你好美国录音带文本11册压码听懂练习范例（整理中。。。）

洪恩环境英语            AUDIO SCRIPT           
AUDIO SCRIPT 录音带文本

1。
       
BOOK ELEVEN, LESSON ONE
N:    This is Lesson One. It's late at night.
    Chris is alone at the studio.
    Suddenly the lights go out, and
    then. . . Jake enters and turns
    on the lights. Listen to the
    conversation. Listen carefully for
    what Chris was doing at the
    studio so late.
JAKE:    Chris, are you all right?
    What happened?
CHRIS:    I'm not sure. I was editing
    the tape when I heard a
    noise. I thought it was you.
    When I came out to see who
    was here, the lights went out
    and this came crashing
    down.
JAKE:    You shouldn't have been
    working at the studio so late.
CHRIS:    I told you I was going to
    work late.
JAKE:    You should have made sure
    somebody was with you.
CHRIS:    I couldn't find anybody.
    Besides, I wanted to do it
    alone.
JAKE:    Well, if you were going to be
    alone, you should have
    locked all the doors.
N:    OK, what was Chris doing at the
    studio so late?
M:    She was working on the tape.
N:    Now listen and repeat.
M:    somebody was with you
    you should have made sure
    You should have made sure
    somebody was with you.
    You should have made sure
    somebody was with you.
    all the doors
    You should have locked all the
    doors.
    You should have locked all the
    doors.
N:    Now you hear. . .
F:    I didn't make sure somebody was
    with me.
N:    And you say. . .
M:    You should have made sure
    somebody was with you.
N:    You hear. . .
F:    I didn't lock all the doors.
N:    And you say . . .
M:    You should have locked all the doors.
N:    OK? Let's begin.
F:    I didn't make sure somebody was
    with me.
M:    You should have made sure
    somebody was with you.
F:    I didn't lock all the doors.
M:    You should have locked an the
    doors.
F:    I didn't check to make sure they
    were locked.
M:    You should have checked to
    make sure they were locked.
F:    I didn't call the security guard.
M:    You should have called the
    security guard.
F:    I didn't know what to do.
M:    You should have known what to
    do.   
F:    I didn't tell them what
    happened.
M:    You should have told them what
    happened.
F:    I wasn't very careful with the
    tapes.
M:    You should have been very
    careful with the tapes.
N:    OK. Let's listen to some more of
    the conversation between Chris
    and Jake. Jake says, The first rule
    of journalism is . . . what? Listen
    carefully for what the first rule of
    journalism is.
CHRIS:    I know, I know. I should
        have been more careful.
JAKE:        And when you heard a
        noise, you should have called
        a security guard.
CHRIS:    I assumed it was you.
JAKE:        First rule of journalism, you
        should never assume
        anything. Anyway, you
        should have called the
        police. You could have
        gotten killed.
CHRIS:    I could have, but I didn't. It
        doesn't matter anymore.
N:    OK. What's the first rule of
    journalism?
F:    You should never assume
    anything.
N:    Now listen and repeat.
M:    gotten killed
    You could have gotten killed.
    You could have gotten killed.
N:    Now you hear.. .
F:    I didn't get killed.
N:    And you say. . .
M:    You could have gotten killed.
N:    You hear. . .
F:    I didn't hurt myself.
N:    And you say. . .
M:    You could have hurt yourself.
N:    Ready? Here we go.
F:    I didn't get killed.
M:    You could have gotten killed.
F:    I didn't hurt myself.
M:    You could have hurt yourself.
F:    I didn't have an accident.
M:    You could have had an accident.
F:    I didn't sprain my ankle.
M:    You could have sprained your ankle.
F:    I didn't break anything.
M:    You could have broken
    something.
F:    I didn't lose anything.
M:    You could have lost something.
F:    J didn't ruin the tapes.
M:    You could have ruined the tapes.
N:    Listen to Chris and Jake's
    conversation. Listen carefully. Who
    does Chris think scared
    her?
CHRIS:    Did you see anybody coming
    out on your way in?
JAKE:    No.
CHRIS:    This was not an accident.
    Someone might be trying to
    scare me.
JAKE:    Do you have any idea who it
    might have been?
. CHRIS:    It might have been Terry.
JAKE:    It couldn't have been Terry.
CHRIS:    Why not?
JAKE:    I saw Terry at the Nature
    Center.
N:    OK. Who does Chris think
    might have scared her?
M:    Terry.
N:    Now listen and repeat.
F:    It might have been Terry.
    It might have been Terry.
    It might not have been Terry.
    It might not have been Terry.
M:    It could have been Terry.
    It could have been Terry.
    It couldn't have been Terry.
    It couldn't have been Terry.
N:    In the affirmative, might have and
    could have are about the same.
    They both suggest possibility.
F:    It might have been Terry . . .
N:    Means about the same as . . .
F:    It could have been Terry.
N:    But in the negative, might not
    have and could not have or couldn't
    have are different.
F:    It might not have been
    Terry . . .
N:    Means that it's possible that
    Terry wasn't the one who tried
    to scare Chris.
M:    It couldn't have been Terry. . .
-164-

N:    Means that it's impossible that
    Terry was the one who tried to
    scare Chris. Let's practice these
    negative forms. You hear. . .
F:    It's possible that Terry wasn't the
    one who tried to scare Chris.
N:    And you say . . .
M:    Terry might not have been the
    one who tried to scare Chris.
N:    You hear. . .
F:    It's impossible that Terry was the
    one who tried to scare Chris.
N:    And you say . . .
M:    Terry couldn't have been the one
    who tried to scare Chris.
N:    All right. Let's begin.
F:    It's possible that Terry wasn't the
    one who tried to scare Chris.
M:    Terry might not have been the
    one who tried to scare Chris.
F:    It's impossible that Terry was the
    one who tried to scare Chris.
M:    Terry couldn't have been the one
    who tried to scare Chris.
F:    It's impossible that Mike turned
    off the lights. He left the studio
    an hour ago.
M:    Mike couldn't have turned off
    the lights.
F:    It's possible that it wasn't an
    accident.
M:    It might not have been an
    accident.
F:    Maybe it was Roger. But then, I
    haven't seen him all day. It's
    possible that he wasn't in the
    studio at all.
M:    It might not have been Roger.
F:    And Rita? No, that's impossible.
    She wouldn't do anything like
    that.
M:    It couldn't have been Rita.
F:    Maybe Detective Modine? He's
    been in and out of the studio all
    week. Of course, it's possible
    that he wasn't here tonight.
M:    It might not have been Detective
    Modine.
N:    This is the end of Lesson One.

AUDIO SCRIPT

2。
BOOK ELEVEN, LESSON TWO
N:   This is Lesson Two. Jake is
    interviewing Thomas Ames, the
    head of Mirage Realty. Listen
    carefully for when the director of
    the Nature Center heard about
    the apartments being built.
JAKE: Mr. Ames, thank you for
    talking with us.


AMES: Anything I can do to help.
JAKE: Mr. Ames, why are you doing
    this to the Nature Center?
AMES: Please don't put it that way,
      Jake. We didn't begin this project.
      Another company started it.
      By the time we
    took over, the plans had already been made.
JAKE: The director of the Nature
    Center told me that until last week,
    he hadn't heard a word
    about the apartments being
   built.
AMES: It was a quick deal.
N: OK. When did the director of
  the Nature Center hear about
   the apartments being built?
M: Last week.
N: Now listen and repeat.
M: the plans had been made
    the plans had already been made we took over
    by the ti me we took over
  By the time we took over,
  the plans had already been made.
  By the time we took over,
  the plans had already been made.
N: You hear. . .
F: First, the plans were made; then
we took over.
N: And you say . . .
M: By the time we took over, the
plans had already been made.
N: You hear. . .
F: First, they bought the land; then
we heard about the project.
N: And you say. . .
M: By the time we heard about the
  project, they had already bought the land.
N: OK? Here we go.
F: First, the plans were made; then
  we took over.
M: By the time we took over, the
  plans had already been made.
F: First, they bought the land; then
  we heard about the project.
M: By the time we heard about the
  project, they had already bought
  the land.
F: First, Jake decided to continue
  the investigation; then he
  completed the interview.
M: By the time he completed the interview,
  Jake had already decided to continue the investigation.
F: First, the deal was made; then
  the news arrived at WEFL.

