8册练习文本

  AUDIO SCRIPT    
   
BOOK EIGHT, LESSON ONE

N:    This is Lesson One. Connie,
   Steven, and Jake are having a
   meeting.    
   Listen to the conversation. There
   are two words that begin with the
   letter h. Listen carefully for these
   two words that begin with h.
CONNIE:    Oh, no. Kathy's sick?
   What's wrong?    
STEVEN:    She'll be OK, but she could
   be away for months.
JAKE:    You'll need help while
   Maria is away.    
STEVEN:    Who can we hire? Any ideas?
N:    Now, what are the two words
   that begin with the letter h?
F:    The words are help and hire.
N:    Now listen and repeat.
F:    you'll need help    
   while Maria is away
   You'll need help while Maria is
   away.    
   You'll need help while Maria is
   away.    
N:    OK. I say, "Help." And you
   say.. .    
F:    You'll need help while Maria is
   away.    
N:    I say, "Kathy." And you say . . .
F:    You'll need help while Kathy is
   away.    
N:    Ready? Let's begin. Help.
F:    You'll need help while Maria is
   away.    
N:    Kathy.    
F:    You'll need help while Kathy is
   away.    
N:    Sick.    
           
F:    You'll need help while Kathy is sick.
N:    A new assistant.    
F:    You'll need a new assistant while
   Kathy is sick.    
N:    We.    
F:    We'll need a new assistant while
   Kathy is sick.    
N:    Out.    
F:    We'll need a new assistant while
   Kathy is out.    
N:    Hire.    
F:    We'll hire a new assistant while
   Kathy is out.    
N:    Now let's listen to some more of
   the meeting where Jake, Connie,
   and Steven talk about hiring an
   assistant. Who are they talking

   about? Listen for a name.
CONNIE:    Patricia Woo is looking for
   ajob now.
STEVEN:    How much experience has
   she had in television?
CONNIE:    She worked for a newspaper
   last year.
N:    OK. Who are Connie and
   Steven talking about?
F:    Patricia Woo.
N:    Now listen and repeat.
F:    she worked
   she worked for a newspaper
   She worked for a newspaper last
   year.
   She worked for a newspaper last
   year.
N:    I say, "Patricia works for a
   newspaper now." And you
   say.. .
F:    No, she doesn't. She worked for
   a newspaper last year.
N:    I say, "Greg is a student at
   Columbia University." And you
   say.. .
F:    No, he isn't. He was a student at
   Columbia University last year.
N:    Change the time from the
   present to the past. Ready? Let's
   begin. Patricia works fQr a
   newspaper now.
F:    No, she doesn't. She worked for
   a newspaper last year.
N:    Greg is a student at Columbia
   University.
F:    No, he isn't. He was a student at
   Columbia University last year.
N:    Jim graduates from Columbia this
   year.
F:    No, he doesn't. He graduated
   from Columbia last year.
N:    Bill and Greg work as
   
   cameramen.
F:    No, they don't. They worked as
   cameramen last year.
N:    John does the evening news at
   WEFL.
F:    No, he doesn't. He did the
   evening news at WEFL last year.
N:    Bob writes the scripts.
F:    No, he doesn't. He wrote the ,
   scripts last year.
N:    OK. Now Maria and Sam Finch
   are having dinner. They're
   talking about Steven. Listen to
   their conversation. Listen
   carefully for a specific year.
SAM:    I like Steven. He's a good
   man. How long has he been


   at WEFL?
MARIA:    Let's see. . . He started in
   1987, so he's worked at
   WEFL for more than five
   years now.
SAM:    Has he always been a
   director?
MARIA:    Yes. He's been a director
   since 1987. Of course while
   I'm out here, he's the
   producer and Mike's the
   director.
SAM:    Well, who's the cameraman?
N:    OK. What specific year did you
   hear? Steven's been a director
   since . . . when?
F:    Since 1987.
N:    Now listen and repeat.
F:    he started
   He started in 1987.
   He started in 1987.
   he's worked
   he's worked at WEFL
   He's worked at WEFL since
   1987.
   He's worked at WEFL since
   1987.
N:    Now you hear. . .
F:    Steven works at WEFL. He
   started in 1987.
N:    And you say. . .
M:    He's worked at WEFL since
   1987.
N:    You hear. . .
F:    Maria is in Aspen. She got there
   on Monday.
N:    And you say. . .
M:    She's been in Aspen since
   Monday.
N:    Ready? Let's go.
F:    Steven works at WEFL. He
   started in 1987.
   
M:    He's worked at WEFL since
   1987.
F:    Maria is in Aspen. She got there
   on Monday.
M:    She's been in Aspen since
   Monday.
F:    Bob and Carol live in Stamford.
   They moved there in August.
M:    They've lived in Stamford since
   August.
F:    Ted and Alice study computer
   programming at New York
   University. They began last fall.
M:    They've studied computer
   programming since last fall.
F:    Maria knows Mike. She met him
   in St. Louis.


169

M:    She's known him since St. Louis.
F:    Jake has an apartment in
   Manhattan. He bought it in
   1988.
M:    He's had an apartment in
   Manhattan since 1988.
F:    Kathy's sick. She began to feel
   bad on Friday afternoon.
M:    She's been sick since Friday
........    afternoon.
N:    Good! Here's some more ofthat
   meeting at WEFL. They're still
   talking about who to hire while
   Kathy is out sick. Who does Jake
   suggest?
JAKE:    I know Patricia. She's
   never worked in television.
   Thomas Jones is good. He
   was a writer at an
   advertising agency in 1990.
   Now he's a writer for a
   magazine.
CONNIE:    But he's never worked in
   news.
N:    Well, who does Jake suggest for
   Kathy's job?
M:    Thomas Jones.
N:    Now listen and repeat.
M:    she's never worked
   She's never worked in television.
   She's never worked in television.
F:    he's never worked
   He's never worked in news.
   He's never worked in news.
N:    Now you hear. . .
M:    Has Patricia worked a lot in
   television?
N:    And you say. . .
F:    No, she hasn't. She's never
   worked in television.
N:    You hear. . .
M:    But Patricia and Greg Olden
   worked together last year, didn't
   they?
N:    And you say. . .
F:    No, they didn't. They've never
   worked together.
N:    OK? Let's begin.
M:    Has Patricia worked a lot in
   television?
F:    No, she hasn't. She's never
   worked in television.
M:    But Patricia and Greg Olden
   worked together last year, didn't
   they?
F:    No, they didn't. They've never
   worked together.
M:    Wasn't Patricia a student at
   Columbia University?
F:    No, she wasn't. She's never been


   a student at Columbia
   University.
M:    Oh, that's right. Kathy studied at
   Columbia, didn't she?
F:    No, she didn't. She's never
   studied at Columbia.
M:    But they lived together in New
   York, right?
F:    No, they didn't. They've never
   lived together in New York.
M:    Well, Thomas Jones has worked
   for a long time in news, hasn't
   he?    
F:    No, he hasn't. He's never
   worked in news.
M:    Thomas really likes Patricia,
   doesn't he?
F:    No, he doesn't. He's never liked
   Patricia.
N:    That's it. This is the end of
   Lesson One.

　　　
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14

   
   
BOOK EIGH'T, LESSON TWELVE
N:    This is Lesson Twelve. In
   this lesson, you learned the
   names of a lot of different
   animals. Now listen and repeat
   the name of each animal that
   you hear.
M:    pigeon
F:    butterfly
M:    fox
F:    deer
M:    wolf
F:    goose
M:    fish
F:    eagle
M:    sheep
F:    mouse
N:    Some of these animal names
   have regular plurals and some
   have irregular plurals. Listen to
   the names of these animals
   again, but don't repeat what you
   hear. Instead, give the plural
   form of each name you hear. For
   example, you hear. . .
M:    One goose.
N:    And you say. . .
   

