9册练习文本压码听懂练习范例

  AUDIO SCRIPT
一、基本词组：
二、基本句子

三、场景学习：

1、引导语：

Welcome to Book Nine.This is Lesson One.Let's listen to Steven as he talks about his son Peter.
Peter is only two months old. Listen to Steven tell us about the things  that Peter is too young to do, or that he isn't old enough to do.

2、情景：

Peter isn't old enough to feed himself. He's only two months old. . . He isn't old enough to understand what people say. . . But Peter . . . is too young to read. And he's too young to play baseball. He isn't even old enough to crawl.

3、学习：

Now listen to and repeat these things that Peter isn't old enough to do.

feed himself
old enough to feed himself
He isn't old enough to feed himself.
He isn't old enough to feed himself.

understand what people say
old enough to understand what people say
He isn't old enough to understand what people say.
He isn't old enough to understand what people say.

4、引导语：

Now you're going to talk about Steven's son, Peter. When someone asks you if Peter can do certain things, you answer by saying that he isn't old enough to do those things. For example, you hear . . .

Can Peter feed himself? And you say. . .No. He isn't old enough to feed himself. Or you hear. . . Can he understand what peoplesay? And you say. . . No. He isn't old enough to  understand what people say.All right, let's begin.

5、练习：

Can Peter feed himself? No. He isn't old enough to feed  himself.
Can he understand what people  say?No. He isn't old enough to  understand what people say.
Can he talk yet?  No. He isn't old enough to talk yet.
Can he sit up?  No. He isn't old enough to sit up.
Can he dress himself?  No. He isn't old enough to dress  himself.
Can he crawl?  No. He isn't old enough to crawl.
Can he stand up?  No. He isn't old enough to stand up.

四、情景学习：

1、引导语：

Remember what else Steven said  about Peter?

2、情景：

But Peter is . . . too young   to read. And he's too young    to play baseball.

3、学习：

    Now listen to and repeat the  things that Peter is too young to  do.

too young to read
He's too young to read.
He's too young to read.

too young to play baseball
He's too young to play baseball.
He's too young to play baseball.

3、引导学习：

If Peter isn't old enough to read, then you can say that he's too young to read. If he isn't old enoughto play baseball, you can say that he's too young to play baseball.  Now listen to Steven tell you about things that Peter isn't old enough to do. Agree with him by saying that he's too young to do those things. For  example, you hear. . .

Peter isn't old enough to crawl.  And you say. . . That's right. He's too young to
crawl. Or you hear. . . He isn't old enough to feed  himself.And you say. . .That's right. He's too young to feed himself. OK, let's begin.

4、练习：

Peter isn't old enough to crawl.  That's right. He's too young to  crawl.
He isn't old enough to feed    himself.  That's right. He's too young to  feed himself.
He isn't old enough to hold a   bottle. That's right. He's too young to  hold a bottle.
He isn't old enough to dress   himself.That's right. He's too young to  dress himself.
He isn't old enough to talk. That's right. He's too young to talk.
He isn't old enough to stand up  and walk.
That's right. He's too young to  stand up and walk.

五、场景学习：

1、引导语：

Babies like Peter aren't the only people who aren't able to do things. Remember when Steven said:

2、情景：

When the alarm clock goes off at seven, I'm too tired to get up . . . Anne and I aretoo busy to eat regular meals. We're even too busy to go grocery shopping.

3、学习：

Now listen and repeat.

too tired to get up
I'm too tired to get up.
I'm too tired to get up.

too busy to eat regular meals
I'm too busy to eat regular meals.
I'm too busy to eat regular meals.

too busy to go shopping
I'm too busy to go shopping.
I'm too busy to go shopping.

4、引导学习：

Now you're going to tell us some things that  you can't do because you're too tired or too busy or too . . . something. For  example, you hear. . .Tired... get up at seven A.M. And you say. . . I'm too tired to get up at seven A.M. Or you hear. . . Busy... eat regular meals. And you say. . . I'm too busy to eat regular meals. All right, let's begin.

5、练习：

Tired... get up at seven A.M. I'm too tired to get up at seven A.M.
Busy... eat regular meals. I'm too busy to eat regular meals.
Old... play with toys. I'm too old to play with toys.
Polite... call someone an   idiot.I'm too polite to call someone an  idiot.
   Intelligent. . . make that    mistake.  I'm too intelligent to make that  mistake.
    Poor. . . buy an expensive car.   I'm too poor to buy an expensive   car.   

六、场景学习：

1、引导语：

    Now listen to Jake as he makes   some suggestions to Steven about  how to take care of Peter.

2、情景：

JAKE:        Can't you just leave a
        bottle of milk next to his
        bed?
STEVEN:    Peter isn't old enough to
        feed himself. He's only
        two months old.
JAKE:        When will he be old
        enough to feed himself?
STEVEN:    In a few years.
JAKE:        A few years! Can't you just
        tell him to wait until
        morning?
N:    Now listen and repeat.
M:    next to his bed
    leave a bottle of milk next to his
    bed   
    Can't you just leave a bottle of
    milk next to his bed?
    Can't you just leave a bottle of
    milk next to his bed?
F:    wait until morning
    tell him to wait until morning
    Can't you just tell him to wait
    until morning?
    Can't you just tell him to wait
    until morning?
N:    When we make a suggestion, we
    often start with an expression
    like Can't you just . . . ? or
    Couldn't you just. . . ? or Why
    don't you just. . . ? They all
    mean about the same thing. Now
    you're going to make some
    suggestions that start with the
    words Can't you just, Couldn't
    you just, or Why don't you just.
    For example, you hear. . .
F:    I can't sleep at night.
N:    Can't. . . drink some warm
    milk.
    And you say. . .
M:    Can't you just drink some warm
    milk?
N:    Or you hear . . .
F:    I'm too tired to get up at seven A.M.
N:    Couldn't. . . go to bed earlier.
    And you say. . .
M:    Couldn't you just go to bed
    earlier?
N:    OK, let's begin.
       
F:    I can't sleep at night.
N:    Can't. . . drink some warm
    milk.
M:    Can't you just drink some warm
    milk?
F:    I'm too tired to get up at seven
    A.M.
N:    Couldn't. . . go to bed earlier.
M:    Couldn't you just go to bed
    earlier?
F:    I don't have time to do all this
    research.
N:    Why. . . ask someone to help
    you.
M:    Why don't you just ask someone
    to help you?
F:    I don't remember Steven's phone
    number.
N:    Can't. . . look it up in the
    phone book.
M:    Can't you just look it up in the
    phone book?
F:    I'm too short to reach that shelf.
N:    Why. . . stand on that chair.
M:    Why don't you just stand on that
    chair?
F:    I'm not strong enough to lift
    those heavy boxes.
N:    Couldn't. . . ask someone to lift
    them for you.
M:    Couldn't you just ask someone to
    lift them for you?
N:    This is the end of Lesson One.


你好美国9册互动磁带练习第一课：
1、练习的基本句式：
  每篇课文练习都有一个基本句子类型的短语，这是治本知识点。比如：
  isn't even old enough
      is too young to
      Can't you just
      Couldn't you just
      Why don't you just
二、基本场景：
  每篇课文都有一个基本剧情的基本场景，就是压码学习的信息点，比如：
Welcome to Book Nine.This is Lesson One.Let's listen to Steven as he talks about his son Peter.Peter is only two months old. Listen to Steven tell us about the things that Peter is too young to do, or that he isn't old enough to do.
归纳：
Peter isn't old enough to feed himself.
He's only two months old. . . He isn't
old enough to understand what people say. . .
But Peter . . . is too young to read.
And he's too young to play baseball.
He isn't even old enough to crawl.


三、基本练习：
  根据基本剧情假设，采用基本句子类型进行各个突破练习，直到可以做到举一反三、触类旁通的目的，比如：

循序渐进练习，压码听懂练习先听到一个短句子心中回想一句，再听到一个短句子回想一句，然后将两个短句子合成一个复杂句子：
1、 Peter isn't old enough to do：
feed himself
old enough to feed himself
He isn't old enough to feed himself.

understand what people say
old enough to understand what people say
He isn't old enough to understand what people say.

2、Peter is too young to do.
    too young to read
    He's too young to read.

3、Tired... get up at seven A.M.
      I'm too tired to get up at seven

      Busy... eat regular meals.
    I'm too busy to eat regular meals.
4、next to his bed
    leave a bottle of milk next to his
    bed   
    Can't you just leave a bottle of
    milk next to his bed?

    5、 wait until morning
    tell him to wait until morning
    Can't you just tell him to wait
    until morning?
    Can't you just tell him to wait
    until morning?
  6、Couldn't. . . go to bed earlier.
        Couldn't you just go to bed earlier?
          I can't sleep at night.
  7、 Why. . . ask someone to help you.
      Why don't you just ask someone
      to help you?
      I don't remember Steven's phone  number.


四、归纳总结压码记忆的信息：
    由于斯蒂文的儿子出生只有两个月，还不会做一些事情，所以你要练习则那样能够提问他能不能做那些事情，然后回答问题的答案：
Now you're going to talk about Steven's son, Peter. When someone asks you if Peter can do certain things, you answer by saying that he isn't old enough to do those things.
    归纳：
1、Peter isn't old enough to do：
Can Peter feed himself? No. He isn't old enough to feed himself.；Can he understand what people say?No. He isn't old enough to  understand what people say.；Can he talk yet? No. He isn't old enough to talk  yet. Can he sit up? No. He isn't old enough to sit up.Can he dress himself? No. He isn't old enough to dress himself. Can he crawl? No. He isn't old enough to crawl.  Can he stand up? No. He isn't old enough to stand up.
2、Peter too young to do：
If Peter isn't old enough to read, then you can say that he's too young to read. If he isn't old enough to play baseball, you can say that he's too young to play baseball. Now listen to Steven tell you about things that Peter isn't old enough to do. Agree with him by saying that he's too young to do those things.

He's too young to read.He's too young to play baseball. He's too young to crawl. He's too young to feed himself.He's too young to feed himself. He's too young to hold a bottle.He's too young to dress himself. He's too young to talk.He's too young to stand up and walk.
  对于整个段落练习，你只要压码记忆了几个关键词：feed、understand 、 talk 、play baseball、dress 、sit up、crawl、stand up、walk、hold a bottle，那么你就可以压码整个段落记忆下来了，你还可以自动进行造句其他没有提到的问题。

五、实际应用练习：
根据peter不能做的事情进行联想人们不能做到的事情进行实际应用练习：
Babies like Peter aren't the only people who aren't able to do things. Remember when Steven said:When the alarm clock goes off at seven, I'm too tired to get up . . . Now you're going to tell us some things that you can't do because you're too tired or too busy or too . .

归纳：Anne and I are too busy to eat regular meals. We're even too busy to go grocery shopping；I'm too tired to get up.I'm too busy to eat regular meals. I'm too busy to go shopping.  I'm too tired to get up at seven A.M. I'm too busy to eat regular meals.  I'm too old to play with toys. I'm too polite to call someone an idiot.  I'm too intelligent to make that mistake.  I'm too poor to buy an expensive car.   
对于其他一些原因造成的无法和不能做的事情的回答，你也只要记住几个关键词busy 、tired 、old 、polite 、intelligent、poor 就可以回答其他一些不能做到的事情的原因了。
六、三个基本类型的建议：
         
  When we make a suggestion, we often start with an expression like Can't you just . . . ? or Couldn't you just. . . ? or Why don't you just. . . ? They all  mean about the same thing. Now you're going to make some suggestions that start with the words Can't you just, Couldn't  you just, or Why don't you just.
  .
    1、 Can't you just
Now listen to Jake as he makes some suggestions to Steven about  how to take care of Peter.Can't you just leave a bottle of milk next to his bed?Peter isn't old enough to feed himself. He's only two months old；
When will he be oldenough to feed himself?In a few years. A few years! Can't you just tell him to wait until morning?Can't you just leave a bottle of milk next to his bed?    Can't you just tell him to wait until morning? I can't sleep at night；Can't you just drink some warm milk?I'm too tired to get up at seven A.M.