M: By the time the news arrived at WEFL,
  the deal had already been made.
F: First, the intruder left; then they
  entered the building.
M: By the time they entered the
  building, the intruder had
  already left.
F: First, they began construction;
  then we found out about the new
  apartments.
M: By the time we found out about
  the new apartments, they had
  already begun construction.
F: First, we learned about the past
  perfect; then we started this
  exercise.
M: By the time we started this
  exercise, we had already learned
  about the past perfect.
N: OK. Now listen to Chris describe her feelings about Jake and her new job.
  Until she came to work at WEFL,
  had Chris ever met Jake?
  Listen carefully for the answer.
CHRIS: I guess I have to admit that I find Jake. . .
  charming. . . Until I came to WEFL,
  I had never worked with a famous person like Jake.
  I hadn't edited a videotape.
  I had never worked on anything really important before.
  I hadn't even been in front of a camera. It's all so stimulating. . .
  It's hard to tell whether I like Jake or the job.
  I gave him sailing lessons once,
  but they didn't mean much.
  Until I started working at WEFL,
  I hadn't realized what a great guy Jake is.
  In fact, until just now,
  I had no idea how much I liked him.
N: OK. Had Chris ever met Jake before she came to work at WEFL ?
M: Yes, she had. She gave him
sailing lessons once.
N: Now listen and repeat.
F: what a great guy
  what a great guy Jake is
  I hadn't realized what a great guy Jake is
  until I started working at WEFL Until I started working at WEFL,
  I hadn't realized what a great guy Jake is.

165

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

AUDIO SCRIPT

3。
   
BOOK ELEVEN, REVIEW ONE
N:    Review One. For this

   lesson, you'll need a pencil and a
   piece of paper.
   Mike's friend Sharon goes to the
   doctor to have him look at her
   ankle. She's sitting in the
   waiting room when Carlos comes
   out of the doctor's office. Listen
   to the conversation. Does Carlos
   drive a car? Listen carefully for
   the answer.
M:    Well! Fancy meeting you here.
F:    Oh, Carlos. Hello. How are you?
   What are you doing here?
M:    Just a general checkup. I get one
   once a year. I like to take care of
   myself.
F:    You look in good shape to me.
M:    You look pretty good yourself.
   What's wrong with your foot?
F:    I twisted my ankle. It's OK . . .
   I think. Ijust can't walk on it.
   Driving is almost impossible. I
   don't know how I'm going to get
   home.
M:    I just bought a new car. It's
   outside. I'll give you a lift.
F:    Oh, how nice. What a pleasant
   surprise!
N:    OK. Does Carlos drive?
F:    Yes, he does.
N:    Now listen and repeat.
M:    Fancy meeting you here!
   Fancy meeting you here!
F:    What a pleasant surprise!
   What a pleasant surprise!
N:    "What a pleasant surprise!" and
   "Fancy meeting you here!" are
   two ways of expressing surprise.
   Let's practice these expressions.
   You hear. . .
M:    I never expected to see you at
   the doctor's office.
N:    And you say. . .
F:    Fancy meeting you here!
N:    You hear. . .
M:    I just bought a new car. I'll give
   you a lift home.
N:    And you say. . .
F:    What a pleasant surprise!
N:    All right. Let's begin.
M:    I never expected to see you at
   the doctor's office.
F:    Fancy meeting you here!
M:    Ijust bought a new car. I'll give
   you a lift home.
F:    What a pleasant surprise!
M:    Guess what! My boss called me
   into his office the other day. I
   thought he was going to fire me,
   but instead he gave me a raise.

       
       
F:    What a pleasant surprise!
M:    Gee, I thought I was the only
   one who liked to come to the
   Nature Center at six in the
   morning. What are you doing
   out so early!
F:    Fancy meeting you here!
M:    Well, this is a pleasant surprise. I
   haven't seen you in months.
F:    Fancy meeting you here!
M:    Wow! I just won a free trip to
   San Francisco.
F:    What a pleasant surprise!
M:    You know, I think this exercise
   is finished.
F:    What a pleasant surprise!
N:    OK. Now Terry is telling Rita
   about his trip to San Francisco
   last year.
   Has Rita ever really seen the
   Pacific Ocean? Listen carefully
   for the answer.
TERRY:    San Francisco is really the
   most beautiful city I've ever
   been to.
RITA:    More beautiful than
   Stamford?
TERRY:    Well.. .
RITA:    I read somewhere that San
   Francisco was voted the most
   popular destination by
   Americans going on
   vacation.
TERRY:    Not just Americans, but
   thousands of tourists from all
   over the world visit San
   Francisco every year. It's
   really a wonderful place.
RITA:    Sounds a little crowded.
TERRY:    No. Not a bit. You know,
   until last year, I'd never seen
   the Pacific Ocean.
RITA:    You hadn't? Really? Well,
   I've seen it many times.
TERRY:    You have?
RITA:    Yeah. In fact, I see it almost
   every night on TV.
TERRY:    Oh, you're so cute.
N:    OK. Has Rita ever really seen
   the Pacific Ocean?
F:    No, she hasn't.
N:    Now listen and repeat.
M:    the Pacific Ocean
   I'd never seen the Pacific Ocean
   Until last year, I'd never seen
   the Pacific Ocean.
   Until last year, I'd never seen
   the Pacific Ocean.
N:    Now you hear. . .
F:    Terry saw the Pacific Ocean for
166

   
   the first time last year.
N:    And you say . . .
M:    Until last year, he'd never seen
   the Pacific Ocean.
N:    You hear. . .
F:    Rita went to Florida last winter
   for the first time.
N:    And you say . . .
M:    Until last winter, she'd never
   gone to Florida.
N:    Ready? Let's begin.
F:    Terry saw the Pacific Ocean for
   the first time last year.
M:    Until last year, he'd never seen
   the Pacific Ocean.
F:    Rita went to Florida last winter
   for the first time.
M:    Until last winter, she'd never
   gone to Florida.
F:    Jake and Chris went sailing
   together for the first time last
   August.
M:    Until last August, they'd never
   gone sailing together.
F:    Mike heard of Mirage Realty for
   the first time last Thursday.
M:    Until last Thursday, he'd never
   heard of Mirage Realty.
F:    Chris twisted her ankle last night
   for the first time.
M:    Until last night, she'd never
   twisted her ankle.
F:    Raymond Modine met Chris for
   the first time two weeks ago.
M:    Until two weeks ago, he'd never
   met Chris.
F:    We practiced the past perfect for
   the first time in Book Eleven.
M:    Until Book Eleven, we'd never
   practiced the past perfect.
N:    OK. Now Chris is going to read
   an article about the rain forest in
   Brazil. Before she begins, here
   are some questions to keep in
   mind while listening. Take a
   piece of paper and a pencil. Each
   question will be read twice with
   time for you to write down the
   important information. You
   don't have to write down the
   whole question-just enough so
   you can answer later. Ready?
   Question One.
M:    Is the size of the rain forest
   shrinking or becoming more
   vast?
   Is the size of the rain forest
   shrinking or becoming more
   vast?
N:    Question Two.

