4册练习文本

  1

BOOK FOUR, LESSON ONE



N: Lesson One.
Words have one or more than one syllable.
For example, word has one syllable:
word. Lesson has two syllables:
les-son. Syllable has three s
yllables: syl-Ia-ble.
Listen to and repeat these adjectives,
which all have one syllable.
tall short fat
thin old young
big small
With one-syllable adjectives like these,
you just add -er to the end of the word to make the comparative.
Now repeat these adjectives and their comparative forms.
M: tall - taller
short - shorter
fat - fatter
thin - thinner
old - older
young - younger
big - bigger
small - smaller
N: But the adjective good is different. Remember?
It's good - better.
Now repeat: good - better. All right, let's use these adjectives to make some comparisons between someone else and you. For example, I say, "Susan's tall." And you say, "Susan's tall, but I'm taller." I say, "That man is thin." And you say, "He's thin, but I'm thinner." Ready? Let's begin.
   Susan's tall.
M: Susan's tall, but I'm taller.
N: That man is thin.
F: He's thin, but I'm thinner.
N: That man is short.
M: That man is short, but I'm
shorter.
N: Linda's father is old.
F: Linda's father is old, but I'm
older.
N: Carol is young.
M: Carol is young, but I'm younger. N: Mike is fat.
F: Mike is fat, but I'm fatter.
N: She's small.
M: She's small, but I'm smaller.
N: The other students are good.




F: The other students are good, but
   I'm better.
N: Now some spelling. When I say the comparative form of an adjective,
you say it too, and spell it. For example, I say,
   "Thinner." And you say:
M: Thinner. T - h - i - n - n - e - r.
N: Now let's begin. Thinner.
M: Thinner.
T-h-i-n-n-e-r.
N: Heavier.
F: Heavier.
H - e - a - v - i - e - r.
N: Taller.
M: Taller.
T-a-I-I-e-r.
N: Bigger.
F: Bigger.
B-i-g-g-e-r.
N: Handsomer.
M: Handsomer.
H - a - n - d - s - 0 - m - e - r.
N: Longer.
F: Longer.
L-o-n-g-e-r.
N: Better.
M: Better.
B - e - t - t - e - r.
N: Now listen to this dialogue.
STEVEN: Linda, I want you to think about these two again.
I know both of them. They're excellent actors . . .
LINDA: I like the older one. . .
the actor has to be older than Mary Beth, and he has to
be taller than she is . . .
STEVEN: Nope. He's too short. He's
   an inch shorter.
LINDA: Then he's not right for the
   role.
STEVEN: The last one. I guess he's
better.
]LINDA: Ummm. . . I don't know. N: Linda can't find an actor she
likes, an actor who is right for the part.
She's difficult to please. Now you be difficult to please.
I say, "How about this actor?"
or "What do you think about him?"
Then you find something wrong with him.
To help you, I
'm also going to describe something about him.
I say, "How about this actor?
He's short." And you say:
F: Yes, he's too short. He's shorter
   than Mary Beth.

r 161

N: All right, let's begin. How about
   this actor? He's short.
M: Yes, he's too short. He's shorter
   than Mary Beth.
N: What do you think about this
   one? He's small.
F: Yes, he's too small. He's smaller
than Mary Beth. N: How about this one? He's thin.
M: Yes, he's too thin. He's thinner
   than Mary Beth.
N: What do you think about that
   one? He's young.
F: Yes, he's too young. He's
   younger than Mary Beth.
N: Very good. Now to finish the lesson,
let' ~ ask some questions comparing two people.
I say, "Carol and Susan are both
   pretty." And you say:
M: Who's prettier, Carol or Susan?
N: I say, "Jeff and Mike are both
tall." And you say:
F: Who's taller, Jeff or Mike?
N: OK, let's start. Carol and Susan
are both pretty.
M: Who's prettier, Carol or Susan?
N: Jeff and Mike are both tall.
F: Who's taller, Jeff or Mike?
N:' Sam and Jake are both thin.
M: Who's thinner, Sam or Jake?
N: Mike and Steven are both
   handsome.
M: Who's handsomer, Mike or
   Steven?
N: Carol and Susan both have long
   hair.
F: Who has longer hair, Carol or
Susan?
N: Jake and Steven are both short.
F: Who's shorter, Jake or Steven?
N: Now I think that you're a good
student. Well,
at least you're a better student than before.
What do you think?
This is the end of Lesson One.

BOOK FOUR, LESSON TWO
N: Lesson Two. Listen to this
dialogue.
LINDA: I know he doesn't have much experience.
But he has everything else.
He's more energetic,
he's more intelligent,
he's more talented.
STEVEN: And he's more nervous.
Linda, I think we're taking a chance on this guy.


LINDA:    I disagree. Oh, Steven, just
       look at that face! He's more
       photogenic than any of the
       other actors.
STEVEN:    All right . . . All right.
N:    You heard some longer adjectives
   this time. Listen and repeat these
   adjectives of two, three, and four
   syllables. Notice where the stress
   is.        
M:    nervous    more nervous
   more nervous than
F:    talented    more talented
   more talented than
M:    intelligent    more intelligent
   more intelligent than
F:    energetic    more energetic
   more energetic than
M:    photogenic    more photogenic
   more photogenic than
N:    Now let's compare these two
   actors: Jeff and Sam. First, we'll
   use adjectives that form their
   comparatives with more:
   adjectives like talented and
   photogenic, which you saw in this
   lesson, and some that you know
   from before. I say, "Sam is
   talented, but Jeff is very
   talented." And you say:
F:    Jeff is more talented than Sam.
N:    All right. Let's begin. Sam is
   talented, but Jeff is very talented.
F:    Jeff is more talented than Sam.
N:    Sam is photogenic, but Jeff is
   very photogenic.
M:    Jeff is more photogenic than
   Sam.        
N:    Sam is energetic, but Jeff is more
   energetic.        
F:    Jeff is more energetic than Sam.
N:    Sam is ambitious, but Jeff is more
   ambitious.    
M:    Jeff is more ambitious than Sam.
N:    Sam is qualified, but Jeff is more
   qualified.        
F:    Jeff is more qualified than Sam.
N:    Do you remember the words
   ambitious and qualified? I'm going
   to spell them for you. If you need
   to, look them up in your Study
   Guide.        
   Ambitious.    
   A - m - b - i - t - i - 0 - u - s.
   Qualified.        
   Q - u - a - I - i - f - i - e - d.
   Now listen to this dialogue.
F:    How would you compare New
   York with Stamford?


M:    Well, New York is more
   interesting, but it's also more
   expensive, more crowded. When
   you're trying to sleep, you find
   out it's much noisier.
   Stamford is more beautiful than
   New York. And the people are
   much friendlier.
N:    I'm going to sayan adjective like
   interesting. And you say:
M:    New York is more interesting
   than Stamford.
N:    Ready? Let's begin. Interesting.
M:    New York is more interesting
   than Stamford.
N:    Crowded.
F:    New York is more crowded than
   Stamford.
N:    Expensive.
M:    New York is more expensive
   than Stamford.
N:    Noisy.
F:    New York is noisier than
   Stamford.
N:    Now listen to this dialogue
   between Jeff and Amy.
JEFF:    You know, Amy, I can't decide
   if I like New York better than
   Stamford.
AMY:    Well, the streets in Stamford
   are more beautiful.
JEFF:    That's true.
AMY:    The houses in Stamford are
   prettier too.
JEFF:    But New York is more
   exciting. And life is busier in
   New York, so there's more
   work for an actor.
AMY:    But Stamford is more romantic
   than New York.
JEFF:    And New York is more
   important than Stamford.
AMY:    I think you like New York
   better than Stamford.
JEFF:    And you like Stamford better
   than New York.
N:    Now listen to the dialogue
   again and repeat what you hear.
JEFF:    You know, Amy,
   I can't decide ifllike New
   York better than Stamford.
AMY;    Well, the streets in Stamford
   are more beautiful.
JEFF:    That's true.
AMY:    The houses in Stamford are
   prettier too.
JEFF:    But New York is more
   exciting.
   And life is busier in New York,