       F:    Two geese.
       N:    Or you hear. . .
       M:    One fox.
       N:    And you say. . .
       F:    Two foxes.
       N:    Ready? Let's begin.
       M:    One goose.
       F:    Two geese.
       M:    One fox.
       F:    Two foxes.
       M:    One fish.
       F:    Two fish.
       M:    One eagle.
       F:    Two eagles.
       M:    One butterfly.
       F:    Two butterflies.
       M:    One mouse.
       F:    Two mice.
       M:    One wolf.
       F:    Two wolves.
       M:    One deer.
       F:    Two deer.
       M:    One pigeon.
       F:    Two pigeons.
       M:    One sheep.
       F:    Two sheep.
       N:    Now listen and change each of
           the following sentences. The
           nouns and verb forms are in the
           singular. You change them to
           the plural. For example, you
           hear.. .
   F:    A mouse is a rodent.
       N:    And you say. . .
       M:    Mice are rodents.
       N:    Or you hear. . .
       F:    A butterfly is an insect.
       N:    And you say. . .
       M:    Butterflies are insects.
       N:    OK? Let's begin.
       F:    A mouse is a rodent.
       M:    Mice are rodents.
       F:    A butterfly is an insect.
       M:    Butterflies are insects.
       F:    A sheep is a mammal.
       M:    Sheep are mammals.
       F:    A goose is a bird.
       M:    Geese are birds.
       F:    An alligator is a reptile.
       M:    Alligators are reptiles.
       N:    Now listen to two or three
           sentences about animals. Then
           combine all the sentences into
           one sentence, changing the
           singular forms to the plural. For
           example, you hear. . .
       M:    A deer is a mammal. A sheep is
           a mammal. A cow is a mammal.
       N:    And you say. . .
           

189

F:    Deer, sheep, and cows are
   mammals.
N:    Or you hear. . .
M:    A fly is an insect. A butterfly is
   an insect.
N:    And you say. . .
F:    Flies and butterflies are insects.
N:    Ready? Let's begin.
M:    A deer is a mammal. A sheep is
   a mammal. A cow is a mammal.
F:    Deer, sheep, and cows are
   mammals.
M:    A fly is an insect. A butterfly is
   an insect.
F:    Flies and butterflies are insects.
M:    An alligator is a reptile. A turtle
   is a reptile.
F:    Alligators and turtles are reptiles.
M:    A goose is a bird. A chicken is a
   bird. A duck is a bird.
F:    Geese, chickens, and ducks are
   birds.
M:    A lion is a mammal. A wolf is a
   
   mammal. A fox is a mammal.
F:    Lions, wolves, and foxes are
   mammals.
M:    A whale is a mammal. An otter
   is a mammal.
F:    Whales and otters are mammals.


N:    Now listen to this man as he
   describes some of the birds on
   the pond.
M:    Look at the two Canadian geese.
   This one is beautiful. The other
   one is strange-looking. And look
   at those two ducks. This one is
   green. The other is black.
N:    Now listen to and repeat these
   sentences.
M:    This one is beautiful.
   The other one is strange-looking.
   This one is green.
   The other is black.
N:    Remember that you can use
   either the other one or the other.
   And you can use either the other
   ones or the others. Now listen to
   the cues and form two sentences.
   For example, you hear . . .
M:    Book. . . red. Other one. . .
   blue.
N:    And you say. . .
   
F:    This book is red. The other one
   is blue.
N:    Or you hear. . .
M:    Goose . . . beautiful. Other . . .
   strange-looking.
N:    And you say. . .


   
F:    This goose is beautiful. The
   other is strange-looking.
N:    All right. Let's begin.
F:    Book. . . red. Other one. . .
   blue.
M:    This book is red. The other one
   is blue.
F:    Goose . . . beautiful. Other . . .
   strange-looking.
M:    This goose is beautiful. The
   other is sn:ange-Iooking.
F:    Fish . . . big. Other . . . little.
M:    This fish is big. The other is
   little.
F:    Story. . . interesting. Other
   ones. . . boring.
M:    This story is interesting. The
   other ones are boring.
F:    Report . . . long. Others . . .
   short.
M:    This report is long. The others
   are short.
F:    Alligator . . . mean. Other one
   
   . . . meaner.
M:    This alligator is mean. The other
   one is meaner.
N:    This is the end of Lesson
   Twelve.

190

13

   
BOOK EIGHT, REVIEW FOUR
N:    Review Four. Forthis lesson,
   you'11 need a pencil and a
   piece of paper.
   Listen to the radio announcer as
   he tells us about something
   interesting to do this weekend.
M:    Are you looking for something
   fun to do with the whole family?
   Why not make a visit to the
   Stamford Museum and Nature
   Center? It's a great place for
   children and adults. Here are
   some of the things you can do.
   You can see the farm animals,
   visit the duck pond, walk on the
   hiking trails, shop in the gift
   shop, and see an art exhibit.
   There's a convenient parking lot
   to park in, or if you come by bus,
   just get off at the bus stop near
   the front gate. And there are
   picnic tables you can use if you
   want to bring your lunch. Yes.
   There's something for everyone
   at the Stamford Museum and
   Nature Center.
N:    Now take your pencil and a piece
   of paper and write down these
   things that you can do at the
   Nature Center.
M:    See the farm animals.
F:    Visit the duck pond.
M:    Walk on the hiking trails.
F:    Shop in the gift shop.
M:    See an art exhibit.
F:    Park in the parking lot.
M:    Get off at the bus stop.
F:    Use the picnic tables.
N:    Now, use the information on
   your paper to tell us what you
   can do at the Stamford Museum
   and Nature Center. For example,
   You hear. . .
M:    Art.
N:    And you say. .'.
F:    You can see an art exhibit.
N:    You hear. . .
M:    'Shop.
N:    And you say. . .
F:    You can shop in the gift shop.
N:    All right, let's begin.
   

188

   
   
M:    Art.
F:    You can see an art exhibit.
M:    Shop.
F:    You can shop in the gift shop.
M:    Bus.
F:    You can get off at the bus stop.
M:    Parking.
F:    You can park in the parking lot.
M:    Picnic.
F:    You can use the picnic tables.
M:    Hiking.
F:    You can walk on the hiking
   trails.
M:    Duck.
F:    You can visit the duck pond.
M:    Farm.
F:    You can see the farm animals.
N:    Now listen to the following talk.
   Don't write anything yet. Just
   listen.
F:    The passenger pigeon is one of
   more than 130 species of wild
   animals which have become
   extinct. Once there were
   millions of these birds in North
   America, but the last one died in
   the Cincinnati Zoo in 1914.
   Hunters killed most of these
   birds.
N:    Now you will hear'the same talk
   again. Take your pencil and
   write down what you hear.
   Ready? Let's begin.
F:    The passenger pigeon
   is one of the more than
   130 species
   of wild animals
   which have become extinct.
   Once there were millions
   of these birds
   in North America,
   but the last one died
   in the Cincinnati Zoo
   in 1914.
   Hunters killed
   most of these birds.
N;    Now listen as the talk is given
   one last time. Check your paper
   for mistakes and correct them.
   OK, listen.
F:    The passenger pigeon is one of
   more than 130 species of wild
   animals which have become
   extinct. Once there were
   millions of these birds in North
   America, but the last one died in
   the Cincinnati Zoo in 1914.
   Hunters killed most of these
   birds.
N:    Now use your paper to ask


   questions that go with the
   answers you hear. For example,
   You hear. . .
F:    It is one of more than 130
   species of wild animals which
   have become extinct.
N:    And you say. . .
M:    What is the passenger pigeon?
N:    You hear. . .
F:    There were millions of these
   birds in North America.
N:    And you say. . .
M:    How many of these birds were
   there in North America?
N:    OK? Let's begin.
F;    It is one of more than 130
   species of wild animals which
   have become extinct.
M:    What is the passenger pigeon?
F:    There were millions of these
   birds in North America.
M:    How many of these birds were
   there in North America?
F:    In the Cincinnati Zoo.
M:    Where did the last one die?
F:    In 1914.
M:    When did the last one die?
F:    Hunters.
M:    Who killed most of these birds?
N:    This is the end of Review
   Four.

12


BOOK EIGHT,    
   
LESSON ELEVEN    
N:    This is Lesson Eleven.
   Listen to Jim talking on the
   telephone to Maria.
JIM:    Maria? I'm at a phone booth at
   the Nature Center. I've done
   the interview. . . You want
   another story? I don't think
   there are any other stories here,
   Maria.    
N:    Now listen and repeat.
M:    another story    
   You want another story?
   You want another story?
   other stories    any other stories
   I don't think there are any other
   stories.    
   I don't think there are any other
   stories.    
N:    Now change the sentences you
   hear. For example, you hear. . .
M:    You want another story?
F:    Job.    
N:    And you say. . .    
M:    You want another job?
N:    Then you hear. . .
F:    Maria.    
N:    And you say. . .    
M:    Maria wants another job?
N:    Ready? Let's begin.
M:    You want another story?
F:    Job.    
M:    You want another job?
F:    Maria.    
M:    Maria wants another job?
F:    Has.    
       