   
M:    How long have people been
   living in the rain forest? How
   long have people been living in
   the rain forest?
N:    Question Three.
M:    What's destroying the forest?
   What's destroying the forest?
N:    Question Four.
M:    What's happening to more and
   more species of plants and
   animals?
   What's happening to
   more and more species of plants
   and animals?
N:    Question Five.
M:    If we don't do something to save
   the rain forest, what will
   happen?
   If we don't do
   something to save the rain forest,
   what will happen?
N:    Now listen carefully as Chris
   reads the article, and write down
   the important information you'll
   need to answer the questions.
CHRIS:    The rain forest in Brazil is
   vast and beautiful. Many
   people have made it their
   home for thousands of years.
   Unfortunately, the rain forest
   is shrinking. Industrial
   development in Brazil is
   destroying it. People are
   cutting down the trees and
   burning them to clear the
   land. As the forest
   disappears more and more
   species of plants and animals
   become extinct. If we don't
   do something now to save
   the rain forest, it may
   completely vanish in a
   hundred years.
N:    Now answer the questions. Give
   short answers.
   Question One.
M:    Is the size of the rain forest
   shrinking or becoming more
   vast?
F:    It's shrinking.
N:    Question Two.
M:    How long have people been
   living in the rain forest?
F:    For thousands of years.
N:    Question Three.
M:    What's destroying the forest?
F:    Industrial development.
N:    Question Four.
M:    What's happening to more and
   more species of plants and animals?


   
F:    They're becoming extinct.
N:    Question Five.
M:    If we don't do something to save
   the rain forest, what will
   happen?
F:    It may completely vanish in a
   hundred years.
N:    This is the end of Review One.

AUDIO SCRIPT
   

4。
BOOK ELEVEN, LESSON THREE
N:    This is Lesson Three. Chris is
   back at the studio. Her ankle is
   bandaged. She's talking to Jake.
   Listen to the conversation. What
   did Chris do to her ankle when
   she got home? Listen carefully for
   the answer.
JAKE:    How long do you have to
   have this bandage on?
CHRIS:    Probably a few days.
JAKE:    I told you, you should have
   gone to the doctor right
   away. You might have
   avoided all of this.
CHRIS:    When I got home, I soaked
   it in hot water. I thought it
   would be fine.
JAKE:    You shouldn't have walked
   on it.
CHRIS:    That's what the doctor said
   . . . He said I shouldn't have
   soaked it in hot water. I
   shouldn't have driven the car
   either. It's ridiculous. How
   would I have gotten to the
   doctor?
JAKE:    You should have called me. I
   would have taken you there.
CHRIS:    I tried, but you weren't
   there.
lAKE:    You should have tried again.
N:    OK. What did Chris do to her
   ankle when she got home? -
F:    She soaked it in hot water.
N:    Now listen and repeat.
M:    gone to the doctor
   you should have gone to the
   doctor
   You should have gone to the
   doctor right away.
   You should have gone to the
   doctor right away.
F:    soaked it
   I shouldn't have soaked it
   I shouldn't have soaked it in hot
   water.
   I shouldn't have soaked it in hot
   water.
N:    We use should have to talk about
   
   167

   
   things in the past which did not
   happen. For example. . .
M:    Chris should have gone to the
   doctor right away.
N:    But, in fact, she didn't go to the
   doctor right away. We also use
   should have to talk about things
   which mayor may not have
   happened. For example. . .
M:    Chris should have finished her
   research by now.
N:    Maybe she has finished her
   research and maybe she hasn't.
   We don't know. We use the
   negative form. . .
F:    I shouldn't have soaked my ankle
   in hot water.
N:    To talk about things which did
   happen but which were a
   mistake. It wasn't a good idea for
   Chris to soak her ankle in hot
   water. Let's practice should have
   and shouldn't have. You hear. ..
F:    I didn't go to the doctor right
   away.
N:    And you say . . .
M:    You should have gone to the
   doctor right away.
N:    You hear. . .
F:    Chris drove her car to the
   doctor's office.
N:    And you say . . .
M:    She shouldn't have driven her
   car to the doctor's office.
N:    All right? Here we go.
F:    I didn't go to the doctor right
   away.
M:    You should have gone to the
   doctor right away.
F:    Chris drove her car to the
   doctor's office.
M:    She shouldn't have driven her
   car to the doctor's office.
F:    I soaked my ankle in hot water.
M:    You shouldn't have soaked your
   ankle in hot water.
F:    Raymond gave me a ride home.
M:    He shouldn't have given you a
   ride home.
F:    I didn't call you.
M:    You should have called me.
F:    I ate all those egg rolls.
M:    You shouldn't have eaten all
   those egg rolls.
F:    Terry didn't show up for dinner.
M:    He should have shown up for
   dinner.
N:    OK. Rita shows up at the studio
   while Chris and Jake are eating
   dinner. Listen to the



   conversation. What was Terry
   supposed to teach Rita about?
   Listen carefully for the answer.
RITA:    I thought I smelled Chinese
   food. Can I join you?
CHRIs:    Sure. Weren't you supposed
   to have dinner with Terry?
RITA:    Yes. He was going to teach
   me about cameras. I thought
   that might be a good hobby
   for me, you know,
   photography. I waited and
   waited, but he didn't show
   up.
CHRIS:    Oh, no.
N:    Well, what was Terry supposed
   to teach Rita about?
F:    Cameras.
N:    Now listen and repeat.
F:    show up
   but he didn't show up
   I waited and waited, but he
   didn't show up.
   1 waited and waited, but he
   didn't show up.
N:    To show up means about the
   same as to arrive. Let's practice
   this expression. I say, "I waited
   and waited, but he didn't
   arrive." And you say. . .
F:    I waited and waited, but he
   didn't show up.
N:    I say, "I'm not really worried. I
   know he'll arrive sooner or
   later." And you say. . .
F:    I'm not really worried. I know
   he'll show up sooner or later.
N:    Ready? Let's begin. 1 waited and
   waited, but he didn't arrive.
F:    I waited and waited, but he
   didn't show up.
N:    I'm not really worried. I know
   he'll arrive sooner or later.
F:    I'm not really worried. I know
   he'll show up sooner or later.
N:    It's ten o'clock. He should have
   arri ved by now.
F:    It's ten o'clock. He should have
   shown up by now.
N:    Does he usually arrive so late?
F:    Does he usually show up so late?
N:    What if he never arrives?
F:    What if he never shows up?
N:    Now here's some more of the
   conversation between Chris and
   Rita. Listen carefully for what
   Rita had prepared for dinner
   before Terry stood her up.
RITA:    Yeah. By the time he called,
       


       
       
       
       1 had already made the entire
       dinner. I had cooked the
       roast and set the table. I had
       made the salad. I had even
       poured the wine. Wait until
       I see him face to face. He's
       going to hear about this,
       believe me.
CHRIS:    He really stood you up.
RITA:        The only thing I hadn't done
       was light the candles.
N:    OK. What had Rita prepared for
   dinner before Terry stood her up?
F:    A roast, a salad, and wine.
N:    Now listen and repeat.
F:    stood you up
   He really stood you up.
   He really stood you up.
N:    To stand someone up is an
   idiomatic expression which
   means "to make an appointment
   or a date with someone and then
   not show up.
F:    My boyfriend and I had a date
   tonight for dinner, but he never
   showed up. He stood me up.
N:    Let's practice this expression. I
   say, ''Terry had a date with Rita.
   but he never showed up." And
   you say. . .
F:    He stood her up.
N:    I say, "Steven has an
   appointment with Detective
   Modine, but he's not going to
   show up." And you say. . .
M:    He's going to stand him up.
N:    Ready? Let's go. Terry had a date
   with Rita, but he never showed
   up.    
F:    He stood her up.
N:    Steven has an appointment with
   Detective Modine, but he's not
   going to show up.
M:    He's going to stand him up.
N:    When you make a date with
   someone, you should show up.
F:    When you make a date with
   someone, you shouldn't stand
   him or her up.
N:    Chris made an appointment with
   Detective Modine, and she'll
   show up.
M:    She won't stand him up.
N:    You and I have a date tomorrow
   night. You'd better show up.
F:    You and I have a date tomorrow
   night. You'd better not stand me
   up.    
N:    This is the end of Lesson Three.