       so there's more work for an
       actor.
AMY:    But Stamford is more romantic
       than New York.
JEFF:    And New York is more
       important than Stamford.
AMY:    I think you like New York
       better than Stamford.
JEFF:    And you like Stamford better
       than New York.
N:    Jeff likes New York better than
   Stamford. Amy likes Stamford
   better than New York.
   Now you take Amy's part in a
   dialogue. Jeff is going to say
   something good about New York,
   using an adjective. You use the
   comparative of that adjective to
   talk about Stamford. Make
   Stamford seem better than New
   York. For example, you hear,
   "New York is beautiful." And
   you say:
AMY:    Stamford is more beautiful
       than New York.
N:    OK, ready? Let's begin.
JEFF:    New York is beautiful.
AMY:    Stamford is more beautiful
       than New York.
JEFF:    New York is exciting.
AMY:    Stamford is more exciting than
       New York.
JEFF:    New York is romantic.
AMY:    Stamford is more romantic
       than New York.
JEFF:    New York is pretty.
AMY:    Stamford is prettier than New
       York.
JEFF:    New York is important.
AMY:    Stamford is more important
       than New York.
N:    Now listen to this dialogue
   between Linda and Steven.
   They're talking about Jeff.
LINDA:    I know he doesn't have
       much experience. But he
       has everything else. He's
       much handsomer. He's
       much more ambitious.
       He's much more qualified
       for the part.
STEVEN:    I don't know, Linda. He
       doesn't have much
       experience. He's not much
       better than the other
       actors. And I don't think
       he's much more qualified for
       the part.
LINDA:    I disagree with you, Steven.

162

N: When Linda and Steven
disagree, they say:
F: I disagree with you.
N: Now repeat.
F: I disagree with you.
   I disagree.
   M: I don't agree.
   I don't agree with you.
   I don't think so.
   N: When Linda and Steven agree,
   they say these things. Listen and
repeat. F: I agree. I agree with you. M: I think so.
   I think so too.
N: Now let's playa game.
This time you play the part of Linda.
Remember, Linda likes Jeff.
She also likes the city where she lives,
Stamford. You will hear statements about Jeff and about Stamford.
If they are kind statements, that is,
if they say good things about Jeff or about Stamford,
you agree with them. For example,
you hear:
M: Jeff is a much better actor than
Sam.
N: And you say:
F: I agree with you. I think so too.
N: Or:
M: New York is much more
beautiful than Stamford.
N: And you say:
F: I disagree. I don't think so. I
don't agree with you.
N: OK, let's begin.
M: Jeff is a much better actor than
Sam.
F: I agree with you. I think so too.
M: New York is much more
   beautiful than Stamford.
F: I disagree. I don't think so. I
   don't agree with you.
M: Stamford is more interesting
than New York.
F: I agree with you. I think so too.
M: Sam is more qualified for the ro1e
   than Jeff.
F: I disagree. I don't think so. I
   don't agree with you.
M: Jeff is much more intelligent
than Sam.
F: I agree with you. I think so too.
M: The people in New York are
   friendlier than the people in
   Stamford.
F: I disagree. I don't think so. I
   don't agree with you.



AUDIO SCRIPT

M: Jeff is much handsomer than
Sam.
F: I agree with you. I think so too.
N: Now to end this lesson, let's
review some adjectives
that you used in the last two lessons.
We're going to start with some adjectives of one syllable
that form their comparatives with -er.
Listen and repeat.
M: tall taller
short shorter
fat fatter
thin thinner
old older
young younger
big bigger
   small smaller
N: Now repeat these sentences.
M: He's taller than Mike.
F: I'm shorter than Jeff.
M: She's fatter than her mother.
F: Mary Beth is thinner than I am.
M: You're older than Jeff.
F: He's younger than his brother.
M: New York is bigger than
   Stamford.
F: Stamford is smaller than
   Los Angeles.
N: Now do the same with these adjectives of two syllables
that form their comparatives with -er.
Listen and repeat.
F: pretty prettier
noisy noisier
busy busier
   handsome handsomer
N: And now repeat these sentences.
F: She's prettier than her sister.
M: New York is noisier than
Stamford.
F: My city is busier than your city.
M: Jeff is handsomer than his brother.
N: And finally, practice some adjectives of two, three, or four syllables that form their comparatives with more.
F: nervous more nervous crowded more crowded
beautiful more beautiful ambitious more ambitious expensive more expensive
   photogenic more photogenic
N: And now these sentences.
M: Jeff is more nervous than Steven.
F: New York is more crowded than
   Stamford.
M: Mary Beth is more beautiful than
   her sister.



F: Jeff is more ambitious than the
   other actors.
M: New York is more expensive
   than Stamford.
F: That actor is more photogenic
   than I am.
N: And that is the end of Lesson
   Two.

3

BOOK FOUR, REVIEW ONE
N: Review One.
   Listen and repeat these words.
M: skyscrapers palm trees
   sunshine rain
F: the Empire State Building
   the World Trade Center
M: New York City Los Angeles
   the United States
N: New York and Los Angeles are two great American cities. Both are important cities, but they are different from each other in many ways.
Listen to some words and phrases that describe some of the differences between New York and Los Angeles. Then repeat what you hear.
F: more skyscrapers
   New York has more skyscrapers.
M: more palm trees
   Los Angeles has more palm trees.
   F: rain per year
   New York has more rain per
   year.
   M: sunshine per year
   Los Angeles has more sunshine
   per year.
   N: Now you will hear two
   descriptions comparing these
   cities.
F: New York and Los Angeles are important cities in the United States. They are also very different cities. They look different and they are different.
M: New York is more famous than any other American city.
Its skyscrapers are famous,
especially the Empire State Building and the World Trade Center.
N: Now listen to the two descriptions again.
This time, take your pencil and write what you hear. Ready? Let's begin.
F: New York and Los Angeles
   are important cities

163'

   in the United States.
   They are also
   very different cities.
   They look different
   and they are different.
M:    New York is more famous
   than any other American city.
   Its skyscrapers are famous,
   especially the Empire State
   Building and the World Trade
   Center.
N:    Now listen to those descriptions
   one more time. This time check
   your paper. Correct any mistakes
   that you find. Ready? Let's
   begin.
F:    New York and Los Angeles are
   important cities in the United
   States. They are also very
   different cities. They look
   different and they are different.
M:    New York is more famous than
   any other American city. Its
   skyscrapers are famous, especially
   the Empire State Building and
   the World Trade Center.
N:    Now use the sentences on your
   paper to answer the following
   questions. Ready? Let's begin.
   What cities are we comparing?
M:    New York and Los Angeles.
N:    Do New York and Los Angeles
   look almost the same, or do they
   look different?
F:    They look different.
N:    What skyscrapers in New York
   are famous?
M:    The Empire State Building and
   the World Trade Center.
N:    Now you're going to hear some
   more about New York and Los
   Angeles. Just listen.
F:    Life in Los Angeles is more
   relaxed than life in New York.
   The weather is better too.
   Buildings in Los Angeles are not
   as tall as buildings in New York.
M:    Los Angeles is more famous than
   New York for its traffic. Some
   people say that Los Angeles has
   more cars than people.
N:    Now listen to the sentences. Say
   if each sentence is true or false.
   After every answer that's false,
   you're going to hear the correct
   answer. Ready? Let's go. True or
   false? Life is more relaxed in
   New York than in Los Angeles.
F:    False. Life is more relaxed in
   Los Angeles.
   
