11册练习文本

01BOOK ELEVEN LESSON ONE
N:    This is Lesson One. It's late at night.
    Chris is alone at the studio.
    Suddenly the lights go out, and
    then. . . Jake enters and turns
    on the lights. Listen to the
    conversation. Listen carefully for
    what Chris was doing at the
    studio so late.
JAKE:    Chris, are you all right?
    What happened?
CHRIS:    I'm not sure. I was editing
    the tape when I heard a
    noise. I thought it was you.
    When I came out to see who
    was here, the lights went out
    and this came crashing
    down.
JAKE:    You shouldn't have been
    working at the studio so late.
CHRIS:    I told you I was going to
    work late.
JAKE:    You should have made sure
    somebody was with you.
CHRIS:    I couldn't find anybody.
    Besides, I wanted to do it
    alone.
JAKE:    Well, if you were going to be
    alone, you should have
    locked all the doors.
N:    OK, what was Chris doing at the
    studio so late?
M:    She was working on the tape.
N:    Now listen and repeat.
M:    somebody was with you
    you should have made sure
    You should have made sure
    somebody was with you.
    You should have made sure
    somebody was with you.
    all the doors
    You should have locked all the
    doors.
    You should have locked all the
    doors.
N:    Now you hear. . .
F:    I didn't make sure somebody was
    with me.
N:    And you say. . .
M:    You should have made sure
    somebody was with you.
N:    You hear. . .
F:    I didn't lock all the doors.
N:    And you say . . .
M:    You should have locked all the doors.
N:    OK? Let's begin.
F:    I didn't make sure somebody was
    with me.
M:    You should have made sure
    somebody was with you.
F:    I didn't lock all the doors.
M:    You should have locked an the
    doors.
F:    I didn't check to make sure they
    were locked.
M:    You should have checked to
    make sure they were locked.
F:    I didn't call the security guard.
M:    You should have called the
    security guard.
F:    I didn't know what to do.
M:    You should have known what to
    do.   
F:    I didn't tell them what
    happened.
M:    You should have told them what
    happened.
F:    I wasn't very careful with the
    tapes.
M:    You should have been very
    careful with the tapes.
N:    OK. Let's listen to some more of
    the conversation between Chris
    and Jake. Jake says, The first rule
    of journalism is . . . what? Listen
    carefully for what the first rule of
    journalism is.
CHRIS:    I know, I know. I should
        have been more careful.
JAKE:        And when you heard a
        noise, you should have called
        a security guard.
CHRIS:    I assumed it was you.
JAKE:        First rule of journalism, you
        should never assume
        anything. Anyway, you
        should have called the
        police. You could have
        gotten killed.
CHRIS:    I could have, but I didn't. It
        doesn't matter anymore.
N:    OK. What's the first rule of
    journalism?
F:    You should never assume
    anything.
N:    Now listen and repeat.
M:    gotten killed
    You could have gotten killed.
    You could have gotten killed.
N:    Now you hear.. .
F:    I didn't get killed.
N:    And you say. . .
M:    You could have gotten killed.
N:    You hear. . .
F:    I didn't hurt myself.
N:    And you say. . .
M:    You could have hurt yourself.
N:    Ready? Here we go.
F:    I didn't get killed.
M:    You could have gotten killed.
F:    I didn't hurt myself.
M:    You could have hurt yourself.
F:    I didn't have an accident.
M:    You could have had an accident.
F:    I didn't sprain my ankle.
M:    You could have sprained your ankle.
F:    I didn't break anything.
M:    You could have broken
    something.
F:    I didn't lose anything.
M:    You could have lost something.
F:    J didn't ruin the tapes.
M:    You could have ruined the tapes.
N:    Listen to Chris and Jake's
    conversation. Listen carefully. Who
    does Chris think scared
    her?
CHRIS:    Did you see anybody coming
    out on your way in?
JAKE:    No.
CHRIS:    This was not an accident.
    Someone might be trying to
    scare me.
JAKE:    Do you have any idea who it
    might have been?
. CHRIS:    It might have been Terry.
JAKE:    It couldn't have been Terry.
CHRIS:    Why not?
JAKE:    I saw Terry at the Nature
    Center.
N:    OK. Who does Chris think
    might have scared her?
M:    Terry.
N:    Now listen and repeat.
F:    It might have been Terry.
    It might have been Terry.
    It might not have been Terry.
    It might not have been Terry.
M:    It could have been Terry.
    It could have been Terry.
    It couldn't have been Terry.
    It couldn't have been Terry.
N:    In the affirmative, might have and
    could have are about the same.
    They both suggest possibility.
F:    It might have been Terry . . .
N:    Means about the same as . . .
F:    It could have been Terry.
N:    But in the negative, might not
    have and could not have or couldn't
    have are different.
F:    It might not have been
    Terry . . .
N:    Means that it's possible that
    Terry wasn't the one who tried
    to scare Chris.
M:    It couldn't have been Terry. . .
-164-

N:    Means that it's impossible that
    Terry was the one who tried to
    scare Chris. Let's practice these
    negative forms. You hear. . .
F:    It's possible that Terry wasn't the
    one who tried to scare Chris.
N:    And you say . . .
M:    Terry might not have been the
    one who tried to scare Chris.
N:    You hear. . .
F:    It's impossible that Terry was the
    one who tried to scare Chris.
N:    And you say . . .
M:    Terry couldn't have been the one
    who tried to scare Chris.
N:    All right. Let's begin.
F:    It's possible that Terry wasn't the
    one who tried to scare Chris.
M:    Terry might not have been the
    one who tried to scare Chris.
F:    It's impossible that Terry was the
    one who tried to scare Chris.
M:    Terry couldn't have been the one
    who tried to scare Chris.
F:    It's impossible that Mike turned
    off the lights. He left the studio
    an hour ago.
M:    Mike couldn't have turned off
    the lights.
F:    It's possible that it wasn't an
    accident.
M:    It might not have been an
    accident.
F:    Maybe it was Roger. But then, I
    haven't seen him all day. It's
    possible that he wasn't in the
    studio at all.
M:    It might not have been Roger.
F:    And Rita? No, that's impossible.
    She wouldn't do anything like
    that.
M:    It couldn't have been Rita.
F:    Maybe Detective Modine? He's
    been in and out of the studio all
    week. Of course, it's possible
    that he wasn't here tonight.
M:    It might not have been Detective
    Modine.
N:    This is the end of Lesson One.

　　　
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16BOOK ELEVEN LESSON TWELVE

N:    This is Lesson Twelve. For this
  lesson, you'll need a pencil and a
  piece of paper.
  Listen to part of a conversation
  between Chris and Detective
  Modine. He has just received a
  ticket for parking longer than the
  legal time limit. Notice the use of
  be supposed to in the present
  tense.
MODINE:    I've never gotten a
  parking ticket.
CHRIs:    You're supposed to put
  money in the parking meter.
MODINE:    I did. It was fast.
CHRIS:    Why didn't you park in the
  garage under the station?
MODINE:    You're supposed to have a
  permit. . . I don't
  understand. What am I
  supposed to do with this?
CHRIs:    You're the law officer. . .
  You're supposed to send
  sixteen dollars to the address
  on the ticket.
MODINE:    I won't pay it.
N:    Now listen and repeat.
M:    to put money in the parking
  meter
  you're supposed to
  You're supposed to put money in
  the parking meter.
  You're supposed to put money in the M:
  parking meter.
F:    to have a permit
  you're supposed to
  You're supposed to have a
     