168

AUDIO SCRIPT        
5。

   
BOOK ELEVEN, LESSON FOUR
N:    Lesson Four. Listen
   to this conversation between two
   friends who are discussing their
   vacations.
M:    I have some vacation time
   coming soon.
F:    Where are you planning to go?
M:    I'm not sure. If I take a vacation
   for a week, I'll go to New York
   City. But if I take two weeks for
   my vacation, I'll go to Europe.
F:    You're lucky. I have no vacation
   time at all. But if I had a week
   for my vacation, I'd go to
   Florida. And if I had two weeks,
   I'd take a trip to Mexico.
N:    Now listen and repeat.
M:    I'll go to New York City
   I'll go to New York City
   if I take a vacation for a week
   if I take a vacation for a week
   If I take a vacation for a week,
   I'll go to New York City.
   If I take a vacation for a week,
   I'll go to New York City.
F:    I'd go to Florida
   I'd go to Florida
   if I had a week for my vacation
   if I had a week for my vacation
   If I had a week for my vacation,
   I'd go to Florida.
   If I had a week for my vacation,
   I'd go to Florida.
N:    Now you'll hear part of a future
   real condition after if: like "If I
   take a vacation," or you'll hear
   part of a present unreal condition
   after if: like "If I took a
   vacation." Then you'll hear the
   rest of the sentence with a verb
   in the base form, like "Go to
   New York City." Combine the
   two parts of the sentence to form
   a conditional sentence. For
   example, you hear. . .
M:    If I take a vacation.
F:    Go to New York City.
N:    And you say. . .
M:    If I take a vacation, I'll go to
   New York City.
N:    Or you hear. . .
M:    If I took a vacation.
F:    Go to Florida.
N:    And you say . . .
M:    If I took a vacation, I'd go to
   Florida.
N:    All right, let's begin.
M:    If I take a vacation.
   

       
F:    Go to New York City.
M:    If! take a vacation, I'll go to
   New York City.
M:    If I took a vacation.
F:    Go to Florida.
M:    If I took a vacation, I'd go to
   Florida.
M:    If I have enough time.
F:    Visit my friends in Stamford.
M:    If I have enough time, I'll visit
   my friends in Stamford.
M:    If I had more money.
F:    Take more interesting vacations.
M:    If I had more money, I'd take
   more interesting vacations.
M:    Ifl don't get too hungry.
F:    Wait until eight o'clock to have
   dinner.
M:    If I don't get too hungry, I'll wait
   until eight o'clock to have
   dinner.
M:    If I didn't have so much work to
   do.    
F:    Go to the movies with you.
M:    If I didn't have so much work to
   do, I'd go to the movies with
   you.
N:    Now listen to this conversation
   between Chris and Jake. They're
   talking about the news report she
   did on the Stamford Nature
   Center. Notice when they use
   the past unreal conditional.
JAKE:    If you hadn't smiled so much,
       it would have been better.
N:    Listen carefully to the entire
   conversation for another
   example of the past unreal
   conditional.
JAKE:        It's interesting.
CHRIS:    You don't like it.
JAKE:        If you hadn't smiled so
       much, it would have been
       better.
CHRIs:    Better? It's bad?
JAKE:        I didn't mean that. I'm sorry.
       It's just that. . . if you had
       talked about the value of the
       Nature Center, it would
       have been more interesting.
N:    What was the second example of
   the past unreal conditional?
JAKE:    If you had talked about the
   value of the Nature Center,
   it would have been more
   interesting.
N:    Now listen and repeat.
M:    if you hadn't smiled so much
   if you hadn't smiled so much
   it would have been better


   - '.;.
   it would have been better
   If you hadn't smiled so much, it
   would have been better.
   If you hadn't smiled so much, it
   would have been better.
F:    if you had talked about the value
   of the Nature Center
   if you had talked about the value
   of the Nature Center
   it would have been more
   interesting
   it would have been more
   interesting
   If you had talked about the value
   of the Nature Center, it would
   have been more interesting.
   If you had talked about the value
   of the Nature Center, it would
   have been more interesting
N:    Now you're going to hear two
   sentences. Combine the two
   sentences into one sentence,
   using a past unreal conditional.
   For example, you hear. . .
M:    Chris didn't talk about the value
   of the Nature Center. Her story
   wasn't more interesting.
N:    And you say . . .
F:    If Chris had talked about the
   value of the Nature Center, her
   story would have been more
   interesting.
N:    Or you hear. . .
M:    Jake didn't get to the office early
   enough. He couldn't talk to the
   secretary there.
N:    And you say . . .
F:    If Jake had gotten to the office
   early enough, he could have
   talked to the secretary there.
N:    OK? Let's begin.
M:    Chris didn't talk about the value
   of the Nature Center. Her story
   wasn't more interesting.
F:    If Chris had talked about the
   value of the Nature Center, her
   story would have been more
   interesting.
M:    Jake didn't get to the office early
   enough. He couldn't talk to the
   secretary there.
F:    If Jake had gotten to the office
   early enough, he could have
   talked to the secretary there.
M:    Jake didn't have a chance to ask
   some important questions. He
   didn't get the answers he needed.
F:    If Jake had had a chance to ask
   some important questions, he
   
       169



   would have gotten the answers
   he needed.
   
M:    Chris twisted her ankle. She
   couldn't help Jake more.
F:    If Chris hadn't twisted her ankle,
   she could have helped Jake
   more.
N:    Now let's change the two clauses
   of the sentence so that instead of
   starting with if, we start with the
   result. For example, instead of
   saying . . .
M:    If you hadn't smiled so much, it
   would have been better.
N:    You say. . .
M:    It would have been better if you
   hadn't smiled so much.
N:    Now listen to these examples.
   You hear. . .
F:    Rita was late today. She left the
   
   house later than usual.
N:    And you say. . .
M:    Rita wouldn't have been late
   today if she hadn't left the house
   later than usual.
N:    Or you hear. . .
F:    Jake didn't eat lunch. He didn't
   have enough time.
N:    And you say . . .
M:    Jake would have eaten lunch if
   he'd had enough time.
N:    All right? Let's begin.
F:    Rita was late today. She left the
   house later than usual.
M:    Rita wouldn't have been late
   today if she hadn't left the house
   later titan usual.
F:    Jake didn't eat lunch. He didn't
   have enough time.
M:    Jake would have eaten lunch if
   he'd had enough time.
F:    Chris couldn't go with Jake. She
   twisted her ankle.
M:    Chris could have gone with Jake
   if she hadn't twisted her ankle.
F:    The Nature Center was crowded.
   It was a holiday.
M:    The Nature Center wouldn't
   have been crowded if it hadn't
   been a holiday.
F:    We couldn't get into the Nature
   Center. We didn't arrive early
   enough.
M:    We could have gotten into the
   Nature Center if we'd arrived
   early enough.
F:    We didn't enjoy our vacation. It
   rained most of the week.
M:    We would have enjoyed our


   vacation if it hadn't rained most
   of the week.
   
