Book 21

BK21IT
January 1991
D
D efense Language Institute
English Language Center
LackJand Air Forc Base, Texas
A M E R I C A N L A N G U A G E C O U R S E
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LEVEL IV
BOOK 21
INSTRUCTOR TEXT
PHEFACE
The Amarican Language Goutse {ALC} i a designed priinarily for an
intensiva language training prograin. However , these materials can
al so be used in nonintensive programs. The course will provide
students. with a sufficient level of fluency and cornmuncative
proficiency in American Engliah to enable them to successfully pursue
cechnical or professional training in schools conducned by the
of Defense,
The General Englsb Phaae of the ALC consiste of six
ievels of language prof iciency training. Levis T through V consist
o ai? seprate instructiorial packages each. Level VI contains
four.
Level I
Level n
Level III
Level IV
Level V
Level VI
Books 1
EOOks 7
Books 13
Books 19
Books 25
Books 31
-
- 12
- IB
- 24
- 30
- 34
The coordinated instruction^l packages for Books 1-30 consist of the
following;
1. instructor Text
2. Student Txt
3. Audio .-oc = L- dings
Laboratory ACtivities Instructor TeKt
Laboratory ACCivities Studant Text
. Quiz Kita
7. Optiooal training aids
inquiries concerning these materials
H
including purchase requests,
should be addressed to
DLIELC/LERW
2235 Andrews Avemie
Lackland Air Forc Base, Texas 73236- 5259
E-mail: LERW@lackland.af.mil
Copyright 2003 by Defense Language Institute English Language Center
and its licensors. Notice of Rightsi All rights reserved, NO part of
this book tray be reproducid or tcanainitted in any fonn or by any
means, electronic, mechanical, photooopying, reoording, or otherwise,
without the prior written permission of the publiaher.
Dictionary entries from Webster's New World Dictionary (c) 1984 by
Simn Schuster, Inc- Uaed by penniaaion.
BOOK 21 IHSTRUCTIQNAL PACKAGE
The Instructional Package for Book 21 consiste of the following:
1. instructor Taxt
2. Student Tsxt
3. S J M t c n audio recotdinfH (approximataly 20 minutes each)
4. Instructor "_.>nguagr Laboratory Actlvities Boofclet
5. Student Langusa* Laboratory Activities Booklet
6. Quiz Kits
HOTES TO THE INSTRUCTOR
THE AMERICAN LAHGUGE COURSE
The American Language Course consists of 34 instfuctional packages
(Books L-34) for teaching English as a secc-nd or foreign language. It
is designed so Chat each book builds on the previous books to further
language learning and acquistion. variety of techniques and
methodologies has been incorporated into the instructional activities.
The material focuses on fouc- language
1 - Functions
Functions are the ways we use Che language to communicatc- The
function presentations are designed to provide the student with the
meana of communicating effeotively in particular situations. The
development of the functions begins wth mechanical drills and
exercises and culminates in cotrmuncative exercises which allow the
student to draw on knowledge from previous exercises or from personal
experience.
2. Grammar
The grammatical structures presented are those which are most
frequently used and which the student needs to accomplish the learning
objectives,
3, Skills
The presentations of the skills urnish the student with focused,
progresaive practice in the reas of listening,
speakinq, reading, and writing The material is
designed to give the student the opportunity to develop
practical academic skills universal to any learning
situation.
4. Vocabulary
The vocabulary presentad consists of high frequency
terms and military-oriented terminology useful to the
target population. There are three categories of
vocabulary in this level-
a. Objective vocabulary
Objective vocabulary is vocabulary the students will
be required to produce and respond to in class and
in the languag laboratory (lab). These terms will
be tested on
b. Recognition vocabulary
Recognition vocabulary is vocabulary the atudents
will need to be abie to recognisa, produce, and
respond to in class and lab. These terms will be
found on the quizz^s, but they will not be
specifically tested.
c, Instructional vocat>ulary
Instructional vocabulary is the vocabulary the
students will need to recognize and respond to in
class, in lab, and during tests. lt incluyes the
terms used to give directions for exercises, drills,
and activities.
The focus page of each lesson in the instructor and student
provides a synopsis of the objectives presented in that lesson.
The first section on thls page lists sample functional phrases or
sentences if a function is developed in that lesson. The second
section contains examples of the grammar structures presented in
the lesson. The third section contains examples o the new
ski lis introduced. The new vocabulary tems are usted in the
last section.
Both sides of the focus page are shaded. On the back is a list
of lesson components with pag references. Along the outer edge
of th back is a l/4"-wide blacK strlp that marks the beginning
of each lesson.
J -V
INSTRUCTOR TEXT
The Instructor Text Is essential to the effectlve presentation of
the learning actlvities in each lesson, Each Instructor must
heve an Instructor Text. Without one, an instructor will not be
abie to conduct sil of the eêrcises, Grills, and activities in a
lesson. The Instructor Text containa the answers to all the
exercisee, homework assignments, and daily evaiuationa. For ths
raason, Instructor Texta should be carefully controlled.
The instructor Text conaists of four lessons and one reulew
leseen, as well as daily evaluations, homework assignmentB, an
enrichinent sectijn, and appendixes. It also dontains statements
of the objectives, as waii as blurbs
Obl
The objectives are statements of what ths student should
be able to accompLish by the end of the lesaon. These
are providsd as a guld for th instructor. Objectives
will be meaaured on the qulzzee.
Blurbs
A blurb is a deacription of a learning octivity. It
provides guidanc for the presentation of the drills and
< --: --. < ? r e > : . in the lesson. All the informatlon in the
blurb relates to the subsequent activity and alwaya
appears in th same ceder.
SAMPLE
ORAL READIKG DRILL (sentence)
Books open (ST p. 56)
Written cue
Oral rsporise
Choral, then individual
a. The first ntry indicates two things:
(1) The type of activity: Oral Reading Drill,
Repetition Drill, Cloze Exercise, etc,
(2) The format of th material where pertinent:
sntenc&, dialog, etc.
b. The second ntry indicates two
(1) The condition under which the activity is to be
performed; bool<s opn, books closed, etc,
(2} The pag number in the Student Text where the
activity is found-
c. The third entry glvea the type of cue that is
pravided to the student by th instructor, text, or
another atudent: visual, oral, written, etc.
d. The fourth entry shows the required response fram
the student: oral, written, etc.
e. The fifth entry shows the type of student
participation expected: chora!. Individual, paired
individual, etc.
Enrichcaent Section
The Enrichment Section includes the definition of a
a common idioro or expression, with examples of Its use,
and an explanation of a conunonly mi&u&ed structure. It
may sisa contair. supplemental vocabulary, grammar,
function, and/or skills exercises.
AppendJJes
Appendix A: Appendix A, Part One, is an alphabeticaiiy
arranged list of objective and recognitlon vocabula^y
presentad in the Student and Instructor Tejtta with the
number of the lesson in which the tem is first
pregented. Part Two ls a gloasary of objective and
recognition vocabuiary tems, dlvided by lessons. Its
primary purpose is to allow the student to prepare for
the next lesson.
Appendlz B: Appendix B ls an alphabetlcally arranged
liat of grammatlcal structures presented ln the Student
and Instructor Texts with the leseon number where the
tem is first introduced.
Appendixes C-C: These appendixes ccntaln various
reference material and ere included to provide useful
informatlon for instructora and students.
5. Homework
Homework asslgnments for leasons 1-4 furnish the student
with additional exercises that provide practice ln
accomplisfting the objectlves and also serve as a means
of identlfying student language deficlencies. These
exercises provide the student with approximately two
hours of homework for each lesson.
vi
6. Eva" naiion Exercises
Evaluation exercises are provided for the first four lessons. These
exercises should be used. to measure the atudents' mascery of the
objectives.
STUDENT TEXT
The Student Text contains the same material as the Instructor Text,
with the exception of Cha stated objectives, the blurbs, and answers
to the exercises.
The homework and evaluacin exercises are located at the end of the
Student Text on perforated pages. It is recommended that Chey be
removed befte the Student Text is issued.
Theaa taxts are intanded for studant rotention.
IANGUAGE 1A30RATORY ACTIVITIES
The language laboratory activities have beer. designad to reinforce the
objeccives presentad in the lessons. They contain vocabulary,
granunar, function, and Ekills activites, To accomplish the
activities cocreccly, the student must be actively involved and
reapond to and inceract with the infonration on the recording. There
is a SCudent Language Laboratory ctivici^s booklet, which E designed
to be retained by the sCudent, and ap instructor Language Laboratory
ctivities bookleC, The instructor bookljt contains the audio scripts
and answers Co the language laboratory activities. A listing of
objectives or the language laboratory activities is included in both
the instructor and student texts.
The language laboratory activities for Level IV contain a new feature,
Authentic Liscening Materials. These recorded activities are designed
to provide students with spoken English in a communicative context in
order to develop listening comprehension fis well as help the student
understand the nuances Q American English pronunciation and
intonation.
BOOK QUIEZES
Book quizzes that measure the mastery of the objectives are to be
administered. These Oîizzes will cover only objective material.
INSTRUCTIONAL VOCAEULARY
These words are used in the Book 21 instructional package in
instructions and dlrections to exercises, drills, and activities.
adjective past perfect - be passive
adverb past progressive
affirmative phrases
prefix
boldfaced present perfect - be passive
chart respond
combine
comp ar at ive sean
comparison sentence outline
connective statement
contrasting statistics
crossword stress
cues structure
subj ect pronoun
dialog suffix
dictation summarize
double summary
superlativa
figure suppo rt
syllable
grammar
tabie
impatience time clause
imply transparency
involve
italicized unequal
itlica
language laboratory
activities
mention
negative
notes
noun phrase
object
outline
viii
CONTENTS
Titl
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
The Most Beautiful Place
He's Tired as a Result Of.- -
It'a a Quiet Place Where I Can Study
I Suggest You Re-Enlist.
There will Be Reviewing on Friday.
Word List and Gloasary
Structure List
Explanation of Dictionary Terms
Principal Parts of Irregular Verbs
Four mportant Spelling Rules
Punctuation and Capitalizacin
Conditional Sentences
Verb FonriE
Homework
Evaluation
1
55
119
167
225
A- l
B- l
C-l
D-l
E-l
F- l
G-l
H-l
HW-1
EE-1
THE M OST BEAUTIF-L PLACE BQQK 21 LESSON 1
RESOURCES
Basic classi- QQm equipment and msterials.
reading skUls: B2lLl*fl
Transparency fot the
Book 21 Videotape, *
H
Let's Go Camping"
Book 21 Videotape Activities Booklet, IG
Book 21 Videotape Activities Booklet, SG
OBJ ECTIVE3
1. The student will correctly pronounce and use in discourse the
words, phrasea, and eMpressiona listad below.
vecbs
Ncuns
average
cali off
conclade
contribute
drain
keep/Kept/kept up with
occur
pick up
spread/spread/spread
take/took/taken after
abnormal
anywy
approKmate
average
dense
mximum
minimurc
normal
per
rapid
recenc
average
btand
density
desert
habit
industry
model
peak
popalation
rate
regin
scenery
Expressions Prefixes
in that case
once again
once more
The student will recognize and respond eppcopriately to the followi
uocds. (These words wxll not actually be tested a3 objectives
although they may appear on
Othec Houns
2. Tne student will ask_fpc and make comparisons and evalua"iona.
3. Gven oral/visual/written cues, the student will, both orally and
in writing, make comparisons and evaluations using the compara ti ve and
superlativa forms of adjectives and advcrbs .
EXAMPLES: The longest tiver in the worid is che Hile. It's
394 kilometers longer than the Amazon.
4. Given oral/visual /written cues, the student will, both orally and
in wciting, express exces si venes s for a particular purpose using too +
adverb (optionally followed by or + object or present active
infinitiva, or both) in af f irmative/negative yes/no questions and
af f irmative/negative s tatmenos and answets.
EXAMPLES: Did Karen get there too late to see the movie?
Ves. It finished just before she arrived.
Martin spoke too quickly for me to understand.
5. Gven a past progressive statement, yes/no question, and
queation-word question (with or without a modal in dircct speech, the
student will, both orally and in writing, report/inquire about what
was said using sa i d / to_l d + aff trmative/negative past perect
progressive THAT noun clause ("that" opcional) to report tatcmcnts?
asked + past perfect progressive noun clause introduced by i E /whothc?r
to repoct yes/no questions; and asked + past perfect progressive noun
elausc introduced by a ques t i on - war d to ceport question-word
questions,
XAMFLE: Marty: We were traveling to Pars when our money
was stolen.
* * * T - * - l ! - * ' l
Brad: Did Marty tell you about his vacation in
France?
Jim: He told us that they had been traveiing
to Paris when their money was stolen.
6. Given written one-exchange dialogs (question and response) with
contrastive inforination words in all caps n each responsej the
student will first rcpca: thc di jôgs sfter model and then cospond
orally to each question, asked by the instructor or on the recording,
stressing the contrastive information
EXAMPLES: Do your friends like to travel?
They like SH03T trips but not LOMG ones.
7. Given written one-exchange dialogs (question and response)
containing contrastive Information, the student will, guided by the
instructor, first mark the contrastive informa t ion stress in each
response and then respond orally to each question, asked by the
instructor, stressing the contrastive information words.
/
EXAMPLES: Will J ean and Fran be on time for the meeting?
/ /
Jean will be on time, but rran won't.
8- Given written one-exchange dialogs {Cuestin and response)
containing contraetive Information, the student will first mark the
contrastive information stress in each response and then respond
stressing the contrastive Information wotrds.
EXAMPLES: Are these your keys?
Those aren't my keys. They'c/e Tim'a
VJhat color cars do you and your sister have?
My sister has a blue car and i have a red one.
9. Given a Limited exposure (45-90 seconds) to a written text and a
series of 2-5 questions relating to its contents, the student will
sean the material and provide the correct answer to each gueston.
10. Given a repcoduction of a page in a dictionary, and a series of
cruestions, the answers to which can be found in the entries on that
page, the atudent will lcate the information on the page and write
the answers. (homoworkl
11. Given
student wi^
notes.
set of
select
notes written in phraaes/incompleta scncences,
from aniong 2-4 choices the best suJiunary of the
the
12. Given a set of notes written in phrases/incomplete sentences, the
student will provide a 1-3 sentence written summary.
13. Given a chart/table/gcaph and questions (oral or writcen) about
specifc infocmation, the student will grovide written answecs to
quescions.
14. Given a written text from which some
systematically deleted fcloze; every 5th
d
scudent will select the correct word for
of the words have been
6th, or 7th word), the
each blank from 2-3 choices
r
(homework)
15. Given a written text from which some of
systematically deleted {cloze). upon hearing
the student will complete the written text
words,
the words have been
the complete text orally,
by writing the missing
(audio recording)
16. Given a short and concise oral text twice and a blank. chart/box
outline, the scudent will listen to the text on Che firat reading and
on Che second reading will Cake ncCes to complete che outline.
(audio recording)
17- Given a set of notes written in senCence outline form, the
studenC will rewrite the notes ioto copie outline form.
18. Given a. written text of less than 100 words
H
the studenC will
take notes in the form of key words and/or phrases,
19. Given an oral text of 1 or 2 minutes, the student will take notes
in the form of key words and/or phrases.
20. Given a narrative of one minuCe or less, orally by the
instructor, che studenC will paraphrase the narrative in writing
iwricten paraphrase approxiinately same length as original text)-
(audio recording)
READING SKILL M ATERIAL
Reading sk.il! material is located on perforated pages behind the
evaluation exercises in the Scudent TexC. We suggesC that you remove
Chese pages when you reinove the evaluacin exercises and. make
Cransparencies. If Che necessary equipmenC is noC available,
disCribute the pages (face down) just before beginning the exercise.
Do not let the students see ths material in advance.
AUDIO FECOFDINGS
Go over the recorded activities with your students before going to lab
to be sure they understand whac they are expected to do.
ENTUCHKENT
The Idiomatic Expressions and Troublesome English sections are located
at the end of the lesson. e sure to explain to your students that
the phrases presented in Idiomatic Expressions and Che usage problems
discussed in Troublesome English are not objectives for tMs bOOk and
tberefore will not be tested on the booh. quizzes. However, the
subjects dealt with in thes sections are integral parts of the
language and may be found in other books or on proficiency tests.
Some lessons also contain an Additional Activities section. The
exercises in chis section may be used by studenCs who need further
pracCce of Che objectives.
HOMEWQHK
The homework for Lesson i ig at the end of the book (perforated
pages in the Student Tett), Be gure to go over the examples In
the homework wlth studervts so that thsy understand what they are
to do. Go over the compieted homework agslgmnents for Lesson 1
prior to beginnlng Lesson 2.
EVALUATIQN EXERClSES
The evaluation exercisea for Le^son 1 are at the end of tha book
(perforated pages in the Student Taxt). You can remove these
pages before you distribute the books to the gtudenta. The
evaluation exercises for Leeson 1 should be administered prior to
beginning Lesaon 2.
NOTES
THE MOST BEAUTIFUL PLACE BOOK21LESSON1
-FUNCT1OK-
George: Which would be the beat city for our- business?
D an: A city that ls experiencing e rapid growth.
-GRAMMAR
Mt. Everest is the highest mountaln peak in the world.
We were too late to see the movle.
He said that they had been working late when their car was
stolen.
-SKILLS
I lihe SHORT trips and he likes LONG oties.
/ /
Those aren't my books. They're John's.
Listen and tak notes. Read the chart and answer questions
a ver age
cali off
cae lude
contribute
drain
keep/kept/kept up with
occur
pick up
poplate
spread/spread/spread
take/tcok/taken after
in that case
once again
once more
unfAmrr ABV
abnormal
anyway
approxlmate
a ver age
dense
mximum
minimum
normal
per
rapid
recent
appetite
averege
brand
density
desert
growth
habit
ndustry
tnodei
peak
population
portion
rate
regin
Scenery
CQNTENTS OF BOOK 21 LESSON 1
IT Page ST Page
VGCABULARY: deserta and peaks 9 3
READING SKILL: chart/table/graph
(provide answers) 14 9
VQCABULARY: a letter 16 10
GRAMMAR: comparatlve/superlative forms
of adjactives and adverbs IB 12
READING SKTLL: sean (provide answerg) 22 17
GRAMMAP: tira + adverb + to-infinitive 24 18
FUNCTIGN: making comparisons and
evaluations 29 21
SPEAKING SKILL (suprasegmentals):
contrastive Information; respond
to questiong 35 26
SPEAKING SKILLS (suprasegmentals):
mark contrastive Information
stress; respond to questions 36 27
WPITING SRILL: refine notes 38 29
WRITING SKILLS: take notes; key words
and/or phrases (written text; oral text) 40 31
GRAMMAR: indirect speech (reported past
progressive) 42 33
WRITING SKlLLE: select sununary of notes
(written text): provide summary 47 38
ENR1CHMENT 50 40
a
VQCABULAHY: deserta end
REFETTTION DRILL (underlined word
ORAL READING DRILL (letter)
Books open (ST p, 3)
Wrltten/Oral cue
Oral responso
FOLLOWED BY
FQRMULATION
Bookg open
Written cue
Oral respanse
Individual
NOTE: Answers
OF AN5WERS
(ST p, 7)
will vary some. One poasiblUty is given
A LETTER TO SAM
Pepeat the underlined words. Read the letter.
Dear Sam:
Here's the letter I promised to write yoij after we got back
from our recent trip--we Just got back two dayg ago. I had our
pictures developed right away so I could send yon a few. We had
a very good trip. Everyone realiy enjoyed it- I think the fact
that everyone contributed to the planning of the trip made it
much better. We found that this was a great learning experience
for all of us. After we talked about the trip, we concluded that
we wanted to do this again in a couple of yeacs.
The trip was tiring at times. I'm glad w no longer have to
driva at a maximtini speed of 55 m.p.h. on the long open roada.
That aeemed so alow, However, once we got to the more popuiated
reas around Los Angeles, the minitnum apeed of 45 m.p.h. almost
- "M?n?: toa rapid for me.
I took a picture of this
population sign because I
wanted to compare it to a
photo I had taken in 1960.
This regin has seen 3 lot
of growth over the past few
years. Like many places In
Colorado, this rea was
first populated by peaple
looping for gold and silver.
Do you recognize this
place? It
T
B Colorado.
Isn't the scenery beauti-
ful? The forest was dense
in this portlon of the
state. There were other
sections with fewer trees-
S I L VE R C O L O R A DO
PO PU L A TI O N
2 3 1 , 6 9 9
> ' '
1
'S I L VE R C O L O R A DO *
PO PU L A TI O N
7 0 ,1 9 4
u
These are anow-covered
mountain peahs in Colorado.
Even though it was August,
there was still a lot of
snow on the peaks.
10
We stopped here for
lunch. That's Rita and
Jeanie spreading a blanket
on the ground. And, of
course, that's Joe. He's
spreadjng mayonnaise on his
sandwich. You knc-w my son,
he alwfcys has a good
appetite.
August is a perfect
time to vlsit Colorado.
The average temperature
is about 75, The tempera-
ture when we were there
was 9B
S
during the day-
This was quite abnormal
for this regin.
WELCDPIE TO
Here ' s the Arizona
desert--hot and dry as usual.
Temperaturas of over 100 F
during the summer are quite
normal n the desert. In fact,
the day we were there the
temperature was 115 F. Can
you imagine what the
is? You can be sure
Arizona' s average is no where
near Colorado's average
temperature.
11
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TW M -l
Answer the questons. Usa the words in parentheses In your
answers ,
EXAMPLE: What is the letter about? (recent)
It ' s about Roger and his famlly's recent trip.
1. What made the trip "much better"? (contributed)
(The fact that everyone contributed to ths piannlng* )
2. What happened after the family discussed the trip?
(concluded)
(They concluded they wanted to do it again. )
3. What are "55 rn.p.h, " and "45 m.p.h.
11
? (maximum/ininimum)
(Thos are the mximum and mnimum speeds one can trave
on socne U.S. highways. )
4. Is a speed of 45 m.p.h. fast? (rapid)
(No, it is not a rapid spsed. )
5. Is Colorado beautiful? (acanery)
(Yes, t has beautiful scenery. )
6. How was the forest in the picture? ( ense J
( it was dense. )
7. Is the forest denso in sil of th state? ( portions )
(No, only In some portions.)
B. How many people lived in Silver, Colorado, n 1960?
(population) ( It had a populatiou of 70,194.)
9, Where can you find snow in the summer? (peaks)
( on the mountain
10. What was Joe doing in the picture? ( spreading)
(He was spreading mayonnaise on the bread. )
11. How is the weather in Colorado in the summer? ( a ve rege )
(The average temperature is 75 , )
12. How was the weather that summer? (abnormal)
( It was 98 which is abnormal.)
13. Isa temperature o 100 usual in the summer in Arizona?
(normal) (Yes, it's normal.)
14. What two things di they do while they traveled to different
places? (habit)
(They made it a habit to try different foods and to
learn about the different places they visited. )
15. What did Jeanie do? (picked up)
(She picked up som words from a Native American language- )
13
MATCHING EKEPCISE
Books open (ST p. B
Written cue
Written rspense
Individual
FTND THE RIGHT WORD.
Match the letter to the number.
1, a very hot, dry regin
2. the number of people living
in en rea
3. learn from belng around someone
4. the greatest possibie
5- tha lowest posslble
6. usual way of doing thlngs
7. the high point of a mountain
8. Increase ln number
9- part of somethlng
10. remain informed
11. to empty
12. happen, take place
&. mximum
b. kaep up with
C. drain
ti, desert
&. pick up
. minimum
g. population
ti. occur
i. habit
j. growth
] . peak
1. portion
READING SKILL
Objectiver Given a chart/table/gah and questions (oral o
written) about specific Information, the student will prvida
written answ&rs to the questions.
FORMULATION OF ANSWEHS (chartJ
Written/Qral cue
Written response
Individual
1. How long ls the wait for a license in Alaska?
2. Are couples iri Louisiana requlred to ha ve a blocd test?
3. How od do couples n Indiana have to be to get marrled?
4. How long do couples in Delaware have to wait after they
get a license before they can get married?
5. Which state doesn't reguire a blood test?
6. Which states requlre a waiting period after obtalning a
a license?
HOW OLD DO THEY HAVE TO BE?
Sean the chart. Use the Information to answer the questions,
Write the answers on the Unes under the table.
UNITED STATES UNDEPGE MARPIAGE LICENSE REQUIREMEWTS
STATE
Alaska
California
Delaware
Florida
Georgia
Indiana
Louisiana
Oklahoma
Pennsylvania
Rhode isiand
South Carolina
Texas
Wisconsin
With
Permigsion
Men Women
16
18
18
16
16
17
18
16
16
18
16
16
16
16
16
16
16
16
17
16
16
16
16
14
16
16
Blood Test
Pequired
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
no
yes
yes
Accepted
By Other
States
no
yes
yes
yes
yes
no
no
no
no
yes
no
yes
yes
Time Wait
Required
For
License
3 days
none
none
3 days
none
72 hrs
none
none
3 days
none
24 hrs
none
5 days
After
License
none
none
24 hrs
none
none
none
72 hrs
none
none
none
none
none
none
1.
3.
5.
3 days
17 years od
South Carolina
2.
4.
6.
yes
24 hovirs
Delaware, Louisiana
15
VOCABULARY: imttmt
REPETITION DRILL (underlined Word
ORAL READING DRILL (letter)
Qral/Written cu
Oral response
FOLLOWED BY
FQRMULATION OF ANSWEBS
Eooks open (ST p. 11)
Written cue
Oral response
Individual
NOTE: Answers may vary One possibility is given
A LETTER TO ROGER
Repeat the underllned words. Then read the letter.
Dear Roger:
I enjoyed reading about your trip. I recently traveled to
L.A. and saw all th changes you talked about. I stayed with
nele George. I didn't want to bother him
y
but I did anyway. I
made up my mind after I saw that hotel rates averaged 375.00 per
person per nlght.
The news about Lake Morris sure spread fast. Everyone seems
to have learned about it right away. So, I guess that by now you
know that Morris Lake wasn't really being drained, just cleaned.
Jeanie has grown a lot. She takes after her mother in her
looks. Joe looks more and more like you, and T see that he takes
after his father in his good appetite, too. And how is Rita?
Once again, I'm planning to come see you next month. I hope
I don't have to cali off my trip like the last time. The
approximate dates for my trip are May 8-11. I'11 let you know
for sure next week. David said he might come with me, , and in
that cas_e, I can stay a few days longer. Did I tell you I bought
myself a car? It
T
s not new, but it is a late model. It's a
SUNI, the new Japanese brand everybody is talking about.
Your brother
y
16
Answer the guestions. Use the word(s) in parentheses in your
answer.
1- Did Sam warit to bother nele George? (anyway)
(No, but he did anyway.)
2. How high were the rates in the hotels? (averaged)
(They averaged S75.00 per person per night.)
3. who does Jeanie look like? (takes after)
(She takes after her mother.)
4. What is Sam pianning to do? (once again)
(He's plsnnlng to visit tUs brother once agair.. )
5. What happenad the last time? (cali off)
(He had to cali off his trlp.)
6- Does Sam know the exact dates or his trip yet?
(approximate)
(No
r
he has the approximate dates only.)
7- What will happen in case David goes with Sam? (in that
case) (In that case, Sam can stay a little longer.)
8. Is Sam
f
s car new? (late model)
(No, but it
b
s a late model, )
9. Is SUNI the ame of a Japanese person? (brand)
(No, it's the ame of a Japanese
17
GR AMMAR : comp ara
Objectlve: Given oral/vlsual/written cues, the student
both orally and In writing, make comparlsons and evaluations
using the comparativo and superlativa forme of adlectives and
LISTENING (explanation of paradigm)
Eooks operi (ST p. 12)
Written/Oral cue
LET'S MAKE COMPARISONf!
we use the comparativo form of adjectives and adverbs when we
compare or imply comparison of two persons, thlngs, etc. We use
the superlativo form when we compare or imply comparison of three
or more persons, things, etc.
For most adjectives and adverbs of ene syllable or those of two
syllables that end n e r , le, ow, ure, or y, add -er to the
adjactive or adverb to form the comparativo. To form the
superlative, add the -est.
Comparative: -er
Superlative: The -est
Adjectives
od
young
pretty
older
young e r
prettier*
the oidest
the young est
the prettiest
Adverbs
lata
fast
early
later
faster
earlier*
the la test
the fastest
the eariiest
We use the word than after the adjective or adverb when those
that are being compared are mentioned. In ths s truc tur e,
subject pronouns, he, she, we, you, they, follow the word than
We will arrive earlier than they (will).
John runs faster than he ( does ) .
*KOTE: Change
1S
With rnost adjectives and adverba of two or mor syllables,
(except those mentioned above) put more or less before the
adjactive or averb to for-m the comparativa. To farm the
superlative, put the most or the least.
Comparative; Hore/Less
Adjectives
careful
beautiful
more careful
more beautiful
less careful
lesa beautiful
Adverta
often
beautifully
softly*
ore often
more beautifully
more
less often
less beautifully
leas softly
Superlativo: The Most/The Least
Adjectlvas
careful
beautiful
the most careful
the most beautiful
Adverbs
often
carefully
goftly*
the most often
the most carefully
the moat softly
the least careful
the least beautiful
the least often
the least carefully
the least softly
*NQTE: There era exceptions.
19
Irregular Forras of djectlves and Adverbs
bad worse the worst
badly worse the worst
far *farther/further the farthest/furthest
good better the best
well better the best
* Farther is generally ueed to indcate physical distances and
further Is used to mean "additional
11
or to describe mental
distances.
Paul ran farther than Harry.
Money is the furthest thing from my mind.
COMPLETION EXERCISE
Written cu
Oral response
Individual
NOTE: Written response if time permita
THIS IS EASIER THAN BEFQRE.
Complete thes gentences. Use the correct comparativo or
supe r1ative f o rm *
EXAMPLES: Michael is the thinnest person in the class.
(thin)
Paul answered more promptly than Ed.
promptly)
1, Phil types faster than I do.
(fast)
2, Mr. Tim is tbe friendliest teacher in our school.
tfriendly teacher)
3. This book is the saddest
(sad)
book I hav ver read.
4. Joe usually answers the phone mor politely than Al
fpolitely)
5. David arrived later than Ted did.
(late)
fi. he saya that she feels more ti red today than she
(tired)
fet yesterday.
7. Usual ly a street LE narrower than an avenue.
( narrow )
8. I thlnk Jim works the hardest of anyone in this class
( hard )
9. This new machine works more^ efficiently than our od
(efficiently )
10. This is the most comfortable _ chair in our house .
( comfortable )
BE CAREFUL WITH THESE.
Complete these sentences. use the correct comparative or
superlgtive form of these adjectives and adverbs.
1^ Judy Uves farther from the school than anyone
(far froni the school)
else I know.
2. Al felt 111 this morning, but now he feels worse
(bad)
3. This article Is jjetter than the last one you wrote-
(good)
4. Lt Jones told us what he knew about the accldent and said he
would giva UB further Information later.
(far)
5. Does Bill swim batter than his brother?
(well)
6. This has been the best day o my life,
(good)
21
FORMULATION QF QUESTIQNS AND ANSWERS
written cue
Oral response
Paired individual
IS THE SAHARA THE LARGEST DESERT IN THE WORLD?
Use the Information in the chart to ask and answer questiong
using the compara ti ve and superlativa. Look at the examples
EXAMPLE: Which desert on the chsrt Is the smallest?
The Mohave Desert.
Is
No.
Sonoran Desert larger than the Kalahari?
DESERTS OF THE WORLD
ame ApproKimate Location
Sahara
Kalaharl
Mohave
Gobi
Rub'al Khall
Sonoran
3,500,000 sq mi
120,000 sq mi
15,000 sq mi
500,000 sq Pi
250,000 sq mi
70,000 sq mi
Northern frica
Southern frica
Southwestern United States
Mongolia G China
Arabian Pennsula
Southwestern United States
and Mxico
PEADING SKIL
Qbjective: Givsn a llmited exposure (45-90 seconds) to a written
text and a series of 2-5 questions relating to its contents, the
student will sean the material and groyide the correct answer to
esch question.
22
SCNNING EXERCISE FOLLOWED BY
FORMULATION OF ANSWERS (limited exposura)
written cue (transparency)
Written response
Individual
NOTE: The material nesded for thls activity is lacated on
perforated pages behinn the Evaluation Exerciseg in the ST.
Make a trensparency or distribute the pages) face down right
before you do this exercise- Tell studenta they have 90
seconds to look at the material. Make sure students underatand
FORTE and CHEEF are fictitlous branda of automobiies.
COMPARE FORTE
TO CHEER The best ti me
to buy is now.
FO R TE trucha have a blgger n gln e t lia n C hetr
truchs.Tfio y a re faste r . Tfe y can carry mo re
paun ds. FORTE TRUC KS HAVE EXTRAS FOR
THE S A M E PRICE-5-spe e d mo dels wlthA M /FM
radio , super tires, extra fuel Ta n k a n d the pi I ce
\s $1000.00 LESS tf a n C heer trucks.
LOOK QUICKI
Read the queations first- Look at the transparency tyou will see
it for a short time only). Write the answers.
1. What is being advectlsed?
Forte trucks
2. What does the ad rsconunend that yoa do?
compare the two brands
Which brand has a blgger engine?
the Forte brand
23
4. ame one "extra" feature included in the price?
AM/FM radios, super tires, extra fuel tank
5. Which brand has a less expenslve trucl?
Fort
GRAMMAR: too 4- adverb + to Infinitivo
Objectivet Given orel/vlsual/written cues, the student wlll,
both orally and in writing, express gxcesslvenessfor a
particular purposs using too + adverb (optionally followed by for
* objact or presnnt active nfinitiv^ or both) irv affIrmatlve/
negative yes/no questions and affirmative statements and answers.
LISTENING (^xplanation of paradlgm) FOLLOWED BY
ORAL READING DRILL (dialog)
Written/Oral cue
Oral respons
Paired individual
TOO + ADVERE + TO INFINITIVE
Besldes meanlng "mora than enough or more thon is necessary
for a particular purpose", the word too also indicateg a
problem or difflculty, Lqoh at too followed by an adverb
and for + object and/or the to-infinitive.
Thie city grows too rapidly
for me.
(for me) to keep up wlth it.
THIS CITY GRGWS TOO RAPIDLY FQR ME TO KBEP UP WITH IT.
fead the dialog.
Ana: Do you know where the new mal is?
Sam: No, Thia city grows too rapidly for me to keep up with it
Ana: How can I find out?
Sam: You can look it up in the directoiy or cali Information.
Ana; Can yau find out for me? James will be har too soon for
me to fina the right anewer. And I'm holding for John.
Samr All rlght But relax, you work too hard to en]oy life.
FORMULATION OF STATEMENTS
Written cue
Oral responde
Individual
HE ORIVES TOO FAST POR HEH TO RELAX.
Combine the two sentences. Use too In the sentence yon make.
Flnd the adverb.
If "very" is In front of the adverb, delete it.
Place "too" in front of the adverb.
Delete the modal and negative from the second sentence.
Combine the sentences using the for + object and/or to-
Inflnltive structure.
If you Iceep the subject of the second sentence and change
it to the pronoun form in your final sentenoe, use the
object pronouns hm, her, them, us, you).
EXMPLE 1: Jacques speaks French very rapidly.
i can't understand hlm.
Jacques speaks French too rapidly for ma to
understand him,
EXAMPLE 2. They moved to the rea recently.
They don't know all the gtreets.
They moved to the rea too recently to know all the
streets.
1. Henry runs slowly.
He can't win the race.
[Henry runs too slowly to win the race, )
26
2. Habite changa slowly.
She can
T
t notlce the change.
(HabitE change too slowly for her to notice.J
3 They told us about the storm very late,
We couldn't cali off the game.
(Thay toid UB about the atorm too late to cali off the
game.)
4. The city ie densely populated in the torthwefit.
They won't build an airport there,
(The city is too densely populated in the Northwest for
them to build an airport.)
5. Lewis Gpoke very softly,
We didn't hear what he said.
(Lewis apofce too aoftly for ua to hear what he said,)
6* The city is growing rapidiy.