 
  permit.
  You're supposed to have a
  permit.
M:    to do with this
  what am I supposed to
  What am I supposed to do with
  this?
  What am I supposed to do with
  this?
F:    to send sixteen dollars to the
  address on the ticket
  you're supposed to
  You're supposed to send sixteen
  dollars to the address on the
  ticket.
  You're supposed to send sixteen
  dollars to the address on the
  ticket.
N:    Now you're going to hear a
  sentence followed by a phrase.
  Put the phrase into the sentence
  to make a new sentence. For
  example, you hear. . .
M:    You're supposed to have a
  permit.
F:    Put money in the parking meter.
N:    And you say . . .
M:    You're supposed to put money in
  the parking meter.
N:    Then you hear. . .
F:    Everyone.
N:    And you say. . .
M:    Everyone is supposed to put
  money in the parking meter.
N:    All right? Let's begin.
M:    You're supposed to have a permit.
F:    Put money in the parking meter.
M:    You're supposed to put money in
  the parking meter.
F:    Everyone.
M:    Everyone is supposed to put
  money in the parking meter.
F:    People.
M:    People are supposed to put
  money in the parking meter.
F:    Pay their parking tickets.
M:    People are supposed to pay their
  parking tickets.
F:    Send money to the address on
  the ticket.
M:    People are supposed to send
  money to the address on the
  ticket.
F:    Not supposed to break the law.
  People are not supposed to
  break the law.
N:    Now listen to this conversation
  between a husband and wife.
  Notice how they use the article
  the and the article a. Let's


184

  listen.
F:    Whew! The sun is so hot today,
  I think I'll stay in the house.
M:    You're right. It's not just the air
  -the ground is hot too. And
  the clouds in the sky don't really
  protect us from the heat.
F:    I wish we could go to the park
  for a picnic. We haven't taken a
  walk there in a long time. I'd
  like to see the lake and the
  flowers too.
M:    But we have so much work to do
  right here. We have to fix the
  front door. There's a problem
  with the lock that we should
  take care of.
F:    OK, OK. I realize it's not a good
  idea to go to the park today. All
  I said was, "I wish we could go."
N:    Now listen and repeat.
F:    the sun is so hot today
  I think I'll stay in the house
  The sun is so hot today, I think
  I'll stay in the house.
  The sun is so hot today, I think
  I'll stay in the house.
M:    The ground is hot too.
  The ground is hot too.
  don't protect us from the heat
  the clouds in the sky
  The clouds in the sky don't
  protect us from the heat.
  The clouds in the sky don't
  protect us from the heat.
F:    go to the park for a picnic
  I wish we could
  I wish we could go to the park
  for a picnic.
  I wish we could go to the park
  for a picnic.
  a walk there in a long time
  we haven't taken
  We haven't taken a walk there
  in a long time.
  We haven't taken a walk there
  in a long time.
N:    Now you're going to hear several
  sentences. In each sentence,
  there is one or more than one
  article missing. Repeat the
  sentence, putting in the missing
  article or articles. For example,
  you hear . . .
F:    Sun is so hot today, I think I'll
  stay in house.
N:    And you say. . .
M:    The sun is so hot today, I think I'll
  stay in the house.
N:    Or you hear. . .


F:    I wish we could go to park for
  picnic.
N:    And you say. . .
M:    I wish we could go to the park
  for a picnic.
N:    All right. Let's begin.
F:    Sun so hot today, I think I'll
  stay in house.
M:    The sun is so hot today, I think
  I'll stay in the house.
F:    I wish we could go to park for
  picnic.
M:    I wish we could go to the park
  for a picnic.
F:    Clouds in sky don't protect us
  from heat.
M:    The clouds in the sky don't
  protect us from the heat.
F:    We haven't taken walk in park
  for long time.
M:    We haven't taken a walk in the
  park for a long time.
F:    We have to fix front door.
M:    We have to fix the front door.
F:    There's problem with lock.
M: . There's a problem with the lock.
N:    Now to end this lesson, let's
  listen to Mike as he tells us what
  he was doing on the night that
  someone tried to sabotage the station.
MIKE:    Jake asked me to get a map for
  him in the glove compartment
  of his car. He told me to look
  at the map and find the
  building site for the
  apartments at the Nature
  Center. I also had to get the
  camera. It was in the trunk of
  my car. My car was parked in
  the garage, so I didn't return
  for half an hour. I got back
  just in time to see Rita's tape.
N:    Now take your pencil and a piece
  of paper. You'll hear Mike tell us
  again what he was doing that
  night. This time you take notes
  on what he says. There will be
  pauses after each group of words
  for you to write. Don't write
  down every word, just the
  important details. Ready? Let's
  begin.
MIKE:    Jake asked me to get a map for
  him in the glove compartment
  of his car.
  He told me to look at the map
  and find the building site for
  the apartments at the Nature
  Center.
  I also had to get my camera.


  It was in the trunk of my car.
  My car was parked in the
  garage, so I didn't return for
  half an hour.
  I got back just in time to see
  Rita's tape.
N:    Now use your paper to answer
  the following true-or-false
  statements. If the answer is true,
  just say "True." But if the answer
  is false, say "False" and give the
  correct answer. For example, you
  hear.. .
F:    Jake asked Mike to get a map for
  him in the trunk of his car.
N:    And you say. . .
M:    False. He asked Mike to get a
  map for him in the glove
  compartment of his car.
N:    Or you hear. . .
F:    He told Mike to look at the map
  and find the building site for the
  apartments at the Nature
  Center.
N:    And you say. . .
M:    True.
N:    Ready? Let's begin. Question
  One.
F:    Jake asked Mike to get a map for
  him in the trunk of his car.
M:    False. He asked Mike to get a
  map for him in the glove
  compartment of his car.
N:    Question Two.
F:    He told Mike to look at the map
  and find the building site for the
  apartments at the Nature
  Center.
M:    True.
N:    Question Three.
F:    Mike also had to get his tape
  recorder.
M:    False. He also had to get his
  camera.
N:    Question Four.
F:    Mike's camera was in the glove
  compartment of the car.
M:    False. It was in the trunk of the
  car.
N:    Question Five.
F:    The car was parked in the
  garage.
M:    True.
N:    Question Six.
F:    Mike didn't return for an hour.
M:    False. He didn't return for half
  an hour.
N:    Question Seven.
F:    Mike got back just in time to
  hear Rita's telephone conversation.
 

  185


M: False. He got back just in time to see
  Rita's tape.
N: Well, that's enough for now. You've finished this lesson and this book.
This is the end of Lesson Twelve.

15BOOK ELEVEN REVIEW FOUR
N:    Welcome to Review Four. For
  this lesson, Y0l;l'll need a pencil
  and a piece of paper.
  Listen to this conversation. A
  reporter is interviewing Mr.
  Green, one of the guides at the
  Stamford Museum and Nature
  Center. Listen to what they say.
F:    Could you tell me a little bit
  about the more recent history of
  the Stamford Museum and
  Nature Center, Mr. Green?
M:    Certainly. The museum
  collection was first located in the
  Stamford Trust Company
  building. But by 1945, it was
  receiving so many visitors that a
  new location was needed. So
  that year, it was moved to a
  house in Courtland Park.
F:    Tell me about the house.
M:    It consisted of two floors. The
  two large rooms downstairs
  became an exhibit area. The
  second floor became the offices
  and an apartment for the
  director.
F:    Was anything done to increase
  the activities there?
M:    Yes. An indoor art gallery and an
  outdoor patio were added to the
  house. But in time, the patio was
  closed to provide more space for
  exhibits.
F:    Thank you, Mr. Green. You've been