N:    Now to end this lesson, listen to
   Chris as she apologizes to Jake
   for not being able to help him
   more. Notice how she expresses
   her regret.
CHRIS:    It's too bad that I twisted my
   ankle. If I hadn't hurt my
   ankle I could have helped
   you more . . . I'm so sorry
   my story didn't turn out well.
   I tried with it, but I guess it
   isn't as good as I had hoped.
N:    Now listen and repeat.
F:    I twisted my ankle
   I twisted my ankle
   it's too bad
   it's too bad
   It's too bad that I twisted my
   
   ankle.
   It's too bad that I twisted my
   ankle.
M:    my story didn't turn out well
   my story didn't turn out well
   I'm so sorry
   I'm so sorry
   I'm so sorry my story didn't turn
   out well.
   I'm so sorry my story didn't turn
   out well.
N:    Now you're going to hear a
   sentence about something that
   makes you express regret. Then
   you'll hear some cue words-
   either Too bad, So sorry, or Pity.
   Use the cue words in a sentence
   beginning either "It's too bad,"
   "I'm so sorry," or "It's a pity."
   For example, you hear. . .
F:    Mrs. Lorenzo just left the
   building. Did you see her?
MI: Too bad.
N:    And you say. . .
M2: No. It's too bad I didn't see her.
N:    Or you hear. . .
F:    I twisted my ankle.
MI: So sorry.
N:    And you say. . .
M2: I'm so sorry you twisted your
   ankle.
N:    OK? Let's begin.
F:    Mrs. Lorenzo just left the
   building. Did you see her?
MI: Too bad.
M2: No. It's too bad I didn't see her.
F:    I twisted my ankle.
MI: So sorry.
M2: I'm so sorry you twisted your ankle.


       
F:    Did you take any pictures in Los
   Angeles?
   
MI: Pity.
M2: No. It's a pity I didn't take any
   pictures in Los Angeles.
F:    My mother is very sick.
MI: So sorry.
M2: I'm so sorry your mother is very
   sick.    
F:    I failed my English exam.
MI: Too bad.
M2: It's too bad you failed your
   English exam.
F:    I forgot to take my camera on my
   vacation.
MI: Pity.
M2: It's a pity you forgot to take your
   camera on your vacation.
F:    I didn't know about the concert
   until the next day.
   
MI: Too bad.
M2: It's too bad you didn't know
   about the concert until the next
   day.    
N:    This is the end of Lesson
   Four.

AUDIO SCRIPT        

6。
 
   
BOOK ELEVEN, LESSON FIVE
N:   Welcome to Lesson Five. Listen to
  Rita and Terry as they talk about
  a problem in their relationship.
  Notice how many times they use
  the verb wish and a past tense.
RITA: Why do you spend so much
  time in the editing room?
  What are you working on?
  What is this project you
  won't tell me about?
TERRY:   I wish I could tell you. I wish
    I didn't have to keep any
    secrets from you. But I really
    can't tell you about this,
    Rita. I'm sorry. You'll know
    about it soon enough. I'm
    surprised at you.
RITA:   Why are you surprised at me?
TERRY:   Because I thought we were
    honest with each other. I
    thought our relationship was
    based on love, respect, and
    trust.
RITA:   You're right. I'm sorry. I just
    wish you could tell me.
N:   Now listen and repeat.
M:   I could tell you
  I wish
  I wish I could tell you.
  I wish I could tell you.
  keep any secrets from you


                        170


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

          171
  Notice how often they use wish
  and a verb in the past perfect
  tense.
RITA:   I wish I hadn't started my
  diet today.
TERRY:   Why? Are you still hungry?
RITA:   I'm starving. There's nothing
  left in here. I wish I had
  packed a huge turkey
  sandwich on a roll with
   


 
  mustard and mayonnaise and
  lettuce and tomato
  and cheese.
TERRY:   I wish I had known. I
  wouldn't have eaten
  everything.
N:   Now listen and repeat.
F:   I hadn't started my diet today
  I wish
  I wish I hadn't started my diet
  today.
  I wish I hadn't started my diet
  today.
  a huge turkey sandwich
  I had packed a huge turkey
  sandwich
  I wish I had packed a huge
  turkey sandwich.
  I wish I had packed a huge
  turkey sandwich.
M:   I wish I had known.
  I wish I had known.
  I wouldn't have eaten
  everything.
  I wouldn't have eaten
  everything.
N:   Now you're going to hear some
  sentences about different people.
  Say what those people wish,
  using the past perfect tense. For
  example, you hear. . .
F:   Terry had to work this morning.
N:   And you say. . .
M:   Terry wishes he hadn't had to
  work this morning.
N:   Or you hear. . .
F:   Rita started her diet today.
N:   And you say. . .
M:   Rita wishes she hadn't started
  her diet today.
N:   All right. Let's begin.
F:   Terry had to work this morning.
M:   Terry wishes he hadn't had to
  work this morning.
F:   Rita started her diet today.
M:   Rita wishes she hadn't started
  her diet today.
F:   She didn't pack a huge turkey
  sandwich.
M:   She wishes she had packed a
  huge turkey sandwich.
F:   Terry didn't know about Rita's
  diet.
M:   Terry wishes he had known
  about Rita's diet,
F:   Rita thought about retiring.
M:   Rita wishes she hadn't thought about
  retiring.
F:   She told everyone she was quitting her
   

  job.
M:   She wishes she hadn't told
  everyone she was quitting her
  job.
N:   Now you're going to hear sev'eral
  people talking about things that
  will happen in the future, or that
  have already happened in the
  past. Listen to how they express
  regret. For example, you
  hear.. .
F:   I'm sorry I have to go back to my
  office later this afternoon.
N:   And you say . . .
M:   She wishes she didn't have to go
  back to her office later this
  afternoon.
N:   Or you hear. . .
M:   I'm sorry I had to work last
  Sunday.
N:   And you say . . .
F:   He wishes he hadn't had to work
  last Sunday.
N:   OK? Let's begin.
F:   I'm sorry I have to go back to my
  office later this afternoon.
M:   She wishes she didn't have to go
  back to her office later this
  afternoon.
M:   I'm sorry I had to work last
  Sunday.
F:   He wishes he hadn't had to work
  last Sunday.
F:   It's too bad I don't have time to
  go to the movies tonight.
M:   She wishes she had time to go to
  the movies tonight.
M:   It's a pity I started my diet last
  week.
F:   He wishes he hadn't started his
  diet last week.
F:   I'm very sorry I lost that library
  book.
M:   She wishes she hadn't lost that
  library book.
M:   What a pity I can't go to Ed's
  party next week.
F:   He wishes he could go to Ed's
  party next week.
F:   It's too bad I didn't know that
  Sam was arriving.
M:   She wishes she'd known that
  Sam was arriving.
M:   I'm sorry I won't be able to
  accept her invitation.
F:   He wishes he could accept her
  invitation.
F:   It's too bad he had to work on his
  birthday.
M:   She wishes he hadn't had to work

on his birthday.    
M: I'm sorry I'll have to miss the concert.
F: He wishes he didn't have to miss the
concert.
N: And that's the end of Lesson Five.

