练习文本汇总

4.4

BOOK FOUR LESSON FOUR

N: Lesson Four.
    Now we're going to talk about people and places,
    and we’re going to compare them.
    when we talk about two people or two places,
    we often use words like
    bigger, older, nicer, or better.
    When we compare three,
    or more than three, people or places,
    we use words like the biggest,
    the oldest, the nicest,
    and the best. Listen and repeat.
F: The youngest kid is two years old.
M: The oldest is six now.
F: Her husband is the best lawyer in town.
M: Is that the tallest building in Stamford?
F: No, the Fairchild Hotel is the tallest.
M: It has the nicest restaurant in town.
N: OK, now listen to this conversation between two friends,
    Dave and Janie.
    They're talking about Dave's three children.
F: Hi, Dave! Are those the photos of your three kids?
M: Oh, hello, Janie. Yes, they are.
    Do you want to see them?
F: Yes, I do. What are their names?
M: Frank, Tommy, and Mark.
    Frank is the oldest and Mark is the youngest.
F: Really? Mark's also the tallest of the three.
M: That's true. Mark is the youngest,
    but he's also the tallest boy in the family.
F: And Tommy is the heaviest.
M: He's the heaviest and maybe the cutest of the three.
F: Well, I think Frank is the cutest.
N: Now talk about Dave's three children.
    You're going to hear a child's name and then an adjective,
    like "Frank…old."
    Use the adjective in the superlative to talk about the child.
    For example,
    I say, "Frank…old."
    And you say:
M: Frank is the oldest.
N: Ready? Let's begin.
    Frank. . .old.
M: Frank is the oldest.
N: Mark. . . young.
F: Mark is the youngest.
N: Mark . . . tall.
M: Mark is the tallest.
N: Tommy. . . heavy.
F: Tommy is the heaviest.
N: Frank . . . cute.
M: Frank is the cutest.
N: Now you make up some questions about people.
    I say, "Old." And you say,
    "Who's the oldest person in your family?"
    Ready? Let's begin. Old.
F: Who's the oldest person in your family?
M: My grandfather.
N: Short.
F: Who's the shortest person in your family?
M: My youngest brother.
N: Rich.
F: Who's the richest person in your family?
M: My cousin.
N: Young.
F: Who's the youngest person in your family?
M: My baby sister.
N: Kind.
F: Who's the kindest person in your family?
M: My grandmother.
N: Smart.
F: Who's the smartest person in your family?
M: I am, I think.
N: Now you're going to compare three cities:
    New York, Stamford, and Los Angeles.
    I say, "New York is a noisy city."
    And you say, "New York is the  noisiest city of the three."
    I say,  "Stamford is a quiet city."
    And you say, 'Stamford is the quietest city of the three."
    Let's begin. 
    New York is a noisy city.
M: New York is the noisiest city of the three.
N: Stamford is a quiet city.
F: Stamford is the quietest city of the three.
    lat's begin.
N: Los Angeles is a new city.
M: Los Angeles is the newest city of the three.
N: New York is an old city. 
F: New York is the oldest city of the three.
N: Stamford is a nice city.
M: Stamford is the nicest city of the three.
N: Stamford is a good city.
F: Stamford is the best city of the three.
N: Stamford is the nicest city.
    Stamford is the best city.
    That's the opinion of someone who loves Stamford.
    Some people who live in New York or Los Angeles
    say, "Our city is the nicest city. . . and the best."
    Now can you spell the words you've been using?
    Let's see.
    When I say a word,
    you spell it and then listen to the correct spelling.
    OK? Prettiest.
M: P-r-e-t-t-i-e-s-t.
N: Nicest.
F: N-i-c-e-s-t.
N: Thinnest.
M: T-h-i-n-n-e-s-t.
N: Biggest.
F: B-i-g-g-e-s-t.
N: Noisiest.
M: N-o-i-s-i-e-s-t.
N: Cutest.
F: C-u-t-e-s-t.
N: Heaviest.
M: H-e-a-v-i-e-s-t.
N: When you call someone or something the nicest,
    the biggest, or the best,
    you usually have to say who or what you're comparing that person or thing with.
    For example,
    I'm the youngest person in my family.
    Or Mark is the tallest of the three brothers.
    Now I say, "Dave has three children.
    Mark is the tallest."
    And you say,
    "Mark is the tallest of the three children."
    I say, "The restaurant is in Stamford.
    It's the best restaurant."
    And you say, "It's the best restaurant in Stamford.
    All right, let’s begin.
    Dave had three children.
    Mark is the tallest.
F: Mark is the tallest of the three children.
N: The restaurant is in Stamford.
    It’s the best restaurant.
    It’s the best restaurant in Stamford.
M: It’s the best restaurant in Stanford.
N: All the sisters are cute. Ann is the cutest.
F: Ann is the cutest of all the sisters.
N: The three restaurants have seafood.
    Marina Bay has the best seafood.
M: Marina Bay has the best seafood of the three restaurants.
N: My books are heavy,
    this dictionary is the heaviest.
F: This dictionary is the heaviest of my books.
N: My cousin lives in town.
    He‘s the richest man.
M: He’s the richest men in town.
N: Listen to this dialogue.
M: Excuse me? Aren’t you Lucy Swenson?
F: Yes, but…
M: I’m Paul Butler.
    I met you once at KNEB in Los Angeles.
F: Oh, of course!
    You went out with my friend Ruth Valdex.
    But what are you doing in New York?
    I didn’t expect to run into you here.
M: I’m here on business.
    I have an interview at ABC tomorrow.
    If you‘re free,
    May be we can get together before I go back to Los Angeles.
F: That would be nice.
N: Did you notice the new expressions
    go out with, run into and get together?
    Listen again to the sentences.
    Then repeat what you hear.
M: Excuse me? Aren’t you Lucy Swenson?
F: Yes, but…
M: I’m Paul Butler.
    I met you once at KNEB in Los Angeles.
F: Oh, of course!
    You went out with my friend Ruth Valdes.
    But what are you doing in New York?
    I didn’t expect to run into you here.
M: I’m here on business.
    I have an interview at ABC tomorrow,
    if you‘re free.
    May be we can get together
    before I go back to Los Angeles.
F: That would be nice.
N: this is the end of Lesson Four.