   
M:    Maria has another job?
F:    Assistant.
M:    Maria has another assistant?
F:    Story.
M:    Maria has another story?
F:    Wants.
M:    Maria wants another story?
N:    Now listen to this example. You
   hear.. .
M:    I don't think there are any other
   stories.
F:    Jobs.
N:    And you say. . .
M:    I don't think there are any other
   jobs.
N:    Then you hear. . .
F:    Maria.
N:    And you say. . .
M:    Maria doesn't think there are any
   other jobs.
N:    OK? Let's begin.
M:    I don't think there are any other
   stories.
F:    Jobs.
M:    I don't think there are any other
   jobs.
F:    Maria.
M:    Maria doesn't think there are any
   other jobs.
F:    Assistants.
M:    Maria doesn't think there are any
   other assistants.
F:    Believe.
M:    Maria doesn't believe there are
   any other assistants.
F:    Stories.
M:    Maria doesn't believe there are
   any other stories.
F:    Think.
M:    Maria doesn't think there are any
   other stories.
N:    Now listen to this conversation
   between Jim and Maria.
MARIA:    Hello.
JIM:    Hello, Maria? This is Jim. I
   finished the interview. The
   one at the Stamford Nature
   Center.
MARIA:    The one at the Stamford
   Nature Center?
JIM:    Yes. That's the one you sent
   me out here to do. Don't
   you remember?
MARIA:    Sorry, Jim. But we've been
   working on so many stories.
   It's hard to remember the
   ones we've finished and the
   ones we haven't finished.
JIM:    Well, now that I've done
   the one on the Nature


   Center, we've finished all
   the important ones, I think.
MARIA:    Let's do another one, Jim.
   Say, let's do one on ducks!
JIM:    Ducks? Ducks\
N:    Notice how we use the one to talk
   about something we've just
   mentioned. For example, you
   heard . . .
M:    I finished the interview. The one
   at the Stamford Nature Center.
N:    But if we're talking about more
   than one thing, we use the ones.
   For example. . .
F:    We've finished all the stories.
   All the important ones, I think.
N:    Now you're going to hear some
   sentences. If the sentence
   mentions one thing, repeat the
   sentence using the one. If the
   sentence mentions more than
   one thing, repeat it using the
   ones. For example, You hear. . .
M:    I finished the interview at the
   Nature Center.
N:    And you say. . .
F:    I finished the one at the Nature
   Center.
N:    Then you hear. . .
M:    We've done the important
   stories.
N:    And you say. . .
F:    We've done the important ones.
N:    All ready? Let's begin.
M:    I finished the interview at the
   Nature Center.
F:    I finished the one at the Nature
   Center.
M:    We've done the important
   stories.
F:    We've done the important ones.
M:    The white geese live here all
   year.
F:    The white ones live here all
   year.
M:    The little green duck is mean.
F:    The little green one is mean.
M:    He chases the other ducks.
F:    He chases the other ones.
M:    The kids who come here feed
   them.
F:    The ones who come here feed
   them.
N:    Now listen to this conversation.
M:    Hey, look at those two geese!
   One is green. It must be a
   Canadian goose. The other one
   is white.
F:    And look at all those ducks. One
   is so big.


187

M:    The other ones are so little.
   They must be babies.
N:    Now listen to and repeat these
   sentences.
M:    Look at those two geese.
   One is green.
   The other one is white.
   One is green. The other one is
   white.
F:    Look at all those otters.
   One is so big.
   The other ones are so little.
   One is so big. The other ones are
   so little.
N:    Now you make some
   comparisons using the other one or
   the other ones. For example, you
   hear.. .
F:    Look at those two ducks. One is
   green.
N:    And you say. . .
M:    The other one is white.
N:    Or you hear. . .
F:    Look at all those otters. One is
   so big.
N:    And you say. . .
M:    The other ones are so little.
N:    All right. Let's begin.
F:    Look at those two ducks. One is
   green.
M:    The other one is white.
F:    Look at all those otters. One is
   so big.
M:    The other ones are so little.
F:    Look at those two walls. One is
   high.
M:    The other one is low.
F:    Look at all those runners. One is
   fast.    
M:    The other ones are slow.
F:    Look at all those mountains. One is
   low.    
M:    The other ones are high.
F:    Look at those two people. One is
   so fat.
M:    The other one is so thin.
N:    Now listen to Jim talking to a
   woman who works in the gift
   shop at the Stamford Nature
   Center.
JIM:        I need a new address book. Is
       this the last one in the shop?
CLERK:    No, here's another just like
       it. And here's another that's
       exactly the same. Why not
       buy at least two? They make
       nice presents.
JIM:        OK., Good. I'll take all three of
       them. I'll give one to my
       cameraman and keep one for


   
   myself. And who knows? I
   may need another someday.
N:    Now you're going to hear two
   sentences. Put them together to'
   make one longer sentence. For
   example, you hear. . .
M:    There's an address book on the
   table.
F:    There's an address book on the
   desk.
N:    And you say. . .
M:    There's an address book on the
   table and another on the desk.
N:    Or you hear. . .
M:    There are ten kids in the Nature
   Center.
F:    There's one kid waiting to get in.
N:    And you say. . .
M:    There are ten kids in the Nature
   Center and another waiting to
   get in.
N:    OK, let's begin.
M:    There's an address book on the
   table.
F:    There's an address book on the .
   desk.
M:    There's an address book on the
   table and another: on the desk.
F:    There are ten kids in the Nature
   Center.
M:    There's one kid waiting to get in.
F:    There are ten kids in the Nature .
   Center and another waiting to get in.
M:    There are two ducks swimming
   in the pond.
F:    There's one duck chasing otters.
M:    There are two ducks swimming
   in the pond and another chasing
   otters.
F:    There's a reporter in the gift
   shop.
M:    There's a reporter taking pictures
   outside.
F:    There's a reporter in the gift
   shop and another taking pictures
   outside.
M:    There are two kids feeding the
   ducks.
F:    There's a'kid feeding the geese.
M:    There are two kids feeding the
   ducks and another feeding the
   geese.
F:    There's one interview finished.
M:    There's one interview to finish
   before tomorrow.
F:    There's one interview finished
   and another to finish before
   tomorrow.
   

   
N:    And now there are fourteen
   lessons finished in Book Eight
   and another two to finish before
   Book Nine.
   This is the end of Lesson
   Eleven.

11

   
BOOK EIGHT, LESSON TEN
N:    Welcome to Lesson Ten.
   Jim is driving to the Stamford
   Nature Center. He's lost and
   doesn't know which road to
   take. Listen as he asks someone
   for directions.
JIM:    Could you tell me where the
   Stamford Nature Center is,
   please? . . . Straight ahead?
   . . . Do you know how far it is?
   . . . One mile? . . . Thanks.
N:    Notice how Jim asks his
   questions. He doesn't say. . .
M:    Where's the Stamford Nature
   Center, please?
N:    He says. . .
M:    Could you tell me where the
   Stamford Nature Center is,
   please?
N:    And he doesn't say. . .
M:    How far is it?
N:    He says . . .
M:    Do you know how far it is?
N:    Now you ask some questions
   using Could you tell me . . .?
   For example, you hear the
   question . . .
M:    Where's the Stamford Nature
   Center?
N:    And you say. . .
F:    Could you tell me where the
   Stamford Nature Center
   is?
N:    When you hear. . .
M:    How far is it from here?
N:    You say. . .
F:    Could you tell me how far it is
   from here?
N:    All right. Let's begin.
M:    Where's the Stamford Nature
   Center?
F:    Could you tell me where the
   Stamford Nature Center is?
M:    How far is it from here?
F:    Could you tell me how far it is
   from here?
M:    What time does it open in the
   morning?
F:    Could you tell me what time it
   opens in the morning?
M:    What time does it close in the
   afternoon?