  very helpful.
N:    Now take your pencil and a piece
  of paper. Imagine that you are
  the reporter and that Mr. Green
  is answering your questions.
  Don't write down everything
  that he says, just the most
  important details. There will be
  pauses after each group of words
  for you to write. Ready? Let's
  begin.
M:    The museum collection was first
  located in the Stamford Trust
  Company building.
  But by 1945, it was receiving so
  many visitors that a new location
  was needed.
  So that year, it was moved to a
  house in Courtland Park.
  The house consisted of two
  floors.
  The two large rooms downstairs
  became an exhibit area. The second
  floor became the offices and an
  apartment for the director.
  An indoor art gallery and an
  outdoor patio were added to the
  house. But in time, the patio was
  closed to provide more space for
  exhibits.
N:    Now use your paper to answer
  these ten questions about what
  Mr. Green just told you. Give
  short answers.
  Question One.
F:    In what building was the
  collection first located?
M:    In the Stamford Trust Company
  building.
N:    Question Two.
F:    Why was a new location needed
  by 1945?
M:    Because it was receiving so many
  visitors.
N:    Question Three.
F:    In what year did the Stamford
  Museum and Nature Center
  move?
M:    In 1945.
N:    Question Four.
F:    Where did it move to?
M:    To a house in Courtland Park.
N:    Question Five.
F:    How many floors did the house
  consist of?
M:    Two floors.
N:    Question Six.
F:    What did the two downstairs
  rooms become?
M:    An exhibit area.


183
N:    Question Seven.
F:    What did the second floor
  become?
M:    The offices and an apartment for
  the museum director.
N:    Question Eight.
F:    What was added to the house?
M:    An indoor art gallery and an
  outdoor patio.
N:    Question Nine.
F:    Why was the patio closed?
M:    To provide more space for
  exhibits.
N:    Question Ten.
F:    What is the name of the museum
  guide who was talking to you?
M:    Mr. Green.
N:    Now you're going to practice
  using words that have two forms,
  one for nouns and one for verbs:
  for example, cancel and
  cancellation. Now you tell me
  which word is a noun, cancel or
  cancellation? Right. Cancellation is
  a noun. And what's the word
  cancel? Yes. Cancel is a verb.
  Now you're going to hear two
  forms of a word: a noun form and
  a verb form. Then you'll hear a
  sentence with a missing word.
  Repeat the sentence putting in
  the correct form of the verb. For
  example, you hear. . .
F:    Cancel . . . cancellation.
M:    Because I got sick, I had to . . .
  my trip.
N:    And you say. . .
M:    Because I got sick, I had to
  cancel my trip.
N:    Or you hear. . .
F:    Confirm. . . confirmation.
M:    He received a written. . . of his
  reservation.
N:    And you say . . .
M:    He received a written
  confirmation of his reservation.
N:    All right, let's begin.
F:    Cancel . . . cancellation.
M:    Because I got sick, I had to . . .
  my trip.
M:    Because I got sick, I had to
  cancel my trip.
F:    Confirm. . . confirmation.
M:    He received a written. . . of his
  reservation.
M:    He received a written confirmation
  of his reservation.
F:    Arrange. . . arrangement.
M:    I have to . . . an appointment
  with my dentist.

M:    I have to arrange an
  appointment with my dentist.
F:    Confirm. . . confirmation.
M:    Don't forget to. . . your airline
  reservation.
M:    Don't forget to confirm your
  airline reservation.
F:    Cancel. . . cancellation.
M:    Because there was a . . . , I
  bought a ticket at the last
  minute.
M:    Because there was a cancellation,
  I bought a ticket at the last
  minute.
F:    Arrange. . . arrangement.
M:    We made an . . . to meet at
  10:00 AM.
M:    We made an arrangement to
  meet at 10:00 AM.
N:    This is the end of Review Four.

14BOOK ELEVEN LESSON ELEVEN
N:    This is Lesson Eleven.
  Listen to this conversation
  between a detective and a
  woman who says she can give
  him information about what
  happened on the night of a
  crime. Notice how the following
  words are used: someone,
 
  181

     
  something, anyone, anything, no one,
  and nothing. Ready? Listen.
M:    All right, Mrs. Dolgin. You've
  agreed to answer a few questions
  about the robbery in your neighbor's
  apartment. Is that correct?
F:    That's right, Detective LePage.
M:    You didn't see anyone enter the
  building, did you?   
F:    Yes. I saw someone come in
  around 9:00 P.M. A man.
M:    He wasn't carrying anything, was
  he?   
F:    Yes. He was carrying something
  in his hands. It looked like a box.
M:    And he didn't say anything, I
  suppose.   
F:    He said nothing at first. Then,
  when he got to my neighbor's
  apartment, he said something.
M:    What did he say?   
F:    He said, "Pizza delivery!"
M:    What happened after that?
F:    Nothing happened. No one was
  at home. So he turned around
  and left the building.
M:    And you think he had something
  to do with the robbery?
F:    Of course not! He had nothing
  to do with it. But you asked me
  what I saw, and I told you. Now,
  is there anything else you'd like
  me to help you with?
M:    No, Mrs. Dolgin. I'm sure there's
  nothing else we can get from
  you.   
N:    Now listen and repeat.
M:    anyone enter the building
  you didn't see anyone
  You didn't see anyone enter the
  building.   
  You didn't see anyone enter the
  building.   
F:    someone come in around 9:00
  P.M.   
  I saw someone come in'
  I saw someone come in around
  9:00 P.M.   
  I saw someone come in around
  9:00 P.M.   
M:    carrying anything   
  He wasn't carrying anything.
  He wasn't carrying anything.
F:    carrying something
  He was carrying something.
  He was carrying something.
M:    nothing at first   
  He said nothing at first.
  He said nothing at first.
F:    Nothing happened.


         
  Nothing happened.
  No one was at home.
  No one was at home.
N:    Now you're going to hear a
  sentence with a missing word.
  Then you will hear two words.
  One of them is the missing word,
  and the other word is incorrect.
  Repeat the sentence, putting in
  the missing word. For example,
  you hear. . .   
F:    I saw . . . enter the building.
M:    Someone. . . anyone.
N:    And you say . . .
F:    I saw someone enter the building.
N:    Or you hear. . .
F:    He was carrying . . . in his
  hands.       
M:    Anything . . . something.
N:    And you say . . .
F:    He was carrying something in his
  hands.       
N:    All right. Let's begin.
F:    I saw . . . enter the building.
M:    Someone. . . anyone.
F:    I saw someone enter the building.
F:    He was carrying . . . in his hands.
M:    Anything. . . something.
F:    He was carrying something in his
  hands.       
F:    There was . . . in the hall.
M:    Anyone. . . no one.
F:    There was no one in the hall.
F:    I have. . . to say. . .
M:    Something . . . anything.
F:    I have something to say . . .
N:    Now listen to part of the
  conversation between Chris and
  Jake, after Detective Modine
  leaves the room. Notice the use of the
  expression be supposed to
  in the past tense.
JAKE:    Hi. What happened to you?
CHRIS:    You weren't supposed to see
  me like this. You were
  supposed to be here an hour
  ago.       
JAKE:    I had to meet with Steven.
  I'm sorry.
CHRIs:    This isn't what was supposed
  to happen.
JAKE:    What was supposed to
  happen?   
CHRIS:    You were supposed to come
  in and I was supposed to look
  beautiful. I was supposed to
  look calm and cool. You
  were supposed to forget all
  about the disagreement we
  had. You were supposed to