No one can keep up with it.
fThe city is growing too rapidly for anyone to keep
up with it.)
7. He plays tennis badly.
He can't be on the school team.
(He plays tennis too badly to be on the school tearo, )
y. Sara dances well.
She doesn't need lessong.
(Sara dances too well to need lessons.)
FORMULATION QF QUESTIQNS AND ANSWERS
BtjokE open (ST p. 20)
Wtitten cue
Oral responde
Individual
NOTE: Answers will vary, One possibillty
B glven. The objective structure H in
the question only. Encourage the students
to ask negative questions as well as
affirmative questions.
27
AM I SPEAKING TOO FAST FOR YOU TO NDBRSTAKD?
Use the cues to ask and answer questions. Use too in your
questiona.
EXAMFLES: worh hard/take a brea*
Are you working too hard to take a break?
No. I always hav time for a break.
softly/hear
Isn't he speaking too saftly for you to hear?
No. I can hear him very well.
1. live near to school/take bus
(Do you live too near to school to take the bus?)
(No. I Juet like to walk.)
2. leave quickly/notice
(Dld you leave too quickly to notice the change?)
(Yes, What was the change?)
3. playing loudly/enjoy
(Are they playing the music too loudly for you to enjoy it?j
(No, i like loud music.)
4. travel often/particpate or the team
(Don't yu travel too often to particpate on the team?)
(No, I only travel once in a while.)
5. lights bright/sleep
(Are the lights too bright for you to sleep?)
(Yes, they are.)
6. do well in his career/retire now
(Isn't he doing too well in hi9 career to retire now?)
(Yes. He juet got a promotion.)
7. run slowly/win the race
(Aren
T
t they running too slowly to win the race?)
(Yes, i think they need to speed up.)
8. aing beautifully/gtop studylng music
(Doesn't Bhe sing too beautifully to stop studying
music?)
(Yes, she dcea.}
Objgctive: The student wlll ssk__or and makg comparisons and
eyaluationg
ORftL READING DRILL FOLLOWED B
DISCUSSION EXERCISE
Wrltten/Oral cue
Oral rspense
Palred individual/Group
WHAT'S RGOMY* AND
Head the dlalog, Then undarline the comparisons in the dialog
talk about other reasons for Dan to get a small car.
EXAMFLE: Small cars are easier to park.
Dan: I can't mahe up my mlnd about the car I want.
Sam: Well, small models ere cheaper.
Dan: But now with a haby wc need more coom,
Sam: You're right. You need a larger car. The perfect
model for you would be a small station wagn.
Can: With our new baby, we 're al so going to have less
Sarn: A small wagn won't cost you any more than an averag car
Dan: I hope you ' re right.
*roomy = with lots of room or space
29
FGBMULATIQN QF ANSWEES
Written/Qral cu
Oral respons
Individual
BOYS
1
AVERAGE
birth - age
Age
birth
2 yrs
4 yrs
6 yrs
8 yrs
10 yrs
Height
21"
33"
39"
45"
50"
54"
GROWTH
10
Weight
7 1/2" Ibs
26 Ibs
34 Ibs
46 Ibs
57 Ibs
69 Ibs
MAKING COMPARISONS
Let'a compare thes measurements. Look at th chart and answer
these questions.
1. When does growth occur most rapidly in young boys?
(from blrth to age 2)
2. Whst Is the annual rat of growth during the first two
years? t6" per year)
3. According to the chart, is this th mximum rate of growth
for boys? Explain your answer.
(Yes, Six inches is the highest average rate of increase
during a two year period.)
4. When does th mximum weight gain occur?
(also between birth and age 2)
5. What period of time shows the least amount of growth?
(from ag 8 to age 10)
6- What's the mnimum weight shown in this chart?
(7 1/2 Ibs)
30
FORMULATION QF QUESTIONS AND ANSWERS
written/Grai cus
Oral response
Pairad individual
NOTE: Answers will very.
Country
U, S.
Cenada
Australia
rea in
sq miles
3,615,122
3,851,809
2,967,909
Population
222,020,000
23,810,000
14,417,000
Density
65.3 psm*
7.0 psm
5.2 psm
__^__
Highest
Peak
Mt McKinley
20,320 ft
Mt Logan
19,850 ft
Kosciusko
7,316 ft
HHICH IS THE LARGEST? THE HOST POPULATED?
THE HIGHEST? THE DENSEST?
Read the chart. Ask and answer questions to compare the
statistica of these countries.
EXAMPLES: Which country on the chart has the highest density?
the United States
Does Canad or Australia have the higher peak?
Canad
What's the smallest rea on the chart?
2,967,909 sq miles
Is the population of Canad larger thari the population
of Australia?
yes
*psm * persons per square mile
31
FGRMULATION OF TATMENTE
Written cue
Oral response
Individual
NOTE: Answers will vary.
WOULD SAN DIEGO BE THE BEST PLACE TQ LIVE?
Sometimes comparing involves a decisin. Compare the statlstics
on the chart and decide which of these cities you think would be
the best place to:
1, visit for a short period of time
2. visit for a long period of time
3.
4-
work
live
Giv reasons for your decisions. Yon may add other information,
i you wish.
City
San Diego,
California
Washington,
D.C.
Houston,
Texas
New York,
New York
Las Vegas,
Nevada
Population
915,956
633,425
1,725,617
7,086,096
179,587
Major
Industries
Seaport
Federal
Agencies
Petroleum,
Space
Wall Street
( business
center)
Gambling
Major Attracticns
Sea World ( amusement park )
Xexican boxder
Zoo
Capitel Bldg,
Smithsonian Museum,
National Memoria Is
NASA (Space Center)
Astrodome ( stadium)
Amusement Parks
Museums
Theaters
United Natlons Bldg
Night Clubs
Gambling Halls
Famous Hotels
EXAMPLE The best place to visit for a short period of time is
the city of New York. I think it
h
s too big to live there. But,
since it is the largest city in the United States, it probably
has the most interesting mixture Of peoples. It also has many
museums and theaters. I thnk Wall Street and the United
Nations would be very exciting places to see and visit.
32
Written cue
Oral response
Individual
NOTE: Answers will vary. One possibility given
M Y HOM E TOWN HAS THE M OST BEATJ TIFUL SCENBHY,
Compare a place where you have lived or visited with the place
where you are living now. M dke comparisons in these reas :
1. size ( M adrid, Spain has a larger popula t Ion thari Sari
Antonio, Tesas, The rea is about the same,)
2. climate (San Antonio has a warmer climate than M adrid.)
3, parks (Thero are more parks in M adrid than there are
in San Antonio- )
4. public transpoctation (M adrid has better public
transportation, but San Antonio
has better roads and cheaper cars,)
5. sports (In M adrid, soccer is a lot more important than
here in San Antonio. It also seems to play a
bigger col in the life of the people.)
6. population density (M adrid has a higher population
Compared to San Antonio, M adrid
crowded.)
33
FQRMULATIGN OF STATEMENTS
Written cue
Oral rspense
Individual
WHTCH TS BETTEH, EASIER, OF CHEAPER7
these contrasting topics. Give en opinin about on and
support it with 3 or more statements- Try to use a comparlson ln
your sentences .
EXAMPLE: gong to the mountains/going to the beach
In my opinin it is better to go to the mouritalns .
The mountains are more color ful than the beach.
There are more things to do there than at the beach,
You can climb, walk, and watch the animis and birds.
lso, th climat is better in the rnountains. It ' s not
as hot and humid ae it is at the beach.
1. buying a srnall car/buying a big car
2. life now/life twenty years ago
3. being married/being single
4. having a large family/having a small family
5. living in a small town/living in a big city
6. working f tsr a large company/working for a stnall company
7. learning a first language/learning a second language
6. soccer/football
SPEAXIHG SKILL fsuprASegmantals)
Objective: Given written one-exchange dialoga (question and responae)
w^h contrastivg inoonation words in all caps in each responee, the
student will first rcpeat che dialoga after a model and then respond
to e^ch question, asked by the instructor or on the
the contcastve information words
r
REPETITION DRILL FOLLOWED BY
ORAL READING EKERCISE (stress)
Books open (5T p. 26)
Written/Oral cue
Ocal response
Individual
TWQ VERY IHPORTAHT WOHDS
We atress the most important wocds in a sentence. Sotnetimes a
sentence has wocds which provide contrastive information, Each oE the
answers in this exercise has two contrastive words. First repeat the
questions and answecs. Then listen to the question and read the
answer.
1. Do your friende like to TRAVEL?
They aike 5HORT trips but not LONG ones,
2. Who TOLD you about it?
JOHN told me, MARK didn'C.
3. Whose SWETERS are these?
The blue one is MINE, The white one is MftRY'E,
4. Do they want a FURNTSHED apartment?
Mo, they want an UNFURHISHED apartment, not a FURHISHED one.
5. How do Ted and Sue feel about MQVING7
Ted's NERVOUS while Sue's CALM.
6. Do they work TQGETHER?
No, Bill workg NIGHTS, and Tom works DAYS.
SFEAKING SKILL ( supr aaegmentala )
pbjectlve: Given written one-exchange dialogs (question and
response) containlng contrastive Information, the student will,
guided by the instructor, first mark ths contrae ti ve informa tipo
stress in each responae and then respond orally to aach questi
ask^d by the instructor, stressing the contraative Information
words .
STRESS MARKING EXERCISE FOLLOWED BY
ORAL READING EXERCISE stress)
Books open (ST p. 27}
Orai/Written cue
Written/Qral rasponse
Individual
FQOTBALL OR BASEBALL?
Fin<3 the words which provlde contrastivs Information. Write a
stress mark over the stressed syllable in the word. Then listen
to the question and read the answer.
EXANPLE: Do you like FQQTBLL?
I don't Hke footbaii, but I like baseball.
1, Will they be on TIME?
Ted wili, but Fred won't.
2, Is the weather like this all tha TIME?
No, this is abnormal, not normal.
3, Did Hal wear his new suit to the PARTY?
No, he didn't wear his new suit, he wore his od suit.
36
4. How much will the taxi driver CHARGE?
/ I
He'll charge the mximum, not the mnimum.
5. Did you drive to CALIFORNIA?
No, I didn't drive. I flew,
6. Can't you give me the RATES?
T can give you an approximace rate, but I can't give you a
definite one.
SPEAEIHG SKILL (suprasegmentals)
Qbjeccive: Given written one-excîange dialogs tquestion and response)
contraative informatiori, che student will first marfc the
inforoiation stress in each response and then reapond
orally to each question
H
aeked by the instructor oc on the recording,
streasing the contrastive Information words.
STRESS MARKING EXERClSE FOLLOWED BY
ORAL REDIHG EXERClSE (gtreas)
Book.3 open (ST p. 28)
Oral/Written cue
Written/Oral response
Individual
THEY'RE NOT MjHE, THEY'RE HIS.
First mack the stressed syllable in che contrastive wocds n the
ansvjer. Then listen to the oîestion and read the answer.
1. Are theae your BOOKS?
/ /
Those aren't my books. They muse be Tim's books.
2. Did he draw the lines in the same DIRF.CTION?
I i
Wo, he drew perpendicular lines
H
not parallel lines.
3. Did they both read the REPORT?
/ /
Keith read it, but Ann didn'C,
37
5.
Does he work in TGWN?
/ /
He works in town, but he Uves in the suburbs
How is she FEELING7
/ /
She' s not any worse, but she's not any better
Qbjective: Given a sat of notes written in sentence outline
form, the student wlll rewrite the notes into topic outline fo:
NOTETAKING EXERCJSE (refIne notes)
Boo)<s oper. (ST p. 29)
Written cue
Written response
Individual
NOTE: Answers may vary. One possible
answer is given. If necessery, explain the
difference between a sentence outline and a
toplc outline.
WHAT'S A DESERT L1KE?
These notes are in sentence outline form. Rewrite the sentence
outline as a toplc outline. Include only important information.
A desert is a regin where most people, animis, and plante
cannot live .
A. Sand deserts near the equator are dry reas with extreme
temperatures and a severa cllmate.
1. In this rea, more moisture evaporates from the ground
than enters it from rainfall.
2. There is no sol because over the years it has been blown
away by strong desert winds.
3. Daytime temperaturas may reach over 100 degrees*
4. Nighttime temperaturas may fall below the freezing point.
B. The deserta near the earth's polea are extrsinely coid and ley
throughout the year.
1, Qnly the surface snow and ice melt In the summer, which
runs from mid-June to rnid-ugust.
a. The water frorn the melted snow and ice cannot soak
into the frozen ground.
b, The water from the melted snow and ice forros lekes
of all sizas.
2. Winter brings very heavy snow, freezing cold, and
dar linees.
WHftT'S A DESERT LIKE?
R. Near the equatordry and sandy _^^_^^
1, Littia moisture
2. No sol
3, Daytlme temp 100 degrees
4. Nlghttime tgmp freesing
B. Near the pQles--cold and ley all year long
1. Summersurface snow and ice melt
a. Doesn't soak into ground
b. Forme lakes
2. Winter10 months of heavy snow, cold, darkness
39
Given a written text of less than 100 words, the
student will take notes in the form of key words and/or
NQTETAKING EXERCISE (wordg and/or phrases)
Booka open (ST p. 31)
Written cue
Written respcns
Individual
WOTES: Answers wlll vary.
THE POPULATION
Make notes in worda and/or phrases
The total number of peopie who Uva In an rea rflake up Ita
population. Most countrles of the world count thelr populatlon
every 10 years. Goverrunents do this because they need
Information for planning purposes. Thls populatlon count is
called a census. The type of Information In a censa may vary,
but most provide more Information than just the number of people
that live in a particular place. A census usually includes facts
about ttie number, ages, education, employment, and sex of family
members as well as the amount of money the family earns and the
location of thelr honies.
total number of people = populatlon _ __^_ _
Goiinj: every 10 years for future planning _ _ _ ^ _
census vares; facts about number, age, educatlon, _
employment , money, homes
WRITING SKILL
Qbjactive: Given an oral text af 1 or 2 minutes, the student
will take notas in the form of key worda and/or phrases-
NOTETAKIHG EXERCISE (words and/or phrases)
Oral cue
Written response
Individual
NOTE: Pead the paragraph twice. Answers will vary. One pos-
sibility le given. If necessary, write some of tha ames used
in th artlcle on the board*
Texas is an ideal state for tourists. It has something
for everyone's enjoyment, If you like the outdoors
there are
rnountaina, foresta, and beaches. If you like interesting
Oities, Texas has several. In Houston, the largest city in
Texas, you can enjoy sports events in the Astrodome, a large,
roofed stadium; spen the day at Astroworld, a popular
ainusetnent park^ or visit NASA, the United States Space Canter.
In San Antonio, you can tour historical places such as the
early Spanish settlements. And in downtown San Antonio, you
can enjoy the eaciting clubs and restaurants along the river
or Bhop at River Center Mal. Austin, the state's capital, is
known for its university and llbrariea. Dallas has many
muaeums and theaters. Texas truly has something of interest
for everyone.
TEXASSOMETHING FOR EVERYONE
Take notes in words or phrases.
ideal state for tourists
outdoors: mountains, foresta, beaches _
interesting cities:
Houston: stadium, amusement park. NASA
San Antonio: hiatorical settlements, clubs/restaurants on
river, shopping mal
Austin;__ university, libraries
Dallas: museurns and theaters
GHAMMAR: Indirect speech (reported past prbgresive)
Objectivet Givan a past progressive statement, yes/no question,
and queation-word question (with or without a modal) in tirect
speech, tha student will, both orally and in
r eport/i nqu i re about what was sald using gaid/tpld *
affirmative/negative past perfect progressive THAT noun clause
("that" optional) to report statements; asked + past perfect
progressive noun clause introduced 6y if/whether to report ye s
questions; and asked + past perfect progressive noun clause
introduced by a question-word to report questic-n-word questions.
LISTENING (explanation of paradigma) FOLLOWED BY
ORAL READING DRILL
Books open (ST p. 33J
Oral/written/Visual cue
Oral responae
Paired individual
NOTE: Make sure Etudents understand that past
progressive Is reported aa past perfect progreasive.
REPORTED PAST PROGRESSIVE SPEECH
The past progressive is used to describe an action in the past
which waa happenlng when another action occurred.
Statement with Past Progressive
Ist Action
(main clause )
Ben was eating dinnar
2nd Action
(time clause)
when Tom called.
In reporting what waa aaid in a past progresaive atatement or a
question, change the past progressive to the past perfect
progresaive.. The vert in the time clause remains the same.
Questions
What did AI
say?
ten
~
you?
Reported Speech with Past Perfect Progressive
Al sald
Al told me
(that) Ben had been sating when Tora called.
******
Yes/No Queation with Past Progressive
Has Ben eating when Totn called?
Ouestiona
What did Al
say?
ask you?
Reported Speech with Past Perfect Progreasive
asked (rae)
if
whether
Ben had bean eating when Tom caiied-
. _^_^^_
43
Questlon-Woxfl Queationg wth Past Progressive
Where
Hhat
vas Ben eating when Tom called?
Questlons
What did Al
say?
ask
you?
Reported Spesch wth Past Perfect Progressive
Al asked me)
where
what
Ben had bcen eating when Tom called.
WHAT DTD HE SY?
rOLJ FLYfNG TO
WHFN VOU
Mary: Did Helen tell you how
she hurt her ankle?
Tony? Yg, she told me that
sha had been walking
to school when she fell
down.
John: What did he ask?
Mark: He asked f I had
been flying to New
York when I met
my wife.
44
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2. SI: Where were you going when you got wet?
S2: (What did George ask?)
S3: (He asked where I had been going when I got wet, )
3. SI: What were you playing when you hurt your hand?
S2: (What did Frank ask?)
S3: (He asked what I had een playing when I hurt my
hand.J
4. 1: Were you washing your hair when the electricity went
out?
2: IWhat did Henry ask?)
S3: (He asked whether I had been washing my h H- when the
electricity went out.)
5. Si: Was Rose playing the stereo when you left the house?
S2: (What did Mary ask?)
S3: (Sha asked if Rose had been playing the etreo when I
left the house.J
6- Si: Weren't you wearing your raincoat when I saw you?
S2: fWhat did Ann ask?)
S3: She asked whether 1 had been wearing my raincoat when
she saw me.)
7. Si; Where were you livlng when the fire happened?
S2: (What did Tina ask?)
S3: (She asked where I had been living when the fire
happened.)
6. SI: Where were you studying when you met Professor Duke?
S2: (What did John ask?)
S3: (He asked where T had been studying when I met Prof.
Duke.)
9. si: What was Sam talking about when I carne in?
S2: (What did he ask?)
S3: fHe asked what Satn had been talking about when he carne
in. )
10. si What language were you speaking when Dan arrived?
52 (What did Samuel ask?)
53 (He asked what language I had been speaking when Dan
arrived.)
FQPMULATION OF STATEMENTS, QUESTIQNS, AND ANSWERS
Written cue
Oral responso
Group individual
NOTE: Answers will vary. One possibility is given.
HE SAID THftT
Make a statement or ask a question using the past progreasive and
a time clause. Another student will ask what was said. One
other student will report what was aaid using the past perfect
progressisve. Look at the ejampies.
EXAMPLBS T 51 (John) tu S2 (David): Hy roommate was sleeping
when I arrived.
XXXXXX
what?
S3 (Sam) to S2 (David): What did John say?
52 (David) to S3 (Sam): John aaid that his
roommate had been sleeping
when he arrived.
51 to S2: Who was yelling when the teacher walked
by?
XKXXXX
what?
33 to S2: What did he ask7
52 to S3: He asked me who had been yelling when the
teacher waLked b.
******
WRITING SKILL
e: Glven o aet of no es wrltten in phrases/inoomp
sentencee, the gtudent will select from among 2-4 cholees the
sununary o the notes.
MLTIPLE CHOICE EXERCISE (note summary)
Written cue
Written responso
Individual
WHAT ARE THE NOTES ABOUT?
Read the notes. Select the best summary.
2 kinda of outlines
- topic
-- word = prvidas least Information
-- phrase s gives mor Information
- sentence
*- contains the most Information
1, d. There are two kinds of outllnes: toplc and
sentence.
b. The differenc between th 2 kinds of outlinea H the
amount of information each provides.
c. The outlin written in full sentencea containa the most
informatlon.
******
National Parks mploy retired people
- chance to see U.S.
- part-time work
-- in gift ahops, restaurants
-- as housekeepers, tour-bus drivers
2, a, Hetired peopl employed part-time in varioua joba by
National Parks have the opportunity to see the U.S.
b. National Parks employ retirad people as tour bus
drivers and houaekeepers.
c. Retired people can work in gift ghopa, in restaurante,
as housekeepers, or as tour-bus drivers.
HRITING SKILL
Qbjective: Given a set of notes written in phraseE/incompleto
sentfcncea, the Htudent will pjrovlde a 1-3 sentence wrltten
surrnnary.
SUMMARIZATION EXERCISE
Writtan cue
Written response
Individual
NOTE: nswers will vary.
SUMMARIZE IT1
Raad the notes. Writ a summary.
1. Lser technoiogy/a young acience promiees advances In
- medicine: treatment of aya problema
- energy: produced from sea water
- coramunicatlon: more TV channels
The young scl&nce o lser technolpgy promlses advances
in me di c Ine, energy, and c ommuni c at ion.
2. Control media appearances/preaidents keep TV from
showing their faulte
- limit nuniber of media appaarances
- restrict tpica
- aeiect audience
- limit qu^stions
By controlling their media appe^rances, presidenta can
keep TV from ghowing their faults. Tfey do thlg bv limitlng
the number of thelr appearances, regtrictlng their tpica,
gelecting their audienceând limlting questions durlng
thelr appsarancee,
Enrichment
TROUBLESOME ENGLISH
Elder/eldest vs* older/oldest
Elder/eldest are used ss replacements of older/oldest, but
they can only be used to imply seniority wlthin a family or
social group.
His eldest son carne to visit him,
The eldest son is only five years od.
Frank is my eider brother.
Eider cannot be placed before than, so oidor must be used in thls
comparlson:
Frank is older than I am.
1DIQMS AND EXPRESSIONS
PAINT SQMEONE
A
PICTURE
Heaning
"Paint somecne a picture" is used to
expresa anger or impatience when you
have explained aomething very clearly
tO someone and that person does not
understand what you are taiking
about.
Example Sentenes
1. I've told you how to complete
this assignment at least three times
already. What do you warit me to do,
paint you a picture?
2. Sgt Olsen already explained to
the airmen where they need to report.
They still don't seem to understand.
Does he need to paint them a picture?
3. The recruits still don't know
what to do. I guess the Di had better
paint them a picture.
51
ADDITIONAL ACTIVITIES
VOCABULARY
READING IS A GOOD HABIT,
Use the correct word to complete the sentences. ST p. 42)
average dense habit recent ecenery
contrlbuted keeping up wth once more regin gpreads
1. Tirn alweys eata all his vegetables before he cuts hls
meat. It's Just a habit
2. This Is a recent newspaper. It has yesterday's date
on it.
3. I'rn sure this cold, wet weather contributed to my
coid.
4. The scenery waa beautlful! There were lots of tall
trees, colorful flowers, and the lake was ciear and blue.
5. The average rainfall for thia rea for this time of
the year is three and a half inches.
6. Harry hasn
f
t been woc>ing out, so he'll probably have a hard
time keeping up wlth us during the race.
7. Once more I'm back to brief you on the importance of
safety in this work rea.
B, George spreads the peanut butter on too thick when
he makes the peanut butter and j ci ly sandwiches.
9. The desert is a very hct, dry regin
10. The fog was so dense I couldn't see the house
across the street.
52
Use the correct word to complete the sentences. (ST p. 43)
a pprcue ima t e 1 y
averages
branir;
cali off
cancluded
contributes
keep up with
model
occurred
per
rspid
rste
spresd
takes after
drain
1 saw the modal of the new mal. It's reaily golng
10
to be nice.
Jim apread the news about Mike's engagement to
everyone in the buildlng.
There are severa! different bra_nds_ of Jeans. I
prefer Leo's.
Major Hopper contributea a lot of his time to that
organization.
f r
The temperature was 72 this morning. When the cold air
came through it dropped 20 in an hour. That's a
rapid rate of decline.
The movie is S5.00 per person.
Jill takes after her mother. They have the aame
color of hair and the same aweet smile.
The accident occurred during the heavlest traffic of
the day.
Captain Pierson concluded the tneeting by telling a
funny story,
Greg, the car salesman, averages ten cars a week.
He's a good salesman!
53
11. Nancy watches the nws every night and sh reads the paper
very day. She wants to keep tj p with all the
news.
12. There were approxlmately twenty-five people in
attendance at the meeting.
13. we had a big party plarmed at tha lake, but becaus o the
rain, we ha<3 to cali it o_ff
14. My halr seems to grow at the rate o one inch a morith
15. Somethlng must be caught in the pipe, The water won't
draln out o th
GRAMMAH
use th comparativ or superlativa form of the adjectives or
adverbs to cornplet these sentences, (ST p, 44)
1. His clothes are wstter than mine.
wetj
2. Thy aii speak fast, but John speaks the most rapidly
(rapidiy)
3. Janet arrived later than Sam did.
(late)
4. Today, l feel more tired than I felt yesterday.
(tlred)
5. Bob is mor intelligent than hls brother,
(intelligent)
6. Of the six speakers. Dan spoke the most convlncingly
(convinciTigly)
7. In my family, Jeff goes to sleep the earliest
(early)
8. Dan's report was more profesglonal than Jack's.
(ptofessional)
HE'S TIRED AS A_ PE5ULT__OF\ , - . __ BQQK 21 LESSCN 2
RESOURCES
Basic classroom materrials and equipment.
Book 21 Videotape, "Lef s Go Camping!"
Book 21 Videotape Activities Booklet, TG
Book 21 Videotape Activities Booklet, SG
QBJECTIVES
1. The student will corractly pronounce and use in discoiJrse the
words, ph^-ases, and ex.pre55::or.5 listed below.
Verbs Other Houns
absocb airtight
affect artificial chemical
bend/bent/bent as a result conten
bounce (back) as a result of effect
contain efEective procerty
escape elastic result
orm flexible sea!
resist hardiy
result from/in
seal
shape original
soak real
soak up rigid
squeeze so...that
stretch such
such...tnat
waterproof
watemgh.t
sns Prefijes
-y/-ty/-ity/-ility
[adj --> noun]
2. The student will expresa caiise ar.d
3 . Gven oral/visual/wciC-en cues, the scudent will, both orally
and in wri'ing, expresa result usir.g the cor.junctions 3p_
:
, , tr.a. and
such. . . that to introduce an af f irmative/negat ivs adverb ciarse o
in aff Lâtive statements-
EXJiMPLES: It ' 5 so cold outside that the water in the
pool has frosen.
The house we saw yesCerday has such a nice kitchen
I intend to buy it.
4. Given oral/visual/written cues, the student wlll, both
orally and in writing, inquire about degree using how +
adj ectlve/adverb.
EXAMFLE: How hot was it in Las Vegas this sumiller?
Well, it was so hot that the radiator overheated,
and we had to walk a couple of miles to a gas
station.
5. Given oral/vlsual/wrltten cues, the student will, both
orally and In writing, express effect/result uslng the adverbial
connectives therefore/thus/as a result/consequently.
EXAMPLES: Lewis was fired from his job.
afEord a new car now.
As a result, he can't
I don't know a lot about cars; therefore, I shouldn
T
t
give you any advice,
6. Given oral/visual/written cues, the student will, both
orally and in writing, expresa
1H
the quality or an ex ampie of" by
adding the derivational suffixes -y/-ty/-ity/-ility to adjectives
to form nouns.
EXAMPLES: if something is electric, it uses electricity*
Rosie is very creative. She has a lot of creativitv.
orally and in writing, use the prgsent perfect passive (full and
contracted forros) to indicate an indefinite past actlon/event in
yes/no and question-word guestions and affirmative/negative
statements and answers.
EXAKPLESr Has Debra been appointed to the Air Forc Academy?
Yes, she has. She's been selected to begin next fall.
with contrastive Information words in all caps In each response,
the student will first repeat the dialogs after a model and then
orally to each question, asked hy the instructor or on
tape, gtressing the contrastive Information words,
EXMPLES: Do your friends like to travel?
They like SHORT trips but not LONG ones.
56
containing contrastive Information, the student will first mark. th&
con tras ti ve iifonnation stress in each response and tiren re sport d
orally to each. question, asked by the instructor or on the recording,
sttressing the contraative information words.
EXAMPLES: Are these your fceys?
/ /
Those aren't mine. They're Tim's.
/
What color cars do you and your sister have?
/ /
My sister has a blue car and I have a red one .
10. Given sentences containing underlined words which have more than
one meaning, the student will lcate the underlined word in the
dictionaty and write the appropriate meaning in the space provided.
11. Given a written text which develops an idea, the student will
circle the words which signal the subsequent development of that idea.
12. Given a written text in which chere are conjunctions/ CQnnectives
linking a cause/ef fect relationship, the student will circle the
CQnnectives .
13. Given a written text in which there are conjunctions/
connectives , linking a cause/ef ect relationship, the student will
first circle the connectives, then underline either the cause or the
ef fect.
14. Given a genera l_or t&chnical/semi-technical written text
(containing soine unknown vocabulary and grammatical structures) and
comprehension questiona about che text, the student will select the
correct anawers to each cnjestion rom 2-4 choices.
15. Given a written text Erom which some of the words have been
aystematically deleted (cloze; every 5th. 6th, or 7th word), the
student will select the correct word for each blank from 2-3 choices ,
(homeworh)
student will previ de a 1-3 sentence written summary . Ihomework!
17. Given a series of short sentences (6-12 words) orally
(dicta_t_ion) , the Etudent will wri te the sen ten ees correctly.
(audio recording)
18- Given a written_tgn.t o less than 100 words, the student will
take notes in the fcrm of key words and/or phrases .
(homework)
19. Given an oral text of 1 or 2 minutes, the student will take notes
in the form of key words and/or phrases, (audio recording)
20. Given a 1-2 minute narrativa orally by the instructor, the
student wiil paraphrasc the narrativa n writing (written paraphrase
approxiinately same length as original text).
(audio recording)
AUDIO FECORDING5
Go over the recorded activiti.es with your studencs befare going to lab
to be sure they understand what they are expected to do.
The Idiomatic Expressions and Troublesome Englsh sections are located
at the end of the lesson. Be sure to explain to your atudents that
the pilcases presented in Idiomatic Expressions and the usage problema
discussed in Troublesome English ate not objectives for this book. and
therefore will not be tested on the boolc quizzea. Houever, the
subjects dealt with in these sections are integral parts of the
language and may be found in other books or on proficiency tests,
Some lessons also contain an Additional ftctivties section. The
exercises in this section may be used by students who need further
praccice o the objectives.
HOM EWORK
The homework for Lesson 2 is at the end of che book {perforated pages
in the Student Text)- Be sure to go over the examplea in the homework
with students so that they understand what they are to do. Go over
the completed homework assignments for Lesson 2 prior to beginning
Lesson 3,
EVALUACIN EXEKCISES
The evalution exercises for Lesson 2 are at the end of the book
(perforated pages in the Student Text). You can remove these pages
before you distribute the books to the students. The evaluation
exercises for Lesson 2 should be administered prior to beginning
Lesson 3.
HE'S TIRED AS A RESULT, BOOK2 UE SSON2
-FUNCTION-
CAUSE > EFFECT
Tom missed the bus. As a result, he was late for class.
GRAMMAR-
How cold was it last year?
It was so cold that many water pipes froze.
It was such a cold winter that many planta froze.
John didn't get enough sleep. Therefore, he
f
s uery tlred
Flexibility is on of its characteristics.
The report has already been sent.
-SKILLS
Don't READ lt
r
WRITE lt.
Write th correct definitlon. TJge a dictlonsry.
Read the paragraphs. Don't use a dlctionary.
-VOCftDULARY-
absorb
affect
b nd/be nt/be nt
bounce (back)
contain
escape
forro
resist
result from/in
seal
shape
soak
soak up
squeeze
stretch
airtight
artificial
as a result
as a result
effective
elastc
flexible
hardly
inflexible
nowadays
original
real
rigid
of
so...that
such
such, ..that
waterproof
watertight
characteristic
chemical
content
effect
property
result
seal
substance
-Y/-ty/-ty/-ility [adj > noun]
CONTENTS OF BOOK 21 LESSON 2
IT Page ST Page
VOCABULAHY: properties and characteristics 61 47
READING SKILL: wrlte appropriate meaning 65 49
VOCABULARY: more properties 66 51
GPAMMARi adverb clause of result
(so.,.that/such...that) 75 57
READING SKILL: select answers (written text) 79 60
GRAMMAH: adverbial connectives (effect/resuit) 81 62
GRAMMAR: how + adjective/adverb (review obj) 84 64
FUNCTION: expressing cause and effect 87 66
GRAMMAR: present perfect passive 90 70
SFBAKING SKILL (suprasegmentals):
contrastive Information stress 93 73
SPEAKINC SKILL! (suprasegmentals):
mark contxaative Information 94 74
stresa
GRAMMAR: suffixes -Y/-ty/-lty/-ility) 95 75
READING SKILL; circle transitions 99 7B
READING SKILLS: circle cause/effect
connectives 100 79
ENRICHMENT 102 81
60
HOMEWORK CHECK
Go over answers and review problem reas--20 minutes mximum
EVALUATIOK EXERCISE (Legson 1)
Booha open (ST p. EE-1}
Gral/Wrltten cue
Wrltten response
Individual
NOTE: mximum 20 min admin/lQ min scoring
VQCABULAHY: properties and characteristica
REPETITIQN DRILL (wordfi) FOLLOWED BY
OPAL READ1NG DRILL (dlalog)
Wri tt en/Or a1 cue
Oral response
Chora!, then group
FORMULATION OF ANSWEPS
BOO^S operi (ST p. 47)
Oral cue
Oral response
Individual
1. What did the class review today? (the characteristics
or properties o rubber)
2. Rubber is 3 material that ls used frequently nowadays,
Which word means at present, at this time? fnowadays)
3. What are the characteristics of rubber that Tom des-
cribes? (flexibility and elasticity)
4. What examples are given for flexihility and elas-
ticity? (the tires on a car for flexibility and
a belt for elasticity)
5. What s a word that means the opposite of flexible?
(rlgld
6. How can you change the shape of a flexible wire? (bend)
7. What happens to a rubber ball when it hits a hard
surface? (It bounces.)
8. What two words describe rubber that is frozen? (rigid
and inflexible)
61
PROPERTIES AND CHARACTERISTICS
Pepeat the underlined words. Eead the dialog. Theri
questions asked by the instructor.
Teacher:
Ton:
Good roorning, class. Today, we're golng to review the
qualities of rubber. Tom, can you tell us some of the
characteristicg or properties of this substance that Is
so common nowadays?
Yes, Rubber is
elastic,
substsnce which is flexible and
Teacher: Right, Tom. Those are two of the characteristics or
properties of rubber. Can you give us some eâmples of
the flexibility and elasticity of ths substance?
Tom: The tires or s car do not stay petfectly round. They
bend with th weight of the car. This shows that the
tires are not rigid* They are flexible.
Teacher: Good example, Tom. What about elasticity? Can you
describe how rubber ia elastic?
62
CHARACTE RISTICSOF RUBBE R
It is flexible.
Sue: Same tems of
clothing, such as
belts, contain
rubber. Elastic
belts stretch when
a person
1
s waist
gets larger,
Teacher: True, and some of
us are glad,
What are som oth^r
characteristics of
rubber?
Sue: Eubber bounces.
Taacher: Right, and how do^s
temperature affect
rubber? Can you
tell us, Jim?
Jim: Putting rubber in
tenperatures below
freezing matres It
very rigid and
inflexible; as a
result, it can
break.
Teacher: Right, Jim. As a result of freezing, rubber is easier
to break.
Bob: Words like "rigid" and "inflexible" are also used to
describe people, aren't they?
Teacher: They sure are, Bob. The words "rigid" and "inflexible"
are used to describe people who won
1
t change. Let's
take a break .