  2、 Couldn't you just

    Couldn't you just go to bed earlier?  I can't sleep at night； Can't you just drink some warm milk? I'm too tired to get up at seven A.M. Couldn't you just go to bed  earlier? I don't have time to do all this research.

3、 Why don't you just


  Why. . . ask someone to help you ，  Why don't you just ask someone to help you? I don't remember Steven's phone number；  Can't you just look it up in the phone book? I'm too short to reach that shelf； Why don't you just stand on that chair? I'm not strong enough to lift those heavy boxes； Couldn't you just ask someone to lift them for you?
七、压码听懂以后的总结：
  通过此课练习学会了从isn't even old enough 到is too young to基本句式的过渡，压码记忆了几个关键词：feed、understand 、 talk 、play baseball、dress 、sit up、crawl、stand up、walk、hold a bottle，就可以学会提问回答小孩不能做一些事情的句式，从而达到压码记忆整个段落的目的；然后引伸出人们不能做的一些事情的基本表达式如： 你也只要记住几个关键词busy 、tired 、old 、polite 、intelligent、poor 就可以回答其他一些不能做到的事情的原因了，尤可以压码记忆这个段落。
  通过对peter的继续提问进行细化提出一些建议，然后学会了三个基本类型的建议的句子提问和回答的基本句型： Can't you just 、Couldn't you just 、 Why don't you just ，使对话更加细腻，从而表达复杂的事物的场景。
    整个课文练习循序渐进、层层推进，通过一个词组too young到整个句子的提问回答，从词组到短语，短语到整个提问回答，到所有场景的提问回到，再到不同人都可以实际应用的提问回答，再到复杂句子场景的不同建议的提问回答，可以说是环环相扣。压码也是从最简单的压码一个短语，到压码一个句子，再到压码一个小孩的各种可能的段落场景，再到压码大人推理实际应用场景的段落压码，再到压码不同建议句型的句子段落，形成不断加大压码长度和复杂程度的练习。
    而整个压码一篇完整的文章是通过课文老师的句子引导完成的。通过开始小孩还小不能做事的场景引导到推广到大人所有不能做的事情的提问回答方式，再到通过引导peter的建议到完成整个三个复杂句型的建议，老师的引导使得整篇文章可以在练习熟练理解记忆，自己可以在没有听到下一个句子就能提前回答出来，通过句子类型的推演记忆一个小的段落，通过压码理解几个段落信息达到压码记忆整篇文章的最后目的。
  练习以后，你及可以通过总结压码理解记忆到的基本句子进行回想，也可以用笔写下来记忆住的主要句子，还可以自己用完全英语写作出来自己练习学习到的知识，你也可以将对话形式改写成书面语言形式，还可以用完全的英语从开始的场景设置到引导用语，到变化提问的类型，用英语全部改写出来，将开始简单的文章逐步复杂化进行表达。

2
   
BOOK NINE, LESSON TWO
N:    Welcome to Lesson Two. For
   this lesson, you'll need a pencil
   and a piece of paper.
   As you know, in English there
   are some things that we say we
   do and some things that we say
   we make. Let's listen to three
   people talking about the things
   they do and the things they
   make.
F:    I'm a housewife. I do a lot of
   housework every day. I have to
   make breakfast for my family.
   Then I make the beds. I do the
   laundry and I do the ironing
   too. Sometimes I do the yard
   work. After each meal, I have
   to do the dishes. And I also
   have to tell the kids to do their
   homework for school. It's not
   an easy life!
MI:    I'm an office worker. I have a
   lot of work to do too. I make
   phone calls all the time. I also
   make a lot of appointments. Of
   
   
   course, I try to do a good job
   and not make too many
   mistakes. At least I try to do
   the right thing. I make a good
   living, but I don't make a lot of
   money.
M2: I'm a farmer. My wife and I do
   a lot of chores on our farm. I
   have to do a lot of plowing.
   While my wife does the
   housework, I do all the heavy
   work around the farm. I do my
   best, but I don't think I make
   enough money to keep farming
   for the rest of my life.
N:    Now repeat these sentences
   with make.
M:    I make breakfast.
   I make the beds.
F:    I make phone calls.
   I make appointments.
M:    I make a living.
   I make money.
F:    I make mistakes.
   I make progress.
N:    And now repeat these
   sentences with do.
F:    I do the housework.
   I do the yard work.
M:    I do the heavy work.
   I do my homework.
F:    I do the chores.
   I do the laundry.
M:    I do the ironing.
   I do the dishes.
F:    I do the plowing.
   I do a good job.
M:    I do my best.
   I do the right thing.
N:    Now you're going to hear a
   person mentioned and
   something that the person does
   or makes. Put the two together
   to tell us what it is that the
   person does or makes. For
   example, you hear. . .
M:    The farmer . . . the plowing.
N:    And you say. . .
F:    The farmer does the plowing.
N:    Or you hear . . .
M:    His wife . . . breakfast.
N:    And you say. . .
F:    His wife makes breakfast.
N:    1}1l right? Let's begin.
M:    The farmer. . . the plowing.
F:    The farmer does the plowing.
M:    His wife . . . breakfast.
F:    His wife makes breakfast.
M:    She. . . the beds.
F:    She makes the beds.
M:    The farmer and his wife . . .

   166

       
   the chores.
F:    The farmer and his wife do the
   chores.
M:    The office worker . . . a good
   living.
F:    The office worker makes a good
   living.
M:    He . . . a lot of phone calls.
F:    He makes a lot of phone calls.
M:    He. . . a good job.
F:    He does a good job.
M:    The housewife. . . the
   housework.
F:    The housewife does the
   housework.
N:    Now take your pencil and a
   piece of paper. But first just
   listen. Don't write anything.
   You're going to hear Connie
   telling us about some of the
   things that she has to do or
   make today. Listen.
CONNIE:    I have a busy day today.
   Let's see. Before I go to
   work, I have to make
   breakfast, make my bed,
   and do the dishes. I also
   have to do some ironing.
   Then, when I get to the
   studio, I have to make a
   few appointments. After
   that, I know I'll make a lot
   of phone calls and do a lot
   of work in the office. Well,
   that's how I make money.
   And I really want to make
   a good living. I also want
   to make progress in my
   career. Oh, and when I get
   home, I'll have to do some
   yard work and do the
   laundry too. Whew!
N:    Now take your pencil and your
   paper. You'll hear Connie tell
   us again about her day's work.
   Don't write everything she says.
   Just write the things she says
   
   she'll do, like do the dishes, and
   the things she says she'll make,
   like make her bed. OK, here's
   Connie again.
CONNIE:    Before I go to work, I have
   to make breakfast,
   make my bed,
   and do the dishes.
   I, also have to do some
   ironing.
   When I get to the studio, I
   have to make a few
   appointments.

       
   I'll make a lot of phone    
   calls    
   and do a lot of work.    
   That's how I make money.    
   I really want to make a    
   good living.    
   I really want to make    
   progress in my career.    
   Then, when I get home, I    
   have to do some yard work    
   and do the laundry too.    
N:    Now look at your paper and    
   answer these questions about    
   the things that Connie will do    
   and the things she will make    
   today. Question One.    
M:    What two things does Connie    
   have to make before she goes to
   work?    
F:    She has to make breakfast and    
   make her bed.    
N:    Question Two.    
M:    What are the two things she    
   has to do before she goes to    
   work?    
F:    She has to do the dishes and do
   some ironing.    
N:    Question Three.    
M:    When Connie gets to the    
   studio, what's the first thing she
   has to make?    
F:    She has to make a few    
   appointments.    
N:    Question Four.    
M:    What's the second thing she    
   has to make when she gets to    
   the office?    
F:    She has to make a lot of phone
   calls.    
N:    Question Five.    
M:    What are the three things that    
   Connie wants to make in her    
   career?    
F:    She wants to make money, a    
   good living, and progress in her
   career.    
N:    Question Six.    
       .
M:    When she gets home tonight,    
   what are the two things that    
   Connie has to do?    
F:    She has to do some yard work    
   and do the laundry.    
N:    Now let's listen to Mike and    
   Connie as they wonder about    
   how people lived .on farms a    
   long time ago.    
MIKE:    I wonder how they lived on
   farms years ago. How did    
   they do the laundry    
   without washing machines?

   -    -        
               ,
CONNIE:    How did they do the    
   ironing without electricity?
MIKE:    How did they make phone
   calls without telephones?
CONNIE:    Come on. Let's find out. I
   made an appointment to
   interview someone at    
   three.            
N:    Now listen and repeat.        
F:    without washing machines
   how did they do the laundry
   How did they do the laundry
   without washing machines?
   with no washing machines
   How did they do the laundry
   with no washing machines?
   without electricity            
   how did they do the ironing
   How did they do the ironing
   without electricity?            
   with no electricity            
   How did they do the ironing
   with no electricity?            
N:    Notice that you can say    
   "without washing machines" or
   "with no washing machines".
   You can also say "without
   electricity" or "with no    
   electricity." The meaning is
   about the same. Now you're
   going to hear something people
   either do, like laundry, or    
   make, like phone calls. Then
   you'll hear "without" or "with
   no." Combine the two to ask a
   question starting with How did
   people. . . ? For example, you
   hear. . .            
F:    The laundry. . . without.    
N:    And you say. . .            
M:    How did people do the laundry
   without washing machines?
N:    Or you hear . . .            
F:    Phone calls. . . with no.    
N:    And you say. . .            
M:    How did people make phone
   calls with no telephones?    
       
N:    All right, let's begin.        
F:    The laundry. . . without.    
M:    How did people do the laundry
   without washing machines?
F:    Phone calls. . . with no.    
M:    How did people make phone
   calls with no telephones?    
F:    The dishes. . . without.    
M:    How did people do the dishes
   without dishwashers?        
F:    Clothes. . . with no.        
M:    How did people make clothes
   with no sewing machines?
167

F:    The ironing . . . without.
M:    How did people do the ironing
   without electric irons?
F:    Dinner. . . with no.
M:    How did people make dinner
   with no electric stoves?
N:    To end this lesson, listen to
   this conversation which uses
..---    the following idiomatic
   expressions: to pitch in, to do
   without, to give it my best shot,
   and to pass something up.
   Ready? Listen.
F:    Tell me, what was it like to
   grow up on a farm?
M:    It was hard. There were a lot of
   chores to do. But everyone
   helped. Everyone pitched in.
   That's how we did all the work.
   But we were poor, and we
   couldn't buy everything we
   wanted. We had to do without
   many things that other people
   had.
F:    Did you ever want to be a
   farmer yourself?
M:    I tried it for several years. I
   gave it my best shot, but it
   didn't work. I couldn't make
   money as a farmer, so I sold the
   farm . . . unfortunately.
F:    Why do you say
   "unfortunately"?
M:    Because after I sold my farm,
   they found oil in the ground.
   But it was too late for me. I
   passed up my chance to be rich.
N:    Now repeat these expressions.
M:    pitched in
   Everyone pitched in.
F:    do without
   We had to do without many
   things.
M:    gave it my best shot
   I gave it my best shot.
F:    passed up
   I passed up my chance to be
   rich.
N:    Now you'll hear a question
   followed by two responses.
   Repeat the response that makes
   sense in each situation. For
   example, you hear . . .
M I: Did you decide to accept the
   new job?
F:    No. I decided to pitch in.
M2: No. I decided to pass it up.
N:    And you say. . .
M2: No. I decided to pass it up.
N:    Or you hear. . .


   
MI: Would you like to have lunch
   with me?
F:    No, I'm too busy. I'll have to
   pass up lunch today.
M2: No, I'm too busy. I'll have to
   pitch in lunch today.
N:    And you say. . .
F:    No, I'm too busy. I'll have to
   pass up lunch today.
N:    All right, let's begin.
M I: Did you decide to accept the
   new job?
F:    No. I decided to pitch in.
M2: No. I decided to pass it up.
M2: No. I decided to pass it up.
MI:    Would you like to have lunch
   with me?
F:    No, I'm too busy. I'll have to
   pass up lunch today.
M2: No, I'm too busy. I'll have to
   pitch in lunch today.
F:    No, I'm too busy. I'll have to
   pass up lunch today.
MI:    Do you need a television set in
   your hotel room?
F:    No. I can do without a
   television set.
M2: No. I can pitch in with a
   television set.
F:    No. I can do without a
   television set.
MI:    Did you really try to be a
   successful farmer?
F:    Yes, I did. I passed it up.
M2: Yes, I did. I gave it my best
   shot.
M2: Yes, I did. I gave it my best
   shot.
N:    Well, I hope you've given this
   lesson your best shot. Now you
   can go on to the next lesson.
   This is the end of Lesson Two.