AUDIO SCRIPT

7。
BOOK ELEVEN, REVIEW TWO
N: Review Two. For
  this lesson, you'll need a pencil
  and a piece of paper.
  Listen to this conversation. Mike
invited Chris to his party, but she
arrives late. Listen to all the
things she would have been able
to do if she had arrived on time.   F:
CHRIS: Oh, Mike! I'm so sorry I'm
late. I had some trouble with
my car. Then I got lost. And
on my way upstairs, I hurt
my leg. Again. Is the party
still going on?
MIKE: Poor Chris! I'm sorry to hear
all that. Here, come and sit
down. I'm sorry, but the last
guest just left. It's too bad
you didn't get here a little
sooner.
CHRIS: Why? What happened?
What did I miss?  
MIKE: If you'd been here, you
would have been able to meet
some famous people.
Tom Cruise and Madonna were
here.
CHRIS: Really? Both of them? How
  do you know them?
MIKE:   They're old friends of mine.  
  And you would have been  
  able to see me dancing with  
  Barbara.
CHRIS:   Barbara who?  
MIKE: Barbara Bush! She and
George always visit me when
  they're in Stamford.   F:
CHRIS:   Now I know you're lying.  
  You're making this whole  
thing up!
MIKE:   That's true. But it's also true  
that if you'd been on time,
you would have been able to
taste my cooking. And you
  would have been able to  
  dance with Jake Seltzer.  
CHRIS: Now I'm really sorry I was
  late.
MIKE: Why? Because of my cooking
  or because of Jake?   F:
CHRIS:   Because of both, I guess.  
N: Now listen and repeat.


N: meet some famous people
  you would have been able to
  meet
  You would have been able to  
  meet some famous people.
You would have been able to  
meet some famous people.
dancing with Barbara
you would have been able to see  
me
M: You would have been able to see
me dancing with Barbara.  
N:You would have been able to see
me dancing with Barbara.
taste my cooking  
you would have been able to  
taste
You would have been able to  
taste my cooking.
You would have been able to
taste my cooking.  
dance with Jake Seltzer  
you would have been able to
dance
N: You would have been able to
dance with Jake Seltzer.
You would have been able to
dance with Jake Seltzer.
Now you're going to hear a
question and a cue. Use the cue
to answer the question, using the  
words would have been able to in
your sentence. For example, you
hear, "What would Chris have
been able to do if she'd arrived at Mike's party on time?"
Meet some famous people.
And you say . . .
She would have been able to
meet some famous people.
Or you hear, "Who would Chris
have been able to see Mike
dancing with?"
Barbara.
And you say . . .
She would have been able to see
Mike dancing with Barbara.
OK? Let's begin. What would
Chris have been able to do if
she'd arrived at Mike's party on  
time?
Meet some famous people.
She would have been able to
meet some famous people.
Who would Chris have been able
to see Mike dancing with?
Barbara.
She would have been able to see Mike
dancing with Barbara.  
Where would Rita have been

able to go if she'd had enough vacation time?
Paris.
She would have been able to
go to Paris.
How would she have been able
to travel if she'd had enough money?
On the Concorde.
She would have been able to travel on the Concorde.
Who would Jake have been able to meet if he'd been invited to a White House dinner?
The President.
He would have been able to meet the President.
What would Rita and Terry have been able to do if they'd won lots of money in the lottery?
Quit their jobs.
They would have been able to quit their jobs.
Now take your pencil and a piece of paper.
You're going to hear a short talk about the early years of the Stamford Museum and Nature Center. The first time you hear it,
don't write anything. Just listen.
F：Hello. And welcome to the .
Stamford Museum and Nature Center.
I'm your tour guide, Lisa Hom.
Before we begin our tour,
let me tell you a little about the history of the museum.
It celebrated its fiftieth birthday in 1986. The founder was Dr.
G. R. Hertzberg,
a prominent Stamford surgeon.
If Dr. Hertzberg hadn't been involved,
the museum would have been just a collection.
What started as three rooms in a downtown office building has grown to five buildings on eighty acres in the northern part of the city.
Now if you just follow me,
the tour will begin.
N：Now take your pencil and a piece of paper and get ready to write.
When you hear the tour guide again,
write down the most important things she says.
Don't write every word, though,
just the important details.
There will be some pauses for you to write.
All right. Let's begin.
F：Hello. And welcome to the Stamford Museum and Nature

172
   Center. I'm your tour gUIde, LIsa Horn.
   tell you a little about the history
   of the museum. It celebrated its    
   fiftieth birthday in 1986.    
   The founder was Dr. G. R.
   Hertzberg, a prominent Stamford    
   If Dr. Hertzberg hadn't been    
   involved, the museum would    
   have been just a collection.
   What started as three rooms in a    
   downtown office building
   has grown to five buildings on    conversation.
   eighty acres
   in the northern part of the city.    
   Now if you just follow me, the    
   tour will begin.    
N: Now use your paper to answer
   Question One.    
F: What is the tour guide's name?    
M: Lisa Horn.    
N: Question Two.    
F: In what year did the museum
celebrate its fiftieth birthday?    
M: In 1986.    
F: What was the name of the man    
  who founded it?    
M: Dr. G. R. Hertzberg.    
N: Question Four.    
F: What was Dr. Hertzberg's    
  profession?    
M: He was a surgeon.    
N: Question Five.    
F: If Dr. Hertzberg hadn't been    
  involved, what would the    
  museum have been?    
M: Just a collection.    
N: Question Six.    
F: How many rooms did the    
  museum start out with?    
M: Three.    
N: Question Seven.    
F: Where were the rooms located?    
M: In a downtown office building.    
N: Question Eight.    
F: How many buildings are there    
  now?    
M: Five.    
N: Question Nine.    
F: How many acres are there now?    
M: Eighty.
N: Question Ten.    
F: Where is the museum located?
M: In the northern part of the city.    
N: This is the end of Review Two.

AUDIO SCRIPT
8。

LESSON SIX

N: Welcome to Lesson Six. For this
  lesson, you'll need a pencil and
  a piece of paper.
  Listen to this conversation
  between two tennis fans
  discussing a tennis player after a
  match . Notice how tennis fans
    conditions, like this one. . .   

M:  If John hadn't played so badly,   
      he wouldn't have lost the game.   
N:  OK, let's listen to their   
      conversation.   
M:  Oh, Marisa! Hi there. I didn't   
      know you were coming to the 
        match. How did you like it?
F:    I didn't like it.   
M:    I guess you're not happy with the
        way it ended for Boris.       
F:    That's right. Boris just didn't do hiS
        best today.   
M:    Maybe if he hadn't been in such   
        poor condition, he wouldn't   
        have gotten so tired.
F:    Yes. And if he hadn't been so   
        tired, he wouldn't have missed
        those important shots.     
M:    Well, one thing is sure. If he
      hadn't missed those shots, he 
      wouldn't have gotten so angry 
      with himself.   
F:    And if he hadn't gotten so angry
        with himself, he wouldn't have
 
      lost the game.   
M:  Oh, well. You win some, you
      lose some.
   
N:    Now listen and repeat. 
M: he wouldn't have gotten so tired 
    condition, he wouldn't have   
    gotten so tired.
F: he wouldn't have missed those
    important shots   
    If he hadn't been so tired, he 
    wouldn't have missed those   
    important shots.
    If he hadn't been so tired, he 
    wouldn't have missed those   
    important shots.    .
M: he wouldn't have gotten so angry wIth himself 



if he hadn't missed those shots
If he hadn't missed those shots,
he wouldn't have gotten so angry
with himself.
If he hadn't missed those shots,
he wouldn't have gotten so angry
with himself.
N: Now make sentences using
    negatives in the past unreal
    conditional. You'll hear two
    sentences. The first sentence will
    become your if clause, and the
  second will become the result
    clause. For example, you
    hear. . .