6 3
MATCHING EXERCTSE
Wrltten cue
Written response
Individual
MATCHING
Match the words or sentences in Column A with those in Column B
Number 1 is an example.
e 1*
i
a
_a_
c
f
. b_
d
h
1
2 ,
3.
4.
5.
6.
7.
8.
9,
10 .
Column A
The ball bounced,
as a result of
It's rigid.
What does it contaln?
substance
Tt's elastic.
It's flexible.
as a result
nowadays
characteristics
or properties
Column B
a. It's inflexible.
b. Vou can bend it.
c. material
d. therefore
e. It hit th floor
and went up.
f* It stretches.
g, What
]
s inside the
Can?
h. these daya
I- of
j. qualities
64
Objective: Given sentences containing underlined words which
hav more than one meaning, the student win lcate the
unflerlined word in the dictionary and write the appropriate
meaning In the space provided.
DICTIONARY EXEPCISB (word meaning)
Written cue
Written respons
Individual
KOTE: Answers will vary depending on the dictionary used.
Dictionary entries are from Webster'g New World Dictionary
1984 by Simn S Schuster, Inc. Used by perinisgion.
WIJAT IS THE R1GHT DEFINITION?
Read the sentences, Find the underlined word ln the dictionary
and writ the definition that applies to each sentence.
EXAMPLE: The hous was built on my groperty-
somethlng ovned, especially real estte
Flexibility s a property of rubber,
a characteristic or attribute
1. The effect of heat on rubher was the content of his
speech.
what is dealt with in a talk
2. The contente of the box weren't known.
what is in a container
The document was official becaus it had the President
seal,
a desjgn or initial Impressod, often oyer wax
on a^
letter or document as a marlg of authenticity
65
4. The fruit stayed fregh because the jar was sealed.
to cise or shut tight as with a seal
5. The two men sealed the deal with a hand shake.
to conflrm the truth of a promise, ate,
6. Thls appliance has the maker's seal of approval.
anything that guarantees: pledge
7. TonT s check bounced because he didn't have enough money in
his bank account-
[slangl to be rsturned, said of a worthless check
8. The man at the door bounced the loud sailors out of the
club.
Tslang] to put a person out by forc _
9. Jill has a lot of bounce in her walk.
gy, zest. dash
ULARV: more properties
REPETITION DRILL (word) FOLLOWED B
Wri 11 en/Or al cu e
Oral response
Choral
then group
FOPMULATION OF ANSWERS
Qral/Written cue
Oral response
Individual
1. What characterlstic of rubber did Jim describe?
(He said that rubber was waterproof.)
2. What d,oes waterproof mean? (Water does not pass
through somethlng.)
3. How is rubber used to keep food froen spoiling?
(by sealing containers with rubber)
4. Why are Chemicals added to rubber? ( to make rubber
more useful)
5. What happens when heat is applied to rubber?
(It becomes liquid.)
6. What ewair.ple dd the teacher give of something that
can be shaped from the hot liquid rubber? (a balloon)
ADDITIQNAL PHQPERTIES
Repeat the underiined words. Then read the dialog and answer
some questiong.
Teacher : We 've about
and
elasticity, What
are some additional
characteristics
of rubber?
Jim: Rubber is water-
proof. lt doesn't
allow water to pass
through, and it
doesn ' t absorb
water.
Teacher: Right, J im. Rubber
can also make
containers water-
tight and airtight ,
A seal made of rub-
ber is an effectlve
way of keeping
liquds and gases
inside containers.
They cari't escape.
67
Jim: Doesn't a rubber seal on food jars aiso keep the
contenta from spolllng?
Teacher: That'a right. If you seal a jar, that will keep the
air froni going inside the Jar.
Jim: How are the fifferent klnds of rubber obtained?
Teacher: Chemicals are added to rubber to change som of its
characteristics and matee it more useful,
Meg: What effect doea heat have on rubber?
Teacher: A thick, heavy liquid resulta from high temperatures
applied to rubber. When the rubber is hot, it can b
formed into various shapes. For nample, th rubber
can b shaped into a ball or raade fat, A balloon* is
an example of something that can be made from this
thick, heavy liquid.
Good review, class. Now, take the test on the next
page.
*balloons --
MLTIPLE CHOICE EXERCISE
Written cue
Written response
Individual
A VERY QUICK AND EASY TEST
Grele the correct answer.
1. Which word describes material that does not ailow water
to pass through?
a. waterproof
b* flexibiiity
c. full
2. What does rubber do to a container to prevent liguids or
gases from escaping?
a. It stops it,
b. It bends it.
c. Tt seis it,
3. Which word describes a container that is sealed to
prevent water from entering?
a, flexible
b- closed
C- watertight
4. What substances are added to natural rubber to make it more
useful?
a. properties
b. Chemicals
c. liquids
3. What effect do high temperatures have on rubber?
a. They freeze it.
b. They irak it rigid.
c. They m ake it liquid.
6. What happens to rubber when It freezes?
a. It becomes rigid and Inflexible,
b. It becomes a balloon.
c. It becomes a thick, heavy liquid.
7. What does a rubber ball do when it hits a hard surface?
a, It bounces.
b, It breaks *
c, It bends.
B- Which of these things made of rubber shows more elasticity?
a, a balloon
b, a ball
c, a tire
9- Which of these things bends and Is made of rubber?
a. a Jar
b. a wheel
c. a tire
10, What is another word which means characteristic or quality?
a. rubber
b. property
c. elasticity
11. How does rubber help to keep the contents of food Jars from
spoiling?
a. It keeps air from going Inside the container.
b. It allQws fresh air to enter and refreshen the food.
c. It adds chemicals to keep the food.
70
FORMULATIGN OF SENTENCES
Wrliten cus
Oral response
Individual
NOTE: Answers will vary Example answers given
THE RESULTS HERE GOOD.
Make a statement or a question using the words that are given
EXAMPLES; waterproof My raincoat s waterproof.
Is ths material waterproof?
1. watertight (A pickle jar Is watertight.)
2. chemical (Some Chemicals are added to rubber.)
3. result (What wer the results of your physica exam?)
4. seal (Seal the bottle well./This la a tight aeal on this
bottle.)
5. effsct (What was the effect of the medicine?)
6. escape fThe gas did not escape from the bottle.)
7. effsctive (What is an iffectlve cure for a coid?)
8. resulta In (Careless driving resulte in accidents.)
9- resulta from A good score resulta from hard
10. shape (What is the shape of the swimming pool?)
11. alrtight (The bottle wasn't airtight.)
12. absorb (This material won't absorto water.)
REPET1TION DRILL (underlined word) FOLLOWED BY
Written/Oral cue
Oral response
Choral, then paired individual
71
THE SI QPFI NC TOUP
Pepeat the underlined words af ter your instructor- Then read the
dialog,
Tom: How was your shopping tour
r
Jan?
Jan: Oh, it was good. Meg and I bought shoes and purses made of
real leather* We siso bought beautiful artificial flowers
mad of psper. Meg couldn't resist buying an original
palnting by 3 local painter. The tour was so good that we
had hardly any money left,
Tom: Were there many people shopping that day?
Jan: Oh, yes. We were squeezed by the crowds of people on the
buses. Also, the day was rainy, and we had rio umbrellas or
raincoats- As a result, our clothes got so_aked- Now I
have a runny nose.
Tom: So the results of your shopping tour are a thin purse and a
cold. I don
1
t think it was such a good shopping tour.
72
SILENT READING (dialog) FOLLOWED BY
COMPLETION EXEFCISE
Wcitten cue
Oral response
Individual
NOTE: Students should read the dialog silently. Then
pete the sentences taken from the dialog without referring
to the dialog. Responses may be written if time permita.
1T WAS SUCH GOOD SHQPPING TOUR
Read the THE SHOPPJNG TOUR silently. Then use the following
words to complete the sentencea. Use the correct form. Don't
look back.
artificial original resist soak
hardly real resulta BO._-that such
EXAMPLEr The shopping tour was so good that.
they spent most of their money.
1- They bought shoes and purses made of real leather.
2. They bought beautlful artificial flowers made of
paper.
3. Meg couldn't resist buying a/an original
painting by a local painter.
4. They were squeezed by the crowds of people on the
buses.
5. Their clothes were soaked by the rain,
6- The resulta of their shopping tour were a thin purse
and a cold.
7. They have hardly any money left.
8. Tom didn't think that it was such a good shopping
tour.
73
FORMULA!ION OF ANSWERS
Books optfn (ST p. 56)
Written/Gral cue
Oral responso
Individual
NOTE: nswers may vary. Fcssible answers given,
1. What are the shoes and purse made of?
(They're made of real leather.)
2. Why does Jan have such bad teeth?
(She can't resist candy and cake, )
3. Why waa Tom upeet whsn he left the doctor's office?
(The resulta of his medical exam were not good.)
4. Is natural grass used in all footbell stadiums?
(No, artificial grass is used in some stadiurns.)
5. What was the price o the coat before the sale?
(The original price was much more than the sale price.)
6. Does Sgt Sam have a lot of time left before he retires?
(No, he hardly has any time left.)
7. How de you niake orange Juice frorn fresh oranges?
squeeê the oranges.)
WHY DON'T YOU HAVE AUY HONEY?
I CAN'T HESIST A BARGAIN.
Use the following words to answer the questions your Instructor
will ask.
EXAMPLE: Jim's ankle ached after playing soccer.
What can he do to stop the pain?
soak - He can soak his ankle in warm water
1, real leather
2 can't resist
3. resulta of his medical exam
4. artificial grass
5. original price
6. hardly has time
7. sgueeze oranges
74
advB Clause of resu
lat/such that)
tajeetive i Given oral/visual/written cuas, the student will,
ore 11 y and in writing, exprese result uaing the conjunctiong
so-.that and such., .that to introduce en affinnative/negttve
adverb cleuse of result in affinnative statemente.
LISTENING (explenation of paradigm) FOLLOWED BY
ORAL READING DRILL
Oral/Written cue
Oral responae
Individual
SO...(THAT)/SUCH...(THAT
So..,(that) ia usad wth adjectlves, adverbs, or noun
(Ths phrases may have "much" or "many" in them.)
Such...(that) is only usad with noun phrases, (The phraees
never have "much" or "many" before the noun.)
SITUAT1ON RESULT
Jim ia
1
so
auch
^
tan
a tail man
1
(that) he has to bend to enter.
JIM IS SUCH A TALL MAN THAT HE HAS TO BEND TO ENTBK.
Read the gentencea.
1. It was euch a nice house (that) we wanted to buy It.
2. He felt so sick (that) he went to the hospital.
75
3. I had such a bad headache {that) I couldn't work.
4. Rick walked so fast (that) he got here in 5 minutes.
5. Jim was so tired (that) he fell asleep on trie couch.
6. We had auch a good time in Europe (that) we want to return.
7. They have so much work (that) they can't taKe a break.
8. John has sean so many movies (that) he has forgotten the
titles.
Written cue
Oral response
Individual
NOTE: The conjunction that can be omitted.
THEY'FE SUCH GOOD KORKERS THAT WE GAVE THEM THE DAY OFF.
Combine the two sentences like the examples.
EXAMPLES: The house has a very nice kltchen.
We intend to buy it.
The rio'jse has such a nlce kltchen i.hat
we intend to buy it.
These magazines have great articles.
We mailed some to our students,
These magazines have such great articles that
we mailed some to our students.
1. Last year we had a graat time in London.
We want to go there again sometime.
(Last year we had such a great time in London that we
want to 90 there again sometime.)
2. Lt Guerra had a very high score.
He received a special certificate.
(Lt Guerra had such a high score that he received a spacial
certificate.)
3. We rented a very large cabin by the ocean.
Ten people could have slept there.
(We rented such a large cabin by the ocean that
ten people could have slept there.)
76
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ID
FORMULATIQN OF STATEMENTS
Written cue
Oral rasponee
Individual
NOTE: Answars will vary. Students may
use different tenses. One possibility
is glven.
HE WAS SO TIRED THAT HE FELL ASLEEP ON THE COUCH.
Use the cues to tnake sentences like the example.
EXAMPLES: be cold/stay inside
It's so cold today that I
n
m going to stay inside.
drive fast/arrlve in twenty minutes
John drove so fast that we arrlved in twenty minutes
1. feel sick/stay in bed
(I felt so sick that I stayed in bed all day.)
2. work late/be not hungry
(We worked so late that w weren't hungry, )
3. be happy/can't stop smiling
(George is so happy that he can't stop smiling.)
4. liquid escape quickly/be little left
(The liquid escaped so quickly that there was very little
left. )
5- be much noise/hardly hear
{There was so much noise we could hardly hear the tape.)
6. bounce far/can't catch
(The ball bounced so far that we couldn't catch it.)
7. medicine be effective/give other patients
(The new medicine was so effective that we gave it to
the other patients.)
8. have many books/need new bookcase
(We have so many books that we need a new bookcase.)
78
BEADING SK1LL
Objectlve: Given a general o technical/sQinl-technical written
text (containing eome unknown vocabuiary and granunatical
tructures) and comprohension questions about the text, the
tudent will select the correct answer to each questlon from 2-4
cholees.
SILENT READING FOLLOWED BY
MLTIPLE CHQICE EXERCISE
Writtjn cue
Writtsn response
Individual
NOTE: The purpoee of this exercls is to prepare students
for foilcw-on trainlng reading sgsignments which contain
unfamillar vocabuiary and granunar.
A COUNTHY-WESTERN VftCATlON
Fead the paragraphs silently. If YOU don't recognlze a word or a
grammar structure, "tcy te determine the meanlng from the rest of
ths sentence or paragraph. Then seleet the answerg to the
questlons. Dori't use your dlctlonary,
Untll a few years ago, when American amilles went to the
country, they drove out jf the cities and spent time with
relatlvea or frlends who lived on thelr own farms. Family-owned
farms are few and far between in this day and age. However, many
people still want to particpate in real country llvlng. How is
It passible for these individuis to satiafy their desires today?
They can visit a "guest farm."
Gvjest farms have recently become especlally popular in the
eastern and midwestern s^ctions of the United States and in
Canad, Theae guest farms can be dairy, sheep, or vegetable
fsrms; or a comblnation of several types of farming,
The accommodations on guest farms range from the simplest to
true country luxury. On some of the farms, the vacationers share
activities and mealtlmes with the family. Other farms have
typical resort accommodations.
79
What people do when they go to the country for relaxation
depends upon the kind of place they choase, Some farms permit
guests to help with farm chores such aa mllking cows, exercialng
horses, baling hay, or picking fruits and vegetables.
Pecreational activities include hay rides, cookouts, and
horseback riding. Qthers also have reas for swimming, fishing,
canoeing, and other water sports. Many also have golf courses
and tennis courts. Tours of nearby historical, scenic landmarks
are arranged. Although all guest farma are open during the
aununer, only a few are open all year round.
NQW answer these guestlona about the paragraphs.
1. Are moet farms today owned by families?
a. yes
b. no
2, According to the flrst paragraph, were gueat farms popular
rnany years ago?
a. yes
b. no
3. Where are guest farms especially popular?
a. in the northeastern part of th U.S. and Canad
b. in the southeastern part of the U.S. and Canad
c. in the eastern and midwestern parts o the U.S. and
Canad.
4. Beaides llving with the host famlly, where can guests live
on guest farms?
a. in srnall houaea with kitchens
b. in large, expensiv hotels
c. at nearby dining facilitles
60
b. Guests at a guest farm raight help with such work as
a. milfcing cows
b. writing a book
c. ironing clothes
6. Soma guest farms have facllities for water sports such as
a. hay
b. boating
c. golf
7, Ar& most guest farms open all year?
a, yes
b. no
'
QbjActive: Glven oral/visual/written cuee, the stuent will,
both orallv and in writing, expresa effect/result using the
dverbial conneci:ivas therefore/thus/as a result/coneequarvtly.
LISTENING (explanatlon of paradigm) FQLLQWED BY
REPETITION DRILL (paradigm)
OPAL READING DRILL (sentence)
Wrltten/Oral cue
Oral respcnse
Choral
r
then individual
81
SHOWING EFFECT OR RESULT
Note the placement and punctuation of connectives which show
effect or result.
Mr. Green lost hls Job;
as a result.
thus.
therefore.
cons equent1y,
he can't buy a new car
Mr. Green lost his Job.
a result.
ThUB,
Ihorefore,
Cons equently,
he can
f
t buy a new car
HE LOST WEIGHT; AS A RESULT, HE HAD TO BUY NEW CLOTHES
Read the sentences,
1. He had a rare illness. Aa a result, he had to qult his Job.
2. The terrible weather affected the crops; consequently,
prices on vegetables went sky high.
3. Flexibillty is a characteristic o rubber; therefare, things
made of rubber are flexible.
4. The cover wasn't waterproof. Thus, everything got soaked.
5. The container was not airtight- Therefore, all of the
gas escaped.
S2
MATCHING EXERCISE FOLLOWED BY
FORMULATION QF STATEMENTS
Written cue
Written/Gral response
Individual
AS A RESULT.
Match a CAUSE from Column A to a RESULT from Column B. Combine
them using one of these connectives: as a result, thua,
therefore, or consequently. Then say a compound sentence.
Number 1 is an example.
EXAMPLE The main gate to the base was closed from 7:00 to 7:30
a .m. ; corisequently, people who normally begln work at
that time were late.
Column A
d 1. The main gate to the base
was closed from 7:00 to
7:30 a.m, ;
Pat was very motivated
to go to college;
The packages didn't
arrive on time;
The electriclty went off
early this morning;
5. There was a 4-car accilent
on the freeway this
morning;
6. Snow made it impossible
for planes to take off;
~ . His present Job is very
demanding and
low-paying;
S. Pubber is waterproof;
Column B
a. many people spent
Christmas in the air-
port.
b. the traffic didn't
move for two hours,
c. my electric alarm was
slow.
d. people who normally
begin work at that
time were late,
e. he's looking for a
new Job.
f. she became a very
successful student.
g. raincoats and scuba
diving suits are
made of It.
h. i don't have the new
materials.
83
GRAM M AR: how + adjective/adverb (revlew objective)
ObJactive: Given oral/visual/written cues, ths student will,
both orally and in writing, inquire about degree using how
adj active/adverb.
"
LISTENING (structure explanation) FOLLOWED BY
ORAL READING DRILL
Written/Oral cue
Oral response
Individual
ASKING ABOUT DEGREE WITH HOW + ADJECTIVE/ADVERE
How tall is he?
How well doss he play the guitar?
HOtf WELL DOES HE PLAY THE CUITAR?
There are geverel ways to show degree. Look at the boidfaced
worda in the responsas. They are some common worcja and phrases
uaed to exprese degree. Read theae queetions and anawers.
How sick was your father7
He wag so sich that he had to go to the hospital
How dtfflcult vas it to learn Germn?
It wasn't as difficult as I thought.
3. How defnate are his plana to travel?
They're such definite plans that he's already packed his
suitcases.
4. How often do yon go to your hometown?
Not as often aa l'd like.
5. How near do you live?
I Uve very near.
6. How many peopie were at the game?
Too many!
7. How fast does it go?
Faster than my car.
8. How cold is it?
Cold enough to kill the planta.
9. How tall Is the new bullding?
Ten stories high.
. How well does ne play the guitar?
Not well onnugt] to be in the band
FORMULATION OF CUESTIONE AND ANSWERS
Written cue
Oral response
Pa.tred individual
NOTE: Answerg will vary. One possibility is
given.
85
HOW UELL DOES >!! SPEAK ENGL1SH?
Use the cues to ask and answer questions, You may make your
responses affirmative or negativa.
EXAMPLE: CUESTIN RESPQNSE
cheap food afford
SI: HOW cheap is the food in the mess hall?
S2; It's so cheap that even I can afford to eat
there every day.
OR
S2: It's not cheap enough. i can't afford to eat there.
QUESTION RESPONSE
1. cloudy see sun
(Si: HOW cloudy was it yesterday?)
(SZ: It was HO cloudy thot we didn't see the sun all day
long, )
2. busy time to eat
(SI: How buey are you at work?J
(S2: l*m as busy aa I can be. I hardly have time to eat, )
3. rigid drill instructor break rule
(SI: How rigid is your drill instructor?)
(S2: He's very rigid. He never breaks a rule,)
4. well speak sound like native* speaker
(Si: How well does she speak Germn?)
(S2: She speaks so well (that) she sounds like a native
speaker.)
5. greasy hamburger at
(Si: HOW greasy was your hamburger?)
S2: it was such a greasy hamburger (that) I couldn't eat
it.)
6*. nervous student forget some answers
(SI: How nervous was the student during the test?)
(S2: Too nervous 1 He forgot sorne answers, )
*native (language) - first language
FUNCTION
Objectlve: The student will expresa causo
ORAL READ1NG DRILL (sentence)
Written cue
Oral response
Individual
CAUSE > EFFECT
Repeat the sentences. Notice the many ways to exprese cause and
effect relationships.
1. Rubber is so elastic that it bounces.
2. Rubber is elastic, so it bounces.
3. Rubber bounces because it is elastic.
4. Rubber is such an elastic substance that it bounces,
5. l you drop a bail made of rubber, it will bounce.
6. Rubber is elastic; therefore, it bounces.
7. Rubber is elastic; thua, it bounces.
8. Rubber is elastic; consequently, it bounces.
9. Rubber bounces as a result of its elasticity.
O, Since rubber is elastic, it bounces.
SILEKT READ1NG FOLLOWED B
COMPLETION EXERCISE
Written cue
Oral responso
Individual
67
SINCE IT'S FLEXIBLE, IT BENDS
Read the paragraphs silently and notice the cause/effeot
relstionships. Theri make complete sentences wth the phrases
below to describe those relationships.
Because rubber has many characteristics or properties, it's
a usefui substance. It
T
s elstica it's flexible; it can be
shaped; it's waterproof; it absorbs shock; and it resists
electricity.
Rubber is so elastic that it bounces. It's so flexible that
it bends easily. If you stretch it out
y
it'll return to its
original shape. Heat turns it into a liquid that can easily be
shaped. Because it's waterproof, it's used to seal containers.
It absorbs shock; thus, it is used as a shock absorber. Because
it resiste electricity so weii, it
T
s used as an insulator.
EXAMPLE: Rubber is so elastic
stretched.
that it bQunces./it can be
1. Rubber is flexible; therefore, it bends easily.
2. If you stretch rubber, it aiways returns^ to its
original shape.
3. Rubber is waterproof, so it's used to seal containers
4. Rubber has many properties; ther&fore, lt'9 a uaeful
substancie.
5. Rubber absorbe shock, ao lt's used as a shock
absorber
6. Rubber resista electricity; thua, it Is used aa
an insulator.
FORMIJLATIQN OF STATEMENTS
- A
Written cue
Oral responso
Individual
NOTE: Answera will vary. One posslbility Is given.
T HAD EUCH A HEADACHE THAT I HAD TO STAY IN BED.
Express an effect for each one of theae actions or aituations.
Uae a complete aentence. Look at the words and phrases in the
box, Try to use them In your aentences.
If. , . , (thenj - - - , so so , - . ( L-li;u.) such. . . (that)
as 3 reault since thus bacause (of)
the re fo re cons equent1y
EXAMPLE: not being careful when crosslng street
If he's not careful when he croasea the street, he'a
going to get hit.
1. eatlng too much (if you eat too much, you'll gain weight.)
2. loslng one's Job (He lost his Job, so he can't buy a car.)
3. riot sleeptng well at night (He can't stay awake in class
because he doesn
T
t sleep well at night, )
4. getting a prometan (As a reault of hls promotion, he'll
have to move to another town.)
5- cirinking too much coffee (He drinks so much coffee that he
Can't sleep at night.)
6. joining a study group (Since h Joined a study group, his
gradea have improved.)
FQRMULATION OF STftTEMENTS
Written cue
Oral response
Individual
NOTE: Giv students a few minutes to think
about their answers. They may use any
connective that Is lgica1 and grammatically
correct. Answers will vary.
WKY IT HftPPEN?
Think of one action which had an interestlng ffect on your life.
Use one of the connectivea in your answer.
EXAMPLE: One summer hile I was still in high school, I worked
as a waitress and didn't like th experlence vsry much.
Consequently, I went to college and got my degree. Now
I'm a teacher.
1. so...(that J
3. because (of)
5. if
7, thus
9. slnce
2. so
4. such., .(that)
6- therefore
8. consaquently
10. as a result
GRAMMAR: present perfoct passiva
ecjt ive : Given oral/visual/writterj cues, the student wll,
both orally and in writing, ug the present perfect pasgive (full
and contracted f orms ) to indicate an indefinita past action/event
in yes/no and question-word queationa and af flrmatlve/negativ
and
LISTENING (explanation o paradigm) FOLLOWED BY
OPAL READING DRILL (dialog)
Oral/Written cue
Oral response
Paired individual
REVIEH OF BE-PASSIVE
In the passive, the object of an active verb becomes
the subject of the passive verb. Th passive ls formed
with th verb BE + the past participio- The agent raay
or may not appaar in pesaiv volee sentences.
ACTIVE
VOICE
PASSIVE
voice
___
SUBJECT
Capt Le
Thy
Capt Lea
They
Lt Red
The cars
Lt Red
Th cars
VERB
hlpe
wash
helped
washed
is heiped
are washed.
was heiped
ver washed.
OBJECT
L ' t Reed'
th cars.
Lt Peed,
the cars.
AGENT
by Capt Lee.
by Capt Lee,
. . . -
PRESENT PEHFECT BE-PASSTVE
The preaent perfect passive is sed to indicata an indefinita
past actlon or event.
ACTIVE
VOICE
PASSIVE
VOICE
SUBJECT
Capt Lee
They
Lt Red
The cars
VERB
has heiped
hav uashed
haa been heiped
hVB been washed.
OBJECT
Lt Reed.
the cars.
AGENT
by Capt Lee-
ORAL FEADING DRILL (dialogl
Oral/Writter. cue
Oral response
Paired Individual
91
THE REFQRT HASN'T BEEN RECEIVED YET.
Read the following conversation. Then answer the questlons.
Amn White: Captain Smith's office, Airman White speaking.
Capt Brake: Thia is Captain Brake. I
r
m checking on a report
from Captain Sniith. Has it been sent yet?
Amn White: Oh, yes, sir. I'm sure that report has already
been malled.
Capt Brake: Well, it still has not been deliuered ye t. Can you
check with the post office?
Amn White: Certainly. I'11 what I can find out, sir.
1. Has the report been sent y
et
? (Yes, it has been mailed.)
2. Has the report faean delivered yet? (No, it hasn't been
delivered
TRANSFORMA!ION EXERCISE
Oral/Written
Oral responso
Individual
A NEW HOSPITAL HAS BEEN BUILT DOWNTOWN,
Change the senterices to the passive voice using has/liave been
paat participio. Do not use someone or they in your sentences
EXAMPLE: Someone has written the invitations-
The invitations have been written.
1. Someone has made a mistake on our hotel bil.
{A mistake has been made on our hotel bil.)
2. Someone has paid for all our meis.
(All our meis have been paid for.)
3. They have grown corn har for 50 years.
(Corn has been grown hgre for 50 years.)
92
4.
5.
5.
They have discovered gold in Che hills around here,
(Gold has been discovered in the hills around
They have already written many books about the Presidents
(Many books have already been wrtten about the
They have already signed the letters.
(The letters have alceady been signed.)
COMPLETION EXERCISE
Books open iST p. 72)
cue
response
Individual
NOTE: For additional accivities,
TT p. 108, ST p. 07) .
THESE HAVE HOT BEEN COHPLETED YET.
Use the pcesent perfect passive focm of the verb in parentheses to
complete the sentences.
EXAMPLE: (promote) The sergeant
has been
Ha ve
your roommates
beeT
1. (order)
Has
the captain ordered to leave?
has been ceminccd
to mail it.
to go home
2, (remind) The secretary _
3- (persuade] No, r.hgy haven't_been persuaded
4. (blame) Has he been blamed f
or t
ha mistake?
5. (perinit) No, she hasn't been pecmitted to leave early.
in the lab. 6. record] The tapes have been recorded
Objeccive: Given written one-exchang dialogs (question and response)
with contras ti ve ir, forma ti or words in all caps in each response, the
student will frst regesat che dialogs after a model and. then cegpond
ocally to each (juestion, asked by the instructor or on the recordng,
stressing the contraative Information wotds.
REPETITIQN DRILL dialog)
Written/Qral cue
Oral response
Ifs not HIGID; If E FLEXIBLE.
Repeat. the followng dialogs. Then, your instructor will ask the
question and you read the answer.
1. How od is this CAR?
It ' s not very QLD, but ic isn'C NEW.
2. Can you hear the SGNG?
Thg words aren t LOUD, but they are CLER.
3. How shouid T den chis EHIRT?
You can WASH it, bC don
H
t IROH it.
4. Are those real FLOWERS"
3
They're not REAL; they're ARTIFICIAL.
5. Is that your CAR?
No, it's not MINE; it's
6 . What is a characteristic o RUBBER?
Rubber is FLEXIBLE, not R1GID.
3PEAKIHG SKILL (supr a segmentis)
Obi&cbive: Given. written one-exchange dialoga (question and response)
containing contrastive Information, the student will first mark the
contrastive Information stress ia each cespooae and then respond
oraily to each question, asked by the instructor or on the recording,
stressing the contrastive inormation words.
STRESS MARKIfJG EXERCISE FOLLOWED BY
ORAL READING EXERCISE
Written/Oral cue
Qral/Written response
Choral, chen individual
M ABK THE STRESS.
Pead the sentences. Find the words wlth contrastive Information
and mark the stress. Your instructor will ask the question; you
read the response.
1. Is the container AIRTIGHT7
It's not airtight, but it is watertight.
2. Is the assignment DIFFICULT7
No, it's not difficult, but It is long.
3. Are you SLEEPY?
No, I'm not sleepy, I'm hungry.
4. is he HANDSOME7
No, he's not very handaome, but he'9 intelligent.
5. Is ahe YOUNG?
No, she's not yaung* but she's beautiful.
GRAMHAR: suffin (-y/-ty/-ity/-ilty)
el/v cues, the student will
r
ith oral1y and in writing, expresa "the quality or an eaample
by adding the derivational suffixes -y/-ty/-ity/-illty to
to forn nouns.
COMPLETION EXERCISE FOLLOWED Bf
REPETITION DRILL
Written cue
Wrltten/Oral response
Individual
NOTE: Review spelling changes with
students.
95
CHANGING TO NQUN5
Complete the chart. Add the sufflxes -y, -ty, -ity, or -ility to
the adjectives to form abstract nouns. Notiee the stress (/)
while you rapeat the words.
-y
ADJECTIVE
honeet
NOUN
honesty
-ty
ADJECTIVE
certaln
/
entire
speclal
NOUN
cartainty
entirety
specialty
ADJECTIVE
7
uncertain
loyal
safe
NOUN
uncertainty
loyalty
safety
-Ity
electric
formal
real
personal
regular
national
lectriqlty
forraallty
rea 1 ity
persouality
regular Ity
nationality
public
neutral
fatal
atupid
elastic
rlgid
publiclty
neutrality
fatality
stupidity
eiasticlty
rigdity
humid
technical
humiaity
technicality
-ity (silent
1
secure
creativa
olear*
security
creativ ity
ciarity
snior
popular
snior ity
popular ity
active
se ver e
generous*
activity
.
/
se ver ity
gneros ity
-ility (1 + silent vowel dropped)
responsable
eligible
visible
ftble
sensible
flexible
responsibility
eligibility
visiblllty
ability
sensibility
flexibility
/
probable
/
dependabie
/
rellabie
/
capable
/
possible
/
probability
/
gependability
1
ireliability
/
capability
/
possibility
*irregular spelling change
COMPLETION EXERCISE
Boohs open fST p. 77)
Written cue
Oral/Written response
Individual
97
C-37'S ARE HIS SPECIALTY.
Use the Information in th first sentence to complete the second
one.
EXAMPLE: His mother's condition is severe.
The severity of it upsets him,
1. I completed the entire book yesterday.
Tt was finished in its entirety by 10 p.m.
2. Abe Lincoln was an honeat man.
In fact he
n
s famous for his honesty
3. The president Is very popular.
His popular i ty has increased since his election.
4. He was eligible for the football team last year.
However, he loat ha gligibility when he failed math
i
5. It
T
s public knowledge that he's running for president.
The publicity for his campaign has been on TV for a
months,
6. Maj Samuel is a very reliabie person.
His superiors count on his reli_abillty
7. His futura is very uncertain,
This unôrtalrity prevents him from buying a new car.
8. SwltzerlaAd is a neutral country.
Its neutrality has contributed to its economic growth
9S
EADING SKILL
Qbjective: Glven a written text which develops an _ld_ea, the
student will circle ths words whlch slgnal the subsequent
rlevelcpment of that idea.
REGOGNITIOH EXERClSE (tranaitions)
Written cus
Wri tt en re spona e
Individual
NOTE: Do the first and second tems as examples.
SIGNALS FOH IHPORTANT PQINTS
Read the paragraph. Clrcle the connective words. These words
slgnal an important point.
PARAGRAPH 1:
As you travel aerse the state of Pennsylvania, you will see
a variety of life-styles and scenery. Flrst
f
in the northwestern
part of the tate, you will encounter beautiful mountaln scenery.
Then aa you continu your drive, you will see the dense, green
crops of the neat Amlsh* farms scattered along the hillsides and
In th valleys. After a while
f
you begln to notlce the alr and
aurroundings are not as beautiful as they were, Instead, as you
near Pittsburgh, the greatest steel and coal center of the world,
you begln to encounter heavy traffic and dense population. In
additlon, you begln to see numerous steel milis and smell the
darl clouds of sinoke emitted from the factorles. fls you can see.
unen you travel In Pennsylvania, you find the od and new, the
farmer, miner, and factory worker, the peaceful countryside, and
the busy city.
PARAGRAPH 2:
The Amish peopie Uve a slower, quieter life than most
Americana. To begln wlth, most Amish people Uve on farms.
Although. today, you may find a few Amish familles who use
tractors and perhaps own a car, most do not own cars,
televisions, or radios- In addition to not having modern
conveniences, most Ainish familles stay aviay from large eltles.
One principie they live by Is that a simple life is the best kind
of life. Another belief they have is that hard worh and a happy
family are more Important than making lots of money or having
lots of things. The largest Amish community in the U.S. is found
in the northeastern state of Pennsylvania,
*Amish - a religious group that settled in America In the 1700's
99
READING SKILLS
Obj ectlve: Given a written text in which there ere con-
junctions/conn&cti v_es linking a cause/effect relationghip, the
student will circl the connectives.
Objective: Given a written text in which ther are conjune-
tions/connectives linking a ceuse/effect relationship, the
student will first circle th connectives, then underllna ithe
the cause or the affect*
RECOGNITIOK EXERCISE (tranaitlons)
Books open ST p. 79)
Wrltten cue
Written/Orel response
Individual
NOTE: Answers may vary slightly.
HHAT DO THEY INDCATE?
The connectives In the box indcate a cause or reason. Find
these connectives in the paragraph and circle them. Then
underline the CAUSES.
bacause in to
Sgt Barr forgot to set the alarm clock Tuesday night. As a
result, he woke up late. Because of this, he skipped breakfast,
In order to get to work on time, h drove faster than the speed
limit, Since ha was speeding BQ carelessly, he attracted the
plice. Consequently, a policeman stopped him and gave him a
traffic ticket. Of course, Sgt Barr wasn't too happy about this
From now on, he will remember to set hig alarm clock.
100
The connectives in the box indcate an effeet or result. Find
these connectives in the paragraph and clrcle them. Then
underline the EFFECTS or RESULTS.
so therefore as s result consequently
Last Friday, Captain Grane didn
1
t have time to wash the
dishes before sh left for work, BQ sha left them on the table,
Her daughter. Jane, wanted to do something special in order to
get pecmission to go to an expensive concert. As a result, sha
decided to waeh the dishes, In fact, she cleaned the whole
house; therefore, everything looked terrific when Captain Grane
returned from work that nlght. Consequent1y, the followlng
, Captain Grana allowed Jane to go to the concert.
