12册练习文本

               
AUDIO SCRIPT    录音带文本
     
           
BOOK TWEtVE,LESSON ONE           
   
N:    This is Lesson One.Steven and   
        Detective MOdine are meeting at   
        the Nature Center.Why aren't       
        they meeting in Steven's office?   
        Listen carefully for the answer.   
STEVEN:    I  got here as fast as I 
                  could.I'm very upset     
                  about this investigation.   
   
DETECTIVE               
MODINE:    I'm certain of that
SIEVEN:    Well?   
     
DE丁ECTIVE         
MODINE:    Iasked you to meet me   
                  here because I was   
                  concerned about meeting   
                  in your office.     
  STEVEN:    Why would you be   
                   concemed about that?     
DET ZCTIVE             
MODINE:    Your omce might be   
                  bugged.You can't be too       
                  careful about anything   
                  when you're dealing with 
                  criminals.     
N:    Well,why aren't Steven and   
         Detective Modine meeting in 
         Steven's office?   
M:     Because Detective Modine thinks
         that Steven's office might be   
         bugged.     
N:    Now listen and repeat
F:      this investigation       
         upset about this investigation     
         I'm very  upset about this     
         investigation   
M:     concerned about     
         would you be concerned about   
         that     
        Why would you be concerned
         about that?         
        Why would you be concerned     
        about that? 
N:    Now you hear ...       
F:    I'm very upset with this   
       investigation 
N:    And you say...       
M:   I'm very upset about this   
       investigatiOn   
N:    You hear ...           
F:    Why be concerned by something       
       that's going so well?   
N:    And you say ...           
M:    Why be concerned about     
        something that's going so well?   
                 

N:    Ready?Let's begin.   
F:    I'm very upset with this   
                investigation
M:           I'm very upset about this
    investigation.   
F:    Why be concemed by something   
    that's going so well?   
M:           Why be concerned about
    something that's going so well?
F:    You can't be too careful of   
    anything when dealing with   criminals. 
             
M:           You can't be too careful about   
    criminals.   
F:    Are you certain of that?
M:            Are you certain about that?   
F:    You're not angry with the way   
    the investigation is going,are   
    you?   
    Steven and Detective Modine       
M:            You're not angry about the way
                the investigation is going,are       
                you?   
F:    No,but I'm not happy with the       
                investigation either.   
M:            No,but I'm not happy about the
    investigation either.   
  F:    Really,I'm surprised about how long
         this is taking.   
M:       Really,I'm surprised about how long
         this is taking.   

N:    Jake and Chris are discussing the       
                progress of Detective Modine's
    investigation.Did the meeting   
                between Steven and Detective
    MOdine take place before ten in
    the morning?Listen carehlly for
    when the meeting took place.
   
Chris:     Something's going on,Jake.
               I think Ray-I mem,   
                Detective MOdine-has a       
                good idea who's behind the   
                sabotage at WEFL.   
Jake:      You do?   
Chris:     Yes.Do you remember at
               lunch Steven said he was
               late for m importmt
                meeting?He couldn't eat and   
                had to leave right away.Do       
                you remember?Well,he   
                went straight to the Nature       
                Center.And guess who was   
                 waiting for him there?
Jake:       Could it have been Ray-I   
                mean,Detective Modine?
CHRIS:    That's right.How did you know?
Jake:       I saw Steven when he got   
                back.   



CHRIS:    Why the meeting at the       
               Nature Center?Why not in       
                Steve's office?   
Jake:      Steven had to meet       
N:           Detective Modine at the       
               Nature Center because the       
               detective thinks Steven's       
               office might be bugged.       
CHRIS:    Bugged!Really?       
Jake:       Uh-huh.Steven told       
               Detective Modine that he       
               was surprised at how long the       
                investigation was taking.       
                Detective Modine said that       
                the investigation couldn't go       
               my faster because it was       
               delicate;he had to be very       
               careful.       
N:            OK.Did the meeting between       
               Steven and Detective Modine       
                take place before ten in the       
                morning?       
F:            No.It took place after       
               lunchtime.       
N:            Now listen and repeat.   
M:           any faster       
               couldn't go any faster       
               The investigation couldn't go       
                any faster.       
                The investigation couldn't go       
                my faster.       
                very careful     
               had to be veqcareful       
                He had to be very careful.       
                He had to be very careful.   
N:             Now you hear ...       
F:             The investigation was going as
                fast as possible.       
N:            And you say ...
M:            The investigation couldn't go     
                any faster.   
N:             You hear ...
F:              It was necessary for him to be
                very careful.
N:             And you say...
M:            He had to be very careful.       
N:            Ready?Here we go.     
F:             The investigation was going as
                 fast as possible.   
M:            The investigation couldn't go     
                any faster.   
F:              It was necessary for him to be
                very careful.
M:             He had to be very careful.   
F:              It was necessary for them to meet
                at the Nature Center.
M:            They had to meet at the Nature Center.
F:              It was impossible for him to eat       
                 his lunch.     
169


    M:    He couldn't eat his lunch.
    F:    It was necessary for him to leave
        at once.
    M:    He had to leave at once.
    F:    It was impossible for them to
        meet in the office.
    M:    They couldn't meet in the office.
    F:    I got here as soon as possible.

    M:    I couldn't get here any sooner.
    N:    Good. Now let's listen to some
        more of the conversation
        between Detective Modine and
        Steven at the Nature Center.
        Who are the three people seen
        with the same kind of leather
        glove? Listen carefully for the
        answer.
    DETECTIVE   
    MODlNE:    I'll give it to you in two
            words.
    STEVEN:    Yeah? Yeah? What?
    DETECTIVE   
    MODlNE:    Leather glove . . .
    STEVEN:    Leather glove?
    DETECTIVE   
    MODlNE:    That's it. Leather glove.
    STEVEN:    Did you call me all the
            way out here to say the
            words leather glove to me?
    DETECTIVE   
    MODlNE:    Yes. The leather glove is
            the key to the case. You
            seem disappointed.
    STEVEN:    Disappointed? Are
            you kidding? Wait until I tell
            Peter Case I've been
            spending money to pay a
            detective and all he
            could come up with was
            the words leather glove.
            He's not going to be
            happy about this, Ray.
    DETECTIVE   
    MODlNE:    Be patient with me,
            Steven. There's
            something I didn't tell
            you. You're going to be
            interested in this.
    STEVEN:    What?
    DETECTIVE   
    MODlNE:    The leather gloves are
            the missing link. First,
            Roger Ward had one.
            Then Jake saw Thomas
            Ames with one exactly
            like it. Finally, one of
            the gloves was on the
            tape that Chris made of
            Terry.
    N:    OK. Who were the three people


    seen with the same kind of
    leather glove?
M:    Roger Ward, Thomas Ames, and
    Terry Smithers.
N:    Now listen and repeat.
M:    come up with
    all he could come up with
    all he could come up with were
   
    the words
    All he could come up with were
    the words leather glove.
    All he could come up with were
    the words leather glove.
N:    To come up with means about the
    same as to suggest, to produce.
    Let's practice this expression, to
    come up with. You hear. . .
F:    All he could produce were the
    words leather glove.
N:    And you say. . .
M:    All he could come up with were
    the words leather glove.
N:    You hear. . .
F:    Ray hasn't suggested an answer
    to the problem yet.
N:    And you say. . .
M:    Ray hasn't come up with an
    answer to the problem yet.
N:    All right. Let's begin.
F:    All he could produce were the
    words leather glove.
M:    All he could come up with were
    the words leather glove.
F:    Ray hasn't suggested an answer
    to the problem yet.
M:    Ray hasn't come up with an
    answer to the problem yet.
F:    Who do you think will suggest a
    good idea to save WEFL?
M:    Who do you think will come up
    with a good idea to save WEFL?
F:    Jake and Chris were the first to
    suggest the importance of the
    leather gloves.
M:    Jake and Chris were the first to
    come up with the importance of
    the leather gloves.
F:    Steven hoped that Ray would
    produce a plan to solve the
    mystery .
M:    Steven hoped that Ray would
    come up with a plan to solve the
    mystery .
F:    But, in fact, Ray only suggested
    the connection of the leather
    gloves.
M:    But, in fact, Ray only came up
    with the connection of the
    leather gloves.
F:    Nobody has produced any hard


    evidence against Thomas Ames
    yet.   
M:    Nobody has come up with any
    hard evidence against Thomas
    Ams yet.
N:    This is the end of Lesson One.

2

BOOK TWELVE, LESSON TWO

       
N:    This is Lesson Two. For this
    lesson, you'll need a pencil and a
    piece of paper.
    Chris goes to Steven's office to
    talk to him about her future at
    WEFL. Steven is on the phone
    with his son, Peter. How old is
    Peter now? Listen carefully for
    the answer.
STEVEN:    Hi, Chris. I'm on the
        phone with my son.
CHRIS:    Oh, yes.
STEVEN:    He's going to be six months
        old this week. Please sit
        down. This will only take a
        second. . . Hello, big guy
        . . . Are you excited about
        talking to Daddy on the
        telephone? . . . Bye-bye.
        Daddy loves you . . . I
        think he thinks I live inside
        the telephone.
CHRIS:    You really love being a dad,
        don't you?
STEVEN:    It's great, but what a
        responsibility. I'm always
        worried about not spending
        enough time with him.
CHRIS:    I wouldn't be concerned
        about not spending enough
        time with him. Quality is
        more important than
        quantity.
N:    OK. How old is Steven's son,
    Peter?
F:    Almost six months.
N:    Now listen and repeat.
M:    talking to Daddy
    talking to Daddy on the
    telephone
    excited about talking to Daddy
    on the telephone
    Are you excited about talking to
    Daddy on the telephone?
    Are you excited about talking to
    Daddy on the telephone?
N:    Now I say, "Madonna." And you
    say.. .
M:    Are you excited about talking to
    Madonna on the telephone?
N:    I say, "They." And you say. . .
       