3
BOOK NINE, REVIEW ONE
N:    Review One. For this lesson,
   you'll need a pencil and a
   piece of paper.
   Listen to this conversation.
M:    Let's go to a movie tonight!
F:    Oh, good idea. Let's look in the
   paper for the movie schedule.
   Where is it?
M:    It's in Section B, on page 8.
F:    What's the matter? Why are you
   looking on page 6 of Section C?
M:    Oh, sorry. That's the sports
   section. I wanted to find out if
   our baseball team won the game
   yesterday.


   
F:    Come on. We don't have much
   time. Here, give me the paper.
M:    Well, what about the movies?
   You won't find them on page 10
   of Section B.
F:    Oh, I know. But I can't pass up
   reading the comics. They're so
   funny today. Don't worry, we
   have lots of time to find a movie.
M:    Ha!
N:    Now take your pencil and a piece
   of paper. You're going to hear
   the same conversation again.
   This time write down the
   important information, like the
   names of the newspaper sections,
   as well as the letters and page
   numbers of the sections
   mentioned. Remember, don't
   write each word, just the
   important information. OK, let's
   begin.
M:    Let's go to a movie tonight!
F:    Oh, good idea. Let's look in the
   paper for the movie schedule.
   Where is it?
M:    It's in Section B, on page 8.
F:    What's the matter? Why are you
   looking on page 6 of Section C?
M:    Oh, sorry. That's the sports
   section. I wanted to find out if
   our baseball team won the game
   yesterday.
F:    Come on. We don't have much
   time. Here, give me the paper.
M:    Well, what about the movies?
   You won't find them on page 10
   of Section B.
F:    Oh, I know. But I can't pass up
   reading the comics. They're so
   funny today. Don't worry, we
   have lots of time to find a movie.
M:    Ha!
N:    Now use what you've written to
   answer these questions. Question
   One.
M:    In what section and on what
   page is the movie schedule?
F:    It's in Section B, on page 8.
N:    Question Two.
M:    What page of what section do
   they talk about next?
F:    They talk about page 6 of
   Section C next.
N:    Question Three.
M:    What section is on this page?
F:    The sports section.
N:    Question Four.
M:    What page of what section do
   they talk about last?


168

   
F:    They talk about page 10 of
   Section Blast.
N:    Question Five.
M:    What's on this page?
F:    The comics.
N:    Question Six.
M:    At the end of the conversation
   do the people know what the
   movie schedule is?
F:    No, they don't.
N:    Now imagine that you have a job
   at WEFL. Your job is to listen to
   your boss and write down the
   things that she tells you to write.
   Your boss is going to read you a
   letter. She wrote to a woman
   named Gerry Karas who had
   written to thank WEFL for the
   story they had done on the
   Stamford Museum and Nature
   Center. First, just listen as your
   boss reads you the letter to Gerry
   Karas. Don't write anything yet.
   Ready? Listen.
F:    I just had to write to say how
   much I appreciated your letter.
   I'm glad that you thought our
   story on the Stamford Museum
   and Nature Center was both
   educational and entertaining.
   We try to broadcast stories that
   have to do with outstanding
   attractions in the area for people
   who are unaware of them.
   Thanks so much for your
   enthusiastic letter.
N:    Now take your pencil and a piece
   of paper. You're going to hear
   the letter read again, slowly.
   After each phrase, write down
   what you just heard. All ready?
   Let's begin.
F:    I just had to write
   to say how much
   I appreciated your letter.
   I'm glad that you thought
   our story on the Stamford Museum
   and Nature Center
   was both educational
   and entertaining.
   We try to broadcast
   stories that have to do with
   outstanding attractions
   in the area
   for people
   who are unaware of them.
   Thanks so much
   for your enthusiastic letter.
N:    Now check your paper as you
   hear the letter for the last time.

   Correct any mistakes that you
   find on your paper. OK, listen.
F:    I just had to write to say how
   much I appreciated your letter.
   I'm glad that you thought our
   story on the Stamford Museum
   and Nature Center was both
   educational and entertaining.
   We try to broadcast stories that
   have to do with outstanding
   attractions in the area for people
   who are unaware of them.
   Thanks so much for your
   enthusiastic letter.
N:    OK. Now use your paper to
   answer these questions.
   Question One.
M:    Why does the boss say she had to
   write to Gerry Karas?
F:    To say how much she
   appreciated her letter.
N:    Question Two.
M:    The boss said, "I'm glad that you
   thought our story on the
   Stamford Museum and Nature
   Center was both. . ." Both
   what?
F:    Both educational and
   entertaining.
N:    Question Three.
M:    At WEFL, what do they try to
   broadcast?
F:    Stories that have to do with
   outstanding attractions in the
   area.
N:    Question Four.
M:    Who do they broadcast these
   stories for?
F:    For people who are unaware of
   them.
N:    Question Five.
M:    What does the boss thank Gerry
   Karas for?
F:    She thanks her for her
   enthusiastic letter.
N:    This is the end of Review One.

4
BOOK HINE, LESSON THREE

N:    Lesson Three. Listen to this
    conversation that takes place
    in the gift shop of the
    Stamford Nature Center. Notice
    when the words make and do are
    used.
F:    Good morning, young man. How
    can I help you?
M:    I'm looking for information
    about how people lived on
    American farms one or two
    hundred years ago.

   
F:    What exactly do you want to
    know?
M:    I want to know how they made
    their clothes and how they made
    their meals.
F:    Well, they had to make a fire
    before they could do their
    cooking. Say, are you doing a
    composition for school?
M:    Well, I'm making plans to write
    a report on early American life.
    Maybe you could do me a favor.
    Could you help me do these
    exercises in my history book for
    school?
F:    Sorry, I'm not a teacher. I just
    work in the gift shop. But I can
    help you do your shopping if you
    want. . . Oh, I guess I could
    help you make an appointment
    to see the director of the
    museum. And maybe he could
    help you.
M:    Gee, thanks.
N:    Now listen and repeat.
M:    to make clothes
    make their clothes
    How did they make their
    clothes?
    to make meals
    make their meals
    How did they make their meals?
    to make a fire
    they make a fire
    How did they make a fire?
    to make plans
    making plans
    Are you making plans?
    to make a reservation
    making a reservation
    Are you making a reservation?
F:    to do cooking
    do their cooking
    How did they do their cooking?
    to do a composition
    doing a composition
    Are you doing a composition for
    school?
    to do a favor
    do me a favor
    Would you do me a favor?
    to do exercises
    doing these exercises
    Are you doing these exercises?
    to do shopping
    doing your shopping
    Are you doing your shopping?
N:    Now listen to the cues and make
    a question using either make or
    do. For example, you hear. . .

169
M;Are you...these exercses.
N: Are you say...
F:  Are you doing these exercises?
N:Or you hear...
M: How did they ... a yire.
N: Are you say...
F: How did they make a fire.
N: Realy? Let's begin.
M: Are you ...these exercises.
F: Are you doing these exercises.?
M: How did they... a fire?
F:How did they make a fire?
M: Are you ...plans.
F: Are you making a plans?
M:How did they ...the cooking.
F: How did they make a cooking?
M: Are you ...a reservation.
F: Are you making a resercation?
M: How did they ...their meals.
F: How did they make their meals?
M: Are you composition.
F: Are you make a composition?
M: How did they ... their clothes.
F: How did they make  their clothes?
M: Are you ...the sopping.
F: Are you doing the sopping?
M: Would you ...a favor.
F: Would you doing me a favor?
N: Would you do me a favor? You
can also say,"Would you do a
favor for me?" They both mean
the same thing.but remeber
that we don't say, " Would you
do a favor?"  You must always
mention the person who receices
the favor. For example, we say,
" Would you do my fiend a
favor?" or "Would you do a favor 
for my friend?" Let's peactice
these forms. When you hear a
noun or a pronoun, use it in a
question beginning with Would
you do...? For example, you hesr...
F: Steven.
N :Are you say...
M: Would you do Steven a favor?
N: Or you hear...
F: For him...
N: Are you say...
M: Would you do a favor for him?
N: realy? Let's begin.
F: Steven.
M: Would you do Steven a favor?
F: For him.
M: Would you do favor for him?
F; His father.
M: Would you do his father a favor?
F:For his wife.
M:Would you do a favor for his wife?
F: For his baby.
M: Would you do a favor for his baby?
F: Us.
M: Would you do us a favor?
N: Now listen to this conversation
between Connie and the
assitanr directer of  the Stamtord
Nature Center. They're talking
about a restored New England farms.
Connie: I can say you did you best
to keep the original fetures.
Brad:Yes , we did.
Connie:  Why did you save the barn?
Brad: It was too good to lose.
Connie: It looks wonderful.
Brad: We did our best to resore
it. I think we did a good job
fixing it.
N: Now listen and repeat.
M: to restore it
    We did our best to restore it.
    We did our best to resore it.
    fixing it.
  We did a goog job fixing it.
    We did a best job fixing it.
N: Notice how we use an infinitive
  after to do one's best.For
  exerample, we say...
M: I did my best to finish the work.
F: He did his best to arrive on tiom.
N: But after to do a good job , we use
the gerund, or the -ing form, of t
he verb. For example, we say...
M: You did a good good job buildong that house.
F: She did a good job planning that party.
N: Now you're going to hear a cue like this one...
F: I did my best... arrive on time.
N: And you say...
M: I did my best to arrive on time.
N:But if you hear...
F; You did a good job... build that house.
N: You say...
F: You did a good job building that house.
N: All right, let's begin.
F: I did my best ... arrive on time.
M: You did a good job... build that house.
F: You did a good job building that house.
M: She did a good job... pan that party.
F: She did a good job panning that party.
M: I did my best ... finish the work.
F:I did my best to finish the work.
M: I did our best ...restore the farm.
F: I did my best to finish the farm.
M: We did our best to restore the farm.
F:We did a good job ... fix it.
M: We did a good job fixing it.
N: And you probably did a good job
finishing this leson.
  This is the end of Lesson Therr.



5
BOOK NINE, LESSON FORE

N: Welcome to Lesson Four.
  Steven is asleep in his office.
  Jake comes in.Let's listen to
    their conversation. Listen
    to their carfully  for used to.
Jake:      Steven,I'm sorry I work you up.
Steven:    Before the baby was born,I
                  used to work all day
                  without feeling sleep.I
                  did'n use to take a nap at lunch time.
Jake:        I'm going jogging during my 
                  lunch break. Come with me.
Steven:    I used to jog,but I don't anymore.
Jake:        Why dom't you bring your
                running shoes tomorrow?
                  we'll take a run.
N:  Now listen and repeat.
M: used to        I used to work
    I used to work all day.
    I used to work all day.
    used to      I used to jog.
  I used to jog.
N: We use used to when we want to
  talk about the way things were in
the past. For example, before the
baby was born, Steven used to
stay awake at the office. We use
used to when we talk about
things we did regularly in the
baby was born, Steven used to jog
every day. Let's prectice this verb
tense. You hear...
F: Do you still jog every day?