185

F:    Could you tell me what time it
   closes in the afternoon?
M:    How much does it cost to get
   in?    
F:    Could you tell me how much it
   costs to get in?
M:    How many animals does it
   have?
F:    Could you tell me how many
   animals it has?
N:    Now let's practice questions
   that begin with Do you
   know. . . ? For example,
   You hear. . .
F:    How old are those cows?
N:    And you say. . .
M:    Do you know how old those
   cows are?
N:    When you hear. . .
M:    What does the gift shop sell?
N:    You say. . .
F:    Do you know what the gift shop
   sells?
N:    OK, ready? Let's begin.
F:    How old are those cows?
M:    Do you know how old those
   cows are?
F:    What does the gift shop sell?
M:    Do you know what the gift shop
   sells?
F:    Where does the bus stop?
M:    Do you know where the bus
   stops?
F:    How late does the Nature
   Center stay open?
M:    Do you know how late the
   Nature Center stays open?
F:    How big is the farm?
M:    Do you know how big the farm
   is?    
F:    When can we see the animals?
M:    Do you know when we can see
   the animals?
N:    Now listen to this conversation
   between Jim and Brad at the
   Stamford Nature Center.
JIM:        Can you tell me what the gift
       shop sells?
BRAD:    Postcards, birthday cards,
       nature posters, stuffed
       animals, and T-shirts.
N:    All right. Now you're going to
   hear a question about what this
   gift shop sells. Then you'll hear a
   cue to help you answer. For
   example, I say, "Can you tell me
   what kind of cards this shop
   sells?" Then you hear. . .
F:    Birthday.
N:    And you say. . .


M:    Birthday cards.
N:    I say, "Can you tell me what
   kind of posters this shop sells?"
   Then you hear. . .
F:    Nature.
N:    And you say. . .
M:    Nature posters.
N:    OK, let's begin. Can you tell me
   what kind of cards this shop
   sells?
F:    Birthday.
M:    Birthday cards.
N:    Can you tell me what kind of
   posters this shop sells?
F:    Nature.
M:    Nature posters.
N:    Can you tell me what kind of
   lamps this shop sells?
F:    Desk.
M:    Desk lamps.
N:    Can you tell me what kind of
   books this shop sells?
F:    Address.
M:    Address books.
N: . Can you tell me what kind of
   plates this shop sells?
F:    Paper.
M:    Paper plates.
N:    Can you tell me what kind of
   shops sell all these things?
F:    Gift.
M:    Gift shops.
N:    Now take your pencil and a piece
   of paper. You're going to hear
   the names of some stores where
   you can buy different kinds of
   things. Make a list of these stores
   by writing down the name of
   each one after you hear it. Have
   you got your pencil and paper
   ready? OK, let's begin.
M:    A gift shop.
   A toy store.
   A jewelry store.
   A grocery store.
   A furniture store.
   A drugstore.
N:    Now check your list as you hear
   the names of these places again.
   Correct any mistakes you find.
   Ready?
F:    A gift shop.
   A toy store.
   A jewelry store.
   A grocery store.
   A furniture store.
   A drugstore.
N:    All right, now use your paper to
   find the answers to some
   

   
   questions. For example, you
   hear.. .
F:    Do you know where I can buy
   some eggs?
N:    And you say. . .
M:    At a grocery store.
N:    When you hear. . .
F:    Do you know where I can buy
   some aspirin?
N:    You say. . .
M:    At a drugstore.
N:    All right, let's begin.
F:    Do you know where I can buy
   some eggs?
M:    At a grocery store.
F:    Do you know where I can buy
   some aspirin?
M:    At a drugstore.
F:    Do you know where I can buy
   some chairs?
M:    At a furniture store.
F:    Do you know where I can buy
   some rubber ducks?
M:    At a toy store.
F:    Do you know where I can buy
   some gold bracelets?
M:    At a jewelry store.
F:    Do you know where I can buy
   some key chains?
M:    At a gift shop.
N:    Now to end the lesson, imagine
   you're interviewing someone for
   WEFL. You're going to ask
   questions that start with the
   words Could you tell our
   viewers. . . ? But first, you hear
   the answer to the question. For
   example, You hear. . .
F:    We have about twenty-five
   animals.
N:    And you ask the question . . .
M:    Could you tell our viewers how
   many animals you have?
N:    You hear. . .
F:    The pigs are six and a half weeks
   old.
N:    And you ask the question . . .
M:    Could you tell our viewers how
   old the pigs are?
N:    Ready? Let's begin.
F:    We have about twenty-five
   animals.
M:    Could you tell our viewers how
   many animals you have?
F:    The pigs are six and a half weeks
   old.
M:    Could you tell our viewers how
   old the pigs are?
F:    The farm is located near
   Stamford, Connecticut.

186


       
M:    Could you tell our viewers where
   the farm is located?
F:    We have twelve geese and
   fourteen sheep.    
M:    Could you tell our viewers how
   many geese and sheep you have?
F:    The gift shop sells nature posters
   and animal posters.
M:    Could you tell our viewers what
   kind of posters the gift shop sells?
F:    The bus stops in front of the
   Nature Center.    
M:    Could you tell our viewers where
   the bus stops?    
N:    Very good. You did such a good
   job asking those questions that
   you should get a job working as a
   reporter . . . a reporter for
   WEFL, of course.
   This is the end of Lesson
   Ten.

10

       
BOOK EIGHT, LESSON NINE

N:    This is Lesson Nine. Here's
   the opening to Jim Stuart's
   report on F.A.O. Schwarz.
   Listen.
JIM:        What should you buy for a little
       boy? Do you know what you
       should buy for a little girl? If you
       have no idea what they want,
       then F.A.O. Schwarz is the
       place for you.
N:    Now listen and repeat.
M:    what should
   what should you buy
       

   
   What should you buy for a little
   boy?
   What should you buy for a little
   boy?
   do you know
   do you know what
   do you know what you should
   buy
   Do you know what you should
   buy for a little girl?
   Do you know what you should
   buy for a little girl?
N:    The word should is used here to
   offer advice. Another way of
   saying "What should you buy for
   a little boy?" is "What's the right
   thing to buy for a little boy?"
   Possible answers to these
   questions are "The right thing to
   buy for a little boy is a teddy
   bear" or "You should buy a teddy
   bear for a little boy." They're
   about the same. Let's practice
   some sentences with should. You
   hear.. .
F:    I haven't bought anything for
   Peter Winn yet.
N:    And you say. . .
M:    You should buy something for
   him.
N:    You hear. . .
F:    Steven hasn't taken a vacation
   in three years.
N:    And you say. . .
M:    He should take a vacation.
N:    OK? Let's go.
F:    I haven't bought anything for
   Peter Winn yet.
M:    You should buy something for
   him.
F:    Steven hasn't taken a vacation
   in three years.
M:    He should take a vacation.
F:    Anne doesn't get any sleep at
   night.
M:    She should get some sleep.
F:    Greg and Dan haven't done any
   work in six months.
M:    They should do some work.
F:    They haven't paid their rent in
   two years.
M:    They should_pay their rent.
F:    Pat hasn't eaten anything for two
   days.
M:    She should eat something.
F:    We haven't studied our English
   this week.
M:    You should study your English.
N:    Now back to Jim talking about
   F.A.O. Schwarz.


184

   
JIM:    It may be the biggest toy store
   in the world! And if you can't
   find the right present here, then
   you can't find it anywhere.
   Today, we're shopping for
   someone special. Steven Winn,
   our director, has just had a little
   baby boy! So come on, we'll all
   go shopping!
N:    Listen to the customers at
   F.A.O. Schwarz. Listen carefully
   for the toys. What toys are
   named?
SHOPPER I: I'm shopping for my
   nephew. I have no idea
   what I should get him.
JIM:    Maybe you'll find a toy
   at F.A.O. Schwarz.
SHOPPER 1: I'm not sure what I'll
   buy today.
JIM:    Maybe a truck or a
   football.
SHOPPER 1: I don't know what I
   want to buy.
JIM:    Dolls are popular. And I
   don't know where you
   can find better ones . . .
   I wonder what this little
   girl will buy. . .
SHOPPER 2: I need a gift for my
   husband, but I don't
   remember what his
   size is.
N:    OK. Do you remember what toys
   they talked about? What are
   they?
M:    A truck, a football, and dolls.
N:    Now listen and repeat.
F:    I don't remember
   I don't remember what
   I don't remember what his size is.
   I don't remember what his size is.
N:    Now you hear. . .
M:    So, what's your husband's size?
N:    And you say. . .
F:    I don't remember what his size is.
N:    You hear. . .
M:    Tell me, where does he shop for
   his clothes? Maybe we could call
   the store.
N:    And you say. . .
F:    I don't remember where he shops
   for his clothes.
N:    Ready? Here we go.
M:    So, what's your husband's size?
F:    I don't remember what his size is.
M:    Tell me, where does he shop for
   his clothes? Maybe we could call
   the store.
   