  fall madly in love with me.
N:    Now listen and repeat.
F:    to see me like this
  you weren't supposed to
  You weren't supposed to see me
  like this.   
  You werent supposed to see me
  like this.   
M:    to be here an hour ago
  you were supposed to
  You were supposed to be here an
  hour ago.   
  You were supposed to be here an
  hour ago.   
F:    what was supposed to happen
  this isn't what   
  This isn't what was supposed to
  happen.   
  This isn't what was supposed to
  happen.   
M:    to fall madly in love with me
  you were supposed to
  You were supposed to fall madly
  in love with me.   
  You were supposed to fall madly
  in love with me.   
N:    Now you're going to hear a
  sentence in the past tense. Using
  that sentence and the expression
  be supposed to, make a new
  sentence saying that the opposite
  was expected. For example, you
  hear.. .   
M:    You saw me like this.
N:    And you say. . .   
F:    You weren't supposed to see me
  like this.   
N:    Or you hear. . .   
M:    Jake didn't fall madly in love
  with Chris.   
N:    And you say. . .   
F:    Jake was supposed to fall madly
  in love with Chris.
N:    OK? Let's begin.   
M:    You saw me like this.
F:    You weren't supposed to see me
  like this.   
M:    Jake didn't fall madly in love
  with Chris.   
F:    Jake was supposed to fall madly
  in love with Chris.
M:    This accident happened.
F:    This accident wasn't supposed
  to happen.   
M:    Detective Modine didn't solve
  the mystery quickly.
F:    Detective Modine was supposed
  to solve the mystery quickly.
M:    Chris didn't look calm and cool.
F:    Chris was supposed to look calm

  182

"   
 
  and cool.
N:    Now listen to a mother who's
  giving instructions to her
  children in preparation for a
  surprise birthday party planned
  for one of the children's cousins.
  Notice how she uses the
  expression be supposed to in the
  present tense.
F:    Now children, listen carefully.
  When your cousin gets here,
  remember you're supposed to be
  very quiet. He's not supposed to
  know we're planning a party for
  him. And you're not supposed to
  mention the presents hidden in
  the closet. He's supposed to
  think this is just an ordinary
  visit. When I come in with the
  cake, everyone is supposed to
  shout, "Surprise!" and sing
  "Happy Birthday" to him. Is that
  clear, children? Children!
N:    Be supposed to in the present
  tense is used to talk about
  expected actions that are
  customary or advisable. Now
  listen and repeat.
F:    be very quiet
  you're supposed to be
  You're supposed to be very quiet.
  You're supposed to be very quiet.
M:    to know we're planning a party
  for him
  he's not supposed to know
  He's not supposed to know we're
  planning a party for him.
  He's not supposed to know we're
  planning a party for him.
F:    to think this is just an ordinary
  visit
  he's supposed to think
  He's supposed to think this is just
  an ordinary visit.
  He's supposed to think this is just
  an ordinary visit.
N:    Now you'll hear a phrase
  followed by a subject. Use the
  subject, the phrase, and the
  expression be supposed to in the
  present tense to talk about a
  customary or advisable action.
  For example, you hear. . .
M:    Be very quiet. . . you.
N:    And you say . . .
F:    You're supposed to be very quiet.
N:    Or you hear. . .
M:    Not know we're planning a party
  for him . . . he.
N:    And you say . . .



F:    He's not supposed to know we're
  planning a party for him.
N:    OK? Let's begin.
M:    Be very quiet. . . you.
F:    You're supposed to be very quiet.
M:    Not know we're planning a party
  for him. . . he.
F:    He's not supposed to know we're
  planning a party for him.
M:    Listen to their mother . . .
  children.
F:    Children are supposed to listen
  to their mother.
M:    Not park in front of a fire
  hydrant. . . drivers.
F:    Drivers are not supposed to park
  in front of a fire hydrant.
M:    Not tell lies to the police. . .
  people being questioned.
F:    People being questioned are not
  supposed to tell lies to the
  police.
N:    . This is the end of Lesson Eleven.

13BOOK ELEVEN LESSON TEN
  N:    This is Lesson Ten.
      Listen to this woman as she tells
      us about her twin daughters, Jane
      and Judy. Notice how she makes
      comparisons, telling us what they
      do and what they don't do.
  F:    I have two daughters who are
      identical twins. Their names are
      Jane and Judy. They're so much
      alike that even I can't always tell
      them apart, and I'm their
      mother! They even think and act
      alike. For example, Jane likes to
      play basketball, and Judy does
      too. Jane is good at mathematics,
      and Judy is too. But when it
      comes to English, Jane has never
      enjoyed it, and her sister hasn't
      either. They studied English for
      years with the best teachers, but
      Jane never received good grades,
      and Judy didn't either. That's
      because both girls can't spell.
      Not even the easiest words. And
      you know what? I can't either!
  N:    Now listen and repeat.
  F:    and Judy does too
      Jane likes to play basketball
      Jane likes to play basketball, and
      Judy does too.
      Jane likes to play basketball, and
      Judy does too.
  M:    and Judy is too
      Jane is good at mathematics
      Jane is good at mathematics, and
      Judy is too.
      Jane is good at mathematics, and
      Judy is too.
  F:    her sister hasn't either
      Jane has never enjoyed English
      Jane has never enjoyed English,
      and her sister hasn't either.
      Jane has never enjoyed English,
      and her sister hasn't either.
  M:    and I can't either
      both girls can't spell
      Both girls can't spell, and I can't
      either.
      Both girls can't spell, and I can't
      either.
     
N:    Now you're going to hear two
  sentences. Combine both
  sentences into one sentence, Hke
  this. You hear. . .
F:    Jane likes to play basketball. Judy
  likes to play basketball.
N:    And you say . . .
F:    Jane likes to play basketball, and
  Judy does too.
N:    Or you hear. . .
F:    Jane has never enjoyed English.
  Her sister has never enjoyed
  English.
N:    And you say. . .
M:    Jane has never enjoyed English,
  and her sister hasn't either.
N:    All right. Let's begin.
F:    Jane likes to play basketball. Judy
  likes to play basketball.
M:    Jane likes to play basketball, and
  Judy does too.
F:    Jane has never enjoyed English.
  Her sister has never enjoyed English.
M:    Jane has never enjoyed English,
  and her sister hasn't either.
F:    Jane and Judy can't spell. Their
  mother can't spell.
M:    Jane and Judy can't spell, and
  their mother can't either.
F:    Rita is a good tennis player.
  Mike is a good tennis player.
M:    Rita is a good tennis player, and
  Mike is too.
F:    Terry brought a turkey sandwich
  for lunch.
  Steven brought a turkey sandwich
  for lunch.
M:    Terry brought a turkey sandwich for
  lunch, and Steven did too.
F:    Chris couldn't answer any
  questions. Jake couldn't answer
  any questions.
M:    Chris couldn't answer any
  questions, and Jake couldn't
  either.   
N:    Now listen to part of the
  dialogue between Chris and
  Detective Modine. They're
  discussing who might have
  sabotaged the station. Modine
  has just told Chris that he thinks
  she's responsible. Notice the use
  of the definite article the to refer
  to things that are familiar or that
  have already been referred to.
  Ready? Listen.
MODINE:    You were around every
      time it happened. You
      have no vested interest in
      the station.


CHRIS:    This is so unfair of you. I
      don't know how you could
      possibly think that I had
      anything to do with it.
MODINE:    Come on, Chris. You had
      access to the editing room.
      What were you doing here
      late one night?
CHRIS:    Was that you sneaking
      around that night?
M ODlNE:    You're the one under
      investigation.
N:    Now listen and repeat.
M:    in the station    in the station
  you have no vested interest
  you have no vested interest
  You have no vested interest in
  the station.   
  You have no vested interest in
  the station.   
F:    to the editing room
  to the editing room
  you had access   
  you had access   
  You had access to the editing
  room.       
  You had access to the editing
  room.       
N:    Now you're going to hear some
  sentences. Each of these
  sentences should have the
  definite article the. Repeat each
  sentence, putting the definite
  article in front of the appropriate
  noun. For example, you
  hear.. .   
F:    Chris works in news department
  of WEFL.   
N:    And you say. . .   
M:    Chris works in the news
  department of WEFL.
N:    Or you hear. . .   
F:    She has no vested interest in
  station.   
N:    And you say. . .   
M:    She has no vested interest in the
  station.   
N:    All right. Let's begin.
F:    Chris works in news department
  of WEFL.   
M:    Chris works in the news
  department of WEFL.
F:    She has no vested interest in
  station.   
M:    She has no vested interest in the
  station.   
F:    The meeting will take place in
  conference room.   
M:    The meeting will take place in
  the conference room.