M: Boris was in poor physical
    condition .He got tired.
N: And you say. . .
F: If Boris hadn't been in poor
  physical condition, he wouldn't
  have gotten tired.
N: Or you hear. . .
M: He missed some of his shots. He
    got angry at himself.
N: All right. Let's begin.
M: Boris was in poor physical
    condition.  He got tired.
F: If Boris hadn't been in poor
  physical condition, he wouldn't
  have gotten tired.
M: He missed some of his shots. He
    got angry at himself.
F: If he hadn't missed some of his
  shots, he wouldn't have gotten
  angry at himself.
M: He got angry at himself. He
    served badly.
F: If he hadn't gotten angry at
    himself, he wouldn't have served
    badly.
M: He served badly. He lost the
    game.
F: If he hadn't served badly, he
  wouldn't have lost the game.
M: He lost the game. He decided to
    get into better shape.
F: If he hadn't lost the game, the
  wouldn't have decided to get
  into better shape.
N: Now take your pencil and a piece
    of paper. You're going to hear
    Chris talking about some of the
  things that she regrets in her life.
  Don't write anything yet, just
  listen.
CHRIS: I still have so many things to
    learn. I want to be a good
    reporter, like Jake. I'd like to
    be able to interview people
    in an interesting way. I'm


173

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

      hear.. .
F:    What does Chris wish she were?
N:    And you say. . .
M:    She wishes she were a good
    reporter, like Jake.
N:    Or you hear. . .
F:    What does she wish she could
    do?   
N:    And you say . . .
M:    She wishes she could interview
    people in an interesting way.
N:    All right. Let's begin. Question
    One.
F:    What does Chris wish she were?
M:    She wishes she were a good
    reporter, like Jake.
N:    Question Two.
F:    What does she wish she could
    do?   
M:    She wishes she could interview
    people in an interesting way.
N:    Question Three.
F:    What does she wish she had
    done before she started working
    at WEFL?
M:    She wishes she had learned more
    about journalism.
N:    Question Four.
F:    What does she wish she could do
    quickly?
M:    She wishes she could edit
    quickly, like Roger Ward.
N:    Question Five.
F:    What does she wish she hadn't
    done?
M:    She wishes she hadn't twisted
    her ankle.
N:    And I wish we didn't have to go
    on to the next lesson. But we do.
    And that's the end of Lesson Six.

AUDIO SCRIPT

9.    
BOOK ELEVEN, LESSON SEVEN
N:   Welcome to Lesson Seven. Jake is
  giving a report on teachers. You
  will hear the name of a famous
  American university mentioned.
  How do you spell the name of
  this university? Listen carefully to
  the report.
JAKE:     Good evening. I'm Jake
    Seltzer and this is "Hello
    America." Tonight, a
    report on teachers . . .
    These young people are
    about to become
    teachers. But there are
    not enough of them.
    Experts are trying to
    convince young people


 
                like these to choose
                teaching as a career. . .
                Professor Marvin Bressler
                of Princeton University
                said it was an enormous
                privilege to be a teacher.
  PROFESSOR  
  BRESSLER:   It is an enormous
                  privilege to be a teacher
                  and to see people come
                  alive from time to time.
            N:   OK. How do you spell the name
                of the university mentioned in
                this report?
            M:   P-r-i-n-c-e-t-o-n.
            N:   Now listen and repeat.
            M:   an enormous privilege
                it was an enormous privilege
                it was an enormous privilege to
                be a teacher
                He said it was an enormous
                privilege to be a teacher.
                He said it was an enormous
                privilege to be a teacher.
            N:   Now you hear. . .
            M:   It's an enormous privilege to be a
                teacher.  
            N:   And you say. . .
            F:   He said it was an enormous
                  privilege to be a teacher.
            N:   You hear. . .
            F:   We'll need many new teachers.
            N:   And you say. . .
            M:   She said we would need many
                  new teachers.
            N:   All right? Let's begin.
            F:   It's an enormous privilege to be a
                teacher.  
            M:   She said it was an enormous
                  privilege to be a teacher.
              F:   We'll need many new teachers.
            M:   She said we would need many
                new teachers.
            F:   Many communities are looking
                for teachers right now.
            M:   She said many communities were
                looking for teachers right now.
            M:   Young people can make a
                  difference in creating a better
                  world.  
            F:   He said young people could make
                  a difference in creating a better
                  world.  
              M:   Good schools depend on good
                  teachers.  
              F:   He said good schools depended
                on good teachers.
            M:   Teaching isn't easy, but it can be
                the most rewarding job in the

174

   world.
F:   He said teaching wasn't easy, but
      it could be the most rewarding job in
    the world.
ALL: This exercise is almost over.
F: They said this exercise was
   almost over.
N:     In fact, it is over. The next exercise is about to begin.
      First, let's listen to Steven and Rita.
      "Murder at Midnight" is about to go on the air.
      Why does Rita
      want to watch "Murder at Midnight"? Listen carefully for the answer.
STEVEN: Excuse me, Rita. Detective Modine is here. I'd like you
to talk to him. Tell him what you know.
RITA: Sorry, Steven. I'm about to watch "Murder at
Midnight." I want to check
the makeup. I did
something a little different. Terry wants me to . . .
STEVEN: Can it wait? Detective
Modine is in a hurry; he's about to leave. It'll only
take a minute.
RITA: Oh, all right. . . but I
really can't tell him anything he probably doesn't already know.
N: OK. Why does Rita want to
watch "Murder at Midnight"?
F: She wants to check the makeup. N: Now listen and repeat.
   M: go on the air
about to go on the air
"Murder at Midnight" is about to go on the air.
"Murder at Midnight" is about to go on the air. .
F: "Murder at Midnight"
I'm about to watch "Murder at Midnight. "
I'm about to watch "Murder at Midnight. "
N: Something that is about to
happen is ready and going to happen in a very short time.
Let's practice this expression.
You hear. . .
M: "Murder at Midnight" is going
on the air in two minutes.
N:    And you say. . .
F: "Murder at Midnight" is about to
go on the air. N: You hear. . . M: Detective Modine is in a hurry;




he's going to leave.
N:    And you say. . .
F: Detective Modine is in a hurry;
   he's about to leave.
N: And we're about to begin. Are
   you ready? Here we go.
M: "Murder at Midnight" is going
   on the air in two minutes.
F: "Murder at Midnight" is about to
   go on the air.
M: Detective Modine is in a hurry;
   he's going to leave.
F: Detective Modine is in a hurry;
   he's about to leave.
M: Is he ready to solve the mystery
   at WEFL?
F: Is he about to solve the mystery
   at WEFL?
M: Many teachers will be retiring
   soon.
F: Many teachers are about to
   retire.
M: These young people are ready to
   become new teachers.
F: These young people are about to
   become new teachers.
M: Are we ready to end this
   exercise?
F: Are we about to end this
   exercise?
M: I was just going to ask the same
   question.
F: I was just about to ask the same
   question.
N: Now let's listen to some more of Jake's report on teachers.
  Who said that we would need 1.4 million new teachers
    by the end of the decade?
    Listen carefully for the answer.
JAKE:    Alan Guskin told
the audience that young people could make a difference.
ALAN GUSKIN: The message he left behind was that
young people could make a difference
in helping to create a better
and more peaceful world.
JAKE:    Many teachers will
be retiring soon. There are not
enough young teachers to replace them.
According to Mary Futrell, we will need 1.4 million new


   teachers.
   N: OK. Who said we would need
   1.4 million new teachers by the
end ofthe decade?
M: Mary Futrell.
N: Now listen and repeat.
M: make a difference
young people could make a difference
Alan Guskin told the audience Alan Guskin told the audience
that young people could make a difference.
Alan Guskin told the audience that young people could make a
   difference.
N: Now you hear. . .
F: "Young people can make a difference," Alan Guskin said to
   the audience.
N: And you say. . .
M:. He told the audience that young
people could make a difference. N: You hear. . .
F: "Every community in the country will be looking for new teachers," Mary said to the
   reporter.
N: And you say. . .
M: She told the reporter that every community in the country would
   be looking for new teachers.
N: . OK? Let's begin.
F: "Young people can make a difference," Alan Guskin said to the audience.
M: He told the audience that young
   people could make a difference.
F: "Every community in the country will be looking for new teachers,"
Mary said to the reporter.
M: She told the reporter that every community
in the country would be looking for new teachers.
F: "Not everyone can be a teacher,"
   he said to me.
M: He told me that not everyone
   could be a teacher.
F: "You are the hope for the
   future," the President said to us.
M: He told us that we were the hope
   for the future.
F: "I am old and about to retire,"
   he said to the class.
M: He told the class that he was old
   and about to retire.
F: "You are the ones who will have
   to face these problems," he said

175


   to the new teachers.
M:    He told the new teachers that
   they were the ones who would
   have to face these problems.
F:    "If you try hard, you can do it,"
   he said to us.
M:    He told us that if we tried hard,
   we could do it.
N:    And that's the end of Lesson Seven.