N: And you say. . .
M: No, I don't. But I used to jog
every day.
N: You hear. . .
F: Does Steven still work all day
without feeling sleepy?
N: And you say. . .
M: No, he doesn't. But he used to work all day without feeling
    sleepy.
N: OK? Let's begin.
F: Do you still jog every day?
M: No, I don't. But I used to jog
    every day.
F: Does Steven still work all day
    without feeling sleepy?
    M: No, he doesn't. But he used to
    work all day without feeling
    sleepy.
F: Is that company that makes locks . . .
what's it called? Yale. Yes, Yale.
Is the Yale lock company still in Stamford?
M: No, it isn't. But it used to be in
    Stamford.
F: By the way, do people still call
    Stamford "The Lock City"?
M: No, they don't. But they used to
    call Stamfor~ "The Lock City."
F: Do you and your friends still play
    football every day?
M: No, we don't. But we used to
    play football every day.
F: How about Nancy and Ron? Are
    they still in Washington?
M: No, they aren't. But they used to
    be in Washington.
    F: Come on! I want you to tell me
    the truth. Do you still sleep with
    your teddy bear?
M: No, I don't. But I used to sleep
    with my teddy bear.
N: Notice that we don't use used to when we tell how long
something continued:
I slept with my teddy bear for six years,
not I used to sleep with my teddy bear for six years.
We don't use used to when we tell how many times something happened:
Ron and Nancy went to China four times,
not Ron and Nancy used to go to China four times.
Now Maria meets Steven in the cafeteria.
Listen to their conversation.
Listen carefully for negative sentences.
MARIA: Gee, Steven. You look
    exhausted.
STEVEN: Thanks. You don't look so
    terrific yourself.


MARIA: Sorry. I didn't mean to hurt your feelings.
Why are you
so sensitive? What's wrong?
You didn't use to be so sensitive.
STEVEN: I'm sorry, Maria. Jake just woke me up.
I was taking a nap in my office.
MARIA: Are you all right, Steven?
    You didn't use to take naps.
    STEVEN: Huh, I didn't use to do a
    lot of things, Maria. For
    instance, I didn't use to
stay up all night feeding a hungry baby.
MARIA: Come on, Dad.
I'm having a cup of coffee.
You have one too. And quit worrying
    . . . How's Anne doing?
N: Now listen and repeat.
F: use to be
you didn't use to be
You didn't use to be so sensitive.
You didn't use to be so sensitive. use to take
you didn't use to take
You didn't use to take naps.
use to do
I didn't use to do
I didn't use to do a lot of things.
I didn't use to do a lot of things. use to stay up
I didn't use to stay up
I didn't use to stay up all night.
I didn't use to stay up all night.
N: Now I say, "Why are you so
sensitive?" And you say. . .
F: You didn't use to be so sensitive.
N: I say, "Why do I stay up all
night?" And you say. . .
M: I didn't use to stay up all night.
N: Ready? Let's go. Why are you so
sensitive?
F: You didn't use to be so sensitive.
N: Why do I stay up all night?
M: I didn't use to stay up all night.
N: Why does she drink so much
    coffee?
F: She didn't use to drink so much
    coffee.
N: Why does he smoke so many
    cigarettes?
M: He didn't use to smoke so many
    cigarettes.
N: Why do they take naps every
    day?
F: They didn't use to take naps
    every day.
    N: Why is everyone at WEFL
    interested in the history of
    Sta.mford?

M: They didn't use to be interested
in the history of Stamford.
N: Why do you study English?
F: You didn't use to study English.
N: All right. Jake has made a list of companies
that used to have factories in Stamford
but have left or gone out of business,
and companies that still have factories there.
He is giving the list to Maria on the telephone.
Listen for the important information about
the companies on the list.
What did they produce?
Do they still have factories in Stamford?
Are they still in business?
JAKE: Well, the first factory in Stamford was Yale,
the lock company. They opened in 1869.
MARIA: Y-a-I-e. They're not here anymore,
are they? Are they still in business?
JAKE: Yale? Sure.
They still make locks,
but they left Stamford a long time ago. Then
    there's Kroeger.
MARIA: How do you spell Kroeger?
JAKE: K-r-o-e-g-e-r. They make,
or I should say, used to make pianos.
They~re not in business anymore either.
MARIA: This is terrible! All these factories have left
Stamford or gone out of business.
I suppose Pitney Bowes is gone too.
And Machlett Laboratories.
JAKE:    Machlett? Let me check
    . . . Is that with two t's?
    MARIA: Yeah. M-a-c-h-I-e-t-t.
    Machlett. You know, the
    glassblowers.
JAKE: Still in business, but not in
Stamford anymore.
MARIA: This is really terrible.
JAKE: Pitney Bowes is still in
    business. . .
MARIA: But not in Stamford
    anymore.
JAKE: Yes. Pitney Bowes is still in Stamford.
Look out your window.
You can see the office building.
N: Now listen to Maria repeat the
    information.
    MARIA: OK. Yale is still in business
    but not in Stamford
    anymore.

171

    Kroeger, the company that
    used to make pianos, went
    out of business too.
    Machlett also isn't in
    Stamford anymore. They
    were the glassblowers. The
    Machlett people are still
    blowing glass, but not here
    anymore.
    Finally, Pitney Bowes! Still
    in business . . . still in
    Stamford. Hurray for Pitney
    Bowes!
N:    Now some questions. I say, "Did
! i,    Yale go out of business?" And
    you say. . .
F:    No. They're still in business.
N:    I say, "Does Yale still have a
    factory in Stamford?" And you
    say.. .
F:    No. They don't have a factory in
    Stamford anymore.
N:    OK? Here we go. Did Yale go out
    of business?
F:    No. They're still in business.
N:    Does Yale still have a factory in
    Stamford?
F:    No. They don't have a factory in
    Stamford anymore.
N:    And Kroeger? They used to make
    pianos in Stamford. Do they still
    make pianos today?
F:    No. They don't make pianos
    anymore.
N:    How about those famous
    glassblowers at Machlett? Do
    they still work in Stamford?
F:    No. They don't work in
    Stamford anymore.
N:    And I suppose Pitney Bowes is
    gone too.
F:    No. They're still here.
N:    That's it. This is the end of
    Lesson Four.

5

BOOK NINE, LESSON FIVE

N:    This is Lesson Five. Steven and
    Jake are jogging. Let's listen to
    their conversation. Listen
    carefully for the past form of I can.
STEVEN:    A few months ago, I could
    jog without any problem.
JAKE:    How long ago? A few
    months or a few years?
STEVEN:    When I was in college, I
    used to be on the track
    team. I could run a mile in
    five minutes.
JAKE:    Oh, come on. I bet you
    couldn't.

           
STEVEN:    Oh, yes, I could. When I
    was in college, I could swim
    ten miles.
JAKE:    Steven, what happened to
    you?   
N:    OK. Answer this question.
    What's the past form of I can
    swim ten miles?
M:    I could swim ten miles.
N:    Now listen and repeat.
M:    could    I could jog
    I could jog without any problem
    a few months ago
    A few months ago, I could jog
    without any problem.
    A few months ago, I could jog
    without any problem.
N:    You hear. . .
F:    Can you still jog every day?
N:    And you say. . .
M:    No, I can't. But a few months
    ago, I could jog without any
    problem.   
N:    You hear. . .
F:    Can you still swim ten miles?
N:    And you say. . . .
M:    No, I can't. But a few months
    ago, I could swim ten miles
    without any problem.
N:    Ready? Let's begin.
F:    Can you still jog every day?
M:    No, I can't. But a few months
    ago, I could jog without any
    problem.   
F:    Can you still swim ten miles?
M:    No, I can't. But a few months
    ago, I could swim ten miles
    without any problem.
F:    Can you still kick a football fifty
    yards?   
M:    No, I can't. But a few months
    ago, I could kick a football fifty
    yards without any problem.
F:    Can you still sleep nine hours a
    night?   
M:    No, I can't. But a few montbs
    ago, I could sleep nine hours a
    night without any problem.
F:    Well, can you still stay up all
    night and not be tired the next
    day?   
M:    No, I can't. But a few months
    ago, I could stay up all night and
    not be tired the next day without
    any problem.
F:    Can you still eat six
    cheeseburgers for lunch?
M:    No, I can't. But a few months
    ago, I could eat six cheeseburgers
    for lunch without any problem.


       
F:    Can you still relax with your
    friends every Saturday night?
M:    No, I can't. But a few months
    ago, I could relax with my
    friends every Saturday night
    without any problem.
N:    Well,. there are many things we
    could do in the past that we
    can't do anymore: ride a bus for a
    nickel; see a movie for a dime,
    for example. But there are also
    many things we can do now that
    we couldn't do in the past: fly
    from New York to London in a
    few hours; telephone Tokyo in a
    few minutes, for example. Anne
    and Steven are talking about
    things they can do now that they
    couldn't do in the past. Let's
    listen to the conversation.
STEVEN:    I don't know, Anne. We're
        both exhausted from being
        up all night with the baby.
        I take naps at work. I'm in
        terrible shape. I used to run
        a mile in five minutes; now
        I can't run a mile at all. We
        used to go out dancing
        every Saturday night.
        Remember? We can't do
        that anymore. What can I
        tell you? The party's over.
        We're old, Anne. We're
        old.
ANNE:    Oh, come on, Steven.
        Really! You make it sound
        like we're ready for rocking
        chairs. I don't feel that old.
        So you can't run a mile in
        five seconds. . .
STEVEN:    Five minutes.
ANNE:    Oh, excuse me. Five
        minutes. . . So what? So
        we don't go dancing
        anymore. You were a
        terrible dancer, anyway.
STEVEN:    I was?
ANNE:    You couldn't stay in step.
        Anyway, listen, Steven,
        there are lots of things we
        can do now that we
        couldn't do then.
STEVEN:    Name one.
ANNE:    Well, we couldn't take
        little Peter to the Nature
        Center, could we?
STEVEN:    No, we couldn't. He wasn't
        born yet.
ANNE:    We couldn't take videos in
        the past, videos of him


172

           
    smiling at the animals the
    way we did last Saturday.
    We couldn't watch our son
    change from a baby into a
    child . . .
STEVEN:    OK. OK. Enough! Enough!
    Maybe if I run every
    day.. .   
N:    Now listen and repeat.
F:    couldn't    we couldn't
    we couldn't take
    We couldn't take videos in the
    past.   
    We couldn't take videos in the
    past.   
N:    You hear. . .
M:    Instead of taking photographs,
    today we take videos.
N:    And you say. . .
F:    We couldn't take videos in the
    past.   
N:    You hear. . .
M:    I stay in step now when I go
    dancing.   
N:    And you say. . .
F:    You couldn't stay in step in the
    past.   
N:    OK? Here we go.
M:    Instead of taking photographs,
    today we take videos.
F:    We couldn't take videos in the
    past.   
M:    I stay in step now when I go
    dancing.   
F:    You couldn't stay in step in the
    past.   
M:    Fifty years ago, the only way to
    get from America to Europe was
    by boat. It took five days. Today,
    we can travel to Europe in a few
    hours.   
F:    We couldn't travel to Europe in
    a few hours in the past.
M:    A hundred years ago when Mario
    in Italy wanted to talk to Silvia
    in Argentina, he wrote her a
    letter. Today, we can telephone
    from Italy to Argentina.
F:    We couldn't telephone from Italy
   
    to Argentina in the past.
M:    It used to be when we wanted to
    see a movie, we had to go to a
    theater. Now we watch movies
    on TV.   
F:    We couldn't watch movies on
    TV in the past.
N:    Jake and Mike are exercising at
    the gym. They are talking about
    Steven. Listen to the
    conversation. Listen closely for

   
    the word that follows in.
JAKE:    Poor Steven. He's really not
    in shape anymore. Since the
    arrival of the new baby, he
    hasn't been sleeping well.
MIKE:    He used to jog every day, I
    haven't seen him jog since
    . . . well, you know, it was so
    long ago, I can't remember
    when. He used to be in great
    shape. He used to jog every
    day before lunch.
JAKE:    I know, I know. Now he takes
    a nap during his lunch break.
MIKE:    Well, that's no way to stay in
    shape. He needs to exercise,
    eat right, get his eight hours
    of sleep every night.
N:    In the conversation between
    Mike and Jake, what is the word
    that follows in?
F:    Shape. The word is shape or
    great shape.
N:    Now listen and repeat.
M:    not in shape
    He's really not in shape
    anymore.
    He's really not in shape
    anymore.
    in great shape
    He used to be in great shape.
    He used to be in great shape.
N:    To be in shape means "to be in
    good physical condition." To
    be in shape, it's important to
    eat right, sleep right, and
    exercise. Listen to some people
    describe what they do for
    exercise. Then decide if they
    are in shape or not in shape.
MI:    My name's George. I don't
    really worry much about staying
    in shape. I'm too busy at my job
    to think about joining exercise
    programs and aerobics classes. I
    make a living by playing
    professional football. That's my
    job. And that takes up all my
    time.
   