  180

F:    There are editing rooms and
  control rooms at station.
M:    There are editing rooms and
  control rooms at the station.
F:    When pizza arrived, she offered
  some to the detective.
M:    When the pizza arrived, she
  offered some to the detective.
N:    Now listen to this conversation
  between a student and her
  teacher. Notice how they use
  the, a or an, and some.
F:    Excuse me, Mr. Douglas. I have
  a small problem. Do you have
  some time to help me?
M:    Of course, Melanie. What's the
  problem?
F:    1'd like some advice. I have to
  write a paper for my European
  History course.
M:    Is the paper about France? I am a
  French teacher, after all.
F:    Yes, it is. I have some problems
  understanding the French system
  of government.
M:    I understand the problem you're
  having. Let's get some coffee in
  the cafeteria. Maybe I can find a
  simple explanation of France's
  government.
F:    Oh, thanks, Mr. Douglas.
N:    Now listen and repeat.
F:    Do you have some time to help
  me?
  Do you have some time to help
  me?
  1'd like some advice.
  1'd like some advice.
  I have some problems.
  I have some problems.
  Let's get some coffee.
  Let's get some coffee.
M:    I have to write a paper.
  I have to write a paper.
  I am a French teacher, after all.
  I am a French teacher, after all.
  Maybe I can find a simple
  explanation.
  Maybe I can find a simple
  explanation.
F:    What's the problem?
  What's the problem?
  Is the paper about France?
  Is the paper about France?
  I understand the problem you're
  having.
  I understand the problem you're
  having.
N:    Now you're going to hear a
  sentence read two ways. One way


  will have an incorrect form of
  either the, a, or some. The other
  will have the correct form.
  Repeat the sentence with the
  correct form. For example, you
  hear.. .
F:    Do you have a time to help me?
  Do you have some time to help
  me?   
N:    And you say . . .
M:    Do you have some time to help
  me?   
N:    Or you hear. . .
F:    What's the problem?
  What's a problem?
N:    And you say. . .
M:    What's the problem?
N:    OK? Let's begin.
F:    Do you have a time to help me?
  Do you have some time to help
  me?   
M:    Do you have some time to help
  me?   
F:    What's the problem? What's a
  problem?
M:    What's the problem?
F:    I have to write a paper. I have to
  write the paper.
M:    I have to write a paper.
F:    1'd like the advice. I'd like some
  advice.
M:    1'd like some advice.
F:    I have some problems. I have the
  problems.
M:    I have some problems.
F:    Let's get some coffee in
  the cafeteria.
  Let's get the coffee in the
  cafeteria.
M:    Let's get some coffee in the cafeteria.
N:    To end this lesson, let's listen to
  some more of the conversation
  between Chris and Detective
  Modine. Notice how each one
  requests the other to do things.
CHRIS:    Do you want some pizza?
MODlNE:    Thank you.
CHRIS:    Could you please hand me
      a plate?
MODlNE:    Delighted.
CHRIs:    Here's a slice for you.
MODlNE:    Thank you. Would you
      mind handing me a
      napkin?
CHRIs:    Sure.
N:    Now listen and repeat.
F:    hand me a plate
  hand me a plate
  Could you please hand me a
  plate?


  Could you please hand me a --
  plate?
M:    handing me a napkin
  handing me a napkin
  Would you mind handing me a
  napkin?
  Would you mind handing me a
  napkin?
N:    Now you're going to hear a
  command, like "Hand me a
  plate" or "Hand me a napkin,"
  followed by a cue word: either
  could or would. use the cue word
  and the command to form a
  polite request. For example, you
  hear.. .
M:    Hand me a napkin. . . would.
N:    And you say. . .
F:    Would you mind handing me a
  napkin?
N:    Or you hear. . .
M:    Pass me a plate . . . could.
N:    And you say . . .
F:    Could you please pass me a plate?
N:    OK? Let's begin.
M:    Hand me a napkin. . . would.
F:    Would you mind handing me a
  napkin?
M:    Pass me a plate . . . could.
F:    Could you please pass me a plate?
M:    Help me with my homework. . .
  would.
F:    Would you mind helping me
  with my homework?
M:    Tell me what time it is . . .
  could.
F:    Could you please tell me what
  time it is?
M:    Speak more slowly, please. . .
  would.
F:    Would you mind speaking more
  slowly, please?
M:    Tell me the meaning of these
  words . . . could.
F:    Could you please tell me the
  meaning ofthese words?
N:    And now, could you please go on
  to the next lesson? This is the
  end of Lesson Ten.

12BOOK ELEVEN LESSON NINE
N:    Welcome to Lesson Nine. Steven
  is on the phone with Thomas
  Ames. Who do you think they're
  talking about?
STEVEN:    Yes, yes. I know all that,
      Ames, but he was just
      doing his job. He's a
      reporter, and a good one. I
      wish you would stop
      bothering me about this
      . . . Well, yes. Maybe he is
      a little ambitious. But I
      can't control that. . . No,
      I don't know anything
      about this story. Listen,
      Ames, get off my back.
N:    Well, who do you think they're
  talking about?
M:    Jake.
N:    Now listen and repeat.
M:    get off
  Get off my back.
  Get off my back.
N:    Get off my back is an idiomatic
  way of saying "Stop bothering
  me." Let's practice this
  expression. I say, "Stop bothering
  me." And you say. . .
M:    Get off my back.
N:    I say, "He calls me all the time; I


178


     
  wish he'd stop bothering me."
  And you say . . .
M:    I wish he'd get off my back.
N:    OK. Let's begin. Stop bothering
  me.   
M:    Get off my back.
N:    He calls me all the time; I wish
  he'd stop bothering me.
M:    I wish he'd get off my back.
N:    Jake's always asking Chris to do
  things. He really should stop
  bothering her.
M:    He really should get off her back.
N:    Terry's just impossible. Will he
  ever stop bothering Rita?
M:    Will he ever get off Rita's back?
N:    I finally told them if they didn't
  stop bothering me, I'd call the
  police.
M:    I finally told them if they didn't
  get off my back, I'd call the
  police.
N:    Good. Now listen to Jake and
  Steven talking about Thomas
  Ames. When did Thomas Ames
  ask Peter Case about buying
  WEFL? Listen for the answer.
STEVEN:    Jake, I can't stand Ames.
      But he isn't trying to buy
      the station to stop you.
      He's been after the station
      for some time. He asked
      Case if he would sell the
      station to him six months
      ago.
JAKE:        And he tried to buy it from
      Sam Finch, the previous
      owner. How much has
      Ames told you about
      himself?
STEVEN:    Not much. I've learned a
      few things. We've had a
      few meetings.
JAKE:        Steven, he's building
      apartments right next to
      the Nature Center. He's
      going to ruin it. Has he
      ever said anything about it
      to you?
STEVEN:    Of course not. The man is
      not stupid.
JAKE:        How much has he asked
      you about me?
STEVEN:    Nothing, until now. He
      just asked me if I would
      take you off the story.
N:    OK. When did Thomas Ames
  ask Peter Case about buying
  WEFL?
M:    Six months ago.