4.5

BOOK FOUR LESSON FIVE

N: Lesson five.
    Now we’re going to compare three or more things.
    But this time we’re going to use longer adjectives,
    adjectives that have at least three syllables.
    The adjectives you hear first are all stressed on the first syllable.
    Listen and repeat.
M: beautiful       
    powerful       
    Elegant       
    practical       
    Popular
N: the next adjectives you hear are all stressed on the second syllable.
    Listen and repeat.
F: exciting       
    expensive       
    convenient
N: Let’s use these adjectives with the superlative form the most.
    Listen and repeat.
M: the most beautiful
    the most powerful
    the most elegant
    the most practical
    the most popular
    the most exciting
    the most expensive
    the most convenient
N: Now let’s use three words to talk about different things that we think are
    “the most …in town.”
    For example,
    I say. “That’s a beautiful house.”
    And you say, “Yes, it’s the most powerful sports car in town.”
    Ready? Begin.
    That’s a beautiful house.
M: Yes, it’s the most beautiful house in town.
N: that’s a powerful sports car
M: that’s a powerful sports car in the town.
N: that’s an elegant store in town. That’s an exciting job.
F: Yes, it’s the most exciting job in town.
N: That’s a convenient location.
M: yes, it’s the most convenient location in town.
N: You know that shorter adjectives like big and cheap form their superlatives by adding–est at the end:
    the biggest, the cheapest, the tallest,the smallest.
    So we can say,
    “He’s the smartest boy in the class.”
    We can also say,
    “he’s the most intelligent boy in the class.”
    Let’s repeat each of those sentences.
M: He’s the smartest boy in the class.
F: He’s the most intelligent boy in the class.
N: Listen to this talk about three houses:
    a small house, a larger house,
    and a very big house.
    Notice the adjective.
    Do they have –est at the end,
    like smartest,
    or do they use the most in front,
    like the most intelligent?
F: The small house is the most inexpensive of the three.
    It’s the smallest,
    of course, but also the most practical to buy.
    The larger house is the most convenient.
    You can walk downtown in the shortest time.
    It’ also the most comfortable.
    The biggest house is the most expensive.
    It’s also the most elegant.
    It’s in the safest neighbourhood.
    It’s not the most popular
    because it isn’t as economical as the other two.
    But it is the most beautiful.
N: Now repeat each sentence after you listen to it again.
F: The small house is the most inexpensive of the three.
    It’s the smallest, of course,
    but also the most practical to buy.
    The larger house is the most convenient.
    You can walk downtown in the shortest time.
    It’s also the most comfortable. T
    The biggest house is the most expensive .
    It’s also the most elegant.
    It’s in the safest neighbourhood.
    It’s no't the most popular
    because it isn’t as economical as the other two.
    But it is the most beautiful.
N: Now let's see if you know which adjectives take -est at the end and which use the most in front. 
    You be the car dealer,
    talking about the new cars in your lot.
    When I say, "Is this car . . . ?"
    then a long adjective, like ----. popular,
    you say, "This car is the most popular on our lot."
    Of course if I use a short adjective,
    like nice, you say,
    "This car is the nicest on our lot."
    Ready? Let's begin.
    Is this car popular?
M: This car is the most popular on our lot.
N: Is this car nice?
M: this car is the nicest on our lot.
N: Is this car economical?
M: This car is the most economical on our lot.
N: Is this car comfortable?
M: This car is the most comfortable on our lot.
N: Is this car cheap?
M: This car is the cheapest on our lot.
N: Is this car elegant?
M: This car is the most elegant on our lot.
N: Is this car good?
M: This car is the best on our lot.
N: Now let's practice some useful expressions.
    Listen to this talk by a woman selling TVs and VCRs.
F: Are you looking for a new TV or a new VCR?
    You can count on video King for the best prices in  town.
    We have hundreds of great new TV s and VCRs,
    and we're waiting to make a deal.
    If you want a new TV or a new VCR at a low price,
    come on over to Video King on Main Street.
    At Video King,
    you don't have to pay through the nose.
N: Now you be the salesperson selling TV s and VCRs.
    Try to make your voice sound like the  salesperson's voice.
    Listen again and repeat.
F: Are you looking for a new TV or anew VCR?
    You can count on Video King for the best prices in town.
    We have hundreds of great new TVs and VCRs,
    and we're waiting to make a deal. 
    If you want a new TV or a new VCR at a low price,
    come on over to Video King on Main Street. 
    At Video King,
    you don't have to pay through the nose.
N: Did you notice the new expressions.
    Now say them separately,
    then in the sentences.
    Listen and repeat.
M: count on
    You can count on Video King for the best prices in town.
F: make a deal
    We're waiting to make a deal.
M: come on over
    If you want a new TV at a low price,
    come on over.
F: pay through the nose
    At Video King,
    you don't have to pay through the nose.
N: To end this lesson,
    let's practice answering the question
    "Which do you like best?"
    I name three things,
    for example,
    the colours red, blue, and green.
    Then I ask you,
    "Which do you like best?"
    And you say:
M: I like red best.
N: Or:
F: I like blue best.
N: Or:
M: I like green best.
N: There is no right answer or wrong answer to the question,
    "Which do you like best?"
    because you're giving your opinion.
    Ready? Let's go.
    Which do you like best,
    a station wagon,
    a sports car,
    or a luxury car?
F: You do? That's interesting.
N: Which do you like best,
    tennis, basketball, or baseball?
M: Really? That is a popular sport.
N: Which do you like best,
    cats, dogs, or fish?
F: Well, they're my favourite animals too.
N: Which do you like best, hot dogs, hamburgers, or pizza?
M: Well, come to my house.
    I'm a good cook.
N: Which do you like best?
    Mondays, Fridays, or Sundays?
F: Yes. That's my favourite day too.
N: This is the end of Lesson Five.

4.6

BOOK FOUR, LESSON SIX

N: Lesson Six. Listen and repeat.
M: good   
    good picture
    This is a good picture.
F: better   
    a better picture
    this is a better picture
    This is a better picture than that one.           
M: the best   
    the best picture
  This is the best picture of the  three.           
F: bad   
  a bad picture
  This is a bad picture.
M: worse   
  a worse picture
  This is a worse picture than that one.           
F: the worst   
  the worst picture
  This is the worst picture of the three.           
N: Now listen to this dialogue.
F: Say, Hank. What are you doing  with those pictures of yourself?
M: I'm going to send one to a  producer.
    I hope to get a job acting in his next show.
    Which of these three pictures do you think I should send?
F: Let's see. They're all good.
    But the first picture is better than the  second one.   
M: Really? I thought it was worse than the second.   
F: No, really. It's better.
    And the  third picture is the best of all.
M: That's funny. My mother thinks it's the worst of the three.
F:  Does she like any of these pictures?       
M: No. To tell you the truth, she  thinks they're all bad.
N: Listen to the conversation  between Jeff and his mother.
    Just listen.       
MRS. BENNETT: Where are you planning to live?
           