170


F:    Are they excited about talking to   
      Madonna on the telephone?   
N:    All right.Let's begin.
M:    Are you excited about talking to
        Daddy on the telephone?       
N:    Madonna.
F:    Are you excited about talking to   
      Madonna on the telephone?
N:    They.
M:    Are they excited about talking to
        Madonna on the telephone?
N:    Worried.
F:    Are they worried about talking
      to Madonna on the telephone?
M:    Are they worried about talking
        with Madonna on the telephone?
N:    Radio
F:    Are they worried about talking
        with Madonna on the radio?
N:    Singing.
F:    Are they excited about talking to   
N:    All right.Let's begin.
M:    Are you excited about talking to   
        Daddy on the telephone?
N:    Madonna
F:    Are you excited about talking to   
Madonna on the telephone?
N:    They.
M:Are they excited about talking to
        Madonna on the telephone?
N:    Worried.   
F:    Are they worried about talking
      to Madonna on the telephone?
M:  Are they worTied about talkin
      with Madonna on the telephone?
N:    Radio.
F:    Are they worried about talking
      with Madonna on the radio?   
N:    Singing.
M:    Are they worried about singin
        with Madonna on the radio?   
M:    Are they worried about singing
        with Madonna on the radio?   
N:    Happy。
F:    Are they happy about singing
        with Madonna on the radio?   
N:    Were.
M:    Were they happy about singing
        with Madonna on the radio?
N:    To
F:    Were very happy about singing
        to Madonna on the radio?
N:    OK.Let's listen to some more of
      the conversation between Chris
      and Steven-Chris wants to stay
      at WEFL.What is she hoping to
      become?Listen carefully for the
      answer.
STEVEN:  We've enjoyed having you
                here.You're doing a good
              job.
CHRIS:    OK.But Ijust want you to
              staying at WEE,but I
              need to talk to you about   
              the future.
STEVEN: I understand.   
CHRIS:    Right now,I'm thinking
              about making my plans.I
              can't be an assistant all my
              life.I'm hoping to become
              areporter.Do you think   
            there may be a spot for me?
            not sure.I'm not making
            my promises about summer
            positions now。I expect to
            know more towards the end
            of the week.   
CHRIS:    Thanks.I'm interested in


know I'm really excited
about staying here.   
STEVEN:Thank you for telling me.
still up in the air.   
the air right now.
N:    OK.What is etuis hoping to
become?   
N:    Now listen and repeat-   
M:up in the air   
a  lot of things are up in the air
A lot of things are up in the air
right now.   
A lot of things are up in the air
    Itght now.
   
N:    To be up in the air means about
          the same as to be undecided.Let's
        practice this expression.You
        hear...
F:    Has everything been decided yet?   
N:    And you say .
M:    No.Everything is still up in th
        air   
N:    You hear...
F:    Have you decided about your   
      plans for the summer yet?
N:    And you say.
        air   
M:    No.I'm still up in the air about
          my plans for the summer.
N:    Ready?Here we go
F:    Has everything been decided yet
M:    No.Everything is still up in the
F:    Have you decided about your
      plans for the summer yet?
M:  No.I'm still up in the air about
      my plans for the summer.
F:    Has Rita decided yet about what
      she wants to do after she retires?
M:  No.Rita's still up in the air
      about what she wants to do after
      she retires
     
   
F:      Has the future of WEFL been
          decided yet?
M:      No.The future of WEFL is still
          up in the air
F:      Have they decided yet about
        who's been trying to sabotage the
        station?
M:    No.They're still up in the air
        about who's been trying to
        sabotage the station.
F:      Have Rita and Teny decided yet
        about getting married?
M:    No.Rita and Terry are still up in   
        the air about getting married
F:      Has the time of the meeting   
        been decided yet?
M:      No.The time of the meeting is
        A lot of things are up in



F:            Have you decided yet about     
              when to take your vacation?     
M:            No.I'm still up in the air about     
              when to take my vacation.     
N:          OK.Steven is up in the air about     
              making Chris a reporter-He     
              can't make up his mind.He     
F:            Areporter 
                decides to talk to Jake.Here are     
                some questions for you to keep in     
                mind while listening to their     
                conversation.Take a pencil and     
                apiece of paper and write down     
                the important information.You     
                don't have to write out the     
N:            With.       
                whole question;just take notes.     
                Each question will be read twice     
                with pauses for you to write.     
.              Ready?Here's Question One.     
M:            Where does Chris work at the     
                present time?Where does Chris     
                work at the present time?     
N:            Question Two.         
                  ,     
M:            How many months has she     
              worked there?How many     
                months has she worked there?     
N:            Question Three.         
M:            What was she before she became     
              Jake's assistant?What was she     
              before she became Jake's     
.              assistant?         
N:          Question Four.         
M:            How long was Jake her student?     
                How long was Jake her student?     
N:            Question Five.         
M:            How long has CIwis been a     
              journalism student?How long     
              has Chris been ajournalism     
              student?         
N:            Question Six.         
M:            Where does she 1ive at the     
                present time?Where does she     
                live at the present time?     
N:            Question Seven.         
M:            How long has she lived there?     
                How long has she lived there?     
N:            Question Eight.       
M:            Who did etuis study with at     
                Columbia?Who did Chris study     
                with at Columbia?     
N:            OK.Now listen carefully to由e     
                conversation and write down the     
                impodant information y011'11     
STZVEN:  To be honest,Chrts,I'm           
                need to answer the questions.     
                   
STZVEN:    I don't how,Jake.Chris is     
                atentfic person,but I really     
                  haven't followed her work     
                  very closely.How long has     
                  she been with us now?     
Jake:          Let's see ...she joined     
                  the staff April,so she's   
171

worked here for there
months.
STZVEN:    Is that all? What did she do
before she came here?
JAKE:        She was a sailing teacher,
but that was just a summer
job . She taught me to sail   
in two weeks .That's how   
we met.
STEVEN:    A sailing teacher, huh ?
And you took lessons for
only two weeks .Well ...   
I mean ...
Jake:    Really, Steven, Chris
makes mistakes sometimes,
but she's a hard worker and
very talented. With a little
more expenence...   
STEVEN:  Exactly, Jake. She has no   
experince -We need   
experienced reporters, not
          ex-sailing teachers.   
Jake:    Wait a minute, Steven-I
think you should look at
her dsum6.CtIris has lived
in Stamford for three years.   
She's been at Columbia
School of Journalism since
last fall.
Steven:  Just since last fall, huh .
Jake:    Yes. That's where she met
Roger Ward. She was one
of Roger's best students.   
S1EVEN:  Roger Ward!?! Humph !   
He's certainly no   
recommendation these   
days.
N:        Now here are the questions
again-Please answer in complete
sentences.Question One.   
M:      Where does Chris work at the   
present time?   
F:        She works at WEE.   
N:        Question Two.   
M:      How many months has she   
worked there?   
F:      She's worked there for three
months.   
N:      Question Three.   
M:            What was she before she became
                Jake's assistant?
                  Journalism student?
N:      Question Four.   
M:              How long was Jake her student?   
F:      Jake was her student for two
                  weeks.
N:      Question Five.
M:              How long has Chris been a
F:      She was a sailing teacher.


F:      She's been a journalism student
                  since last fall.
N:      Question Six.
M:              Where does she live at the
                  present time?   
N:      This is the end of Lesson Two.
M:              How long has she lived there?   
F:      She's lived there for three years.
N:      Question Eight.
M:              Who did Chris study with at
                  Columbia?
F:      She studied with Roger Ward.   
N:      This is the end of Lesson Two.

3

BOOK TWELVE, REVI EW ONE
N:    Review One. For this lesson,   
You’ll need a pencil and a 
piece of paper 
Chris is taking with Terry about   
her future at WEFL is Chris     
Worried about the quality of her     
work at WEFL ? Or is she worried       
about not working at WEFL in   
the future? Listen careafu11y for
the answer.   
CHRIS:    Well, I spoke to Steven bu
he can't make any promises.
Everything's so up in the air   
at WEE.   
Terry:    Quit worrying, Chris-As   
soon as Detective Modine
comes up with the answer to
what's been going on around
here, Steven will make up
    Ms mind.         
CHRIS:    I hope so. It's terrible not
knowing. I mean , I'm not
worried about working here.   
I was, in the beginning. But
my interviews have been
OK,I think, Jake sad the
weren't bad. I'm worried
about not working here, if
you know what I mean. I   
like it here. I'm concerned
that there might not be a   
spot for me at the station i
the future.   
Terry:    Yeah I know, I know. It's   
not so terrible knowing   
where you stand now. That's
easy to deal with. It's terrible   
not knowing where you   
stand in the future.
Chris:    Yes. that's it ...I think.
N:    Is Chris worried about the
quality of her work at WEFL ?Or
is she worried about not working   

at WEFL in the future?   