N:    Now listen and repeat.
M:    I can't stand Ames
  Jake, I can't stand Ames.
  Steven said, "Jake, I can't stand
  Ames."
  Steven said, "Jake, I can't stand
  Ames."
  he's building apartments
  Steven, he's building apartments
  right next to the Nature Center.
  Jake said, "Steven, he's building
  apartments right next to the
  Nature Center."
  Jake sai<L "Steven, he's building
  apartments right next to the
  Nature Center."
N:    Now you hear. . .
F:    Steven told Jake that he couldn't
  stand Ames.
N:    And you say . . .
M:    Steven said, "Jake, I can't stand
  Ames."
N:    You hear. . .
F:    Jake told Steven that he was
  building apartments right next to
  the Nature Center.
N:    And you say. . .
M    Jake said, "Steven, he's building
  apartments right next to the
  Nature Center."
N:    Ready? Here we go.
F:    Steven told Jake that he couldn't
  stand Ames.
M:    Steven said, "Jake, I can't stand
  Ames."
F:    Jake told Steven that he was
  building apartments right next to
  the Nature Center.
M:    Jake said, "Steven, he's building
  apartments right next to the
  Nature Center."
F:    Steven told Jake that Peter Case
  wouldn't be able to give the
  station away.
M:    Steven said, "Jake, Peter Case
  won't be able to give the station
  away."
F:    Jake told Steven that things
  couldn't be that bad.
M:    Jake said, "Steven, things can't
  be that bad."
F:    Steven told Jake that the man
  wasn't stupid.
M:    Steven said, "Jake, the man isn't
  stupid."
F:    Jake told Steven that Ames was
  going to ruin the Nature Center.
M:    Jake said, "Steven, Ames is
  going to ruin the Nature
  Center."


F:    Steven told Jake that Thomas
  Ames was a greedy, evil good-
  for-nothing.
M:    Steven said, "Jake, Thomas
  Ames is a greedy, evil good-for-
  nothing."
N:    Now let's listen to the end of the
  conversation between Steven
  and Jake. What does the doctor
  say Steven is getting? Listen
  carefully for the answer.
JAKE:        What's that?
STEVEN:    It's for my stomach. My
      doctor says I'm getting an
      ulcer. He says if! don't
      calm down, I'm going to
      wind up in the hospital.
JAKE:        You are too nervous. Don't
      worry, Steven. I'm going to
      figure this out.
STEVEN:    Hurry, Jake. We don't have
      much time.
N:    OK. What does the doctor say
  Steven is getting?
M:    An ulcer.
N:    Now listen and repeat.
M:    windup
  wind up in the hospital
  I'm going to wind up in the
  hospital
  I'm going to wind up in the
  hospital.
N:    To wind up means about the same
  as to finish or to end up. Let's
  practice this verb. You hear. . .
F:    I'm going to end up in the
  hospital.
N:    And you say . . .
M:    I'm going to wind up in the
  hospital.
N:    You hear. . .
F:    The meeting finishes at 9:00.
N:    And you say. . .
M:    The meeting winds up at 9:00.
N:    All right. Let's begin.
F:    I'm going to end up in the
  hospital.
M:    I'm going to wind up in the
  hospital.
F:    The meeting finishes at 9:00.
M:    The meeting winds up at 9:00.
F:    I wish he'd finish the report.
M:    I wish he'd wind up the report.
F:    Will Peter Case end up with
  nothing?
M:    Will Peter Case wind up with
  nothing?
F:    Thomas Ames could end up in
  jail.   
M:    Thomas Ames could wind up in

179

  jail.
F:    Do you know when this lesson
  ends?
M:    Do you know when this lesson
  winds up?
N:    It winds up right now. This is
  the end of Lesson Nine.

11BOOK ELEVEN REVIEW THREE

N: Review Three. For this
lesson, you'll need a
pencil and a piece of paper.
Rita is reading the newspaper.
She finds a report about hight
school graduates and decides
to read it to Terry. Lesten to their
converstion. But first , here are
some questions for you to keep in
mind while you listen. Take a
pencil and piece of paper. Each
question will be read twice with
pauses for you to write. You
don't have to writ out the whole question.
Just writ enogh so that you can
remember what the questions are
when you listen to the report.
Ready? Here's Quesion One.
F: In what month does the school
year begin in the United States?
In what month does the school
year begin in the United Stases?
N: Quesion Two.
F: About what percentage of
students receive their diplomas
in the sping? About what
percentage of stutents receive
their diplomas in the spring?
N: Question Three.
F: Why are ther fewer students
graduating now than in 1989?
Why  are there fewer students
graduating now thwn in 1989?
N: Quesion Four.
F: What is a good predictor of the
mumber of hight school graduates?
What is a good pradctor of the
number of high school graduates?
N: Question Five.
F：What perstage of the 18-year-old
population doesn't graduate
from high school? What
percentage of the 18-year-old
population doesn't graduate feom
high school.
N: Quastion Six.
F: After graduating from high
school, what percentage of
students go on to college the
same year?
After graduating from high
school, what percentage of
students go on to college the
same year?
N: Now listen carefully as Rita reads
the report, and write down you'll
need to answer the questions.
Rita: This ia a really interesting
article, Terry, Did you know
that there are fewer high
school students today than
there were in 1989?
Terry: Gee,I thought the
population was growing.
Rita: Not the high school
population .Let me read
you the whole article. It's very
short... Ahem... "In
the United States, the
school year beging in
Septembler. Most high school
graduations occur in May or
June...s"
Terry: So you start school in the fall
and you finish in the spring.
Everybody doed that.
Rita: Not verybody. Listen to this
... "But a small number of
graduates, about three
pecent of the total, receive
their diplomas in the middle
of the school year."
Terry: Well... three pecent. I
  mean, that's not very many.
Rita: Three percent is three
  percent. Remamber, we're
talking millions here.
Anyway..." The number
of high school graduates in
the Unites States has been
decreasing since 1089. This
is because fewer children
were born in the 1970s."
Terry:  Fewer babies in the

177

    seventies, fewer high school
    students in the eighties.
    That makes sense.
RITA:    "A good predictor of the
    number of high school
    graduates in a year is the
    number of children born 18
    years earlier. Currently, the
    number of graduates is equal
    to about 73 percent of the
    18-year-old population."
TERRY:    That's not very good.
RITA:    Why? 73 percent is a lot.
TERRY:    Yes, but it means that some
    27 percent of our young
    people don't finish high
    school. T.hat's a lot too.
RITA:    You're right. It's too many,
    really. . . 27 percent.
    Everybody should finish high
    school. . . Here are some
    more statistics . . .
    "Between 49 and 54 percent
    of high school graduates
    begin college in the fall after
    their high school
    graduation." That's about
    half, 49 to 54 percent.
TERRY:    Yeah. It means that the
    other half doesn't go on to
    college.
RITA:    Or, maybe they do go on to
    college . . . but not the
    same year as they graduate f
    rom high school.
N:    OK. Now try to answer the
    questions. Ready? Question One.
F:    In what month does the school
    year begin in the United States?
M:    September.
N:    Question Two.
F:    About what percentage of
    students receive their diplomas
    in the spring?
M:    Ninety-seven percent.
N:    Question Three.
F:    Why are there fewer students
    graduating now than in 1989?
M:    Because fewer children were born
    in the 1970s.
N:    Question Four.
F:    What is a good predictor of the
    number of high school graduates?
M:    The number of children born 18
    years earlier.
N:    Question Five.
F:    What percentage of the 18-year-
    old population doesn't graduate
    from high school?
M:    About 27 percent.