F:    I don't remember where he shops
   for his clothes.
M:    How about ties? What kind of
   ties does he wear?
F:    I don't remember what kind of
   ties he wears.
M:    I know. Why don't we call him
   to ask him his size? What's his
   office number?
F:    I don't remember what his office
   number is.
M:    How about the name of the
   company? We could look the
   number up. Where does he
   work?
F:    I don't remember where he
   works.
M:    Well, you're having a problem
   with your memory today, aren't
   you? What's your name?
F:    I don't remember what my name
   is.    
N:    Now listen and repeat.
F:    I don't remember what my name
   is.    .
   I don't remember what my name
   is.    
N:    OK, I say, "His." And you
   say. . .
F:    I don't remember what his name
   is.    
N:    I say, "Size." And you say. . .
F:    I don't remember what his size is.
N:    OK? Let's go. His.
F:    I don't remember what his name
   is.    
N:    Size.
F:    I don't remember what his size is.
N:    Know.
F:    I don't know what his size is.
N:    Address.
F:    I don't know what his address is.
N:    Was.
F:    I don't know what his address
   was.
N:    Didn't.
F:    I didn't know what his address
   was.
N:    This.
F:    I didn't know what this address
   was.
N:    Wasn't sure.
F:    I wasn't sure what this address
   was.
N:    Lesson.
F:    I wasn't sure what this lesson
   was.
N:    When.
F:    I wasn't sure when this lesson
   was.

N:    Ends.
M:    I wasn't sure when this lesson
   ends.
N:    Well, now you know. And, this,
   Sam, is the end of Lesson Nine.

9

   
BOOK EIGHT, LESSON EIGHT

N:   Welcome to Lesson Eight. For this
  lesson, you'll need a pencil and a
  piece of paper.
  Mike has no idea what he should
  buy for little Peter Winn. He
  decides to call WEFL and ask for
  advice. First he talks to Maria.
  Listen.
MARIA:   It's winter, Mike. Buy a
  baby hat. My mother always
  told me to keep babies very
  warm.
N:   Then he talks to Connie.
CONNIE:   It's easy, Mike. Buy some
  baby clothes. Anything
  pretty. But don't buy
  anything pink. Buy blue for
  baby boys.
N:   And he talks to Jake.
JAKE:   Don't buy clothes. Buy
  something he can use. Buy a
  toy. Buy a toy football. Do you

181
       
   see any toy footballs at F.A.O.
   Schwarz?
N:    Finally, he remembers what Jim
   said to him at the store.
JIM:    Don't buy a toy. Buy a teddy
   bear. He'll love it.
N:    Take a pencil and a piece of
   paper and write down the advice
   that Mike's friends at WEFL gave
   him. Jst write down the
   important information.
MIKE:    I still don't know what I can
   buy. They all told me to buy
   something different.
   Maria told me to buy a warm
   hat for the baby.
   Connie told me to buy some
   baby clothes.
   Jake told me not to buy
   clothes. He told me to buy a
   toy football.
   And Jim told me not to buy a
   toy. He told me to buy a
   teddy bear.
N:    Now some questions. I say,
   "What did Maria tell Mike to
   buy?" And you say . . .
F:    She told him to buy a warm hat.
N:    I say, "What did Jake tell Mike
   not to buy?" And you say . . .
M:    He told him not to buy clothes.
N:    Ready? Let's begin. What did
   Maria tell Mike to buy?
F:    She told him to buy a warm hat.
N:    What did Jake tell Mike not to
   buy?
M:    He told him not to buy clothes.
N:    What did Connie tell him to
   buy?
F:    She told him to buy some baby
   clothes.
N:    What did Jim tell Mike not to
   buy?
M:    He told him not to buy a toy.
N:    What did Jake tell him to buy?
F:    He told him to buy a toy
   football.
N:    What did Jim tell Mike to buy?
M:    He told him to buy a teddy bear.
N:    Maria calls Kathy to see how
   she's doing. Listen to the
   conversation. What does Kathy's
   doctor tell her about medication?
KATHY:    Hello.
MARIA:    Hi, Kathy. It's Maria.
   How are you?
KATHY:    Oh! Maria. Hi! You're
   back.
MARIA:    Yeah, I've been back
   since yesterday. How are


       you doing? Steven tells
       me you're not feeling
       well.
KATHY:    Yeah, I'm not so good
       . . . I'm tired all the time.
       What did Steven say?
MARIA:    He didn't say much. What
       did the doctor tell you?
KATHY:    He told me to . . . take
       . . . to take it easy.
MARIA:    What did he say?
KATHY:    He said to take it easy.
       He said that I've been
       working too hard.
MARIA:    Oh. Is he giving you any
       medication?
KATHY:    No. He told me . . . not
       to go . . . back to work
       for . . . six months and
       to get lots of . . . rest.
MARIA:    Did he say anything about
       medication?
KATHY:    Nothing! He didn't say a
       word about medication.
       He said to drink lots of
       liquids and get lots of
       rest. He said not to go
       back to work for six
       months. That's it . . .
       Who's Ms. Woo?
N:    OK. What did Kathy's doctor
   tell her about medication?
F:    Nothing. He didn't say a word
   about medication.
N:    Now listen and repeat.
F:    he told me
   he told me to take
   He told me to take it easy.
   He told me to take it easy.
   he said
   he said to take
   He said to take it easy.
   He said to take it easy.
   he told me
   he told me not to go back to
   work
   He told me not to go back to
   work for six months.
   He told me not to go back to
   work for six months.
   he said
   he said not to go back to work
   He said not to go back to work
   for six months.
   He said not to go back to work
   for six months.
N:    Notice that tell is usually
   followed by a person: Steven tells
   me . . . , The doctor told
   Kathy. . . In a few expressions,


   
   we use tell without a person, for
   example: to tell the truth or to tell
   a lie or to tell a story. Say is
   usually followed by an object, for
   example: He didn't say a word, or
   Did he say anything? Or by an
   action, for example: He said to
   drink lots of liquids, or He said to
   take it easy. Let's practice these
   two words. You hear. . .
M:    I told you to take it easy.
N:    You say. . .
F:    He said to take it easy.
N:    You hear. . .
M:    I told her not to go back to work
   for six months.
N:    You say. . .
F:    He said not to go back to work
   for six months.
N:    OK? Here we go.
M:    I told you to take it easy.
F:    He said to take it easy.
M:    I told her not to go back to work
   for six months.
F:    He said not to go back to work
   for six months.
M:    I told Kathy to drink lots of
   liquids.
F:    He said to drink lots of liquids.
M:    I told Maria and Steven not to
   visit her.
F:    He said not to visit her.
M:    I told Kathy to stay in bed for a
   few days.
F:    He said to stay in bed for a few
   days.
M:    I told her to eat lots of bananas.
F:    He said to eat lots of bananas.
M:    I told her not to talk for a long
   time on the telephone.
F:    He said not to talk for a long
   time on the telephone.
N:    Now let's try this exercise the
   other way. You hear. . .
F:    He said that she was exhausted.
N:    And you say. . .
M:    He told us she was exhausted.
N:    You hear. . .
F:    He said that she's been working
   too hard.
N:    And you say. . .
M:    He told us she's been working
   too hard.
N:    Ready? Let's go.
F:    He said that she was exhausted.
M:    He told us she was exhausted.
F:    He said that she's been working
   too hard.
M:    He told us she's been working
   too hard.