169

    There are some nice  apartment buildings nearby . . . over on Baker Street.
JEFF: I think I can find something closer to WEFL.
      I may as well live close to work.
MRS. BENNETT: Well, rents out here are certainly lower than rents in New York.
JEFF: Mother, I make much more money now.
MRS. BENNETT: Good. Then you aren't going to end up in another old building like the one in New York.
JEFF: I think I can get a nicer apartment.
MRS. BENNETT: This new job - how long will it last?
    I just hope this is a better idea than your move to Los Angeles.
    You’ll didn't like it there.
JEFF: I hope so too, Mom.
N: Listen and repeat.
M: closer   
    closer to WEFL
    I can find something closer to  WEFL.   
F: lower   
    certainly lower
    Rents out here are certainly  lower.   
M: nicer 
    nicer apartment
    I can get a nicer apartment.
F: better 
    a better idea
    This is a better idea.
N: Now I say, "I can find something close to WEFL."
    And you say:
M: I can find something closer to WEFL.   
N: I say, "Rents out here are certainly low."
    And you say:
F: Rents out here are certainly lower.   
N: Ready? Let's go.
    I can find something close to WEFL.
M: I can find something closer to WEFL.   
N: Rents out here are certainly low.
F: Rents out here are certainly  lower.   
N: I can get a nice apartment.
M: I can get a nicer apartment.
N: This is a good idea.
F: This is a better idea.
N: I'm going to get big roles in the  future.   
M: I'm going to get bigger roles in  the future.
N: Life is exciting in New York.
F: Life is more exciting in New York.   
N: You can come home often now.
M: You can come home more often now.   
N: It's easy to meet people here.
F: It's easier to meet people here.
N: Living close to work will give me a lot of free time.
M: Living closer to work will give  me a lot of free time.
N: Listen and repeat these words.
F: plain   
    plainer
    the plainest
M: fancy   
    fancier
    the fanciest
F: wide   
    wider
    the widest
M: narrow   
    narrower
    the narrowest
N: Now listen to this conversation  between a customer and a salesperson in a store.
F: This sweater looks a little small.
    Do you have anything larger?
M:  No, that's the largest sweater we have.   
N: First, play the part of the salesperson.
  You hear the customer say something like,
  "This sweater looks a little small.
  Do you have anything larger?"
  And you say, "No, that's the  largest sweater we have."
  Use the same noun and adjective you hear the customer use.
  Ready?  Let's begin.
F: This sweater looks a little small.
    Do you have anything larger?
M: No, that's the largest sweater we  have.   
F: This tie looks a little wide.
    Do you have anything narrower?
M: No, that's the narrowest tie we have.   
F: This belt looks a little short.
    Do you have anything longer?
M: No, that's the longest belt we have.   
F: This shirt looks a little big.
    Do you have anything smaller?
M: No, that's the smallest shirt we have.   
N: Now this time,
    you be the customer.
    When you hear the name of something you can buy in a store and an adjective,
    you make two sentences.
    For example, you hear, "
    Hat . . . small." And you say:
F: This hat looks a little small.
    Do you have anything bigger?
N: Ready? Let's begin.
    Hat . . . small.   
F: This hat looks a little small.
    Do you have anything bigger?
N:  Blouse . . . plain.
M: This blouse looks a little plain.
    Do you have anything fancier?
N: Shoes . . . narrow.
F: These shoes look a little narrow.
    Do you have anything wider?
N: Raincoat . . . short.
M: This raincoat looks a little short.
    Do you have anything longer?
N: Tie . . . wide.
F: This tie looks a little wide.
    Do you have anything narrower?
N: Now listen to this dialogue.
MARY BETH: Oh, these are just baby  pictures.
JEFF: Your baby?
MARY BETH: Yes. But these are the  worst ones.
JEFF:  I'd really like to see them.
MARY BETH: They're old.
    From weeks ago.
JEFF:  These are great.
    Isn't  that the cutest baby?
    Those are the biggest eyes.
MARY BETH: She's six months now.
    Isn't that the nicest  smile?
    She's such a happy baby . . . and so quiet.
    I hated to go  back to work.
JEFF: That must be the hardest thing about being a parent.
    Leaving them.
    Even for a minute.
MARY BETH: I miss her during the day.
JEFF: She's the most  beautiful baby.
    You must be the proudest  mother in Stamford.
N: Now repeat the dialogue.
    When you do,
    notice all the superlatives:
    the cutest baby,
    the biggest eyes,
    the nicest smile,
    and so on.
    Ready? Let's begin.
     
  170
MARY BETH: DH, these are just baby  pictures.
JEFF: Your baby?
MARY BETH: Yes. But these are the worst ones.
JEFF: I'd really like to see them.
MARY BETH: They're old.
    From weeks ago.
JEFF: These are great.
    Isn't that the cutest baby?
    Those are the biggest eyes.
MARY BETH: She's six months now.
    Isn't that the nicest smile?
    She's such a happy baby,
    and so quiet.
    I hated to go back to work.
JEFF: That must be the hardest thing
    about being a parent.
    Leaving them.
    Even for a minute.
MARY BETH: I miss her during the day.
JEFF: She's the most beautiful baby.
    You must be the  proudest mother in Stamford.
N:  Now to finish the lesson,
    let's  imagine that you're looking at pictures of someone's baby.
    The person holding the pictures says,
    "Isn't that a cute baby?"
    And  you say, "It's the cutest baby I've  ever seen."
    The person says,"Aren't those eyes beautiful?"
    And you say, "They're the most beautiful eyes I've ever seen."
    Ready? Let's begin.
F: Isn't that a cute baby?
M: It's the cutest baby I've ever seen.   
F: Aren't those eyes beautiful?
M: hey're the most beautiful eyes I've ever seen.
F: Isn't that hair pretty?
M: It's the prettiest hair I've ever seen.   
F: Isn't that nose cute?
M: It's the cutest nose I've ever seen.   
F: Aren't those feet small?
M: They're the smallest feet I've ever seen.   
F: Isn't that an intelligent face?
M: It's the most intelligent face I've ever seen.   
F: Isn't that a wonderful baby picture?       
M: It's the most wonderful baby picture I've ever seen.
N: The most wonderful baby picture you've ever seen?
    You should be careful,
    because if you use too many superlatives -
    the most, the biggest, the best -
    people are going to think you're exaggerating!
    And what does exaggerate mean?
    I'm going to spell it,
    and you look it up in your Study Guide.
    Exaggerate. E - x - a - g - g - e - r - a - t - e.
    Now you know why I said that if  you use too many superlatives,
    people are going to think that you exaggerate.   
    This is the end of Lesson Six.

