练习文本汇总

看到一个长句子，随着语音压码一两个单词阅读文本，并熟练地同步整理文本（操作：打回格键连接一个长句子到一行位置），将语音精确到每个发音首字母，一遍记住语音，然后压码快速有节奏地回想一句，同样回想到字母的位置，这样不论多么长的句子都可以心中压码注音听清，并理解记忆。
例如：
Terry couldn't have been the one who tried to scare Chris.
t        c      d  （hv）b      t      on          t        t    c      c      s

这里one who tried 的位置非常重要，one  （ne）w （h）o tried 读音（ont万牛踹）是one读音不变，newo变化本身在于重复读one中的ne和w连读，h可以不发音和ew和o连读还读new，tried读try，ed弱读是因为与下面的to读音重复读d变音，所以实际读音是：one new tri ，而have发音很弱读hv。
句子who的音你听不到，所以如果不能听清，就不能听懂。
Terry couldn't have been the one who tried to scare Chris.文本
Te rry coul dn'          been the one new tri    di    care Chri s.磁带

英语音标错误的主要原因不是拼音，而我们的注音读音的音节都是拼音，每个读音都有声母和韵母，每个字母是一个读音，使固定死的：
Terry couldn't have been the one who tried to scare Chris.
t        c      d  （hv）b      t      on          t        t    c      c      s

11.2

BOOK ELEVEN LESSON TWO

N: This is Lesson Two.
    Jake is interviewing Thomas Ames,
    the head of Mirage Realty.
    Listen carefully for when the director of the Nature Center heard about the apartments being built.
JAKE: Mr. Ames, thank you for talking with us.
AMES: Anything I can do to help.
JAKE: Mr. Ames, why are you doing this to the Nature Center?
AMES: Please don't put it that way,
    Jake. We didn't begin this project.
    Another company started it.
    By the time we took over,
    the plans had already been made.
JAKE: The director of the Nature Center told me that until last week,
    he hadn't heard a word about the apartments being built.
AMES: It was a quick deal.
N: OK. When did the director of the Nature Center hear about the apartments being built?
M: Last week.
N: Now listen and repeat.
M: the plans had been made
    the plans had already been made
    we took over
    by the it me we took over
    By the time we took over, the plans had already been made.
    By the time we took over, the plans had already been made.
N: You hear. . .
F: First, the plans were made;
    then we took over.
N: And you say . . .
M: By the time we took over, the plans had already been made.
N: You hear. . .
F: First, they bought the land; then we heard about the project.
N: And you say. . .
M: By the time we heard about the project, they had already bought the land.
N: OK? Here we go.
F: First, the plans were made; then we took over.
M: By the time we took over,  the plans had already been made.
F: First, they bought the land; then we heard about the project.
M: By the time we heard about the project, they had already bought the land.
F: First, Jake decided to continue the investigation; then he completed the interview.
M: By the time he completed the interview, Jake had already decided to continue the investigation.
F: First, the deal was made; then the news arrived at WEFL.
M: By the time the news arrived at WEFL, the deal had already been made.
F: First, the intruder left;  then they entered the building.
M: By the time they entered the building, the intruder had already left.
F: First, they began construction; then we found out about the new apartments.
M: By the time we found out about the new apartments, they had already begun construction.
F: First, we learned about the past perfect; then we started this exercise.
M: By the time we started this exercise, we had already learned about the past perfect.
N: OK. Now listen to Chris describe her feelings about Jake and her new job.
    Until she came to work at WEFL,
    had Chris ever met Jake?
    Listen carefully for the answer.
CHRIS: I guess I have to admit that I find Jake. . .
    charming. . .
    Until I came to WEFL,
    I had never worked with a famous person like Jake.
    I hadn't edited a videotape.
    I had never worked on anything really important before.
    I hadn't even been in front of a camera.
    It's all so stimulating. . .
    It's hard to tell whether I like Jake or the job.
    I gave him sailing lessons once,
    but they didn't mean much.
    Until I started working at WEFL,
    I hadn't realized what a great guy Jake is.
    In fact, until just now,
    I had no idea how much I liked him.
N: OK. Had Chris ever met Jake before she came to work at WEFL?
M: Yes, she had. She gave him sailing lessons once.
N: Now listen and repeat.
F: what a great guy
    what a great guy Jake is
    I hadn't realized what a great guy Jake is
    until I started working at WEFL
    Until I started working at WEFL,  I hadn't realized what a great guy Jake is.