N:    Do you think George is
    probably in shape, or is he
    probably not in shape?
F:    He's probably in shape.
M2: The name's Thomas. Am I in
    shape? You bet I'm in shape. I
    eat only things that taste good.
    I get plenty of sleep, between
    nine and ten hours a night. And then
    I get a lot of exercise reading
    magazines and playing cards.

N:    How about Thomas? Probably
    in shape, or probably not in
    shape?
F:    He's probably not in shape.
F:    Whew. . . Boy, I am not in
    shape. I'm Blanca. You know,
    fifteen years ago I could run ten
    miles and not be tired. Now I
    run seven miles, and I'm
    exhausted. I used to swim five
    miles every day; now I swim
    only three. I think I'm getting
    old.
N:    Is Blanca probably in shape, or
    is she probably not in shape?
F:    She's probably in shape.
N:    That's all for now. End of
    Lesson Five.

6
       
BOOK NINE, REVIEW TWO
N:    Review Two. For this lesson,
   you'll need a pencil and a
   piece of paper.    
   Jake is still working on his report
   about Stamford's companies,
   both past and present. He's
   looking at old newspaper articles.
   Listen carefully for any important
   information and write down the
   dates that you hear. .. You will
   hear the article twice.
JAKE:    Gee, here's an interesting
   article from the Gazette
   . . . "Yale & Towne to Shut
   Down." Hmmm . . . 1959.
   That must have been when the
   company that makes locks left
   Stamford. I wonder what
   happened. Let's see.
   "Yale & Towne announced
   last week that it would be
   closing its doors in Stamford
   this year. High costs and
   workers' dissatisfaction were
   given as reasons for the
   shutdown. "    
   Well, what do you know! Yale
   & Towne shut down because
   of high costs and unhappy
   
   workers.    
   "Yale & Towne has enjoyed a
   prosperous history in Stamford.
   It was founded in October
   1868 by two entrepreneurs,
   Linus Yale, Jr. and Henry
   Towne. Yale & Towne became
   successful overnight, and it is
   said that the success of the
   company brought Stamford
173

into the industrial age.
The number of workers peaked
at Yale & Towne in 1916.
In that year,
six thousand five hundred men
and women worked for the company.
" Gee, six thousand five hundred.
That's a lot of people.
It must have really been big.
I wonder when the trouble began.
"Yale & Towne began to decline in Stamford in 1931,
when it relocated some important offices to New York City.
A crippling strike by workers in 1945
further damaged the company.
As recently as four years ago, "
(Must have been in 1955 . . . ) "
we realized that Yale & Towne
would eventually be leaving our city.
Many people are sad to see it go."
I bet they were sad.
N: Now let's listen to Jake reading
   the article again.
JAKE: Gee, here's an interesting article from the
Gazette. . . "Yale & Towne to Shut Down." Hmmm . . .
1959. That must have been when the company
that makes locks left Stamford.
I wonder what happened. Let's see. "
Yale & Towne announced last week
that it would be closing its doors in Stamford this year.
High costs and workers' dissatisfaction
were given as reasons for the shutdown."
Well, what do you know!
Yale & Towne shut down
because of high costs and unhappy workers.
"Yale & Towne has enjoyed a prosperous history in Stamford.
It was founded in October 1868
by two entrepreneurs,
Linus Yale, Jr. and Henry Towne.
Yale & Towne became successful overnight,
and it is said that the success
of the company brought Stamford
into the industrial age.
The number of workers peaked
at Yale & Towne in 1916.
In that year,
six thousand five hundred men and women



worked for the company. "
Gee, six thousand five hundred.
That's a lot of people. I
t must have really been big.
I wonder when the trouble began.
"Yale & Towne began to decline
in Stamford in 1931,
when it relocated some important offices to New York City.
A crippling strike by workers in 1945 further damaged the company.
As recently as four years ago, "
(Must have been in 1955 . . . ) "
we realized that Yale & Towne would eventually be leaving our city.
Many people are sad to see it go."
I bet they were sad.
N: OK. Let's review the dates you just heard.
What was the first date Jake talks about?
It was the year the article appeared in the Stamford Gazette and the year
   Yale & Towne left Stamford.
F: 1959.
N: And the second date he mentions?
What was the second date?
It was the month and year
   Yale & Towne was founded.
F: October 1868.
N: And the next date? What was
the year the number of workers
   peaked at Yale & Towne?
F: 1916.
N: How about the year the company
began to decline in Stamford?
What was the year that Yale & Towne began to relocate its offices
   to New York?
F: 1931.
N: When was the crippling strike by the workers?
It was nineteen forty something, wasn't it?
   Nineteen forty. . . what?
F: 1945.
N: And the last date Jake mentions?
The year the people of Stamford realized
that Yale & Towne would eventually be leaving.
It was ten years after the strike.
   What year was it?
F: 1955.
N: Now listen and repeat.
M: overnight successful overnight
They became successful overnight.
They became successful overnight.

174

N:    If you become successful
   overnight, you become successful
   suddenly, immediately, very
   quickly. Let's practice this
   expression. You hear. . .
F:    They became successful very
   quickly.    
N:    And you say. . .
M:    They became successful
   overnight.    
N:    You hear. . .
F:    Linus Yale suddenly began
   making a lot of money.
N:    And you say. . .
M:    Linus Yale began making money
   overnight.    
N:    Notice that overnight always
   comes at the end of the
   sentence. It doesn't come in the
   middle. OK? Here we go.
F:    They became successful very
   quickly.    
M:    They became successful
   overnight.    
F:    Linus Yale suddenly began
   making a lot of money.
M:    Linus Yale began making money
   overnight.    
F:    Yale locks became world famous
   immediately.
M:    Yale locks became world famous
   overnight.    
F:    In 1931, the company suddenly
   relocated its offices.
M:    In 1931, the company relocated
   its offices overnight.
F:    With the movie Mad Max, Mel
   Gibson very quickly became a
   star.    
M:    With the movie Mad Max, Mel
   Gibson became a star overnight.
N:    Now listen and repeat.
F:    I bet    I bet they were sad.
   I bet they were sad.
M    "I bet they were sad" is a strong
   way of saying, "I think they were
   sad." It means you think that
   they were more than sad. Let's
   practice this expression. You
   hear.. .    
M:    The people of Stamford were sad
   to see Yale & Towne go.
N:    You say. . .
F:    I bet they were sad.
N:    You hear. . .
M:    The 1945 strike was crippling for
   the company.
N:    You say. . .
F:    I bet it was crippling.
N:    Ready? Let's go.


M:    The people of Stamford were sad
   to see Yale & Towne go.
F:    I bet they were sad.
M:    The 1945 strike was crippling for
   the company.
F:    I bet it was crippling.
M:    In 1916, the company made a
   nice profit.
F:    I bet it made a nice profit.
M:    The president of Yale & Towne
   felt good that year.
F:    I bet he felt good.
M:    But in 1945, the company
   managers were unhappy.
F:    I bet they were unhappy.
M:    The workers wanted more
   money.
F:    I bet they wanted more money.
M:    But they were sorry in 1959
   when the company left
   Stamford.
F:    I bet they were sorry.
N:    Now let's see how much of the
   story of Yale & Towne you
   remember with some true-or-false
   statements. Just say "True" when
   the statement is true. When the
   statement is false, say "False"
   and make the correction. You
   hear.. .
M:    Yale & Towne was founded in
   Stamford.
N:    You say. . .
F:    True.
N:    You hear. . .
M:    They made pianos at Yale &
   Towne.
N:    And you say. . .
F:    False. They made locks.
N:    OK? Here we go.
M:    Yale & Towne was founded in
   Stamford.
F:    True.
M:    They made pianos at Yale &
   Towne.
F:    False. They made locks.
M:    In 1916, there were more than
   six thousand workers at Yale &
   Towne.
F:    True.
M:    In 1931, they moved the factory
   to New York City.
F:    False. They moved some of the
   offices to New York City.
M:    In 1935, there was a crippling
   strike by the workers.
F:    False. The strike was in 1945.
M:    Everyone was happy when the
   company finally left in 1959.
F:    False. Everyone was sad.


M:    Jake found the article about the
   shutdown in the Stamford
   Gazette.
F:    True.
N:    This is the end of Review Two.

7

BOOK NINE, LESSON SIX
N:    This is Lesson Six. For
   this lesson, you'll need a pencil
   and piece of paper.
   Jake Seltzer is introducing his
   report on Stamford. Let's listen.
JAKE:    Good morning. I'm Jake
   Seltzer, and this is "Hello
   America." Today, Stamford is
   a city of big office buildings. It
   didn't use to be. Fifty years
   ago, it was a city of factories
   . . . At the Stamford Museum,
   we looked at all the products
   that Stamford factories used to
   make.
N:    Now Jake is going to tell us
   about these products. Write
   down the names of the
   companies and their products.
JAKE:    Of course the biggest company
   in Stamford was Yale &
   Towne. They used to employ
   four out of five people in this
   town and could produce
   millions of locks a year. But
   there were many other
   companies, like Machlett
   Laboratories, who used to
   make most of the world's glass
   tubes. Did you know that
   Stamford used to have two
   piano companies? Not one,
   but two. Kroeger was one (my
   grandmother used to have a
   Kroeger piano in her living
   room), and the other was. . .
   let me see. Oh, yes.
   Davenport. Davenport made a
   terrific piano. Both aren't in
   business anymore. Fifty years
   ago, you could buy shoes made
   right here in Stamford. T. B.
   Smart used to be an important
   company. Unfortunately, they
   aren't in business anymore.
   But one company that's still in
   business is Schick, the electric
   ror company. It's not in
   Stamford anymore, but it
   began in Stamford. In fact, it
   was Jacob Schick who
   invented the electric razor.

N:    Good. Now let's see how many
   products you can remember that
   used to be made in Stamford. I
   say, "Pianos." And you say. . .
M:    Yes. They used to make pianos
   there.
N:    I say, "How about computers?
   Did they use to make them in
   Stamford?" And you say. . .
M:    No. They didn't use to make
   computers there.
N:    All right. Here we go. Pianos.
M:    Yes. They used to make pianos
   there.
N:    How about computers? Did they
   use to make them in Stamford?
M:    No. They didn't use to make
   computers there.
N:    TVs?
M:    No. They didn't use to make
   TV s there.
N:    What about electric razors?
M:    Yes. They used to make electric
   razors there.
N:    And shoes. Did they ever make
   shoes in Stamford?
M:    Yes. They used to make shoes
   there.
N:    How about electric guitars? Did
   they use to make them?
M:    No. They didn't use to make
   electric guitars there.
N:    And locks? Did they ever make
   locks in Stamford?
M:    Yes. They used to make locks
   there.
N:    Well, life in Stamford has
   changed a lot in the last fifty
   years. But then, life is different
   everywhere, isn't it? In your
   town, I bet things aren't the
   same as they used to be fifty years
   ago. There are things people can
   do now that they couldn't do
   then. And I'm sure there are
   things people could do then that
   they can't do now. I'm going to
   ask you some questions about
   what people could or couldn't do
   in your town fifty years ago. I
   say, "Could they watch the news
   on TV fifty years ago?" And you
   answer . . .
F:    Yes, they could.
N:    Or...
F:    No, they couldn't.
N:    Or.. .
F:    Maybe they could; maybe they
   couldn't. I don't know.
N:    The answer depends on what's


175

   true for you. There will be a
   pause for you to respond after
   each question. Ready? Let's
   begin.    
   Could people in your town watch
   the news on TV fifty years ago?
   Could they send a letter to a
   friend in Chicago?
   Could'they make a telephone
   call to Honolulu?
   Fifty years ago, could women go
   to the hospital to have a baby?
   How about Schick electric
   razors? Could the men in your
   town buy an electric razor?
   Could people listen to music on
   their stereos?
   Could they do their shopping at
   a supermarket?
   Fifty years ago, could people in
   your town go to a movie on a
   Saturday night if they wanted?
N:    Anne meets Steven for lunch at
   the studio. Listen to their
   conversation. Just listen.
ANNE:    Steven! Are you all right?
STEVEN:    Yeah . . . I think . . . I
   think I am. Boy! I did it.
ANNE:    Did what? You look awful.
STEVEN:    Ran a mile. . . Well,
   almost a mile. . . And I
   did it without stopping.
ANNE:    Without stopping? You
   mean you ran a mile and
   you didn't stop to rest?
STEVEN:    Yeah. I ran the whole
   distance without stopping
   to rest. What do you think
   of that?
ANNE:    What do I think? I think
   you're crazy.
N:    Now listen and repeat.
M:    without    without stopping
   without stopping to rest
   I ran the whole distance
   I ran the whole distance
   without stopping to rest.
   I ran the whole distance
   without stopping to rest.
N:    OK. I say, ''Taking a break."
   And you say. . .
M:    I ran the whole distance without
   taking a break.
N:    I say, "Jogged." And you say. . .
M:    I jogged the whole distance
   without taking a break.
N:    Ready? Let's begin.
M:    I ran the whole distance without
   stopping to rest.
N:    Taking a break.