4.7

BOOK FOUR, LESSON SEVEN

N: Lesson Seven.
    Listen and repeat.
F: It's my sandwich.
    It's mine.
M: It's your salad.
    It's yours.
F: It's his diet soda.
    It's his.   
M: It's her coffee.
F: It's our pizza.
    It's ours.
M: It's their fruit juice.
    It's theirs.
N: Now listen to this dialogue between two hungry customers and a bad waiter.
MI: It's been a long time since we  corded.
    Where's our waiter?
M2:  Sorry to keep you people waiting.
    Now, who gets the  cheese sandwich?
F:  Here. That's mine.
M2: And the salad? Is that yours too?
F:  No, that's his.
M2: And the soda is his too. Right?
MI: No, that's hers.
M2: Right. Anything else?
F:  What's that dessert those people are having?
M2: Whose dessert?
F: Theirs.
M2: Where?
F: Don't you see their dessert?
M2: Dh, theirs. That's banana cream pie.
    If you want some,
    you can give me your dessert order later.
N:  Now listen to the dialogue again and repeat each line.
    Ready? Let's begin.
MI: It's been a long time since we ordered.
    Where's our waiter?
M2: Sorry to keep you people waiting.
    Now, who gets the cheese sandwich?
F: Here. That's mine.
M2: And the salad?
    Is that yours too?
F: No, that's his.
M2: And the soda is his too. Right?
MI: No, that's hers.
M2: Right. Anything else?
F: What's that dessert those people are having?
M2: Whose dessert?
F: Theirs.
M2: Where?
F: Don't you see their dessert?
M2: oh, theirs.
    That's banana cream pie.
    If you want some,
    you can give me,
    your dessert order later.
N: Now you're going to play the  part of a waiter or a waitress.
    You hear, for example,
    "The chicken salad is for him."
    And you say,
    "The chicken salad is his."
    You hear, "The diet soda is for her."
    And you say, "The diet soda is  hers."
    Ready? Begin.
M:The chicken salad is for him.
F: The chicken salad is his.
M: The diet soda is for her.
F: The diet soda is hers.
M: The soup is for you.
F: The soup is yours.
M: The cake is for them.
F: The cake is theirs.
M: The sandwiches are for us.
F: The sandwiches are ours.
M: The pizza is for me.
F: The pizza is mine.
N: Now something a little different.
    You hear, "It's my cheese sandwich."
    And you say,
    "It's mine."
    or you hear, "It's our coffee."
    And you say, "It's ours."
    Try to do this as quickly as possible.
    Ready? Let's begin.
    It's  my cheese sandwich.
F: It's mine.
N: It's our coffee.
M: It's ours.
N: It's your chicken salad sandwich.
 
  171

F: It's yours.
N: It's his pizza.
M: It's his.
N: It's her dessert.
F: It's hers.
N: It's their tea.
M: It's theirs.
N: Now listen to this conversation.
    A family recently 'moved to a new house.
    The father is opening  a box of things from the old house.
    But he doesn't know who  to give the things to.
    His wife  and two of his ten children try to  help him.
FATHER: OK, now that the box is open,
    let's see what's in it. Here's a dictionary.
    Whose is it?
MOTHER: It's Peter's.
SON: No, it's Mary's.
DAUGHTER: Right, and that baseball is Thomas's.
FATHER: Whose radio is this?
MOTHER: It's Bobby's.
    And the basketball is Joan's, I think.
DAUGHTER: No, Mom. It's Ellen's.
FATHER: Whose baby pictures are these?
SON: They're Richard's.
DAUGHTER: No, they're John's.
FATHER: I think they're Freddie's.
MOTHER: You're all wrong.
    They're Laura's baby  pictures.
N: Now listen to the conversation again and repeat the sentences.
    Ready? Let's go.
FATHER: OK, now that the box is open,
    let's see what's in it.
    Here's a dictionary.
    Whose is it?
MOTHER: It's Peter's.
SON: No, it's Mary's.
DAUGHTER: Right, and that baseball is Thomas's.
FATHER: Whose radio is this?
MOTHER: It's Bobby's.
    And the basketball is Joan's, I think.
DAUGHTER: No, Mom. It's Ellen's.
FATHER: Whose baby pictures are these?
SON: They're Richard's.
DAUGHTER: No, they're John's.
FATHER: I think they're Freddie's.
MOTHER: You're all wrong.
    They're Laura's baby  pictures.
N: Now let's do some pronunciation  practice.
    This will help you pronounce the possessive forms of people's names.
    First, listen and repeat these names and their possessive forms.
M: Peter - Peter's
F: Bobby - Bobby's
M: John - John's
F: Mary - Mary's
M: Joan - Joan's
F: Freddie - Freddie's
M: Laura - Laura's
N: Now listen and repeat these names that end in is.
    Notice how  they are pronounced in the  possessive form.
F: Charles - Charles's
M:Thomas - Thomas's
F: Francis - Francis's
M: Boris - Boris's
F: Douglas - Douglas's
N: OK, now you're going to make some sentences with possessive forms.
    For example, you hear,
    "John. . . car." And you say:
M: It's John's car.
N: Ready? Let's begin.
    John. . .  car.   
M: It's John's car.
N: Charles . . . script.
F: It's Charles's script.
N: Philip . . . basketball.
M: It's Philip's basketball.
N: Douglas. . . sports car.
F: It's Douglas's sports car.
N: Mary . . . last name.
M: It's Mary's last name.
N: Laura. . . baby picture.
F: It's Laura's baby picture.
N: Thomas. . . radio.
M: It's Thomas's radio.
N:To finish this lesson,
    let's do one  more exercise.
    I say, "That's my chair."
    And you say, "That chair is mine."
    I say, "That's his script."
    And you say, "That script is his."
    Ready? Begin.
    That's my chair.
M: That chair is mine.
N: That's his script.
F: That script is his.
N: That's my pipe.
M: That pipe is mine.
N: That's your sweater.
F: That sweater is yours.
N: That's our house.
M: That house is ours.
N: That's his teacher.
F: That teacher is his.
N: That's their pizza.
M: That pizza is theirs.
N: That's her blouse.
F: That blouse is hers.
N: This is the end of Lesson Seven.