165

    Until I started working at WEFL, I hadn't realized what a great guy Jake is.
N: You hear. . .
M: Had Chris realized what a great guy Jake is before she started working at WEFL?
N: And you reply. . .
F: No. Until she started working at WEFL, she hadn't realized what a great guy Jake is.
N: You hear. . .
M: Had she ever worked with a famous person like Jake before she came to WEFL?
N: And you reply. . .
F: No. Until she came to WEFL, she'd never worked with a famous person like Jake.
N: Ready? Let's begin.
M: Had Chris realized what a great guy Jake is before she started working at WEFL?
F: No. Until she started working at WEFL, she hadn't realized what a great guy Jake is.
M: Had she ever worked with a famous person like Jake before she came to WEFL?
F: No. Until she came to WEFL, she'd never worked with a famous person like Jake.
M: Had she ever met anyone so charming before she met Jake?
F: No. Until she met Jake, she'd never met anyone so charming.
M: Had she worked on anything really stimulating before she got this job?
F: No. Until she got this job, she hadn't worked on anything really stimulating.
M: Had she ever been in front of a TV camera before she came to WEFL?
F: No. Until she came to WEFL,
  she'd never been in front of a TV camera.
M: Had she heard of Mirage Realty before last week?
F: No. Until last week, she hadn't heard of Mirage Realty.
M: Had you ever studied the past perfect before Book Eleven?
F: No. Until Book Eleven, I'd never studied the past perfect.
N: And that's the end of Lesson Two.

11.3

BOOK ELEVEN LESSON THREE

N: This is Lesson Three.
    Chris is back at the studio.
    Her ankle is bandaged.
    She's talking to Jake.
    Listen to the conversation.
    What did Chris do to her ankle when she got home?
    Listen carefully for the answer.
JAKE: How long do you have to have this bandage on?
CHRIS: Probably a few days.
JAKE: I told you, you should have gone to the doctor right away.
    You might have avoided all of this.
CHRIS: When I got home,
    I soaked it in hot water.
    I thought it would be fine.
JAKE: You shouldn't have walked on it.
CHRIS: That's what the doctor said. . .
    He said I shouldn't have soaked it in hot water.
    I shouldn't have driven the car either.
    It's ridiculous.
    How would I have gotten to the doctor?
JAKE: You should have called me.
    I would have taken you there.
CHRIS: I tried, but you weren't there.
JAKE: You should have tried again.
N: OK. What did Chris do to her ankle when she got home?
F: She soaked it in hot water.
N: Now listen and repeat.
M: gone to the doctor
    you should have gone to the doctor
    You should have gone to the doctor right away.
    You should have gone to the doctor right away.
F: soaked it
    I shouldn't have soaked it
    I shouldn't have soaked it in hot water.
    I shouldn't have soaked it in hot water.
N: We use should have to talk about  things in the past which did not happen.