N:    The weather is better in Los
   Angeles than in New York.
M:    True.    
N:    Buildings in Los Angeles are
   taller than buildings in New
   York.    
F:    False. Buildings in New York are
   taller than buildings in Los
   Angeles.    
N:    New York is more famous for its
   traffic than Los Angeles.
M:    False. Los Angeles is more
   famous for its traffic.
N:    Some people say that Los
   Angeles has more cars than
   people.    
F:    True.    
N:    Now you're going to ask some
   questions. First, I'm going to
   name two different things. Then
   you use them to make a question
   that starts "Which do you like
   better. . . 1" For example, I say,
   "New York or Los Angeles."
   And you say:
M:    Which do you like better, New
   York or Los Angeles?
N:    All right. Let's begin. New York
   or Los Angeles.
F:    Which do you like better, New
   York or Los Angeles?
M:    I like New York better. I don't
   like Los Angeles.
N:    Rain or sunshine.
M:    Which do you like better, rain or
   sunshine?    
F:    I like sunshine better than rain.
   Rain makes me sad.
N:    Small cities or big cities.
F:    Which do you like better, small
   cities or big cities?
M:    I like small cities better. The
   people are more friendly.
N:    Beaches or mountains.
M:    Which do you like better,
   beaches or mountains?
F:    I like beaches better. I like to
   swim, but I don't like to hike.
N:    Modem cities or old cities.
F:    Which do you like better,
   modem cities or old cities?
M:    I like old cities better. They're
   more interesting.
N:    Now listen to a paragraph about
   Jeff Bennett.
F:    Jeff Bennett is a young actor. He
   wanted a role in the new mystery
   show at WEFL. On the day of
   the interview, he was very
   nervous. The producer and the
       -

   director asked him a lot of
   questions. They knew he didn't
   have much experience, but they
   decided to take a chance on him.
   Jeff was thrilled to get the role.
N:    Now listen again to the
   paragraph. Take your pencil and
   write what you hear.
F:    Jeff Bennett is a young actpr.
   He wanted a role
   in the new mystery show at
   WEFL.    
   On the day of the interview,
   he was very nervous.
   The producer and the director
   asked him a lot of questions.
   They knew he didn't have
   much experience,
   but they decided
   to take a chance on him.
   Jeff was thrilled to get the role.
N:    Now listen and check your paper
   as you hear the ijaragraph again.
F:    Jeff Bennett is a young actor. He
   wanted a role in the new mystery
   show at WEFL. On the day of
   the interview, he was very
   nervous. The producer and the
   director asked him a lot of
   questions. They knew he didn't
   have much experience, but they
   decided to take a chance on him.
   Jeff was thrilled to get the role.
N:    This is the end of Review One.

4

           
BOOK FOUR, LESSON THREE
N:    Lesson Three. Listen and repeat.
M:    mystery    a new mystery
   a new mystery show
F:    starring    a starring role
   my first starring role
M:    break    big break
   my big break
F:    hit    big hit
   a big hit
M:    money    good money
   make good money
F:    big    make it
   make it big
   make it big in television
N:    Listen to this dialogue. It's a
   telephone conversation between
   Jeff Bennett and his old friend
   Karen.    
KAREN:    Hello.
JEFF:        Hello, Karen? This is Jeff
       Bennett. Remember me?
KAREN:    Oh, hi, Jeff. Of course I
           
   164

remember you. Are you still
an actor?
JEFF:    I'm still an actor. I'm here
in Stamford to be in a new mystery show at WEFL. It's my first starring role.
KAREN: Oh, Jeff, that's wonderful!
   You must be very excited.
JEFF: I am. This new job is my big break. I think this show is going to be a big hit. I can make good money now. This is my chance to make it big in television.
N: . Now let's listen to this conversation again. This time repeat what Jeff says. When you say Jeff's words, think about what they mean. OK, let's begin. KAREN: Hello.
JEFF: Hello, Karen?
This is Jeff Bennett. Remember me?
KAREN: Oh, hi, Jeff. Of course I remember you. Are you still an actor?
JEFF:    I'm still an actor.
I'm here in Stamford
to be in a new mystery show at WEFL.
It's my first starring role.
KAREN: Oh, Jeff, that's wonderful!
   You must be very excited.
JEFF:    I am.
This new job is my big break.
I think this show
is going to be
a big hit.
I can make good money now.
This is my chance
to make it big
in television.
N: Now correct the following statements about Jeff and Karen's conversation. For example, I say, "Karen called Jeff." And you say:
F:    No. Jeff called Karen.
N: I say, "Jeff's a newscaster at
WEFL." And you say:
F: No. Jeff's an actor at WEFL.
N: Ready? Let's begin. Karen called
Jeff.
F: No. Jeff called Karen.
N: Jeff's a newscaster at WEFL.
F: No. Jeff's an actor at WEFL.
N: This is Jeff's third starring role. F: No. This is Jeff's first starring role.

II

AUDIO SCRIPT

N: Karen says, "Oh, Jeff, that's wonderful! You must be very tired. "
F: No. Karen says, "Oh, Jeff, that's wonderful! You must be very excited."
N: Jeff thinks the show is going to
   be awful.
F: No. Jeff thinks the show is going
   to be a big hit.
N: Jeff says, "This new job is a big
   mistake."
F: No. Jeff says, "This new job is
   my big break."
N: Jeff is making little money at
   WEFL. .
   F: No. Jeff is making good money at
   WEFL.
N: This is Jeff's chance to make it
   big in movies.    .
F: No. This is Jeff's chance to make
   it big in television.
   N: Now let's listen to Jeff's mother,
   Mrs. Bennett, as she talks about
   her son.
MRS. BENNETI:

I thought Jeff was going to stay in Los Angeles, but he ended up in New York. Now he has a job here. It could go on for years. Now I hope he's going to give up his apartment in New York and move back to Stamford forever.
N: Now listen again to Mrs. Bennett and repeat what she says.
MRS. BENNETI:

N:

I thought Jeff was going to stay in Los Angeles,
but he ended up in New York.
Now he has a job here.
It could go on for years.
Now I hope he's going to give up his apartment in New York
and move back to Stamford forever. Now you're going to make some statements about Jeff in the past. Use the words you hear to make the statements. For example, I say, "End up. . . New York."

And you say, "He ended up in New York." I say, "Not. . . stay
. . . Stamford." And you say,
"He didn't stay in Stamford." All right, let's begin. End up. . . New York.
F: He ended up in New York.
N: Not... stay. . . Stamford.
M: He didn't stay in Stamford.
N: Not... have. . . job. . .
there.
F: He didn't have ajob there.
N: Give up. . . his apartment.
M: He gave up his apartment.
N: Move back. . . Stamford.
F: He moved back to Stamford.
   N: Did Jeff really give up his
apartment in New York? Did he really move back to Stamford forever? Well, his mother hopes he's going to. That is, if his job goes on for years.
To end the lesson, let's listen to Jeff again.
JEFF: This new job is my big break. It's a bigger role
than anything I had in
New York. And it's a
more exciting role than anything I had in Los Angeles. This is my
chance to make it big in television. I want my
parents to be proud of
me. I think I can do a
good job. But I'm the
star, and I'm a little
scared. Steven Winn - I don't know what he
thinks of me. But Linda Marino - she's friendlier than he is. And more
helpful. I'm going to like working with her.
Actually, I think I'm
going to like working
with everyone here.
N: Now listen again to what Jeff just said, but this time repeat what you hear. Ready? Let's begin.
JEFF: This new job is my big break. It's a bigger role than anything I had in New York.
And it's a more exciting role than anything I had in Los Angeles.
This is my chance to make it big in television.
I want my parents to be proud of me.