4.8

BOOK FOUR, LESSON EIGHT

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

  172
 
F: The boy is as quiet as the girl.
N: Intelligent. The boy is intelligent.
    The girl is intelligent too.
M: The boy is as intelligent as the girl.
N:  Friendly.The boy is friendly.
    The girl is very friendly.
F: The boy isn't as friendly as the girl.
N: Now listen to a conversation between two men,
    Tim and AIl.
    Notice how often they use the expressions the same as and  different from.
MI: Tim, what's your middle name?
M2: It's Robert.
MI: Really? Timothy Robert Novak.
    That's interesting.
    My middle name is the same as yours.
    I'm Alfred Robert Rossi.
M2: And isn't your height the same as mine?
      I'm five ten.
MI: No, my height is a little different from yours.
      I'm five nine.
M2: What's your weight?
MI: A hundred and sixty pounds.
M2: That's the same as mine.
MI: And our ages are the same,
    I think? I'm twenty-eight.
M2: No, that's different from mine.
    I'm only twenty-seven.
MI: Well, your age is almost the  same as mine.
N: OK, now listen to some information from that dialogue  about Tim and Al.
    Use that  information to say how Tim is different from or the same as AI.
    For example,
    you hear, "Tim's middle name is Robert.
    AI's middle name is also Robert."
    And you say:
F: Tim's middle name is the same as AI's.
N: OK, let's begin.
    Tim's middle name is Robert.
    AI's middle name is also Robert.
F: Tim's middle name is the same as AI's.
N: Tim's last name is Novak.
    AI's last name is Rossi.
M: Tim's last name is different from AI's.
N: Tim's height is five ten.
    AI's  height is five nine.
F: Tim's height is different from AI's.
N: Tim's weight is a hundred and  sixty pounds.
    AI's weight is also a hundred and sixty pounds.
M: Tim's weight is the same as AI's.
N: Tim's age is twenty-seven.
    AI's  age is twenty-eight.
F: Tim's age is different from AI's.
N: Now you're going to talk about how some things are the same as mine,
    and other things are different from mine.
    I say, "Jeff's tie is red and blue.
    My tie is also red and blue."
    And you say, "His  tie is the same as yours."
    I say, "Susan's sweater is wool.
    My sweater is cotton."
    And you say,"Her sweater is different from yours."
    Ready? Begin.
  Jeff's tie is  red and blue.
  My tie is also red and blue.
F: His tie is the same as yours.
N: Susan's sweater is wool.
    My sweater is cotton.
M: Her sweater is different from yours.
N: Mike's car has two doors.
    My car has four doors.
F: His car is different from yours.
N: John's doctor is Doctor Ford.
    My doctor is Doctor Ford.
M: His doctor is the same as yours.
N: Her English book is blue.
    My English book is red.
F: Her English book is different from yours.
N: To end the lesson,
    listen to each of these sentences.
    Then say if what you hear is true or false.
    If it is false,
    correct the sentence.
    For example,
    I say, "Mary's fingers are very long.
    Her mother's fingers are short.
    Mary's  fingers look the same as her mother's."
    And you say:
F: False. Her fingers look different from her mother's.
N: Ready? Let's begin.
    Mary's fingers are very long.
    Her mother's fingers are short.
    Mary's fingers look the same as her mother's.
F: False. Her fingers look different from her mother's.
N: My apartment has three rooms and a terrace.
    Your apartment has one room and no terrace.
    My apartment is different from yours.
M: True.
N: Rita's rent is $400 a month.
    Jeff's  rent is $350 a month.
    Jeff's rent  is the same as Rita's.
F: False. His rent is different from  Rita's.       
N: John has a wife and five children.
    Ed has a wife and four children.
    John's family is as large as Ed's.       
M: False. His family is larger than  Ed's.       
N: Jane weighs 100 pounds.
    Mike weighs 100 pounds.
    She weighs as much as he does.
F: True.       
N: My apartment is on Bedford Street.
    Your apartment is on  State Street.
    Our apartments are on the same street.
M: False. Our apartments are on different streets.
N: This is the end of Lesson Eight.