F:        She's worried about not working     
        at WEFL in the future.     
N:        Now listen and repeat-     
F:        working at WEFL     
        I'm not Worried about working at   
        WEFL
I'm not worried about working at     
        WEFL
        not working at WEFL     
        I'm worried about not working at     
        WEFL     
        I'm worried about not working at     
        WEFL.     
N:        Now you hear ...     
M:      Are you worried about working
at WEFL?   
N:        And you say ...     
F:        No. I'm not worried about     
        working at WEFL ;I'm worried     
        about not working at WEFL.     
N:        You hear ...     
M:    Are you concerned about making     
      enough money?     
N:      And you say...     
F:      No. I'm not concerned about     
      making enough money; I'm     
      concerned about not making     
      enough money.     
N:      OK? Let’s begin.     
M:    Are you worried about working     
        at WEFL ?     
F:      No. I'm not worried about     
      working at WEFL; I'm worried     
      about not working at WEE.     
M:  Are you concerned about making     
    enough money?     
F:    No. I'm not concerned about     
    making enough money; I’m     
    concerned about not making     
    enough money-     
M:  Are you upset about spending a     
    lot of time with your family?     
F:  No. I'm not upset about     
    spending a lot of time with my     
    family.
I'm upset about not     
    spending a lot of time with my     
    family.     
M:  Are you surprised about Rita
and    Terry getting married?     
F:    No. I'm not surprised about Rita     
    and Terry getting married; I'm     
    surprised about Rita and Terry     
    not getting married.     
M:  Are you excited about going to     
    Work this morning?     
F:    No. I'm not excited about going     
    to work this morning; I'm     
    excited about not going to work     
    this morning.     
                       
172

M:    Are you concerned about
finishing this exercise?
F:      No. I'm not concerned about
finishing this exercise; I'm
concerned about not finishing
this exercise.
M:    Are you worried about learning   
English?   
F:      No. I'm not worried about
learning English; I'm worried
about not learning English.
N:      Now Rita and Terry are going
through  her things at WEFL.
Terry finds some old
Photographs .Listen to the
Conversation .What spot did
Rita's father play? Listen
carefully for the answer.
TEMY:    Whose photographs are?
these?
RITA:    They're mine.   
Terry:    Did you take them yourself?   
They're very good.   
RITA:    Let me have a look ...Oh,
yes-That's my mother and
sister at the beach. I took   
that one.
Terry:    Who's this?
RITA:    That's my father in his
baseball  uniform-I took that
one in 1965.He looks so   
young, doesn’t he?
Terry:    And this one of the dog?   
Whose dog is it?   
Rita:        Oh, that's Tyke, our
neighbor's dog. Look at that
face-Isn't he handsome?   
TERRY:    And who's this cute little baby?
RITA:    Oh, my goodness! Don't
look at that one, Terry.   
That's me when I was nine
months old.   
N:        Well, what spot did Rita's father
play?
F:        Baseball.   
N:        Now listen and repeat-
M:      whose photographs   
Whose photographs are these?
Whose photographs are these?
Who's this?    Who's this?
N:        Whose, as in "Whose   
photographs are these? "shows
possession, and is spelled   
W-h-o -s -e. Who’s as in   
"Who’s this? "is a contraction for
who is, and is spelled  W-h -o
apostrophe s. They are both
pronounced the same: whose and   
who’s .Now you hear


M:    Whose photographs are these?   
N:        And you say...
F:        Whose ...W-h-o-s-e.
N:        You hear ...
M:      Who's this?
N:        And you say...
F:      Who's ...W-h-o
Apostrophe  s.
N:      All right. Let's begin.
M:    Whose photographs are these?   
F:      Whose ...W.-h-o-s-e.
M:    Who's this?
F:      Who's ...W-h-O
apostrophe  s.   
M :    Whose dog is this?
F:      Whose ...W-h-o -s -e.
M:    Who's this cute little baby?
F:      Who's ...W-h-O
apostrophe s.   
M:    Do you how who's coming to
the baseball game?   
F:    Who's ...W-h-o
apostrophe  s.   
M:  Can you tell me whose car you're
going in?
F:    Whose ...W-h-o-s-e
M:  Whose is this ticket?
F:    Whose ...W-h-04•e.
N:    Chris’s best friend, Brenda, lives
in San Francisco. She's talking
on the phone with another   
friend of theirs. She has just
received Chris’s letter. Before
you listen to what she says, here
are some questions for you to   
keep in mind. Take a piece of   
paper and a pencil and write   
down the important information.   
Remember, you don't have to   
write out the whole question;
      just take notes. Each question
will be read twice with pauses for
you to write. Are you ready?   
Here's Question One.
M :  Is the person Brenda's talking to
a man or a woman? Is the person
Brenda's talking to a man or a   
woman?   
N:      Question Two.   
M:  What's Chris's last name? What's
Chris’s  last name?
N:    Question Three.
M:  Has Brenda ever heard of Jake   
Seltzer? Has Brenda ever heard
of Jake Seltzer?
N:    Question Four.   
M:  Has Lisa ever seen Jake Seltzer?
Has Lisa ever seen Jake Seltzer?   
N:    Question Five
M:  How long has it been since   

                 
            Brenda was back East? How long     
            has it been since Brenda was     
            back East?     
    N:        Question Six.     
    M:      Has Brenda ever met Steven     
            Winn? Has Brenda ever met     
            Steven Winn?     
    N:        Question Seven.     
    M:                Is Chris planning a trip to San     
            Francisco? Is Chris planning a     
            trip to San Francisco?     
    N:                  Question Eight.     
    M:                            According to Lisa, who does Jake     
                                    look like? According to Lisa,     
            who does Jake look like?     
    N:                    All right. Now listen carefully to     
            the conversation and write down     
            the important information you'11     
                                    need to answer the questions.     
    Brenda:                  Hi, Lisa. Guess what! I just     
                        got a letter from Chris in     
                        Stamford ...Yes, Chris     
            Bloom. She's fine. Just a     
            minute, let me get the     
            letter. It's here somewhere     
            ...Ah, here it is. Well,     
            she's not teaching sailing     
            anymore-She got a job at a     
            TV station in Stamford as     
            an assistant ...No. She     
            just said assistant, but I     
            think she means assistant     
            reporter-She's been     
            working with someone     
            named Jake Seltzer. I think     
            he's a reporter...Really?     
            He's famous?...Yeah     
            WEFL. That's right. I've     
            never heard of him. But     
            that doesn't mean much; I     
            haven't been back East for     
            five years ...Uh-huh,     
            five years. Anyway, she's     
            very excited about her new     
            job. She's interested in     
            becoming a reporter     
                        herself. She's already talked     
            with the producer, a guy     
            named Steven Winn...     
            Yeah. I don't know him     
            either. She said she was     
            very direct with him. Good     
                        old Chris...No. He     
            praised her work, but he     
            didn't make any promises.     
            He told her that  he     
            expected to know more     
            towards the end of the     
                        week ...No, she didn't     
            say anything about coming   

 
173

to California. She's very
    busy with her work. I think
    she's really excited about
    this guy Jake Seltzer too.
  He's cute,huh?...Wow!
    You're kidding.Like Tom
    Cruise?Lucky Chris.
    Anyway, she really loves it 
    there.I hope they find a 
    Pennment spot for her.
    She's very concemed about
    her future ...I how 
    that,Lisa.She shouldn't
    Worry about it.But you
    Mow Chris-If there's
    something to Worry about,
    she'll worry about it.
N:  OK.Now try to answer the
    questions.Give shod answers.
    Question One. 
M:  Is the person Brenda's talking to
      aman or a woman?
F:    Awoman. 
N:  Question Two. 
M:  What's Chris's last name? 
F:    Bloom.
N:  Question Three.
M:  Has Brenda ever heard of Jake 
      Seltzer?
F:  No,she hasn't.
N:  Question Four.   
M:  Has Lisa ever seen Jake Seltzer?
F:  Yes,she has.
N:  Question Five.
M:  How long has it been since
      Brenda was back East?
F:    Five years. 
N:  Question Six
M:  Has Brenda ever met Steven
      Winn
F:  No,she hasn't.
N:  Question Seven.
M:  I don't get it.

 
M:  Is Chris planning trop to San
      Francisco?
F:  No,she isn't.
N:  Question Eight.
M:  According to Li抖,who does Jake
      look like?'
F:  Tom Cruise.
N:  This is the end of Review One.

4

BOOK TWELVE,LESSON THREE

N:  This is Lesson Three.Jake meets
      Roger Ward at the studio.The 
      Mystery of who's been trying to
      sabotage WEFL is finally solved. 
      Listen for the verb get.You will
    hear it only once.What is the
    complete sentence in which get is 


      used?Listen carefully for this 
      sentence. 
Jake:  Hello,Roger. 
Roger: Jake. What are you doing
      here?How's the story 
      coming?I think your 
      viewers will like it.
Jake:  So do I...I'm surprised at 
        you,Roger.
ROGER:What do you mem? 
Jake:  I don't get it.You were
          always good at whatever you 
          did. Why would you ruin a
          good career to go to work for
          Thomas Ames? 
Roger: I don't Mow what you're
          talking about. 
N:        OK.What is the sentence in 
          which the verb get is used? 
M:      I don't get it.
N:      To get as used in the sentence "I 
        don't get it"means about the 
        same as to understand:I don't 
        understand it.Let's practice this
        special use of get.You hear .
F:      I don't understand it. 
N:      And you say ...
M:    I don't get it.
N:    You hear ...
F:      She understood eveηword he 
          said
N:      And you say ...
M:    She got every word he said.
N:      Ready?Here we go. 
F:      I don't understand it. 
M:    I don't get it. 
F:      She understood every word he
        said. 
M:    She got every word he said.
F:      Did you understand why Roger
        did it . 
M:    Did you get why Roger did it?
F:      We were very slow at
        understanding the answer.
M:    We were very slow at getting the 
          answer.
F:      Ithink you've understood it. 
M:      I think you've gotten it.
N:      Notice that since the verb get has
          many meanings,you should be
  sure to use it only when the
meaning is already clear from the
context of the situation.Now
let's listen to some more of the
conversation between Jake and
Roger.Did Jake and Roger know
each other before coming to
work at WEFL?Listen carefully
for the answer.
JAKE:Don't pretend to be