  167

    For example. . .
M: Chris should have gone to the doctor right away.
N: But, in fact, she didn't go to the doctor right away.
    We also use should have to talk about things which mayor may not have happened.
    For example. . .
M: Chris should have finished her research by now.
N: Maybe she has finished her research and maybe she hasn't.
    We don't know.
    We use the negative form. . .
F: I shouldn't have soaked my ankle in hot water.
N: To talk about things which did happen but which were a mistake.
    It wasn't a good idea for Chris to soak her ankle in hot water.
    Let's practice should have and shouldn't have.
    You hear. ..
F: I didn't go to the doctor right away.
N: And you say . . .
M: You should have gone to the doctor right away.
N: You hear. . .
F:  Chris drove her car to the doctor's office.
N: And you say . . .
M: She shouldn't have driven her car to the doctor's office.
N: All right? Here we go.
F: I didn't go to the doctor right away.
M: You should have gone to the doctor right away.
F: Chris drove her car to the doctor's office.
M: She shouldn't have driven her car to the doctor's office.
F: I soaked my ankle in hot water.
M: You shouldn't have soaked your ankle in hot water.
F: Raymond gave me a ride home.
M: He shouldn't have given you a ride home.
F: I didn't call you.
M:You should have called me.
F: I ate all those egg rolls.
M: You shouldn't have eaten all those egg rolls.
F: Terry didn't show up for dinner.
M: He should have shown up for dinner.
N: OK. Rita shows up at the studio while Chris and Jake are eating dinner. 
    Listen to the conversation.
    What was Terry supposed to teach Rita about?
    Listen carefully for the answer.
RITA: I thought I smelled Chinese food.
    Can I join you?
CHRIS: Sure. Weren't you supposed to have dinner with Terry?
RITA: Yes. He was going to teach me about cameras.
    I thought that might be a good hobby for me,
    you know, photography.
    I waited and waited, but he didn't show up.
CHRIS: Oh, no.
N: Well, what was Terry supposed to teach Rita about?
F: Cameras.
N: Now listen and repeat.
F: show up
    but he didn't show up
    I waited and waited, but he didn't show up.
    I waited and waited, but he didn't show up.
N: To show up means about the same as to arrive.
    Let's practice this expression.
    I say, "I waited and waited, but he didn't arrive."
    And you say. . .
F: I waited and waited, but he didn't show up.
N: I say, "I'm not really worried.
    I know he'll arrive sooner or later."
    And you say. . .
F: I'm not really worried.
    I know he'll show up sooner or later.
N: Ready? Let's begin.
    I waited and waited, but he didn't arrive.
F: I waited and waited, but he didn't show up.
N: I'm not really worried.
    I know he'll arrive sooner or later.
F: I'm not really worried.
    I know he'll show up sooner or later.
N: It's ten o'clock. He should have arrived by now.
F: It's ten o'clock. He should have shown up by now.
N: Does he usually arrive so late?
F: Does he usually show up so late?
N: What if he never arrives?
F: What if he never shows up?
N: Now here's some more of the conversation between Chris and Rita.
    Listen carefully for what Rita had prepared for dinner before Terry stood her up.
RITA: Yeah. By the time he called, 
    I had already made the entire dinner.
    I had cooked the roast and set the table.
    I had made the salad.
    I had even poured the wine.
    Wait until I see him face to face.
    He's going to hear about this,
    believe me.
CHRIS: He really stood you up.
RITA: The only thing I hadn't done was light the candles.
N: OK. What had Rita prepared for dinner before Terry stood her up?
F: A roast, a salad, and wine.
N: Now listen and repeat.
F: stood you up
    He really stood you up.
    He really stood you up.
N: To stand someone up is an idiomatic expression which means "to make an appointment or a date with someone and then not show up.
F: My boyfriend and I had a date tonight for dinner,
    but he never showed up.
    He stood me up.
N: Let's practice this expression.
    I say, ''Terry had a date with Rita.
    but he never showed up."
    And you say. . .
F: He stood her up.
N: I say, "Steven has an appointment with Detective Modine,
    but he's not going to show up."
    And you say. . .
M: He's going to stand him up.
N: Ready? Let's go.
    Terry had a date with Rita, but he never showed up.   
F: He stood her up.
N: Steven has an appointment with Detective Modine, but he's not going to show up.
M: He's going to stand him up.
N: When you make a date with someone, you should show up.
F: When you make a date with someone, you shouldn't stand him or her up.
N: Chris made an appointment with Detective Modine, and she'll show up.
M: She won't stand him up.
N: You and I have a date tomorrow night. You'd better show up.
F: You and I have a date tomorrow night. You'd better not stand me up.   
N: This is the end of Lesson Three.