4.9

BOOK FOUR LESSON NINE

N: Lesson Nine.
    Listen and repeat.
F: calm   
    as calm as
    not as calm as
M: nervous
    as nervous as
    Not as nervous as
N: listen to this conversation between two people,
    one who is calm and one who is nervous…
    very nervous.
M: Please, Jane.
    Tell the secret!     
F: My secret? What secret?
    Jack, what are you talking about?
M: Tell me why you’re always calm.
    I’m never calm.
    But someday I hope to be as calm as you are.       
F: As calm as I am?
    Oh, Jack, I'm not as calm as a lot of people.
    And sometimes I get very nervous.
M: You nervous?
    Well, you're not as nervous as I am now.
    And you're never as nervous as I am,
    all the time.
F: Oh, Jack. Really!
N: Now say if these sentences are true or false.
    If the sentence is false,
    give the correct answer. 
    Jack thinks Jane is very nervous.
F: False. Jack thinks Jane is very calm.
N: Someday he hopes to be as nervous as she is.
M: False. Someday he hopes to be as calm as she is.
N: Jane says she is not as calm as some people.
F: True.
N: She says sometimes she gets very calm.
M: False. She says sometimes she gets very nervous.
N: Jack says, "You're not as calm as I am now."
F: False. Jack says,
    "You're not as nervous as I am now."
N: He says Jane is never as nervous as he is,
    all the time.
F:Oh, Jack. Really!
N: Now say if these sentences are true or false.
    If the sentence is  false, give the correct answer.
    Jack thinks Jane is very nervous.
F: False. Jack thinks Jane is very calm.
N: Someday he hopes to be as nervous as she is.
M: False. Someday he hopes to be as calm as she is.
N: Jane says she is not as calm as some people.
F: True.
N: She says sometimes she gets very calm.
M: False. She says sometimes she gets very nervous.
N: Jack says, "You're not as calm as I am now."
F: False. Jack says,
    "You're not as nervous as I am now."
N: He says Jane is never as nervous as he is, all the time.
M: True.
N: Now, do you remember the difference between the question word whose,
    spelled w-h-o-s-e, and the question word who s,
    spelled w-h-o apostrophe s?
    They both have the same
    pronunciation, whose - who s,
    but the spelling is different.
    Also, w-h-o-s-e is used in front of a noun,
    like whose book or whose initials.
    W-h-o apostrophe s means "who is." Who s the boss?
    Means "Who is the boss?"
    Now you're going to hear some sentences which start with either  w-h-o-s-e or w-h-o apostrophe s.
    after each question,
    spell the question word.
    Then you will hear the correct spelling.
    For example,
    you hear, "Who's the reporter in 'Murder at Midnight'?"
    And you say:
F: W-h-o apostrophe s.
N: Then you will hear the correct spelling:
F: W-h-o apostrophe s.
N: Ready? Let's begin.
    Who's the reporter in "Murder at Midnight"?
F: W-h-o apostrophe s.
N: Whose baby is six months old?
F: W-h-o-s-e.   
N: Whose apartment is on Eighth Street?   
F: W-h-o-s-e.   
N: Who's the star of "Murder at Midnight"?
F: W-h-o apostrophe s.
N: Who's going to Stamford tomorrow?
F: W-h-o apostrophe s.
N: Whose hair is very short?
F: W-h-o-s-e.   
N: Did you notice that when you say some sentences,
    your voice goes down at the end?
    This is called "falling intonation."
    For example,
    at the end of a statement:   
M: Maybe he went home.
N: or at the end of a question that you can't answer with only "Yes" or "No":   
F: Whose is it?
N: But when you can answer a question with "Yes" or "No,"
    the voice goes up at the end.
    This is called "rising intonation."
    For example:   
M: Is anyone here?
N: Listen and repeat the following sentences.
    Imitate the voice you hear.
    If it goes up at the end,
    make your voice go up.
    If the voice you hear goes down,
    make your voice go down.
    Ready? Let's begin.   
M: oh, hi.   
    How are you this morning?
F: I'm fine. How are you?
M: By the way, is this script yours?
F: No. It isn't mine.
M: Then whose is it?
F: It has coffee on it.
    It's probably Charles's.
M: Yes, you're right.
N: Now listen to another dialogue.
    Just listen.
RITA: Tell me something, Mary Beth.
    Was Jeff  late again for rehearsal?
MARY BETH: No, he wasn't.
      By the way, Rita,
      what's your reaction to Jeff?
      Is he too nervous to be a good actor?
RITA: I don't think so.
    He's very young.
    And very nervous.
    He needs  more reassurance from you older actors.
MARY BETH: Rita! Jeff and I are almost the same age.
      Do I look like I should be in a museum?
N: Now listen to this dialogue again.
    After each phrase,
    there's going to be a pause.
    During the pause,
    say "Rising" if the voice you heard went up.
    But if the voice you heard went down,
    say"Falling."
    For example,
    you hear:
RITA: Tell me something, Mary Beth.
N: And you say:
M: Falling.   
N: Ready? Let's begin.
RITA:Tell me something, Mary Beth.
M: Falling.   
RITA: Was Jeff late again for rehearsal?
M: Rising.   
MARY BETH: No, he wasn't.
M: Falling.   
MARY BETH: By the way, Rita,
M: Falling.   
MARY BETH: what's your reaction to Jeff?
M: Falling.   
MARY BETH: Is he too nervous to be a good actor?
M: Rising.   
RITA: I don't think so.
M: Falling.   
RITA: He's very young.
M: Falling.   
RITA: And very nervous.
M: Falling.   
RITA: He needs more reassurance from you older actors.
M: Falling.   
MARY BETH: Rita!
M: Falling.   
MARY BETH: Jeff and I are almost the same age.
M: Falling.   
MARY BETH: Do I look like I should be in a museum?
M: Rising.   
N: To end this lesson,
    listen one  more time to that dialogue.
    This time, repeat what you hear.
    Follow the intonation of the speaker's voice.

175   

    either up or down.
    Ready? Begin.
RITA: Tell me something, Mary Beth.
    Was Jeff late again for rehearsal?
MARY BETH: No, he wasn't.
    By the way, Rita,
    What’s your reaction to Jeff?
    Is he too nervous to be a good actor?
RITA: I don't think so.
    He's very young.
    And very nervous.
    He needs more reassurance
    from you older actors.
MARY BETH: Rita! Jeff and I are almost the same age.
    Do I look like I should be in a museum?
N: And, this, Sam, is the end of Lesson Nine.

4.10

BOOK FOUR, LESSON TEN

N: Lesson Ten.
    Listen and repeat these groups of words.
M: to make
  made
  made of
  What's it made of?
F:to use   
  used   
  used for
  What's it used for?
M: to know
    known   
    known for
    What's it known for?
F: to write
    written
    written with
    What's it written with?
M: How's that spelled?
    How do you spell that?
N: Now repeat these words.
F: object
  Indian
  pouch
  tobacco
  leather
  wood
N: Listen to the following dialogue between a young reporter and the director of a local museum.
  The reporter is taking notes,
  but he has trouble spelling some of the words.
M: That's an interesting object, Mrs. Ono.
    What's it made of?
F: It's made of leather. It's an Indian pouch.
M: Let's see.
    I think pouch is spelled p-o-u-c-h.
    And leather is spelled . . .
F: L-e-a-t-h-e-r.
M: Thank you. And that item?
F: That's an Indian treaty.
M: Is it made of paper or leather?
F: It's made of paper.
    By the way,
    the word Indian is spelled with a capital i.
M: Thanks. Is this museum known only for its Indian items?
F: No. It's also known for its collection of American art from this area.
    Why don't you come with me, and I'll show it to you?
N: Now listen to the conversation again and repeat what you hear after each pause. Ready?
    Let's begin.
M: That's an interesting object, Mrs. Ono.
    What's it made of?
F: It's made of leather.
    It's an Indian pouch.
M: Let's see.
    I think pouch is spelled
    p-o-u-c-h.
    And leather is spelled . . .
F: L-e-a-t-h-e-r.
M: Thank you.
    And that item?
F: That's an Indian treaty.
M: Is it made of paper or leather?
F: It's made of paper.
    By the way,
    the word Indian
    is spelled with a capital I.
M: Thanks.
    Is this museum known
    only for its Indian items?
F: No. It's also known
    for its collection of American art
    from this area.
    Why don't you come with me?
    and I'll show it to you?
N: Now you're going to ask some questions.
    You hear:
M: Look at those earrings.
N: Then I say, "Made of."
    And you say:
M: What are they made of?
N: Ready? Let's begin.
M: Look at those earrings.
N: Made of.
M: What are they made of?
    Look at that belt.
N: Made of.
M: What's it made of?
F: Look at that knife.
N: Used for.
F: What's it used for?
M: Look at those shoes.
N: Made of.
M: What are they made of?
F: Look at those wooden boxes.
N: Used for.
F: What are they used for?
N: Now, instead of asking questions,
    you're going to answer them.
    I say, "What's this tie made of?"
    And you can answer,