M:    I ran the whole distance without
   taking a break.
N:    Jogged.
M:    I jogged the whole distance
   without taking a break.
N:    Afternoon.
M:    I jogged the whole afternoon
   without taking a break.
N:    Any problem.
M:    I jogged the whole afternoon
   without any problem.
N:    Exercised.
M:    I exercised the whole afternoon
   without any problem.
N:    Steven.
M:    Steven exercised the whole
   afternoon without any problem.
N:    Having a heart attack.
M:    Steven exercised the whole
   afternoon without having a heart
   attack.
N:    OK, that's all for now. End of
   Lesson Six.

8

BOOK NINE, LESSON SEVEN

N:    This is Lesson Seven. Listen
   to this conversation between
   Steven and Connie.
STEVEN:    Listen, Connie. Anne and
   I want you to come to our
   ouse sometime. She wants
   to meet you.
CONNIE:    I'd love to see you and
   Anne sometime, but I know
   you're busy with the baby.
N:    Now listen and repeat.
M:    come to our house sometime
   I want you to come to our house
   sometime.
   Anne and I want you to come to
   our house sometime.
N:    Now listen to and repeat this
   sentence.
M:    Steven wants Connie to meet his
   wife.
N:    You're going to hear that
   sentence again, followed by a few
   more words. Use the new words
   to make another sentence. For
   example, you hear. . .
M:    Steven wants Connie to meet his
   wife.
F:    Come to dinner.,
N:    And you say. . .
M:    Steven wants Connie to come to
   dinner.
N:    Then you hear. . .
M:    Steven wants Connie to come to
   dinner.
       

       
F:    Her.
N:    And you say. . .
M:    Steven wants her to come to
   dinner.
N:    OK, let's begin.
M:    Steven wants Connie to meet his
   wife.
F:    Come to dinner.
M:    Steven wants Connie to come to
   dinner.
F:    Her.
M:    Steven wants her to come to
   dinner.
F:    See the baby.
M:    Steven wants her to see the
   baby.
F:    He.    
M:    He wants her to see the baby.
F:    See his house.
M:    He wants her to see his house.
F:    Spend some time with his family.
M:    He wants her to spend some time
   with his family.
N:    Now listen again to Connie and
   Steven as they discuss his plans
   for the future and the things he
   would rather do.
CONNIE:    Would you rather get a new
       job or have your weekends
       free ?
STEVEN:    I'd rather have my
       weekends free. You know,
       with the baby and all . . . I
       read about a job not far
       from Stamford. Producer of
       a radio show.
CONNIE:    Would you rather work in
       television or radio?
STEVEN:    I'd rather work in television.
N:    Now listen and repeat.
F:    work in television or radio
   Would you rather work in
   television or radio?
   Would you rather work in
   television or radio?
   get a new job or have your
   weekends free
   Would you rather get a new job
   or have your weekends free?
   Would you rather get a new job
   or have your weekends free?
N:    We use Would you rather. . . ?
   to start a question in which you
   give someone a choice between
   two possibilities. Now you're
   going to hear two possibilities
   mentioned and you combine
   them in a question starting with
   Would you rather. . . ? For
   example, you hear. . .

176

   
M:    Work in television or in radio.
N:    And you say. . .
F:    Would you rather work in
   television or in radio?
N:    You hear. . .
M:    Live in Stamford or in
   Hartford.
N:    And you say. . .
F:    Would you rather live in
   Stamford or in Hartford?
N:    OK, let's begin.
M:    Work in television or in radio?
F:    Would you rather work in
   television or in radio?
M:    Live in Stamford or in
   Hartford.
F:    Would you rather live in
   Stamford or in Hartford?
M:    Go to the movies or to the
   theater.
F:    Would you rather go to the
   movies or to the theater?
M:    Eat pizza or a sandwich.
F:    Would you rather eat pizza or a
   sandwich?
M:    Take a taxi to the station or
   walk.
F:    Would you rather take a taxi to
   the station or walk?
M:    Get a new job or have your
   weekends free.
F:    Would you rather get a new job
   or have your weekends free?
N:    When we answer a question
   that gives us a choice, like
   Would you rather. . . ? we
   usually answer with "I'd rather"
   followed by the base form of the
   verb. For example. . .
F:    Would you rather live in New
   York or in Los Angeles?
M:    I'd rather live in Los Angeles.
N:    Now you're going to hear some
   questions that give you a choice
   between two possibilities.
   Either answer you give is
   correct if it starts with "I'd
   rather." For example, you
   hear.. .
F:    Would you rather live in
   Washington, D.C., or in your
   own city?
N:    And you can say either. . .
M:    I'd rather live in Washington,
   D.C.
N:    Or.. .
M:    I'd rather live in my own city.
N:    Remember that there is no
   correct or incorrect answer. It's
   your opinion, so just answer
   

   
   using /' d rather. . . and the rest
   of the sentence. Ready? Listen
   and answer these questions.
F:    Would you rather live in
   Washington, D.C., or in your
   own city?
M:    Would you rather have your
   weekends free or your evenings
   free?
F:    Would you rather own a big
   house or a beautiful car?
M:    Would you rather earn more
   money or have long vacations?
F:    Would you rather be the
   president of a big company or a
   famous movie star?
M:    Would you rather live in a very
   large city or in a very small
   town?
N:    When we state our preferences,
   that is, when we say what we
   prefer or do not prefer, we often
   start the answer with I'd rather
   or I'd rather not. For example, if
   the question is . . .
F:    Would you rather work in
   television or in radio?
N:    We can answer this way. . .
M:    I'd rather work in television.
N:    Or we can say. . .
M:    I'd rather not work in radio.
N:    Now you're going to hear some
   questions followed by a cue to
   help you with the answer. For
   example, you hear. . .
F:    Would you rather work in
   television or in radio?
MI: Television.
N:    And you say. . .
M2: I'd rather work in television. .
N:    But when you hear. . .
F:    Would you rather work in
   television or in radio?
MI:    Not radio.
N:    You say. . .
M2: I'd rather not work in radio.
N:    OK, let's begin.
F:    Would you rather work in
   television or in radio?
MI: Television.
M2: I'd rather work in television.
F:    Would you rather work in
   television or in radio?
MI:    Not radio.
M2: I'd rather not work in radio.
F:    Would you rather teach or work
   in an office?
MI:    Not teach.
M2: I'd rather not teach.
F:    Would you rather have chicken
   or fish for dinner?


MI:    Fish.
M2: I'd rather have fish for dinner.
F:    Would you rather play tennis or
   ride horses?
MI:    Not ride horses.
M2: I'd rather not ride horses.
F:    Would you rather read a book
   or go to a movie?
MI:    Read a book.
M2: I'd rather read a book.
N:    You know that I'd rather do
   something means the same as I'd
   prefer to do something, and I'd
   rather not do something means
   the same as I'd prefer not to do
   something. Now, when you hear
   a sentence with "I'd rather" or
   "I'd rather not," change it to
   "I'd prefer" or "I'd prefer not"
   or the opposite. For example,
   you hear . . .
F:    I'd rather live in Stamford.
N:    And you say. . .
M:    I'd prefer to live in Stamford.
N:    You hear. . .
F:    I'd prefer not to play tennis
   today.
N:    And you say. . .
M:    I'd rather not play tennis today.
N:    All right, let's begin.
F:    I'd rather live in Stamford.
M:    I'd prefer to live in Stamford.
F:    I'd prefer not to play tennis
   today.
M:    I'd rather not play tennis today.
F:    I'd prefer to have my own
   business.
M:    I'd rather have my own
   business.
F:    I'd rather not work on
   weekends.
M:    I'd prefer not to work on
   weekends.
F:    I'd prefer not to go to a
   restaurant tonight.
M:    I'd rather not go to a restaurant
   tonight.
F:    I'd prefer to stay home with my
   family.
M:    I'd rather stay home with my
   family.
N:    And now, would you rather do
   this lesson again or go on to the
   next lesson? It's your choice.
   This is the end of Lesson Seven.
   
BOOK NiNE, LESSON EIGHT
N:    Welcome to Lesson Eight. Listen
   to this part of the conversation
   
177    

   

   between Jake Seltzer and Abbott
   Larkin.
JAKE:    Are you in town for the
   computer meeting?
LARKIN:    Yes, I am. I'm glad you're
   here. I think this meeting
   will be very important. I
   hope you'll do a story about
......-    it.
JAKE:    That's why I'm here.
N:    Now listen and repeat.
M:    very important
   this meeting will be very
   important
   I think this meeting will be very
   important.
   I think this meeting will be very
   important.
F:    a story about it
   you'll do a stpry about it
   I hope you'll do a story about it.
   I hope you'll do a story about it.
N:    Notice how we use a subject and
   a verb after think and hope. For
   example . . .
M:    I think this meeting will be very
   important.
F:    I hope you'll do a story about it.
N:    Now you'll hear a sentence using
   think followed by a few more
   words. Use the new words to
   make another sentence. For
   example, you hear . . .
M:    I think this meeting will be very
   important.
F:    Is very interesting.
N:    And you say. . .
M:    I think this meeting is very
   interesting.
N:    You hear. . .
M:    I think this meeting is very
   interesting.
F:    Movie.
N:    And you say. . .
M:    I think this movie is very
   interesting.
N:    OK, let's begin.
M:    I think this meeting will be very
   important.
F:    Is very interesting.
M:    I think this meeting is very
   interesting.
F:    Movie.
M:    I think this movie is very
   interesting.
F:    A little boring.
M:    I think this movie is a little
   boring.
F:    TV commercial.
M:    I think this TV commercial is a
   little boring.


F:    Very well made.
M:    I think this TV commercial is
   very well made.
F:    Piece of furniture.
M:    I think this piece of furniture is
   very well made.
N:    Now let's try that using a
   sentence with hope. For example,
   you hear. . .
F:    I hope you'll do a story about it.
M:    Me.    
N:    And you say. . .
F:    I hope you'll do a story about
   me.    
N:    Then you hear. . .
F:    I hope you'll do a story about
   me.    
M:    Write a newspaper article.
N:    And you say. . .
F:    I hope you'll write a newspaper
   article about me.
N:    All right, let's begin.
F:    I hope you'll do a story about it.
M:    Me.    
F:    I hope you'll do story about me.
M:    Write a newspaper article.
F:    I hope you'll write a newspaper
   article about me.
M:    The merger.
F:    I hope you'll write a newspaper
   article about the merger.
M:    Tell.me all about.
F:    I hope you'll tell me all about the
   merger.
M:    Your wife and your new baby.
F:    I hope you'll tell me all about
   your wife and your new baby.
M:    Invite me to meet.
F:    I hope you'll invite me to meet
   your wife and your new baby.
N:    Now let's return to Jake Seltzer
   and Abbott Larkin. They're still
   discussing the future of Larkin's
   company, International
   Computer.
LARKIN:    I think this meeting will be
       very important. I hope
       you'll do a story about it.
JAKE:        That's why I'm here. I'm
       interested in doing a story
       on International Computer.
       I know you're thinking of
       introducing a new line of
       computers . . . I look
       forward to talking with you
       tomorrow at ten.
LARKIN:    And I look forward to
       seeing you. I think this
       meeting will be very
       important.
       