11.4

BOOK ELEVEN LESSON FOUR

N: Lesson Four.
    Listen to this conversation between two friends who are discussing their vacations.
M: I have some vacation time coming soon.
F: Where are you planning to go?
M: I'm not sure.
    If I take a vacation for a week,
    I'll go to New York City.
    But if I take two weeks for my vacation,
    I'll go to Europe.
F: You're lucky.
    I have no vacation time at all.
    But if I had a week for my vacation,
    I'd go to Florida.
    And if I had two weeks,
    I'd take a trip to Mexico.
N: Now listen and repeat.
M: I'll go to New York City
    I'll go to New York City
    if I take a vacation for a week
    if I take a vacation for a week
    If I take a vacation for a week, I'll go to New York City.
    If I take a vacation for a week, I'll go to New York City.
F: I'd go to Florida
    I'd go to Florida
    if I had a week for my vacation
    if I had a week for my vacation
    If I had a week for my vacation, I'd go to Florida.
    If I had a week for my vacation, I'd go to Florida.
N: Now you'll hear part of a future real condition after if:
    like "If I take a vacation,"
    or you'll hear part of a present unreal condition after if:
    like "If I took a vacation."
    Then you'll hear the rest of the sentence with a verb in the base form,
    like "Go to New York City."
    Combine the two parts of the sentence to form a conditional sentence.
    For example, you hear. . .
M: If I take a vacation.
F: Go to New York City.
N: And you say. . .
M: If I take a vacation, I'll go to New York City.
N: Or you hear. . .
M: If I took a vacation.
F: Go to Florida.
N: And you say . . .
M: If I took a vacation, I'd go to Florida.
N: All right, let's begin.
M: If I take a vacation.   
F: Go to New York City.
M: If I take a vacation, I'll go to New York City.
M: If I took a vacation.
F: Go to Florida.
M: If I took a vacation, I'd go to Florida.
M: If I have enough time.
F: Visit my friends in Stamford.
M: If I have enough time, I'll visit my friends in Stamford.
M: If I had more money.
F: Take more interesting vacations.
M: If I had more money, I'd take more interesting vacations.
M: If I don't get too hungry.
F: Wait until eight o'clock to have dinner.
M: If I don't get too hungry, I'll wait until eight o'clock to have dinner.
M: If I didn't have so much works to do.   
F: Go to the movies with you.
M: If I didn't have so much work to do, I'd go to the movies with you.
N: Now listen to this conversation between Chris and Jake.
    They're talking about the news report she did on the Stamford Nature Center.
    Notice when they use the past unreal conditional.
JAKE: If you hadn't smiled so much, it would have been better.
N: Listen carefully to the entire conversation for another example of the past unreal conditional.
JAKE: It's interesting.
CHRIS: You don't like it.
JAKE: If you hadn't smiled so much, it would have been better.
CHRIS: Better? It's bad?
JAKE: I didn't mean that.
    I'm sorry.
    It's just that. . .
    if you had talked about the value of the Nature Center,
    it would have been more interesting.
N: What was the second example of the past unreal conditional?
JAKE: If you had talked about the value of the Nature Center,
    it would have been more interesting.
N: Now listen and repeat.
M: if you hadn't smiled so much
    if you hadn't smiled so much
    it would have been better
    it would have been better
    If you hadn't smiled so much, it would have been better.
    If you hadn't smiled so much, it would have been better.
F: if you had talked about the value of the Nature Center
    if you had talked about the value of the Nature Center
    it would have been more interesting
    it would have been more interesting
    If you had talked about the value of the Nature Center, it would have been more interesting.
    If you had talked about the value of the Nature Center, it would have been more interesting
N: Now you're going to hear two sentences.
    Combine the two sentences into one sentence,
    using a past unreal conditional.
    For example, you hear. . .
M: Chris didn't talk about the value of the Nature Center.
    Her story wasn't more interesting.
N: And you say . . .
F: If Chris had talked about the value of the Nature Center,
    her story would have been more interesting.
N: Or you hear. . .
M: Jake didn't get to the office early enough.
    He couldn't talk to the secretary there.
N: And you say . . .
F: If Jake had gotten to the office early enough, he could have talked to the secretary there.
N: OK? Let's begin.
M: Chris didn't talk about the value of the Nature Center. 
    Her story wasn't more interesting.
F: If Chris had talked about the value of the Nature Center, her story would have been more interesting.
M: Jake didn't get to the office early enough.
    He couldn't talk to the secretary there.
F: If Jake had gotten to the office early enough, he could have talked to the secretary there.
M: Jake didn't have a chance to ask some important questions.
    He didn't get the answers he needed.
F: If Jake had had a chance to ask some important questions, he would have gotten the answers he needed.
 