176

    "It's made of silk."
    Or you can answer,
    "It's made of wool."
    Any answer is correct if it makes sense.
    After you speak,
    you're going to hear one possible correct answer.
    Ready? Let's begin.
    What's this tie made of?
F: It's made of silk.
N: What's that VCR used for?
M: It's used for watching movies.
N: Where's Station WEFL located?
F: It's located in Stamford.
N: How is Philip spelled,
    with one I or two?
M: It's spelled with one I.
N: What's a knife used for?
F: It's used for cutting.
N: How is England spelled,
    with a capital e or a small e?
M: England is spelled with a capital e.
N: Now let's do something a little different.
    You're going to disagree with everything you hear.
    I say, "This Indian pouch is made of paper."
    And you say,
    "No, it isn't made of paper."
    I say, "Those museums are located in Stamford."
    And you say,
    "No, they aren't located in Stamford."
    Ready? Let's begin.
    This Indian pouch is made of paper.
F: No, it isn't made of paper.
N: Those museums are located in Stamford.
M: No, they aren't located in Stamford.
N: Bennett is spelled with one it.
F: No, Bennett isn't spelled with one t.
N: The name Stamford is written with a small s.
M: No, the name Stamford isn't written with a small s.
N: The starring role in "Murder at Midnight" is played by Rita Haynes.
F: No, the starring role in "Murder at Midnight" isn't played by Rita Haynes.
N: To end this lesson, you're going  to hear a dialogue that has some useful expressions.
    First, listen and repeat the expressions.
F: wish you the best
    I wish you the best.
M: sitting pretty
    I'm going to be sitting pretty.
F: worth a fortune
    It can be worth a fortune.
M: blow up at you
    I hope he doesn't blow up at you.
F: get along with people
    He doesn't get along with people.
M: has a difficult personality
    He has a difficult personality.
N: Now listen to this dialogue between Mike and Jeff.
MIKE: You know, Jeff,
    I'm really happy you got the role of Tony.
    I wish you the best in your new job.
JEFF: Thanks, Mike.
    If this show is a success,
    I'm going to be sitting pretty.
    The right role  can be worth a fortune to a young actor like me.
MIKE: I just hope that Steven doesn't blow up at you too often.
    He doesn't get along with most people.
    He has a difficult personality.
N: Now listen to the dialogue again and repeat what you hear.
    There's going to be a pause after each group of words.
    Think about what the new expressions mean when you say them.
MIKE: You know, Jeff,
    I'm really happy you got the role of Tony.
    I wish you the best in your new job.
JEFF: Thanks, Mike.
    If this show is a success,
    I'm going to be sitting pretty.
    The right role
    can be worth a fortune
    to a young actor like me.
MIKE: I just hope that Steven
    doesn't blow up at you too often.   
    He doesn't get along with most people.
    He has a difficult personality.
N:  Well, if you learn English well,
    you're going to be sitting pretty.
    And maybe someday it's going to  be worth a fortune to you.
    This is the end of Lesson Ten.

4.11

BOOK FOUR, LESSON ELEVEN
N: Lesson Eleven.
    Repeat these words and sentences.
F: killed
M: hit   
    He was hit.
F: found   
    He was found.
M: reported   
    It was reported.
F: called   
    It was called.
M: rushed   
    He was rushed.
F: notified   
    They were notified.
N: Now listen to this police report.
F: At 11: 45 P.M. Benjamin Morris called niece Diana Morris from the Morris Museum on Bedford Street in Stamford.
  Mr. Morris was killed sometime between 11: 45 P.M. and 12:20A.M.
  He  was hit on the head.
  Miss  Morris arrived at the museum at approximately 12:20.
  Mr. Morris's office door was closed,
  but the lights were on.
  The body was found behind Mr. Morris's desk.
  The accident was  reported at 12:24,
  and an ambulance was called. Mr. Morris was rushed to Stamford Hospital on Broad Street.
  He was examined at the hospital,
  but it was too late.
  He was dead.
  At 1: 15, the police were notified.
  The next morning,
  His relatives were notified.
N: Now listen again to the police report and repeat what you hear.
    Ready? Let's go.
F: At 11:45 P.M.
    Benjamin Morris called 
    niece Diana Morris
    from the Morris Museum
    on Bedford Street in Stamford.
    Mr. Morris was killed 
    sometime between 11:45 P.M. and 12:20 AM.
    He was hit on the head.
    Miss Morris arrived at the museum
    at approximately 12:20.
    Mr. Morris's office door was closed,   
    but the lights were on.
  The body was found
    behind Mr. Morris's desk.
    The accident was reported at 12:24,   
    and an ambulance was called.
    Mr. Morris was rushed to Stamford Hospital
    on Broad Street.
    He was examined
    at the hospital,
    but it was too late.
    He was dead.
    At 1: 15, the police were notified.
    The next morning,
    his relatives were notified.
N: Now listen to some sentences about the murder of Mr. Morris.
    After you hear a sentence,
    Make a new sentence using the past passive.
    Listen to the example.
    I say, "Someone killed Mr. Morris."
    And you say:
M: Mr. Morris was killed.
N: Ready? Let's begin.
    Someone killed Mr. Morris.
M: Mr. Morris was killed.
N: Someone hit him on the head.
F: He was hit on the head.
N: Diana and Tony found his body.
M: His body was found by Diana and Tony.
N: They reported the accident at 12:24.
F: The accident was reported at 12:24.
N: They called an ambulance.
M: An ambulance was called.
N: They rushed the body to the hospital.
F: The body was rushed to the hospital.
N: Doctors examined Mr. Morris at the hospital.
M: Mr. Morris was examined by doctors at the hospital.
N: The hospital notified the police.
F: The police were notified by the hospital.
N: Now give short answers to these  questions.
    I say, "Was the body found at 12:20?"
    And you say,” Yes, it was."
    Ready? Let’s begin.
    Was the body found at 12:20?
M: Yes, it was.
N: Was Mr. Morris hit on the back?
F: No, he wasn't.
N: Was the body found by Diana and Tony?
M: Yes, it was.
N: Was the accident reported the following week?
F: No, it wasn't.
N: Were the police notified immediately?
M: Yes, they were.
N: Were Mr. Morris's relatives notified the following month?
F: No, they weren't.