182

   
F:    He said not to worry.
M:    He told us not to worry.
F:    But he said that she'll be out for
   six months.
M:    But he told us she'll be out for
   six months.
F:    He says to hire a replacement.
M:    He tells us to hire a replacement.
F:    They say that Patricia Woo is a
   terrific reporter.
M:    They tell us Patricia Woo is a
   terrific reporter.
F:    Maria says that she's doing very
   well.
M:    Maria tells us she's doing very
   well.
N:    This is the end of Lesson Eight.
   
BOOK EIGHT, REVIEW THREE
N:    Review Three. It's lunchtime.
   Mike and Jim are still at F.A.O.
   Schwarz. They're very hungry
   and decide to have lunch
   at a good restaurant . . . but
   which one? Listen to the
   conversation. Listen carefully for
   the names of the three
   restaurants Mike and Jim talk
   about. Which one is in
   Brooklyn?
MIKE:    I don't know, Jim. Jake's
   pretty reliable. He knows a lot
   about restaurants, and he said
   to me, "Go to the Carnegie
   Deli. They have the best
   sandwiches in New York."
JIM:    That's near Times Square. I
   don't like that area. Anyway,
   I'm hungry, Mike. I want
   more than a sandwich. How
   about the River Cafe in
   Brooklyn? It got a terrific
   review in the Tribune. They
   aid.. .
MIKE:    Yeah! Sure. . . You paying?
   Remember what Maria said to
   us: "Don't spend a lot of
   money." Anyway, Brooklyn's
   too far away.
JIM:    OK. OK.
MIKE:    Listen, how about P.J.
   Clarke's on Third Avenue?
   Jake said they have great
   steaks, and it's not expensive.
   Good salads too.
N:    Well, which restaurant is in
   Brooklyn?
M:    The River Cafe.
N:    Now listen and repeat.


   
M:    Jake said to me
   go to the Carnegie Deli
   Jake said to me, "Go to the
   Carnegie Deli."
   Jake said to me, "Go to the
   Carnegie Deli."
   Maria said to us
   don't spend a lot of money
   Maria said to us, "Don't spend a
   lot of money."
   Maria said to us, "Don't spend a
   lot of money."
N:    Notice that when the verb say is
   followed by a person, you need
   the preposition to: Jake said
   to me . . . , not Jake said me
   . . . Maria said to us. . . not
   Maria said us . . . This is
   different from the verb tell.
   With tell you don't need the
   preposition to: Jake told me . . .,
   Maria told us. . . Let's practice
   these words. You hear. . .
F:    Jake told me to go to the
   Carnegie Deli.
N:    And you say. . .
M:    Jake said to me, "Go to the
   Carnegie Deli."
N:    You hear. . .
F:    Maria told us not to spend a lot
   of money.
N:    And you say. . .
M:    Maria said to us, "Don't spend a
   lot of money."
N:    Ready? Here we go.
F:    Jake told me to go to the
   Carnegie Deli.
M:    Jake said to me, "Go to the
   Carnegie Deli."
F:    Maria told us not to spend a lot
   of money.
M:    Maria said to us, "Don't spend a
   lot of money."
F:    Mike told Jim to eat as much as
   he wants.
M:    Mike said to Jim, "Eat as much
   as you want."
F:    Jim told the waiter to please
   bring the menu.
M:    Jim said to the waiter, "Please
   bring the menu."
F:    The waiter told Jim to please not
   smoke in this area.
M:    The waiter said to Jim, "Please
   don't smoke in this area."
F:    Mike told Jim to hurry up and
   order.
M:    Mike said to Jim, "Hurry up and
   order."
F:    Jim told Mike not to get excited.

M:    Jim said to Mike, "Don't get
   excited."
N:    Good. Now Patricia Woo is
   telling her friends about her new
   job at WEFL. Listen.
PAT:    Well, guys, what can I tell you?
   It's a great job. I'm working
   with some terrific people. The
   producer's name is Maria. She's
   been at WEFL since 1947, I
   think. She's real old. . . must
   be seventy. She loses things all
   the time. Kind of crazy, if you
   know what I mean. I'm her
   assistant, but actually I'm the
   one who's really in charge.
   Then there's Steven and Jake.
   Steven's our director, and
   Jake's this great reporter. Boy,
   is Jake cute! I mean, like wow!
   They're both young, of course,
   and not married.
   And then there's Jim and Mike
   ... and...
N:    OK. Sometimes Patricia is telling
   the truth, and sometimes Patricia
   is not telling the truth.
   Sometimes she's telling a lie.
   Now listen and repeat.
M:    she's telling
   She's telling the truth.
   She's telling the truth.
   she's telling
   She's telling a lie.
   She's telling a lie.
N:    From what you know about the
   people at WEFL, decide if
   Patricia is telling the truth or
   telling a lie. You hear. . .
F:    The producer's name is Maria.
N:    And you say. . .
M:    She's telling the truth.
N:    You hear. . .
F:    She's real old. . . must be
   seventy.
N:    And you say. . .
M:    She's telling a lie.
N:    OK? Let's begin.
F:    The producer's name is Maria.
M:    She's telling the truth.
F:    She's real old. . . must be
   seventy .
M:    She's telling a lie.
F:    She loses things all the time.
M:    She's telling the truth.
F:    I'm her assistant.
M:    She's telling the truth.
F:    But actually I'm the one who's
   really in charge.
M:    She's telling a lie.

183
   F:    Then there's Steven and Jake.
       Steven's our director, and Jake's
       this great reporter.
   M:    She's telling the truth.
   F:    Boy, is Jake cute! I mean, like
       wow!
   M:    She's telling the truth.
   F:    They're both young, of course,
       and not married.
   M:    She's telling a lie.
   N:    OK. Patricia Woo didn't tell the
       truth on her resume. She
       said. . .
   PAT:    I was a reporter at the Tribune.
   N:    Maria called an editor at the
       Tribune to check. The editor
       said. . .
   EDITOR:    A reporter? Patricia who?
   N:    And Maria said. . .
   MARIA:    Patricia Woo, W -0-0, Woo.
   N:    And the editor said . . .
   EDITOR:    Oh,yeah. Pat Woo. I have
       no idea what she told you,
       but she wasn't a reporter.
       She was an assistant
       reporter.
   N:    Now Steven wants to know what
       the truth is. He sees Ms. Woo
       across the parking lot and
       decides to talk to her. Listen to
       their conversation.
   STEVEN:    Yoo-hoo, Ms. Woo...
       Pat!
   PAT:    Oh, hello. . . Hi!
       Congratulations on the new
       addition to the family.
   STEVEN:    Thanks. Do you have a
       minute? There's a small
       problem about your
       resume -
   PAT:    Oh, that assistant reporter
       business. I already told
       Maria the whole story.
   STEVEN:    But the editor said to
       Maria -
   PAT:    Listen, Steven, I have no
       idea what the editor at the
       Tribune said to her or didn't
       say to her. . . or which
       editor may have told these
       lies. I'm telling you the
       truth. I was a reporter, and
       I have the stories to prove
       it. When he talks about
       assistant, maybe he's
       talking about the terrible
       salary they paid me.
   N:    Now listen and repeat.
   M:    I have no idea
       I have no idea what

   I have no idea what she told you.
   I have no idea what she told you.
F:    I have no idea
   I have no idea what
   I have no idea what the editor
   said to her.
   I have no idea what the editor
   said to her.
N:    Now I say, "Do you know what
   Patricia told us?" And you
   say.. .
F:    I have no idea what she told you.
N:    I say, "Guess what the editor said
   to Maria." And you say. . .
F:    I have no idea what he said to
   her.    
N:    OK? Let's begin. Do you know
   what Patricia told us?
F:    I have no idea what she told you.
N:    Guess what the editor said to
   . Maria.
F:    I have no idea what he said to
   her.    
N:    Do you know where Jake is?
F:    I have no idea where he is.
N:    When is Kathy coming back?
F:    I have no idea when she's
   coming back.
N:    Guess what Maria said to me.
F:    I have no idea what she said to
   you.
N:    How are Mike and Jim doing in
   New York?
F:    I have no idea how they're doing
   in New York.
N:    Do you know what happens to
   people who tell lies?
F:    I have no idea what happens to
   people who tell lies.
N:    Do you know when this lesson
   ends?
F:    I have no idea when it ends.
N:    Actually, it ends right now. This
   is the end of Review Three.