101
Enrlchment
TROUBLESOHE ENGLISH
Count Noun vs. Non-count Noun
Some worda can be couiit nouns or non-count nouns. When the
word refers to a substance, material, or happening in general, it
Is considerad a non-count noun. When it refers to a kind of
substance, material, or happening, or a particular unit made up
of that substance, material, or happening, it is considered a
count noun.
non-count noun
There was muoh activity
going on,
Some plants need more light
than others.
Agreeraent wa s prev a1e n t
among the visitera.
count noun
They planned many activities.
Do you have a light?
',,- had an agr/eement.
Other words whlch can be used either way inciuda:
art
decisin
history
justice
pleasure
stone
virtue
bone
duty
honor
kindness
science
success
war
brick
fire
hope
cake
hair
injustice
language pain
sound space
time thought
worry
102
IDIQMS AND EXPRESSTONS
UPTIGHT
Meanlng
very anxlous, worried, or nervous
Example Senbences
1, I'm really uptight about the
English test.
2, Alex waa uptight about getting
married-
3, Relax. Don't get so uptight
about meeting your girlfriend's
family.
103
ADDITIQNAL ACTIVITIES
VQCABULAFY
Use th following words to complete the sentences. You may need
to change the form of some words. (ST p. 83}
a ti sor b effect result from waterproof
airtight ffective result in watertight
chemical escape seal recult
content shape
EXAMPLE: Tom closed the jar tightly. He sealed It weii.
1. Aspirin helps my headache.

It's an effectiva drug.
2. This soft, plstic material is good for raincoats.
It doesn't absorb water. It's waterproof
3. Did th teacher giv you th test scores?
No, I haven't received th rssults yet.
4. Hot plstic can be made inte different forms.
It can be shaped many different wys.
5. Thers's a special seal on these windows that keeps the water
from entering,
They are watertiqht
104
6. Polyester contains substanees that are man-made.
It is made from man-made Chemicals
7. How serious are the results of too much sun on the skin?
The effeot of too much sun on the skin can be fatal
8, Carelesa driving causes accidents.
Careless driving resulte in accidents,
9, Th people in the apartment can out when the fire started
They were lucky. They escapad the fire.
10. You'll have bad health if you don't exercise,
Bad health resulta from lack of exercise,
11. I don't know what's in the box.
Do you Jtnow the contente ?
12. The jar was tightly sealed.
It was watertight and airtight
105
Complete tha dialogs. You may have to chance the form of the
word. <ST p. 85)
artificial original resist soak such
copy plstic result so cold that
hardly real silk sgueeze
EXAMPLE: Tam: Bob, is that belt made of real leather?
Bob: No, Tom, it's realiy made of plstic .
1. Jim; Bob hardly knew his wife b^fore they married
Jan: 1 hope the regult isn't a <31vorce.
2. Tom: This IB a copy of the report,
Bob: i want to see the original report.
3. Ann; These flowers are made of silk/plastic
Meg: I'm surprised. They don't look artificial
4. Jim: Why are you spaking your feet?
Jan: They were so cold that they hurt.
5. Msg: I couldn't reaist tasting the pie.
Bob: It was such a good pie, wasrTt it?
6. Ann: Why does she squeeze the tomatoes?
Jim: She wants to inake sure they are ready to eat.
106
FUNCTION
VULCANIZED RUBBER
Read the paragraph. (ST p. 86}
Rubber can be produced naturally and artificially. Natural
rubber s put through different processes in order to make its
properties better and to decrease its weaknesses. One of these
processes, created by Goodyear, is vulcanization. Vulcanlzation
decreases the effect of heat and cold on rubber, Tt also makes
the rubber tougher and stronger. As a result of thls procese,
the pneumatlc wheel, or tire, was made possible. This process
was so successful that it is still used nowadays.
HOW DOES THTS PROCESS AFFECT RUBBER?
fter you read the paragraph, use the words In parenthesis to
answer these questions. Note the cause/effect relationshlps.
(nswers will vary.)
1. How does vulcaniâtlon affect rubber in general? (as a
result)
As a result of vulcanization, rubber is stronger and
tougher.
2. what characteristics of vulcanizad rubber are perfect for
tires? (flexible/elastic/airtight)
It' s flexible; and thus, it can be beivb
It
T
a elastic; and thus, it absorbs shock.
It's airtight; and thus, it can be inflated.
3. Why Is this process still used nowadays? (successful)
Because it has been such a successful process.
107
GKAMMAR
HAVE THE QUESTIONS BEEN ANSWKRED7
Uge the following words to matee questions and answers using the
present perfect be-passive construction. (ST p. B7)
EXAKPLE: uniform/sent
Has the uniform been eent to the
No, it hasri't been sent.
1. tables/set up
(Have the tables been set up? Yes, they have been set up.)
2. money/taken
(Has the money been taken to the bank? Nts, it hasn't been
taken.)
3. fruit/eaten
fHas the fruit beem eaten? Yes
H
it has been eaten.)
d. report/lost
(Has the report been lost? No, it hasri't been lost. )
5- book/found
(Has the book been found? Y&s, it has been found.)
6- mail/delivered
(Has the mail been delivered yet? No, It hasn't been
yet.)
Complete the sentences using the present perfect passive
(has/nave + past participio) fonn of the verb ln parentheses.
tST p. 87)
1. Artificial substances have been used in these foods
(use)
2. Cari has been helped by bis parents many times.
(help)
3. This car has bên driven all over the country.
(drive)
4. Th music has been played many times before,
(play)
5. The diahes have been washed
(wash)
108
IT'fl A QUIET PLACE WHERE I CftN STUDY . _ BOOK 21 LESSQN 3
RESOURCES
Basic classroom equipment and rrate
Book 21 Videotape, "Unde Sam Wanta
Book 21 Videotape Activities Booklet, IG
Book 21 Videotape Activities Boofclet, SS
OBJ ECTIVES
1- The student will correctly pronounce and use in discourse
, phcases^ and expressions listed below,
Verba C'.::-=r
aid criminal abbreviatj.cn
determine dual abundance
enforce efficient aid
fill fair case
interpret illegal couct
ûdge innocent crime
represent judicial judge
rescue jusc ***y
seacch legal justice
stand/stood/stood Eor pharmscis-
SxpressiQns ^ref i>:es Suf f ixes
be no use un-, dis-
for a living [negative/
in general cpposite meaning]
The studenc will recognize and cespond appropria-aly to the Eollouing
words. (These words Will not actually be testad as objectives
although they may app&ar on book quizzes-)
Qther Nouns
civil archicecc
client
lawyer
pl^raber
2- The student will identÊy and/or describe people, places^ and
things.
109
orally and in writing, use a restrictive adjeotive oanse
(that/which/who as subject reative pronouns; whomj/which/that
as object relativa pronouns; and where/when as relative adverbs)
to modify a noun/pronoun.
EXAMPLES: Can you tell me something about John?
Well, he's a man who never lsteos to other people.
What's that under your arm? A book?
Yes, It'S the one (that/which) 1 bought yesterday at
Title Page flookstore.
A library is a place where you can borrow books, read
j
and study.
4. Given oral/vlsual/wrtten cues, the student will, both
orally and in writing, use the relative adjective "whose" in a
restrictive adjective clause to show possession.
EXAMPLES: We met a man last night. His wife was born in
Australia.
We met a man last night whose wife was born in
Australia.
Aren't those the people whose house we visited this
weelend?
Ts that the wocnan whose sister you went to school
with?
5. Given oral/visual/written cuas, the student will, both
orally and in writing, use a gresent gerund as the subject of a
sentence followlng an antlcipatory-it (It + BE + noun/adjective)
and a nonreferential-there (There + BE),
EXAMPLES: it was very disappointing not seeing my od frienJs
at the party.
It was a big mistake buying such an expensive car.
There's no use crying about past mistakes,
There'll be celebrating after we win the game tonight.
110
5- Given oral/visual/written cues, the student will, both orally and
in writing, use the past perfect passive (full and contracted forros)
to indcate an action/event occurring befoce another action/event _in
the past in yes/no and guestion-word questions and
af f irroative/negative statements and answers .
EXAMFLES: HOw long had Louise been divorced befare she marred
Louis?
She
h
d been divorced a couple of years .
What had been done to the house beEore they moved in?
Two rooms had been added, and a new garage had been
built-
Had the rooms been paiinted already when Louifie first
saw the house?
No. They hadn't been painted yet.
containing contrastive informacin, the student will firat mark the
con trasvi ve inf ormation stress in each response and then respond
stressing the contrastive Information words .
EXAMPLES: Ace these your
/ /
Those aren ' t my keys. They're Tim's.
!
Whac color cars do you and your sister nave?
/ i
My sister has a blue car, and I have a red one,
containing contrastive informacin, the student will first mark the
contrastive inf arma t ion stress in each response and then read the
orally, pairea ^-.r.h arathei a^-jer.C , s~res~:r.c[
informacin words .
!
EXAMPLG: Do you 1 ike football?
/ /
I don't lik.e football very much, but I like baseball.
3, Given a phrase/sentence containing a word/phrase in italics, the
student will c i re le the italicized woroVphrase.
10. Given a phrase/sentence containing a word/phrase in italics,
the student will select the meaning conveyed by the italiczed
word/phrase from among 2-4 choices.
111
11. Given a reproduccin of a page in a dictionary
H
and a series of
questions, the answers to which can be found in che entries on thac
page, the student will lcate che informacin on the page and wrice
the answers. (homework}
12. Given s set of notes written in phrases/incomplete sentences, the
student will select from among 2-4 choices the best smnmary of the
noces.
13. Given a set of notes written in phrases/incompleta sentences, the
student will provide a 1-3 sentence written sununary.
14. Given a general or cechnical/semi-cechnical wcicteti texc
(containing some unknown vocabulary and grammatical structures) and
comprehension questions about the text, the student wll select the
correct answer to each question from 2-4 choices,
15. Given a written CexC from which some o Che words have been
systeinaCicall.y deleted (cise; every 5th, 6th, or 7ch word) . Che
student will select the correct word for each blank froT 2-3 choices.
(homework)
16. Given a series of short sentences (6-12 words} orally
i rl
;
rirn- i ' . ' : ' -' ! . rii-r- --1-^. < 2--. -. : : i \
r
-: > -^ H: ~-< 2 rcr.Ccr.cc-^ c = ri- cr- Ly
(audio recordingj
17. Given a written text o leas than 100 words
H
the scudent will
take notes in the form of key words and/or phrases.
IB- Given an oral cexc of 1 or 2 minuces, the scudent will take notes
in che form of key words and/or phrases.
19. Given cwo related sentences, che studenc will combine them into
one sentence consisting of an independenc and a dependent clanse.
20. Given a l-to-3 minute narrativi orally by Che instructor or on
the recording, the sCudent wj.ll sjjnnari.zg the narrative in writing
(less than 50 words)- (audio recordingj
AUDTQ
Go over the recorded activities with your students before going co lah
Co be sure they understand what they are expected co do.
112
ENRICHMEHT
The Idiomatic Expressions and Troublesome English sections are
located at the end of the lesson.. Be sure to explain to ycur
students that the phrases presented in Idiomatic Expressions and
the usage problems discugsed in Troublesome English are not
objectives for thls book and therefore will not be tested on the
book quiszes. However
H
the subjects dealt with in these sections
are integral parta of th language and may be found in other
books or on proficiency tests. Some lessons aleo contain an
Additional Activities section. The exercises in thls sectiori may
be used by students who need further practice of the objectives.
HOMEWORK
The homework for Lesson 3 is at the end of the booh (perforated
pages in the Student Text). Be sure to go over the examples In
the homework with students so that they understand what they are
to do, Go over the complete^ homework assignments for Lesson 3
prior to beginning Lesaon 4.
EVALUATTON EXERCISES
The evaluation exercises for Lesson 3 are at the end of the book
(perforated pages in the Student Text). You can remove these
pages before you distribute the books to the students. The
evaluatiQn exercises for Lesson 3 should be administered prior to
beginning Lesson 4.
113
I
NOTES
114
I T'S A QUIET PLACE WH ERE I CAN STUDY. BOOK 21 LESSON 3
FUNCTION-
Elaine: Where's Mike?
Frank: He went to a quiet place whcre he could study.
-GRAMMAR-
Mike is a student who always keeps up with his homework
The library 19 a place where you can study.
le that the book tthat/which) you bought yeaterday?
is Jacl the man uhose wife is teaching at DLI?
The decisin had been made before he left the office,
It was very disappointing beiog late for hls briefing,
There's no use crylng about past mistakes.
SKILLS-
i don't llke footbaii very much, but I lov baseball.
Usa your dictionary. Wrlte a sununary- Take notes.
Circie the Italicized phrase.
VOCABULARY-
aid
commit
determine
enforce
fin
interpret
judge
represent
rescue
search
s t and/s tood/s toodfor
civil abbreviation crime
criminal abundance judge
dual aid
efficient architect
falr case
illegal client
innocent court
judicial
just be no use dis-
legal for a llving un-
in general
Justice
lawyer
pharmacist
plumber
115
CONTENTS OF BOOK 21 LESSON 3
IT Paga ST Page
VOCABULARY: Did the pharmacist
kill the weatherman? 117 91
READING SKILLS:
circle Italics/select meaning 125 97
VOCABULARY: the court and the Jury 126 93
VOCABULARY: un- and die- 132 103
READING SKILL: written text/aelect answers 133 104
GRAMMAR: restrictiva adjective ciauses
(review objective) 135 106
GRAMMAR: restrictiva adjective ciauses
(whose as a relative adjectivej 142 111
WRITING SKILL: combining sentences 146 114
WR1TING SKILLS: taking notes 147 115
FUNCTIQN: defining/describing
people, places, and things 149 116
GRAMMAH: past perfect passive 150 117
SPEAKING SKILLS (suprasegmentals):
mark strass/read dialogs 153 119
GRAMMAR: anticipatory it/
nonreferential there + gerund 154 120
READING SKILLS: notes/select
notes/provide sununary 158 124
ENRICHMENT 161 125
116
HOMEWORK CHECK
Go over answers and review problem areas--2Q
minutes mximum.
EVALUATION EXERCISE (Leason 2)
Boc-JfS open (ST p. EE-5)
Oral/Written cue
Written rspense
Individual
NOTE: mximum 20 min admiri/10 min acorlng
VOCABULARV: Dld the pharmacist kill tho weatherman?
REPETITION DRILL
Booka open (ST p.
Oral/Written cue
Oral rasponee
Choral/Individual
(underlined word)
91)
ORAL READING EXERCISE (article)
FOFMULAT1ON OF ANSWERS
Written cue
Oral responso
Individual
FOLLOWED BY
117
DEATH OF A WEATHERMAN
Repeat the underlined words. Then read the newspaper article
Page 2 NEWS LEADER July 15
RQBERT WRIGHT ACCUSED OF
K1LLING LOCAL WEATHERMAN
Robert Wright, a 60 year
od pharmacist, is being
accused of using a deadly
drug to kill TV weatherman
David Lowe. The plice
believe that Wright gave
Lowe the wrong medication
on purpose. Lowe aske
him to fill a prescription
two weeks ago.
Friday, as Lowe forecast
the weekend weather on the
6 o' cloct riews program, he
sudtenly closed his eyes
and fell to the floor.
Doctors immediately carne
to his aid
f
but they were
unable to save his life,
At first, it was thought
that Lowe had died of a
heart attack. However,
doctora were later able
to determine that Lowe's
death had been causeo" by
a powerful drug-
Though its use was once
legsa. it was later found
that the drug had such a
rtegative effect on some pa-
tients that doctors can no
longer prescribe it.
Plice started to searoh
for Wright after finding
the illegal drug in the
pllls he had given Lowe.
When he was located by
the plice, Wright denied
being responsible for
Lowe
]
s death. He said
r
"I'TH innocent. I
n
ve done
nothing wrong, and I don't
understand why you're
accusing me of cgmmitting
such an awful crime."
Answer these questions about the article-
1. What is Robert Wright's occupation?
(He's a pharmacist, )
118
2. What kind of Job did David Lowe have?
(He was a weatherman.)
3. What dld Lowe ask Wright to do two weeks ago?
(fill a prescriptlon for him)
4. What was Lowe doing when he fell to the floor?
(forecasting the weekend weather)
5. What dld doctore do inunediateiy?
(carne to his aid)
6. What were doctora able to do?
(determine that Lowe's death had been caused by a powerful
drug
7. Was the use of the drug allowed by the law at one time?
(Yes, its use was once legal.)
8. What are doctors no longer allowed to do with the drug?
(prescribe the drug)
9. What did plice start to do after they found the drug ln
Lowe's medicine?
(search for Wright)
10. IS it legal to use the drug now?
(No, it
T
s illegal.)
11. Did Wright say that he was guilty of killing Lowe?
(No, he said that he was Innocent)
12. What is wright being accused of?
(committing an awful
MLTIPLE CHOICE EXEPCISE
Written cue
Individuai/Paired individual
119
THAT'S NOT LEGAL!
Choose the correct answer. Then read the dialog.
1, Dan: Is it lagal to park here?
Sam: a. No, there's not enough room.
b. No, there's a law against It,
2. May: Who filled your prescription?
Ray: a- A doctor at the medical center.
b. The pharmacist at Discount Drugs.
3- Tlm: Did anyone offer you aid when your house burned?
Jim: a. Yes, a lot of people wanted to help.
b. Yes, a lot of people stopped to watch,
4. Ken: Who determines which students wlll be honor graduates?
Ben: a. The instructors malee that decisin,
b. The instructors notify the students,
5- Lee: Who are you searching for?
Dee: a. I*m loohing for a aalesperson,
b. 1 ' ai waiting to see the manager.
120
6. Ted: Is it a crime to shoot those larga, white birds?
Toro: a. Yes, It is. They're difficult to hit.
b. Yes, it is. They're protected by law.
7. Rex: Was the derk able to 111 your order?
Sue: a. Yes, he auppiied everything I asked for.
b. Yes, he said I could charge everything.
8. Hall Is taking pictures here illegal?
Cal: a- No, it's not against the law.
b. No, It's not a very good idea.
9. Bob: Do you think Mike ie Innocent of tafcing the money from
your wallet?
Rob: a- No, I*m sure that someone else is responsible.
b. No, T'm convinced that he's the one who did it.
REPETITION DRILL (underlined word)
Written/Oral cue
Oral response
Choral/individua1
ORAL READIHG DRILL (dlalog) FOLLOWED
FORMULATION OF ANSWERS
Written/Oral cue
Oral response
Paired Individual/Individual
121
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Ken: He has learned a great deal from his father-
Furthermore, the Judge who has been assigned to your
case is highly respectad,
Robert: That's true, He's a just man. Even his enemies usually
agree that his judicial decisions are fair.
Answer these questions about the dialog. Use the words in
parentheaes in your answerg.
1. What does Robert need to find? (lawyer)
(He needs to find a lawyer.)
2. Is Robert someone who can determine what kind of character
another person has? (no/judge)
fNo, he's not a very good judge of character.)
3. Where are legal decisions made? (court)
(They
T
re made in court.)
4. Does Ed Blake have the time right now to help with Pobert's
situation? (no/case)
(No, he doesn't have time to hantfl Robert's case.)
5. Does Ken think that Ed's partner can help Pobert in court?
(yes/represent)
(Yes, he thinks Ed's partner would represent Robert well.)
6. Dees Ed's partner handle criminal cases? (no/civil)
(No, he only takea civil cases.)
7. Does Bill Blake spend too much time and money when he's
working on a case? (no/eficient)
(No, he'E very efficient.)
B. Is the public official assigned to Robert's case respected?
(yes/judge)
(Yes, the judge is highly respected-)
9. Is the Judge a reasonable rnan? (yes/just)
(Yes, he's a just man.)
10. Do the judge's enemies disagree with the decisions that
he makes in court? {no/judicial)
(No, they usually agree with his judicial decisiong.)
11. DO they think that he makes the right decisions? (yes/fair)
(Yes, they think that his ecisions are fair.)
123
TRUE OR FALSE EXERClSE
written cue
Writteri response
Individual
TRUE OH FALSE?
Write T in the blarik If the sentence is true. Write F i It is
false.
1. Legal decislons are made In a court of law.
2. Lawyers are quaiified to give advice about the lew.
3. Judgea and courts are part of the judicial system.
4. A just decisin is one that seems wrong or
unreasonable.
5. Injuring or killing another person is a criminal
action,
6. An efficient machine usas more energy than necessary
to do a job.
7. A problem, situation, or example of something can be
callcd a case*
8. The job of a lawyer is to represent peopie iri court.
9. Disagreements about things like money, property
y
and
accidenta can be settled In a civil lew court.
10, It's consldered fair to pay a hardworking employee and
a lazy employee the same amount.
124
EE;
Objective: Given a phraee/sentence containing a word/phrage
itlica, the student wlll circlg the italicized word/phrase.
Qbj ective: Given a phrase/sentence containing a, word/phrase in
italics, the etudent will seleot the meaning conveyed by the
italicized word/phrase fron atnong 2-4 choices*
RECOGNITION EXERCISE (italicjs) FGLLQWED BY
Written cue
Written responsa
Individual
NOTE? Giva a short explanation of Italics before doing the
exercise.
WORDS IN
Italic is a type of print that slants to the right. Itallcs are
used to give emphaais to a word or phrase, to indcate foreign
words or phrases, or te refer to titles.
Circle the words written in italics. Then salect the meaning of
th italicised words.
EXAMPLE: After th clasa left the room, Mrs. Smith saw a wallet
on the floor be ne ath Paul's desk.
a. on
b. in
c. undr
1. Last Tuesday, the students were diamissed at 1O A.H. It was
not a typ ical school day,
a. unuaual
b. regular
c. different
2, Th cows were feeding in th abxmdant green
,-. grasss
b, trs
c. fenees
125
3. Jeff was not
a. sleening
b. on time
c. slck
: he was 30 minutes late
VOCRBULAHY:
REPETITION DRILL
Qral/Written cu
Oral response
Chora1/1ndi vidual
word)
LISTENING paragraph) FOLLOWED BY
BOoks open fST p. 98)
Written/Oral cue
Oral responso
Individual
126
INNGCENT OR GUILTY7
First, repeat the underlined words. Next, listen to the
paragraphs. Then, use th underlined words to answer the
questioris.
Every day for a month, th courtroom was full of people.
They had come ither to watch or to particpate iri the legal
battle to determine Robert Wright's future, The famlly and
friends of David Lowe wanted justicg. If the pharmacist had
killed David on purpos, thy believed he shouid have to pay for
his crime.
Judge Fotd was In charge of the courtroom. While the case
was being discussed, he had dual responsibilities: to Instruct
the jury and to interpret points of law. If the jury declded he
was guilty, then he would hav the addltlonal duty of determining
what shauld happen to Robert.
127
Pobert and his lawyer, Bill Blake, usually sat at a table
near the judge. Bill's Job was to aid Robert by defending him
against the accusation that he had intended to klll David- If
the jury determined he was guilty, Robert would lase his freedom.
Bill was trying to rescue his client from this danger.
The members of the jury listened carefully to all the facts
about the case. Most o them were taffing time off from their
jobs to serve on the jury. mong them were an architsct who was
<3esigning and supervising the bu i Id i ng of two new elementary
schools, and a plumber who was happy to take a break from
Installing and repairing water pipes. For a few days, they got
away from the things they normally did for a living. Serving on
a jury was a civil duty they didn't mind dolng.
Judge Ford insisted on tight security, A plice officer was
always on duty to enforce the law that prohibited weapons in the
courtroom. He also insisted on order In the court; he wouldn't
stand for shouting or other rude behavor. In general, peopie
behaved well; they knew they'd be forced to leave if they didn't.
1. What did the dead man's family snd friends want? justice]
2. How many responsibilities did the judge have during the
discussion of the case? (two)
3. What did the judge do when parts of the law weren't clear?
(interpreted them)
4. Who decided whether Robert was inriocent or guilty? (the
jury)
5. What was Bill's Job? (to aid Robert by defending him)
6. What was he trying to do? (rescue his client from danger)
7. Who was designing two new schools? (the architect)
B. What did the plumber normally do? (installed and
rcpaired pipes)
9. What did the plumber and the architect get away from
for a few days? (what they normally do for a living)
10, What was the policeman's duty? (to enforce the law)
11, How did the judge feel about bad behavior? (He wouldn't
stand for it.)
12, Did people behave well? (yes, in general)
123
REPBTITIQN DRILL (underllned word) FOLLQWED BY
Qral/Written cue
Oral response
individual/Palred individual
THE JURY'S DECISIN
Repeat the underlined words and then read the dlalogs.
1- Ray: Could you understand the doctor who spoke in
Mr. Wright's defense yesterday?
Kay: No, I couldn't. I was glad that the lawyer asked him
to interpret all those medical words for us.
2. Jan: How did he explain Mr. Wright's medical problem?
Ann: He defined it as a personality problem, not a physical
one.
129
3. Jan: Is the problem really serious?
Ann: Yes, lt is. We definitely have to consider it when we
judge whether he's guilty or not.
4. Jan: He wasn't 3 medical doctor, was he?
Dan: No, I think he said he has en LL.D, degres.
Jan: What does LL.D. stand fgr?
Dan: It'a an abbrevlatlon for Doctor of Laws.
5. Ann; I wonder why there's a second L ln the abbreviation.
Dan: I really don't know what that letter represente.
6, Kim: Let'a get back to business. Does everyone feel that
we have enough information to inake a fair Judgement?
Tim: We have more than enough. In fact, we have an
abundance.
Jim: re right- There ia no uee contlnulng this
discussion. it's time to decide whether Robert Wrlght
is guilty or not.
7. Tim: Well, I think It's clear that he's the one who put the
drug in the pills, but 1 don't believe he Intended to.
Kim: I agtee with you. In fact
eel the same way.
(
I'd Judge that ali of ue
B. Dan: Look, the sun is coming up. It'e taken us all nlght
to reach a decisin.
Jan: Are the clouds gone?
oan Yes, it looks like today we'rs going to have fair
weather.
COMPLEXIN EXERCISE
Written cue
Wrltten response
Individual
130
HOW DOES THE DICTIONARY DEFINE ABBREVIATIQN?
use the words in the box to complete the sentences
interpret representad
abundance judge stand fin
fair no use
1, The weatherman said that it will be cloudy in the morning
but fair in the afternoon.
2, ASAP is a( n) abbreviation f csr as soon as possible.
3, Because the hotel manager spoke only French, and we apoka
English, someone had to interpret f or us .
4. Ken thinks the water Is very shallow here, but I
judge It to be at least 30 feet deep.
5- There was really a lot to eat at the party. In f act, I
f
ve
never seen such a(n) abundance of good food before.
6. I' m sure that we won
T
t be allowed to leave early. There ' s
no use asking the captain about it.
7. Each one o the 50 states is represente^ by a star on
the U.S. flag.
8. The s tripes on the U.S. f lag stand for the 13 states
that were settled first.
131
VOCABULARY: un- end dis-
OFAL RBADING DRILL (dialog)
Oral/Written cue
Oral rasponee
Paired individual
THE TEST WAS UNFAIR.
Read these dialogs. They contain the negative prefixes un- and
dis-,
1. Mike: I agreed with the judge. His decisin was Just,
Cari: I doi^t think eo at all. It was totally unjust.
2. John: There were things on the test that the teacher had
never sald anything about. I thought it was urifair
Mary: You muat havs been sic> whan we discussed those
things in class. Tn my opinin, the test waa falr.
3. Beth: Are all of your employees honest?
Dave I hope so. I fire any empioyee that I hnow is
dishonest.
4, Paul: Mrs, Petsrs didn't seem to be very pleased when you
mad that suggestion at th meeting.
Jack: I noticed that too, but I don't understan^ why she
was dispieased.
TPANSFORMATION EXERCISE
Written cue
Oral response
Individual
132
THE HEETING WAS UNNECESSARY.
un- and dis- not, opposlte
Chenge the sentence. Use the prefix in parentheses. Look at the
example.
EXAMPLE: The meeting wasn't necessary. (un->
The meeting was unnecesaary.
1 . Tha air plae isn
T
t safe to f ly in. ( un- )
(This airplane is unsafe to fiy in, |
2.
3.
4 .
5.
6.
7.
B.
The airman didn' t obey hia orders.
f The alrman diaobeyed his ordera. )
(da- )
This teKtbook isn ' t aval lab! e now. (un- )
(This textbook Is unavailable now.)
The driver of the truck was not hurt .
(The driver of the truck was unhurt. )
( un- )
Alan hasn' t been loyal to hig employer. ( dis- )
(Alan has been disloyal to hia employer. )
Bernard is not a motivated math student. (un-)
( Bernard le an unmotivated math atudent. )
Sam and the coach don*t like each other. (dls-)
(Sam and the coach tflsllke ach other. )
We tried to reach Ann but weren ' t aucoesaful . (un- )
We tried to reach Ann but were unsuccessful, )
9- Capt Rose isn't satisfied with his assignment.
(Capt Ross is .dissatisfied with hia assignment.)
10. Don and Ken don't agree about who won the game.
(Don and Ken disagree about who won th game.)
dis-)
READING SKILL
Objective: Given a general or tQchnical/semi-technicB
text (containing some unknown vocebulary and grammatical
Htructarea) and comprehenaion questions about the text, the
student will select the correct answer to each question from 2-4
133
SILENT PEADING {paragraph) POLLOWED SY
Wtitten cue
Written responso
Individual
NOTE: The purpose of this exercise is to prepare students
for follow-on tralning reading assgnments whlch contain
unfamiliar vocabulary and grammar.
THE GULF STREAM
Pead th paragraphs. If you don't recognize a word or a grammar
structure, try to determine its meaning from the rest of the
setvtence or paragraph. Don't use your dictlonary,
Ther are many crrente in th sea that change the climate
and life of the people living on the adjacent continents. Th
largest and most faraous current on arth is th great North
Atlantic Current or Gulf Stream that warms the British islands
and northern Scandinavia.
In the earlier part of its course, tha Gulf Stream fcrms a
wll defined cutrent distinguished by its high temperatura and
its deep blue or ndigo colOT-. Because the Polar Current
descends along the North American coast in a direction opposite
the Gulf Streara, the water on its inland aide is colder than that
eastward of it The difference of tetnperature between the Gulf
Stream and this current sometimes amounts to 20 or 30 degrees
Fahrenheit. The velocity of the Gulf Stream varies with ita
course. Within the Florida channel, it reaches about 65 miles
per day; this decreases to 56 miles per day off Charleston,
becomes 36 to 46 miles per day off Nantucket, and 28 miles per
day to the south of the Newfoundland Banks; three hundred miles
to the east of Newfoundland, its movement is hardly perceptible.
lthough the Gulf Stream is one of the best known of the
oceanic crrente, geographerg have greatly exaggerated its
influence on the temperature of northern Europe. Tf it preserves
any direct influence, it tnust be small. The current is both too
narrow and too shallow, and its slight amount of superior heat
probably disappears after it has passed Cape Hatteras. The
reatively high temperatura of western and northwestern Europa
must rather be attributed to the general location of the tropical
waters in the mid-Atlantic and to the warm winds blowing in the
northeasterly direction--and not to the Gulf Stream exclusively.
134
How answer these questions about the reeding.
What do sea crrente change?
a. the climat and ife of the creatures at sea
b. the climate and life of the people on continente
neat the currenta
c. the climate and life of all the people on arth
2. Where's the Gulf Stream found?
a. in the Pacific Qcean
b. in the Atlantic Ocean
c. In the Indian Ocean
3. What are the characteristica of the Gulf Stream in the
earlier part of its course?
a. It's hot, and it has a deep blue color.
b. At this point, it's not a well defined current.
c. It comes from the Polar Current.
In which direction does the Polar Current move?
a. opposite the Atlantic Qcean
b. in the same direction the Gulf Stream does
c. oppoaite the Gulf Stream
5, Can the relatively warm climate of western and north-
western Europ be attributed only to the Gulf Stream?
a. yes
b. no
GRAMMAR: restrictivo adjective clausea (roviow objective)
Objactive: Given oral/visual/wrltten cues, the atudent will,
both orally and In writlng, use a restrictiva adjective clause
(that/which/who as subject relatlve pronouns; whom)/which/that
as object relative pronouns; and where/when as relative edverbs)
to mcdify a noun/pronoun.
135
LISTENING (explanation of paradigm) FOLLOWED BY
Books open fST p. 106)
Written/Oral cue
Oral responso
Paired Individual
RESTRICTIVE ADJECTIVE CLAUSES
A restclctive edjective clause modifies a noun by
describlng or giving additional Information about
that noun. It alwaya directly follows the noun to
which it relates. Since t followa so clogely, this
clause frequ^ntly separatas the noun from the
Adjective clauses can be introducad by the relativa
pronouns that/which/who and relate to the subject
of the clause. In thig type of atructure, the
adjective clause Is linked to part or all of the
main clauae. The relative pronouns may not be
omltted.
S V
The book is on the table. It is intersting.
The booh that is on the table is interesting.
S V
Tha mova was on TV yesterday, It made me cry.
The movle which was on TV yeaterday made me cry-
The man is my neighbor. He is very tall.
The man who IQ my naighbor is very tall.
136
THAT/WHICH/WHO AS SUBJECT RELATIVE PRONOUNS
Read this dialog. It contains that/which/who used as subject
relative pronouns.
: Who was that man who was talking to you yesterday?
Les: Which one do you meen?
Sam: The man that was wearing the gray sult.
Les: Oh, he's a new friend of mine.
Sam: Where's he from?
Les: He' s from Colombia, South America.
Sam: Oh, isn't that the country which produces lots of coffee?
Les: That's right, and his famliy is in thet businesa.
SENTENCE COMSINING EXERCISE
Written cue
Oral resporjse
Individual
DO YOU KNOW THE PEOPLE WHO LIVE IN THE RED HQUSE?
Combine the sentences like the example, Remember, wha and that
are used for people; that and which are used for things.
EXAMPLE: We don't know the man. He's talking to Steve.
We don't know the man who's/that's talking to Steve.
The program was informative. It was on channel 5 last
night.
The program that/which was on channel 5 last night was
informative.
1. The waiter was fast. He served us in the restaurant.
[The waiter who/that served us in the restaurant was fast.)
2. The airpiane is big, It has just landed.
(The airplane that/which has just landed is big.)
137
3. The woman went to the hospital. She was a patient of Dr.
Smith.
(The woman who/that went to the hospital was a patient of
Dr. Smith. )
4. Do you know the ame of the instructor? The instructor
taught us the song . ( Do you know the ame of the instructor
who/that taught us the song?)
5. Th orchestra gave an excellent performance. It played
last nlght. (The orchestra that/which played last night
gave an xcellent performance.)
6. A person left this umbrella. He was sitting here before
me. (The person who/that was sitting here before me left
this umbrella. )
7. The team won
1
1 play agaiji this season. It lost last
(The team that/which lost last weeh won't play again this
season. )
B, The lady is a lawyer. She gave us a talk,
(The lady who/that gave us a taik is a lawyer.)
9. Do you know a mechanic? The mechante is dependable .
(Do you know a mechanic who/that is dependable? )
10. John is a man. He always tells the truth.
(John is a man who/that always tells the truth, )
ORAL KEADING DRILL (dialog)
Written cue
Oral response
Individual
136
MORE PESTRICTIVB ADJECTIVE CLATJSES
Adjgctive ciauses raay be introduced by the relativa
pronouna whoIm)/which/that and relate to the object
Of the clause. The relative pronouns may be omltted
S V O
The woman was beautiful. i met her In the library.
The woman (who(m))* I met in the library vas beautiful.
S V O
The course is very difficult. I'm taking It this ssmester.
The courae (which) I'm taking this aemester is very difficult.
S V O
The wallet belongs to Larry. Mark found t In th^ leb.
The wallet (that) Mark found in the lab belonga to Larry,
*NQTE: In Informal English, who la often used as sn ohject
pronoun.
WHO(M)/WHICH/THAT AS OBJECT RELATIVE PRONOUNS
Read thig dialog. t containa whom/which/that used as object
relativo pronoung.
Pete: Did you find out anything about the college schgdule?