      169

 
M: Chris twisted her ankle. She couldn't help Jake more.
F: If Chris hadn't twisted her ankle, she could have helped Jake more.
N: Now let's change the two clauses of the sentence so that instead of
    starting with if,
    we start with the result.
    For example, instead of saying . . .
M: If you hadn't smiled so much, it would have been better.
N: You say. . .
M: It would have been better if you hadn't smiled so much.
N: Now listen to these examples.
    You hear. . .
F: Rita was late today.
    She left the house later than usual.
N: And you say. . .
M: Rita wouldn't have been late today if she hadn't left the house later than usual.
N: Or you hear. . .
F: Jake didn't eat lunch.
    He didn't have enough time.
N: And you say . . .
M: Jake would have eaten lunch if he'd had enough time.
N: All right? Let's begin.
F: Rita was late today. She left the house later than usual.
M: Rita wouldn't have been late today if she hadn't left the house later titan usual.
F: Jake didn't eat lunch.
    He didn't have enough time.
M: Jake would have eaten lunch if he'd had enough time.
F: Chris couldn't go with Jake.
    She twisted her ankle.
M: Chris could have gone with Jake if she hadn't twisted her ankle.
F: The Nature Center was crowded.
    It was a holiday.
M: The Nature Center wouldn't have been crowded if it hadn't been a holiday.
F:  We couldn't get into the Nature Center.
    We didn't arrive early enough.
M: We could have gotten into the Nature Center if we'd arrived early enough.
F: We didn't enjoy our vacation.
    It rained most of the week.
M: We would have enjoyed our vacation if it hadn't rained most of the week.
N: Now to end this lesson,
    listen to Chris as she apologizes to Jake for not being able to help him more.
    Notice how she expresses her regret.
CHRIS: It's too bad that I twisted my ankle.
    If I hadn't hurt my ankle I could have helped you more . . .
    I'm so sorry my story didn't turn out well.
    I tried with it,
    but I guess it isn't as good as I had hoped.
N: Now listen and repeat.
F: I twisted my ankle
    I twisted my ankle
    it's too bad
    it's too bad
    It's too bad that I twisted my ankle.
    It's too bad that I twisted my ankle.
M: my story didn't turn out well
    my story didn't turn out well
    I'm so sorry
    I'm so sorry
    I'm so sorry my story didn't turn out well.
    I'm so sorry my story didn't turn out well.
N: Now you're going to hear a sentence about something that makes you express regret.
    Then you'll hear some cue words-
    either Too bad, So sorry, or Pity.
    Use the cue words in a sentence beginning either
    "It's too bad," "I'm so sorry," or "It's a pity."
    For example, you hear. . .
F: Mrs. Lorenzo just left the building.
    Did you see her?
MI: Too bad.
N: And you say. . .
M2: No. It's too bad I didn't see her.
N: Or you hear. . .
F: I twisted my ankle.
MI: So sorry.
N: And you say. . .
M2: I'm so sorry you twisted your ankle.
N: OK? Let's begin.
F: Mrs. Lorenzo just left the building.
    Did you see her?
MI: Too bad.
M2: No. It's too bad I didn't see her.
F: I twisted my ankle.
MI: So sorry.
M2: I'm so sorry you twisted your ankle.   
F: Did you take any pictures in Los Angeles?
MI: Pity.
M2: No. It's a pity I didn't take any pictures in Los Angeles.
F: My mother is very sick.
MI: So sorry.
M2: I'm so sorry your mother is very sick.   
F: I failed my English exam.
MI: Too bad.
M2: It's too bad you failed your English exam.
F: I forgot to take my camera on my vacation.
MI: Pity.
M2: It's a pity you forgot to take your camera on your vacation.
F: I didn't know about the concert until the next day.
MI: Too bad.
M2: It's too bad you didn't know about the concert until the next day.   
N: This is the end of Lesson Four.