8

BOOK EIGHT, LESSON SEVEN
Welcome to Lesson Seven.
Listen to Jake and Connie.
CONNIE:    That was a very interesting
story, Jake. What will the
archaeologists find?
I don't know what they'll
find. They're looking for a
temple.
Now listen and repeat.
archaeologists
the archaeologists
   

           what will the archaeologists
           What will the archaeologists
           find?    
           What will the archaeologists
           find?    
       M:    I don't know    I don't know
           what they'll find    
           I don't know what they'll find.
           I don't know what they'll find.
       N:    You hear. . .    
       F:    What will the archaeologists
           find?    
       N:    And you say. . .    
       M:    I don't know what they'll find.
       N:    You hear. . .    
       F:    What are the archaeologists
           looking for?    
       N:    And you say. . .    
       M:    I don't know what they're
           looking for.    
       N:    OK? Let's go.    
       F:    What will the archaeologists
           find?    
       M:    I don't know what they'll find.
       F:    What are the archaeologists
           looking for?    
       M:    I don't know what they're
           looking for.    
       F:    When did they start digging?
       M:    I don't know when they started
           digging.    
       F:    Who's managing the project?
       M:    I don't know who's managing the
           project.    
       F:    Where's Mike?    
       M:    I don't know where he is.
       F:    When will Maria be back?
       M:    I don't know when she'll be
           back.    
       F:    How long does it take to fly from
           Aspen to New York?
       M:    I don't know how long it takes to
           fly from Aspen to New York.
       N:    Good! Now listen.
       CONNIE:    How long will it take to
           uncover the city?
           JAKE:    I'm not sure how long it'll
       take. Maybe a hundred
                N:             years.    
       N:    Listen and repeat.
       F:    how long will it take
           to uncover the city
           How long will it take to uncover
                    JAKE:       the city?    
           How long will it take to uncover
           the city?    
        N:        M:    I'm not sure    
                    F:    I'm not sure how long
           I'm not sure how long it'll take.
           I'm not sure how long it'll take.

180


   
N:    Now you hear. . .
F:    How long will it take to uncover
   the city?
N:    And you say. . .
M:    I'm not sure how long it'll take.
N:    You hear. . .
F:    How's Anne?
N:    And you say. . .
M:    I'm not sure how she is.
N:    Ready? Here we go.
F:    How long will it take to uncover .
   the city?
M:    I'm not sure how long it'll take.
F:    How's Anne?
M:    I'm not sure how she is.
F:    What time did little Peter Winn
   arrive?
M:    I'm not sure what time he
   arrived.
F:    When is Anne leaving the
   hospital?
M:    I'm not sure when she's leaving
   the hospital.
F:    Who's Anne's doctor?
M:    I'm not sure who her doctor is.
F:    Where's the champagne?
M:    I'm not sure where the
   champagne is.
N:    OK. Mike is wondering what to
   get for Steven's baby. He thinks
   he should buy him. . . what?
   Listen for what Mike decides to
   get Steven's baby.
MIKE:    I should get a gift for Steven's
   baby, but I'm not sure what
   babies need . . . This is
   difficult. I'm not sure what
   they need . . . Does the baby
   need blankets? Nah, they
   bought lots of blankets for the
   baby. . . I'll buy something
   fun. I should get him a toy.
   Yeah, a toy with bright colors!
N:    What does Mike think he should
   get for little Peter Winn?
M:    A toy. A toy with bright colors.
N:    Now listen and repeat.
M:    I should get
   I should get a gift
   I should get a gift for Steven's
   baby.
   I should get a gift for Steven's
   baby.
   I should get him a toy.
   I should get him a toy.
N:    The word get in these sentences
   means about the same as buy. I
   should get him a toy is about the
   same as I should buy him a toy.
   Let's practice this use of get. I


   say, "I should buy a gift for
   Steven's baby." And you say. . .
M:    I should get a gift for Steven's
   baby.    
N:    I say, "They bought lots of
   blankets for the baby." And you
   say.. .    
M:    They got lots of blankets for the
   baby.    
N:    Ready? Let's start. I should buy a
   gift for Steven's baby.
M:    I should get a gift for Steven's
   baby.    
N:    They bought lots of blankets for
   the baby.    
M:    They got lots of blankets for the
   baby.    
N:    Did Maria buy anything for little
   Peter in Aspen?
M:    Did Maria get anything for little
   Peter in Aspen?
N:    I wonder what she bought him.
M:    I wonder what she got him.
N:    I wonder what Connie's buying
   him.    
M:    I wonder what Connie's getting
   him.    
N:    Isn't F.A.O. Schwarz the best
   place to buy toys?
M:    Isn't F.A.O. Schwarz the best
   place to get toys?
N:    Yes, I think I'll buy him a toy at
   F.A.O. Schwarz.
M:    Yes, I think I'll get him a toy at
   F.A.O. Schwarz.
N:    OK. Very good. Mike and Jim
   are talking about F.A.O.
   Schwarz. Let's listen.
MIKE:    I wonder how big F.A.O.
   Schwarz is.
JIM:    Those dolls might be good for
   Steven's baby. What's the
   baby's name?
MIKE:    I don't remember what his
   name is . . . Those little girls
   are cute.
JIM:    Yeah. They'll make a good
   picture for the story.
MIKE:    I wonder how much those
   video games cost.
N:    Now listen and repeat.
M:    I wonder    I wonder how big
   I wonder how big F.A.O.
   Schwarz is.    
   I wonder how big F.A.O.
   Schwarz is.    
   I wonder    I wonder how much
   I wonder how much those video
   games cost.    
N:    OK. Now you hear...


F:    F.A.O. Schwarz is a big store.
N:    And you say. . .
M:    I wonder how big F.A.O.
   Schwarz is.
N:    You hear. . .
F:    Those video games don't cost
   much.
N:    And you say. . .
M:    I wonder how much those video
   games cost.
N:    OK? Here we go.
F:    F.A.O. Schwarz is a big store.
M:    I wonder how big F.A.O.
   Schwarz is.
F:    Those video games don't cost
   much.
M:    I wonder how much those video
   games cost.
F:    It takes a lot of employees to run
   F.A.O. Schwarz.
M:    I wonder how many employees it
   takes to run F.A.O. Schwarz.
F:    Just think, someone makes all
   those teddy bears.
M:    I wonder who makes all those
   teddy bears.
F:    It must take a long time.
M:    I wonder how long it takes.
F:    I should ask someone.
M:    I wonder who I should ask.
F:    We should buy something for
   little Peter.
M:    I wonder what we should buy for
   little Peter.
N:    That's it! This is the end of
   Lesson Seven.

7

       
BOOK EIGHT, REVIEW TWO

N:    Review Two. For this lesson,
   you'll need a pencil and a
   piece of paper.
   Some people are interested in
   archaeology, but they aren't
   professional archaeologists.
   They're amateurs. Listen as
   Jake interviews some amateur
   archaeologists.
JAKE:    So why did you become an
       amateur archaeologist?
M I: I became an amateur
   archaeologist because I'm
   enthusiastic about history. And
   I want to spend a lot of time
   outdoors. Right now all I can
   do is go on little digs, but
   someday I'd like to go on a
   really important expedition.
JAKE:    And you?
F:    In the future, I hope to play an
       important role in scientific
       research. I might have a chance
       to discover something
       important. But first I need to
       get experience at a dig with
       professional archaeologists.
       That should be very interesting.
JAKE:    What about you?
M 2: It must be exciting to uncover
       treasures under the ground.
       Even though I might have to
       pay an expedition fee, I'll do it
       because someday I might be
       able to find a valuable object
       that could make me rich.
N:    Now listen and repeat.
       amateur    archaeologist
       amateur archaeologist
       I became
       an amateur archaeologist
       I became an amateur
       archaeologist.
       I became an amateur
       archaeologist.
       enthusiastic
       enthusiastic about history
       I'm enthusiastic about history.
       I'm enthusiastic about history.
       I became an amateur
       archaeologist because I'm
       enthusiastic about history.
       I became an amateur
       archaeologist because I'm
       enthusiastic about history.
   F:    scientific research
       scientific research
       in scientific research
           