N:    Question Six.
F:    After graduating from high
    school, what percentage of
    students go on to college the
    same year?
M:    Between 49 and 54 percent.
N:    Now let's listen to some more of
    the conversation between Rita
    and Terry. They're still talking
    about the report on high school
    graduates. Listen carefully for a
    food item. What food is
    mentioned in this conversation?
RITA:    Well, what did you think of
    the report?
TERRY:    I don't know, Rita. The
    statistics are upsetting. I
    mean, the idea that a quarter
    of our young people don't
    finish high school, and
    then half of those who do,
    don't continue their
    education . . .
RITA:    Are you worried about
    our future, Terry?
TERRY:    Our future-yours and mine
    -looks wonderful, Rita. But
    the future for our young
    people? I don't know.
    Someone should ask them if
    they're worried. The answers
    might be interesting.
RITA:    Wait. Here's another article.
    It's a report called "What
    Worries American
    Teenagers?" Do you want me to
    read it to you?
TERRY:    No . . . no, thanks, Rita.
    Did I ever tell you that you
    make me feel like a teenager?
RITA:    Oh, Terry.
TERRY:    And what worries me right
    now is my stomach. How
    about a pizza?
RITA:    Oooooh!! I'd love one.
N:    OK. What food is mentioned in
    this conversation?
M:    Pizza.
N:    Now listen and repeat.
M:    they're worried
    ask them if they're worried
    Someone should ask them if
    they're worried.
    Someone should ask them if
    they're worried.
N:    Now I say, "Find out." And you
    say.. .
M:    Someone should find out if
    they're worried.
       
N:    I say, "Upset." And you say. . .
M:    Someone should find out if
    they're upset.
N:    Ready? Here we go.
M:    Someone should ask them if
    they're worried.
N:    Find out.
M:    Someone should find out if
    they're worried.
N:    Upset.
M:    Someone should find out if
    they're upset.
N:    We.   
M:    We should find out if they're
    upset.
N:    Must.
M:    We must find out if they're
    upset.
N:    Help them.
M:    We must help them if they're
    upset.
N:    In trouble.
M:    We must help them if they're in
    trouble.
N:    When.
M:    We must help them when they're
    in trouble.
N:    This is the end of Review Three.

10BOOK ELEVEN LESSON EIGHT

N:    Welcome to Lesson Eight. Detective
    Modine is trying to find out what
    Jake knows about the problems at
    WEFL. Why isn't the interview
    working out? Listen carefully for
    the answer.
JAKE:    Do you think someone is
    sabotaging the station
    deliberately?
MODINE: Yes, I do.
JAKE:    Do you know who it is?
MODlNE: No, not yet.
JAKE:    Have you interviewed
    other people at the station?
MODINE: Yes, I have. This isn't
    working out, Jake.
JAKE:    Why?
MODINE: I'll ask the questions, if you
    don't mind.
JAKE:    OK. Shoot.
MODlNE: Do you think someone is
    sabotaging the station
    deliberately? Do you know
    who it is?
lAKE:    Yes, I do, and no, I don't.
N:    OK. Why does Detective
    Modine think the interview with
    Jake isn't working out?
F:    Because Jake is asking all the
    questions.
N:    Now listen and repeat.
M:    yes, I do
    no, I don't
    Yes, I do, and no, I don't.
    Yes, I do, and no, I don't.
N:    Now you hear. . .
F:    Do you think someone is
    sabotaging the station
    deliberately? Do you know who it
    is?
N:    And you say . . .
M:    Yes, I do, and no, I don't.
N:    You hear. . .
F:    Have you interviewed other
    people at the station? Did they
    give you any information?
N:    And you say. . .
M:    Yes, I have, and no, they didn't.
N:    Notice that the first short answer


    is always "yes," and the second
    short answer is always "no."
    All right. Let's go.
F:    Do you think someone is
    sabotaging the station
    deliberately? Do you know who it
    is?   
M:    Yes, I do, and no, I don't.
F:    Have you interviewed other
    people at the station? Did they
    give you any information?
M:    Yes, I have, and no, they didn't.
F:    Will you be talking to Thomas
    Ames? Would you like to see my
    interview with him?
M:    Yes, I will, and no, I wouldn't.
F:    Did you know he owns land next
    to the Nature Center? Can he
    build apartments there?
M:    Yes, I did, and no, he can't.
F:    Well, that's good to hear. Could
    I get you something to drink?
    Would you like something to
    eat?
M:    Yes, you could, and no, I
    wouldn't.
F:    Had you heard of Thomas Ames
    before you started this
    investigation? Will you be asking
    him about Mirage Realty?
M:    Yes, I had, and no, I won't.
F:    Is this interview over? Are there
    any more questions?
M:    Yes, it is, and no, there aren't.
N:    After the interview with
    Detective Modine, Jake meets
    Chris in the cafeteria. She has a
    lot of questions. Does she ask
    him if Detective Modine is a
    nice guy? Listen carefully for the
    answer.
CHRIS:    Well, how did it go with
        Detective Modine?
JAKE:        It went OK. He seems like a
        nice guy. He only asked me a
        few questions. I don't think
        he knows much yet. We
        probably know as much as he
        does.
CHRIS:    What kind of questi9ns did
        he ask?
JAKE:        He asked me if I thought
        someone was sabotaging the
        station deliberately.
CHRIS:    And what did you say?
lAKE:        I told him yes. It's obvious,
        isn't it? He thinks so too.
CHRIS:    Does he have any idea who it
        is?
JAKE:        I don't know. He asked me if


    I had any idea who it was.
CHRIS:    And what did you say?
lAKE:    I told him that it was
    probably a woman, a woman
    with a twisted ankle.
CHRIS:    Oh, come on, Jake. You
    didn't say that.
N:    OK. Did Chris ask Jake if
    Detective Modine was a nice
    guy?
F:    No, she didn't.
N:    Now listen and repeat.
M:    sabotaging the station
    someone was sabotaging the
    station deliberately
    if I thought someone was
    sabotaging the station
    deliberately
    He asked me if I thought
    someone was sabotaging the
    station deliberately.
    He asked me if I thought
    someone was sabotaging the
    station deliberately.
N:    Now you hear. . .
M:    "Do you think someone is
    sabotaging the station
    deliberately?" he asked me.
N:    And you say. . .
F:    He asked me if I thought
    someone was sabotaging the
    station deliberately.
N:    You hear. . .
M:    "Do you have any idea who it
    is?" he asked me.
N:    And you say. . .
F:    He asked me if I had any idea
    who it was.
N:    OK? Here we go.
M:    "Do you think someone is
    sabotaging the station
    deliberately?" he asked me.
F:    He asked me if I thought
    someone was sabotaging the
    station deliberately.
M:    "Do you have any idea who it
    is?" he asked me.
F:    He asked me if I had any idea
    who it was.
M:    "Can you give me some names?"
    he asked us.
F:    He asked us if we could give him
    some names.
M:    "Is Rita still upset about
    retiring?" he asked her.
F:    He asked her if Rita was still
    upset about retiring.
M:    "Are you going to run away with
    Terry?" I asked her.
F:    I asked her if she was going to

176

run away with Terry.
M: "Will Roger help find out what's
going on?" he asked them.
F: He asked them if Roger would
help find out what was going on.
M: " Can we stop now?" they asked me.
F: They asked me if they could \stop now.
N: One more exercise, and then you
can stop. Chris is talking to
Mike. Has Mike had his
interwiew with Detective Mofine
yet? Listen carfully for the answer.
Chris: Has Detective Modine
interview you yet ,Mike?
Do  you know anything about him?
Mike: According to Steven, he's
the best detective in
Stamford. He's very clever.
Chris: Jake said he was a nice guy.I wonder what he's like.
Mike: I haven't met him yet.
Chris: Rita thinks he's really handsome.
Mike: Don't pay any attention to
Rita, Accoeding to Steven, he's the best detective in Stamford.
According to Rita, even I'm handsome.
According to Rita, even I'm handsome.
N: Now I say, " Steven says that he's
the best detective in Stamfoed." And you say...
F: According to Steven , he's the
best detective  in Stamford.
N: I say, " Rita thinks even I'm handsome." And you say...
M: According to Rita, even I'm handsome.
N: All right. Let's begin. Steven
says that he's the best detective in Stamford.
F: According to Steven , he's the
best detective in Stamford.
N: Rita thinks even I'm handsome.
M: According to Rita ,even I'm handsome.
N: Jake says that Detective Modine
is a nice guy.
F: According to Jake , Detective Modine is a nice guy.
N: Both of them think there's a
connection with Thomas Ames.
M: According to both of them, there's a
connection with Thonas Ames.
N: We say the glove is the key to
solving the mystery.
F: According to us, the glovr is the key to silving the mestery.
N: I think this lesson is over.
M: According to me , this lesson is over.
N: Yes, it is , This is the end of Lesson Eight.