         
          surprised at what I'm saying,   
          Roger.I know wthat you're   
          working for Ames. I konw   
          that he's been paying you to   
          sabotage WEFL...What   
          I'm interested in is why.   
  ROGER:  I'm disappointed in you,   
          Jake.You were so slow at   
          figuring this out-What took   
          you so long?   
  Jake        I thought you were my   
          Friend.   
  ROGER:  You were never good at...   
          judging who your friends   
          really were.   
  Jake:    I believed in you ...When   
          we were in college and no   
          one would give you a   
          chance, I did. I helped you.   
          this to me?   
  Roger:    I didn't mean to hurt   
          anyone, Jake.   
    N:      Well, did Jake and Roger know   
          each other before coming to   
          work at WEFL?   
    M:      Yes, they did.   
    N:      Now 1isten and repeat. 
    M:      surprised at   
          Surprised at what I'm saying   
          to be surprised at what I'm saying 
          Don't pretend to be surprised at   
          what I'm saying.   
          Don't pretend to be surpdsed at   
          what I'm saying.   
          so slow   
          so slow at flguring this out   
  .        You were so slow at figuring this   
          out.     
          You were so slow at figuring this   
          Out.
      N:  Now you hear ...   
      F:  Don't pretend to be surprised by   
          what I'm saying.   
      N:    And you say...   
      M:  Don't pretend to be surprised at   
          what I'm saying.   
        N:  You hear…   
        F:  You were so slow in figuring this   
          out.     
        N:  And you say...   
        M: You were so slow at figuring this   
            out.     
.      N:  All right. Let's go.   
        F:  Don't pretend to be surprised by   
          what I'm saying.   
        M: Don't pretend to be surprised at   
          what I'm saying.   
        F:  You were so slow in figuring this   
          out.     
174

       
M:    You were so slow at figuring this
    out.   
F:    You were always good in
    whatever you did.
M:    You were always good at
    whatever you did.
F:    Don't be angry with me.
M:    Don't be angry at me.
F:    I was never lutky in judging my
    friends.
M:    I was never lucky at judging my
    friends.
F:    Steven wasn't exactly thrilled by
    the low ratings, was he?
M:    Steven wasn't exactly thrilled at
    the low ratings, was he?
F:    He'll probably be shocked by the
    news.
M:    He'll probably be shocked at the
    news.
F:    Are you upset about the way
    things turned out?
M:    Are you upset at the way things
    turned out?
N:    Steven is in his office thinking
    about his son, Peter. Listen to
    what he says. Has Ray Modine
    solved the mystery yet? Listen
    carefully for the answer.
STEVEN:    I'm shocked at how quickly
        the time has gone by. It
        feels like just yesterday that
        Peter was born. He's six
        months old already and he's
        becoming a real person.
        Now that Ray Modine is
        close to solving this
        mystery, I'm thrilled at the
        chance to spend more time
        at home. I haven't been
        spending enough time with
        Peter. I should buy him a
        present. . . But which
        one? . . . I know who can
        help.
N:    OK. Has Ray Modine solved the
    mystery yet?
M:    No, he hasn't. But he's close to
    solving the mystery.
N:    Now listen and repeat.
   
M:    this mystery
    solving this mystery
    Ray Modine is close to solving
    this mystery.
    Ray Modine is close to solving
    this mystery.
N:    Now you hear. . .
F:    Has Ray Modine solved the
    mystery yet?
N:    And you say. . .


       
M:    No, he hasn't. But he's close to
    solving it.
N:    You hear. . .
F:    Have we finished Lesson Four
    yet?   
N:    And you say. . .
M:    No, we haven't. But we're close
    to finishing it.
N:    OK? Let's begin.
F:    Has Ray Modine solved the
    mystery yet?'
M:    No, he hasn't. But he's close to
    solving it.
F:    Have we finished Lesson Four
    yet?   
M:    No, we haven't. But we're close
    to finishing it.
F:    Has Thomas Ames built the
    apartments yet?
M:    No, he hasn't. But he's close to
    building them.
F:    Has Rita retired yet?
M:    No, she hasn't. But she's close to
    retiring.
F:    Has Chris gotten all the answers
    yet?   
M:    No, she hasn't. But she's close to
    getting them.
F:    Have Steven and Rita chosen
    Anne's present yet?
M:    No, they haven't. But they're
    close to choosing it.
N:    This is the end of Lesson Three.

5

BOOK TWELVE, LESSON FOUR

N:    Welcome to Lesson Four. Listen
    to part of the conversation
    between Detective Modine and
    Mike. They're talking about how
    Mike discovered that Roger had
    sabotaged the editing room at the
    station. Notice how they use the
    words but, so, and and.
DETECTIVE   
MODINE:    I discovered Roger did it,
        but I didn't know how.
Mum:    I discovered it this
        morning, so I called you
        right away.
DETECTIVE   
   
MODINE:    Mike, help me out. I
        can't understand the
        technology, and I can't
        take a course.
N:    Now listen and repeat.
M:    but I didn't know how
    I discovered Roger did it
    I discovered Roger did it, but I
    didn't know how.
       
    I discovered Roger did it, but I
    didn't know how.   
F:    so I called you right away
    I discovered it this morning
    I discovered it this morni_g, so I
    called you right away.
    I discovered it this morning, so I
    called you right away.
M:    and I can't take a course
    I can't understand the
    technology   
    I can't understand the
    technology, and I can't take a
    course.   
    I can't understand the
    technology, and I can't take a
    course.   
N:    Notice how the word and joins
    two affirmative or two negative
    sentences. For example . . .
F:    I looked at the toggle switch,
    and I remembered it was new.
M:    I can't understand the
    technology, and I can't take a
    course.   
N:    Also notice how but joins a
    negative and an affirmative
    sentence. For example . . .
M:    I discovered Roger did it, but I
    didn't know why.   
N:    Now you're going to hear two
    sentences. Join the two
    sentences to make one sentence,
    using either and or but. For
    example, you hear. . .
F:    Mike knew why he did it. He
    knew how he did it.
N:    And you say. . .   
M:    Mike knew why he did it, and he
    knew how he did it.
N:    Or you hear. . .   
F:    He wants to tell Modine. He
    doesn't want Roger to hear.
N:    And you say. . .   
M:    He wants to tell Modine, but he
    doesn't want Roger to hear.
N:    All right. Let's begin.
M:    Mike knew why he did it. He
    knew how he did it.
F:    Mike knew why he did it, and he
   
    knew how he did it.
M:    He wants to tell Modine. He
    doesn't want Roger to hear.
F:    He wants to tell Modine, but he
    doesn't want Roger to hear.
M:    He didn't understand the
    problem. He didn't know how to
    solve it.   
F:    He didn't understand the
       

175

    problem, and he didn't know
    how to solve it.
M:    Chris spoke to Jake. She didn't
    speak to Steven.
F:    Chris spoke to Jake, but she
    didn't speak to Steven.
M:    Jake has interviews to do. He has
    reports to write.
F:    Jake has interviews to do, and he
    has reports to write.
M:    Steven has a wife and a son. He
    doesn't have a daughter.
F:    Steven has a wife and a son, but
    he doesn't have a daughter.
N:    Now, do you remember what
    Mike said to Detective Modine
    about his discovery in the
    control room?
MIKE:    I discovered it this morning,
    so I called you right away.
N:    Notice how the word so
    introduces a result clause. For
    example. . .
F:    I was tired, so I went to bed.
N:    In other words, "I went to bed"
    is the result of "I was tired."
    Now you're going to hear two
    sentences. This time the second
    sentence may show either a
    contrast or a result. If there is a
    contrast, join the two sentences
    using the word but. If there is a
    result, join them using so. For
    example, you hear. . .
M:    I looked everywhere. I couldn't
    find anything.
N:    And you say. . .
F:    I looked everywhere, but I
    couldn't find anything.
N:    Or you hear. . .
M:    She was hungry. She ate a
    sandwich.
N:    And you say. . .
F:    She was hungry, so she ate a
    sandwich.
N:    OK? Let's begin.
M:    I looked everywhere. I couldn't
    find anything.
F:    I looked everywhere, but I
    couldn't find anything.
M:    She was hungry. She ate a
    sandwich.
F:    She was hungry, so she ate a
    sandwich.
M:    Roger was clever.
    He wasn't clever enough.
F:    Roger was clever, but he wasn't
    clever enough.
M:    Mike is familiar with those
   