165
   I think I can do a good job.
   But I'm the star,
   and I'm a little scared.
   Steven Winn -
   I don't know what he thinks of
   me.
   But Linda Marino-
   she's friendlier than he is.
   And more helpful.
   I'm going to like working with
-...    
   her.
   Actually, I think I'm going to
   like working
   with everyone here.
N:    This is the end of Lesson Three.

5

   
BOOK FOUR, LESSON FOUR
N:    Lesson Four. Now we're going to
   talk about people and places, and
   we're going to compare them.
   When we talk about two people
   or two places, we often use words
   like bigger, older, nicer, or better.
   When we compare three, or
   more than three, people or
   places, we use words like the
   biggest, the oldest, the nicest, and
   the best.
   Listen and repeat.
F:    The youngest kid is two years
   old.
M:    The oldest is six now.
F:"    Her husband is the best lawyer in
   town.
M:    Is that the tallest building in
   Stamford?
F:    No, the Fairchild Hotel is the
   tallest.
M:    It has the nicest restaurant in
   town.
N:    OK, now listen to this
   conversation between two
   friends, Dave and Janie. They're
   talking about Dave's three
   children.
F:    Hi, Dave! Are those the photos
   of your three kids?
M:    Oh, hello, Janie. Yes, they are.
   Do you want to see them?
F:    Yes, I do. What are their names?
M:    Frank, Tommy, and Mark. Frank
   is the oldest and Mark is the
   youngest.
F:    Really? Mark's also the tallest of
   the three.
M:    That's true. Mark is the
   youngest, but he's also the tallest
   boy in the family.
F:    And Tommy is the heaviest.
   

M:    He's the heaviest and maybe the
   cutest of the three.
F:    Well, I think Frank is the cutest.
N:    Now talk about Dave's three
   children. You're going to hear a
   child's name and then an
   adjective, like "Frank. . . old."
   Use the adjective in the
   superlative to talk about the
   child. For example, I say, "Frank
   
   . . . old." And you say:
M:    Frank is the oldest.
N:    Ready? Let's begin. Frank. . .
   old.
M:    Frank is the oldest.
N:    Mark. . . young.
F:    Mark is the youngest.
N:    Mark . . . tall.
M:    Mark is the tallest.
N:    Tommy. . . heavy.
F:    Tommy is the heaviest.
N:    Frank . . . cute.
M:    Frank is the cutest.
N:    Now you make up some
   questions about people. I say,
   "Old." And you say, "Who's the
   oldest person in your family?"
   Ready? Let's begin. Old.
F:    Who's the oldest person in your
   family?
M:    My grandfather.
N:    Short.
F:    Who's the shortest person in
   your family?
M:    My youngest brother.
N:    Rich.
F:    Who's the richest person in your
   family?
M:    My cousin.
N:    Young.
F:    Who's the youngest person in
   your family?
M:    My baby sister.
N:    Kind.
F:    Who's the kindest person in your
   family?
M:    My grandmother.
N:    Smart.
F:    Who's the smartest person in
   your family?
M:    I am, I think.
N:    Now you're going to compare
   three cities: New York,
   Stamford, and Los Angeles. I
   say, "New York is a noisy city."
   And you say, "New York is the
   noisiest city of the three." I say,
   "Stamford is a quiet city." And
   you say, 'Stamford is the quietest
   city of the three." Let's begin.


   New York is a noisy city.
M:    New York is the noisiest city of
   the three.
N:    Stamford is a quiet city.
F:    Stamford is the quietest city of
   the three.
N:    Los Angeles is a new city.
M:    Los Angeles is the newest city of
   the three.
N:    New York is an old city.
   
F:    New York is the oldest city of
   the three.
N:    Stamford is a nice city.
M:    Stamford is the nicest city of the
   three.
N:    Stamford is a good city.
F:    Stamford is the best city of the
   three.
N:    Stamford is the nicest city.
   Stamford is the best city. That's
   the opinion of someone who
   loves Stamford. Some people
   who live in New York or Los
   Angeles say, "Our city is the
   nicest city. . . and the best."
   Now can you spell the words
   you've been using? Let's see.
   When I say a word, you spell it
   and then listen to the correct
   spelling. OK?
   Prettiest.
M:    P-r-e-t-t-i-e-s-t.
N:    Nicest.
F:    N-i-c-e-s-t.
N:    Thinnest.
M:    T-h-i-n-n-e-s-t.
N:    Biggest.
F:    B-i-g-g-e-s-t.
N:    Noisiest.
M:    N-o-i-s-i-e-s-t.
N:    Cutest.
F:    C-u-t-e-s-t.
N:    Heaviest.
M:    H-e-a-v-i-e-s-t.
N:    When you call someone or
   something the nicest, the
   biggest, or the best, you usually
   have to say who or what you're
   comparing that person or thing
   with. For example, I'm the
   youngest person in my family. Or
   Mark is the tallest of the three
   brothers.
   Now I say, "Dave has three
   children. Mark is the tallest."
   And you say, "Mark is the tallest
   of the three children." I say,
   "The restaurant is in Stamford.
   It's the best restaurant." And you
   say, "It's the best restaurant in

166

N:    Now let's see if you know which
   adjectives take -est at the end
   and which use the most in front.
   You be the car dealer, talking
   about the new cars in your lot.
   When I say, "Is this car . . . ?"
   then a long adjective, like
----.    popular, you say, "This car is the
   most popular on our lot." Of
   course if I use a short adjective,
   like nice, you say, "This car is
   the nicest on our lot." Ready?
   Let's begin. Is this car popular?
M:    This car is the most popular on
   our lot.
N:    Is this car nice?
M:    Ibis car is the nicest on our lot.
N:    Is this car economical?
M:    This car is the most economical
   on our lot.
N:    Is this car comfortable?
M:    This car is the most comfortable
   on our lot.
N:    Is this car cheap?
M:    This car is the cheapest on our
   lot.
N:    Is this car elegant?
M:    This car is the most elegant on
   our lot.
N:    Is this car good?
M:    This car is the best on our lot.
N:    Now let's practice some useful
   expressions. Listen to this talk by
   a woman selling TVs and VCRs.
F:    Are you looking for a new TV or
   a new VCR? You can count on
   Video King for the best prices in
   town. We have hundreds of great
   new TV s and VCRs, and we're
   waiting to make a deal. If you
   want a new TV or a new VCR at
   a low price, come on over to
   Video King on Main Street. At
   Video King, you don't have to
   pay through the nose.
N:    Now you be the salesperson
   selling TV s and VCRs. Try to
   make your voice sound like the
   salesperson's voice. Listen again
   and repeat.
F:    Are you looking for a new TV or
   anew VCR?
   You can count on Video King for
   the best prices in town.
   We have hundreds of great new
   TVs and VCRs,
   and we're waiting to make a deal.
   If you want a new TV or a new
   VCR at a low price,


   come on over to Video King on
   Main Street.
   At Video King, you don't have
   to pay through the nose.
N:    Did you notice the new
   expressions. Now say them
   separately, then in the
   sentences. Listen and repeat.
M:    count on
   You can count on Video King for
   the best prices in town.
F:    make a deal
   We're waiting to make a deal.
M:    come on over
   If you want a new TV at a low
   price, come on over.
F:    pay through the nose
   At Video King, you don't have
   to pay through the nose.
N:    To end this lesson, let's practice
   answering the question "Which
   do you like best?" I name three
   things, for example, the colors
   red, blue, and green. Then I ask
   you, "Which do you like best?"
   And you say:
M:    I like red best.
N:    Or:
F:    I like blue best.
N:    Or:
M:    I like green best.
N:    There is no right answer or
   wrong answer to the question,
   "Which do you like best?"
   because you're giving your
   opinion. Ready? Let's go. Which
   do you like best, a station
   wagon, a sports car, or a luxury
   car?
F:    You do? That's interesting.
N:    Which do you like best, tennis,
   basketball, or baseball?
M:    Really? That is a popular sport.
N:    Which do you like best, cats,
   dogs, or fish?
F:    Well, they're my favorite animals
   too.
N:    Which do you like best, hot
   dogs, hamburgers, or pizza?
M:    Well, come to my house. I'm a
   good cook.
N:    Which do you like best,
   Mondays, Fridays, or Sundays?
F:    Yes. That's my favorite day too.
N:    This is the end of Lesson Five.