Mark: Yea, the woman who(m) I called gave m some Information,
Pete: What did she aay about our claas?
Mark: She said the class which we want to take la full.
Pete: Oh, no! la there another clase available on the same
subj ect?
Mark: Yea, there's one that we can sign up for, but It meets on
another night
Pete: That's okay with me. Let's go sign up now!
139
TRANSFQRMATIQN EXEEClSE
Baoks open (ST p. 109)
Wrltten cue
Oral response
Individual
1. The soup that she made for lunch was delicious.
(The soup she made for lunch was delicious.)
2. The baok which 1 read last week was interesting.
(The book I read last week was interesting.)
3. The man whom 1 met at the party was from Australia
(The man I met at the party was from Australia, )
4. The group who we saw in the mal was singing.
(The group we saw in the mal was singing, )
5. The car which jack bought was expensive.
(The car Jack bought was expensive.)
6. The medicine that I took really helped my cold.
(The medicine 1 took really helped my cold.)
7. The volee that we heard sounded Hke ftnn's.
(The volee we heard sounded like Ann
1
s.)
8. The woman whom I saw was waiking her dog,
(The woman I saw was waiking her dog.)
9. The people whom Bill calied were very helpful.
(The people Bill called were very helpful.)
10. The flight that I took to New York was full.
(The flight 1 took to New York was full.)
THE PAINT1NG I SAW IN THE MUSEUM WAS COLOHFUL.
Your instructor will read a sentence with who, whom, that, or
which as an object relatve pronoun. Repeat the sentence without
the relative pronoun. Look at the examples.
EXAMPLES: i; The painting that I saw In the museum was
colorul.
S: The painting I saw In the museum was colorful
I: The man whom I hired is from Florida.
S: The man I hired is from Florida,
140
LISTENING (explenation of paradigm) FOLLOWED BY
ORAL PEADING DRILL (sentence)
Written/Qrai cue
Oral
Individual
HHERE/WHEN USED AS PELATIVE ADVEpRS
adjactive clauses may be iirtroduced by the relativo
adverta where/when and relate to the place or time.
I prefer the French restaurant. We ate there last week.
I prefar th French r^gtaurant where we ate last week.
Do you remember the nlght? We ran out of gas.
Do you remember the night when we ren out of gas?
Read these sentencee. Thy contain where/when used as relativa
adverbs,
1. Do you want to go to the store where I took you last time?
2. The day when they arrived was very rainy.
3. You can visit them at the hotel where they
T
re staylng.
4. Monday is the day when we'll go on tour.
5. The weekends are the time when Dan usually studies.
6. That was the year when t/e decided to move-
COMPLETION EXERCISE
Booke open (ST p. 110)
Wrltten cue
Oral responde
Individual
NOTE: Answera will vary, One poasibility
given.
is
141
I BEMEMBER THE TIHE WHEN
Use when or where phrases to complete these sentences.
EXAKPLE: Last night, I was thinking about the time....
Last night, I was thinking about the time when we went
to Europa.
1. They want to go to the museuni., . .
(They want to go to the museum where they sau the
od oara.)
2. I still remember the time. - - -
f I stll remember the time when he dresaed up as an od
man and scared us to death. )
3. We want to eat ln the restaurant. . . .
(We want to eat in the restaurant where they serve rabbit. )
4. I don't remember the store....
{I don't remember the store where I bought this suit, )
5. Do you remember the year....?
(Do you remember the year when the first man went to the
moon? )
6 . She doesn ' t want to return to the hospital- - - -
(She doesn't want to return to the hospital where she had
her operatlon. }
7. Henry wanted to leave the
(Henry wanted to leave the day when he got his diploma.)
8. David drove to the town. . . .
(David drove to the town where we bought the strawberries. )
GRAM HAR: restrictivo adjective clausea whoae aa a
adjactive)
Objective: Givan oral/visual/written cues, the etudent wlll,
both orally and in wrlting, uae the relative adjective "whoae
11
in
a restrictiva adjectiye clause to show posaessio"
142
LISTENING lexplanation of paradigm) FOLLOWED BY
ORAL READING DRILL (sentence)
Qral/Written cue
Oral response
Individual
WHOSE TN RESTRICTIVE ADJECTIV CLAUSES
Another restrictivo adje.ctive clause is introcluced by the
relativa adjective whose* It is usad to show possession
repiaces the possessive adjectives in combined
It comes directly after the novm to which it
relates and almoat always refers to people.
Last night, we rnet a man. His wife was born in Australia.
Last night, we met a man whose wife was born in Australia.
The people are being transferred. We're buying their house.
The people whose house we're buying are being transerred*
WHOSE AS RELATIVE ADJECTIV
Read these sentences. They contain whose used as a relative
adjective.
1. Isn't that the woman whose picture is in toay's newspaper?
2. Over there is the man whose son just received an honorarY
college degree,
3- Where is the supervisor whose signature we need?
4. Linda is the neighbor whose vacuum cleaner I borrowed,
5. I want to practice English with a person whose prorujnciation
is perfect.
6. That's the instructor whoae students made ali A'S.
7. This is my friend whose son hought my car,
8. The Johnsons are the family whose house was dairiaged by th&
storm.
SENTENCE COMBINING EXERCISE
Books open (T p, 112)
Written cue
Dral response
Individual
THIE IE TEIE WQMAN WHOSE HUSBAND YQU MET YESTERDAY.
Combine the two sentences like the example* Use whose.
EXAMPLE: This is the doctor. His picture was in the newspaper.
This is the doctor whoê picture was in the newspaper.
1. This is my friend. I am borrowing his car.
(This is my friend whose cat I'm borrowing. )
2. The man works in that office, His son is an actor.
[The man whose son is an actor works in that office.)
3. Th& boy is very sed. His puppy* died.
(The boy whose puppv died is very sad. )
4. I aaid thank you to the instructor. I borrowed her
dictionary. (I ssid thank you to the instructor whose
dictionary I borrowed. )
5. Michael is a popular singer. His brothers are also
muaicians. (Kichael is a popular singer whose brothers are
alo musicians. )
6. We really like the people. We went to their house
yesterday. (We really like the people whose house we
went to yesterday.)
7. We have a neighbor* His dog is very rioisy.
(We have a neighbor whose dog is very noisy. }
8. The man is a good friend of mine . I borrowed his radio.
( The man whose radio J borrowed is a good friend of mine.
*puppy = young dog
144
CGMPLETIN EXERCISE
Books open IST p. 112)
Written cue
Oral respanse
Individual
NOTE: Answers will vary. One
possibility is given as an example.
HE'S THE MAN WHOEE ON VOU MET.
Use a whose phrase to complete these sentences
EXAMPLE: They are the people....
They are the people whose house we want to buy.
1. Wasn't that the woman.., ?
(Wasn't that the woman whose child Is in your class?)
2. He's th man. . . .
( He ' s the man whose telephon I borrowed . )
3. They ' re the children. , . .
T
re the children whose prente brought the food. )
4 . He ' 9 the student ....
(He's the student whose papers I scored. )
5, This is my brother....
( Thls is my brother whose car I borrowed- )
6, He's the person. . _ ,
(He's the person whose book I never returned. )
7, Is that the man...?
(IB that the man whose coat is on the table?)
8, That wasn't the teacher.., .
(That wasn't the teacher whose classroom we visited. )
Written cue
Written response
Individual
I THINK IT'S A, OH MAYBE IT'S B,
Select the best answer to complete the sentences. Mark a, b, c,
or d.
The boxes
l. 1 if;r_ .
were
a. which we maiied
b. we malled ':..
c- that we mailed them
d. what we mailed
3. Thlg Is my cousin
_ is a pilot,
a. who his son
b. who son
c. whose son
d who's son
ou must complete all the
homeworte you.
a. that the teacher gives
b. whose the teacher gives
c. whom the teacher gives
d. the teacher gives it
That waa the year
I first studied English.
a. where
b. when
c. who
d. whose
architect ls a person
destgns bulldlngs.
a,
b.
c.
d.
The
who he
which
whom
who
book was written
by a policeman.
a. whose l'm reading
b. l'm reading it
c. that l'm reading
d. which I'm reading it
6 .
B
The man
and a beard-
had red hair
a. that we saw him
b. who
1
s we saw
c. whom we saw
d. we saw him
The hotel we' re
staying has 2 pools.
a. who se
b. that
c. which
d- where
SENTENCE COMBINIKG EXERC1SE
Written cus
Written response
Individual
NOTE: Angwerg may vary slightly.
146
TWQ SENTENCES --> ONE CQMPLEX
Combine the two sentences. Use that, which, who, whom, where,
when, or
EXAMPLE: Chemicals are substances. Chemicals can change
properties of rubber.
Chemicals are substances that/which can change
properties of rubtaer.
1. We lived in Central America. The weather is warm there.
We llved in Central America where the weather 3 warm
2. lex ueed to play football. He was younger then.
Alex used to play football when he was younger,
3. That'a the purse. It was on sale.
That'a the purse which/that was on sale.
4. Who la the major? I saw him yesterday.
tiho ia the major that/who(m) I saw yesterday?
5. I mst a woman. Her husband was kllled In an accldent.
I met a woman whoge husband was killed in an accident
HRITING SKIL]
Objective! Given a written teat of less than 100 words, the
etudent wili take notea in the form of key words and/or phrasea
NOTETAKJNG EXERCISE (words/phrases)
Written cue
Writtsn '.espcnse
Individual
THE PERFECT PET
Fead the paregraph, Take notes in words and phrases.
business In the State of Colorado sals the perfect pet.
It doesn't brlng mud into the house, drop hair on the carpet, and
it doasn't need. eny food. This pet ia a mechanical dog. It ia
ong foot high, and It can walk and obey voice commands. Best of
all, It can talk- It can say nearly 100 warda, Including ita
owner's neme. The mechanical dog can guard a house when the
owners ere away. it can feel gomeone moving in the house. When
that happeng, it can ask, "V/ho'g there? I'm calllng the plice!"
business In Colorado
gells p&rfect pet: mechanlcal dog
no mud, no hair. no food
gne foot high, obeys volee commands
talks; can aay 100 words
guarda house when owners away .^_^,
when it feels aonieone moving In house
can ask "Who Is there? l'm calllng plice!"
WRITJNG SKILL
an oral text of 1 or 2
will take notea in the form of key words and/or phrases.
NQTETAKING EXERCISE fwords/phrasee)
Oral cu
Written responde
Individual
NOTE: Read the paragraph twice. Answers will vary.
Some lawmakers In the United States think cigarette ad-
vertlsements should not appear in magaalries, in newspapers, on
road slgns, or on televisin. They say that cigarette ads
show young adults having fun whlle they'ru smoking. The lew-
makers say these klndg Of ads make young people want to gmoke.
They don't show the truth about smoking. Smoking Is bad for
one's heaith, and it
1
s a hablt difficult to quit. Such a
bad habit should not be aduertised.
14B
WHftT ARE LAWMAKERS AGAINST?
Your instructor wll read a parsgraph twice. Tak notes in words
or phrases.
U.S. lawmakers against ciggrette gds
show young sdults havinq fun while smoking
don't ten truth about smoking
smoking bad for ong's health, har to quit
bad habit should not be advertised
FUNCTION
Qbjective: Th student wlll Identify and/or describe pe
placea, and thlngs.
ORAL READING DRILL
Written cue
Oral
Individual
HOW WOULD OU DESCRIBE OR DEFINE..*?
Pead these sentences which describe or define people, places, and
things.
People
1. Henry's a man who's always willing to aid anyone in need.
2, Sue'a the lady who interpreta all the regulations for us.
3- They are the ones who have the big dog with no tail.
Places
4. An ocean is a place where there's an abundance of fieh,
5. The courthouse is a building which representa justice.
6. The new mal downtown has several sr.oe stores.
Things
7. A prescription talls what medicine the doctor has ordered.
B. An abbreviation is a short representation of a word.
9, The Supreme Court is the highest court in the land.
149
FORMULATION OP ANSWERS
Written/Oral cue
Orel reaponae
Paired individual
THIS IS A
Take turns reading aloud on$ of the descriptions or definitions
and getting an answer f rom your partner,
1_ a group of 12 people who are chosen to decide questions of
fact in a court of law (a Jury)
2. a public officifll who has the power to decide questions
brought before a court of law (a judge)
3. a persc-n who enforces the law (a plice officer)
4. a place where you can study and borrow books fa library)
5. a populatlon center larger than a tcwn (a cityj
6. a substence used to keep liquids from freezing ( antlfreeae)
7. a person who filis medical prescriptlons (a pharmacist)
8. a bool thgt lista worda alphabetically and givea their
definitloig ( a dictlonary )
9. the BlectrJcal device which starts an engine ( an ignition)
10. a chemical substance Important for good health (a vitamin)
GftAM M AR: past perfect passiv
Objectlve: Given oral/visual/written cues, the studant w:
both oraliy and in writing, use the paat perfect paaslve (full
and contracted forms) to indcate an action/event occurring
before another actioji/event in the past in yaa/no and quastion
WOrd queations and affirmative/negative statements and anawers
LISTENING (explanation of paradigm)
Books open fST p. 117)
Oral/Written cue
150
PAST PERFECT RE-PASSIVE
The past perfoct pasgive is used to indcate an action or
eveivt vriich occurred befare snother action or ve.it in the
past, * Note that passive voice changes occur only in the
main clause of the statement.
' . . II - 1 . ___ ^ _____
MAIN CLAUSE
VOICE
ACTIVE
PASSIVE
1
SUSJECT
John
The report
VERB
had finished
fiad been finishet3
OBJECT
the report
TIME
EXPRESSIGN
befor Al left.
3:00 4:00
The report was finished.
6:00
Al left the office. now
IDENTIFICATION EXERCISE (underlinlng) FOLLOWED BY
ORAL READING DRILL (paragraph)
Written/Oral cue
Individual
THE REPORT HAD BEEM PEAD HEFQRE HE LEFT.
Read the paragraph and underline the past perfect passive voice
constructions.
The report had been written by Capt Green beore he drank
his morning coffee. It had been typed by the secretary before
she went to lunch. Before she returned from lunch, it had been
mailed by Airman White, It had been picked up by the colonel's
secretary before she took a break, The report had been put on
the colonel 's desc before he entere^ hla office. The report had
been read by the colonel before he left that day.
151
TRANSFQRMATIN EXERCISE
BookS OTH:JI (ST p. 118)
Writteri cue
Oral response
Individual
THE CHAIRS HAD BEEN MOVED WHEN HE ARRIVED.
Change the verb in the main clause from the active to the passive
construction. Use had been + past participio. Do not use
someone or no ane in your sentence.
EXAMPLES: Someone had eaten the cake befor I got home.
The cake had been eaten before I got home.
No or had cleaned the barracks be fore the sergeant
arrlved.
Th barracks hadn
T
t been cleaned before the sergearvt
1* No one had cut the grass bore we moved into the house.
(The grass had not been cut before we moved Into th hous.)
2_ Someone had already written tha Invitations when T eaw the
error.
(The invitations had already been written when I saw the
error.)
3. Someone had just fixed my watch befor I lost it-
(My watch had just been fixed before I lost it. )
4. No ana had serviced the car before we took the trip.
(The car hadn
f
t been serviced before we took the trip, )
5. Someone had cieaned the house before the guests arrived.
(The house had been cleaned before th guests arrived.}
6. Someone had painted the car befor w bought it.
(The car had been painted befor w bought it.)
7. Someone had arranged th general's schedule long before he
arrived.
(The general's schedule had been arranged long before he
arrived.)
8. No one had inspected the plae before it took off.
(The plae hadn't been Inspected before we took off.)
152
tauprafleginentals}
)bp-active: Given written one-exchaitge dialogs (question and
lontaining contrastive information, the student will first mark the
iontrastive informacin, stress n each resporiee and then respond
>rally to each question, asked by the instructor or on the recording,
treseing the contrastive infonnation
tojective: Given written one-exchange dialogs (queation and response)
:ontaining contrastive information, the student will first mark the
ontrastive information stress in each response and then read the
lialogs orally, paired with another studentj stressing contrastive
irifor;nation wotrds.
STRESS-HARKTHG EXERCISE FOLLWED BY
ORAL READIHG EXERCIEE
Dooks open (ST p. 119)
Written/Oral cue
Individual/paireo individual
SEHTENC STRESS
Mark the words that are scressed in each response. Your instructor
will ask the question and you read the answer. Then you will ask the
question. and another student will read the answer.
l
r
is your brother a PHARHACIST?
NO, my brother isn't a pharmacist; my sister is.
2. Do you and your brother LIVE together?
No
H
1 live in an apartment, but he lives with our parents
3. Does smoking BOTHER you?
It doesn't bother me, but it sure bothers my wife,
4. Can you meet me on FPIDAY?
No, but I can meet you on Thursday or Saturday.
5. Did you bcing the box oE
/ /
No, T didn
h
c, but I'11 go back for it.
153
GRAMMAf: entlcipatory lt/nonrefercsnt:al there + gerund
Objectiva Given oral/vieual/written cues, tha student will,
both orally and in writing, uge a pr&sent gerund as the subject
of s aentence following an anticlpatory-it (It + BE *
noun/adjactive) and a nonreferential thsrra (There * BE),
OPAL READING DRILL (sentence)
Oral/Written cue
Oral response
Individual
ANTICIPATO1Y IT GEEttJND
A gerund is frequently used as th subject of a sentence
Travellng to Europa thie summer will be
Not buylng a nw car was a big mistare.
Soinetlmes the geruntl la used in a
with an entlclpatory t construction. The
it and the gerund phz*BBe mean the same thing
Tt'll be exclting treveling to Europe thls
It was e big mistahe not buying a new car.
The pattecn used in these sentences is:
It + Be + notm/adjective * gerund phrase
IT WAS HICE MEETING
Pead these sentences. They contain thg anticipatory it + gerund
pattern.
1. It's difficult learnlng Engliah.
2. It's a big Job cleanlng the basement.
3. It wfls a good choice going to the game inatead of the movie.
4. It will be fun raeeting new people at the picnic.
5. It was dlsappointing not passing my last book quiz.
6. It's dangerou3 riding a motorcycle without a helmet.
7. It's a big decisin joining the milltary
8. It's not easy trying to study in a noisy dormltory.
154
TRANSFORMACIN DRILL
Written cue
Oral response
Individual
IT WAS TJRIKG WALKING TO AND FROM WORK.
Changa the sentences . dd "it" and move the "be + noun/adj " part
to the beginning of the sentence. Look at the exariples*
EXAMPLES: Not seeing my od f rienda at the party was very
disappointing.
It was very disappolnting not seeing my od frlends at
the party.
Driving a car for the first time was scary,
It was scary driving a car for the flrst time.
1. Going back to work after so many years was a big decisin,
( It was a big decisin going back to work after so many
years. )
2. Watching a comedy on TV will be entertaining.
(It'll be entertaining watching a comedy on TV.)
3. Studying English and Germn at the same time vas confusing.
(It was confusing studying English and Germn at the same
time. )
4. Buying a new house is an important decisin.
(lt
T
H an Important decisin buying a new
5. Not sleeping three nights in a row was awful.
(It was awful not sleeping three nights in a tow. )
6- Working at a twenty-faur^hour restaurant was very demandltig
( It was very demanding working at a twenty-four-hour
restaurant. )
7. Taking an Asian tour was unforgettable-
( It was unforgettable taking an Asian tour. )
8. Going to the Opera House in Santa Fe was wond&rful.
( It was wonderful goirig to the Opera House In Santa Fe.)
155
LISTEN1NG (explaaation of paradigm) FOLLOWED BY
ORAL READING DRILL (gentence)
Gral/Written cue
Oral reaponse
Individual
NQNREFEPENTIAL THERE + GERUND
There + Be meara aomethlng ewista. It can
sometmes be followed by a genjnd phrase.
There waa yelling and screaming at the footbalI game
There will lie celebrating after the graduatlon.
There 9 no smoking in this building.
THE NEW ALC MATERIALS AR HERE! !
When you try the New ALC, you'll see that:
a. There won't be any complaining from students-
They wlll be too tirad,
b. There won't be any resting in class with the new ALC!
All o the time will be spent studying.
2. Soma o the featurea of the
a. There
1
!! t> reciting o dialoga.
b. There'll De listening and gpeaking,
c. There'll aleo be reading and writing.
d. There'll be reviewing and teating of moat tems.
e. There'll Be p!enty of atudying and learning taking place
156
FQRMULATION OF STATEMENTS
written cue
Oral response
Individual
NGTE Answers will vary slightly.
THERE WON'T BE ANY SMOKING IN THJS ROOM.
Make sentences like the example. Use there + be + gerund phrase
in your answers.
EXAMPLE: dance/after graduation
There was dancing after graduatlon.
1. no study/after test
(There won't be any studying after you take the test.)
2. march/after introduction of general
(There
1
II be marching after the introduction of the
general.)
3- no race/bulIdlng
(There won't be any racing in the building.)
4. celbrate/after game
(There'll be celebrating after the game.)
5- dance/after picnic
(There was dancing after the picnic.)
6. study/after dinner
(There's usually studying going on after we eat dinner.)
7. clean/Saturdays
(There's always cleaning to do on Saturdays.)
3. wash and iron/weecends
(There was washing and ironing on the weekends.)
9. no smoke/on this plae
(There won
1
t be any smoking on this plae.)
10. no talk/whle taking test
{There won
]
t be any taiking while taking the test.)
157
Objective: Given e set of notes written in phrases/incomplete
sentericeg, the student will sslect from among 2-4 cholees the
best aurnrnary of the not<
MLTIPLE CHQICE EXEPCISE (note Summary)
Books open <ST p. 124)
Written cue
Wrltten response
Individual
HAVB A PLAN TO ESCAPE FROH A HQUSE FIPE,
Pead the notes, Select ths best
p1an 1rapo rt ant
escape from house fire at night
before it happens
determine escape way from eaoh room
practice smoke crawl
determine family meeting place outside house
e. It IB important to plan how to escape from a fire in your
house at night before it happens.
b- Fire experts say it's important to practice crawling from a
house at night.
o, Everyone practicing a fire escape plan should have a family
meeting place outaide the house.
158
SUMMARIZATION EXERClSE
Written cue
Written rspense
Individual
NOTE: Answers will vary
la
One possibility
WHAT DO THE NOTES SAY?
Read ths notes. Write a 1-3 sentenc summary
agalnst diseases carrled by files
keep fliea away from food
thron away part food flies land/waik on
repar wlndow screens
cise doors
We should guard against_ dis.eeses carried by flies by keepirig
files away from pur^houses and especially from our food- Ha
should algo repair window screena and ceep doors cloaed.
159
+ Enr ichm ent
TROUBLESOME ENGLIEH
Fixed preposicional phrases
There are se ver al prepositional ph rases which are f ixed- Below
are some which relace to places or institutions and che purposes for
attending these.
1. go to/coine to bed = to sleep
The children have already gone to bed.
2. be in /stay in bed = for rest
Doctor: If you want Co feel bettetj you need to stay in bed
l your fever s gone.
3. get out o bed = after resting/sleeping
I don't like getting out of bed in Che winter.
4. go to/coma to school = to SCUdy
Henry is going to school.
5. be at brakfast/at dinner/at the tabla = having a meal
They're at breakf ast .
6. be in cl^ss = attetiding or teaching a
Mr. Edwatds is in class .
7. go te/be at church = fot wo-rship
Many people go to church on Sunday.
S. be at/go home = in one ' s own house
We're oin home.
9. go into/be in the hospital = for medical treacment
She's going into the hospital tomortow.
10. go to/be at the univeraity = for study
He'll be at the univeraity until May 30.
i&l
DO JUSTICE TO
IDIOMS AND EXPBESSIQNS
Meanlng
To "do justice to" means to treat
s TI n.?'-u".-, justly, or to appreciate
something properly-
sentenees
1* Jim certainly does justice
to hls wife's excellent cooking
2, This picture locks exactly
like you. It really does you
justice.
3. John'a test grade doesn't
do him justice. He knows much
more than the acore indicates.
162
ADDITIONAL ACTIVITIES
VOCABULARY
TOM PUT DUAL CAHBURETORS ON HIS CAR
Select the correct answer. ( ST p. 127)
1. A car with a dual exhaust has pipe(s).
a. on
b. two
2. When someone receives Justlc, he' s treated
a, like he should be
b. as h wants to be
3. If you can' t the instructions, ask someone to
iriterpret them for you.
a. find
b, understand
4. All of the people on the jury had been chosen to
a. attend law school
b. mak a legal decisin
5. When th captaln asked for someone to aid hlm, severel
lleutenants immediately volunteered to .
a. nelp
b, leave
163
6* Some of the furnlture was rescued when the house burned,
but a lot of it cauldn
1
t be .
d. saved
b. fixed
7. Jack didn't have to hire an architect; he was abl to
th hous himself.
a, paint
b.
B. When Alan failed to fix the
canec a pluniber-
a. leak
b- light
n the bathrooin, his wif
9. Joe can't decide what kind of
what he wants to do for a living.
a. property to buy
b. job to apply for
because he' s not sure
10
11
Until the plice began to enforce the speed llmit in front
of the school, no ene it.
a.
b.
ilked
obeyed
Mrs. Davis doesn't
stand for it.
a. permit
b. prohibit
smoking in her house. She won't
12, In general, the atore's customers are satisfied. Thy
find what they'r looking for,
a. seldom
b. usuaiiy
164
GRAMMAR
MATCHING
Match the wordg on the left to the definitians 011 the right,
fT p. 129)
1. A paasport is a document a.
2. A bil la a pleca of
paper
3. A rular is a devlce
g 4. A thermostat is a device
^ 5. A microscop is a tool
^ 6. A camera is a devic
7. A scale is a device
b.
c.
f.
g.
8. A rtewspaper is a paper
that lets us see very
small things.
which is used to
photographs .
that shows your nation
ality.
which reporte the news
which measures length.
that measures weight.
which controla the
temperatura.
that is used aa money.
165
WASN'T HE THE LAWYER WHO WON THE WRIGHT CASE?
Use who/which/that, who(m)/that/, where/when/whose to complete
these complex senttjnces. (ST p, 130)
1. The judge who/that J.3 in charge of the case is very
just.
2. 1. 3 the case which/that ia being heard interesting?
3. Isn't that the woman whose son was found innocent of
coinmltting a crlme?
4. The court where the case is belng heard is downtown.
5. He was found fjuilty st a time when he was too young
to understand, wasn't he?
6. Was the Judge who(m)/that you spoite to nice7
7. The case which/that 1 heard was very interesting.
S- The jury is a group of peopie who/that decide whether
Someone is gullty or innocent.
9, The doctor ditn't prescritie medicine which/that
helps her headaches, but he gave her something to help her
relax.
10- Qur judicial gystem is one which/that tries to be
ftfficient and just.
11. The lawyer whom/who/that they chose wasn
T
t very
active.
12. He's the man who/that was found guilty of many crimes
166
I 3UGSE5T YOU BE-ENLIST . _ BOQK 21 LE55QN 4
tESQURCES
Basic classEoom equipnent and
Boofc 21 Vldeotape, "nele Sam Warjts
BQfc 31 Videotape ActiviU.es Baokiet, IG
Book 21 Videotap* Actwities Booklet, SG
OBJECTIVES
1- The student will correctly pronounce and use in discourse the WPQS
r
, and expreasiuns listed below.
Other Ncur.5
brief beneficial advantage
ccmmand beyond bcanch
contact hrief category
discharge subêcE to caiiL-âr.c
conduct
departîent:
head dsaduar.tag*
hesitate diactiarge
influence extensin
infoon neac
pcohibit influence
ce-enlisC obligation
rectuit veteran
tequest
ucge
5 igns p^g^lxes S'jf f ixea
he in contact with
be in touch with
get in cojitact with
get in touch with
2. The student will aak for anci qive c&conjr.gndatiQns and suggestians.
3, Given a senenc* contaiîng a ceduced restîctive adêctive clause oc one
intEoducel by when or wh*rs- the student will, both orally and in weiting,
change the cela -i ve clauae to a to-iofinitLve phnasg VJIT^, an opt;onal fcc +
no un / p r onoun -
I think Mr, Benny is the best person (whom) you should talk to .
I think Me. Benny is the best peraon to talfc to.
te baughc acm booXa [thatl you should r*ad.
We bought some books Eor you to read.
167
4. Given oral/visual/written cues, the student will, both orally and
in writing, use a pres^nt active to-ininitive and a gerand as a
subjecE conplement after BE,
EXAMPLES: His goal is to be general.
Their decisin will be to leave early.
The rule here is to answer all the mail.
His philosophy is to help other people.
Your problern is being a general,
The mistake you made was leaving early.
5. Given oral/visual/written cuesj the student will, both orally and
in writing, use a pres^nt subjunctive THAT noun clause {"that"
optional) as the object of yerba of influencing/ reguesting.
Colonel Blynn always ir.sists that the work be done
carefully.
Will you reeommend that Ms. Bledsoe be promoted to
supervisor?
Ves, I will* She's a very competent employee.
When did they request that he leave the countiry?
They asked him to leave last
6, upon hearing a shjrc dialog (2-1 ex.changes) (read hy the
instructor or on the recording), the student will select the correct
inference. (audio recording)
*}. Given written one-exchange dialoga (question and response)
containing contrastive informaton, the student will first mark the
con tras _ i ve ir.f arTiition srress ir each response and then respond
orally to each question, asked by the instructor or on the recording
H
stressing the contrastive Information words.
/
EXAMPLES: Whose keys are these?
/ /
Those aren't mine. They're Tim's.
/
whac. color cara do you and your sister have?
/ /
My sister has a blue car and I nave a red one.
168
R. Given written one-exchange dialogs (queston and response)
containing contrastive informacin, the student wll first mark the
contraje: i ve inf ormation stress in each response and then read the
dialogs orally, paire vith another student, stressing contrastive
EXAMPLES: Do you like football?
/ /
I don't lik.e football very much, but T like baseball.
9. Given a phrase/sentence concaining a word/phrase in italics, the
student will circle the italicized word/phrase,
10. Given a phrase/sentence containing a word/phrase n italics
H
the student will select the niganing conveyed by the italicized
word/phrsse fcom among -4 choices.
11- Given sentences containing underlined words which haue more than
one mcaning, the stadent will lcate Che underlined word in th>
dictionary and write the app ropr i a t g _"iea n i ng in the space provided.
12. Given a written teict in which there are conjunctions/ connectives
linking a cause. 'offset relationship, the student wi. circle the
connectives .
li
r
Given a written text in which there are conjunctions/ connectives
linking a cause/ef fect relationship, the student will first circle the
connectives, then underline ether the cause or the effect.
Student will provide a 1-3 sentence written sununary . {homevjork)
15. Given a general or tcchnical/senii- technical written text
(containing some unknown vocabulary and grammatical structures) and
comprehension questions about the text, the student will selgct the
correct answer to each tjuestion from 2-4 choices.
16. Given a series of short sentences (6-12 words) orally
(dictation) , the student will write the sen ten ees correctly.
{audio recording)
17. Given a short text (50-100 words) orally (dictation} , the student
will first listen to the entire text, then writo bhe text as it is
repeated in segments, and then check his work as he hears the text a
third time at normal speed, laudio recording)
IS. Given a written text of less than 100 words, the student will
take notes in the form of key words and/or phr^ses .
(homework)
19. Gven an oral text of 1 or 2 minutes, the student will take notes
in the form of key vords and/or phrases, (audia recordingl
20. Gven a 20-50 word paragraph with no punctuation, Che
will rewrite the paragrapil, dividing it into sentences
H
and supplying
capital letters, postrophes, question marks
H
periods, cerraras,
exclamation points, and juotation marksj as required. (homework)
21. Given a l-to-3 minute narrativa orally by the inscructor or on
the recording, the student will sumiriariê the narrative in writing
(less than 50 worr^s) . (audio recording)
AUDIO RECORDINGS
Go over the recorred activities with your students before going to lab
to be sure they understand what they are expected to d&.
ENRICHMENT
The Idiomatic Expressions and Troublesome English sectons are located
at the end of the lesson. Be sure to explain to your 3tudents that
the phrases presented in Idiomatic Expressions and the usage problems
discussed in Troublesorne English are not objectives for this bok and
thecefore will noC be tested on the book quês. However, the
subjects dealt wich in these sections are integral parts of the
language and tnay be found in other hooks or on proficiency tests,
Some lessons also contain an dditional Activities section, The
exercises in this section may be u5ed by students who need further
practice of the objectives.
HOM EWORK
The homework for Lesson 4 is at the end of the book perforated pages
in the Student Text) . Be sure to go over the examples in the
with students so tbat they understand what they are to do. Go Over
the completed homework assignments for Lesson 4 prior to beginning
Lesson 5-
FVALUATION BXERCISES
The evaluation exercises for Lesson 4 are at the end of the book
(perforated pages in the Student Text). You can remove these pages
before you distribute the books to the students. The evaluation
exercises for Lesson 4 should be adminiscered prior
to beginnng Lesson 5.
170
I S U G G E S TYO U R E -E N L I S T.
BO O K21 LESSON 4
FUNCT1GK
Sgt Hollins: The best thing for you to do is to re-enlist
Diana: I recommend that you talk to your supervisor.
GRAMHAR
colonel is the bsst pergon for you to talk to.
Flaylng the pleno at midnlght is the worat thing she
The hest thing he can do rlght now la to get a lot o
They suggest that he return to hts country.
SKILLS-
MARK th stress.
Cause/Effect Connectives
Cirqle words.
Summarize. Tak
brief
command
contact
discharg
discover
extend
head
hesitate
influence
Inform
prohiblt
r-anlist
recruit
request
suggest
urge
VOCABULAlfY-
benaficiai
beyond
brief
subject to
be in contact wlth
be in touch with
get in contact with
get in touch with
advantage
branch
category
command
conduct
department
dlaaduantage
discharg
extensin
head
influenc
obligation
veteran
171
CGNTENTS OF BOOK 21 LES5QN 4
IT Page ST Page
VOCftBULARY: the Defense Department
and military recruiting 173 133
READING SKILL: appropriate meanlng 177 136
VQCABULARY: a visit to the recruiter 179 138
GRAMMAP: reative dause reduced to
to-infinitive phrase 187 144
READING SKILLS: itallcized words/phrases 190 146
GRAMMA.R: to-infInitive/present gerund as
subject complemente 191 147
READING SKILL: general or technical/
semi-techuical text (select) 199 153
GRAMMAH: subjunctlve that-clause 201 155
FUNCTIQN: asking for and giving recom-
mendationa and suggeations 205 158
READING SKILLS: csuse/effect connectives 213 164
SPEAKING SKILLS: (Suprasegmentals)
]., -; contrastive Information stress;
ask and answer questions 215 166
ENR1CHMENT 217 167
172
HOMEWORK CHECK
Go ovsr answers and review probiem areas--2Q minutes
mximum.
EVALUATION EXERCISE (Lesson 3)
Booka open ST p. EE-11)
Oral/Written cue
Written response
Individual
NOTE: mximum 20 min admin/10 min scoring
VOCABULARY: tha Defense Department and militaty recruiting
BEPETITION DRILL (underlined
Oral/Written cue
Oral response
Choral/Indlvidual
SILENT READING (paragraph) FOLLOWED BY
Written/Oral cue
Oral responae
Individual
NOTE: Answerg may vary.
173
WHO COMMANDS THE COM M ANDERS?
The Presiden! of the United States
The Secretary* o Defense
The Commanders of the Armed Forces
Repeat the underlined words. Then read the paragraphs.
The United States mllltary establishment is controlled by
civilians. Although generis command the various services, each
branch of the armed forces is under civilian authority. The top
official is the SecretarY of Defense. He is appointed by the
President (who is Commander in Chief of the Armed Forces) and
heads the Department of Defense, the part of the government that
is responsible for national security.
The military chiefs have many obligations to the head of the
Defense Department, They inform him of important developments,
request addltional personnel and new equipment when necessary,
and suggest possible actions. They can urge him to follow
certain plans and can influente his decisions, Howeuer, they're
subject to both the President and the Secretary of Defense and
must always follow their instructions.
*Secretary = an official who heads a section of the government
174
nswer these questlons about the paragraphs. Use the words In
parentheses in your answers.