    machines. He knows how to
    rewire them.
F:    Mike is familiar with those
    machines, so he knows how to
    rewire them.
M:    Chris is a good worker. She
    hasn't had much experience.
F:    Chris is a good worker, but she
    hasn't had much experience.
M:    Steven is always working. He's
    always tired.
F:    Steven is always working, so he's
    always tired.
N:    Now listen to this talk about
    Detective Modine. Notice when
    the words had better and had better
    not are used.
M:    Everyone at WEFL is worried
    about the mysterious problems at
    the station. Detective Modine is
    working on the case. He'd better
    find the criminal soon. The
    criminal had better be careful if
    he doesn't want to get caught.
    Detective Modine knows that
    he'd better not try to solve the
    mystery alone-he needs help
    from the staff at WEFL. He
    especially needs Mike's help to
    understand the technology.
    Detective Modine has one
    parking ticket already. He'd
    better not get another one.
N:    Now listen and repeat.
M:    find the criminal soon
    he'd better
    He'd better find the criminal
    soon.
    He'd better find the criminal
    soon.
F:    if he doesn't want to get caught
    he'd better be careful
    He'd better be careful if he
    doesn't want to get caught.
    He'd better be careful if he
    doesn't want to get caught.
M:    try to solve the mystery alone
    he'd better not
    He'd better not try to solve the
    mystery alone.
    He'd better not try to solve the
    mystery alone.
N:    Notice that had better and had
    better not are used to express
    strong advice or to give a
    warning. Now you're going to
    hear a statement about someone
    and the situation he or she is in.
    You make a statement that gives
    advice, using either had better or
    had better not. For example, you
    hear.. .
F:    Detective Modine wants to find
    the criminal soon.
N:    And you say. . .
M:    He'd better find him soon.
N:    Or you hear. . .
F:    He's trying to solve the mystery
    alone.
N:    And you say. . .
M:    He'd better not try to solve it
    alone.
N:    All right? Let's begin.
F:    Detective Modine wants to find
    the criminal soon.
M:    He'd better find him soon.
F:    He's trying to solve the mystery
    alone.
M:    He'd better not try to solve it
    alone.
F:    He hasn't paid his parking ticket
    yet.
M:    He'd better pay it.
F:    Chris needs to make a good
    impression on Steven.
M:    She'd better make a good
    impression on Steven.
F:    Jake sometimes makes people
    angry .
M:    He'd better not make people
    angry .
F:    Mike plans to go fishing when he
    should be working.
M:    He'd better not go fishing when
    he should be working.
F:    Steven needs to take a long
    vacation, or he'll get sick.
M:    He'd better take a long vacation,
    or he'll get sick.
N:    Now to end this lesson, listen to
    the following talk. Notice the
    different ways people show that
    they realize a fact.
M:    When I came downstairs this
    morning, I realized something
    had changed. It occurred to me
    that something was different. All
    at once, I realized the truth of
    the matter. I suddenly
    understood what had happened.
    My wife had gotten up during
    the night and had rearranged all
    the furniture.
N:    Now listen and repeat.
M:    something had changed
    I realized
    I realized something had
    changed.
    I realized something had
    changed.
176

F:    something was different
    it occurred to me
    It occurred to me that something
    was different.
    It occurred to me that something
    was different.
M:    the truth of the matter
    I realized
    I realized the truth of the matter.
    I realized the truth of the matter.
F:    what had happened
    I suddenly understood
    I suddenly understood what had
    happened.
    I suddenly understood what had
    happened.
N:    Now you're going to hear a cue
    word--either occurred or realized
    -and a statement about what
    someone knew. Use the cue
    word and the statement to make
    a new sentence about how that
    person suddenly realized
    something was true. For
    example, you hear . . .
M:    Occurred . . . Chris knew she
    had made a mistake.
N:    And you say. . .
F:    It occurred to Chris that she had
    made a mistake.
N:    Or you hear. . .
M:    Realize. . . Mike knew who
    the criminal was.
N:    And you say. . .
F:    Mike realized who the criminal
    was.
N:    OK? Let's begin.
M:    Occurred. . . Chris knew she
    had made a mistake.
F:    It occurred to Chris that she had
    made a mistake.
M:    Realized. . . Mike knew who
    the criminal was.
F:    Mike realized who the criminal
    was.
M:    Realized . . . Roger knew his
    secret had been discovered.
F:    Roger realized his secret had
    been discovered.
M:    Occurred. . . Detective Modine
    knew his theories had been
    correct.
F:    It occurred to Detective Modine
    that his theories had been
    correct.
M:    Realized . . . Steven knew he
    needed a vacation.
F:    Steven realized he needed a
    vacation.
M:    Occurred . . . Chris knew her


    salary wasn't high enough.
F:    It occurred to Chris that her
    salary wasn't high enough.
N:    And it just occurred to me that
    this is the end of Lesson Four.

6

       
BOOK TWELVE, LESSON FIVE
N:    Welcome to Lesson Five. Listen to
    Chris as she talks about her
    feelings before her interview with
    Thomas Ames. Notice how she
    uses the words because and even
    though.
CHRIS:    I can't believe I'm going to
    interview Thomas Ames. I'm
    nervous about this even
    though I've practiced. I'm
    not sure why. I'm nervous
    because I want to do a good
    job. I'm also nervous because
    Thomas Ames is so wealthy
    and important.
N:    Now listen and repeat.
F:    even though I've practiced
    I'm nervous about this
    I'm nervous about this even
    though I've practiced.
    I'm nervous about this even
    though I've practiced.
M:    because I want to do a good job
    I'm nervous
    I'm nervous because I want to do
    a good job.
    I'm nervous because I want to do
    a good job.
N:    Remember that the word because
    shows result. Even though and the
    synonym although show contrast.
    Now you're going to hear two
    sentences. Combine the two
    sentences using because if the
    second sentence is the result of
    the first. Use even though if the
    second sentence shows a contrast
    with the first. For example, you
    hear . . .
F:    I'm not nervous about my exam.
    I've studied hard for it.
N:    And you say. . .
M:    I'm not nervous about my exam
    because I've studied hard for it.
N:    Or you hear. . .
F:    I'm worried about the interview.
    I've prepared for it.
N:    And you say. . .
M:    I'm worried about the interview
    even though I've prepared for it.
N:    All right. Let's begin.
F:    I'm not nervous about my exam.
    I've studied hard for it.

M:    I'm not nervous about my exam
    because I've studied hard for it.
F:    I'm worried about the interview.
    I've prepared for it.
M:    I'm worried about the interview
    even though I've prepared for it.
F:    Chris is hungry. She ate lunch
    an hour ago.
M:    Chris is hungry even though she
    ate lunch an hour ago.
F:    Mike got into trouble. He was
    late for work again.
M:    Mike got into trouble because he
    was late for work again.
F:    Steven is a proud father. His son
    has learned to walk.
M:    Steven is a proud father because
    his son has learned to walk.
F:    Rita is unhappy. She's sad about
    leaving her friends.
M:    Rita is unhappy because she's sad
    about leaving her friends.
F:    Thomas Ames is pleased with his
    life. He doesn't have many
    friends.
M:    Thomas Ames is pleased with his
    life even though he doesn't have
    many friends.
N:    Now listen to Chris again as she
    tells us more about how she was
    chosen to interview Thomas
    Ames. Does she use even though
    or although?
CHRIS:    Mike was sure surprised when
    I was chosen to do this
    interview. He said that this
    was Jake's big story. But I got
    the story because Ames won't
    talk to Jake. Although Jake is
    a better interviewer than I
    am, I can probably get Ames
    to talk to me more openly
    than Jake can.
N:    Well, did Chris use even though
    or although?
M:    She used although.
N:    And now listen to Steven as he
    talks about his six-month-old
    son, Peter. Does he use even
    though or although?
STEVEN:    Because I've been busy at
    work, I haven't been able
    to spend much time with
    Peter. He's growing so
    quickly, and I'm never
    there. I missed the first time
    he crawled and the first
    time he sat up. I don't want
    to miss anything else.
    Although I want to be with


177

    my son, I can't leave until
    Chris returns with her
    interview. I've got to know
    what Thomas Ames is up to.
N:    Did Steven use even though or
    although?
M:    He used although.
N:    Now listen and repeat.
F:    to talk to me more openly
    I can probably get Ames to talk
    to me more openly
    although Jake is a better
    interviewer
    Although Jake is a belter
    interviewer, I can probably get
    Ames to talk to me more openly.
    Although Jake is a better
    interviewer, I can probably get
    Ames to talk to me more openly.
M:    I can't leave until Chris returns
    with her interview
    although I want to be with my
    son
    Although I want to be with my
    son, I can't leave until Chris
    returns with her interview.
    Although I want to be with my
    son, I can't leave until Chris
    returns with her interview.
N:    Now you're going to hear a
    sentence followed by a phrase.
    Put the phrase into the sentence
    to form a new sentence. For
    example, you hear. . .
M:    Even though I want to be with
    my son, I can't leave yet.
F:    Although he.
N:    And you say. . .
M:    Although he wants to be with
    his son, he can't leave yet.
N:    Or you hear. . .
M:    Although he wants to be with
    his son, he can't leave yet.
F:    Even though she.
N:    And you say. . .
M:    Even though she wants to be
    with her son, she can't leave yet.
N:    OK? Let's begin.
M:    Even though I want to be with
    my son, I can't leave yet.
F:    Although he.
M:    Although he wants to be with
    his son, he can't leave yet.
F:    Even though she.
M:    Even though she wants to be
    with her son, she can't leave yet.
F:    Because we have to wait for
    Chris.
M:    Because we have to wait for
    Chris, we can't leave yet.