11.5

BOOK ELEVEN LESSON FIVE

N: Welcome to Lesson Five.
    Listen to Rita and Terry as they talk about a problem in their relationship.
    Notice how many times they use the verb wish and a past tense.
RITA: Why do you spend so much time in the editing room?
    What are you working on?
    What is this project you won't tell me about?
TERRY: I wish I could tell you.
    I wish I didn't have to keep any secrets from you.
    But I really can't tell you about this, Rita.
    I'm sorry. You'll know about it soon enough.
    I'm surprised at you.
RITA: Why are you surprised at me?
TERRY: Because I thought we were honest with each other.
    I thought our relationship was based on love, respect, and trust.
RITA: You're right. I'm sorry.
    I just wish you could tell me.
N: Now listen and repeat.
M: I could tell you
    I wish
    I wish I could tell you.
    I wish I could tell you.
    keep any secrets from you

                        170
 
    I wish I didn't have to keep
    I wish I didn't have to keep any secrets from you.
    I wish I didn't have to keep any secrets from you.
F: you could tell me
    I just wish
    I just wish you could tell me.
    I just wish you could tell me.
N: Now you're going to hear a sentence about someone.
    Use the verb wish and a verb in the simple past tense to say what that person wishes.
    For example,
    you hear . . .
F: Terry can't tell Rita his secret.
N: And you say . . .
M: Terry wishes he could tell Rita his secret.
N: Or you hear . . .
F: He has to keep secrets from her.
N: And you say . . .
M: He wishes he didn't have to keep secrets from her.
N: All right. Let's begin.
F: Terry can't tell Rita his secret.
M: Terry wishes he could tell Rita his secret.
F: He has to keep secrets from her.
M: He wishes he didn't have to keep secrets from her.
F: They have to go back to work.
M: They wish they didn't have to go back to work.
F: Chris can't go with Jake to the Nature Center.
M: Chris wishes she could go with Jake to the Nature Center.
F: She doesn't know how to do a good interview.
M: She wishes she knew how to do a good interview.
F: Jake has a lot of work to do today.
M: Jake wishes he didn't have a lot of work to do today.
N: Now listen to this conversation between Rita and Terry.
    They're talking about Rita's new diet.

          171

    Notice how often they use wish and a verb in the past perfect tense.
RITA: I wish I hadn't started my diet today.
TERRY: Why? Are you still hungry?
RITA: I'm starving.
    There's nothing left in here.
    I wish I had packed a huge turkey sandwich on a roll with mustard and mayonnaise and lettuce and tomato and cheese.
TERRY: I wish I had known.
    I wouldn't have eaten everything.
N: Now listen and repeat.
F: I hadn't started my diet today
    I wish
    I wish I hadn't started my diet today.
    I wish I hadn't started my diet today.
    a huge turkey sandwich
    I had packed a huge turkey sandwich
    I wish I had packed a huge turkey sandwich.
    I wish I had packed a huge turkey sandwich.
M: I wish I had known.
    I wish I had known.
    I wouldn't have eaten everything.
    I wouldn't have eaten everything.
N: Now you're going to hear some sentences about different people.
    Say what those people wish,
    using the past perfect tense.
    For example, you hear. . .
F: Terry had to work this morning.
N: And you say. . .
M: Terry wishes he hadn't had to work this morning.
N: Or you hear. . .
F: Rita started her diet today.
N: And you say. . .
M: Rita wishes she hadn't started her diet today.
N: All right. Let's begin.
F: Terry had to work this morning.
M:Terry wishes he hadn't had to work this morning.
F: Rita started her diet today.
M: Rita wishes she hadn't started her diet today.
F: She didn't pack a huge turkey sandwich.
M: She wishes she had packed a huge turkey sandwich.
F: Terry didn't know about Rita's diet.
M: Terry wishes he had known about Rita's diet,
F: Rita thought about retiring.
M: Rita wishes she hadn't thought about retiring.
F: She told everyone she was quitting her job.
M: She wishes she hadn't told everyone she was quitting her job.
N: Now you're going to hear several people talking about things that will happen in the future,
    or that have already happened in the  past.
    Listen to how they express regret.
    For example, you hear.. .
F: I'm sorry I have to go back to my office later this afternoon.
N: And you say . . .
M: She wishes she didn't have to go back to her office later this afternoon.
N: Or you hear. . .
M: I'm sorry I had to work last Sunday.
N: And you say . . .
F: He wishes he hadn't had to work last Sunday.
N: OK? Let's begin.
F:  I'm sorry I have to go back to my office later this afternoon.
M: She wishes she didn't have to go back to her office later this afternoon.
M: I'm sorry I had to work last Sunday.
F: He wishes he hadn't had to work last Sunday.
F: It's too bad I don't have time to go to the movies tonight.
M: She wishes she had time to go to the movies tonight.
M: It's a pity I started my diet last week.
F: He wishes he hadn't started his diet last week.
F: I'm very sorry I lost that library book.
M: She wishes she hadn't lost that library book.
M: What a pity I can't go to Ed's party next week.
F: He wishes he could go to Ed's party next week.
F: It's too bad I didn't know that Sam was arriving.
M: She wishes she'd known that Sam was arriving.
M: I'm sorry I won't be able to accept her invitation.
F: He wishes he could accept her invitation.
F: It's too bad he had to work on his birthday.
M: She wishes he hadn't had to work on his birthday.   
M: I'm sorry I'll have to miss the concert.
F: He wishes he didn't have to miss the concert.
N: And that's the end of Lesson Five.