1. Who glves orders to the members of the various services?
(command) (Generis command the services.)
2. Are all the sections of the armed forcea controlled by
civilians? (branch)
(Yes, each branch Is under civilian euthority.)
3. Whlch part of the governrnent ls the Secretary of Defense
the head of? (Department of Defense)
(He's the head of the Department of Defgnse.)
4. Are there thing3 the military chlefs must do for the
Secretary of Defense? (obligations)
(Yes, they haue many obligatlong.)
5. What do they teil him about? (inform)
(They infonn him of important developmerits. )
6. Do the military chlefs ask for extra persormel and n&w
equipment? (request)
(Yes, they request them when necessary.)
7. Whet do they recommend? (suggest)
(They suggest possible actions-)
8. Whet can the chiefs advias the Secretary o Defense to do?
(urge) (They can urge him to follow certaln plans.)
9. Can they affect his declslons? (influence)
(Yes, they can influence thera.)
10. Do military leadera always have to obey the President
and the Secretary of Defense? (subject to)
(Yes, they are subject to obey both of them.)
REPETITION DRILL (underlined word) FOLLOWED BY
ORAL READ1NG DRILL (paragraphj
Orai/Written cue
Oral response
Choral/Individual
175
THE SERVICES WANT TO RECRUIT ROGER
Roger receives a lot of letters and telephone calis from the
armed torces, They' v9 begun to contact him f requer ti y. In f act,
the military is in contact with many high school and college
students* They are looking for young men and women who would
like to enlist. Rogec is a healthy and intelligent high school
snior. He has done well in every category of school activities,
especially leadership and sports.
His conduct is good; he never gets into serious trouble.
There's nothing to prohibit him from being accepted for military
service. Any branch of the armed forces would be happy to have
him as either an enlisted man ot an officer.
Right now he's reading a letter from MSgt Vara, whose job is
to recruit young men and women for the Army* The sergeant's
letter lists some of the benefits of being in the military and
urges Roger to get in touch with him right away.
Roger is interested in the advantages of joining the
military: free medical and dental care, 30 days of leave
annually, and the opportunity to travel, However, he knows that
there are aiso disadvantages to military Ufe.
He doesn't want to be separated from
to obey a drill instructor' s corrifnands all
that he might be assigned to an
hesitates to visit a recruitlng office.
his family or to nave
day. He's also afraid
uninteresting ]ob. Therefore, he
176
TRUE OR FALSE BXERCISE
Bookg open (ST p. 136)
Written cue
Wrttten response
Individual
TRUE OR FALSE7
Writ T in th blank if th sentence s true. Write F i it is
1. Tha services hava been communicating with Poger.
2. He's done well n nearly very type of activity.
3. His bahavior has nevr gotten him into serious trouble.
4. Seueral things could prevent him from joining the
military.
5. MSgt Vara's Job la to keep people In the military.
6. MSgt Vaca wanta Poger to contact him right away.
7.
8
T 10
Roger thinka the opportunity to travel is one of the
disadvantages o being in the military.
Ha feeis certain that thare are some unfavotable things
about military liffc.
He won't mind obeying a drill instructoras
Roger wants to wait a whil befor he visita a
recruiter.
READING SKIL
Given sentences
mora than one meaning, the student will lcate the
word in the dict-anary and wrlte the appropriate
in th space provided.
177
DICTIQNARY EXERCISE
Books opn (ST p. 136)
Written cus
Written rspense
Individual
NOTE: Answers will vary depending on the
dictionary used- These dictionary entries from
Webster'a New World Dictionary (c) 1984 by Simn
G Schuster, Inc*, used by permission.
DO YOU KNOW THTS MEANING?
th sentenees. Find the underlined word in the dictionary
and write the correct meaning under each sentence.
1. carry
a. Joe carried that big box from buildlng 14 to building 22
to take from one place to another
b. The sound of the musc carried from one end of the street
to the other.
to transmit
c. The rains from Hurrican Jan carried over into central
Georgia.
to transer or extend
d. J, J, Davis carried the State of California with 85% of
the vote.
to gain support for; to win
e. The drugstor doesn't carry that brand anymore.
to heep in gtock
I7B
2. down
a. Go down to the firat floor and gst that form*
to. In, or on a lower place or level
b. Jill's reelly down today. I guesa she ' s upset about her
low test
delected; discouraged
. Let'a get down to buslness and solve thia problem before
It gets worse.
In a serious manner
d, The salesman agid we could have the car for a thousand
dollars down and S220 a tnonth for four yeara.
In cash
OCAHUTJiRY: a vlslt to the recruiter
REPETITION DRILL (underlined word)
Oral/Writtsn cue
Oral reaponae
Choral/Individual
EILENT READING EXERC1SE (paragraph) FOLLOWED BY
Books open (ST p. 13S)
Written cue
Wrltten
Individual
179
JOB AS5IGNMENTS ARE SUBJECT TO THE ARKY'S NEEDS
Roger visited the recruiter today because he had been
rqustd to by his father. H was almost late for his
appointment. First he couldn
T
t find his car keys. After
searching for them for flfteen rninutes
H
he discovered them under
the sof.
Then, becaus he wasn't sure where th office was, he failed
to turn wher he should have. He had to drive a mil beyond the
office before he could turn around and come back. Parking in
front of the office was prohibted because of street repairs, so
h had to park two blocks away,
When Roger finally sat down In the recruitr
h
s office, MSgt
Vara brlefed him on the obligations and opportunities of being an
Army recxuit. After listening to th Information, Poger asked
the sergeant some questions-
"What happens when my first enlistment ends?" he asked. "if
I want to stay in th Army beyond my original separation date, do
I have to enlist again?"
"No, " MSgt Vara answered, "y
Q
u don't have to re-enlist.
can request an extensin."
Yo u
"How much time could I
inquired.
add to my enlistment?" Roger
180
"You could ejttend it by a year or two, " answered MSgt Vara.
"That's good, " Roger said. "Now, another thing. Cari you
promise me that I' II get the kind of job 1 want?"
"I wish I could, " aaid MSgt Vara. "Chances are good that
you will, but Job assignments are always subject to what the Army
needs most at the time. Any training you receive will b useful
to you in the future."
"Yes, I guess it would be beneficial
f
" sald Roger, "but I'ra
still not sure about what I want to do. I need to think ell this
over."
"I understand your hesitation, " MSgt Vara sad. "Discuss
this with your folks, and I'll be in touch with you again in a
weeh or two."
Choose the correct answer.
1. Roger was requested by his father to talk to the recruiter
a. asked
b, - . ni i- .il.- - .
2. Roger diagovered his car keys under the sof.
a. lost
b. found
3. He drove beyond the recruiter's office.
a. cise to
b. farther than
4. Parking in front o the office was prohibited.
a. difficult
b. not allowed
5. MSgt Vara brefed Poger.
a, gave information to
b. asked questions about
Ifil
6. Roger con Id Gjctericl his enlistment .
a. continu
b. complete
7. He cculd ask or a orie cr two-year extensin.
a, addition
b. subtractlon
8. He may want to stay beyond the date he originally planned
to seprate f rom the serv ce.
a_. past
b. until
9. The type of training available is subject to the Army's
requirements
a. depends on
b, takes
10. Any training will be beneficial sooner or later.
a. tiring
b. useful
11. if Koger didn
h
t want to leave the servlce, he could
re-enlist .
a. enlist again
b. enlist ariyway
12. MSgt Vara will be in touch with Roger agaln.
a, cali, write, or visit
b, be expecting to hear from
182
REPETITIQN DRILL (underlined word) FOLLOWED BY
ORAL READING DRILL (dialogj
Docks open {ST p. 141)
Qral/Written cue
Oral response
Chora!/Individual/Paired individual
FQRMULATIGH OF ANSWERS (dialog)
Oral cue
Oral response
Individual
NOTE: Answers may vary,
1- What did Jason want to know? (He waned to kno whether
Roger had gocten in contact with the recruicer.)
2. Did Roger and the recruiter talk for a long time? (No
H
Chey talked for only a brief time.)
3- How did Roger feel about their conversation? (He felt
it waa efuite beneficial.)
4. What did Roger discover when he talked to the recruiter?
(Re discovered some very interesting facts. }
5. Did Roger's father ever serve in the military? (Yesj
his father is a veteran.)
6- Why was Roger's father discharged from the Anny?
{He was discharged becauae he had been badly injured-J
7. How was he injured? (He was struck by a bullet from a
gun that was discharged accidentaily-}
fi. Was the experience powerful enough to affect his life?
(Yes
H
it had a. strong influence on the type of career
he chose.)
163
MY DAD IS AN ARMY VETERAN-
Repeat the underlined words and read th dialog,
your instructor* s questicsns.
Then answer
Jason: Have you gotten in cofttact with the recruiter yet?
Foger: Yes, I talked to him after school yesterday.
Jason: Did you have a long ctjnversation?
Roger: NO, it was rather brief^
Jason: was It helpful?
Foger: Yes, it was quite
Jason: Eid you lesrn anything new?
Poger: Yes, I discovered some very interesting facts,
Jason: Wait a minute. Wasn
]
t your father in the Service?
Roger: Yes, he
1
s a veteran.
Jason: Since your dad's a yet, how come* you don't already know
all about the military?
Roger: Because it's bean nearly 20 years since he was dlscharged
from the Army. lot has changed since then.
Jason: Did he retire?
Roger: NO, he was given a medical dis^charge after he was hurt
during a training exetcise.
Jason: How was h injured?
Roger: Someon Ise's weapon discharged accidentally.
bullet caused a lot of damage.
The
*how come = why tHow does it happen that...?)
1G4
Jason: That must have been a really bad experienca, Did It have
much of an effect on hls life?
Roger: Yes, it had a strong influence on his cholee of a career.
Jason: I'm not sure I understand. I thought he was a teacher.
Roger: He is. He teaches classes in gun safety.
PESTATEMENT EXEFCISE
Docks open (ST p. 142)
Wrltten cue
Oral response
Individual
NOTE: Answers wlll vary
THE EXPERIENCE HAD AN EFFECT ON HIS CAREER.
Eead the sentence^ Then . i ,-:L another sentence that means
same thing. Use the correct form of the word(s) in the box. You
may use a word more than one time.
beiieficlal diecharge get in contact with vet
brief diseover influence veteran
EXAMPLE: Their convecsation wasn't very long.
Their conversaton was brief.
Roger conununicated wlth KSgt Vara yesterday.
(Roger got in contact with MSgt Vara yesterday.)
When he talked to the recruiter
y
he found out a lot o new
Information.
(When he taiked to the recruiter, he discovered a lot of new
nformation.)
What he learned will be useful to him later.
fWhat he learned will be beneflcial to him later.)
Roger
f
s father is an ex-military man.
(Roger's father is a veteran/vst.)
135
5. He'3 been a veteran for almost 20 years.
(He's been a vet for almost 20 years.)
6. He was released from the service for medical reasons.
(He was discharged from the servica for medical reesons.}
7. He was in the Army for only a short time.
(H was in the Army for only a brief time.)
8. Another soldier accidentally fired his weapon.
(Another soldier accidentally discharged his weapon.)
9. The experience of being shot had an effect on Roger's
father.
(The experience of being shot had an influence on Roger
T
s
father.)
10- After his departure from th service, he became a teacher.
(After his discharge, h became a teacher.)
Books open (T p. 143)
Written cue
Oral response
Paired Individual
NOTE: Answers will vary
WHAT TNFLUENCED YOU TO JOIN THE MILITAHY?
Ask and answer the questlong
1. What person has had the greatest influence on your Ufe?
In what way did he or sh influence you?
2. What influenced your decisin to join the military? Would
you urge anyone else to join the military?
3. What branch of th servic ar you in? Why did you nter
that branch rather than another?
4. When do you expect to be discharged from the service? What
do you plan to do after you get your discharge?
186
5. What do you feel are some of ths advantages of military
Ufe?
6. What do you thlnk some of the disadvantagea of military
Ufe ara?
7. What are a supervisos obligations to his subordinates?
8. What ar a subordnate
1
e obligatlons to his supervisor?
irAMMAR: relative clause reduced to to-inflnitive phrase
ibJactive: Glven a sentenca contalning a reduced restrictivo
.djective claus or on introduced bv wher or when, th student
Lll, both orally and in writing, change the re a tj-ve c lause to a
:o'irifinltive phrase with an optc-nal for + noun/pronoun.
LISTENIKG (explanation of paradigm) FOLLOWED BY
Bookg open (ST p. 144)
Oral/Written cu
Oral responso
Individual/Palred individual
187
ADJECTIVE CLAUSE REDUCED TO TO-INFINITIVE PIIRASE
Restrictivo odjective clauses can be reduced to
to-Infinitiva parases. Por + noun or pronoun
9oine timea comea be fore the ta-infinitve phrase.
Roger has a lot (that) he must
Rogar has a lot to learn.
Mr - Kent is the man f whom ) ye u shculd talk to
about your tajees.
Mr, Kent is the man to talk to about your tsxes
I brought some snacke (that) we can eat later.
I brought aame snacJcs foi: us 1:o eat later.
Reative clauses introduced by uhen and whera
can also be reduced to to-infinitlve phraaes.
Do you know a place (where) 1 can buy batterj.es?
Do you know a place to buy batterles?
Soturday'e the only day (when) I can do the
laundry.
Saturday's the only day to do the laundry,
I know of a good place fwhere) you can meet me.
I know of a good place for you to meet me.
Eead this dialog. It contains to-infinitive phrases.
Mrs. Dodge: Roger called thia afternoon.
Mr. Dodge: Whet did he heve to say?
Mrs. Dodge: He asked for chocolate chlp cookles to eat,
Mr. Dodge: Does he need more money ~to spend?
Mrs. Dodge: No, there's very little for hirn to buy.
Mr. Dodge: Did he have much time to talk?
Mrs. Dodge: No, he had a test to study for.
Mr. Dodge: I'm sure he has a lot to learn.
Mrs. Dodge: Enlisting wag a big step for him to take.
Mr. Dodge: Yes, it certainly was a tough decisin to make
188
REDUCTIGN EXERCISE (adj clause --> to-inf phrs)
Written cue
Oral response
Individual
HERE'S A NEWSPAPER TO READ.
Change the sentence. Reduce the adjective clause to a to-
inf Initive phrase.
EXMPLE: Here' s a newspaper you can read.
Here's a newspaper (for you) to read.
1. That was a dumb migtake Cari nade.
(That was a 3umb mistare to make/for Cari to make. )
2. I have an important question 1 must ask you.
(I have an important question to ask you. )
3. They've got a ict of bilis they need to pay.
(They
T
ve got a lot of bilis to pay- )
4. Harry has some stereo equipment he'd like to sell.
( Harry has some stereo equipment to sell.)
5. Dan needs a place where he can stay for the weekend.
(Dan needs a place to stay for the weekend. )
6. Is there anything in the refrigerator we can
(Is there anything in the refrigerator to eat/for us to
eat?)
7, Where are the letters that we need to mail?
(Where are the letters to mail/for us to mail?)
3. Charlea is looklng for a good mechanic he can rely on.
(Charles is looking for a good mechanic to rely on, )
9. You have a package you need to pick up at th post office
(You have a package to pick up at the post office.)
10. Will you have any time when you can help Paui work on h3
car?
(Will you have any time to help Paul work on his car?)
189
Objactive: Given a phrase/sentence containlng a word/phrase i
Itâllcs* the student will ci re le th italicized word/phrase.
Objectivgi Gven a phraae/sentence containlng e word/phrase I
itlica, the atudent will aelect the meaning canveyed by the
italicized word/phrsse from amono 2-4 cholees.
PECOGNITIQN EXERCTSE FOLLOWED BY
MLTIPLE CHOICE EXEPCISE
Written cue
Written responss
Individual
WHAT'S THE WORD IN TAL ICS ?
Circle the word(a) in itlica. Select the word(s) which hsve a
meaning similar to the word in italics.
The reason you can't cut the meat is thet you're uaing the
edge of the knife.
b, heavy
d. large
a. not shiny
c- not sharp
2. Two of my neighbors and I altr nate driving to work. So, T
only have to drive every third day.
a. take turng
c. want to
b- enjoy
d. try
Tha water ia so shaltoti in this rea that boats must be
careful to avoid getting stuck in the sand-
a. calm
c. not clean
b. rough
d. not deep
If we all chip in , we'll have enough money to take a taxi
Inatead of walking.
a. cali
c. caah
b. contribute
t- exerciae
190
5. You should cali the airlines to confina your Elight
reservacin. Qthervise, they may give your seat to someone
else.
a. take out
make sure of
b.
d.
relase
return
GRAMMAR: to-inintive/gKund iu lubject
-'(fjactive; Given oral/visual/written cues, the student will, botlv
orally and in. writiag, use a present active to-ininitiva and a
"afl a aubjec t cgnip 1 einetit after BB.
LISTENING (explanation of paradigm) FOLLOWED BV
ORAL READING DRILL fdialog)
Books open [ST p. 147)
Written/Oral cue
Ocal response
Individual/Paired individual
GERUHDS AND IHFINITIVE3 AFTER BE
The to- infinitivo and tferund forms can be
used as subject co^plements after the verb BE.
There are differences in the usage of the two.
Subjects which exprese duty, advice, purpcae,
etc>, are oten followed by infinitivea.
goal is to i
Her purpoaa io lifa is to ba a good teacher.
His advicfl was not to ly in this weather.
His favor i te sport s
problem is doing hsr nomawoirle.
Read the dialoga. They use the to-infinitive as fl subject complement
after BE.
1- John: You shouldn't travel tonight, Tom, They're
forecasting snow.
Tom: But I'in in a hurry to get home. The weatherman could
be wrong.
John: Maybe, but righn now my advice is to leava tomorrov.
191
2. John: My goal is to be a four-star general. What ' s yours?
Jane: Mine is to become President of the United States.
3. Bill: My auggestion is to cali th owner of the company.
Will: A better solution woul<3 be to talk to hlm personally.
4. Anna: Ky neighbor's advice Is not to drive downtown.
Dana: She
T
s right. The eaaiast way is to tafee the bus.
5. Walter: The Kavy recruiter's guidance uas to earn a degree.
The message I got was to see the Marine recrulter.
6. Sgt Hili: My recomraendation is to closa the west gate.
Sgt Hall: I thought your decisin would be not to cise it
7. Jane: What am I supposed to do?
John: Your Job is to help the colonel prepare the report.
8. Pvt Walker: What ' s the most important rule in the military
Sgt Payne: The most important rule is to obey orders.
9. Mary: Can the recruits tgll in this meas hall?
Bill: The policy* is not to talk in the mess hall.
1O. Sgt Wilson: What is your duty, soidier?
Pvt Jones: My duty is to protect my country.
*policy =
a
plan or method chosen by a company, governmerit, or
individual as a course of action
192
FORMULATIQN QF STATEMENTS
Written cue
Oral response
Individual
JERRY'S PLAN IS NOT TO LEAVE UNTIL FRlDAY.
Make a new sentence. Use the infinitive as the subject
complement after BE.
EXAMPLES: Jerry won't leave until Friday. That's his plan.
Jerry's plan is not to leave until Friday,
Larry made an offer. He
1
11 pay half of th rent.
Larry's offer was to pay half of the rent.
1. Alan wants to go to the movles. That's hls Idea.
(Alan
1
s idea is to go to the movies-)
2. The enemy will attack at night. That is their etrategy.
(The enemy' s strategy is to attack at night.)
3. Ann gave me some adulce. Sh doesn't think I should take
the jOb in Boston.
(Ann
T
e advice was not to take the Job in Boston.)
4. Jan will know how to swim by August. That's her goal.
(Jan's goal ig to know how to swirn by August-)
5. W should tak turne fixing dinner. That's my suggestion.
(My suggestion is to take turns fixing dinner.)
6. Jerry didn't drink at the party. That was his decisin.
(Jerry's decisin was not to drink at the party.)
7. Harry gave us some instructions. He said we should cross
th bridg and turn left.
(Harry's instructions were to cross the bridge and turn
left.)
8- Don't leave until you have studled for the test. That
]
s my
recomraendation.
(My recommendation is not to leave until you have studied
for th test. )
193
9. Frank made me an offer. He'll buy my car for S13QO.OO.
(Frank's offer was to buy my car for S13QQ.QQ)
10. Dan doesn't want to go to college now. That is his cholee
(Dan's cholee is not to go to college now.)
COMPLETIQN EXERCISE
Written cu
Oral response
Individual
NOTE: Answers will vary. Accept any answer
that is logical and grammaticaiiy correct.
One possible answer is given.
AN OPDER'S AN ORDER, A RULE'S A RULE, AND A JOB'S A JOBJ
Complete the sentences. Use the Infinitiva as the aubject
compiement after BE,
EXAMPLES: Your misslon is to learn Eng 1 ish. __^__
Alari's habit is not to work on the weekends.
1. The general^ command wag to keep the base den.
2. Your asignment will be to do the axercise on page 3>
3. Jacfc ' s Job is to repair tha engine.
4. Our cigroemnb is to take turng cleaning the kltchen.
5 Th rule is not to legye until you finish the test.
6, The secretary's primary duties are to type letters and
to answer tha phone.
7, Her method is to do the hardest work first,
8, The regulation is not to smoke in this buildinq.
9- Pvt Smith's orders were to guard the entraes^
10. The official policy is not to accept any gifts.
194
FQRMULATIQN QF ANSWERS
Written cue
Oral rspense
Individual
OUR ASSIGNMENT WAS TO DO THE HOMEWORK FOR LESSON 3.
Ask and answer th questions. Us the infinitiva as the subject
compiement aftr BE in your answers.
EXAMPLE: What was our assignment for today?
Our assignmant was to do the homework for Lesson 3.
Our assignment wasn
1
t to watch TV.
1. What is our homework assignment for tomorrow?
2. What ar your plans for th weekend?
3. What's the best thing to do if you have to miss a class?
4. What is the rule about smoking in the classroom?
5. What advice would you give other fcsreign language students?
6. What are your military duties now?
7. What do you think your next military assignmerit will be?
8. What'3 the best way to get a promotion?
9. What is your priinary goal in life?
10. What is your main goal right now?
195
SILENT REAQING (paragraph) FOLLOWED BY
FORM ULA! ION QF ANSWERS
Books open ( ST p. 151)
Written cus
Oral resporis
Individual
NOTE: Answers may vary. One eKample is given.
1. What ' s John and Marsha's problem? ( having different
opinions about almost everything)
2. What ' s their most frequent activity when they/'re
together? ( arguing )
3. What ' s John
f
s favorite sport? (hunting)
4. What ' s her volunteer worh? (defending helpless animis
5. What's one of her habits? ( saving moneY)
6. What's one of his habits? ( spending money)
7. What does John think a woman's proper occupation is?
for her husband and children)
8. What's Marcha
1
s idea of a real Job? being employed
outside the home)
9. What does John feel his worst mistake was? ( asking
Marsha to marry him)
10. What does Marsha think her blggest error in judgment
was? (saying yes)
196
THEIR BIGGEST MTSTAKE WAS GETTING MARRIED.
This paragraph uses gerunds as subjact complementa after BE.
Read the paragraph to yourself. Then answer the question your
instructor asks. Use a gerund as a subject ccunplement after BE
in
John and Marsha aren't getting along very weil. Their
problem ls having different opinions about almost everything.
When they're together, their most frequent actvty ls arguing.
His favortte sport is hunting. Her volunteer work is
defending helpless animis. Ona of her habite is saving money;
one of his ls spending it.
He thlnks the proper occupatlon for a woiflan is caring for
he r husband an3 chlldren. Her idea of a real Job ls being
employed outside the hom.
John's beginning to feel that the worat mistake he ever made
was asklng Marsha to marry hln. She
T
s startlng to thlnk that her
biggest error in judgment was saying yes.
197
FQRMULAT10N QF STATEMENTS
Written cue
Oral response
Paired individual/Individual
DON'S ADVANTAGE IS HAVING MORE EXPERIENCE.
Make a sentones about the diaiog. Use the gerund as the subject
complement after BE,
EXAMFLE; Par: \ > ; }. .
f
. s Don's
Sam: He has more xperience.
Don's advantage s having more experience.
1. Pete: What ' s your favorita sport?
Wadei I enjoy swimming most, I guess.
( Wade ' 3 favor ite sport is swimriing, 1
2. Alma: What ia your idea of adventure?
Alan: I like to climb mountains.
<Alan
T
s idea of adventure is clmbing mountains.)
3. Mike: Does Gloria have any bad habits?
Mary: Only one. She smokes.
(Gloria's only bad habit is smoking.)
4. Cari: What was your biggest mistahe?
Stan: I turned down an appointment to West Point.
(Stan's biggest mistake was turning down an appointment to
West Point. J
5. Dave: What
T
s the wocst thing about physical training?
Pete: Ws exercise even when it's hot and humid.
(The worst thing about physical training is exercising even
when it's hot and humid. )
198
6. Gina: What's the advantage of using credlt carde?
Tina: You don't have to carry a lot of cash.
(The advantage of using credit cards ls not having to carry
a aot of caeh, )
7. Gina: la there a disadvaivtage to buying things on credit?
Tina: Yes! One is that you have to pay the bilis later,
(One disadvantag to using credit cards i3 having to pay the
bilis later.)
8. Jack: What'a the biggest changa being made in the schedula?
Mack; we
T
il go to lunch at 12:3O instead of 11:00.
(The biggest change will be going to lunch at 12:30 instead
of 11:00.)
.READING SKILL
Pbjectlve: Glven a general or technlcsl/seini-tQchnicaL written
text (contalning some unknown vocabulary and grammattcal
etructures) and comprehenslon questions about the text, the
student will select the correct answer to eaoh questJon from 2-
cholees.
SILEKT READING (paragraph) FOLLOWED BY
MLTIPLE CHOICE EJERCISE
Written cue
Wrltten reeponse
Individual
NOTE: Tha purpos of this eKerciae is to prepare students
for follow-on training reading assignments whlch may
contain unfamiliar vocabulary and gr- rmr -.r .
PRACTICE READING WITHOUT YOUR DICTIONARY.
Read the paragraphs. If you don't recognize a word or a grammar
etructure, try to determine its raeaning from th rest of the
sentence or paragraph. Don't use your cctionary.
199
THE AMERICAN PEVOLUTIQN
The American Revolutionary War, or the War of Independence,
as it was caiied, was the war between the settlers of the Brltlsh
colonies in America and the government forces of the king who
ruled Engiand ( King George III).
In the beginning, the colonists were loyal to the king and
considered themselves Englishmen. In turn, the king let the
colonista elect their own representatives and . \ ~,< < : their own
local lawa . However, more and mor laws began to be passed in
Great Britain. Under these laws
y
the colonists had to pay higher
taxes. At the same time, various forms of censorship were
imposed. Additionally, there were other injustices. For
example, the colonists were taxed but could not be represented in
the English govermnent. This was called "taxation without
representation. " The bltterness of the colonists grew. Finally,
af ter much consideration, the colonists decided to declare their
i nde pendence f rom England.
Consequently, the Declaration of Independenoe was written
July 4, 1776. They had no assurance they could win a war against
a nation as great as England, but they had faith and patriotism.
In the end, this faith and patriotism produced victory, Of
course, help did come from other nations, such as France and
Germany. These countries provided money and experienced officers
to train the colonists in military tactics and strategy.
One of the factors coritributing to the American Revolution
was the lack of commu ni catin between the colonists in the new
world and the central government control in London. There was
injustice and censorship to a degree and perhaps, st times, some
corruption. However, if England and the colonists had been able
to communicate with each other as rapidly as wc do now, they
might have settled their differences. There might not have been
an American Revolutianary War.
Read the question and circle the letter of the correct answer.
1. What E another ame for the American Revolutionary War?
a. The British-American War
b. The War of Independence
c. The War Between the Colonies
200
2. What dld tha colonista feel most bltter about?
a. belng taxed wlthout their agreement
b. being unabie to make their own local laws
c. not chooslng their government representatlves
3. Which countrles helped the colonists In their fight with
England?
o, France and Italy
b. Germany and Spaln
c. Franca and Germany
4. What did theae countries provide the colonista with?
a. milltary uniforma
b. doctora and medicine
c. money and experienced ofCicers
5. What mlght hav helped prevent the Revolutionary War?
a. o modern school syatem
b. more rapid communication
C- batter employment opportunities
_
GRAMMAR; 8 Ubj Une
requesting
-clause after varbs of
JbJeotivet Glven oral/visual/written cues, the student wlll,
i ! lly and ln wrlting, use a prssent subjunctlve THAT-noun
.clause ("that" optional) as the object of verba of
inf1uening/requeating,
201
LISTENING (explsnation of paradigm) FOLLOWBD BY
Written/Oral cu
Oral rspense
individual/Pairad Individual
NOUN CLAUSES AFTER CERTlN VERES
A noun clause can be used after certain verba
that express necessity and requesting. Some
of the mor common verba are:
edvise
ask (= request)
command
inslst
order
urge
"That" csn be used to introduc these ciauaes. Tt can
also be oinltted in thig structure. When a noun ciause
followa one of these verba, the verb in the ciause hes
no -E far thlrd person singular and no -ed for paat
tense. Be la used instead of 19, am
r
are. We say that
the verb is a subjunctive form.
Hia mother insisted (that) he be hcsme at eight.
1 suggeated to John fthat) he atudly for the test,
Mr. Former recommended (that) we not leave today.
Read the dialog. It contains that-noun ciauaes.
Nedr Was it easy to get more life insurance?
Ted: No
T
the company demanded that I have a physical exam first
202
Ned: Did the company request that you gee thelr doctor?
Ted: Yes, but I asked that I be allowed to use my own doctor
Ned: Did the doctor discover anything seriously wrong?
Ted: No, but he recotnmended I go on a diet-
Ned: How imich weight did he advise that you loae?
Ted: He urged that I get rid of at least 30 pounds.
Ned: Did the doctor say anything else?
Ted: Yes, he strongly recommended I not smoke anymore.
TRANEFORMATION EXERClSE (sentence)
Written cue
Oral response
Individual
NOTE: Answers may vary.
TTIE DOCTOR PECQMMENDED THAT TED GO ON A DIET,
Changa the sentence to include a noun clause [that optional)
after the verb-
EXAMPLES: The doctor advised Ted to lose 30 pounds.
The doctor advised (that) Ted lose 30 pounda.
The doctor recommended not smoking to Ted.
The doctor recommended (that) Ted not smoke,
1. Mike suggested paying for our own lunches.
(Mike suggested that we pay or our own lunches.)
2. Th mechan!c advised Rita not to buy an od car,
(The mechanic advised that Rita not buy an od car.)
3. Ken's father urged him not to guit his Job.
(Ken's father urged that he not quit his Job.)
4. Mr. Johnson insists on our coming to work on time.
(Mr. Johnson insists that we come to work on time. )
5. The policemen ordered the man not to move.
(The policemen ordered that the man not move.)
6- The captain cotnmanded the soldiers to stand at attention
(The captain commanded that the soldiers stand at
attention.)
203
7. Bob recommended our not ordering until veryone had arrived
(Bob recommended that we not order until everyone had
arrived.)
8. Lt Adair will request being consldered for pllot training.
(Lt Adair will request that he be considerad for pilot
training.)
FGPMULATIQN OF QUESTIQNS AND ANSWERS
Books open {ST p* 157)
Written cue
Oral response
Individual
THE NURSE ADVISED THAT THE PATIENT EXERCISE MORE.
Ask and answer questions about the sentences. Use that and the
word in parenthesea,
EKAMPLES: Mrs. Hat^ said, "You should exercise more, Mr. ROES."
(advise j
What did Mrs. Rath advise that Mr, Ross do?
She advised that h xercise more.
Lisa said, "Please don't open the window, Ken. "
(ask)
Hhat dd Lisa ask that Ken not do?
She asked that he not open the window.
1. Kay said, "You'd better cali the plice, Sam. " (urge)
(What did Kay urge that Sam do?)
(She urged that he cali the plice.)
2. Jerry said, "Why don't you slow down aome, Tom?" ( suggest )
(What did Jerry suggest that Tom do?)
(He suggested that he slow down some. )
3. Mrs. Davis said, "Turn down your etreo, Patrick." (demand)
(What did Mra. Davi3 demand that Patrick do? )
(She demandad that he turn down hls stereo. )
4. The majar said, "Come in and cise the door, Lieutenant."
( command)
(What did the major command that the lieutenant do?)
[He commanded that he come in and cise the door, )
5. Steve said, "Pisase don't fix any dinner for me, Mother."
(request )
(What did Steve request that his inother not do?)
(He requested that she not fix any dinner for him. )
204
The colonel sad, "All aircraft must return to the base
imtnediateiy." (order)
(What did the colonel arder that tha aircraft do?)
(He ordered that the aircraft return to the base
Immediately, )
Books open {ST p. 157)
Written cue
Oral responso
Individual
T INSIST THAT JIM DO TT NOW.
Select the correct forro of the vero to complete tha sentence.
1. The teacher recommendad that Janet ^_^__ her ayes checked.
a. get b. gets c- will get d. got
2. Mrs- Brown insiatad that the studervts in clas9-
a, don't talk b. not talk c* won't talk d. no talk
3. Sllen demanded that she considerad for the promotion.
a. be b. is c, will be d. would be
4. Henry advised that we downtown tonight.
a. don't go l>. aren't going c. will not d. not go
5 I suggested that Paul the meeting.
a. attended b. attends c. will attend d. attend
6. Ms. Ames ordered thst Tom in her office at 8 A.M.
a. was b. le c. be d. will be
re conune nd a t i on s
FUNCTION
Objeotive: The student will ask
suggeeticins,
205
ORAL READING DRILL sentence)
Books operi (ST p. 158)
Written cue
Oral response
Individual
NOTE: Polnt out to your students that
1-5 ask for, and 6-10 give recommeridations.
HE BROUGHT A BOOK ABOUT THE ARMED FQRCES FOB YOU TO READ.
Read these sentences. They ask for and give recommendations and
suggestoriE.
1. What ls the best department for my students to vlsit?
2. What branch do you suggest I should contact?
3. Should all the men re-enlist?
4. Are wa supposed to learn the new regulations?
5. What do you recommend?
6. I recommend that you consider all the advantages.
7. We suggest Major Glade brief the students first thing
tomorrow mornlng.
8. He urged that we contact Colonel Brown's office.
9. They recommended that Captain Rizzo travel immediately.
10. They suggested that smoking be prohlbted in this roorn.
ORAL READING DRILL (dialQCj) FOLLOWED BY
Wrltten cue
Oral respons
Pairad Individual/Individual
SHOULD I ENLIST?
Read the dialog.
George: What are you going to do after graduation?
Pamr I'm thinklng about golng into the service* Do you thlnlt
It's a good idea?
George: You ought to look at the advantages and dissdvsntages.
Pam: I know. It would be nice to travel. It would also be
nice to get sonie training.
206
George: How about some disadvantages? You have to slgn up for
at least thre years. That means you'll be subjected to
their wishes for three years ! By the way, have you
decided which branch of the service you ' d like?
Pgm: No, I haven't-
George; Have you talked to Steve? He 's a veteran. He might
be oble to help you.
Pam: Yes, I have. He reconunended I talk to a recruiter.
George: He dldn't urge you to join?
Pam: No, he didn't seem to want to influence me elther
George: That
f
e fynny. He really inslsted that I Jotn,
Pam: Maybe he urges men to Join, but not women.
George: Waybe you 're right.
Answer these questlons about the dialog.
1. What does GeQrge auggest Pam do? (He guggests that She
think about the advantages and the disadvantages.)
2. According to George, who would be a good person for Pam
to talk to? Why? (Steve, because he's a veteran)
3. Does Steve make the same recommendations to George and Pam7
(No, he doesn't seem to want to influence Pam, but he
insists that George jon the service. )
4. What does Steve recommend that she do? (He recommerids that
she talk to a recruiter. )
5. What would you suggest she do? (Answers will vary. 1
FOPMULATION OF STATEMENTS
Books open (ST p- 160)
Written cue
Individual
NOTE; Answers will vary. One possib-
ility is given.