F:    We can't go out to lunch yet.
M:    Because we have to wait for
    Chris, we can't go out to lunch
    yet.   
F:    Although we're very hungry.
M:    Although we're very hungry, we
    can't go out to lunch yet.
F:    Even though it's time to eat.
M:    Even though it's time to eat, we
    can't go out to lunch yet.
N:    Now let's listen to Chris again.
    Notice how she uses the words
    nervous and nervously, open and
    openly.
CHRIS:    I'm here in the waiting room
        of Ames's office. I'm very
        nervous about this interview.
        In fact, I've been waiting
        nervously for ten minutes.
        I'm even biting my
        fingernails. I hope I can get
        Ames to be open with me.
        Usually he doesn't talk
        openly with reporters.
N:    Now listen and repeat.
F:    I'm very nervous about this
    interview.
    I'm very nervous about this
    interview.
    I've been waiting nervously for
    ten minutes.
    I've been waiting nervously for
    ten minutes.
M:    I hope I can get Ames to be open
    with me.
    I hope I can get Ames to be open
    with me.
    Usually he doesn't talk openly
    with reporters.
    Usually he doesn't talk openly
    with reporters.
N:    The words nervous and open are
    examples of adjectives. They
    describe nouns or pronouns. For
    example. . .
M:    Chris is nervous. She's a nervous
    reporter.
N:    The words nervously and openly
    are examples of adverbs. They
    describe verbs, adjectives, or
    other adverbs. For example. . .
F:    Chris is waiting nervously. She's
    biting her fingernails nervously.
N:    Now you're going to hear two
    words: an adjective and an
    adverb. Then you're going to
    hear a sentence. Repeat the
    sentence putting in either the
    adjective or the adverb. For
    example, you hear. . .


   
F:    Nervous . . . nervously.
M:    Chris is a reporter.
N:    And you say. . .
M:    Chris is a nervous reporter.
N:    Or you hear. . .
F:    Nervous. . . nervously.
M:    She's biting her fingernails.
N:    And you say. . .
M:    She's biting her fingernails
    nervously.
N:    All right. Let's begin.
F:    Nervous . . . nervously.
M:    Chris is a reporter.
M:    Chris is a nervous reporter.
F:    Nervous. . . nervously.
M:    She's biting her fingernails.
M:    She's biting her fingernails
    nervously.
F:    Open. . . openly.
M:    She wants a conversation with
    Thomas Ames.
M:    She wants an open conversation
    with Thomas Ames.
F:    Open. . . openly.
M:    She wants to talk to him.
M:    She wants to talk to him openly.
F:    Good. . . well.
M:    She wants to do her job.
M:    She wants to do her job well.
F:    Good. . . well.
M:    She wants to get an interview.
M:    She wants to get a good
    interview.
F:    Quick. . . quickly.
M:    She's a typist.
M:    She's a quick typist.
F:    Quick. . . quickly.
M:    She can type a lot of pages.
M:    She can type a lot of pages
    quickly.
N:    Well, that was a good lesson.
    And you're doing very well. Keep
    it up.
    This is the end of Lesson Five.

7

BOOK TWELVE, REVIEW TWO
N:    Review Two. For this lesson,
    you'll need a pencil and a
    piece of paper.
    In a moment, you're going to
    hear a news report given by a
    journalist named Kitty
    Forthright. Listen carefully, but
    don't write anything yet.
F:    This is Kitty Forthright. Today I
    want to talk about why the
    ratings at WEFL have
    plummeted. I talked to Steven
    Winn, the producer of "Hello
    America," a popular series at


178

   
    WEFL. He told me there have
    been some catastrophic mishaps
    at the station in the last few
    weeks. The departure of Maria
    Montero, a top-notch producer,
    has been another problem. But
    he said that the rumors of
    fighting among the staff are
    unfounded. He's sure that the
    staff can work together to pull
    out of the ratings slump.
N:    Now listen and repeat.
F:    why the ratings at WEFL have
    plummeted
    I want to talk about
    I want to talk about why the
    ratings at WEFL have
    plummeted.
    I want to talk about why the
    ratings at WEFL have
    plummeted.
M:    some catastrophic mishaps at the
    station
    There have been some
    catastrophic mishaps at the
    station.
    There have been some
    catastrophic mishaps at the
    station.
F:    to pull out of the ratings slump
    the staff can work together
    The staff can work together to
    pull out of the ratings slump.
    The staff can work together to
    pull out of the ratings slump.
N:    Now take your pencil and a piece
    of paper. In a moment, you will
    hear Kitty's report again. This
    time take notes. Don't write
    everything you hear, just the
    details you think are important.
    There will be a pause after each
    group of words for you to write.
    All right, let's begin.
F:    This is Kitty Forthright. Today I
    want to talk about why the
    ratings at WEFL have
    plummeted.
    I talked to Steven Winn, the
    producer of "Hello America," a
    popular series at WEFL.
    He told me there have been
    some catastrophic mishaps at the
    station in the last few weeks.
    The departure of Maria Montero,
    a top-notch producer, has been
    another problem.
    But he said that the rumors of
    fighting among the staff are
    unfounded.


    He's sure that the staff can work
    together to pull out of the ratings
    slump.
N:    Now use your paper to answer
    these questions. Give short
    answers. Ready? Question One.
F:    What does Kitty say she wants to
    talk about today?
M:    Why the ratings at WEFL have
    plummeted.
N:    Question Two.
F:    Who did Kitty talk to at WEFL?
M:    Steven Winn.
N:    Question Three.
F:    What did Steven tell Kitty there
    had been at the station in the
    last few weeks?
M:    Some catastrophic mishaps.
N:    Question Four.
F:    What kind of producer is Maria
    Montero?
M:    A top-notch producer.
N:    Question Five.
F:    What did Steven say was
    unfounded?
M:    The rumors of fighting among
    the staff.
N:    Question Six.
F:    What is Steven sure the staff can
    do?   
M:    Work together to pull out of the
    ratings slump.
N:    Now you're going to hear Steven
    read a postcard he has written to
    a friend of his named Hal. First,
    don't write anything, just listen.
STEVEN:    Dear Hal,
        Thanks for your postcard.
        I'm glad you enjoyed your
        recent trip to Thailand. It
        sounds like a great place for
        a vacation. I agree with you
        that I need to take a break
        from WEFL. Maybe my
        family and I can go over
        there soon for some rest and
        relaxation. In fact, I wish
        we were on those beaches
        right now.
        Regards,
        Steven
N:    Now listen and repeat.
M:    Thanks for your postcard.
    Thanks for your postcard.
    I'm glad you enjoyed your recent
    trip to Thailand.
    I'm glad you enjoyed your recent
    trip to Thailand.
    It sounds like a great place for a
    vacation.


    It sounds like a great place for a
    vacation.
    I wish we were on those beaches
    right now.
    I wish we were on those beaches
    right now.
N:    Now take your pencil and a piece
    of paper. In a moment, you're
    going to hear Steven's postcard
    again. This time write exactly
    what you hear. There will be a
    pause after each group of words
    for you to write. OK? Let's
    begin.
STEVEN:    Dear Hal,
        Thanks for your postcard.
        I'm glad you enjoyed your
        recent trip to Thailand.
        It sounds like a great place
        for a vacation.
        I agree with you
        that I need to take
        a break from WEFL.
        Maybe my family and I
        can go over there soon
        for some rest and
        relaxation.
        In fact, I wish
        we were on those beaches
        right now.
        Regards, Steven
N:    Now listen as you hear Steven's
    postcard for the last time. Check
    your paper carefully and correct
    any mistakes that you find. All
    right? Listen.
STEVEN:    Dear Hal,
        Thanks for your postcard.
        I'm glad you enjoyed your
        recent trip to Thailand. It
        sounds like a great place for
        a vacation. I agree with you
        that I need to take a break
        from WEFL. Maybe my
        family and I can go over
        there soon for some rest and
        relaxation. In fact, I wish
        we were on those beaches
        right now.
        Regards,
        Steven
N:    Now use your paper to answer
    these true-and-false questions. If
    the answer is true, just say
    "True." If the answer is false, say
    "False" and give the correct
    answer. For example, you
    hear.. .
F:    Steven is writing to his friend
    Hal.


179

N:    And you say. . .
M:    True.
N:    Then you hear. . .
F:    Steven thanks Hal for his letter.
N:    And you say. . .
M:    False. Steven thanks Hal for his
    postcard.
N:    OK. Let's begin. Question One.
F:    True or False. Steven is writing
    to his friend Hal.
M:    True.
N:    Question Two.
F:    Steven thanks Hal for his letter.
M:    False. Steven thanks Hal for his
    postcard.
N:    Question Three.
F:    Hal enjoyed his recent trip to
    China.
M:    False. Hal enjoyed his recent trip
    to Thailand.
N:    Question Four.
F:    Steven agrees with Hal that he
    needs to take a break from
    WEFL.
M:    True.
N:    Question Five.
F:    Steven wants to go to Thailand
    for business.
M:    False. Steven wants to go to
    Thailand for rest and relaxation.
N:    Question Six.
F:    Steven wishes he and his family
    were on the beaches of Thailand
    right now.
M:    True.
N:    This is the end of Review Two.

8

BOOK TWELVE, LESSON SIX

N:    Welcome to Lesson Six. Listen
    to this conversation between
    Chris Bloom and Thomas Ames.
    Chris is interviewing him about
    his plans to put up new buildings
    on land belonging to the Nature
    Center. How many times does
    Ames use the word although?
    Does he use it at the beginning of
    sentences or in the middle?
    Listen.
CHRIS:    Mr. Ames, do you think
    your buildings will ruin the
    eighteenth-century feeling of
    the Nature Center?
AMES:    Although the Nature Center
    has an eighteenth-century
    flavor, we aren't living in the
    eighteenth century.
CHRIS:    Can't you try to design your
       
       
    buildings to fit in with the
    Nature Center?
AMES:    Although you may feel that
    my buildings alter the feel of
    the Nature Center, many
    people may think they
    enhance it.
N:    How many times did Ames use
    the word although?
M:    He used it twice.
N:    Did he use it at the beginning of
    sentences or in the middle?
M:    He used it at the beginning.
N:    Now listen and repeat.
M:    we aren't living in the
    eighteenth century
    although the Nature Center has
    an eighteenth-century flavor
    Although the Nature Center has
    an eighteenth-century flavor, we
    aren't living in the eighteenth
    century.
    Although the Nature Center has
    an eighteenth-century flavor, we
    aren't living in the eighteenth
    century .
F:    many people may think they
    enhance it
    my buildings alter the feel of the
    Nature Center
    although you may feel
    Although you may feel my
    buildings alter the feel of the
    Nature Center, many people may
    think they enhance it.
    Although you may feel my
    buildings alter the feel of the
    Nature Center, many people may
    think they enhance it.
N:    Now listen to two sentences: one
    that uses although at the
    beginning and one that uses but
    in the middle. Do they mean the
    same thing? Listen and then
    answer.
F:    Although that man is rich, he
    isn't very happy.
M:    That man is rich, but he isn't
    very happy.
N:    Well, what do you think? Do
    these two sentences mean the
    same thing?
F:    Yes, they do.
N:    Now you're going to hear two
    sentences followed by either
    although or but. Combine the two
    sentences using the word you
    hear. For example, you hear. . .
M:    That woman is beautiful. She
    isn't very popular.