11.6

  BOOK ELEVEN LESSON SIX

N: Welcome to Lesson Six.
    For this lesson,
    you'll need a pencil and a piece of paper.
    Listen to this conversation between two tennis fans discussing a tennis player after a match .
    Notice how tennis fans conditions,
    like this one. . .   
M: If John hadn't played so badly,   
    he wouldn't have lost the game.   
N: OK, let's listen to their conversation.   
M: Oh, Marisa! Hi there.
    I didn't  know you were coming to the match.
    How did you like it?
F: I didn't like it.   
M: I guess you're not happy with the way it ended for Boris.       
F:That's right. Boris just didn't do hiS best today.   
M: Maybe if he hadn't been in such poor condition,
    he wouldn't  have gotten so tired.
F: Yes. And if he hadn't been so tired,
    he wouldn't have missed those important shots.     
M: Well, one thing is sure.
    If he hadn't missed those shots,
    he wouldn't have gotten so angry with himself.   
F: And if he hadn't gotten so angry with himself,
    he wouldn't have lost the game.   
M: Oh, well. You win some,
    you lose some.
N: Now listen and repeat. 
M: he wouldn't have gotten so tired.
    if he wouldn't have been so tired condition,
    if he wouldn't have been so tired condition, he wouldn't have  gotten so tired.
    if he wouldn't have been so tired condition, he wouldn't have gotten so tired.
F: he wouldn't have missed those important shots 
    he hadn't been so tired,
    If he hadn't been so tired, he wouldn't have missed those important shots.
    If he hadn't been so tired, he wouldn't have missed those important shots.   
M: he wouldn't have gotten so angry wIth himself 
    if he hadn't missed those shots
    If he hadn't missed those shots, he wouldn't have gotten so angry with himself.
    If he hadn't missed those shots, he wouldn't have gotten so angry with himself.
N: Now make sentences using negatives in the past unreal conditional.
    You'll hear two sentences.
    The first sentence will become your if clause,
    and the second will become the result clause.
    For example, you hear. . .
M: Boris was in poor physical condition .He got tired.
N: And you say. . .
F: If Boris hadn't been in poor physical condition,
    he wouldn't have gotten tired.
N: Or you hear. . .
M: He missed some of his shots.
    He  got angry at himself.
N: All right. Let's begin.
M: Boris was in poor physical condition.
    He got tired.
F: If Boris hadn't been in poor physical condition, he wouldn't have gotten tired.
M: He missed some of his shots. He got angry at himself.
F: If he hadn't missed some of his shots, he wouldn't have gotten angry at himself.
M: He got angry at himself.
    He served badly.
F: If he hadn't gotten angry at himself, he wouldn't have served badly.
M: He served badly.
    He lost the game.
F: If he hadn't served badly, he wouldn't have lost the game.
M: He lost the game.
    He decided to get into better shape.
F: If he hadn't lost the game, the wouldn't have decided to get into better shape.
N: Now take your pencil and a piece of paper.
    You're going to hear Chris talking about some of the things that she regrets in her life.
    Don't write anything yet, just listen.
CHRIS: I still have so many things to learn.
    I want to be a good reporter, like Jake.
    I'd like to be able to interview people in an interesting way.

173

    I'm sorry I didn't learn more about journalism before I started working at WEFL.
    I also want to be able to edit quickly, like Roger Ward.
    And most of all,
    I'm sorry I twisted my ankle.
    Now I have to work at a desk all day. I hate that.
N: Now take your pencil and a piece of paper.
    You're going to hear Chris repeat what she just said.
    This time it will be a dictation,
    so write down everything you hear her say.
    There will be a pause after each group of words for you to write.
  OK? Let's begin.
CHRIS:I still have so many things to learn.
    I want to be a good reporter,
    like Jake.
    I'd like to be able
    to interview people
    in an interesting way.
    I'm sorry I didn't learn
    more about journalism
    before I started working at WEFL.
    I also want to be able
    to edit quickly, like Roger Ward.
    And most of all,
    I'm sorry I twisted my ankle.
    Now I have to work at a desk all day.
    I hate that.
N: Now listen as Chris's talk is repeated for the last time.
    This time, check your paper to see if you can find any mistakes and correct them.
    Ready? Listen.
CHRIS: I still have so many things to learn.
    I want to be a good reporter, like Jake.
    I'd like to be able to interview people in an interesting way.
    I'm sorry I didn't learn more about journalism before I started working at WEFL.
    I also want to be able to edit quickly, like Roger Ward.
    And most of all,
    I'm sorry I twisted my ankle.
    Now I have to work at a desk all day.
    I hate that.
N: Now use your paper to answer these questions.
    Make sure that you use the verb wish in your answers.
    For example, you hear.. .
F: What does Chris wish she were?
N: And you say. . .
M: She wishes she were a good reporter, like Jake.
N: Or you hear. . .
F: What does she wish she could do?   
N: And you say . . .
M: She wishes she could interview people in an interesting way.
N: All right. Let's begin.
    Question One.
F: What does Chris wish she were?
M: She wishes she were a good reporter, like Jake.
N: Question Two.
F: What does she wish she could do?   
M: She wishes she could interview people in an interesting way.
N: Question Three.
F: What does she wish she had done before she started working at WEFL?
M: She wishes she had learned more about journalism.
N: Question Four.
F: What does she wish she could do quickly?
M: She wishes she could edit quickly, like Roger Ward.
N:  Question Five.
F:  What does she wish she hadn't done?
M: She wishes she hadn't twisted her ankle.
N: And I wish we didn't have to go on to the next lesson.
    But we do.
    And that's the end of Lesson Six.

  11.7

BOOK 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 world.

174

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 to the new teachers.

175
 
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.

11.8

BOOK 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?
JAKE: 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?
JAKE: 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?
JAKE: 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 run away with Terry.

176

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 interview with Detective Modine yet?
    Listen carefully 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,
    Aacceding to her, even I'm hansome.
Chris: Well...I think you're kind of cute too.
Mike: OK. Has Mike and his interview with Detective Modine yet?
Chris: No, he hasn't.
N: Now listen and repeat.
    the best detective in Stamford.
    he's the best detective in Stamford.
    Acceding to Steven, he's the best detective in Stamford.
    Acceding to Steven, he's the best detective in Stamford.
    even I'm handsome.
    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 Stamford."
    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 Thomas Ames.
N: We say the glove is the key to solving the mystery.
F: According to us, the Glover is the key to salving the mastery.
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.

11.9

BOOK 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;

178
   
    I 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 said "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: wind up
    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 jail.

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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.