6

   
BOOK FOUR, REVIEW TWO
N:    Review Two. For this lesson,
   you need a pencil and a piece of


   paper.
   Listen and repeat.
M:    the most delicious
   the most delicious food
F:    the best
   the best view
M:    the most beautiful
   the most beautiful restaurant
F:    the finest
   the finest steaks
M:    the freshest
   the freshest fish
F:    the friendliest
   the friendliest service
N:    Now listen to this talk about a
   restaurant in Stamford.
M:    Some of the most delicious food
   in Stamford comes with the best
   view in town. The Top of the
   Town is the most beautiful
   restaurant in Stamford. You can
   enjoy the finest steaks, the
   freshest fish, and the friendliest
   service.
N:    Now take your pencil and write
   these sentences when you hear
   them again. Ready? Listen and
   write.
M:    Some of the most delicious food
   in Stamford
   comes with the best view in
   town.
   The Top of the Town
   is the most beautiful restaurant
   in Stamford.
   You can enjoy
   the finest steaks,
   the freshest fish,
   and the friendliest service.
N:    Now listen to the talk once more
   and check your paper.
M:    Some of the most delicious food
   in Stamford comes with the best
   view in town. The Top of the
   Town is the most beautiful
   restaurant in Stamford. You can
   enjoy the finest steaks, the
   freshest fish, and the friendliest
   service.
N:    Use your paper now to answer
   some questions about this
   restaurant. Ready? What comes
   with the best view in Stamford?
F:    Some of the most delicious food
   in Stamford.
N:    What is the name of the most
   beautiful restaurant in Stamford?
   


168

M:    The Top of the Town.
N:    What kind of steaks can you
   enjoy at this restaurant?
F:    The finest steaks.
N:    What kind of fish can you enjoy
   there?
M:    The freshest fish.
N:    And what kind of service?
F:    The friendliest service.
N:    Now repeat these new words.
M:    location
F:    chef
M:    specialty
F:    fabulous
M:    choose
N:    Now you're going to hear three
   sentences that use these words.
   Don't write anything. Just listen.
   Sentence One.
F:    Main Street is the location of the
   new restaurant.
N:    Sentence Two.
M:    The chefs specialty is a fabulous
   chicken in tomato sauce.
N:    Sentence Three.
F:    You can choose from the longest
   wine list in town.
N:    Now take your pencil and write
   each sentence after you hear it.
   Ready? Sentence One.
M:    Main Street
   is the location
   of the new restaurant.
N:    Sentence Two.
F:    The chefs specialty
   is a fabulous chicken
   in tomato sauce.
N:    Sentence Three.
M:    You can choose
   from the longest
   wine list in town.
N:    Now check your paper when you
   hear these sentences again.
   Sentence One.
F:    Main Street is the location of the
   new restaurant.
N:    Sentence Two.
M:    The chefs specialty is a fabulous
   chicken in tomato sauce.
N:    Sentence Three.
F:    You can choose from the longest
   wine list in town.
N:    Look at the three sentences you
   just wrote and answer these
   questions. Question One. What
   is the location of the new
   restaurant?
F:    Main Street.
N:    Question Two. What is the
   chef's specialty?


M:    A fabulous chicken in tomato
   sauce.
N:    Question Three. What can you
   choose from at this restaurant?
F:    You can choose from the longest
   wine list in town.
N:    Now listen to a telephone
   conversation between Jeff and
   his brother, Bill. Later you will
   have to answer some true-or-false
   questions about what you hear.
   Ready? Listen carefully.
BILL:    Hello, Jeff?
JEFF:    Bill?
BILL:    Yes, it's me. I just called to ask
   you how it feels to be back in
   your old hometown. Are you
   enjoying it?
JEFF:    Yeah, very much. I really like
   Stamford. It's great to be back
   in Connecticut after New York
   and California.
BILL:    But don't you miss Los Angeles
   and the Pacific Ocean?
JEFF:    Well, I'm not that far from the
   Atlantic, if I want to see the
   ocean. By the way, how are
   Janie and the kids?
BILL:    They're fine. They're at the
   Hartford Museum today, then
   they're going to Luna Park.
   Say, how are you getting along
   with your new director?
JEFF:    Steven? OK, I guess. He's a
   little hard to deal with.
   Sometimes he's cheerful and
   gives me a big smile, and at
   other times he's just quiet and
   moody. But he's talented.
BILL:    Well, don't be too concerned
   about it. I'm sure you'll get
   along fine. You're talented too,
   you know.
JEFF:    Thanks.
N:    Now listen to these sentences
   and say if each sentence is true
   or false. After every answer that's
   false, you're going to hear the
   correct answer. Ready? Let's go.
   Jeff's brother's name is Pete.
M:    False. Jeff's brother's name is
   Bill.
N:    Stamford is a new city for Jeff.
F:    False. Stamford is Jeff's
   hometown.
N:    Jeff doesn't miss the Pacific
   Ocean.
M:    True.
N:    Bill's wife and children are at the
   Stamford Museum.


F:    False. His wife and children are
   at the Hartford Museum.
N:    Jeff says that Steven is a little
   hard to deal with.    
F:    True.            
N:    Bill says that Jeff will get along
   fine.            
M:    True.            
N:    Did you get all the answers right?
   If not, listen to the conversation
   again.            
   This is the end of Review Two.

7

               
BOOK FOUR, LESSON SIX
N:    Lesson Six. Listen and repeat.
M:    good    good picture
   This is a good picture.
F:    better    a better picture
   this is a better picture
   This is a better picture than that
   one.            
M:    the best    the best picture
   This is the best picture of the
   three.            
F:    bad    a bad picture
   This is a bad picture.
M:    worse    a worse picture
   This is a worse picture than that
   one.            
F:    the worst    the worst picture
   This is the worst picture of the
   three.            
N:    Now listen to this dialogue.
F:    Say, Hank. What are you doing
   with those pictures of yourself?
M:    I'm going to send one to a
   producer. I hope to get a job
   acting in his next show. Which
   of these three pictures do you
   think I should send?
F:    Let's see. They're all good. But
   the first picture is better than the
   second one.    
M:    Really? I thought it was worse
   than the second.    
F:    No, really. It's better. And the
   third picture is the best of all.
M:    That's funny. My motherthinks
   it's the worst of the three.
F:    Does she like any of these
   pictures?        
M:    No. To tell you the truth, she
   thinks they're all bad.
N:    Listen to the conversation
   between Jeff and his mother. Just
   listen.        
MRS. BENNETT: Where are you
       planning to live?
               