       
F:    Although.
N:    And you say. . .
M:    Although that woman is
    beautiful, she isn' very popular.
N:    Or your hear . . .
M:    I have a two-week vacation. I'm
    not going anywhere.
F:    But.   
N:    And you say. . .
M:    I have a two-week vacation, but
    I'm not going anywhere.
N:    All right. Let's begin.
M:    That woman is beautiful. She
    isn't very popular.
F:    Although.
M:    Although that woman is
    beautiful, she isn't very popular.
M:    I have a two-week vacation. I'm
    not going anywhere.
F:    But.
M:    I have a two-week vacation, but
    I'm not going anywhere.
M:    There are a lot of desks in this
    room. There aren't many chairs.
F:    But.
M:    There are a lot of desks in this
    room, but there aren't many
    chairs.
M:    Rita's had a lot of experience
    working at WEFL. She's never
    been a reporter.
F:    Although.
M:    Although Rita's had a lot of
    experience working at WEFL,
    she's never been a reporter.
M:    Chris likes Jake a lot. She hasn't
    had a date with him for a long
    time.
F:    Although.
M:    Although Chris likes Jake a lot,
    she hasn't had a date with him
    for a long time.
M:    Thomas Ames doesn't like
    animals. He wants people to
    think he does.
F:    But.
M:    Thomas Ames doesn't like
    animals, but he wants people to
    think he does.
N:    Now listen to this part of the
    conversation between Chris and
    Thomas Ames.
CHRIS:    Do you care about anything
        except making more money
        for yourself?
AMES:    I'm tired of you reporters and
        your stupid questions. It's my
        land and I'll do whatever I
        want to with it, and I'm not
        going to change just because
180

of a little pollution. Now get out!
CHRIS: Do you care about the animals at the Nature Center?
AMES: I hate animals! . . . Get out,
    Ms. Bloom!
    N: Now listen to Chris as she reports
    to Jake exactly what happened at
    her interview.
CHRIS: I asked him if he cared about anything except making more money for himself. Then he said he was tired of us reporters and our stupid questions. He said it was his land and he would do whatever he liked with it and he wasn't going to change just because of a little pollution. Then he told me to get out. When I asked him if he cared about the animals at the Nature Center, he said he hated animals and again told me to get out.
N: Now listen and repeat.
F: Do you care about anything except making more money for yourself?
Do you care about anything except making more money for yourself?
M: I asked him if he cared about anything except making more money for himself.
I asked him if he cared about anything except making more money for himself.
I'm tired of you reporters and your stupid questions.
I'm tired of you reporters and your stupid questions.
F: He said he was tired of us reporters and our stupid questions.
He said he was tired of us reporters and our stupid questions.
N: Now you're going to hear a statement or a question in direct speech. Repeat the statement or question using indirect speech. For example, you hear. . .
M: I'm tired of you reporters and
your stupid questions.
N:    And you say ...
F: He said he was tired of us

AUDIO SCRIPT

reporters and our stupid questions.
N: Or you hear. . .
M: Now get out and stay out!
N: And you say. . .
F: He told me to get out and stay
out.
N: OK? Let's begin.
M: I'm tired of you reporters and
    your stupid questions.
    F: He said he was tired of us
    reporters and our stupid
    questions.
M: Now get out and stay out! F: He told me to get out and stay
    out.
M: I'm not going to change just
    because of a little pollution.
    F: He said he wasn't going to
    change just because of a little
    pollution.
M: It's my land and I'll do whatever
    I want with it.
F: He said it was his land and he'd
    do whatever he wanted with it.
M: Do you think Ames will change
    his mind?
F: He asked me if I thought Ames
    would change his mind.
M: It's time to go on to the next
    lesson.
F: He said it was time to go on to
    the next lesson.
    N: Yes, and he was right. It is time
    to go on to the next lesson.
    This is the end of Lesson Six.

9

BOOK TWELVE, LESSON SEVEN

N: Welcome to Lesson Seven.
Raymond Modine is feeding the ducks
at the Nature Center. Steven comes up
to him. Listen to the conversation. What are
the three things that Detective Modine says that he likes?
Listen carefully for the answer.
STEVEN: I don't think of you as a
    man who likes to feed ducks.

DETECfIVE MODINE:

That's me. I like cars that are fast. I like women
who are beautiful. And here's the interesting part.
I'm the kind of person who likes to feed ducks.
I'll never figure you out, Ray. . . Why are we

meeting here instead of my office?
We know who was sabotaging the station.

DETECfIVE
MODINE: The sun is out, and the
air is crisp. It's a day that comes
only once a year. You're the kind of person
who wouldn't take advantage of a beautiful day.
That's why I wanted to meet here.
N: 0 K. What are the three things t
hat Detective Modine says that he likes?
M: Fast cars, beautiful women, and
feeding ducks. N: Now listen and repeat. M: who likes
who likes to feed ducks
the kind of person who likes to feed ducks
I'm the kind of person who likes to feed ducks.
I'm the kind of person who likes to feed ducks.
who wouldn't take advantage
who wouldn't take advantage of a beautiful day
the kind of person who wouldn't take
advantage of a beautiful day You're
the kind of person who wouldn't take
advantage of a beautiful day.
You're the kind of person
who wouldn't take advantage of a
    beautiful day.
N: Now you hear...
F: Raymond likes to feed ducks.
N:    And you say. . .
M: He's the kind of person who likes
to feed ducks.
N: You hear. . .
F: You wouldn't take advantage of a
beautiful day.
N: And you say. . .
M: You're the kind of person who wouldn't take advantage of a
    beautiful day.
N: Ready? Let's begin.
F: Raymond likes to feed ducks.
M: He's the kind of person who likes
    to feed ducks.
F: You wouldn't take advantage of a
    beautiful day.
    M: You're the kind of person who
    wouldn't take advantage of a
    beautiful day.
F: I like cars that are fast.

STEVEN:

181

M: I'm the kind of person who likes
cars that are fast.
F: Terry saves everything.
M: He's the kind of person who
    saves everything.
F: Thomas Ames would do
    anything for money and power.
    M: He's the kind of person who
    would do anything for money
    and power.
F: Chris works hard for what she
    wants.
M: She's the kind of person who
works hard for what she wants.
F: I learn fast.
M: I'm the kind of person who
    learns fast.
N: Here's some more of the conversation
between Detective Modine and Steven
at the Nature Center. Listen to what they say . . .
STEVEN: Thanks. I appreciate your concern for me,
but I have a lot of work to do.

DETECTIVE
MODLNE: So do I. So do I. Well, I guess we wrapped this
    case up.
N: Now listen and repeat.
M: wrapped this case up
we wrapped this case up
I guess we wrapped this case up.
I guess we wrapped this case up.
N: To wrap up in this sentence
is an idiomatic expression which
means about the same as to
complete. Let's practice this
    expression. You hear. . .
F: I guess we completed this case.
N: And you say. . .
M: I guess we wrapped this case up.
N: You hear. . .
F: Have you completed the
investigation yet?
N: And you say. . .
M: Have you wrapped the
investigation up yet?
N: OK. Let's begin.
F: 1 guess we completed this case.
M: I guess we wrapped this case up.
F: Have you completed the
    investigation yet?
M: Have you wrapped the
    investigation up yet?
F: When is Chris going to complete
    these interviews?
M: When is Chris going to wrap
    these interviews up?
F: Well, let's complete the thing.


M: Well, let's wrap the thing up.
N: Now, a little more of the conversation
at the Nature Center between Steven
and Detective Modine. Who discovered
how Roger was sabotaging the station?
Listen carefully for the answer.
STEVEN: Wait a minute. I know it was Roger
who was sabotaging the station,
but you never told me how you figured it out.
Was it the glove that gave him away?
I thought you thought that it was Terry who did it.

DETECTIVE
MODLNE: Actually, it was Terry
who helped me figure out the part about the
gloves. It was Mike who discovered how Roger did it.
Jake is the one who got Roger to confess.
STEVEN: So what did we pay you
    for?
N: OK. Who discovered how Roger
was sabotaging the station?
M: Mike.
N: Now listen and repeat.
M: gave him away
Was it the glove that gave him away?
Was it the glove that gave him away?
N: To give away in this sentence is an idiomatic expression
that means about the same as to reveal,
to betray. Let's practice this expression. You hear. . .
F: Was it the glove that betrayed
him?
N: And you say. . .
M: Was it the glove that gave him
away?
N: You hear. . .
F: Please don't reveal the answer. N: Andyousay...
M: Please don't give the answer
away.
N: Ready? Here we go.
F: Was it the glove that betrayed
    him?
M: Was it the glove that gave him
away? F: Please don't reveal the answer.
M: Please don't give the answer
    away.