   
N:    Now listen and repeat.
   a story on International
   Computer
   doing a story on International
   Computer
   I'm interested in doing a story on
   International Computer.
   I'm interested in doing a story on
   International Computer.
F:    introducing a new line of
   computers
   thinking of introducing a new
   line of computers
   I know you're thinking of
   introducing a new line of
   computers.
   I know you're thinking of
   introducing a new line of
   computers.
M:    talking with you tomorrow at ten
   I look forward to talking with
   you tomorrow at ten.
   I look forward to talking with
   you tomorrow at ten.
N:    Notice how we use the gerund
   form of a verb after interested in,
   thinking of, and lookforward to.
   Now you're going to hear a
   sentence that uses a verb plus an
   infinitive, like want to do, like to
   do, and plan to do. Then you'll
   hear a cue, like "interested,"
   "thinking," or "look forward."
   Use the cue to make a new
   sentence. For example, you
   hear.. .
M:    Jake wants to meet Abbott
   Larkin.
F:    Interested.
N:    And you say. . .
M:    Jake is interested in meeting
   Abbott Larkin.
N:    Or you hear. . .
M:    He likes to interview this famous
   man.
F:    Look forward.
N:    And you say. . .
M:    He looks forward to interviewing
   this famous man.
N:    OK, ready? Let's begin.
M:    Jake wants to meet Abbott Larkin.
F:    Interested.
M:    Jake is interested in meeting
   Abbott Larkin.
M:    He likes to interview this famous
   man.
F:    Look forward.
M:    He looks forward to interviewing
   this famous man.
   

       178


       
M:    He's planning to interview this
   famous man.
F:    Thinking.
M:    He's thinking of interviewing
   this famous man.
M:    I want to study American
   history .
F:    Interested.
M:    I'm interested in studying
   American history.
M:    We like to go skiing in winter.
F:    Look forward.
M:    We look forward to going skiing
   in winter.
M:    They're planning to visit
   California in July.
F:    Thinking.
M:    They're thinking of visiting
   California in July.
N:    Now let's go to Steven and
   Anne's house. Connie has spent
   a very pleasant afternoon with
   them, but now she thinks it's
   time for her to go. Listen.
ANNE:    Would you like another
   cup of coffee or another
   piece of cake?
CONNIE:    No, thanks. I really should
   be going. I have to get up
   early tomorrow. . .
   Thanks for inviting me.
ANNE:    Thanks for coming. We
   hope you'll come again.
N:    Now listen and repeat.
F:    I really should be going.
   I really should be going.
   I have to get up early tomorrow.
   I have to get up early tomorrow.
   Thanks for inviting me.
   . Thanks for inviting me.
N:    Now you're going to hear one of
   these sentences, followed by
   some different words. Use the
   new words to make a new
   sentence. For example, you
   hear.. .
F:    I really should be going.
M:    Leave.
N:    And you say. . .
F:    I really should be leaving.
N:    Or you hear. . .
F:    I have to get up early tomorrow.
M:    Go home and walk my dog.
N:    And you say. . .
F:    I have to go home and walk my
   dog.
N:    OK? Let's begin.
F:    I really should be going.
M:    Leave.
F:    I really should be leaving.

   
F:    I have to get up early tomorrow.
M:    Go home and walk my dog.
F:    I have to go home and walk my
   dog.
F:    Thanks for inviting me.
M:    Ask me to come to dinner.
F:    Thanks for asking me to come to
   dinner.
F:    I really should be leaving.
M:    On my way.
F:    I really should be on my way.
F:    I have to go home and walk my
   dog.
M:    Meet someone for a drink.
F:    I have to meet someone for a
   drink.
F:    Thanks for asking me to corne to
   dinner.
M:    Let me see your baby.
F:    Thanks for letting me see your
   baby.
N:    And thanks for doing your best
   on this lesson.
   End of Lesson Eight.

9

   
BOOK NINE, REVIEW THREE
N:    Review Three. For this lesson,
   you'll need a pencil and a
   piece of paper.
   Listen to this lecture about the
   history of the computer. Don't
   write anything yet. Just listen.
F:    The inventor of the modem
   computer was an English
   mathematician, Charles
   Babbage. He invented a machine
   in 1832 which had most of the
   features of a modem computer.
   Unfortunately, people weren't
   interested in it because it was too
   complicated.
M:    The first successful mechanical
   computer was built in 1944 by an
   American, Howard Aiken. Two
   years later, a new type of
   computer was built with
   electronic parts called valves.
F:    Modem computers use
   microchips instead of valves.
   These microchips are tiny but
   very efficient.
N:    Now take your pencil and a piece
   of paper. You will hear the
   lecture again. After each
   important group of words, there
   will be a pause. Don't write every
   word you hear, just the
   important facts, like names and
   dates and why a person or thing
   is important. Ready? Let's begin.

F:    The inventor of the modem
   computer was an English
   mathematician, Charles
   Babbage.    
   He invented a machine in 1832
   which had most of the features of
   a modem computer.
   Unfortunately, people weren't
   interested in it because it was too
   complicated.    
M:    The first successful mechanical
   computer was built in 1944 by an
   American, Howard Aiken.
   Two years later, a new type of
   computer was built with
   electronic parts called valves.
F:    Modem computers use
   microchips instead of valves.
   These microchips are tiny but
   very efficient.    
N:    Now use your notes to answer
   the following true-or-false
   questions. If the answer is true,
   just say "True." If the answer is
   false, say "False," and give the
   correct answer. Ready? Let's
   begin.    
   Question One.    
M:    The inventor of the modem
   computer was an American
   mathematician.    
F:    False. The inventor of the
   modem computer was an English
   mathematician.    
N:    Question Two.    
M:    His name was Charles Babbage.
F:    True.    
N:    Question Three.    
M:    He invented a machine with
   most of the features of a modem
   computer in 1823.
F:    False. He invented a machine
   with most of the features of a
   modem computer in 1832.
N:    Question Four.    
M:    Most people were interested in
   his machine because it wasn't
   complicated.    
F:    False. Most people weren't
   interested in his machine
   because it was too complicated.
N:    Question Five.    
M:    The first successful mechanical
   computer was built in 1944 by an
   American, Howard Aiken.
F:    True.    
N:    Question Six.    
M:    Ten years later, a new type of
   computer was built with
   electronic parts called valves.


179

F:    False. Two years later, a new
   type of computer was built with
   electronic parts called valves.
N:    Question Seven.
M:    Modem computers use valves
   instead of microchips.
F:    False. Modem computers use
   microchips instead of valves.
N:    Question Eight.
M:    These microchips are tiny but
   very efficient.
   
F:    True.
N:    Now imagine that you're Steven
   and you're writing a letter to a
   friend telling him about some
   recent problems in your life.
   First, don't write anything. Just
   listen.
STEVEN:    Things have been a little
       difficult for me recently. I'm
       not completely happy at
       WEFL. I like the people I
       work with, but I need to
       make more money. Connie
       told me about a job in
       Hartford. They're looking
       for a producer for their
       weekend news show. The
       money is good, but it's too
       far away. I'd rather not
       move right now. I'd prefer
       to keep doing the same job
       because 1 like what I'm
       doing. But I'd like to make
       more money.
N:    Now take your pencil and a piece
   of paper. You're going to hear
   Steven's letter again. After each
   group of words, there will be a
   pause for you to write what you
   hear. OK, let's begin.
STEVEN:    Things have been
       a little difficult
       for me recently.
       I'm not completely happy
       at WEFL.
       1 like the people 1 work
       with,
       but I need to make more
       money.
       Connie told me
       about a job in Hartford.
       They're looking for a
       producer
       for their weekend news
       show.
       The money is good,
       but it's too far away.
       I'd rather not move
       right now.


       
   I'd prefer to keep doing
   the same job
   because I like what I'm
   doing.
   But I'd like to make more
   money.
N:    Now listen to Steven's letter for
   the last time. Look carefully at
   your paper and correct any
   mistakes you find. Ready? Listen.
STEVEN:    Things have been a little
       
   difficult for me recently. I'm
   not completely happy at
   WEFL. I like the people I
   work with, but I need to
   make more money. Connie
   told me about a job in
   Hartford. They're looking
   for a producer for their
   weekend news show. The
   money is good, but it's too
   far away. I'd rather not
   move right now. I'd prefer
   to keep doing the same job
   because I like what I'm
   doing. But I'd like to make
   more money.
N:    Now use your paper to answer
   the following questions. Give
   short answers. Question One.
F:    Steven says things have been a
   little what for him recently?
M:    A little difficult.
N:    Question Two.
F:    He says he's not completely
   happy somewhere. Where?
M:    At WEFL.
N:    Question Three.
F:    Steven says he likes the people
   he works with, but he needs to
   do what?
M:    Make more money.
N:    Question Four.
F:    Connie told him about a job in
   what city?
M:    Hartford.
N:    Question Five.
F:    They're looking for a producer
   for what?
M:    For their weekend news show.
N:    Question Six.
F:    Steven says the money is good,
   but it's too far away. He says he'd
   rather not what?
M:    He'd rather not move right now.
N:    Question Seven.
F:    Why does Steven say he'd prefer
   to keep doing the same job?
M:    Because he likes what he's doing.
N:    Question Eight.

       
F:    What does Steven say he'd like
   to make?
M:    More money.
N:    This is the end of Review Three.

10

BOOK NINE, LESSON NINE

N:    Welcome to Lesson Nine.
   Listen to this conversation
   between Jake Seltzer and Abbott
   Larkin.
JAKE:    Mr. Larkin, thanks for
   
   speaking with me.
LARKIN:    Jake, I think you cover the
   business world very well.
JAKE:    Thank you, Mr. Larkin. I
   hope our viewers agree with
   you.
LARKIN:    Are you happy at WEFL,
   Jake?
JAKE:    Well, I enjoy reporting.
LARKIN:    Would you rather stay at
   WEFL or try for a job in
   New York City?
JAKE:    I'd rather try for a job in
   New York City, of course.
N:    Now listen and repeat.
M:    I think
   I think you cover the business
   world
   I think you cover the business
   world very well.
   I think you cover the business
   world very well.
F:    1 hope
   1 hope our viewers agree
   1 hope our viewers agree with
   you.
   1 hope our viewers agree with
   you.
N:    Now you're going to hear a
   sentence that begins with "I
   think" and then gives an
   opinion. Respond with a
   statement that begins with "I
   hope," changing the sentence in
   the following way. You hear. . .
F:    1 think you do your job very
   well.
N:    And you say. . .
M:    1 hope 1 do.
N:    You hear. . .
F:    1 think you were an excellent
   host at the party last night.
N:    And you say. . .
M:    1 hope 1 was.
N:    All right, let's begin.
F:    1 think you do your job very
   well.
M:    1 hope 1 do.


180
       
F:    I think you were an excellent
   host at the party last night.
M:    I hope I was.
F:    I think you're being very polite
   to everyone.
M:    I hope I am.
F:    I think you can probably be sure
   of getting a raise this year.
M:    I hope I can.
N:    Now let's practice using some
   negatives. For example, you
   hear.. .
M:    I think you're doing a terrible
   job.    
N:    And you say. . .
F:    I hope I'm not.
N:    Or you hear. . .
M:    I think you made a big mistake.
N:    And you say. . .
F:    I hope I didn't.
N:    All right, let's begin.
M:    I think you're doing a terrible
   job.    
F:    I hope I'm not.
M:    I think you made a big mistake.
F:    I hope I didn't.
M:    I think we've just missed the
   plane for New York.
F:    I hope we haven't.
M:    I think Mr. Larkin will be very
   late for his meeting.
F:    I hope he won't.
M:    I think this exercise is too
   difficult.
F:    I hope it isn't.
N:    Remember this part of Abbott
   Larkin and Jake's conversation?
   Listen.
LARKIN:    Are you happy at WEFL,
       Jake?
JAKE:        Well, I enjoy reporting.
N:    Now use that conversation to
   answer questions. For example,
   you hear . . .
F:    Are you happy in school?
N:    And you say. . .
M:    Well, I enjoy studying.
N:    Or you hear. . .
F:    Is Rita happy on the tennis
   court?
N:    And you say. . .
M:    Well, she enjoys playing tennis.
N:    Remember that your answer must
   include the verb enjoy followed
   by the gerund of another verb.
   Ready? Let's begin.
F:    Are you happy in school?
M:    Well, I enjoy studying.
F:    Is Rita happy on the tennis
   court?