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N: Now listen to a dialogue between a man who wants to report an emergency and the operator who takes his call.
F: Emergency.
M: I want to report an accident.
F: What kind of accident, sir?
M: A man was injured on the street in front of my building.
    He was hit  by a car.
F: Where is your building located?
M: It's on the corner of Main Street and Elmwood Avenue.
F: OK. I'm going to send an ambulance right away.
N: Listen again to the dialogue.
  This time, repeat what you hear. Ready?
  Let's begin.
F: Emergency.
M: I want to report an accident.
F: What kind of accident, sir?
M: A man was injured on the street in front of my building.
    He was hit by a car.
F: Where is your building located?
M: It's on the corner of Main Street and Elmwood Avenue.
F: OK. I'm going to send an ambulance right away.
N: Now this time,
    You be the operator.
    A woman is going to tell you about a robbery.
    Ask her the location of the robbery and tell her you're going to send the police right away.
  Begin when you hear her say,
  "Hello,  Emergency?"
  Then you say,  "Yes."
F: Hello, Emergency?
M: Yes.
F: I want to report a robbery.
M: Where was the robbery?
F: At the corner of Main and Charles Street.
    Can you send the police right away?
M: OK. I'm going to send the police right away.
F: Oh, thank you so much.
N: Now we're going to change roles.
    This time, you be the person reporting the robbery.
    Remember it's on the corner of Main and Charles Street.
    Ask her to send the police right away.
    Begin when the operator says, "Emergency."
M: Emergency.
F: I want to report a robbery.
M: Where was the robbery?
F: At the corner of Main and Charles Street.
    Can you send  the police right away?
M: OK. I'm going to send the police right away.
F:Oh, thank you so much.
M:You're welcome.
N:Now let's hope the police come in time to catch the robbers!
    This is the end of Lesson Eleven.

4.12

BOOK FOUR, LESSON TWELVE

N: Lesson Twelve.
    Listen and repeat these sentences.
M: The museum was locked up.
F: The museum was closed.
M: Diana was given an extra key.
F: The police were called immediately.
M: The building was entered at midnight.
F: The killer was surprised by Mr. Morris.
M: Mr. Morris was knocked down.
F: He was hit on the head.
M: The body was found by Tony and Diana.
F: It was rushed to the hospital.
M: It was taken away.
F: Mr.Tate was seen with Mr. Morris.
M: Was anything taken from the museum?
N: Now listen to a description of the events that took place on "Murder at Midnight."
M: The Morris Museum was locked up before midnight,
    So the outside door was closed when Tony and Diana got there.
    But they were able to get in.
    When Diana started working there,
    She was given an extra key:
    After they found her uncle’s body,
    The police were called immediately.
    Detective Stone  decided that the museum was entered at midnight.
    The killer came to the office,
    Where he was surprised by Mr. Morris.
    Mr. Morris was knocked down.
    He was hit on the head behind the desk.
    The body was found by Tony and Diana.
    The body was rushed to the hospital.
    The body was taken away an hour and a half before Mr. Tate arrived.
    The police knew that he was seen with Mr. Morris that afternoon.
    They wanted to know if anything was taken from the museum after the murder.
N: Now you're going to hear the same description,
    but this time  you're going to repeat what you hear.
    Ready? Let's begin.
M: The Morris Museum was locked  up
    before midnight,
    so the outside door was closed 
    when Tony and Diana got there.
    But they were able to get in.
    When Diana started working there,
    she was given an extra key.
    After they found her uncle’s body,
    the police were called immediately.
    Detective Stone decided
    that the museum was entered
    at midnight.
    The killer came to the office, 
    where he was surprised
    by Mr. Morris.
    Mr. Morris was knocked down. 
    He was hit on the head behind the desk.
    The body was found 
    by Tony and Diana.
    The body was rushed to the hospital.
    The body was taken away
    an hour and a half
    before Mr. Tate arrived.
    The police knew 
    that he was seen 
    with Mr. Morris that afternoon.
    They wanted to know
    if anything was taken 
    from the museum
    after the murder.
N: Now you're going to practice
    using the passive voice.
    Change the sentences you hear from active to passive voice,
    Keeping the same subject.
    For example,
    I say, "Mr. Morris saw Mr. Tate."
    And you say,
    "Mr. Tate was seen by Mr. Morris.
    “Ready? Let's begin.
    Mr. Morris saw Mr.Tate.
F: Mr.Tate was seen by Mr. Morris.
N: Mr. Morris surprised the killer.

179

F: The killer was surprised by Mr.  Morris.
N: Someone hit Mr. Morris.
F: Mr. Morris was hit by someone.
N: Tony and Diana found the body.
F: The body was found by Tony and Diana.
N: Someone murdered Ben Morris.
F: Ben Morris was murdered by someone.
N: Now listen to this conversation between two friends talking about the program,
    "Murder at Midnight."
    See if you can understand everything they say.
F: Tell me what happened last night on "Murder at Midnight."
      I wasn't able to watch it.
N: Well, the founder of a museum,
    Ben Morris,
    was murdered.
    He was found by his niece and her  friend behind the desk in his  office.
    Of course, the police were called.
    A detective named Stone asked them a lot of questions.
F: Was the killer caught?
M: No, he wasn't.
    But the police got as much information as possible about the crime.
F: Did anyone see the killer?
M: No, no one saw the killer.
F: Was anything stolen from the museum?
M: Nothing was stolen. . . I think.
    But no one knows for sure.
    I'm going to watch it next time.
    I want to find out what happened.
N: Now to end this lesson,
    Answer the following ten questions about the dialogue.
    Answer in complete sentences.
    One.
    Who was murdered?
F: Ben Morris was murdered.
N: Two.
    Who was Ben Morris?
M: He was the founder of a museum.
N: Three.
    Where was the body found?
F: It was found behind the desk.
N: Four.
    Where was the desk located?
M: It was located in his office.
N: Five.
    Who was called?
F: The police were called.
N: Six.
    Who asked a lot of questions?
M:The police asked a lot of questions.
N: Seven.
    Was the killer caught?
F: No, the killer wasn't caught.
N: Eight.
    Did anyone see the killer?
M: No, no one saw the killer.
N: Nine. Was anything stolen from the museum?
F: No, nothing was stolen from the  museum.
N: Ten.
    Are you going to watch the show next time?
M: Yes, I'm going to watch it next time.
N: And we're going to have to watch -
    and listen to- more of "Murder at Midnight"
    to find out  what really happened.
    And this is the end of Lesson Twelve.

R4.1

BOOK FOUR, REVIEW ONE

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

163'

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