207
WHAT WOULD YOU SUGGEST?
Make a suggestiori. Include a that ciause in your suggestion.
1. Lt Col Jones and Mrs. Jones are going to a city which you
know very well. They'd like for you to suggest 3 places
they should viait.
I recommend that they visit Tfre Riverwalk, Seaworid, and
La Villita whenthey come to San Antonio.
2. Your best friend will study English in the summer, H/she
wants you to suggest a good textbook and a good dictionary.
The ALC series is better than Just one textboQk.
The Webster's New World Dictionary is a good dictionary
for beginners.
3. Your teacher needs to see an eye doctor. You know a very
good eye doctor, Who would you urge him to see?
I would urge that he see Dr. Loghart.
4. Think of a specific problem you might have with housing.
Aak one of your classmates for a suggestion to solve this
problem.
The heater in my dormitory does not work. What do you
suggest that I do?
5, you feel that you're not meking sufficient progresa in
lesming English. Ask one of your classmates for some
suggestions to improve your English.
Tell me some things I can do to learn English faster./
What would you recommend that I do to learn English
more quickly?
20B
DISCUSSIQN EXERCISE FOLLQWED BY
FORMULftTION OF SUGGESTIONS
Written cu
Wrltten/Qral response
Small group
NOTE: Answers will vary. ccept any
reasonable answer.
WHAT DO YOU PECOMMEND?
Each small group wlll discuss one of theae letters and
Guggest ways of solving the probiem. As a group, decide
on some recommendations and wrlte them in the form
of 3 letter*
Then, one person wlll read the letter aloud to the rest of
the class.
209
GOT A PROBLEM? WE CAN HELP.
WHITE TO:
MILTTARY ADVISQFS
Dear Advisors:
I'll be discharged from the ir Forc in 16 months
after 22 years of service. I have enjoyed my career In the
military and wae looping forward to a civilian career.
However, I keep reading about unemployment, and also I
discovered that if I re-enlist or three more yeara my
pensin would be better. Do you think I should re-eniist or
get ny dlscharge?
Undecided
**********
Dear Undecided:
You didn
T
t say what kind of experiance yoii have had
in the military, so we can't tell whether tharg are civilian
jobB available or not, We recoimnend you looh into it before
you make a decisin, If you flnd out that there aren't
enough opportunities in your field
f
we'd suggest yon re-
enlist. After all. you seem to enjoy military Ufe.
The Advisors
210
Dear Advisors:
After 16 years in the military, I'll be discharged in
May. In the military, I'm a technician, and although it ' s a
good Job, i would llke to do gomething else. I've managed
to get a number of college credit hours towards my B.A. in
Business Administration and would like to go to college
full-time. The probiern is that we will have to do wlthout
my salary, and my wife isn't happy about that. What should
1 do?
Technician
Dear Technician:
Have you and your wife thought about getting part-
time jobs? If both of you work part-time, each of you can
get some free time, and at the same time, contrlbute to the
support of jbhe family. Then. you can go to school part-
time or full-time depending on the number of hours, diffi-
culty of your classes, etc. _ ^^_ _
The Advisors
211
Dear Advisora:
I've Just discovered that if I extend my oversaas duty
for one year, t would be very beneficia! for my career.
I'd like to extend, but iny wtfe doesn ' t want to Uve
overseas anymore. Har mother has been ill^ and she wants to
spend more time with her. I want to be with nxy wife, but I
al so want to take advantage of thia opportunity. What
should I do?
A Yriend Ovarseas
Daar Friend Overseas:
We suggest that you get your extensin. Jfou might ask
your mother-in-law to vlgit you if she isn't too gick. _
Aiso, your wife may visit her mother in the U.S. for as long
as it ' a necessary, If you consider all the benefits you can
obtain. lt might not be 30 difficult to be apart from your
wife. _
The Advisors
212
ING SKIT.L --.."
Given a writteri i&X' t in which there are c on J unct ions /
linklng a cau3e/ef ect relatianship, ths studont will
the connectlvea.
RECOGNITIQN EXERCISE
Wrltten cu
Written reaponse
Individual
AS A RESULT, I RE-ENLISTED.
Read the paragraph and circle all the connective words that show
cause/effect.
EXAMPLE:
Harry woke up late this mornlng because he forgot to set his
alarm. Since he was running late, he didn't get a chance to eat
breakfast. As a result of not eating breakfast, he was starving
by 10:30 in the morning.
Sgt George Owens is a recruiter for the U.S. Air Forc. As
a result of my conversation with him, I am now in the Air Forc.
Since I speak Germn, 1 requested that my first overseaa
assignment be in Germany. I know it's very cold there in the
winter, so I
f
11 need sorne warmer clothes. l'll probably re-
eniist after four years because Sgt Owens told me that working
for the Air Forc is having the greatest job in the world.
Qbjectlve: Given a written text in which there are
. connectives linHing a cause/sffect reationship, the student will
oircle the connectives, then undgrline either- tha cause or
effect.
213
RECQGNITION EXERCISE
Wrltten cue
Written response
Individual
THEREFQRE, I URGE YOU TO CONSIDEP RE-ENLISTING.
Put two lines under the connectives that show cause or effect,
Then underline the causes, Remember that what you ate looking
for ls a relationship between the cause and the effect. The
connective is what jolns or connects these ideas.
Dear
I received your letter, and l'll give you my answers. First
of ail
T
I think the computer courses will be very beneficial to
you; t har for e, I think you should take those courses. T was
uabas to contact Sgt Simms; conaequgntly, I don't have any
Information on the possibillty of part-time work at the BX.
Singa I do want you to consider rs-enlisting, I'm only golng to
discuss the advantages of continuing with your military career.
You will learn a lot as a result of your travels to dlfferent
countries. Sino e yQu'll be in the Air Forc for another 16
years. I suggest that you congider working In the recruiting
office. It'a very interestlng. Be o auge you'll_be a veteran,
when you retire you'n be eiiglble for many jobs. Let me know
what you decide.
Sincerely,
Sgt Harry Burns
214
SPSAKING 3KI.I.S
Ibjectivc: Given written one-exchange dialogs (question and responso
containing contrastive Information, the student will frst mark the
contractiva Information stress in each response and then respond
orally to each question, asked by Che instructor or on the recording,
sLressing the contrascive information words.
Objective: Given written one-exchange dialoga fquestion and
response) , containing contrastive informacin, the sCudent will first
mark the contraEtivn infonr.ition str^Rs in each response and then
the dialogs orally
H
paired with another student,
contrastive inEormation
STRESS MARKING EXF-RClSE FOLLOWED BY
ORAL READING DRILL
Booke open (ST p. 166)
Written cue
Written/Ocal response
THESE AKEN'T MINE, TEEY'RE
First mark che stress, Then read the answer when your ceacher asks
the question, Hext one student will ash the question and another will
EXAMPLE: Whose keys are THESE?
Those aren't mine. They're Mike's
1. Can you talce me to the LIBRARY?
T can't, but Ed can.
2. What color SHIRTS do you have?
I havc a blue one and a yellow one.
215
3. Didn't you say the socks were in this DRAWER?
No, I didn' t say that. I said they wec in the wash
4. Sam, have you found those BQOKS yet?
I found part of them but not all of them.
5. Does Bob like EXERCISIKG?
He not only lifces it, he loves it.
216
4- Enrichment
TROUBLESOME ENGLISH
Among and Between
Among is used to talk about more than two people or things.
we shared the quart of ice cream araong the four of us
Don
T
t worry about not knowing anyone at the party; you
1
ll be
among frierds.
Hetween ls used to talk about oriiy two people or things.
Between the two of us, John and I were able to flx the TV.
Lloyd couldn't decide between the blue shirt and the white
one. so he bought both of them.
Detween is also used with two pairs of items.
Por lunch, we had a choice between chicken and rice, and
soup and salad.
And, not or is used between the two tems.
Don had to chooae between studying and going to a movie.
In informal Engllsh, between is sometiles used to talk about more
than two tems.
217
IDIOMS AND EXPRESSIONS
IT'S BEYQND ME.
Meaning
When we say that something ig
"beyond us, " we mean that we
1
re
not capable of understanding
it--it's beyond our abllity to
understand.
Example sentences
1. I'm afraid i can't help you
with that niath problem. Higher
mathematlcs is beyond me.
2. Why Harold insists on
driving to Florida when he
could fly is beyond me.
3. Tina and Ted are always
arguing, How they remain
frriends is beyond me.
218
ADDITINAL ACTIVITIES
VOCABULARY
Match the guestions in Column A with the answers in Column B.
Write the correct letters in the blanks. Number 1 Is an example
(ST p. 169)
Column A Column B
1. Is Al trying to persuade a.
you to join the miiitarv?
2. Was the Air Forc ever b.
part of the Army?
3. Did the weather affect c.
your plans for the
weekend?
4. Was Sgt Sikes ordered d.
to take part in this
mission?
No, no one commanded
him to particpate.
Yes, he suggested that
I do it right away.
Yes, they're subject
to them until they
leave the service.
No, we work in
different departments.
5.
6.
Dld you
Lt Poss
death?
have to notify
of his father's
Did the major recommend
that you volunteer for
another assignment?
7. When are you taking your
leave this summer?
e. I've requested
the last two
in August.
f. No, I have an
obligation to serve
until next June.
g. No, it didn't
influence them at all.
a.
f 9.
c 10.
Do you and Alice work in
the same section of the
bank?
Will you be able to get
out of the Navy in
January?
Do armed forces personnel
have to obey military
regulations when they'ce
not at work?
i.
Yes , he ' s urging me to
enlist in the Marine
Corpa*
No, Capt Kirk was the
one who had to inform
Yes, but it's been a
seprate branch of the
armed forces since
1947.
219
JAY SAID HE'D CQNTACT CHAPLBS ABOUT THE GAME.
Complete the sentences wlth the worda in the box, Then read the
diaiogs. (ST p. 170)
advantage comraand contact gat in toueh with prohib.it
category conduct disadvantage hesltate recrutt
1. Tom: Were you ever able to contact Charles?
Jay: Yes, I finally reached him at his hanie last night,
2, Ann: Why (- > your car insursnc cost less than mine?
Kay: Our cara aren't the same type. Mine IB smaller
than yours, so it's in a different category
3 ^ Sam: I wond^r why Edna
1
s Children always behave so well.
Jan: Probably because She insists on proper conduct .
4. Ken: Why wag the soccer coach talking to you and Ed?
Dan: There aren't enough people on the team, so he's
trying to recruit new players,
5. Bob: Why was Walter hired for the Job inatead of you?
Tira: Probably because he has the advantage of being
the boss's cousin.
6. Sue: Do you know if Mark ever got in_touch wlth Andy?
Les: Yes, he toid me that he talked to Andy yesterday.
7. Ted: Do I nêd a college degree to get irito the Air Forc?
Jim: No, but the lack of one will prohibit you from
becotnir,g an officer.
220
8. Pam: Why did you hesitate to introduce m to Karen?
Pat: I had to wait until I could remember hr last ame.
9. De: Why are the troops still standing in formation?
Lee: Because they haven't been given the command to
march yet.
0. Kiiti: is the public transportation system very good here?
Ben: No, it isn't. Being without a car in this city Is a
real disadvantage
JANE ASKED THE BANK FOR AN EXTENSIN ON HER LOAN,
Complete th sentenc with the correct form of one of the words
in the box. (ST p. 171)
be in touch with brief extensin regust
beneficial discover prohibit subject to
beyond extend reênllst head
1. Everyone is requested to attend th meeting today.
2. Th Rock y Kountains extend f rom Alasita to New Mxico.
3. Airline regulations prohibit smoking in this sectlon
of the airpiane.
4. The ranch extends to th river and several miles
beyond
221
5. I haven't been abie to finish my assignment which is due
tomorrow, I' m going to ask the teacher for a one week
extensin
6. Whether or not Ed buys that used car is subject to _
his mechanic's opinin of It.
7. Albert couldn't flnd a good Job after he was discharged from
the Navy, so he decided to re-enlist
S. gt Waters frequently uses what he learned at the NCO
Academy. His assignment there has been very
beneficial
9. Is Mr. Jones the head of the overseas department?
10. I haven't heard from John lately, but I'm sure 1*11 be
in touch with hlm
11. The ma]or needs some Information about your mission. Can
you brief him on it at 1300 hours?
12. When Zelda put her hand in th poc}tet o her coat, she
iscovered the gloves she thought she'd lost last
winter,
222
GRAMHAR
THE NEW RECRUITS HAVE A LQT TO DO.
Shorten th sentence by changlng the dause in parentheses to a
phrase. (ST p. 173)
EXAMPLE: There is a lot to do
{the recruits must do)
1. The recruits don't hav any time to waste
(they can waste)
2. Sunday is their only clay to re ex .
(when they can relax)
3. They were given textbooks to read ,
(they have to read)
4. There are customs and courtesies to study
(they should study)
5. They have flrmy regulationa to memorize .
(they'd better memorize)
6. Eoger has a lot of questions to ask ,
(he rieeds to ask)
7. His drill sergeant is the one to talk to
(whom he ghould talk to)
E. Th recruits hau a test to take tomorrow.
(they must take)
9. Th library is the best place to study .
(where they can study)
10. Roger has many things to tell his family _.
(he wants to tell his amily)
223
SECURITY US BEING SAFE.
Match the first part of the setitence in Column A with the
definition in Column B. Write the correct letter in the blank.
Then read the complete sentence. (ST p. 174)
Colunin A
h 1. Privacy is
2. Speeding is
e 3. Courtesy is
a 4. A mistake is
5. Adventure is
b 6. Sight-seeing is
i 7. Rendering aid i:
d 8. Employment is
9. A request is
10. Satisfaction is
Colunm B
a. doing something wrong.
b. looping at interesting
places.
c. feeling happy or pleased-
d. having a job.
e. treatlng others with respect
f. asking for something.
g. having an excitirig, almost
dangerous experience.
h. being away from other people
i. giving help to someone.
1. driving fster than is legal
224
TH5RE MILL BE REVIEWING QN FRIDAY. BQOK 21 LESSQN 5
RESOURCES
Basic ciassroom equipment and materials (lessons 1-4).
OBJECTIVES
The purpose of this lesson is to revlew the objectives in Book
21. Wher possible, they have been combinad and covere in a
different manner from the original presentation.
225
NOTES
2 2 6
LZZ
9 N O S S 3 1 I ZM 0 0 8
"DN I M 3 I A 3 H 3811IM 3 H3 HI
228
HOM EWGFfK CHECK
Go over answers & review problem areas-^20 minutes
mximum.
EVALUATION EXERCISES (Lesson 4)
Bodkg open (T p. EE- 17)
Oral/Written cue
Written response
Individual
NOTE: mximum 20 min admin/10 min scoring
229
Oral/Written cu
Wrltten respenEe
individual
1. Which word doesn't fit in the category?
2. What disadvantage does traveling have?
3. What are the people who live in a country subject to?
4. Why did he hesitate so long in his spsech?
5. What are the minimum and the mximum driving speeds on
some roads in the United States?
S. Who's been spreading the Information?
?. Was your gtade fair?
8. Who drained the water from the tub?
9, If this is a copy, where's the real one?
10. How did your plstic container get so bent out of shspe?
WHAT'S THE HTGHEST MOUNTAIN PEAK IN THE WORLD?
Listen to the question and select the best answer. Circle a
H
c, or d.
1.
3,
5,
7,
9,
plumber
desert
lawyer
weatherman
its jury
its substance
Its laws
its extensin
55 mph min- 45 mph man
45 mph min^ 55 mph max
55 mph max; 100 mph min
55 mph min; 55 rnph max
b,
C-
d.
a.
b,
c.
d,
a.
b*
c.
d-
a. No, it wasn
T
t
b. No, it wasn
f
t real,
c. No, it wasn't artificial.
d. No, it wasn't new,
o-
d.
He has the Chemicals,
It ' s an artificial one,
John has the original,
He ' s not a rigid person.
2. a. meis not homemade
b. visiting riew places
c. meeting nfiw people
d. maling new friends
4. a. The speech was long.
b. It was interesting.
c. He prepare^ well.
d. He forgot part of it
6. a. She carried It.
b. She stretched it.
c. She made it up.
d. She told everyone.
B. a. She bounced it.
b. She soated it.
c. She emptied it.
d. She stretched it.
10. a. The heat id it.
b. The industry made it
c. The drain is here-
d. The seal vjas on.
230
Written cue
Written response
Individual
YOU HAVE A GREAT ADVANTGE.
Select the beat answer to complete the sentenes. Mark a, b, c,
or d.
1, What I Tim ate 4 sandwiches, 2 bananas, an apple,
an orange, and half a box of cookies.
a. an appetite
b. a case
c. an abb re vi a t or
d. a density
2, When the captain saw the accident, he stopped to render
a. command
b. advantage
c* obligation
d. aid
3, Col Jones will be out of town next week. He has asked
Maj Smith to him at the meetlng,
a. keep up with
b. represent
c. take after
d. rescue
d. More than 10,000 people have moved away frotn this rea. The
has decrease<3,
a. rate
b. abundance
c. population
d. content
5. The new basketball player has 26 points a game.
a. occurred
b. commanded
c. aueraged
d. bounced
231
6, Thig shirt looks like silk, but t's not- It's made of
material.
a. a rigid
b. a:i artificial
c. a just
d. an airtight
7. You are scheduled to Col Davis tomorrow at 0800. He
needs the information about your trip.
a. resist
b. command
c. influence
d. brief
8, Our company has been filling the new orders at a
of 100 a day.
a. rate
b. portion
c. result
d. category
9. This Hchedule absolutely cannot be changed! It's .
a. brief
b. real
c. inflexible
d. beneficial
10. The od washing machine ig not . It wastes water and
electricity,
a. just
b. efficient
c. fair
d. rigid
11. The all agreed the man WBS guilty.
a. jury
b. case
c. justice
d. client
12. Since Mike doesn't eat meat, he a special meal on his
flight to California.
a. determined
b. prohibited
C- contributed
d. requested
232
STRESS MARKING EXERCISE FOLLOWED BY
OPAL READING DRILL
Books open (ST p. 179]
Oral/Written cue
Written/Oral respon.se
QUESTIGNS AND ANSWERS
Listen to your instructor read the dialogs. Mark the stressed
words* Then read the questions and answers with another student.
Be sure to use the appropriate stress.
1. David: Did the doctor prescribe MEDICINE for her?
/
Mary: Yes, he prescribid her medicine, and he put her on a
/
diet.
**********
2. Mark: Has the jury reached a DECISIN yet?
/
Ann: No. Six people think he
]
s guilty, and six think
/
he' s innocent.
**********
3. Henry: How was the WEATHER this weekend?
/ / /
Jane: Well, it wasn't hot and it wasn't cold; it was fair.
**********
4. Jack: Are you going to get DISCHARGED soon?
/ /
Jim: I was, but I've re-enlistad.
**********
5. James: How dees your friend SUGGEST that we get downtown?
/ /
Jim: He suggests that we take a taxi, or we ride the bus.
233
DICTIONARV EXERCISE (word meaning)
Books operi (ST p. 180)
Written cue
Written responso
Individual
NOTE: Anawers will vary depending on th
dictionary used. Dictionary entries from
webster's New World Dictionary (c) 1984'by
Simn & Schuster, Inc. used by permlssion.
WHICH IS THE RIGHT MEANING7
Reac the sentences. Find the underlined word in the dictionary
and write th definition that applles to ach sentenca.
1. a. Einstein discovered that matter and energy ar th same
what a thing is made of; material
b. I don't know what
T
E the matter with him.
trouble; difficulty
2. a. Hany divorces are handled by th$ county courts.
a jud g or judges
b. I wanted to play a gam of tennis hut the courts ar
being repaired.
a playing gpace. as for tennis
3. a. The courts are part of th judicial branch of
government-
any part or extensin of the main body or system
b. In the winter, the leaves fall t>ff th branches.
any woody extensin from a tree or ghrub; limb
234
COMPLETION EXERCISE
Written cue
Written responso
Individual
SHE WORKS HARDER THAN EVBP.
Use the comparativa or superlative forms o the word in
parentheses to complete the eentences.
1 -. Jane is thinner now than she was last year.
(thinj
2, in the sununer the sun rises earlier than in the
(early)
winter.
3 Is thia the most recent _ picture you have of Y
Our
(r^cent J
family?
4, The weather this summer is drier than last year.
(dry)
5, Which mothod is _ the most efficiQt>t_ of all?
(efficient)
6, The weather in Florida is more hucnid than the weather
(humid)
in
7. This yegr we're _ the busigst/busier than we've ever been
(buey)
8. Ted is angrier today than he was yesterday.
( angry )
9. This cup of cof f ee is more bitter than the one I
(bitterj
be f ore .
10, Janic gpeahs more softly than Rita does,
(softly)
235
FQPMULATION OF STATEMENTS
Written cue
Written rspense
individual
THE RTVER MOVES TOO RAPTDLY FQR US TQ SWTM.
Combine th two sentences. use too in tha sentence you make.
EXAMPLE: Samir speaks very rapidly.
I can't understand him.
Sarnir spesks too rapidly for me to understand.
1. They moved to the city recently.
They don't know where all the places are.
They moved to the city too recently to kno where all the
places are.
2. That city IB densely populated-
We don't want to rnove there.
That city is too densely populated for us to want to
nove the re -
3. The industry is dong poorly.
It can't contribute to the economy.
The industry is doing too poorly to contribute to the
econoiny.
4. Dad was sitting down comfortably,
He didn't want to get up.
Dad was sltting down too comfortably to want to get up.
5. The kids were playing noisily.
I couldn't read.
The klds were playing too noisily for me to read.
23G
COMPLETION EXERCISE
Wrltten cue
Written response
Individual
WHAT M AS HE TALKING ABOUT7
Complete the sentences, Use the past perfect progressive (had
been +
EXMPLE: Henry: Were you washlng the dishes when the
eiectrlclty went out?
did Henry ask?
He asked whether/if I had been washlng __ the dishes when
he electriclty went out.
1. Mary: Joe was studying in the library when I saw him,
What dld Mary eay?
She said that Jo& had been studying in the library
s he saw him.
2. Frank: Were you recruitlng or the Army when you were in
San Antonio?
What did Frank ask?
He asked whether/if I had been recruitlng for the Army
when I was in San Antonio.
3. Ted: Why was Paul laughing when the sergeant walled in?
What did Ted ask?
He asked why Paul had be gn laughing when the sergeant
waiked in.
237
4. Frank: John was forecasting the weather when he lived in
Dallas.
What did Frank tell you?
He said that John had been forecasting the weather
when he lived in Dallas.
5. Jim: What were you dc-ing when I called you?
What did Jim ask?
He ssked what I had been doing when he called me.
COHPLETIOK EXERCISE
Books open (ST p. 1B4)
Written cue
Written response
Individual
SUCH.-.THAT/SO...THAT
Complete the third sentence. Uae auch..,that or so...that.
EXAMPLES: It was a nice cabin. We want to rent it again.
It waa such a nice cabin that we want to rent it
again.
The cabln was large. The eight of us elept there
comfortably.
The cabin was so large that the eight of us
slept there comfortably.
1. They had a great time. They didn't want to leave.
They had such a great time that they didn't want to
leave.
238
2. Classical music has a good effect on plants. Some farmers
play it to their plants.
Classical music has such a good effect on plants that
soma farmers play it to their piants.
3. The house had larg rooms. i wanted to buy it.
The house had such large rooms that I wanted to buy
it.
4. The fog was dense. We couidn't travel for a few hours.
The fog was so dense that we couldri't travel for a few
houra *
5. The scenery iri the hill couritry is beautlful. We're going
ther again.
The scenery in the hill country is so beautiful that
we're going there again.
6. The population in the city grew rapidly. There was no
titn for planning.
The population in the city grew so rapidly that there
was no time for pianning.
7. Yesterday wag a busy day. Hanry didn't have time to
eat lunch.
Yesterday was such a busy day that Henry didn't have
time to eat lunch.
B. Florence is happy. She can't stop smiling*
Fiorence is so happy that she can't stop smiling.
239
FQRMULATIQN QF QUESTTONS AND ANSWERS
Written cu
Individual
HOW TIBED ARE YOU AFTER EXERCISING?
Write questions using the question word how and the cue var as.
Then write the answers and read what you've written with another
student.
EXAMPLE: well speak Spanish/sound like native speaker
How well does sh speak Spanish?
Sh speaks so well that she sounds llk a nativ
speaker.
1. flexible rub bar /re tu rus to original form
flexible Is rubber?
It is so flexible that you can stretch it, and it
returns to its original form. _ __
2. hard test/no one passed
HOH hard was the test? _ __ __ _
It was so hard that no eme passed. _ _
3. crowded conunissarv/walt In line 1 hour
HQW crowded was the commi s s ary 7 _ _
It was so crowded that I waited in line for eme hour.
4. sick Ted yesterday/didn ' t come in
How sick was Ted yesterday? __ __
He was so sick that he didn't come in.
240
T RANS FORMATION EX ERGIS E
Written cue
Written response
Individual
ALL THE TICKETS HAVE BEEN SOLD.
Changa the verb to the present perfect passive
(has/liave been + past participio),
1. Eocneone has cashed the check.
The check has been cashed.
2. They have hlred Mr. and Hrs. Jones to teach Engllsh
Mr. and Mrs. Jones have been hired to teach Engiish.
3. Someone has written a letter of thanks to the commandant.
A letter of thanks has been written to the commandant
4. They have selected David to be the team captain.
David has been selected to be the team captain,
5. Someone has explained the rules to the recruits.
The rules have been explained to the recruits.
241
MATCHTNG EXEHCISE
Books open I ST p. 187)
Written cue
Written response
individual
RESULTS AND CONSEQUENCES
Match the phrases ln Column A wlth those In Column B.
Column A Column B
d 1. The bad weather affected
the cropa. As a result.
a. she has to make a deci-
sin about her future.
f 2. The container waa not
wa t e rproo f; the re fore,
many of the employees
carne in late today.
b 3 There was a treffic jam
this morning; thus.
he didn't do any of his
homework.
Our rainfall
ia very low thia year.
Consequently,
the prices went up on
many fruits and
vegetables.
a 5 Beth will be diecharged
from the Navy soon; thus.
water control measures
will be in effect soon
c 6. Roger left his tjook at
school. Therefore.
f. all the contents got
completely soaked.
242
COMPLETTON EJERCISE
Written cus
Wrltten r
Individual
SUFFIX -ITY/-TY/-V/-ILITY
Complete the dialoga. dd the suffix -ity, -ty, -y, or -ility to
the underlined word-
Mark: la Lewia capable of winning the race?
Judd: Oh sure. He certainly has the capability
**********
Ken: He needa three special coursea to gradate-
David: What is his speclalty ?
**********
Arnie: Waa the storm severe?
Keith: Yes, planes couldn't take off due to its 5everity
Brenda: What was the meeting about?
Donna: Jt waa about safety The coioriel wants us to ba
safe thia summer.
**********
Richard; Who
r
s responsable for recorfllng the attendance?
Vince: Mr. Smith has that responslbility
243
SENTENCE CQMBINING EXERCISE
Wfitten cu
Written response
Individual
HE'S THE CQACH WHOSE TEAM CALLED OFF THE GAME.
Combine the two sentences. Use the relativa adjective whose to
show possession.
EXAMPLE: The man called the plice. His car was stolen.
The man whc-se car was stolen called the plice.
1. Jane is the woman. You met her husband last night.
Jane ls the wotnan whose husband you met laat night.
2. isn't she the author? You lent me her book.
Isn't she the author vahse book you^^.ent me?
3. i thanked the man. Hls umbreiia kept me dry.
I thanked the man whose umbrella kept me dry,
4. This is Colonel Brown. His son has Jugt re-enlisted.
Ths IB Colonel Brown whose son has just re-enllsted
5. Ted is my friend. I borrowed hls camera,
Ted ia the friend whoae camera I borrowed.
244
CGMPLETIGN EXEFCISE
Written cue
Written response
Individual
SHE'S THE PEPSQN WHO
Complete the sentences with who, whora, that, whose, which, where,
or when.
1. He's the veteran who/that spofce to aur class.
2. Was sh the petson whose influence was so beneficiad
to the children?
3. Isn't that the group which/that was heing brisfad
by the ma]or?
4. That'a the regln where coffe grows in abundance.
5. It always makes me leugh to think about the day when
veryone--3till in uniform--got thrown into the pool.
6. That's not the Judge who/that will ma}e the decisin
7. The architect who[m]/that I met showed me a solar
heated building.
8. Isn't that the restaurant where we had our graduation
dirmer 5 years ago?
9. Th weatherman who/that predicted rain for today is
from Channel 5.
10, Tell us about the time when you were on the Jury
245
Wrltten cue
Wrltten responde
Individual
IT MAS INTERESTING
Select the correct form of the verb to complete the sentence.
Mark a, b, or c.
1. There win be
a. celebra/ting
tomorrow night.
b. to celbrate celebrated
2. There won' t be any during the test.
a. talk b. talked c. talklng
3. It was
a, drove
a car for the firet time.
b. drivan c. driving
4, Tt was entertaining a comedy last night.
3. watching b. watches c. watched
5- It was boring
a. done
6. It wlll be fun
a. not work
my hietory homework.
b. dolng c
for a few weeks.
b. not working c. no work
246
COMPLETION EXERCISE
Booke open fST p, 191)
Written cue
Written rasponee
Individual
THIS IS POR YOU TO STUDY.
Shorten these sentences by changing the relativa clauses in
parenthesea to te-influ tive phrases.
EXAMPLE: Sha bought a card to aend to her mother.
(that she could send)
1. He brought a book (for me) to read
(that I can read)
2. They have a lot of lessons to study
(they hav to study)
3. The policemen have many laws to enforce
(they muat anforce)
4. The pharmaciat has ten prescriptions to fill
(ahe has to flll)
5. Here'a a liat of five companies (for you) to contact
(that you could contact)
6. The J ury has m any things to consider
(that they must considerJ
247
Books open <ST p. 192)
Written cu
Written response
Individual
HIS GOAL TS TO GET A GOOD GRADE.
Choose the word(s) that correctly complete the sentences. Mark
a, b, c, or d.
1. One Of my goals ia Bnglish.
a. to learn b. learn
c. I learn d. will learn
2. My advice is afrald to practice with everyone
a. fceing not b. not to be
c. isrT t d. won' t be
3. The most difficult thing is epoken English.
a. underetand b* understands
c. understandlng d' will understand
4. An important rule Is ag quickly as possible.
a. are working b, works
c, to work d* should work
5. Your job is this gate.
a. to guard b- guarded
c. will guard d. guards
5. His woret problem is too fast.
a, driven b. drives
c. will drive d. driving
7. My worst niistake was the Job in New York,
a. not taken b. not taking
c. won't take d, didn't take
243
Written cue
Written response
Individual
WHAT DID HE RECQMMEN?
Choose the correct form of the verb to complete the sentence
Mark a, b, c, or d.
1. The mechanic advised that Jim
a* sen
c. selling
b.
d.
hs car.
sals
wlll sell
2. She recommended that Al
a. llstened
c. wlll listen
to tapes every day
b. listen
d. are listening
3. Mr. George irisisted that Sam
a, be
c, win be
to the party
b. ig
d. been
4. The woman requested that we
a, not opened
c. won't open
this window.
b. aren't opening
d. not open
5- The sergeant demanded that the recruit his shoes
a. will polish
c. poligh
b. can polish
d. polshes
6- Dr. Ford insista that hls patient discharged today
a. isn't
c. was not
b. nat be
d. not being
249
TRANEFQRMATIGN EXEPCISE
Written cue
Oral response
Individual
HERE'S ANGTHER WAY TO SAY TT.
use the word(s) in parentheses to make a sentence wth a similar
meaning. Look: at the example.
EXAMPLE: The plice still haven't found where the money is
hidden. (discover )
The plice still haven't discovered where the money is
hidden.
1. There's only one kind of soap that I like. (brand)
( There ' s only one brand of soap that I like. )
2, What ' s your father ' s J ob? < do for a living)
( What does yu
r
father do f or a living? )
3. Have you contacted your client yet? ( get in touch with)
(Have you gotten in touch with your client yet? )
4. M ajor Dodd persuadid Sgt Brown to re-enlist- (influence)
r Dodd inf luenced Sgt Brown to re-enlist . )
5. Meat and vegetables do not belong to the same food group,
(category )
( Meat and vegetables do not belong to the same food
category. )
6 . The base commander has many things he must do,
( obligations )
(The base commander has many obligations- )
7. Lt Thompson said the men would finish In about 1 hour.
( approximately }
( Lt Thompson said the men would finish in approximately 1
hour . )
8, The supervisors must make sure that everyone obeys the
saf ety regulations. ( enf orce )
(The supervisors must enf orce the saf ety regulations. )
250
COMPLETION EXERCISE
Written cue
Written response
Individual
THEY'RE IN THE
Use th words in the box to complete the sent&nces
re cent
inform
res cu
a ver age
regln
per
once again
prohibited
real
1. Although sorne of the bookg are quite espensive, the
average price is about S15.
prohibited arourxd the gasoline tanks.
inform the colonel that
2. Smoking is
3. Pisase have a seat. I'll
you
1
re here.
4. This candy is delicious. I can't believe it isn't
real chocolate.
5- T haven
1
t heard from John for a long time, so I have no
recent news of him.
mile. 6. The taxi ride will cost $2 plus IOC per
7, The captain turnea the ship around to try to
rescue the sailor who had allen into the water.
8, l
T
ve said it many times before, but once again let
me tell you to practice your English every day.
regin 9. Is this kind of music compon in this
country?
of the
251
MATCHING EXEPCISE
Written cue
Written response
individual
MATCH IT.
Match the sentences/phrases ln Column A witli those is Column B.
Column A
1. we need a little more
time to finish, so
2. It doesn't usually
rain this rnuch, but
3. Don's prente won't stand
for rudenesg.
4. The child has been lost
for 5 hours.
b 5. The cookies wlll stay
fresh for several days
Colujiui B
a. They won't tolrate it
for a minute*
b. if you keep them io an
airtight container.
c. Hls family has been
searching everywhere.
d. we've had an abnormal
amount this year.
e. I'm going to extend
meeting.
RECOGNITION EXERCISE
Written cue
Written responae
Individual
WHAT ARE THE CAUSES?
Read the paragraph and circle the words that connect causes and
effects. Then put one line under the causes and two lines under
the effects.
Besides its shape and natural landacape, other
characteristics affect the earth's weather. The earth rotates.
252
and ts speed of rgtation vacies at different points. As a
resuit, winds are blown in different directions creatirig the
various wlrid belts. Wind is movlng air caused by temperature
differences in the air. Warm air which is lighter risas;
con s e que nt3_y, cooler^ hsavierâir moves into its place.
RECOGNITIOW EXERCISE (transitiongJ
fooks opeu (ST p. 197)
Written cue
Written rasponee
Individual
AND THEN...
Grele th connectives that help develop the
The earth is divided into ive belts or iones according to
th position of the sur. throughout the year. First, th Tropical
Zone, on both siries o the equator, has the sun directly overhead
some time during the year. Next, we find the Tropic of Cncer in
the north and the Tropic of Capricorn in the south. Then, there
are the Temprate Sones, one on ach hemisphere, whlch never have
the sun directly overhead. And last, we have th Polar Zones
where the sun never sets in th sununer and never rises in tha
wlnter.
Written cue
Written response
Individual
253
HE TAKES AFTER HIS GRANDEATHER.
Select the cholee wlth the meaning similar to the italicized word
or phraae. Grele a, b, or c.
1. I left e note on Jim'g door telling hlm to meet us at the
restaurant at 7 o'clock,
b. bil
c , m en
2. Mr. Williarns argued that the tax increase vras nacessary, but
inost of the others oppoBeci the idea,
a. llked
b- were agalnst
c. agreed with
3. The students were d sm33sd early today so they could get
h;;:nf? be f ore the Etorm.
a. permitted to leave
b. asked to come
c. tola to drive carefuliy
4. Lt Crane glance d at the report; he ' d study it later when he
had raor^ time-
a. read carefully
b. exam inad
c. looked quicl ly
TRNSFORMATION EXERClSE
Written cue
Written rasponee
individual
254
DINNER HAD BEEN SERVED BEFORE I
Change the verb to the past perfect passive (had been + past
participle ) .