169

       There are some nice
       apartment buildings
       nearby . . . over on
       Baker Street.
JEFF:        I think I can find
       something closer to
       WEFL. I may as well
       live close to work.
MRS. BENNETT: Well, rents out here
       are certainly lower
       than rents in New
       York.
JEFF:        Mother, I make
       much more money
       now.
MRS. BENNETT: Good. Then you
       aren't going to end
       up in another old
       building like the one
       in New York.
JEFF:        I think I can get a
       nicer apartment.
MRS. BENNETT: This new job - how
       long will it last? I just
       hope this is a better
       idea than your move
       to Los Angeles. Y Oll
       didn't like it there.
JEFF:        I hope so too, Mom.
N:    Listen and repeat.
M:    closer    closer to WEFL
   I can find something closer to
   WEFL.    
F:    lower    certainly lower
   Rents out here are certainly
   lower.    
M:    nicer    nicer apartment
   I can get a nicer apartment.
F:    better    a better idea
   This is a better idea.
N:    Now I say, "I can find something
   close to WEFL." And you say:
M:    I can find something closer to
   WEFL.    
N:    I say, "Rents out here are
   certainly low." And you say:
F:    Rents out here are certainly
   lower.    
N:    Ready? Let's go. I can find
   something close to WEFL.
M:    I can find something closer to
   WEFL.    
N:    Rents out here are certainly low.
F:    Rents out here are certainly
   lower.    
N:    ! can get a nice apartment.
M:    I can get a nicer apartment.
N:    This is a good idea.
F:    This is a better idea.
       


N:    I'm going to get big roles in the
   future.    
M:    I'm going- to get bigger roles in
   the future.
N:    Life is exciting in New York.
F:    Life is more exciting in New
   York.    
N:    You can come home often now.
M:    You can come home more often
   now.    
N:    It's easy to meet people here.
F:    It's easier to meet people here.
N:    Living close to work will give me
   a lot of free time.
M:    Living closer to work will give
   me a lot of free time.
N:    Listen and repeat these words.
F:    plain    plainer
   the plainest
M:    fancy    fancier
   the fanciest
F:    wide    wider
   the widest
M:    narrow    narrower
   the narrowest
N:    Now listen to this conversation
   between a customer and a
   salesperson in a store.
F:    This sweater looks a little small.
   Do you have anything larger?
M:    No, that's the largest sweater we
   have.    
N:    First, play the part of the
   salesperson. You hear the
   customer say something like,
   "This sweater looks a little small.
   Do you have anything larger?"
   And you say, "No, that's the
   largest sweater we have." Use
   the same noun and adjective you
   hear the customer use. Ready?
   Let's begin.
F:    This sweater looks a little small.
   Do you have anything larger?
M:    No, that's the largest sweater we
   have.    
F:    This tie looks a little wide. Do
   you have anything narrower?
M:    No, that's the narrowest tie we
   have.    
F:    This belt looks a little short. Do
   you have anything longer?
M:    No, that's the longest belt we
   have.    
F:    This shirt looks a little big. Do
   you have anything smaller?
M:    No, that's the smallest shirt we
   have.    
N:    Now this time, you be the
   customer. When you hear the


   name of something you can buy
   in a store and an adjective, you
   make two sentences. For
   example, you hear, "Hat. . .
   small." And you say:
F:    This hat looks a little small. Do
   you have anything bigger?
N:    Ready? Let's begin. Hat. . .
   small.    
F:    This hat looks a little small. Do
   you have anything bigger?
N:    Blouse. . . plain.
M:    This blouse looks a little plain.
   Do you have anything fancier?
N:    Shoes. . . narrow.
F:    These shoes look a little narrow.
   Do you have anything wider?
N:    Raincoat . . . short.
M:    This raincoat looks a little short.
   Do you have anything longer?
N:    Tie . . . wide.
F:    This tie looks a little wide. Do
   you have anything narrower?
N:    Now listen to this dialogue.
MARY BETH:    Oh, these are just baby
       pictures.
JEFF:        Your baby?
MARY BETH:    Yes. But these are the
       worst ones.
JEFF:        I'd really like to see
       them.
MARY BETH:    They're old. From
       weeks ago.
JEFF:        These are great. Isn't
       that the cutest baby?
       Those are the bigge&t
       eyes.
MARY BETH:    She's six months now.
       Isn't that the nicest
       smile? She's such a
       happy baby . . . and so
       quiet. I hated to go
       back to work.
JEFF:        That must be the
       hardest thing about
       being a parent. Leaving
       them. Even for a
       minute.
MARY BETH:    I miss her during the
       day.
JEFF:        She's the most
       beautiful baby. You
       must be the proudest
       mother in Stamford.
N:    Now repeat the dialogue. When
   you do, notice all the
   superlatives: the cutest baby, the
   biggest eyes, the nicest smile, and so
   on. Ready? Let's begin.
       

   170

       
MARY BETH:    Dh, these are just baby
       pictures.
JEFF:        Your baby?
MARY BETH:    Yes. But these are the
       worst ones.
JEFF:        I'd really like to see
       them.
MARY BETH:    They're old.
       From weeks ago.
JEFF:        These are great.
       Isn't that the cutest
       baby?
       Those are the biggest
       eyes.
MARY BETH:    She's six months now.
       Isn't that the nicest
       smile?
       She's such a happy
       baby, and so quiet.
       I hated to go back to
       work.
JEFF:        That must be the
       hardest thing
       about being a parent.
       Leaving them.
       Even for a minute.
MARY BETH:    I miss her during the
       day.
JEFF:        She's the most
       beautiful baby.
       You must be the
       proudest mother in
       Stamford.
N:    Now to finish the lesson, let's
   imagine that you're looking at
   pictures of someone's baby. The
   person holding the pictures says,
   "Isn't that a cute baby?" And
   you say, "It's the cutest baby I've
   ever seen." The person says,
   "Aren't those eyes beautiful?"
   And you say, "They're the most
   beautiful eyes I've ever seen."
   Ready? Let's begin.
F:    Isn't that a cute baby?
M:    It's the cutest baby I've ever
   seen.    
F:    Aren't those eyes beautiful?
M:    They're the most beautiful eyes
   I've ever seen.
F:    Isn't that hair pretty?
M:    It's the prettiest hair I've ever
   seen.    
F:    Isn't that nose cute?
M:    It's the cutest nose I've ever
   seen.    
F:    Aren't those feet small?
M:    They're the smallest feet I've
   ever seen.    
F:    Isn't that an intelligent face?
M:    It's the most intelligent face I've


   ever seen.    
F:    Isn't that a wonderful baby
   picture?        
M:    It's the most wonderful baby
   picture I've ever seen.
N:    The most wonderful baby picture
   you've ever seen? You should be
   careful, because if you use too
   many superlatives - the most, the
   biggest, the best - people are going
   to think you're exaggerating!
   And what does exaggerate mean?
   I'm going to spell it, and you
   look it up in your Study Guide.
   Exaggerate.    
   E - x - a - g - g - e - r - a - t - e.
   Now you know why I said that if
   you use too many superlatives,
   people are going to think that
   you exaggerate.    
   This is the end of Lesson Six.

8

       
BOOK FOUR, LESSON SEVEN
N:    Lesson Seven. Listen and repeat.
F:    It's my sandwich. It's mine.
M:    It's your salad.
   It's yours.
F:    It's his diet soda.
   It's his.    
M:    It's her coffee.
F:    It's our pizza.
M:    It's their fruit juice.
   It's theirs.
N:    Now listen to this dialogue
   between two hungry customers
   and a bad waiter.
MI:    It's been a long time since we
   orden/d. Where's our waiter?
M2:    Sorry to keep you people
   waiting. Now, who gets the
   cheese sandwich?
F:    Here. That's mine.
M2:    And the salad? Is that yours
   too?
F:    No, that's his.
M2:    And the soda is his too. Right?
MI:    No, that's hers.
M2:    Right. Anything else?
F:    What's that dessert those
   people are having?
M2:    Whose dessert?
F:    Theirs.
M2:    Where?
F:    Don't you see their dessert?
M2:    Dh, theirs. That's banana
   cream pie. If you want some,
   you can give me your dessert
   order later.
N:    Now listen to the dialogue
   again and repeat each line.
       