M:    Well, she enjoys playing tennis.
F:    Are those two actors happy in
   the theater?
M:    Well, they enjoy acting.
F:    Is Connie happy on an airplane?
M:    Well, she enjoys flying.
F:    Is she happy in her car?
M:    Well, she enjoys driving.
F:    Are you happy at a table full of
   food?
M:    Well, I enjoy eating.
N:    Now listen again to the end of
   the conversation between
   Abbott Larkin and Jake Seltzer.
LARKIN:    Would you rather stay at
   WEFL or try for a job in
   New York City?
JAKE:    I'd rather try for a job in
   New York City, of course.
N:    Now you're going to make some
   questions that start with "Would
   you rather . . . ?" This time
   you'll hear the beginning of the
   question. For example . . .
M:    Would you rather live in New
   York City or. . .?
N:    And you complete the question
   any way that you think makes
   sense. For example, you could
   say.. .
F:    Would you rather live in New
   York City or in Hartford?
N:    Or you could say . . .
F:    Would you rather live in New
   York City or in Los Angeles?
N:    Or you'll hear. . .
M:    Would you rather work in
   television or . . .
N:    And you can say. . .
F:    Would you rather work in
   television or in radio?
N:    Or you could say. . .
F:    Would you rather work in
   television or in the movies?
N:    Remember, it doesn't matter
   what you say if your question
   makes sense. After you finish the
   question, you'll hear an answer
   to the question you just asked.
   OK, let's begin.
M:    Would you rather live in New
   York City or . . .
F:    I'd rather live in New York City.
   I love the excitement of the place.
M:    Would you rather work in
   television or . . .
F:    I'd rather work in television. I
   love TV! In fact, I watch it all
   the time.


M:    Would you rather have a lot of
   money or . . .
F:    I'd rather have a lot of money.
   That way I could buy most of the
   things I need. Except love, of
   course.
M:    Would you rather own a house
   or. . . ?
F:    I'd rather own a house. I've
   always wanted to have my own
   house. And I wouldn't have to
   pay rent!
M:    Would you rather be living in a
   city or . . . ?
F:    I'd rather be living in a city. As I
   said before, New York is so
   exciting! But so are most cities.
M:    Would you rather meet the
   President of the United States
   or. . . ?
F:    I'd rather meet the President of
   the United States. That's the
   person I've most wanted to meet
   since I was a child.
N:    This is the end of Lesson Nine.
       
BOOK NINE, LESSON TEN
N:    Welcome to Lesson Ten. Sam
   Finch and Maria are at the
   studio. They are talking about
   changes at WEFL. Listen to their
   conversation. Listen carefully for
   sentences that begin with the
   words if or even if. How many
   times do you hear the word if?
   Let's listen.
MARIA:    Hi, Sam. You wanted to see
   me?
SAM:    Yes, Maria. Let me pull up a
   chair for you . . . Maria, I
   want to ask you a few
   questions.
MARIA:    Yes?
SAM:    If you had a million dollars
   to spend on "Hello
   America," what changes
   would you make?
MARIA:    A million dollars?
SAM:    How about the furniture? If
   you had a million dollars,
   would you buy new
   furniture?
MARIA:    New furniture? No. We just
   bought these chairs last
   year. Even if I had a million
   dollars, I wouldn't change
   them. I like these chairs.
SAM:    Who selected them?
MARIA:    I did.


181
   SAM:        How about the colors?
           Would you change the
           colors of the set?
   MARIA:    The colors. I wouldn't
           change the colors. These
           colors are good for Jake and
           Connie. We selected these
           colors on purpose.
.....    SAM:        How about the carpeting?
   MARIA:    If I were making changes, I
           wouldn't spend money on
           new carpeting. No one
           really sees it. If I had a
           million dollars, I'd give
           everyone on the staff a raise.
   N:    OK. If you had a million dollars
       for every time you heard the
       word if in the conversation
       between Maria and Sam, how
       much money would you have?
   F:    Five million dollars.
   N:    That's a lot of money. Now
       listen and repeat.
   F:    if    if I had
       if I had a million dollars
       I'd give everyone
       I'd give everyone on the staff
       I'd give everyone on the staff a
       raise
       If I had a million dollars, I'd give
       everyone on the staff a raise.
       If I had a million dollars, I'd give
       everyone on the staff a raise.
   N:    Good. Now you hear. . .
   F:    If I had a million dollars, I'd give
       everyone on the staff a raise.
   N:    And I say, "At WEFL." So you
       say. . .
   M:    If I had a million dollars, I'd give
       everyone at WEFL a raise.
   N:    I say, "Buy everyone a new car. "
       And you say. . .
   F:    If I had a million dollars, I'd buy
       everyone a new car.
   N:    Ready! Let's begin.
   F:    If I had a million dollars, I'd give
       everyone on the staff a raise.
   N:    At WEFL.
   M:    If I had a million dollars. I'd give
       everyone at WEFL a raise.
   N:    Buy everyone a new car.
   F:    If I had a million dollars, I'd buy
       everyone a new car.
   N:    A lot of money.
   M:    If I had a lot of money, I'd buy
       everyone a new car.
   N:    Travel around the world.
   F:    If I had a lot of money, I'd travel
       around the world.
   N:    More free time.


M:    If I had more free time, I'd travel
   around the world.
N:    Were a millionaire.
F:    If I were a millionaire, I'd travel
   around the world.
N:    Give you everything.
M:    If I were a millionaire, I'd give
   you everything.
N:    All right, now let's listen to
   some more of the conversation
   between Maria and Sam. Sam
   asks Maria for some advice about
   . . . what? What does Sam want
   advice about?
SAM:    Maria, I want to ask you for
   some advice.
MARIA:    Yes?
SAM:    Remember that station in
   California I told you about?
MARIA:    Sure.
SAM:    Well, the owner called me
   yesterday. He's ready to sell.
MARIA:    Great.
SAM:    Yes, but his price is very
   high. Maria, do you think I
   should buy that station?
MARIA:    Yes, I do. But if I were you,
   I'd make a lower offer.
SAM:    I don't think he'll accept a
   lower offer.
MARIA:    Then if I were you, I'd pay
   his price. It's a very good
   station. In a few years, it'll
   be very big. I wouldn't miss
   this chance to buy it.
N:    OK, what does Sam want Maria's
   advice about?
M:    Buying the station in California.
   He wants her advice about
   buying the station in California.
N:    Now listen and repeat.
F:    if I were you
   I'd make a lower offer
   If I were you, I'd make a lower
   offer.
   If I were you, I'd make a lower
   offer.
   if I were you
   I'd pay his price
   If I were you, I'd pay his price.
N:    Now you hear. . .
M:    Should I make a lower offer?
N:    And you say. . .
F:    If I were you, I'd make a lower
   offer.
N:    You hear. . .
M:    Should I pay his price?
N:    And you say. . .
F:    If I were you, I'd pay his price.
N:    OK? Here we go.


       
M:    Should I make a lower offer?
F:    If I were you, I'd make a lower
   offer.
M:    Should I pay his price?
F:    If I were you, I'd pay his price.
M:    Should I sell my share of WEFL?
F:    If I were you, I'd sell my share of
   WEFL.
M:    Should I tell the staff?
F:    If I were you, I'd tell the staff.
M:    Should I call a meeting for
   tonight?
F:    If I were you, I'd call a meeting
   for tonight.
M:    Should I offer them a million
   dollars?
F:    If I were you, I'd offer them a
   million dollars.
M:    Should I wait a few months?
F:    If I were you, I'd wait a few
   months.
N:    Sam is still asking Maria for
   advice about the station in
   California. Listen for the things
   Maria tells Sam not to do.
SAM:        If I bought this station, how
       could I improve the show?
MARIA:    If I were you, I wouldn't
       make any changes at first.
       I'd wait a few months.
SAM:        You would?
MARIA:    Yes. I'd spend some time at
       the station. I'd follow the
       ratings. Then, after I
       learned everything about the
       show, I'd think about
       changes.
SAM:        Would you hire new people?
MARIA:    No, I wouldn't hire new
       people at first. I wouldn't
       fire anyone. I'd wait.
SAM:        Good advice, Maria. So, if
       you were me, you would buy
       the new station.
N:    What does Maria tell Sam not to
   do?    
M:    She tells him not to make any
   changes, not to hire or fire
   anyone.
N:    Now listen and repeat.
F:    I wouldn't make
   I wouldn't make any changes
   if I were you
   If! were you, I wouldn't make
   any changes.
   If I were you, I wouldn't make
   any changes.
   I wouldn't hire
   I wouldn't hire new people
       
182

   
   if I were you
   If I were you, I wouldn't hire
   new people.
   If I were you, I wouldn't hire
   new people.
N:    OK. Let's practice giving advice
   using the negative form. You
   hear.. .
M:    Would you make any changes?
N:    And you say. . .
F:    No. If! were you, I wouldn't
   make any changes.
N:    You hear. . .
M:    Would you hire new people?
N:    And you say. . .
F:    No. If I were you, I wouldn't
   hire new people.
N:    Ready? Here we go.
M:    Would you make any changes?
F:    No. If I were you, I wouldn't
   make any changes.
M:    Would you hire new people?
F:    No. If I were you, I wouldn't hire
   new people.
M:    Would you sell your share of
   WEFL ?
F:    No. If I were you, I wouldn't sell
   my share of WEFL.
M:    Would you fire the old staff at
   KELT?
F:    No. If I were you, I wouldn't fire
   the old staff at KELT.
M:    Would you offer Connie a raise?
F:    No. If I were you, I wouldn't
   offer Connie a raise.
M:    Would you be worried about this
   deal?
F:    No. If I were you, I wouldn't be
   worried about this deal.
M:    Would you continue this
   exercise?
F:    No. If! were you, I wouldn't
   continue this exercise.
N:    OK, let's move on. In this
   lesson, you have heard the
   expression to hire people, which
   means to give them a job, and to
   fire people, which means the
   opposite: to dismiss them from
   their job. The boss usually
   decides who to hire and who to
   fire. Here are some short
   statements made by people who
   are employed at KELT. If you
   were the new boss of KELT,
   which ones would you fire? Listen.
TOM:    My name is Tom Malek. I'm
   thirty-five years old. I have an
   M.A. in journalism from
   Columbia University and have


   
   worked as a writer at KELT for
   three years. I'm always on time
   and have never missed a day of
   work. My health is excellent.
   I'm not married. I live with my
   friend Greg and my dog,
   Charlie.
N:    If you were the boss at KELT,
   would you fire Tom?
BETH:    Hi. I'm Beth Smith. Not
   everybody likes me here at
   KELT. Some of the members
   of the staff are jealous because
   I'm such a good worker. I
   always look terrific, as you can
   see. Sometimes I type a letter
   or two, lick envelopes, and
   answer the phone. I'm very
   good at answering the phone
   - it's not an easy job, you
   know. But really, most of the
   time I just try to look good
   and stay out of trouble. Oh, I
   never come in on Tuesdays
   and Thursdays. I have to
   spend quality time with my
   cat.
N:    How about Beth? Would you fire
   her?
BOB: The name's Bob, Bob Conte.
   I've been at KELT since it
   began. I'm the janitor here. I
   know everything about this
   station. When the boss wants
   to find out something about
   someone, he calls me. Yes, sir.
   You see, I spend a lot of time
   at the coffee machine. I
   pretend to clean the floor, but
   actually I listen to what people
   say. It's been hard work, but
   it's paid off. You want to know
   anything, anything at all,
   about the other employees
   around here, just come to old
   Bob.
N:    And finally, Bob Conte, the
   janitor. If you were the boss at
   KELT, would you fire Bob?
   This is the end of Lesson
   Ten.