That hit of prism in her eyes
Makes her appear to be so wise.
The playful curvature of her lip
On her cheeks can dance a quip.
She’s beauty this Mona Lisa
But so is the Leaning Tower of Pisa.
What is the mystery there that lies
Behind kaleidoscopic eyes…?

Even as early as the late 1980s, Tom Peters was finding striking
examples of the wealth that lies in communicating information. Peters
reported that the little publication called The Official Airline Guide—a
for-sale compilation of schedule information (information that the airlines
gave away free)—sold in 1988 for $750 million, three times the selling
price of Ozark Airlines that same year.
In other words, the right formula for collecting and communicating
free airline information was worth more than all the planes, equipment,
and other assets of an airline itself.
If collecting and communicating information is our main work for
today and tomorrow, we’d better get good at it. In a knowledge economy,
our personal success and the success of our organizations depend on this
“knowledge work.” Management guru Peter Drucker, writing in Managing
in the Next Century, put it this way: “Physical resources no longer
provide much of an advantage, nor does skill. Only the productivity of
knowledge workers makes a measurable difference.”
Unfortunately, however, most of us are not very good at communicating
our knowledge, and the results can be disastrous. W. Edwards
Deming, the twentieth century’s leading advocate for “quality” as a business
goal, estimated that “85 percent of failures in quality are failures in
communication.” A big part of the problem is the way we think about
communication. Too often we make third-wave communication decisions
as if we were still living in a first- or second-wave society.
In first- and second-wave societies, communication often was oneway,
top-down. Information was held at the very top of organizational pyramids and passed down to workers only as needed. Most of the time,
most people—whether they worked in a field or in a factory—needed to
be only passive receivers of communication.
Moreover, in first- and second-wave societies, communication
communities were small and uniform. A first-wave farmer may have
communicated with only a few hundred people in a lifetime, all people
very much like himself. A second-wave plant manager communicated
with more people, but that manager probably saw them as
interchangeable.
In their book, Thinking for a Living, Ray Marshall and Marc Tucker
pointed out that our educational system has not yet caught up with the
communication needs of a knowledge economy. “Schools’ curriculum
and methods,” they wrote, “are matched to the needs of a half-century
ago, rather than to today’s requirements. Fifty years ago, relatively few
students needed sophisticated communications skills, so students were
not required to write much and teachers were not asked to spend much
time working with them to improve what they wrote. Students are still
not required to write much and teachers are given very little time to help
them improve their writing.”

A．Would you like to pay all together?
B．No. Can we have separate bills, please?
A．Certainly.

A．Can we have separate bills, please?
B．Sure. I'll be right back.
A．Thank you.

A．Let's split the bill tonight. 　　　　
B．No way. It's your birthday. I'll get it. 　　　　
A．Are you sure? Thank you.

A．How much is it in total?　　　　
B．It's $60.　　　　　
A．Let's split the bill.

A．Excuse me. 　　　　　
B．Yes. 　　　　　
A．Could you take our order when you get a chance, please?

A．Your mom called this morning.　　　　　
B．She did? How was she?　　　
A．Good. Can you call her back when you get a chance?