182

F: In the end, it was Roger who
    betrayed himself.
M: In the end, it was Roger who
    gave himself away.
F:    They're always revealing my .
    secrets.
M:    They're always giving my secrets
    away.
F: Sooner or later, criminals usually
    betray themselves.
M: Sooner or later, criminals usually
    give themselves away.
N: Great. Now Chris meets Mike in the editing room.
They're looking for Steven and Detective Modine.
Steven isn't feeling well these days.
He's having a problem with his stomach.
What does he have?
Listen carefully for the answer.
CHRIs: Hi, Mike. Have you seen
    Steven?
Mum: No, I haven't. Where's Detective Modine?
I have some information for
him. I thought he would
be here with you.
CHRIS: No. I haven't seen him
    all morning.
    Mum: I bet the two of them are
    having one of their secret
meetings. It's so strange.
CHRIS: What? Mum: Steven and Detective
Modine. They're so different. And yet they
seem to like each other. I mean,
Raymond isn't married . . .
CHRIS: And Steven is.
He has a family to take care of.
    Raymond doesn't.
Mum: Yeah.
CHRIS: Raymond likes to relax.
Did you know, Mike, that he likes to feed the ducks
at the Nature Center?
Mum: No. Really? Steven sure doesn't. He's always in
his office worrying about something or other.
Poor Steven. You know, he
has an ulcer.
CHRIS: Yeah. I know.
Raymond doesn't. He's as healthy
as a horse. He can eat
    whatever he wants.
Mum: Steven can't.
CHRIS: Hah. Raymond lives on pizza and black coffee.


Well, maybe Raymond
will help Steven relax and enjoy life a little more.
Mum: I sure hope so.
N: OK. What does Steven have? M: An ulcer.
N: Now listen and repeat.
M: Raymond isn't married.
Raymond isn't married.
F:    Steven is.    Steven is.
M: He has an ulcer.
Poor Steven. He has an ulcer. Poor Steven.
He has an ulcer.
F: Raymond doesn't. Raymond
doesn't.
N: Now you hear. . .
M: Raymond isn't married.
N: And you say. . .
F:    Steven is.
N: You hear. . .
M: Poor Steven. He has an ulcer. N: And you say. . .
F: Raymond doesn't.
N: Ready? Let's begin.
M: Raymond isn't married.
F: Steven is.
M: Poor Steven. He has an ulcer.
F: Raymond doesn't.
M: Raymond can eat whatever he
wants.
F: Steven can't.
M: Steven doesn't like fast cars.
F: Raymond does.
M: Raymond likes to relax and feed
the ducks.
F: Steven doesn't.
M: At the end of the day, Raymond
can't go home to a wife and son.
F: Steven can.
N: This is the end of Lesson Seven.

10

BOOK TWELVE, LESSON EIGHT
N: Welcome to Lesson Eight.
Terry is helping Rita pack up her things at WEFL
for her retirement. Terry finds a book.
What's the book full of? Listen
    carefully for the answer.
TERRY: What's in this box?
RITA:    It's a dress which Deborah
Hall wore in one of our productions . . .
TERRY: What do you want me to do
    with this book?
RITA: Let me see that . . . Will
you look at this! TERRY: What is it?
RITA: This is a diary which is full
    of secrets about the people at
    WEFL.
TERRY: Let me see.

RITA: No way.
TERRY: Oh, come on. I'm curious
    now.
RITA: If I did that, there are some
    people who would kill me.
N: OK. What's the book which
    Terry finds full of?
F: Secrets about the people at
WEFL. N: Now listen and repeat.
F: in one of our productions
which Deborah Hall wore
in one of our productions.
It's a dress which Deborah Hall wore
in one of our productions.
It's a dress which Deborah Hall wore
in one of our productions. full of secrets
a diary which is full of secrets
a diary which is full of secrets
about the people at WEFL
This is a diary which is full of secrets
about the people at WEFL.
This is a diary which is full
of secrets about the people at
    WEFL.
N: Now you hear. . .
M: It's a dress Deborah Hall wore in
one of our productions.
N: And you say. ..
F: It's a dress which Deborah Hall
wore in one of our productions. N: You hear. . .
M: This is a diary full of secrets
about the people at WEFL.
N: Andyousay...
F: This is a diary which is full
of secrets about the people at
    WEFL.
N: Ready? Here we go.
M: It's a dress Deborah Hall wore in
    one of our productions.
F: It's a dress which Deborah Hall
    wore in one of our productions.
M: This is a diary full of secrets
    about the people at WEFL.
F: This is a diary which is full of
    secrets about the people at WEFL.
M: I just packed up the brush I used
    on my first job.
F: I just packed up the brush which
    I used on my first job.
M: Are the old paycheck stubs under
    the dress important?
    F: Are the old paycheck stubs
    which are under the dress
    important?
M: I'm not interested in the things
    you wrote about.

F: I'm not interested in the things
    which you wrote about.
M: The ugly vase on the table can
    be thrown away.
F: The ugly vase which is on the
    table can be thrown away.
    M: Oh, look. This is the picture I
    took of Jake at the WEFL picnic
    last year.
    F: Oh, look. This is the picture
    which I took of Jake at the
    WEFL picnic last year.

N: Rita is reading to Terry from her diary.
Which word to you hear Rita use more often,
who or whom?
Listen carefully for the answer.
RITA: March 19th, 1962.
This isn't a job which I'm going to have
for a long time.
I like the people whom I make up.
I like the people whom I work with.
But that isn't everything. I'd like a job
where I can meet famous people.
I want a job where there's lots of excitement.
This job is fun for now.
But I don't know who I'm going
to be when I grow up.
N: OK. Which word did Rita use
more often, who or whom?
F: Whom.
N: Now listen and repeat.
F: whom I work with
I like the people whom I work with.
I like the people whom I work with.
who I'm going to be
who I'm going to be when I grow up
I don't know who I'm going to be when I grow up.
I don't know who I'm going to be when I grow up.
N: Let's practice who and whom.
In the following exercise,
use only whom when it's the object and,
of course, only who when
it's the subject. You hear. . .
M: I like the people. . . I work
with.
N: And you say. . .
F: I like the people whom I work
with.
N: You hear. . .
M: I don't know. . . I'm going to
    be when I grow up.
N: And you say. . .

183


F:    I don't know who I'm going to be
    when I grow up.
N:    Ready? Let's go.
M:    I like the people . . . I work with.
F:    I like the people whom I work
    with.
M:    I don't know. . . I'm going to
    be when I grow up.
F:    I don't know who I'm going to be
    when I grow up.
M:    It's not anyone. . . You should
    be jealous of.
F:    It's not anyone whom you should
    be jealous of.
M:    If I did that, there are some
    people . . . would kill me.
F:    If I did that, there are some
    people who would kill me.
M:    I'm not the kind of person . . . is
    normally speechless.
F:    I'm not the kind of person who is
    normally speechless.
M:    They don't know. . . the book
    was written by.
F:    They don't know whom the book
    was written by.
M:    This ugly vase comes from a man
    I haven't seen for years.
F:    This ugly vase comes from a man
    whom I haven't seen for years.
N:    Rita runs into Mike in the
    editing room. What is she
    carrying with her? Listen for the
    answer.
RITA:    Oh, Mike. Terry told me
    everything. I'm so happy.
MIKE:    You mean the tape he made
    for you.
RITA:    Yes. Isn't it wonderful? Here
    it is. I knew all the time he
    didn't have anything to do
    with WEFL's technical
    problems. Well. . . maybe
    for a second, I had some
    doubts.
MIKE:    Don't feel bad. Someone was
    trying to sabotage the station.
    It could have been Terry.
    There was the glove,
    remember.
RITA:    Yes, yes. I know all about the
    glove. But it could never have
    been Terry. It couldn't have
    been anyone as sweet as
    Terry. He just likes to save
    things . . . like me. He's such
    a great guy, isn't he, Mike?
MIKE:    I guess he's got to be. Give
    me that tape and we'll have a
    look.


RITA:    Oh, not yet, Mike. I want to
    watch it with Terry.
N:    Well, what is Rita carrying with
    her when she goes to the editing
    room?
F:    The tape that Terry gave her.
N:    Now listen and repeat.
F:    He told me everything.
    He told me everything.
    WEFL's technical problems
    He didn't have anything to do
    with WEFL's technical problems.
    He didn't have anything to do
    with WEFL's technical problems.
N:    Now you hear. . .
M:    He told me nothing.
N:    I say, "Everything." And you
    say.. .
F:    He told me everything.
N:    You hear. . .
M:    He had something to do with
    WEFL's technical problems.
N:    I say, "Anything." And you
    say.. .
F:    He didn't have anything to do
    with WEFL's technical problems.
N:    All right. Let's begin.
M:    He told me nothing.
N:    Everything.
F:    He told me everything.
M:    He had something to do with
    WEFL's technical problems.
N:    Anything.
F:    He didn't have anything to do
    with WEFL's technical problems.
M:    Noone was trying to sabotage
    the station.
N:    Someone.
F:    Someone was trying to sabotage
    the station.
M:    It could have been someone we
    know.
N:    Anyone.
F:    It couldn't have been anyone we
    know.
M:    He said something about the
    tape.
N:    Nothing.
F:    He said nothing about the tape.
M:    I'm sure he said something about
    the tape.
N:    Anything.
F:    I'm sure he didn't say anything
    about the tape.
N:    This is the end of Lesson Eight.