11册练习文本

11BOOK ELEVEN REVIEW THREE

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

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


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

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


178


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


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


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

179

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

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


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

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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:    1'd like some advice. I have to
  write a paper for my European
  History course.
M:    Is the paper about France? I am a
  French teacher, after all.
F:    Yes, it is. I have some problems
  understanding the French system
  of government.
M:    I understand the problem you're
  having. Let's get some coffee in
  the cafeteria. Maybe I can find a
  simple explanation of France's
  government.
F:    Oh, thanks, Mr. Douglas.
N:    Now listen and repeat.
F:    Do you have some time to help
  me?
  Do you have some time to help
  me?
  1'd like some advice.
  1'd like some advice.
  I have some problems.
  I have some problems.
  Let's get some coffee.
  Let's get some coffee.
M:    I have to write a paper.
  I have to write a paper.
  I am a French teacher, after all.
  I am a French teacher, after all.
  Maybe I can find a simple
  explanation.
  Maybe I can find a simple
  explanation.
F:    What's the problem?
  What's the problem?
  Is the paper about France?
  Is the paper about France?
  I understand the problem you're
  having.
  I understand the problem you're
  having.
N:    Now you're going to hear a
  sentence read two ways. One way


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


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

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

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


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


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

  182

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



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

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


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


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

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

16BOOK ELEVEN LESSON TWELVE

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

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


184

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


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


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

  185


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

　　　
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