   Ready? Let's begin.
MI:    It's been a long time since we
   ordered.
   Where's our waiter?
M2:    Sorry to keep you people
   waiting.
   Now, who gets the cheese
   sandwich?
F:    Here. That's mine.
M2:    And the salad?
   Is that yours too?
F:    No, that's his.
M2:    And the soda is his too. Right?
MI:    No, that's hers.
M2:    Right. Anything else?
F:    What's that dessert those
   people are having?
M2:    Whose dessert?
F:    Theirs.
M2:    Where?
F:    Don't you see their dessert?
M2:    Dh, theirs.
   That's banana cream pie.
   If you want some,
   you can give me
   your dessert order later.
N:    Now you're going to play the
   part of a waiter or a waitress. You
   hear, for example, "The chicken
   salad is for him." And you say,
   "The chicken salad is his." You
   hear, "The diet soda is for her."
   And you say, "The diet soda is
   hers." Ready? Begin.
M:    The chicken salad is for him.
F:    The chicken salad is his.
M:    The diet soda is for her.
F:    The diet soda is hers.
M:    The soup is for you.
F:    The soup is yours.
M:    The cake is for them.
F:    The cake is theirs.
M:    The sandwiches are for us.
F:    The sandwiches are ours.
M:    The pizza is for me.
F:    The pizza is mine.
N:    Now something a little different.
   You hear, "It's my cheese
   sandwich." And you say, "It's
   mine." Dr you hear, "It's our
   coffee." And you say, "It's ours."
   Try to do this as quickly as
   possible. Ready? Let's begin. It's
   my cheese sandwich.
F:    It's mine.
N:    It's our coffee.
M:    It's ours.
N:    It's your chicken salad sandwich.
   

   171

F:    It's yours.
N:    It's his pizza.
M:    It's his.
N:    It's her dessert.
F:    It's hers.
N:    It's their tea.
M:    It's theirs.
N:    Now listen to this conversation.
   A family recently 'moved to a
   
   new house. The father is opening
   a box of things from the old
   house. But he doesn't know who
   to give the things to. His wife
   and two of his ten children try to
   help him.
FATHER:    OK, now that the box is
       open, let's see what's in
       it. Here's a dictionary.
       Whose is it?
MOTHER:    It's Peter's.
SON:    No, it's Mary's.
DAUGHTER: Right, and that baseball
       is Thomas's.
FATHER:    Whose radio is this?
MOTHER:    It's Bobby's. And the
       basketball is Joan's, I
       think.
DAUGHTER: No, Mom. It's Ellen's.
FATHER:    Whose baby pictures are
       these?
SON:    They're Richard's.
DAUGHTER: No, they're John's.
FATHER:    I thit1k they're Freddie's.
MOTHER:    You're all wrong.
       They're Laura's baby
       pictures.
N:    Now listen to the conversation
   again and repeat the sentences.
   Ready? Let's go.
FATHER:    OK, now that the box is
       open,
       let's see what's in it.
       Here's a dictionary.
       Whose is it?
MOTHER:    It's Peter's.
SON:    No, it's Mary's.
DAUGHTER: Right, and that baseball
       is Thomas's.
FATHER:    Whose radio is this?
MOTHER:    It's Bobby's.
       And the basketball is
       Joan's, I think.
DAUGHTER: No, Mom. It's Ellen's.
FATHER:    Whose baby pictures are
       these?
SON:    They're Richard's.
DAUGHTER: No, they're John's.
FATHER:    I think they're
       Freddie's.


MOTHER:    You're all wrong.
       They're Laura's baby
       pictures.
N:    Now let's do some pronunciation
   practice. This will help you
   pronounce the possessive forms
   of people's names.
   First, listen and repeat these
   names and their possessive forms.
   
M:    Peter - Peter's
F:    Bobby - Bobby's
M:    John - John's
F:    Mary - Mary's
M:    Joan - Joan's
F:    Freddie - Freddie's
M:    Laura - Laura's
N:    Now listen and repeat these
   names that end in s. Notice how
   they are pronounced in the
   possessive form.
F:    Charles - Charles's
M:    Thomas - Thomas's
F:    Francis - Francis's
M:    Boris - Boris's
F:    Douglas - Douglas's
N:    OK, now you're going to make
   some sentences with possessive
   forms. For example, you hear,
   "John. . . car." And you say:
M:    It's John's car.
N:    Ready? Let's begin. John. . .
   car.    
M:    It's John's car.
N:    Charles . . . script.
F:    It's Charles's script.
N:    Philip . . . basketball.
M:    It's Philip's basketball.
N:    Douglas. . . sports car.
F:    It's Douglas's sports car.
N:    Mary . . . last name.
M:    It's Mary's last name.
N:    Laura. . . baby picture.
F:    It's Laura's baby picture.
N:    Thomas. . . radio.
M:    It's Thomas's radio.
N:    To finish this lesson, let's do one
   more exercise. I say, "That's my
   chair." And you say, "That chair
   is mine." I say, "That's his
   script." And you say, "That
   script is his." Ready? Begin.
   That's my chair.
M:    That chair is mine.
N:    That's his script.
F:    That script is his.
N:    That's my pipe.
M:    That pipe is min.
N:    That's your sweater.
F:    That sweater is yours.

N:    That's our house.
M:    That house is ours.
N:    That's his teacher.
F:    That teacher is his.
N:    That's their pizza.
M:    That pizza is theirs.
N:    That's her blouse.
F:    That blouse is hers.
N:    This is the end of Lesson
       
   Seven.

9

               
BOOK IiOUR, LESSON EIGHT
N:    Lesson Eight. Listen and repeat
   these groups of words.
M:    tall    as tall as
   not as tall as    
F:    active    as active as
   not as active as
M:    healthy    as healthy as
   not as healthy as
F:    quiet    as quiet as
   not as quiet as
M:    intelligent    as intelligent as
   not as intelligent as
F:    friendly    as friendly as
   not as friendly as
N:    Now we're going to make
   comparisons between a boy and a
   girl. I say, "Old. The boy is ten
   years old. The girl is also ten
   years old." And you say, "The
   boy is as old as the girl." I say,
   "Heavy. The boy weighs eighty
   pounds. The girl weighs ninety
   pounds." And you say, "The boy
   isn't as heavy as the girl."
   Remember your sentence always
   starts with "The boy . . .
   Ready? Let's begin. Old. The boy
   is ten years old. The girl is also
   ten years old.
M:    The boy is as old as the girl.
N:    Heavy. The boy weighs eighty
   pounds. The girl weighs ninety
   pounds.        
F:    The boy isn't as heavy as the
   girl.            
N:    Tall. The boy is four feet tall.
   The girl is four feet two inches
   tall.            
M:    The boy isn't as tall as the girl.
N:    Active. The boy is active. The
   girl is active too.
F:    The boy is as active as the girl.
N:    Healthy. The boy is healthy.
   The girl is very healthy.
M:    The boy isn't as healthy as the
   girl.            
N:    Quiet. The boy is quiet. The girl
   is quiet too.    

   172
   
F:    The boy is as quiet as the girl.
N:    Intelligent. The boy is
   intelligent. The girl is intelligent
   too.
M:    The boy is as intelligent as the
   girl.
N:    Friendly. The boy is friendly.
   The girl is very friendly.
F:    The boy isn't as friendly as the
   girl.
N:    Now listen to a conversation
   between two men, Tim and AI.
   Notice how often they use the
   expressions the same as and
   different from.
MI:    Tim, what's your middle name?
M2:    It's Robert.
MI:    Really? Timothy Robert Novak.
   That's interesting. My middle
   name is the same as yours. I'm
   Alfred Robert Rossi.
M2:    And isn't your height the same
   as mine? I'm five ten.
MI:    No, my height is a little
   different from yours. I'm
   five nine.
M2:    What's your weight?
MI:    A hundred and sixty pounds.
M2:    That's the same as mine.
MI:    And our ages are the same, I
   think? I'm twenty-eight.
M2:    No, that's different from mine.
   I'm only twenty-seven.
MI:    Well, your age is almost the
   same as mine.
N:    OK, now listen to some
   information from that dialogue
   about Tim and AI. Use that
   information to say how Tim is
   different from or the same as AI.
   For example, you hear, "Tim's
   middle name is Robert. AI's
   middle name is also Robert."
   And you say:
F:    Tim's middle name is the same as
   AI's.
N:    OK, let's begin. Tim's middle
   name is Robert. AI's middle
   name is also Robert.
F:    Tim's middle name is the same as
   AI's.
N:    Tim's last name is Novak. AI's
   last name is Rossi.
M:    Tim's last name is different from
   AI's.
N:    Tim's height is five ten. AI's
   height is five nine.
F:    Tim's height is different from
   AI's.