AUDIO SCRIPT
   
10.
BOOK ELEVEN, LESSON EIGHT

N:    Welcome to Lesson Eight. Detective
    Modine is trying to find out what
    Jake knows about the problems at
    WEFL. Why isn't the interview
    working out? Listen carefully for
    the answer.
JAKE:    Do you think someone is
    sabotaging the station
    deliberately?
MODINE: Yes, I do.
JAKE:    Do you know who it is?
MODlNE: No, not yet.
JAKE:    Have you interviewed
    other people at the station?
MODINE: Yes, I have. This isn't
    working out, Jake.
JAKE:    Why?
MODINE: I'll ask the questions, if you
    don't mind.
JAKE:    OK. Shoot.
MODlNE: Do you think someone is
    sabotaging the station
    deliberately? Do you know
    who it is?
lAKE:    Yes, I do, and no, I don't.
N:    OK. Why does Detective
    Modine think the interview with
    Jake isn't working out?
F:    Because Jake is asking all the
    questions.
N:    Now listen and repeat.
M:    yes, I do
    no, I don't
    Yes, I do, and no, I don't.
    Yes, I do, and no, I don't.
N:    Now you hear. . .
F:    Do you think someone is
    sabotaging the station
    deliberately? Do you know who it
    is?
N:    And you say . . .
M:    Yes, I do, and no, I don't.
N:    You hear. . .
F:    Have you interviewed other
    people at the station? Did they
    give you any information?
N:    And you say. . .
M:    Yes, I have, and no, they didn't.
N:    Notice that the first short answer


    is always "yes," and the second
    short answer is always "no."
    All right. Let's go.
F:    Do you think someone is
    sabotaging the station
    deliberately? Do you know who it
    is?   
M:    Yes, I do, and no, I don't.
F:    Have you interviewed other
    people at the station? Did they
    give you any information?
M:    Yes, I have, and no, they didn't.
F:    Will you be talking to Thomas
    Ames? Would you like to see my
    interview with him?
M:    Yes, I will, and no, I wouldn't.
F:    Did you know he owns land next
    to the Nature Center? Can he
    build apartments there?
M:    Yes, I did, and no, he can't.
F:    Well, that's good to hear. Could
    I get you something to drink?
    Would you like something to
    eat?
M:    Yes, you could, and no, I
    wouldn't.
F:    Had you heard of Thomas Ames
    before you started this
    investigation? Will you be asking
    him about Mirage Realty?
M:    Yes, I had, and no, I won't.
F:    Is this interview over? Are there
    any more questions?
M:    Yes, it is, and no, there aren't.
N:    After the interview with
    Detective Modine, Jake meets
    Chris in the cafeteria. She has a
    lot of questions. Does she ask
    him if Detective Modine is a
    nice guy? Listen carefully for the
    answer.
CHRIS:    Well, how did it go with
        Detective Modine?
JAKE:        It went OK. He seems like a
        nice guy. He only asked me a
        few questions. I don't think
        he knows much yet. We
        probably know as much as he
        does.
CHRIS:    What kind of questi9ns did
        he ask?
JAKE:        He asked me if I thought
        someone was sabotaging the
        station deliberately.
CHRIS:    And what did you say?
lAKE:        I told him yes. It's obvious,
        isn't it? He thinks so too.
CHRIS:    Does he have any idea who it
        is?
JAKE:        I don't know. He asked me if


    I had any idea who it was.
CHRIS:    And what did you say?
lAKE:    I told him that it was
    probably a woman, a woman
    with a twisted ankle.
CHRIS:    Oh, come on, Jake. You
    didn't say that.
N:    OK. Did Chris ask Jake if
    Detective Modine was a nice
    guy?
F:    No, she didn't.
N:    Now listen and repeat.
M:    sabotaging the station
    someone was sabotaging the
    station deliberately
    if I thought someone was
    sabotaging the station
    deliberately
    He asked me if I thought
    someone was sabotaging the
    station deliberately.
    He asked me if I thought
    someone was sabotaging the
    station deliberately.
N:    Now you hear. . .
M:    "Do you think someone is
    sabotaging the station
    deliberately?" he asked me.
N:    And you say. . .
F:    He asked me if I thought
    someone was sabotaging the
    station deliberately.
N:    You hear. . .
M:    "Do you have any idea who it
    is?" he asked me.
N:    And you say. . .
F:    He asked me if I had any idea
    who it was.
N:    OK? Here we go.
M:    "Do you think someone is
    sabotaging the station
    deliberately?" he asked me.
F:    He asked me if I thought
    someone was sabotaging the
    station deliberately.
M:    "Do you have any idea who it
    is?" he asked me.
F:    He asked me if I had any idea
    who it was.
M:    "Can you give me some names?"
    he asked us.
F:    He asked us if we could give him
    some names.
M:    "Is Rita still upset about
    retiring?" he asked her.
F:    He asked her if Rita was still
    upset about retiring.
M:    "Are you going to run away with
    Terry?" I asked her.
F:    I asked her if she was going to

176

run away with Terry.
M: "Will Roger help find out what's
going on?" he asked them.
F: He asked them if Roger would
help find out what was going on.
M: " Can we stop now?" they asked me.
F: They asked me if they could \stop now.
N: One more exercise, and then you
can stop. Chris is talking to
Mike. Has Mike had his
interwiew with Detective Mofine
yet? Listen carfully for the answer.
Chris: Has Detective Modine
interview you yet ,Mike?
Do  you know anything about him?
Mike: According to Steven, he's
the best detective in
Stamford. He's very clever.
Chris: Jake said he was a nice guy.I wonder what he's like.
Mike: I haven't met him yet.
Chris: Rita thinks he's really handsome.
Mike: Don't pay any attention to
Rita, Accoeding to Steven, he's the best detective in Stamford.
According to Rita, even I'm handsome.
According to Rita, even I'm handsome.
N: Now I say, " Steven says that he's
the best detective in Stamfoed." And you say...
F: According to Steven , he's the
best detective  in Stamford.
N: I say, " Rita thinks even I'm handsome." And you say...
M: According to Rita, even I'm handsome.
N: All right. Let's begin. Steven
says that he's the best detective in Stamford.
F: According to Steven , he's the
best detective in Stamford.
N: Rita thinks even I'm handsome.
M: According to Rita ,even I'm handsome.
N: Jake says that Detective Modine
is a nice guy.
F: According to Jake , Detective Modine is a nice guy.
N: Both of them think there's a
connection with Thomas Ames.
M: According to both of them, there's a
connection with Thonas Ames.
N: We say the glove is the key to
solving the mystery.
F: According to us, the glovr is the key to silving the mestery.
N: I think this lesson is over.
M: According to me , this lesson is over.
N: Yes, it is , This is the end of Lesson Eight.

-----------------------------------------------------------------


Book Eleven, Review Three

N: Review Three. For this
lesson, you'll need a
pencil and a piece of paper.
Rita is reading the newspaper.
She finds a report about 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

177

    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.