           
   an important role
   an important role in
   an important role in scientific
   research
   I hope    I hope to play
   I hope to play an important role
   I hope to play an important role
   in scientific research.
   I hope to play an important role
   in scientific research.
M:    professional
   professional archaeologists
   at a dig    at a dig with
   at a dig with professional
   archaeologists
   to get experience
   I need to get experience
   but first I need to get
   experience
   but first I need to get
   experience at a dig
       But first I need to get
       experience at a dig with
       professional archaeologists.
       But first I need to get
       experience at a dig with
       professional archaeologists.
N:        You know that some verbs are
       followed by an infinitive. For
       example, we say. . .
M:    I hope to be an archaeologist.
N:        Notice that we say "hope to
       be." But other verbs are
       followed by the base form of a
       verb. For example, we say. . .
F:        I can learn interesting things on
       a dig.
N:    Notice that we say "can learn."
       Now you're going to hear the
       beginning of a sentence, like "I
       hope" or "I can." Complete the
       sentence with either "to be an
       archaeologist" if the verb takes
       an infinitive, or "be an
       archaeologist" if the verb takes
       the base form. For example,
       You hear. . .
M:    I hope.
N:    And you say. . .
F:    I hope to be an archaeologist.
N:    When you hear. . .
M:    I can.
N:    You say. . .
   F:    I can be an archaeologist.
   N:    Ready? Let's begin.
   M:    I hope.
   F:    I hope to be an archaeologist.
   M:    I can.
   F:    I can be an archaeologist.
   M:    I should.
           

178

F: I should be an archaeologist. M: I'd like.
F: I'd like to be an archaeologist. M: I want.
F: I want to be an archaeologist. M: I might.
F: I might be an archaeologist. M: I'm not able.
F: I'm not able to be an
archaeologist.
M: I will.
F: I will be an archaeologist.
N: Now take your pencil and a piece of paper. You're going to hear some statements about experts and the fields of study they work in. First listen. Don't write anything. Ready?
M: An archaeologist works in
   archaeology.
F: An anthropologist works in
anthropology. M: A dentist works in dentistry. F: An economist works in
   economics.
   M: Some experts are called
sociologists, psychologists, geologists, and zoologists.
   F: Their fields of study are called
   sociology, psychology, geology,
   and zoology.
   M: Other fields of study are called
   chemistry, art, journalism, and
   physics.
   F: The experts in those fields are
   called chemists, artists,
   journalists, and physicists.
M: A botanist works in botany, a linguist works in linguistics, and a pharmacist works in pharmacy.
N: Now get ready to write. You will hear a pair of words, like "Archaeology. . . archaeologist" or "Anthropology. . . anthropologist." The first word is the name of the field of study, and the second word is the expert who works in that field. After you hear each pair of words, say those words and then write them next to each other on your paper. Ready? Let's begin.
M: Archaeology... archaeologist.
Anthropology . . . anthropologist.
Sociology. . . sociologist.

II

AUDIO SCRIPT

F: Psychology. . . psychologist. Geology. . . geologist. Zoology. . . zoologist.
M: Dentistry... dentist. Economics. . . economist. Chemistry . . . chemist.
F: Art. . . artist.
Journalism. . . journalist. Physics. . . physicist.
M: Botany... botanist. Linguistics. . . linguist. Pharmacy . . . pharmacist.
N: Now check a dictionary or your Study Guide to see if you spelled these words correctly. Now listen to these words again and repeat.
M: archaeology archaeologist anthropology anthropologist sociology sociologist
F: psychology psychologist geology geologist
zoology zoologist
M: dentistry dentist
economics economist chemistry chemist
F: art artist
journalism journalist physics physicist
M: botany botanist
linguistics linguist pharmacy pharmacist
N: This is the end of Review
   Two.

BOOK EIGHT, LESSON SIX
N: Welcome to Lesson Six. For
this lesson, you'll need a pencil and a piece of paper.
Listen to this part of the conversation between Connie
   and Jake.
JAKE:    Where's Maria?
CONNIE: I don't know. She might be caught in a snowstorm somewhere.
JAKE: Try her house. She might
be home. CONNIE: I called. She's not there. JAKE: Where's Steven? Have you
heard from him? CONNIE: No, not yet. JAKE: Well, the show must go
   on. We'll be able to do
today's show without them. CONNIE: No problem. JAKE: Except we can't find the
   scripts. Do you know where
   they are?

CONNIE: They must be on the bookshelf. I put them there
   yesterday.
JAKE: Ah, here they are.
N: Now listen and repeat.
F:    she might be    she might be
caught
caught in a snowstorm
caught in a snowstorm somewhere
She might be caught in a snowstorm somewhere.
She might be caught in a snowstorm somewhere.
M:    Try her house.
She might be home.
Try her house. She might be home.
Try her house. She might be home.
must go must go on
the show must go on
Well, the show must go on. Well, the show must go on. Except we can't find the scripts. Except we can't find the scripts.
F:    they must be    on the bookshelf
They must be on the bookshelf. They must be on the bookshelf. I put them there yesterday.
I put them there yesterday.
N: By now you know that when we use might or might not, we are expressing a possibility. And we often use must or must not to express an assumption. For
   example, when we say. . .
M: Maria might be home.
N: We mean it is possible that Maria is home, but we really don't know. When we say... F: The scripts must be on the
   bookshelf.
N: We mean that we assume the scripts are on the bookshelf. In other words, we are almost certain that they're on the shelf. Listen to the following situations and decide whether to respond using might or using must. For
   example, you hear. . .
F: Jake hasn't slept for a long time. M: Be tired.
N: And you say. . .
F: He must be tired.
N: Or you hear. . .
M: When will the new furniture
arrive?
F: Arrive today.
N: And you say. . .

179


   M:    It might arrive today.
   N:    All right. Let's begin.
   F:    Jake hasn't slept for a long time.
   M:    Be tired.
   F:    He must be tired.
   M:.    When will the new furniture
       arrive?
   F:    Arrive today.
   M:    It might arrive today.
..........    F:    Jake's alone in his office, but I
       can hear him talking.
   M:    On the telephone.
   F:    He must be on the telephone.
   M:    Mike doesn't know where to go
       on his next vacation.
   F:    Go to Europe.
   M:    He might go to Europe.
   F:    Steven told me he was on pins
       and needles.
   M:    Be very nervous.
   F:    He must be very nervous.
   M:    Mike said to call it a day. I
       wonder what he wants us to do.
   F:    Stop working.
   M:    He must want us to stop
       working.
   N:    Now take your pencil and a piece
       of paper. In a moment, you're
       going to have a dictation. But
       don't write anything yet. Just
       listen.
   M:    An ancient city was built 3,000
       years ago by King Herod. Today,
       it is buried under the water and
       under the sand of this
       Mediterranean coast.
       Archaeologists look for objects
       there. They look for pottery,
       statues, temples, and coins. They
       hope these objects will help
       them understand the past.
   N:    Now take your pencil and a piece
       of paper. Listen to each group of
       words again and write what you
       hear. Ready? Let's begin.
   M:    An ancient city
       was built
       3,000 years ago
       by King Herod.
       Today, it is buried
       under the water
       and under the sand
       of this Mediterranean coast.
       Archaeologists
       look for objects there.
       They look for pottery,
       statues,
       temples,
       and coins.
       They hope these objects

   will help them
   understand the past.
N:    Now listen as you hear the
   paragraph for the last time. Take
   your pencil and try to correct any
   mistakes you find. Ready? Listen.
M:    An ancient city was built 3,000
   years ago by King Herod. Today,
   it is buried under the water and
   under the sand of this
   Mediterranean coast.
   Archaeologists look for objects
   there. They look for pottery,
   statues, temples, and coins. They
   hope these objects will help
   them understand the past.
N:    Now use your paper to answer
   the following six questions. Give
   short answers. Question One.
M:    What was built 3,000 years ago?
F:    An ancient city.
N:    Question Two.
M:    What king built the city?
F:    King Herod.
N:    Question Three.
M:    Today, the city is buried under
   what two things?
F:    Under the water and under the
   sand.
N:    Question Four.
M:    What is the name of the coast
   where this city is buried?
F:    The Mediterranean coast.
N:    Question Five.
M:    What four things do the
   archaeologists look for?
F:    Pottery, statues, temples, and
   coins.
N:    Question Six.
M:    What do they hope these objects
   will help them understand?
F:    The past.
N:    And I hope these lessons will
   help you understand the English
   language.
   This is the end of Lesson Six.