09BOOK ELEVEN LESSON SEVEN
N:  Welcome to Lesson Seven. Jake is
  giving a report on teachers. You
  will hear the name of a famous
  American university mentioned.
  How do you spell the name of
  this university? Listen carefully to
  the report.
JAKE:    Good evening. I'm Jake
    Seltzer and this is "Hello
    America." Tonight, a
    report on teachers . . .
    These young people are
    about to become
    teachers. But there are
    not enough of them.
    Experts are trying to
    convince young people


 
                like these to choose
                teaching as a career. . .
                Professor Marvin Bressler
                of Princeton University
                said it was an enormous
                privilege to be a teacher.
  PROFESSOR 
  BRESSLER:  It is an enormous
                  privilege to be a teacher
                  and to see people come
                  alive from time to time.
            N:  OK. How do you spell the name
                of the university mentioned in
                this report?
            M:  P-r-i-n-c-e-t-o-n.
            N:  Now listen and repeat.
            M:  an enormous privilege
                it was an enormous privilege
                it was an enormous privilege to
                be a teacher
                He said it was an enormous
                privilege to be a teacher.
                He said it was an enormous
                privilege to be a teacher.
            N:  Now you hear. . .
            M:  It's an enormous privilege to be a
                teacher. 
            N:  And you say. . .
            F:  He said it was an enormous
                  privilege to be a teacher.
            N:  You hear. . .
            F:  We'll need many new teachers.
            N:  And you say. . .
            M:  She said we would need many
                  new teachers.
            N:  All right? Let's begin.
            F:  It's an enormous privilege to be a
                teacher. 
            M:  She said it was an enormous
                  privilege to be a teacher.
              F:  We'll need many new teachers.
            M:  She said we would need many
                new teachers.
            F:  Many communities are looking
                for teachers right now.
            M:  She said many communities were
                looking for teachers right now.
            M:  Young people can make a
                  difference in creating a better
                  world. 
            F:  He said young people could make
                  a difference in creating a better
                  world. 
              M:  Good schools depend on good
                  teachers. 
              F:  He said good schools depended
                on good teachers.
            M:  Teaching isn't easy, but it can be
                the most rewarding job in the

174

  world.
F:  He said teaching wasn't easy, but
      it could be the most rewarding job in
    the world.
ALL: This exercise is almost over.
F: They said this exercise was
  almost over.
N:    In fact, it is over. The next exercise is about to begin.
      First, let's listen to Steven and Rita.
      "Murder at Midnight" is about to go on the air.
      Why does Rita
      want to watch "Murder at Midnight"? Listen carefully for the answer.
STEVEN: Excuse me, Rita. Detective Modine is here. I'd like you
to talk to him. Tell him what you know.
RITA: Sorry, Steven. I'm about to watch "Murder at
Midnight." I want to check
the makeup. I did
something a little different. Terry wants me to . . .
STEVEN: Can it wait? Detective
Modine is in a hurry; he's about to leave. It'll only
take a minute.
RITA: Oh, all right. . . but I
really can't tell him anything he probably doesn't already know.
N: OK. Why does Rita want to
watch "Murder at Midnight"?
F: She wants to check the makeup. N: Now listen and repeat.
  M: go on the air
about to go on the air
"Murder at Midnight" is about to go on the air.
"Murder at Midnight" is about to go on the air. .
F: "Murder at Midnight"
I'm about to watch "Murder at Midnight. "
I'm about to watch "Murder at Midnight. "
N: Something that is about to
happen is ready and going to happen in a very short time.
Let's practice this expression.
You hear. . .
M: "Murder at Midnight" is going
on the air in two minutes.
N:    And you say. . .
F: "Murder at Midnight" is about to
go on the air. N: You hear. . . M: Detective Modine is in a hurry;




he's going to leave.
N:    And you say. . .
F: Detective Modine is in a hurry;
  he's about to leave.
N: And we're about to begin. Are
  you ready? Here we go.
M: "Murder at Midnight" is going
  on the air in two minutes.
F: "Murder at Midnight" is about to
  go on the air.
M: Detective Modine is in a hurry;
  he's going to leave.
F: Detective Modine is in a hurry;
  he's about to leave.
M: Is he ready to solve the mystery
  at WEFL?
F: Is he about to solve the mystery
  at WEFL?
M: Many teachers will be retiring
  soon.
F: Many teachers are about to
  retire.
M: These young people are ready to
  become new teachers.
F: These young people are about to
  become new teachers.
M: Are we ready to end this
  exercise?
F: Are we about to end this
  exercise?
M: I was just going to ask the same
  question.
F: I was just about to ask the same
  question.
N: Now let's listen to some more of Jake's report on teachers.
  Who said that we would need 1.4 million new teachers
    by the end of the decade?
    Listen carefully for the answer.
JAKE:    Alan Guskin told
the audience that young people could make a difference.
ALAN GUSKIN: The message he left behind was that
young people could make a difference
in helping to create a better
and more peaceful world.
JAKE:    Many teachers will
be retiring soon. There are not
enough young teachers to replace them.
According to Mary Futrell, we will need 1.4 million new


  teachers.
  N: OK. Who said we would need
  1.4 million new teachers by the
end ofthe decade?
M: Mary Futrell.
N: Now listen and repeat.
M: make a difference
young people could make a difference
Alan Guskin told the audience Alan Guskin told the audience
that young people could make a difference.
Alan Guskin told the audience that young people could make a
  difference.
N: Now you hear. . .
F: "Young people can make a difference," Alan Guskin said to
  the audience.
N: And you say. . .
M:. He told the audience that young
people could make a difference. N: You hear. . .
F: "Every community in the country will be looking for new teachers," Mary said to the
  reporter.
N: And you say. . .
M: She told the reporter that every community in the country would
  be looking for new teachers.
N: . OK? Let's begin.
F: "Young people can make a difference," Alan Guskin said to the audience.
M: He told the audience that young
  people could make a difference.
F: "Every community in the country will be looking for new teachers,"
Mary said to the reporter.
M: She told the reporter that every community
in the country would be looking for new teachers.
F: "Not everyone can be a teacher,"
  he said to me.
M: He told me that not everyone
  could be a teacher.
F: "You are the hope for the
  future," the President said to us.
M: He told us that we were the hope
  for the future.
F: "I am old and about to retire,"
  he said to the class.
M: He told the class that he was old
  and about to retire.
F: "You are the ones who will have
  to face these problems," he said

175


  to the new teachers.
M:    He told the new teachers that
  they were the ones who would
  have to face these problems.
F:    "If you try hard, you can do it,"
  he said to us.
M:    He told us that if we tried hard,
  we could do it.
N:    And that's the end of Lesson Seven.