N:    Tim's weight is a hundred and
   sixty pounds. AI's weight is also
   a hundred and sixty pounds.
M:    Tim's weight is the same as AI's.
N:    Tim's age is twenty-seven. AI's
   age is twenty-eight.
F:    Tim's age is different from AI's.
N:    Now you're going to talk about
   how some things are the same as
   mine, and other things are
   different from mine. I say, "Jeff's
   tie is red and blue. My tie is also
   red and blue." And you say, "His
   tie is the same as yours." I say,
   "Susan's sweater is wool. My
   sweater is cotton." And you say,
   "Her sweater is different from
   yours." Ready? Begin. Jeff's tie is
   red and blue. My tie is also red
   and blue.
F:    His tie is the same as yours.
N:    Susan's sweater is wool. My
   sweater is cotton.
M:    Her sweater is different from
   yours.
N:    Mike's car has two doors. My car
   has four doors.
F:    His car is different from yours.
N:    John's doctor is Doctor Ford. My
   doctor is Doctor Ford.
M:    His doctor is the same as yours.
N:    Her English book is blue. My
   English book is red.
F:    Her English book is different
   from yours.
N:    To end the lesson, listen to each
   of these sentences. Then say if
   what you hear is true or false. If
   it is false, correct the sentence.
   For example, I say, "Mary's
   fingers are very long. Her
   mother's fingers are short. Mary's
   fingers look the same as her
   mother's." And you say:
F:    False. Her fingers look different
   from her mother's.
N:    Ready? Let's begin. Mary's fingers
   are very long. Her mother's
   fingers are short. Mary's fingers
   look the same as her mother's.
F:    False. Her fingers look different
   from her mother's.
N:    My apartment has three rooms
   and a terrace. Your apartment
   has one room and no terrace. My
   apartment is different from yours.
M:    True.
N:    Rita's rent is $400 a month. Jeff's
   rent is $350 a month. Jeff's rent
   is the same as Rita's.

F:    False. His rent is different from
   Rita's.        
N:    John has a wife and five
   children. Ed has a wife and four
   children. John's family is as large
   as Ed's.        
M:    False. His family is larger than
   Ed's.        
N:    Jane weighs 100 pounds. Mike
   weighs 100 pounds. She weighs
   as much as he does.
F:    True.        
N:    My apartment is on Bedford
   Street. Your apartment is on
   State Street. Our apartments are
   on the same street.
M:    False. Our apartments are on
   different streets.
N:    This is the end of Lesson
   Eight.

10

               
BOOK FOUR, REVIEW THREE
N:    Review Three. For this lesson, you
   need a pencil and a piece of paper.
   Listen to and repeat these names
   of rooms in a house or
   apartment.            
F:    living room    bedroom
   dining room    kitchen
   bathroom    laundry room
   family room    
N:    Now listen to and repeat the
   names of some things you can
   find in a house or apartment.
F:    air-conditioning    fireplace
   washer    dryer    
   electricity            
N:    And now repeat these things you
   can sometimes find outside or
   near a house or apartment.
F:    swimming pool    tennis court
   garage terrace    
N:    And finally, repeat these words
   and phrases often used in house
   or apartment advertisements.
F:    house    apartment
   for sale    for rent
   available            
   available immediately
   included    utilities included
   furnished            
   furnished or unfurnished
   fantastic    fantastic view
   separate            
   separate dining room
   extremely    extremely large
   central            
   central air-conditioning
   central heating    


   173

N:    Now listen to this conversation
   between a young couple, Janet
   and Dan. They're talking about
   finding a new apartment.
M:    We need an apartment that's for
   rent immediately.
F:    Yes, and furnished too. But we
   don't need anything fancy.
M:    Well, I think it should have a
   fireplace and a terrace.
F:    Oh, those things aren't
   necessary. But the rent shouldn't
   be more than $500 a month.
M:    With the utilities included?
F:    Yes. If we can find an apartment
   like that!
M:    Available immediately,
   furnished, utilities included, not
   more than $500 a month. It isn't
   going to be easy!
N:    Now you're goin to hear the
   same dialogue again. This time,
   take your pencil an<;l write the
   words you hear after each pause.
   Ready? Let's begin.
M:    We need an apartment
   that's for rent immediately.
F:    Yes, and furnished too.
   But we don't need
   anything fancy.
M:    Well, I think
   it should have
   a fireplace and a terrace.
F:    Oh, those things aren't
   necessary .
   But the rent
   shouldn't be
   more than $500 a month.
M:    With the utilities included?
F:    Yes. If we can find
   an apartment like that!
M:    Available immediately,
   furnished,
   utilities included,
   not more than $500 a month.
   It isn't going to be easy!
N:    Now look at your paper. Be ready
   to correct any mistakes you find
   when you hear the dialogue
   again. Ready?
M:    We need an apartment that's for
   rent immediately.
F:    Yes, and furnished too. But we
   don't need anything fancy.
M:    Well, I think it should have a
   fireplace and a terrace.
F:    Oh, those things aren't
   necessary. But the rent shouldn't
   be more than $500 a month.
M:    With the utilities included?


F:    Yes. If we can find an apartment
   like that!
M:    Available immediately,
   furnished, utilities included, not
   more than $500 a month. It isn't
   going to be easy!
N:    Now use your paper to answer
   these five questions. Ready?
   Begin. Question One. What
   does the man say they need?
F:    He says they need an apartment
   that's for rent immediately.
N:    Question Two. What does the
   woman say they don't need?
M:    She says they don't need
   anything fancy.
N:    Question Three. What two
   things does the man say the
   apartment should have?
F:    He says it should have a fireplace
   and a terrace.
N:    Question Four. The woman says
   the rent shouldn't be more than
   how much a month?
M:    She says the rent shouldn't be
   more than $500 a month.
N:    Question Five. What does the
   man say about finding an
   apartment they want?
F:    He says it isn't going to be easy.
N:    OK, now listen to this
   conversation.
M:    Hello, is this Mrs. Davis?
F:    Yes, it is.
M:    I heard that you have an
   apartment for rent.
F:    Yes. What do you want to know
   about the apartment?
M:    How many rooms does it have?
F:    It has four rooms: a living room,
   a bedroom, a kitchen, and a
   bathroom.
M:    Which room is the largest?
F:    The living room.
M:    How large is the living room?
F:    It's 18 feet by 20 feet.
M:    How much is the rent?
F:    It's $400 a month, utilities not
   included.
M:    What floor is it on?
F:    It's on the third floor.
M:    And where is the building
   located?
F:    It's located at 227 Main Street.
M:    When is the apartment
   available?
F:    Right away.
N:    All right, this time you ask Mrs.
   Davis the questions. Before you
   speak, you're going to hear some


   F:
   
   N:
   
   F:
   
   
   
   N:
   F:
   
   N:
   F:
   
   N:
   F:
   
   N:
   F:
   
   N:
   
   F:
   
   N:
   
   F:
   
   N: