练习文本汇总

11.10

BOOK ELEVEN LESSON TEN

N: This is Lesson Ten.
    Listen to this woman as she tells us about her twin daughters, Jane and Judy.
    Notice how she makes comparisons,
    telling us what they do and what they don't do.
F: I have two daughters who are identical twins.
    Their names are Jane and Judy.
    They're so much alike that even I can't always tell them apart,
    and I'm their mother!
    They even think and act alike.
    For example, Jane likes to play basketball,
    and Judy does too.
    Jane is good at mathematics,
    and Judy is too.
    But when it comes to English,
    Jane has never enjoyed it,
    and her sister hasn't either.
    They studied English for years with the best teachers,
    but Jane never received good grades,
    and Judy didn't either.
    That's because both girls can't spell.
    Not even the easiest words.
    And you know what?
    I can't either!
N: Now listen and repeat.
F: and Judy does too
    Jane likes to play basketball
    Jane likes to play basketball, and Judy does too.
    Jane likes to play basketball, and Judy does too.
M: and Judy is too
    Jane is good at mathematics
    Jane is good at mathematics, and Judy is too.
    Jane is good at mathematics, and Judy is too.
F: her sister hasn't either
    Jane has never enjoyed English
    Jane has never enjoyed English, and her sister hasn't either.
  Jane has never enjoyed English, and her sister hasn't either.
M: and I can't either
    both girls can't spell
    Both girls can't spell, and I can't either.
    Both girls can't spell, and I can't either.   
N: Now you're going to hear two sentences.
    Combine both sentences into one sentence, like this.
    You hear. . .
F: Jane likes to play basketball.
    Judy likes to play basketball.
N: And you say . . .
F: Jane likes to play basketball, and Judy does too.
N: Or you hear. . .
F: Jane has never enjoyed English.
    Her sister has never enjoyed English.
N: And you say. . .
M: Jane has never enjoyed English, and her sister hasn't either.
N: All right. Let's begin.
F: Jane likes to play basketball. Judy likes to play basketball.
M: Jane likes to play basketball, and Judy does too.
F: Jane has never enjoyed English. Her sister has never enjoyed English.
M: Jane has never enjoyed English, and her sister hasn't either.
F: Jane and Judy can't spell.
    Their mother can't spell.
M: Jane and Judy can't spell, and their mother can't either.
F: Rita is a good tennis player.
    Mike is a good tennis player.
M: Rita is a good tennis player, and Mike is too.
F: Terry brought a turkey sandwich for lunch.
    Steven brought a turkey sandwich for lunch.
M: Terry brought a turkey sandwich for lunch, and Steven did too.
F: Chris couldn't answer any questions.
    Jake couldn't answer any questions.
M: Chris couldn't answer any questions, and Jake couldn't either.   
N: Now listen to part of the dialogue between Chris and Detective Modine. 
    They're discussing who might have sabotaged the station.
    Modine has just told Chris that he thinks she's responsible.
    Notice the use of the definite article the to refer to things that are familiar or that have already been referred to.
    Ready? Listen.
MODINE: You were around every time it happened.
    You have no vested interest in the station.
CHRIS: This is so unfair of you.
    I don't know how you could possibly think that I had anything to do with it.
MODINE: Come on, Chris.
    You had access to the editing room.
    What were you doing here late one night?
CHRIS: Was that you sneaking around that night?
MODlNE: You're the one under investigation.
N: Now listen and repeat.
M: in the station 
    in the station
    you have no vested interest
    you have no vested interest
    You have no vested interest in the station.   
    You have no vested interest in the station.   
F: to the editing room
    to the editing room
    you had access   
    you had access   
    You had access to the editing room.       
    You had access to the editing room.       
N: Now you're going to hear some sentences.
    Each of these sentences should have the definite article the.
    Repeat each sentence,
    putting the definite article in front of the appropriate  noun.
    For example, you hear.. .   
F: Chris works in news department of WEFL.   
N: And you say. . .   
M: Chris works in the news department of WEFL.
N: Or you hear. . .   
F: She has no vested interest in station.   
N: And you say. . .   
M: She has no vested interest in the station.   
N: All right. Let's begin.
F: Chris works in news department of WEFL.   
M: Chris works in the news department of WEFL.
F: She has no vested interest in station.   
M: She has no vested interest in the station.   
F: The meeting will take place in conference room.   
M: The meeting will take place in the conference room.

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F: There are editing rooms and control rooms at station.
M: There are editing rooms and control rooms at the station.
F: When pizza arrived, she offered some to the detective.
M: When the pizza arrived, she offered some to the detective.
N: Now listen to this conversation between a student and her teacher.
    Notice how they use the, a or an, and some.
F: Excuse me, Mr. Douglas.
    I have a small problem.
    Do you have some time to help me?
M: Of course, Melanie.
    What's the problem?
F: I'd like some advice.
    I have to write a paper for my European History course.
M: Is the paper about France?
    I am a French teacher, after all.
F: Yes, it is.
    I have some problems understanding the French system of government.
M: I understand the problem you're having.
    Let's get some coffee in the cafeteria.
    Maybe I can find a simple explanation of France's government.
F: Oh, thanks, Mr. Douglas.
N: Now listen and repeat.
F: Do you have some time to help me?
    Do you have some time to help me?
    I'd like some advice.
    I'd like some advice.
    I have some problems.
    I have some problems.
    Let's get some coffee.
    Let's get some coffee.
M: I have to write a paper.
    I have to write a paper.
    I am a French teacher, after all.
    I am a French teacher, after all.
    Maybe I can find a simple explanation.
    Maybe I can find a simple explanation.
F: What's the problem?
    What's the problem?
    Is the paper about France?
    Is the paper about France?
    I understand the problem you're having.
    I understand the problem you're having.
N: Now you're going to hear a sentence read two ways.
    One way will have an incorrect form of either the, a, or some.
    The other will have the correct form.
    Repeat the sentence with the correct form.
    For example, you hear.. .
F: Do you have a time to help me?
    Do you have some time to help me?   
N: And you say . . .
M: Do you have some time to help me?   
N: Or you hear. . .
F: What's the problem?
    What's a problem?
N: And you say. . .
M: What's the problem?
N: OK? Let's begin.
F: Do you have a time to help me?
    Do you have some time to help me?   
M: Do you have some time to help me?   
F: What's the problem?
    What's a problem?
M: What's the problem?
F: I have to write a paper.
    I have to write the paper.
M: I have to write a paper.
F: I'd like the advice.
    I'd like some advice.
M: I'd like some advice.
F: I have some problems.
    I have the problems.
M: I have some problems.
F: Let's get some coffee in the cafeteria.
    Let's get the coffee in the cafeteria.
M: Let's get some coffee in the cafeteria.
N: To end this lesson,
    let's listen to some more of the conversation between Chris and Detective Modine.
    Notice how each one requests the other to do things.
CHRIS: Do you want some pizza?
MODlNE: Thank you.
CHRIS: Could you please hand me a plate?
MODlNE: Delighted.
CHRIS: Here's a slice for you.
MODlNE: Thank you. Would you mind handing me a napkin?
CHRIS: Sure.
N: Now listen and repeat.
F: hand me a plate
    hand me a plate
    Could you please hand me a plate?
    Could you please hand me a plate?
M: handing me a napkin
    handing me a napkin
    Would you mind handing me a napkin?
    Would you mind handing me a napkin?
N: Now you're going to hear a command,
    like "Hand me a plate" or "Hand me a napkin,"
    followed by a cue word: either could or would.
    use the cue word and the command to form a polite request.
    For example, you hear....
M: Hand me a napkin . . . would.
N: And you say. . .
F: Would you mind handing me a napkin?
N: Or you hear. . .
M: Pass me a plate . . . could.
N: And you say . . .
F: Could you please pass me a plate?
N: OK? Let's begin.
M: Hand me a napkin . . . would.
F: Would you mind handing me a napkin?
M: Pass me a plate . . . could.
F: Could you please pass me a plate?
M: Help me with my homework . . . would.
F: Would you mind helping me with my homework?
M: Tell me what time it is . . . could.
F: Could you please tell me what time it is?
M: Speak more slowly, please . . . would.
F: Would you mind speaking more slowly, please?
M: Tell me the meaning of these words . . . could.
F: Could you please tell me the meaning of these words?
N: And now, could you please go on to the next lesson?
    This is the end of Lesson Ten.

11.11

BOOK ELEVEN LESSON ELEVEN

N: This is Lesson Eleven.
      Listen to this conversation between a detective and a woman who says she can give him information about what happened on the night of a crime.
      Notice how the following words are used: someone,  something, anyone, anything, no one, and nothing.
      Ready? Listen.
 
  181

M: All right, Mrs. Dolgin.
    You've agreed to answer a few questions about the robbery in your neighbor's apartment.
    Is that correct?
F: That's right, Detective Le Page.
M: You didn't see anyone enter the building, did you?   
F: Yes. I saw someone come in around 9:00 P.M. A man.
M: He wasn't carrying anything, was he?   
F: Yes. He was carrying something in his hands.
      It looked like a box.
M: And he didn't say anything, I suppose.   
F: He said nothing at first.
    Then, when he got to my neighbor's apartment, he said something.
M: What did he say?   
F:  He said, "Pizza delivery!"
M: What happened after that?
F: Nothing happened.
    No one was at home.
    So he turned around and left the building.
M: And you think he had something to do with the robbery?
F: Of course not!
    He had nothing to do with it.
    But you asked me what I saw,
    and I told you.
    Now, is there anything else you'd like me to help you with?
M: No, Mrs. Dolgin.
    I'm sure there's nothing else we can get from you.   
N: Now listen and repeat.
M: anyone enter the building
    you didn't see anyone
    You didn't see anyone enter the building.   
    You didn't see anyone enter the building.   
F: someone come in around 9:00 P.M.   
    I saw someone come in'
    I saw someone come in around 9:00 P.M.   
    I saw someone come in around 9:00 P.M.   
M: carrying anything   
    He wasn't carrying anything.
    He wasn't carrying anything.
F: carrying something
    He was carrying something.
    He was carrying something.
M: nothing at first   
    He said nothing at first.
    He said nothing at first.
F: Nothing happened.
    Nothing happened.
    No one was at home.
    No one was at home.
N: Now you're going to hear a sentence with a missing word.
    Then you will hear two words.
    One of them is the missing word,
    and the other word is incorrect.
    Repeat the sentence,
    putting in the missing word.
    For example, you hear. . .   
F: I saw . . . enter the building.
M: Someone . . . anyone.
N: And you say . . .
F:  I saw someone enter the building.
N:  Or you hear. . .
F:  He was carrying . . . in his hands.       
M: Anything . . . something.
N:  And you say . . .
F: He was carrying something in his hands.       
N: All right. Let's begin.
F: I saw . . . enter the building.
M: Someone. . . anyone.
F: I saw someone enter the building.
F: He was carrying . . . in his hands.
M: Anything. . . something.
F: He was carrying something in his hands.       
F: There was . . . in the hall.
M: Anyone. . . no one.
F: There was no one in the hall.
F: I have. . . to say. . .
M: Something . . . anything.
F: I have something to say . . .
N: Now listen to part of the conversation between Chris and Jake,
    after Detective Modine leaves the room.
    Notice the use of the expression be supposed to in the past tense.
JAKE: Hi. What happened to you?
CHRIS: You weren't supposed to see me like this.
      You were supposed to be here an hour ago.       
JAKE: I had to meet with Steven. I'm sorry.
CHRIs: This isn't what was supposed to happen.
JAKE: What was supposed to happen?   
CHRIS: You were supposed to come in and I was supposed to look beautiful.
      I was supposed to look calm and cool.
      You were supposed to forget all about the disagreement we had.
      You were supposed to fall madly in love with me.
N: Now listen and repeat.
F: to see me like this
    you weren't supposed to
    You weren't supposed to see me like this.   
    You weren’t supposed to see me like this.   
M: to be here an hour ago
    you were supposed to
    You were supposed to be here an hour ago.   
    You were supposed to be here an hour ago.   
F: what was supposed to happen
    this isn't what   
    This isn't what was supposed to happen.   
    This isn't what was supposed to happen.   
M: to fall madly in love with me
      you were supposed to
      You were supposed to fall madly in love with me.   
      You were supposed to fall madly in love with me.   
N: Now you're going to hear a sentence in the past tense.
      Using that sentence and the expression be supposed to,
      make a new sentence saying that the opposite was expected.
      For example, you hear.. .   
M: You saw me like this.
N: And you say. . .   
F: You weren't supposed to see me like this.   
N: Or you hear. . .   
M: Jake didn't fall madly in love with Chris.   
N: And you say. . .   
F: Jake was supposed to fall madly in love with Chris.
N: OK? Let's begin.   
M: You saw me like this.
F: You weren't supposed to see me like this.   
M: Jake didn't fall madly in love with Chris.   
F: Jake was supposed to fall madly in love with Chris.
M: This accident happened.
F: This accident wasn't supposed to happen.   
M: Detective Modine didn't solve the mystery quickly.
F: Detective Modine was supposed to solve the mystery quickly.
M: Chris didn't look calm and cool.
F: Chris was supposed to look calm and cool.

  182
 
N: Now listen to a mother who's giving instructions to her children in preparation for a surprise birthday party planned for one of the children's cousins.
    Notice how she uses the expression be supposed to in the present tense.
F: Now children, listen carefully.
    When your cousin gets here,
    remember you're supposed to be very quiet.
    He's not supposed to know we're planning a party for him.
    And you're not supposed to mention the presents hidden in the closet.
    He's supposed to think this is just an ordinary visit.
    When I come in with the cake,
    everyone is supposed to shout, "Surprise!"
    and sing "Happy Birthday" to him.
    Is that clear, children? Children!
N: Be supposed to in the present tense is used to talk about expected actions that are customary or advisable.
    Now listen and repeat.
F: be very quiet
    you're supposed to be
    You're supposed to be very quiet.
    You're supposed to be very quiet.
M: to know we're planning a party for him
    he's not supposed to know
    He's not supposed to know we're planning a party for him.
    He's not supposed to know we're planning a party for him.
F: to think this is just an ordinary visit
    he's supposed to think
    He's supposed to think this is just an ordinary visit.
    He's supposed to think this is just an ordinary visit.
N: Now you'll hear a phrase followed by a subject.
    Use the subject,
      the phrase, and the expression be supposed to in the present tense
      to talk about a customary or advisable action.
      For example, you hear. . .
M: Be very quiet . . . you.
N: And you say . . .
F: You're supposed to be very quiet.
N: Or you hear. . .
M: Not know we're planning a party for him . . . he.
N: And you say . . .
F: He's not supposed to know we're planning a party for him.
N: OK? Let's begin.
M: Be very quiet . . . you.
F: You're supposed to be very quiet.
M: Not know we're planning a party for him . . . he.
F: He's not supposed to know we're planning a party for him.
M: Listen to their mother . . . children.
F: Children are supposed to listen to their mother.
M: Not park in front of a fire hydrant . . . drivers.
F: Drivers are not supposed to park in front of a fire hydrant.
M: Not tell lies to the police . . . people being questioned.
F: People being questioned are not supposed to tell lies to the Police.
N: This is the end of Lesson Eleven.

11.12

BOOK ELEVEN LESSON TWELVE

N: This is Lesson Twelve.
    For this lesson,
    you'll need a pencil and a piece of paper.
    Listen to part of a conversation between Chris and Detective Modine.
    He has just received a ticket for parking longer than the legal time limit.
    Notice the use of be supposed to in the present tense.
MODINE: I've never gotten a parking ticket.
CHRIS: You're supposed to put money in the parking meter.
MODINE: I did. It was fast.
CHRIS: Why didn't you park in the garage under the station?
MODINE: You're supposed to have a permit. . .
    I don't understand.
    What am I supposed to do with this?
CHRIS: You're the law officer. . .
    You're supposed to send sixteen dollars to the address on the ticket.
MODINE: I won't pay it.
N: Now listen and repeat.
M: to put money in the parking meter
    you're supposed to
    You're supposed to put money in the parking meter.
    You're supposed to put money in the parking meter.
F: to have a permit
    you're supposed to
    You're supposed to have a permit.
    You're supposed to have a permit.
M: to do with this
    what am I supposed to
    What am I supposed to do with this?
    What am I supposed to do with this?
F: to send sixteen dollars to the address on the ticket
    you're supposed to
    You're supposed to send sixteen dollars to the address on the ticket.
    You're supposed to send sixteen dollars to the address on the ticket.
N: Now you're going to hear a sentence followed by a phrase.
    Put the phrase into the sentence to make a new sentence.
    For example, you hear. . .
M: You're supposed to have a permit.
F: Put money in the parking meter.
N: And you say . . .
M: You're supposed to put money in the parking meter.
N: Then you hear. . .
F: Everyone.
N: And you say. . .
M: Everyone is supposed to put money in the parking meter.
N: All right? Let's begin.
M: You're supposed to have a permit.
F: Put money in the parking meter.
M: You're supposed to put money in the parking meter.
F: Everyone.
M: Everyone is supposed to put money in the parking meter.
F: People.
M: People are supposed to put money in the parking meter.
F: Pay their parking tickets.
M: People are supposed to pay their parking tickets.
F: Send money to the address on the ticket.
M: People are supposed to send money to the address on the ticket.
F: Not supposed to break the law.
    People are not supposed to break the law.
N: Now listen to this conversation between a husband and wife.
    Notice how they use the article the and the article a.
    Let's listen.

184

F: Whew! The sun is so hot today,
    I think I'll stay in the house.
M: You're right. It's not just the air -the ground is hot too.
    And the clouds in the sky don't really protect us from the heat.
F: I wish we could go to the park for a picnic.
    We haven't taken a walk there in a long time.
    I'd like to see the lake and the flowers too.
M: But we have so much work to do right here.
    We have to fix the front door.
    There's a problem with the lock that we should take care of.
F: OK, OK. I realize it's not a good idea to go to the park today.
    All I said was, "I wish we could go."
N: Now listen and repeat.
F: the sun is so hot today
    I think I'll stay in the house
    The sun is so hot today; I think I'll stay in the house.
    The sun is so hot today; I think I'll stay in the house.
M: The ground is hot too.
    The ground is hot too.
    don't protect us from the heat
    the clouds in the sky
    The clouds in the sky don't protect us from the heat.
    The clouds in the sky don't protect us from the heat.
F: go to the park for a picnic
    I wish we could
    I wish we could go to the park for a picnic.
    I wish we could go to the park for a picnic.
    a walk there in a long time
    we haven't taken
    We haven't taken a walk there in a long time.
    We haven't taken a walk there in a long time.
N: Now you're going to hear several sentences.
    In each sentence,
    there is one or more than one article missing.
    Repeat the sentence,
    putting in the missing article or articles.
    For example, you hear . . .
F: Sun is so hot today, I think I'll stay in house.
N: And you say. . .
M: The sun is so hot today, I think I'll stay in the house.
N: Or you hear. . .
F: I wish we could go to park for picnic.
N: And you say. . .
M: I wish we could go to the park for a picnic.
N: All right. Let's begin.
F: Sun so hot today, I think I'll stay in house.
M: The sun is so hot today, I think I'll stay in the house.
F: I wish we could go to park for picnic.
M: I wish we could go to the park for a picnic.
F: Clouds in sky don't protect us from heat.
M: The clouds in the sky don't protect us from the heat.
F: We haven't taken walk in park for long time.
M: We haven't taken a walk in the park for a long time.
F: We have to fix front door.
M: We have to fix the front door.
F: There's problem with lock.
M: There's a problem with the lock.
N: Now to end this lesson,
    let's listen to Mike as he tells us what he was doing on the night that someone tried to sabotage the station.
MIKE: Jake asked me to get a map for him in the glove compartment of his car.
    He told me to look at the map and find the building site for the apartments at the Nature Center.
    I also had to get the camera.
    It was in the trunk of my car.
    My car was parked in the garage,
    so I didn't return for half an hour.
    I got back just in time to see Rita's tape.
N: Now take your pencil and a piece of paper.
    You'll hear Mike tell us again what he was doing that night.
    This time you take notes on what he says.
    There will be pauses after each group of words for you to write.
    Don't write down every word,
    just the important details.
    Ready? Let's begin.
MIKE: Jake asked me to get a map for him in the glove compartment of his car.
    He told me to look at the map
    and find the building site for the apartments at the Nature Center.
    I also had to get my camera.
    It was in the trunk of my car.
    My car was parked in the garage,
    so I didn't return for half an hour.
    I got back just in time to see Rita's tape.
N: Now use your paper to answer the following true-or-false statements.
    If the answer is true, just say "True."
    But if the answer is false,
    say "False" and give the correct answer.
    For example, you hear.. .
F: Jake asked Mike to get a map for him in the trunk of his car.
N: And you say. . .
M: False.
    He asked Mike to get a map for him in the glove compartment of his car.
N: Or you hear. . .
F: He told Mike to look at the map and find the building site for the apartments at the Nature Center.
N: And you say. . .
M: True.
N: Ready? Let's begin.
  Question One.
F: Jake asked Mike to get a map for him in the trunk of his car.
M: False.
    He asked Mike to get a map for him in the glove compartment of his car.
N: Question Two.
F: He told Mike to look at the map and find the building site for the apartments at the Nature Center.
M: True.
N: Question Three.
F: Mike also had to get his tape recorder.
M: False.
    He also had to get his camera.
N: Question Four.
F: Mike's camera was in the glove compartment of the car.
M: False.
    It was in the trunk of the car.
N: Question Five.
F: The car was parked in the garage.
M: True.
N: Question Six.
F: Mike didn't return for an hour.
M: False.
    He didn't return for half an hour.
N: Question Seven.
F: Mike got back just in time to hear Rita's telephone conversation.

  185

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

R11.1

  BOOK ELEVEN REVIEW ONE

N: Review One.
    For this lesson,
    you'll need a pencil and a piece of paper.
    Mike's friend Sharon goes to the doctor to have him look at her ankle.
    She's sitting in the waiting room when Carlos comes out of the doctor's office.
    Listen to the conversation.
    Does Carlos drive a car?
    Listen carefully for the answer.
M:Well!
    Fancy meeting you here.
F: Oh, Carlos. Hello. How are you?
    What are you doing here?
M: Just a general checkup.
    I get one once a year.
    I like to take care of myself.
F: You look in good shape to me.
M: You look pretty good yourself.
    What's wrong with your foot?
F: I twisted my ankle.
    It's OK . . . I think.
    I just can't walk on it.
    Driving is almost impossible.
    I don't know how I'm going to get home.
M: I just bought a new car.
    It's outside. I'll give you a lift.
F: Oh, how nice.
    What a pleasant surprise!
N: OK. Does Carlos drive?
F: Yes, he does.
N: Now listen and repeat.
M: Fancy meeting you here!
    Fancy meeting you here!
F: What a pleasant surprise!
    What a pleasant surprise!
N: "What a pleasant surprise!"
    and "Fancy meeting you here!"
    are two ways of expressing surprise.
    Let's practice these expressions.
    You hear. . .
M: I never expected to see you at the doctor's office.
N: And you say. . .
F: Fancy meeting you here!
N: You hear. . .
M: I just bought a new car.
    I'll give you a lift home.
N: And you say. . .
F: What a pleasant surprise!
N: All right. Let's begin.
M: I never expected to see you at the doctor's office.
F: Fancy meeting you here!
M: I just bought a new car.
    I'll give you a lift home.
F: What a pleasant surprise!
M: Guess what!
    My boss called me into his office the other day.
    I thought he was going to fire me,
    but instead he gave me a raise. 
F: What a pleasant surprise!
M: Gee, I thought I was the only one who liked to come to the Nature Center at six in the morning.
    What are you doing out so early!
F: Fancy meeting you here!
M: Well, this is a pleasant surprise.
    I haven't seen you in months.
F: Fancy meeting you here!
M: Wow! I just won a free trip to San Francisco.
F: What a pleasant surprise!
M: You know, I think this exercise is finished.
F: What a pleasant surprise!
N: OK. Now Terry is telling Rita about his trip to San Francisco last year.
    Has Rita ever really seen the Pacific Ocean?
    Listen carefully for the answer.
TERRY: San Francisco is really the most beautiful city I've ever been to.
RITA: More beautiful than Stamford?
TERRY: Well.. .
RITA: I read somewhere that San Francisco was voted the most popular destination by Americans going on vacation.
TERRY: Not just Americans,
    but thousands of tourists from all over the world visit San Francisco every year.
    It's really a wonderful place.
RITA: Sounds a little crowded.
TERRY: No. Not a bit.
    You know, until last year,
    I'd never seen the Pacific Ocean.
RITA: You hadn't?
Really? Well,
    I've seen it many times.
TERRY: You have?
RITA: Yeah. In fact, I see it almost every night on TV.
TERRY: Oh, you're so cute.
N: OK. Has Rita ever really seen the Pacific Ocean?
F: No, she hasn't.
N: Now listen and repeat.
M: the Pacific Ocean
    I'd never seen the Pacific Ocean
    Until last year, I'd never seen the Pacific Ocean.
    Until last year, I'd never seen the Pacific Ocean.
N: Now you hear. . .
F: Terry saw the Pacific Ocean for the first time last year.

166
 
N: And you say . . .
M: Until last year, he'd never seen the Pacific Ocean.
N: You hear. . .
F: Rita went to Florida last winter for the first time.
N: And you say . . .
M: Until last winter, she'd never gone to Florida.
N: Ready? Let's begin.
F: Terry saw the Pacific Ocean for the first time last year.
M: Until last year, he'd never seen the Pacific Ocean.
F: Rita went to Florida last winter for the first time.
M: Until last winter, she'd never gone to Florida.
F: Jake and Chris went sailing together for the first time last August.
M: Until last August, they'd never gone sailing together.
F: Mike heard of Mirage Realty for the first time last Thursday.
M: Until last Thursday, he'd never heard of Mirage Realty.
F: Chris twisted her ankle last night for the first time.
M: Until last night, she'd never twisted her ankle.
F: Raymond Modine met Chris for the first time two weeks ago.
M: Until two weeks ago, he'd never met Chris.
F: We practiced the past perfect for the first time in Book Eleven.
M: Until Book Eleven, we'd never practiced the past perfect.
N: OK. Now Chris is going to read an article about the rain forest in Brazil.
    Before she begins,
    here are some questions to keep in mind while listening.
    Take a piece of paper and a pencil.
    Each question will be read twice with time for you to write down the important information.
    You don't have to write down the whole question-just enough so you can answer later.
    Ready?
    Question One.
M: Is the size of the rain forest shrinking or becoming more vast?
    Is the size of the rain forest shrinking or becoming more vast?
N: Question Two.
M: How long have people been living in the rain forest?
    How long have people been living in the rain forest?
N: Question Three.
M: What's destroying the forest?
    What's destroying the forest?
N: Question Four.
M: What's happening to more and more species of plants and animals?
    What's happening to more and more species of plants and animals?
N: Question Five.
M: If we don't do something to save the rain forest, what will happen?
    If we don't do something to save the rain forest, what will happen?
N: Now listen carefully as Chris reads the article,
    and write down the important information you'll need to answer the questions.
CHRIS: The rain forest in Brazil is vast and beautiful.
    Many people have made it their home for thousands of years.
    Unfortunately, the rain forest is shrinking.
    Industrial development in Brazil is destroying it.
    People are cutting down the trees and burning them to clear the land.
    As the forest disappears more and more species of plants and animals become extinct.
    If we don't do something now to save the rain forest,
    it may completely vanish in a hundred years.
N: Now answer the questions.
    Give short answers.
    Question One.
M: Is the size of the rain forest shrinking or becoming more vast?
F: It's shrinking.
N: Question Two.
M: How long have people been living in the rain forest?
F: For thousands of years.
N: Question Three.
M: What's destroying the forest?
F: Industrial development.
N: Question Four.
M: What's happening to more and more species of plants and animals? 
F: They're becoming extinct.
N: Question Five.
M: If we don't do something to save the rain forest, what will happen?
F: It may completely vanish in a hundred years.
N: This is the end of Review One.

R11.2

BOOK ELEVEN REVIEW TWO

N: Review Two.
    For this lesson,
    you'll need a pencil and a piece of paper.
    Listen to this conversation.
    Mike invited Chris to his party,
    but she arrives late.
    Listen to all the things she would have been able to do if she had arrived on time. 
CHRIS: Oh, Mike!
    I'm so sorry I'm late.
    I had some trouble with my car.
    Then I got lost.
    And on my way upstairs,
    I hurt my leg.
    Again. Is the party still going on?
MIKE: Poor Chris!
    I'm sorry to hear all that.
    Here, come and sit down.
    I'm sorry, but the last guest just left.
    It's too bad you didn't get here a little sooner.
CHRIS: Why? What happened?
    What did I miss? 
MIKE: If you'd been here,
    you would have been able to meet some famous people.
    Tom Cruise and Madonna were here.
CHRIS: Really? Both of them?
    How do you know them?
MIKE: They're old friends of mine. 
    And you would have been able to see me dancing with Barbara.
CHRIS: Barbara who? 
MIKE: Barbara Bush!
    She and George always visit me when they're in Stamford.
CHRIS: Now I know you're lying. 
    You're making this whole thing up!
MIKE: That's true.
    But it's also true that if you'd been on time,
    you would have been able to taste my cooking.
    And you would have been able to dance with Jake Seltzer. 
CHRIS: Now I'm really sorry I was late.
MIKE: Why? Because of my cooking or because of Jake? 
CHRIS: Because of both, I guess. 
N: Now listen and repeat.
M: meet some famous people
    you would have been able to meet
    You would have been able to meet some famous people.
    You would have been able to meet some famous people.
    dancing with Barbara
    you would have been able to see me
    You would have been able to see me dancing with Barbara. 
    You would have been able to see me dancing with Barbara.
F: taste my cooking 
    you would have been able to taste
    You would have been able to taste my cooking.
    You would have been able to taste my cooking. 
    dance with Jake Seltzer 
    you would have been able to dance
    You would have been able to dance with Jake Seltzer.
    You would have been able to dance with Jake Seltzer.
N: Now you're going to hear a question and a cue.
    Use the cue to answer the question,
    using the words would have been able to in your sentence.
    For example,
    you hear, "What would Chris have been able to do if she'd arrived at Mike's party on time?"
F: Meet some famous people.
N: And you say . . .
M: She would have been able to meet some famous people.
N: Or you hear,
M: "Who would Chris have been able to see Mike dancing with?"
F: Barbara.
N: And you say . . .
M: She would have been able to see Mike dancing with Barbara.
N: OK? Let's begin.
M: What would Chris have been able to do if she'd arrived at Mike's party on time?
F: Meet some famous people.
M: She would have been able to meet some famous people.
M: Who would Chris have been able to see Mike dancing with?
F: Barbara.
N: She would have been able to see Mike dancing with Barbara. 
M: Where would Rita have been able to go if she'd had enough vacation time? 
F: Paris.
M: She would have been able to go to Paris.
N: How would she have been able to travel if she'd had enough money?
F: On the Concorde.
M: She would have been able to travel on the Concorde.
N: Who would Jake have been able to meet if he'd been invited to a White House dinner?
F: The President.
M: He would have been able to meet the President.
N: What would Rita and Terry have been able to do if they'd won lots of money in the lottery?
F: Quit their jobs.
M: They would have been able to quit their jobs.
N: Now take your pencil and a piece of paper.
    You're going to hear a short talk about the early years of the Stamford Museum and Nature Center.
    The first time you hear it,
    don't write anything.
    Just listen.
F：Hello. And welcome to the Stamford Museum and Nature Center.
    I'm your tour guide, Lisa Horn.
    Before we begin our tour,
    let me tell you a little about the history of the museum.
    It celebrated its fiftieth birthday in 1986.
    The founder was Dr. G. R. Hertzberg,
    a prominent Stamford surgeon.
    If Dr. Hertzberg hadn't been involved,
    the museum would have been just a collection.
    What started as three rooms in a downtown office building?
    has grown to five buildings on eighty acres in the northern part of the city.
    Now if you just follow me,
    the tour will begin.
N：Now take your pencil and a piece of paper and get ready to write.
    When you hear the tour guide again,
    write down the most important things she says.
    Don't write every word though,
    just the important details.
    There will be some pauses for you to write.
    All right. Let's begin.
F: Hello. And welcome to the Stamford Museum and Nature Center.

172

    I'm your tour guide, Lisa Horn.
    Before we begin our tour,
    let me tell you a little about the history of the museum.
    It celebrated its fiftieth birthday in 1986.   
    The founder was Dr. G. R. Hertzberg,
    a prominent Stamford surgeon.
    If Dr. Hertzberg hadn't been involved, the museum would have been just a collection.
    What started as three rooms in a downtown office building?
    has grown to five buildings on eighty acres
    in the northern part of the city.   
    Now if you just follow me, the tour will begin.   
N: Now use your paper to answer this ten question,
    give short question.
    Question One.   
F: What is the tour guide's name?   
M: Lisa Horn.   
N: Question Two.   
F: In what year did the museum celebrate its fiftieth birthday?   
M: In 1986.   
F: What was the name of the man who founded it?   
M: Dr. G. R. Hertzberg.   
N: Question Four.   
F: What was Dr. Hertzberg's profession?   
M: He was a surgeon.   
N: Question Five.   
F: If Dr. Hertzberg hadn't been involved,
    what would the museum have been?   
M: Just a collection.   
N: Question Six.   
F: How many rooms did the museum start out with?   
M: Three.   
N: Question Seven.   
F: Where were the rooms located?   
M: In a downtown office building.   
N: Question Eight.   
F: How many buildings are there now?   
M: Five.   
N: Question Nine.   
F: How many acres are there now?   
M: Eighty.
N: Question Ten.   
F: Where is the museum located?
M: In the northern part of the city.   
N: This is the end of Review Two.

R11.3

  BOOK ELEVEN REVIEW THREE

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

177

    That makes sense.
RITA: "A good predictor of the number of high school graduates in a year is the  number of children born 18 years earlier.
    Currently, the number of graduates is equal to about 73 percent of the 18-year-old population."
TERRY: That's not very good.
RITA: Why? 73 percent is a lot.
TERRY: Yes, but it means that some 27 percent of our young people don't finish high school.
    That's a lot too.
RITA: You're right. It's too many, really. . . 27 percent.
    Everybody should finish high school. . .
    Here are some more statistics . . .
    "Between 49 and 54 percent of high school graduates begin college in the fall after their high school graduation."
    That's about half, 49 to 54 percent.
TERRY: Yeah. It means that the other half doesn't go on to college.
RITA: Or, maybe they do go on to college . . .
    but not the same year as they graduate from high school.
N: OK. Now try to answer the questions.
    Ready? Question One.
F: In what month does the school year begin in the United States?
M: September.
N: Question Two.
F: About what percentage of students receive their diplomas in the spring?
M: Ninety-seven percent.
N: Question Three.
F: Why are there fewer students graduating now than in 1989?
M: Because fewer children were born in the 1970s.
N: Question Four.
F: What is a good predictor of the number of high school graduates?
M:The number of children born 18 years earlier.
N: Question Five.
F: What percentage of the 18-year- old population doesn't graduate from high school?
M: About 27 percent.
N: Question Six.
F: After graduating from high school, what percentage of students go on to college the same year?
M: Between 49 and 54 percent.
N: Now let's listen to some more of the conversation between Rita and Terry.
    They're still talking about the report on high school graduates.
    Listen carefully for a food item.
    What food is mentioned in this conversation?
RITA: Well, what did you think of the report?
TERRY: I don't know, Rita.
    The statistics are upsetting.
    I mean, the idea that a quarter of our young people don't finish high school,
    and then half of those who do,
    don't continue their education . . .
RITA: Are you worried about our future, Terry?
TERRY: Our future-yours and mine-looks wonderful, Rita.
    But the future for our young people?
    I don't know.
    Someone should ask them if they're worried.
    The answers might be interesting.
RITA: Wait. Here's another article.
    It's a report called "What Worries American Teenagers?"
    Do you want me to read it to you?
TERRY: No . . . no, thanks, Rita.
    Did I ever tell you that you make me feel like a teenager?
RITA: Oh, Terry.
TERRY: And what worries me right now is my stomach.
    How about a pizza?
RITA: Oooooh!! I'd love one.
N: OK. What food is mentioned in this conversation?
M: Pizza.
N: Now listen and repeat.
M: they're worried
    ask them if they're worried
    Someone should ask them if  they're worried.
    Someone should ask them if they're worried.
N: Now I say, "Find out."
    And you say.. .
M: Someone should find out if they're worried. 
N: I say, "Upset."
    And you say. . .
M: Someone should find out if they're upset.
N: Ready? Here we go.
M: Someone should ask them if they're worried.
N: Find out.
M: Someone should find out if they're worried.
N: Upset.
M: Someone should find out if they're upset.
N: We.   
M: We should find out if they're upset.
N: Must.
M: We must find out if they're upset.
N: Help them.
M: We must help them if they're upset.
N: In trouble.
M: We must help them if they're in trouble.
N: When.
M: We must help them when they're in trouble.
N: This is the end of Review Three.

R11.4

BOOK ELEVEN REVIEW FOUR

N: Welcome to Review Four.
    For this lesson,
    You’ll need a pencil and a piece of paper.
    Listen to this conversation.
    A reporter is interviewing Mr. Green,
    one of the guides at the Stamford Museum and Nature Center.
    Listen to what they say.
F: Could you tell me a little bit about the more recent history of the Stamford Museum and Nature Center, Mr. Green?
M: Certainly. The museum collection was first located in the Stamford Trust Company building.
    But by 1945,
    it was receiving so many visitors that a new location was needed.
    So that year,
    it was moved to a house in Courtland Park.
F: Tell me about the house.
M: It consisted of two floors.
    The two large rooms downstairs became an exhibit area.
    The second floor became the offices and an apartment for the director.
F: Was anything done to increase the activities there?
M: Yes. An indoor art gallery and an outdoor patio were added to the house.
    But in time,
    the patio was closed to provide more space for exhibits.
F: Thank you, Mr. Green.
    You've been very helpful.
N: Now take your pencil and a piece of paper.
    Imagine that you are the reporter and that Mr. Green is answering your questions.
    Don't write down everything that he says,
    just the most important details.
    There will be pauses after each group of words for you to write.
    Ready? Let's begin.
M: The museum collection was first located in the Stamford Trust Company building.
    But by 1945,
    it was receiving so many visitors that a new location was needed.
    So that year,
    it was moved to a house in Courtland Park.
    The house consisted of two floors.
    The two large rooms downstairs became an exhibit area.
    The second floor became the offices and an apartment for the director.
    An indoor art gallery and an outdoor patio were added to the house.
    But in time, the patio was closed to provide more space for exhibits.
N: Now use your paper to answer these ten questions about what Mr. Green just told you.
    Give short answers.
    Question One.
F: In what building was the collection first located?
M: In the Stamford Trust Company building.
N: Question Two.
F: Why was a new location needed by 1945?
M: Because it was receiving so many visitors.
N: Question Three.
F: In what year did the Stamford Museum and Nature Center move?
M: In 1945.
N: Question Four.
F: Where did it move to?
M: To a house in Courtland Park.
N: Question Five.
F: How many floors did the house consist of?
M: Two floors.
N: Question Six.
F: What did the two downstairs rooms become?
M: An exhibit area.

183

N: Question Seven.
F: What did the second floor become?
M: The offices and an apartment for the museum director.
N: Question Eight.
F: What was added to the house?
M: An indoor art gallery and an outdoor patio.
N: Question Nine.
F: Why was the patio closed?
M: To provide more space for exhibits.
N: Question Ten.
F: What is the name of the museum guide who was talking to you?
M: Mr. Green.
N: Now you're going to practice using words that have two forms,
    one for nouns and one for verbs:
    for example, cancel and cancellation.
    Now you tell me which word is a noun,
    cancel or cancellation?
    Right. Cancellation is a noun.
    And what's the word cancel?
    Yes. Cancel is a verb.
    Now you're going to hear two forms of a word:
    a noun form and a verb form.
    Then you'll hear a sentence with a missing word.
    Repeat the sentence putting in the correct form of the verb.
    For example, you hear. . .
F: Cancel . . . cancellation.
M: Because I got sick, I had to . . . my trip.
N: And you say. . .
M: Because I got sick, I had to cancel my trip.
N: Or you hear. . .
F: Confirm. . . confirmation.
M: He received a written. . . of his reservation.
N: And you say . . .
M: He received a written confirmation of his reservation.
N: All right, let's begin.
F: Cancel . . . cancellation.
M: Because I got sick, I had to . . . my trip.
M: Because I got sick, I had to cancel my trip.
F: Confirm. . . confirmation.
M: He received a written. . . of his reservation.
M: He received a written confirmation of his reservation.
F: Arrange. . . arrangement.
M: I have to . . . an appointment with my dentist.
M: I have to arrange an appointment with my dentist.
F: Confirm. . . confirmation.
M: Don't forget to. . . your airline reservation.
M: Don't forget to confirm your airline reservation.
F: Cancel. . . cancellation.
M: Because there was a . . . , I bought a ticket at the last minute.
M: Because there was a cancellation, I bought a ticket at the last minute.
F: Arrange. . . arrangement.
M: We made an . . . to meet at 10:00 AM.
M: We made an arrangement to meet at 10:00 AM.
N: This is the end of Review Four.

练习

第十二册
12.1

BOOK TWETVE,LESSON ONE           
   
N: This is Lesson One.
     Steven and Detective Mdine are meeting at the Nature Center.
     Why aren't they meeting in Steven's office? 
     Listen carefully for the answer.   
STEVEN: I got here as fast as I could.
    I'm very upset about this investigation.   
DETECTIVE MODINE: I'm certain of that Well?
SIEVEN: will， Asked you to meet me here because I was  concerned about meeting in your office.       
DETECTIVE MODINE: Why would you be conceded about that?
DETECTIVE MODINE: Your once might be bugged.
   You can't be too careful about anything when you're dealing with criminals.     
N: Well, why aren't Steven and Detective Modine meeting in Steven's office?   
M: Because Detective Modine thinks that Steven's office might be bugged.   
N: Now listen and repeat
F: this investigation       
    upset about this investigation   
    I'm very upset about this investigation 
    I'm very upset about this investigation
M: concerned about     
    would you be concerned about that     
    Why would you be concerned about that?         
    Why would you be concerned about that? 
N: Now you hear ...     
F: I'm very upset with this investigation 
N: And you say...       
M: I'm very upset about this investigation 
N: You hear ...         
F: Why be concerned by something that's going so well? 
N: And you say ...           
M: Why be concerned about something that's going so well?               
N: Ready? Let’s begin.   
F: I'm very upset with this investigation
M: I'm very upset about this investigation.   
F: Why be conceded by something that's going so well?   
M: Why be concerned about something that's going so well?
F: You can't be too careful of anything when dealing with criminals.         
M: You can't be too careful about  anything when dealing with criminals.             
F: Are you certain of that?
M: Are you certain about that?   
F: You're not angry with the way the investigation is going, are you?       
M: You're not angry about the way the investigation is going, are you?   
F: No, but I'm not happy with the investigation either.   
M: No, but I'm not happy about the investigation either.   
F: Really, I’m surprised about how long this is taking.   
M: Really, I’m surprised about how long this is taking.   
N: Jake and Chris are discussing the progress of Detective Modine's investigation.
    Did the meeting between Steven and Detective Mdine take place before ten in the morning?
    Listen carefully for when the meeting took place. 
Chris: Something's going on, Jake.
    I think Ray-
    I mean, Detective Modine-
    has a good idea who's behind the sabotage at WEFL.   
Jake: You do?   
Chris: Yes. Do you remember at lunch Steven said he was late for me important meeting?
    He couldn't eat and had to leave right away.
    Do you remember?
    Well, he went straight to the Nature Center.
    And guess who was waiting for him there?
Jake: Could it have been Ray-
    I mean, Detective Modine?
CHRIS: That's right.
    How did you know?
Jake: I saw Steven when he got  back.   
CHRIS: Why the meeting at the  Nature Center?
    Why not in Steve's office?   
Jake: Steven had to meet Detective Modine at the Nature Center because the detective thinks Steven's office might be bugged.     
CHRIS: Bugged! Really?     
Jake: Uh-huh .Steven told Detective Modine that he was surprised at how long the investigation was taking.
     Detective Modine said that the investigation couldn't go any faster because it was delicate;
     he had to be very careful.     
N: OK. Did the meeting between Steven and Detective Modine take place before ten in the morning?     
F: No. It took place after lunchtime.     
N: Now listen and repeat.   
M: any faster     
    couldn't go any faster     
    The investigation couldn't go any faster.     
    The investigation couldn't go any faster.     
    very careful   
    had to be very careful     
    He had to be very careful.     
    He had to be very careful.   
N: Now you hear ...     
F: The investigation was going as fast as possible.     
N: And you say ...
M: The investigation couldn't go any faster.   
N: You hear ...
F: It was necessary for him to be very careful.
N: And you say...
M: He had to be very careful.     
N: Ready? Here we go.     
F: The investigation was going as fast as possible.   
M: The investigation couldn't go any faster.   
F: It was necessary for him to be very careful.
M: He had to be very careful.   
F: It was necessary for them to meet at the Nature Center.
M: They had to meet at the Nature Center.
F: It was impossible for him to eat his lunch.   

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M: He couldn't eat his lunch.
F: It was necessary for him to leave at once.
M: He had to leave at once.
F: It was impossible for them to meet in the office.
M: They couldn't meet in the office.
F: I got here as soon as possible.
M: I couldn't get here any sooner.
N: Good. Now let's listen to some more of the conversation between Detective Modine and Steven at the Nature Center.
  Who are the three people seen with the same kind of leather glove?
  Listen carefully for the answer.
DETECTIVE MODINE: I'll give it to you in two words.
STEVEN: Eah ? Yeah? What?
DETECTIVE MODINE: Leather glove . . .
STEVEN: Leather glove?
DETECTIVE MODINE: That's it. Leather glove.
STEVEN: Did you call me all the way out here to say the words leather glove to me?
DETECTIVE MODINE: Yes. The leather glove is the key to the case.
   You seem disappointed.
STEVEN: Disappointed?
    Are you kidding?
    Wait until I tell Peter Case I've been spending money to pay a detective and all he could come up with was the words leather glove.
    He's not going to be happy about this, Ray.
DETECTIVE   
MODINE: Be patient with me, Steven.
    There's something I didn't tell you.
    You're going to be interested in this.
STEVEN: What?
DETECTIVE MODINE: The leather gloves are the missing link.
      First, Roger Ward had one.
      Then Jake saw Thomas Ames with one exactly like it.
      Finally, one of the gloves was on the tape that Chris made of Terry.
N: OK. Who were the three people seen with the same kind of leather glove?
M: Roger Ward, Thomas Ames, and Terry Smithers.
N: Now listen and repeat.
M: come up with
    all he could come up with
    all he could come up with were the words
    All he could come up with were the words leather glove.
    All he could come up with were the words leather glove.
N: To come up with means about the same as to suggest, to produce.
    Let's practice this expression, to come up with. You hear. . .
F: All he could produce were the words leather glove.
N: And you say. . .
M: All he could come up with were the words leather glove.
N: You hear. . .
F: Ray hasn't suggested an answer to the problem yet.
N: And you say. . .
M: Ray hasn't come up with an answer to the problem yet.
N: All right. Let's begin.
F: All he could produce were the words leather glove.
M: All he could come up with were the words leather glove.
F: Ray hasn't suggested an answer to the problem yet.
M: Ray hasn't come up with an answer to the problem yet.
F: Who do you think will suggest a good idea to save WEFL?
M: Who do you think will come up with a good idea to save WEFL?
F: Jake and Chris were the first to suggest the importance of the leather gloves.
M: Jake and Chris were the first to come up with the importance of the leather gloves.
F: Steven hoped that Ray would produce a plan to solve the mystery .
M: Steven hoped that Ray would come up with a plan to solve the mystery .
F: But, in fact, Ray only suggested the connection of the leather gloves.
M: But, in fact, Ray only came up with the connection of the leather gloves.
F: Nobody has produced any hard evidence against Thomas Ames yet.   
M: Nobody has come up with any hard evidence against Thomas Ames yet.
N: This is the end of Lesson One.

12.2

BOOK TWELVE, LESSON TWO
       
N:This is Lesson Two.
    For this lesson,
    you'll need a pencil and a piece of paper.
    Chris goes to Steven's office to talk to him about her future at WEFL.
    Steven is on the phone with his son, Peter.
    How old is Peter now?
    Listen carefully for the answer.
STEVEN: Hi, Chris.
    I'm on the phone with my son.
CHRIS: Oh, yes.
STEVEN: He's going to be six months old this week.
    Please sit down.
    This will only take a second. . .
    Hello, big guy. . .
    Are you excited about talking to Daddy on the telephone?   
    ...Bye-bye. Daddy loves you . . .
    I think he thinks I live inside the telephone.
CHRIS: You really love being a dad, don't you?
STEVEN: It's great,
    but what a responsibility.
    I'm always worried about not spending enough time with him.
CHRIS: I wouldn't be concerned about not spending enough time with him. 
    Quality is more important than quantity.
N: OK. How old is Steven's son, Peter?
F: Almost six months.
N: Now listen and repeat.
M: talking to Daddy
    talking to Daddy on the telephone
    excited about talking to Daddy on the telephone
    Are you excited about talking to Daddy on the telephone?
    Are you excited about talking to Daddy on the telephone?
N: Now I say, "Madonna."
    And you say.. .
M: Are you excited about talking to Madonna on the telephone?
N: I say, "They."
    And you say. . .
       
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F: Are they excited about talking to Madonna on the telephone?   
N: All right. Let's begin.
M: Are you excited about talking to Daddy on the telephone?       
N: Madonna.
F: Are you excited about talking to Madonna on the telephone?
N: They.
M: Are they excited about talking to Madonna on the telephone?
N: Worried.
F: Are they worried about talking to Madonna on the telephone?
N: with.
M: Are they worried about talking with Madonna on the telephone?
N: Radio.
F: Are they worried about talking with Madonna on the radio?
N: Singing.
F: Are they worried about Singing with Madonna on the radio?
N: happy.
F: Are they happy about Singing with Madonna on the radio?
N: Were.
F: Were they happy about Singing with Madonna on the radio?
N: To.
F: Were they happy about Singing to Madonna on the radio?
N: OK. Let's listen to some more of the conversation between Chris and Steven-
    Chris wants to stay at WEFL.
    What is she hoping to become?
    Listen carefully for the answer.
STEVEN: We've enjoyed having you here.
    You're doing a good job.
CHRIS: Thanks.
    I'm interested in staying at WEFL,
    but I need to talk to you about the future.
STEVEN: I understand.   
CHRIS: Right now,
    I'm thinking about making my plans.
    I can't be an assistant all my life.
    I'm hoping to become a reporter.
    Do you think there may be a spot for me?
STEVEN: To be honest, Chris,
    I'm not sure.
    I'm not making any promises about summer positions now.
    I expect to know more towards the end of the week. 
CHRIS: OK. But I just want you to know
    I'm really excited about staying here.     
STEVEN: Thank you for telling me.
    A lot things are up in the air right now. 
N: OK. what is Chris hoping to become? 
F: A reporter.
N: Now listen and repeat.
M: up in the air   
    a lot of things are up in the air
    A lot of things are up in the air right now.   
    A lot of things are up in the air right now.   
N: To be up in the air means about the same as to be undecided.
    Let's practice this expression.
    You hear...
F: Has everything been decided yet?   
N: And you say .
M: No. Everything is still up in the air   
N: You hear...
F: Have you decided about your plans for the summer yet?
N: And you say. 
M: No. I’m still up in the air about my plans for the summer.
N: Ready? Here we go.
F: Has everything been decided yet
M: No. Everything is still up in the air.
F: Have you decided about your plans for the summer yet?
M: No. I'm still up in the air about my plans for the summer.
F: Has Rita decided yet about what she wants to do after she retires?
M: No. Rita's still up in the air about what she wants to do after she retires. 
F: Has the future of WEFL been decided yet?
M: No. The future of WEFL is still up in the air
F: Have they decided yet about who's been trying to sabotage the station?
M: No. They're still up in the air about who's been trying to sabotage the station.
F: Have Rita and Terry decided yet about getting married?
M: No. Rita and Terry are still up in the air about getting married.
F: Has the time of the meeting been decided yet?
M: No. The time of the meeting still up in the air.
F: Have you decided yet about when to take your vacation?     
M: No. I'm still up in the air about when to take my vacation.     
N: OK. Steven is up in the air about making Chris a reporter,
    He can't make up his mind.
    He decides to talk to Jake.
    Here are some questions for you to keep in mind while listening to their conversation.
    Take a pencil and apiece of paper and write down the important information.
    You don't have to write out the whole question;
    just take notes.     
    Each question will be read twice with pauses for you to write.     
    Ready? Here's Question One.     
M: Where does Chris work at the present time?
    Where does Chris work at the present time?     
N: Question Two.                          ,     
M: How many months has she worked there?
    How many months has she worked there?     
N: Question Three.         
M: What was she before she became Jake's assistant?
    What was she before she became Jake's assistant?         
N: Question Four.         
M: How long was Jake her student?     
    How long was Jake her student?     
N: Question Five.         
M: How long has Chris been a journalism student?
    How long has Chris been a journalism student?         
N: Question Six.         
M: Where does she live at the present time?
    Where does she live at the present time?     
N: Question Seven.         
M: How long has she lived there?     
    How long has she lived there?     
N: Question Eight.       
M: Who did Chris study with at Columbia?
    Who did Chris study with at Columbia?     
N: OK. Now listen carefully to the conversation
    and write down the impotent information you'll need to answer the questions.                           
STEVEN: I don't how, Jake.
    Chris is a terrific person,
    but I really haven't followed her work very closely.
    How long has she been with us now?     
JAKE: Let's see ...she joined  the staff April,

171

    so she's worked here for there months.
STZVEN: Is that all?
    What did she do before she came here?
JAKE: She was a sailing teacher,
    but that was just a summer job .
    She taught me to sail in two weeks .
    That's how we met.
STEVEN: A sailing teacher, huh ?
    And you took lessons for only two weeks .
    Well ...  I mean ...
JAKE: Really, Steven,
    Chris makes mistakes sometimes,
    but she's a hard worker and very talented.
    With a little more experience ...   
STEVEN: Exactly, Jake.
    She has no experience ,
    We need experienced reporters,
    not ex-sailing teachers.   
JAKE: Wait a minute, Steven-
    I think you should look at her resume.
    Chris has lived in Stamford for three years.   
    She's been at Columbia School of Journalism since last fall.
STEVEN: Just since last fall, huh .
JAKE: Yes. That's where she met Roger Ward.
    She was one of Roger's best students.   
STEVEN: Roger Ward!?! Humph !   
    He's certainly no recommendation these days.
N: Now here are the questions again-
    Please answer in complete sentences.
    Question One.   
M: Where does Chris work at the present time?   
F: She works at WEFL.   
N: Question Two.   
M: How many months has she worked there?   
F: She's worked there for three months.   
N: Question Three.   
M: What was she before she became Jake's assistant?
F: She was a sailing teacher.
N: Question Four. 
M: How long was Jake her student? 
F: Jake was her student for two weeks.
N: Question Five. 
M: How long has Chris been a journalism student? 
F: She's been a journalism student since last fall.
N: Question Six. 
M: Where does she live at the present time? 
F: She lives in Stamford.
N: Question Seven. 
M: How long has she lived there? 
F: She's lived there for three years.
N: Question Eight.   
M: Who did Chris study with at Columbia?   
F: She studied with Roger Ward.   
N: This is the end of Lesson Two.

12.3

  BOOK TWELVE,LESSON THREE

N: This is Lesson Three.
    Jake meets Roger Ward at the studio.
    The Mystery of who's been trying to sabotage WEFL is finally solved. 
    Listen for the verb get.
    You will hear it only once.
    What is the complete sentence in which get is used?
    Listen carefully for this sentence. 
Jake: Hello, Roger. 
Roger: Jake. What are you doing here?
    How's the story coming?
    I think your viewers will like it.
Jake: So do I...
    I'm surprised at you, Roger.
ROGER: What do you mean? 
Jake: I don't get it.
    You were always good at whatever you did.
    Why would you ruin a good career to go to work for  Thomas Ames? 
Roger: I don't Mow what you're talking about. 
N: OK. What is the sentence in which the verb get is used? 
M: I don't get it.
N: To get as used in the sentence
    "I  don't get it” means about the same as to understand:
    I don't understand it.
    Let's practice this special use of get.
    You hear .
F: I don't understand it. 
N: And you say ...
M: I don't get it.
N: You hear ...
F: She understood every word he said
N: And you say ...
M: She got every word he said.
N: Ready? Here we go. 
F: I don't understand it. 
M: I don't get it. 
F: She understood every word he said. 
M: She got every word he said.
F: Did you understand why Roger did it . 
M: Did you get why Roger did it?
F: We were very slow at understanding the answer.
M: We were very slow at getting the answer.
F: I think you've understood it. 
M: I think you've gotten it.
N: Notice that since the verb get has many meanings,
    you should be sure to use it only when the meaning is already clear from the context of the situation.
    Now let's listen to some more of the conversation between Jake and Roger.
    Did Jake and Roger know each other before coming to work at WEFL?
    Listen carefully for the answer.
JAKE: Don't pretend to be surprised at what I'm saying, Roger.
    I know what you're working for Ames.
    I know that he's been paying you to sabotage WEFL...
    What I'm interested in is why.   
ROGER: I'm disappointed in you, Jake.
    You were so slow at figuring this out-What took you so long?   
Jake：I thought you were my Friend.   
ROGER: You were never good at...   
    judging who your friends really were.   
Jake: I believed in you ..
    When we were in college and no one would give you a chance,
    I did. I help you. I cared.
    Why would you do this to me?
Roger: I didn't mean to hurt anyone, Jake.   
N: Well, did Jake and Roger know each other before coming to work at WEFL?   
M: Yes, they did.   
N: Now 1isten and repeat. 
M: surprised at   
    Surprised at what I'm saying   
    to be surprised at what I'm saying 
    Don't pretend to be surprised at what I'm saying.   
    Don't pretend to be surprised at what I'm saying.   
    so slow   
    so slow at figuring this out   
    You were so slow at figuring this out.     
    You were so slow at figuring this Out.
N: Now you hear ...   
F: Don't pretend to be surprised by what I'm saying.   
N: And you say...   
M: Don't pretend to be surprised at what I'm saying.   
N: You hear…   
F: You were so slow in figuring this out.     
N: And you say...   
M: You were so slow at figuring this out.     
N: All right. Let's go.   
F: Don't pretend to be surprised by what I'm saying.   
M: Don't pretend to be surprised at what I'm saying.   
F: You were so slow in figuring this out.
   
174
 
M: You were so slow at figuring this out.   
F: You were always good in whatever you did.
M: You were always good at whatever you did.
F: Don't be angry with me.
M: Don't be angry at me.
F: I was never lucky in judging my friends.
M: I was never lucky at judging my friends.
F: Steven wasn't exactly thrilled by the low ratings, was he?
M: Steven wasn't exactly thrilled at the low ratings, was he?
F: He'll probably be shocked by the news.
M: He'll probably be shocked at the news.
F: Are you upset about the way things turned out?
M: Are you upset at the way things turned out?
N: Steven is in his office thinking about his son, Peter.
    Listen to what he says.
    Has Ray Modine solved the mystery yet?
    Listen carefully for the answer.
STEVEN: I'm shocked at how quickly the time has gone by.
    It feels like just yesterday that Peter was born.
    He's six months old already and he's becoming a real person.
    Now that Ray Modine is close to solving this mystery,
    I'm thrilled at the chance to spend more time at home.
    I haven't been spending enough time with Peter.
    I should buy him a present. . .
    But which one? . . .
    I know who can help.
N: OK. Has Ray Modine solved the mystery yet?
M: No, he hasn't. But he's close to solving the mystery.
N: Now listen and repeat. 
M: this mystery
    solving this mystery
    Ray Modine is close to solving this mystery.
    Ray Modine is close to solving this mystery.
N: Now you hear. . .
F: Has Ray Modine solved the mystery yet?
N: And you say. . .     
M: No, he hasn't. But he's close to solving it.
N: You hear. . .
F: Have we finished Lesson Four yet?   
N: And you say. . .
M: No, we haven't. But we're close to finishing it.
N: OK? Let's begin.
F: Has Ray Modine solved the mystery yet?'
M: No, he hasn't. But he's close to solving it.
F: Have we finished Lesson Four yet?   
M: No, we haven't. But we're close to finishing it.
F: Has Thomas Ames built the apartments yet?
M: No, he hasn't. But he's close to building them.
F: Has Rita retired yet?
M: No, she hasn't.
    But she's close to retiring.
F: Has Chris gotten all the answers yet?   
M: No, she hasn't. But she's close to getting them.
F: Have Steven and Rita chosen Anne's present yet?
M: No, they haven't. But they're close to choosing it.
N: This is the end of Lesson Three.