1, Someone had made th coffee before I arrived this morning .
The coffee had been made _ before I arrived this
morning .
2. Someone had typed the letters before M r. Thompson went home
The letters had been typed before M r. Thompson went
home.
3. Someone had delivered all the supples before the troops
left.
The supplies had been delivered befte the troops
i _
4. Someone had printed many pages before I discovered the
mistake.
M any pages had been printed before I discovered the
mistare.
Qral/Writteri cue
Written response
Individual
1^ Which one is your cousin?
2. I think you should buy a small car-
3. is that belt elastic?
4. Was the second movie better than the first?
5. This chair is wet.
6. Can you recommend a good mechanic?
7. We've just hired a new architect to help us.
8. New York has a larger population than Dallas.
255
THIS IS A PLACE WHERE YQU CAN SWJH.
Listen to the sentence and select the best answer. Mark a, b, c,
or d.
1. a. She wants to Uve here.
b. She '11 be here one more day.
c. She ' s from New York.
d. She ' s the one with the red dress.
2. a. The bus goes to the base.
b. The gas station is on the crner.
c. It will be less expensive to oprate.
d. The trunk Isn't
3. a. Yes, it will stretch.
b. No, it's too expensive.
c. Yes, it's prohiblted*
d. No, it's really inexpensive.
4. a. Ko, it was worae,
b. Yes, movas are ahown here.
c^ No, the theater is downtown.
d. Yes, there are 4 shows daily.
5. a. Here's a glass of water.
b. I'd like a cup of coffee-
c* Someone must have spilled a drink,
d. Sit down . piease.
6. a. The garage isn ' t open on Sunday.
b. Joe Smith is very reliabZe,
c. I suggest you drive.
d> I 'd recommend buying a good one.
7. a. He ' s going to fly the plae.
b. He'll defend us in court-
c. He'll repair ail the leaKing pipes.
d. He's deaigning our new h>use.
S. a. How many people are there in the United Statea?
b. Which city haa more people?
c. Is Dallas in Texas?
d. Are the people much largar?
256
Part I
WORD LIST
abb r evi at ion, 3
abnormal, 1
absorb, 2
abundance, 3
advantage, 4
affect, 2
aid (n), 3
aid (v), 3
airtight, 2
anyway, 1
appetite, ].
approxi ni at s, 1
architect, 3
artificial, 2
as a result, 2
as a result of, 2
average (j ), 1
average (n), 1
averag (v), 1
be no use, 3
be in contact wdth,
be in touch with, 4
bend/bent/bent, 2
beneficial, 4
beyond, 4
bounce (back), 2
branch, 4
brand
y
i
brief (J), 4
brief, (v), 4
cali off, 1
case, 3
category, 4
characteristic, 2
chemical, 2
civil, 3
client, 3
command (n), 4
command (v), 4
commit, 3
conclude, 1
conduct, 4
contact, 4
contain, 2
content, 2
contribute, 1
court, 3
crime, 3
criminal, 3
dense, 1
density, 1
department, 4
desert, 1
determine, 3
dis-, 3
di s advantage,
discharge (n)
discharge (v)
discover, 4
drain fv), 1
dual, 3
effect, 2
effective, 2
efficient, 3
elastic
enforce
escape,
e^tend.
extensin, 4
f ai r, 3
f i ll, 3
flexible, 2
ff>r a living,
2
get in contact with, 4
get in touch with, 4
growth, 1
habit, 1
hardly, 2
head ( n ) ,
head ( v ) ,
hesitate,
-llity/-ity/-ty/-y,
lllegal, 3
in general, 3
in that case, 1
industry, 1
inflexible, 2
influence (n), 4
influence (v), 4
ft-1
Inform, 4
innocent , 3
interpret, 3
-ity/-ty/-y/-llity, 2
judge ( n ) , 3
Juc ge ( v) , 3
jud i c i al, 3
jury, 3
just, 3
justic e, 3
keep/kept/
kept up with, 1
lawyer, 3
legal, 3
mximum, 1
mnimum, 1
model , 1
normal, 1
nowadays , 2
obligatlon, 4
occur, 1
once agaln, 1
once more, 1
original, 2
, 1
per, 1
pharmacist, 3
pink up, 1
plumber, 3
poplate, 1
popuiation, 1
portion, 1
prohibit, 4
property, 2
rapid, 1
rate, 1
reenlist, 4
real, 2
recent, 1
recruit, 4
regin, 1
represent, 3
reguest, 4
rescue, 3
resist, 2
result, 2
result from/in, 2
rigid, 2
scenery, 1
seal (n), 2
seal (v), 2
search, 3
shape, 2
so...(that), 2
soak, 2
sosk up, 2
spread/spread/spread, 1
squeeze, 2
stand/stood/stoad for, 3
atretch, 2
subject to, 4
eubstance, 2
such
t
2
such...(that), 2
suggest, 4
take/took/took after, 1
-ty/-ity/-y/-iiity, 2
un-, 3
urge, 4
veteran, 4
waterproof, 1
watertight, 2
-Y/-ty/-ity/-ility, 2
A-2
Part II
GLOSSARY
LESSON 1
1. ABNQRMAL (adj) (ab OR mal): not normal, unusual
The heat this summer has been abngrmal.
We hav had an abnormal amount t>f rain so far this year.
2. ANYWAY (adv) (AN y way) : in any manner; in any case; at
any rate
I am going to win this race anyway I can.
She told me not to buy it, but I bought it anyway.
3. APPETITE (n) (AP pe tite): a atrong desire or wlsh,
especiaiiy for food
You can tell that he has a larga appetita by the amount of
food he eats.
He has no appetite for hard work.
4. APPROXIMATE (adj) Iap PROX i mate): more or less
(nearly) correct or exact
Do you know the approximate distance from San Antonio to
Houston?
Tom thinkg the approximate cost Of the trlp wlll b $500.
5. AVERAGE (adj) (AV er age): normal, usual, ordinary
On an average day, I spend about 2 houra studying,
The average rainfall for San Antonio is twenty-nine Anches a
year.
6. AVERAGE fn) (AV er agej usual or ordinary level; the
amount found by adding several quantities and then dividing
by the number of quantities (EXAMPLE: 90+85+80=255. 255
divided by 3 = 85)
Her mathematical ability is well above average for her age.
My hlstory average is only 72 this semester.
7. AVERAGE (v) (AV er age): to figure out the average
The teacher averaged all of tha grades when she figured
our final grade.
Do you know how to average your test scores?
A-3
8. BRAND (n): kind, make, ame
What brand of toothpaste do you use?
What is the most popular brand of soft drink in your
country?
9. CALL OFF (v) (cali OFF): to cancel
The game was callad o because of rain.
If it rains tomorrow we wlll cali off the picnic.
10. CQNCLUDE (v) (con CLUDE): to end or finish; to decide c-r
determine
The teacher will conclude the lesson in one hour.
After reading the book, I cpncluded that she is a good
writer.
11. CONTP1BUTE (to) (v) (con TP1B ute): to give together with
others; to share in bringing about
How much money are you going to contribute for the party?
He always contributes useful information in clase.
12. DENSE (adj): thick; crowded; cise together
There was a dense fog this morning*
The trees in the forsst are dense.
13. DENSITY (n) (DEN si ty): number per unit (33 of rea)
What is the population density of your country?
It ls important for a pilot to Jcnow the density of the
atmosphere-
Id. DESERT (n) (DES ert): dry, barren, sandy regin
It is difficult to grow crops in a desert,
On what continent ls the largest desert in the world
located?
15. DRAIN tv): to draw off gradually; to empty
I have to drain the od antifreez from the radiator of my
car and replace it with new.
He drained the last drop of water from the bottle.
16. GROWTH (n): act or rate of growing? increase n slze or
number
That cauntry's growth In technical fields has been slow.
In clasa today, we were talking about the growth of large
companies during the past 50 years,
17. HABIT (n) ( HAB it); custom; usual way of doing
Smoking Is a difficult habit to
She has a habit of cloaing her eyes when she is trying to
remember something difficult.
IB. IN THAT CASE ( exp ) ( n THT case): a partijular occasion or
state of affairs
The other company may offer me more money. In that case, I
will go to work for them.
It may rain tomorrow. In that case. I will not go to the
picnic.
19. INDUSTRY (nj ( IN dua try J : busineas; manufacture
In thls rea, the auto industry employs thousands of people.
Tourism is a major industry in San Antonio.
20. KEEP/KEPT/KEPT UP WITH (v) ( keep/kept/kept UP with):
to malntain the pace; to remain informeti
It ' a important to keep up with your daily class essignments.
I read the newpaper every day in order to kaep up with the
news from around the world.
21. MXIMUM ( adj ) (MAX i murn): greatest amount possible or
aiiowed
The mximum speed on this road is 55 mph.
The mximum number of students in each clasa la eleven.
22. MNIMUM (adj) (MIN i mumji smallest amount allowed
What is the minimum speed allowed on thia road?
They paid the mnimum fes to enter the fair grounda.
23. MODEL (n) (MQD el): particular type; representatior.
What is the modal of the car you drive?
Did you build airplane modela when you were a child?
A-5
24. NORMAL (adj) (OR mal): natural, regular, usual
What is the normal temperatura for the month of June in your
country?
The normal amount of ralnfall in San Antonio is twenty-nine
inches yearly.
25. OCCUR (v) (oc CUP}: to happen
At what time did the accident occur?
It occurred about nina o
1
dock this morning,
26. ONCE AGAIN (exp) (once a GATN): again as before
Sam, would you please play that song once agaln?
Once again, he forgot to bring his book to clase.
27. ONCE MORE (exp) (once MORE): one more time
I want to hear that song once mora before T leave.
May 1 drive your car once more?
28. PEAK (n): highest point of anything
How high is the peak of that mountain?
He has reached the peak of hls ethletic ability-
29. PER (prep): for each
The population density of that country is twenty-five people
per square mile.
That engine is designed to oprate at two-thousand
revolutions per minute.
30. PiCK UP (v) pick UP): to get
(
find
r
or learn at random or
by chance
The students will pick up many different words by speaking
to people outside the classroom.
Where did you pick up that idea?
31. POPLATE (v) (POP u late): to Uve in a particular rea
Most of the people who originally populated the United
States carne from England.
San Antonio was first populated by Native Americans.
32. POPULATION (n) (pop u LA tion): all the people living in
a place
Do you know what the population of the United States is?
The population of the United States was approxintately two-
hundred and forty-six mi11ion people in 19S8.
A-6
33. PORTION (n) (POR tion): a share, aection, or piece of
something
How large a portion of pie do you want?
The teacher told us to read the last portion of the book for
homework tonight.
34. RAPID (adj) (RAF id): fast or qulck
He ls a rapid reader.
She read the book at a rapid rete.
35. PATE <n): valu, cost, speed, etc. measured by its relation
to same other amount
The average heart rate is apptaxirnately seventy-six beats
per minute.
He was driving at a high rate of speed when the accident
occurred.
36. RECENT (adj) (RE cent): done Just before the present-
having occurred not long ago
Have you had any recent news of your family?
He is a recent high school gradate.
37. PEGION (n) (RE gion): rea
I was born in the northeastern regin of the United States.
What regj-gn of the world haa the coldest temperaturas?
3B. SCENERY (n) (SCEN er y): the features of a landscape,
surrounding views
The scenery in the northeastern regin of the United States
is beautiful in the fall- The leaves turn different colors.
This rea has some of the most beautiful scenery around.
There are mountains, lots of clear, blue lakes, and many
different kinds of trees and flowers.
39. SPREAD/SPREAC/SPREAD (v); to open out; to make known;
to cover with
Before we eat our picnic lunch, let's spread thig bianket on
the ground so that we can sit on it while we eat.
Make sure to spread the word that tomorrow is a holiday.
She spread the butter on the toast
40. TKE/TQQK/TAKEN AFTER (v) (TAKE/TQOK/TAKEN af terj: to be,
act, or look like; to resemble
Many people say that he takes after hia father in both looks
and behavior.
He takes after his brother in his athletic abilities.
A-7
LESSQN 2
1. ABSORB (v) (ab SQRB): to take in
You can use a napkin to absorb the spilled water.
I don't know if I can absorb all of these vocabuiary words
in one day.
2. AFFECT (v) (a FECT): to produce an effect on
How did the etorm affect the farmer's crops?
If you do not atudy for the test, your final grade wlll be
negatlvely affected.
3. lRTlGHT (adj) (air TIGHT): too tight for alr or gas to
eivter or escape
Many foods are pached In airtight contalnera.
The Enterprise space ahuttle is an airtight vehicle.
4. ARTIFICIAL (adj) (ar ti FI cial): not natural
My suit is made from both natural and artificial materials.
I do not like to eat foods which have had artificial
colring added to them
5- AS A RESULT (adv) (as a re SULT): what happens because of
an action or event
Jim is sicJ; aa a reault, he won't be able to go to the
party.
Mr. Smith ig unable to work. Aa a result, he won't be able
to buy a new house.
6. AS A RESULT OF (prep) (as a re SULT of): what happens
because of an action or event
Many fruit trees were destroyed as a result o the freeze
last year.
As a reeult of the power failure, ciasses were canceled
todsy.
7, BEND/BENT/BENT (v): to forc into a different shape
The forc of the accident bent the frame of the car.
Some metis are easier to bend than others.
A-8
8. BQUNCE (back) (v): to spring back, rebound
The chiltfren were bouncing up and down on the bed.
In the game of basketbali you must bounce the ball off the
floor while you are moving.
9, CHAPACTERiSTIC (n) (char ac ter IS tic); feature, quality
One of the characteristes of the weather in San Antonio la
that It is very hot in the summer.
Honesty is an important characteristic in people.
10, CHEMICAL (n) (CHEM 1 cal): a substar.cs used in or produced
by chemistry
Chemicalg were used to spray the fruit trees.
Some chemicals are very hazardous.
11* CONTAIN (v) (con TftlN): to hold
That bottle contains hazardous Chemicals.
A dictlonary contains the definitions of many different
words.
12. CONTEKT (n) (CON tent): what is in a container, book, etc.;
the amount of a substance contained in something
There Is a high water content in many fruits and vegetables.
The wool content of this sweater is only 20%.
13- EFFECT (n) (ef FECT): result caused by something
What was the effect of the freezing temperatures on the
farmer's crops?
Did your illness have any effect on your test score?
14. EFFECTIVE (adj ) (ef FBC tive): producing a desired result
He has a very effective method of studying for tests,
That medicine is very effective in treating colds.
15. ELASTIC (adj) (e LAS tic): able to return immediately to
its original size, shape, etc, after baing stretched
Some clothes have an elastlc band around the waist,
Rubber ig an elastic material.
16. ESCAPE (v) (es CAPE): to get out of a place
There was a story on the news today about the three men who
escaped from Jail last nlght.
Those people wer lucky to escape from the burning house.
A-9
17. FLEXIBLE (adj) (FLEX I ble): able to bend without breaking;
adjustabie to change
Copper is a very flexible metal.
Teachers must remain flexible when dealing wlth different
students.
10. FORM v): to take the shape o; to make up
This kind o plstic is soft and can be formed inte
different shapes and designs.
We are golng to form new soccer teams tomorrow.
19. HARDLY (adv) (HARD iy): almost none
I have hardly any money left.
Our teacher gave us hardly any homework last night.
20. -ILITY/-ITY/-TY/-Y (suffixes): added to verbs/adjectlves to
form nouns
21. INFLEXIBLE (adj) fin FLEX i ble): unable to bend; not able
to ohange
Steel is an inflexible metal.
Some people never change their ideas. They are very
inflexible.
22. NQWADAYS (adv) (NOw a days): in theas days; at the
time
When my prente were young, cars were very inexpensive.
Nowadays, they cost a lot of money.
In the past
very few young people attended high school

Nowadays, almost every young person attends high school
23. ORIGINAL (adj) (o RIG i nal): first; earliest
Are you the original owner of that car?
Is that the original of that picture or is it a
reproduction?
24. PROPERTY fn) <PROP er ty): a characteristic
Many plants have medicinal propertieg,
One of the properties of water is that it is tasteless.
25. REAL (adj): natural, not artificial
That is real fruit juice.
Are those real or artificial flowers?
A-10
26. RESIST (v) fre SIST): to fight against; withstand
Children will sometimea resist what their prente are trying
to teach them.
Many people resist change. They want everything to remain
as it always was.
27. PESULT (n) (re SULT): what happens becauae of an action
W will get the resulta of our testa this afternoon.
The accident wae the result of pilot error,
28. RESULT froro/in (v) re SULT from/ln): to be the effect
of; cause an effect
His not studying rasulted in his faillng the test.
The accident resuited rom his driving too faat.
29. RIGID (adj) (RIG id): stiff; not banding or flexible
ft steel bar is very rigid.
The rulee at the milltary academy are very r_igld .
30. SEAL (n): something that aeala or closes tightly
What are you going to uae as a seal for that container?
Many containers have either plstic or metal seal_a on them.
31. SEAL (v): to cise; to fasten tightly
Before 1 mail thia package, I am going to seal it with a
strong tape,
The food will last longer f you saal the container.
32. SHAPE (v): to give form to
She shaped the wire into the form of a heart.
Teachers shape the characters of their students.
33. SO... THAT (c): to such a degree
He was so tired that he couldn't stay awake in claas.
it was so coid that we decided not to go to the aoccer
gams.
34. SOAK (v): to make thoroughly wet by placing In water, to
in water
The doctor told Paul to soak hia injured hand in warm water
thrê times a day,
The best way to remove stamps from paper is to soak them in
water for abaut ten minutes.
A-ll
35. SOAK UP (v) te- draw in, absorb
We can use a paper towel to soak up the water that we
spiied.
The oil has leaked on to the garage floor. Get me somethlng
to soak it ufi pisase.
36. SQUEEZE (v): to apply pressure
You must squeeze the toothpaste tube in order to get the
toothpaste out.
Sgueezing the water from the towel will help it dry faster.
37. STRETCH (out) (v): to pul to a greater size or length;
to extend
Please hand me the pencil because I can't stretch my arm
that far.
You can stretch soine rubber products to make them larger.
38. SUBSTANCE (n) SUB stance): a material of a particular klnd
Gasoline is an explosiva substance.
Salt is a usful substance.
39. SUCH (adj) (adv): of the same or similar klnd; so bad,
great, good, etc.
He telis such funny storles,
You shouldn't do such foolish things.
40. SUCH...THAT le): to so great a degree
It was such a cold day that we decided to stay home.
It was such a bad movie that we decided to leave before it
was over,
41. WATERPROOF (adj) (WA ter proof): so tlght that water cannot
get through
I can go swimming with my new watch because it's waterproof.
My Jacket is waterproof. That'a why I didn't get wet when 1
was walhing in the rain.
42. WATERTIGHT (adj) (WA ter tight): of such construction that
water cannot get through
Is your boat watertight?
We can store our supp.i es in watertight containers.
A-12
LESSON 3
1. ABBREVIATIQN (n] (ab tare vi tion): a shortened fonr of a
word or phrase
Dr. i* an abbreviation for Doctor.
The abbreviation for United States of Amrica is USA.
2. ABUNDANCE {n) (a BUH dance): an amount more than enough
There has been an abundance of rain chis year.
There was an abundance of Eood at the party last night.
3. AID tn)
:
help, assistance
The (Inited Nations aends different kinds of aid co many
countries.
After the diaaater, we sent medical ald to that country.
4. AID {v): to ftelp, to assist
The plice aided us after che accident-
The atudents want to aid the fajnily whose house burned down.
5. ARCHITECT {n) (AR chi tect): a designar of buildings
My son wants to be an architect whtm he graduates from the
university.
Who is the architect who designed that building?
6. BE NO USE (exp): be useless
It
f
s no use arguing. I'm not going to change my mind.
There ia no uae in calling him becûae I know that he Is not
home.
7. CAS (n): a problem tried io court; a particular example or
instance
Hia case will be heard in court ne^t week.
I nave heard that she is sick. If that's the case, she will
not be at work today,
8. CIVIL (adj) {CIV il); of or relating to citizens rights
Freedom of speech is a basic civil right in the United
States.
He is very interested in civil affairs.
A-13
9, CLIENT (n) (CLI ent ) : a person who engages the professional
services of another
The lawyer will meet wlth his Client tomorrow afternoon.
Jim's c_l_ients liksd his designs for the new building.
10. COMMIT (v) ( com MIT): to do something wrong or unlawful
lthough Mr. Smith saya he hasn't committed any crime, many
peopie stiii believe that he did take the money.
It seems someone coirunltted a serious error in judgment by
hiring that new driver. He has had 3 accidents in 1 month.
11. COURT (n): judicial assembly
The Judge is in charge of the court.
The highest court in the United States is the Supreme Court.
12. CRIME n): an act prohibited by law
It's a crime to print your own money,
Have you ever been arrested for committing a crime?
13. CRIMINAL (adj) CRIM i nal): of or relating to crime
The plice say the man has a long criminal record.
Bob studied severa
1
dif f erent fiel da of law before he
decided to become a criminal lawyer.
14. DETERMINE (v) (de TER mine): to decide; to find out exactly
It is the Job of the jury to determine the guilt or
innacence of a person who has been accused of a crime.
Could you determine the cause of the accident?
15. DIS-, UN- (prefixes): used to give words a negative or
opposite meaning
16. DUAL adj) fDU al): having two parts; double
Most airplanes have dual controls,
That truck has dual wheela in the back.
17. EFFICIENT ( adj ) (& FI cient ) : producing a desired resuit
with little effort or waste
A computer is a v@ry ef f icient machine-
Harry la considerad to be a very ef f icient worker.
ENFORCE fv) (en FORC): to cause (a rule or law) to be
carried out
It is the Job of the plice to enforce the laws.
The commander must enforce discipline in his unit.
A-14
19. FAIR (adj); clear and sunny; Juat and honest
It's been raining for several days now, but the weatherman
says tomorrow it will be fair.
The teacher is a galr person; she treats everyone the same.
20. FILL (v); to supply the things called for in an arder,
prescription, etc.
IS there a drugstore near the doctor's office where I can
get this prescription filled?
The company hlres extra help during th holidays to
fill thelr increased toy orders,
21. FOR LIVING (exp) (for a LIV ing): as an occupation
What do you do for a living?
T teach Engllsh for a living.
22. ILLEGAL (adj) til LE gal): against the law
it is illegal to drive faster than the speed limit.
His illegal activities brought him to the attention of the
plice.
23. IN GENERAL (exp) (In GEN er al): usually
In general, the students study very hard.
In general, the weather here la very mild.
24. INHOCENT (adj) IN no cent): not guilty of a specific crime
The judicial system in the United States considera a person
innocent until he has been found guilty by a Jury.
The Jury found the man innooent,
25. INTERPRET (v) (in TER pret): explain; transate
1 think I need the teacher to interpret this math problem
for me.
Someone will have to interpret what he Is saying becauee 1
don't understand Epanish.
26- JUDGE (n): a public official who is in charge of the court
ft judge must be very familiar with the laws,
There are nine judqes on the Supreme Court of the United
States.
27. JUDGE (v): to form an opinin about; to determine the
winner of (a contest, etc.)
Never judge a bool until you have read it completely.
Mr. Smith will judge the dancing competition.
A-15
28. JUDICIAL (adj: of judges, courts, te.
The Supreme Court is th highest level of Justice under the
judicial aystem of the United States,
The Chief Justice of the Supreme Court is the highest
official in the judicial aystem of the United States.
29. JURY (n) JU ry): group of people sworn to hear evidence
in a law case and decide the guilt or innocence
Registered voters in the United States can be called to
serve on a Jury.
The jury took several days to decide that the man was
guilty.
30. JUST (adj): right or fair
The majority of the time the judicial aystem in the United
States i a Just system.
Most of the man think that he ts a 1ust
31. JUSTICE n) fJUS tice): fairness
The Constitution of the United States guarantees equal
justice or all people.
The justice of hia behavioc was olear to everyone.
32. LWYER (n) LAW yer): one whose profession is advising
othera in matters of law; an attorney
Lawyers often specialize in ooe rea of the law,
Everyone who appears in a court in the United States is
entitled, but not required, to have a lawyer represent
them before the court.
33. LEGAL fadj) (LE gal): within the law
Is it legal to drive seventy-five miles per hour in your
country?
It H legal in the United States for an eigliteen year od
boy to Join the military.
34. PHARMACIST (n) (PHAR ma cist): a druggist
She ia studying at the university to be a gharmacist.
The phamtacist is responsible for preparing the medications
that your doctor has ordered for you.
35. PLUMBER (n) (PLUMB er): on who repairs and flts water
pipes.
1 need a plumber to come and flx the water pipes in my
house.
Water was leaking under the sink so we called the plumber.
A-1G
36. REPRESENT (v) (rep re SENT): to stand for or symbolize; to
act in place of
An alphabet Is inade of letters which represent the sounds of
a language.
The President could not attend the meeting. He asked the
Vlce President to represent him.
37. RESCUE (v) (RES cue): to save from danger, etc.
The policeman rescued the trapped driver seconds before hls
damaged car exploded in flames.
She ciimbed up the tree and rescued her pet cat.
38. SEARCH lv): to looh through in order to find something; to
examine carefully
He searched everywhere, but he still couldn
1
t find the book
he lost laet week.
They are searohing for the site of the airplane crash.
39. STAND/STOOD/STOOD for (v): to represent; to tolrate
What does the symbol H2O atand for?
The teacher will not stand for you faiiing asleep in lab.
A-17
LESSQN 4
1. ADVANTAGE (n) (ad VAN tage): a favorable circumstance,
event, etc.
He had the advantage of experience in the field over the
other speakers.
There are many advantages of having a college degree.
2. BE IN CONTACT WITH (exp) (be in CON tact with): to
conununicate with, to cali, to talk
The general was in contact with the troops at all times
during the practice exercise.
We hava been In contact with several companies that are
intersted in building a factory in this city.
3. BE IN TOUCH WITH estp) (be in TQUCH with): to communicate
with, to cali, to talk
In our fatnily, we're very cise. Even when w go overseas,
we're always in touch with each other.
Mike waa in touch with Sam just last Saturday.
4. BENEFICIAL (adj) (ben e FI cial): helpful, useful;
favorable
Reading the regulationg can b beneficial to gomeone who
is new to an organization.
The rain was beneficial to the farmers.
5. BEYOND (prep) tadv) fbe YOND): to the further sid of; past
the limits of
He uves in th hous Just beyond th bridg.
Class lasts until 2:30 and seldom goes beyond.
6. BRANCH (n)r a section; any part of a main body or system
DLIELC is the English teaching branch of the Defense
Language Institute,
Which branch of th family does he come from?
7. BRIEF (adj): short, especially in tim
The captain gave a brief talk to the men befor dismissing
them.
I'in sorry you Just have time for a brief visit. I'd lihe to
have you stay longer.
A-18
8. BRIEF (v): to give all necessary Information
The sergeant briefed ths troops before their scheduled
departure.
Lt Jones will brief Commander Davis about the ship's supply
problems,
9. CATEGQRY (n) (CAT e go ry>: divisin or class in a piar. o
classification
Birds and fish do not belong in the same category o
animis.
We must list all books by category before we put them in the
llbrary,
10. CGMMAND (n) (com MND): an order; a controlling power or
position
His commancl to halt stopped all of the men.
All the troops will be under the conunand of General Smith.
11. COMMAND (v) (com MAND): to order; to direct authoritatively
The colonel cotmnanded the man to report to the sergeant.
The general himsel will be commanding the troops at the
western front.
12. CQNDUCT (n) (CON duct): behavior in a particular gituation
His conduct was unbecoming to an offlcer.
Their good conduct at the party was appreciated by the host.
13. CONTACT (v) (CON tact): get in touch with
David contaoted his family after the accident to let them
know he was okay
Plase contact me if y/ou need any other Information,
14. DEPARTMENT (n) (de PAPT mervt): a seprate part or
divisin, a branch
Mr. Gray hag been the head of the science department at
the high school for 6 years.
That store has many different departmentg,
15. DTSADVANTAGE (n) (dis ad VAN tage): an unfavorable
situation or condition
Not knowing the language puts him at a digadvantage-
Having to work late is one of the dlsadvaritageg of this Job,
A-19
16. D1SCHARGE (n) (DIS charge): the act or resuit of
discharging; a relase
She will receive the notice of her disonar ge Friday.
The discharge from the factory had killed many of the fish
in the river.
17. DISCHAPGE (v) (dis CHARGE): to relase; to fire a gun
Mel was discharged from the service last spring.
She discharged the gun accidently.
IS. DISCOVER (v) (dis COV er): to be the first to find or learn
something; to learn or find out
Columbus dlscqyered America in 1492,
Hank disco ve red he could accomplish his goal In two years.
19. EXTEND (v) (e x TEND): to reach; to stretch; to continu in
relation to space
y
time, land etc.
She extended her hand in greeting.
Dick extended hls stay beyond the two weeks he ' d planned.
20. EXTENSIN (n) (ex TEN aion): a continuation; an addition
Sgt Drahe Just got an extensin and will be stay at this Job
for another year.
This extensin of the road takes you to the state line.
21. GET IN CONTACT WITH (exp) (get in CON tact with):
to commuriicate with, to cali, to
The sergeant told me to get In corita ct with the major for
the Information I need.
I finally got in contact with my son last night. He had
been out of town .
22. GET IN TQUCH WITH (exp) (get in TOUCH with): to communicate
with, to cali, to talk
Paul said he would ggt in touch with me as soon as he had
any more news about the accident.
I got in touch with my od roommate when I went to New York.
23 HEAD (n): leader, ruler
The new head of the university is from Chicago.
The man was as strong as the head of his country.
24, HEAD (v) : to lead; to be in charge of
The army band headed the parade.
Dr. Henderson is well qualified to head the new hospital.
A-20
25. HESITATE (v) ( HES i tate ) : to stop briefly; to wait
The man hesitated at the doar, then enterad the building.
Don wasn ' t sure how to answer th Question . He hesitated
befor he spoke.
26. INFLUENCE (n) ( IN flu ence): power to affect others; power
to produce effects
Stan usd hls inf luence in the company to help his cousin
get a promotion.
Th msjor has e lot of influence wlth the commandant.
27. INFLUENCE (v) ( IN fluence): to have an effect on; to affect
Please don't lt me Influente you one way or th other.
The man tried his bst to influence my vote, but h wasn't
successf ul .
28. INFORM (v) (in FORM ) : to tell; to give Information to
Mr. Thompson said he would j.nform the workers of his
decisin af ter lunch.
The supervisor informed the teachecs of the schedule change.
29. OBLIGATION (n) ob li GA tion): a duty or necessity
He has an obligation to his family.
Your attending the meeting is an
30. PROHIBIT (v) (pro HT bit): not permit; to prevent
They prohib t hunting in this rea.
Part of their job is to prohibit entry into the building.
31. RE-ENLIST (v) (re en LIST): to sign up again
Mary will re-enlist next month for another four years in the
Army.
They re-enlisted the same gtoup of volunteers that they had
last year to help clean up after the picnic .
32. RECRUIT (v) (re CRUIT): to get new people for
They are recruiting teachers for overseas Jobs,
Max recruits for the Air Forc.
33. REQUEST (v) (re QUEST ) : to ask for something; ask someone
to do something
The secretary requested a new typewriter and she got one.
The major requested tho sergeant to drop off the package.
A-21
34. SUBJECT TO (adj) (SUB Ject to): under authority of;
depening on
We are all subject to the rules of the school.
The airlines schedules are subject to change without notice
35. SUGGEST (v) (sug GEST): to offer or propose as a
possibility
The doctor suggested I see a speciallst about my problem.
It was suggested that we take our plans to the colonel.
36. URGE (v): to plead with; to advise
They are urging us to attend the meeting with open minds.
She was urged to re-enllst for at least two more years.
37. VETEPAN (vet) (n) (VET e ran): ex-mllitary person
He ls a veteran of World War n.
Veterana have certain rights and privileges.
A-22
Appendix B
LTST
Adjectives and Adverbs: Compar ati ve/Superl ati ve Formg (review
obj active), 1
Adverb: Intensifier TOO + Adverb + To-Infinitive, 1
Adverbial Connectives : effect/result, 2
Clausas: Adverb Clause of Result: so...(that), such. . * (that) , 2
Clausee: Relativa Clause Reduced to To-Infinitive Phrase, 4
Clauses: Restrictiva Adjective Clauses review objective), 3
Clauses: Restrictive Adjective Clauaes: whose as relative
adjective, 3
Clauses: Subjunctive That Clause After Verbs o Inf luencing, 4
Indirect Speech: Reportad Past Progressive, 1
interrogativa: How + Adjective /Adverb. , .7 (review objective), 2
Pronouns: Anticipatory It + Gerund, 3
Pronouns: Nonreferential There + Gerund, 3
Suffix: ilitY/-y/-ity/-ty (adjective --- > nc-un), 2
Verbs: Passive Voice: Past Perfect Passive, 3
Verbs: Passive Voice; Present Perfect Passive, 2
Verbs: Verbal: Present Gerund as Subject Coraplement, 4
Verbs: Verbal: To-Infinitive as Subject Compl ement , 4
B- l
\
Appendix C
EXPLANATIQN OF DICTIONARY TERMS
There are words that you must know so you can benefit from uslng a
dictionary. Read and discuss the following words wth your
instructor. You will nesd to know them to complete the dictionary
lis esrercises.
Parts of Speech words are divided into parts of speech or the
kind of word it Is
1. noun (n.J: a word that ames a person, place, thtng, or idea.
A noun can be singular ( g . ) or plural (pl . ) - A singular noun ames
one; a plural noun ames more than one*
EXAMPLEE : egg, tabla. Idea, milk, John, and Susan are singular
nouns
books, pena
t
women, inen, and children are plural
nouns
2. verb fv, ): a word that tells or describes an action. A verb
has four main or principal parts:
EJMPLES: work worhing worhed worked
at eating ate eaten
go going went gone
She workg more than fifty hours a week.
He's eating hia lunch in the cafetera.
They went into military servlce after high school,
3. adjectlve ( adj . ) ; a word that describes someone or
something.
EXAMPLES: She wore a blue uniform.
He became cold when he walked in the snow.
The od car WBS destroyed in the bad accident.
4. eduerb (adv.J: a word that tells when, where, or how.
EXAMPLES: We left class early.
He slept here.
Bob drove slowly.
5- conjunction (conj.): a word that joins or connects words or
groups Of words together.
EXAMPLES: The sergeant and the lieutensnt left.
The cspteln attended the meeting, but the major
didn't.
We canceled the picnic becaase the weather was bad.
C-l
6. preposition (prep.)' a word that Is used with a noun to show
a connection witft another word.
EXAMPLES: The cat ia under th table.
Thls gift la for Tom.
He usually wakes up at 0600.
Abbreviations and
1. Abhreviations for parts of speech
noun = n. adverb = adv.
verb = v. conjunctlon - con j .
adjective = adj . preposition - prep.
singular = sing. plural s pi ,
2. Abbreviations for foreign languages
EXAMPLES: Arabia = Ar Chnese = Ch
Germn = G Greeh = Gr
Latn = L Od Engliah = OE
Spanish = Sp Malay = M
3 . Symbols
/ ls a symbol that Is used to tell which syllable receives
the stress
/
EXAMPLE: at tack
/
con fi dence
< ls a symbol that means "comes from"
EXAMPLE: Jar < Ar. "Jarrah
11
< th word "jar" comes from
the Arable word "jarrah")
quantlty < L. "quantus" (the word "quantity comes froni
th Latn word "quantus" )
Definitions of Words
1 . Words are d!gf Ined in the dictionary, or w may say that
the dlctlonary gives the meanings of words. In the dlctionary w
can flnd the definitlons, or meanings, of words. Some words have
many defin tions and can be used as more than on pert of speech.
EXAMPLE: bank n. 1, a plac for receiving, keeping, or
lending money 2- the high part of
ignd along a rlver. v. 1. to save or
put money in a bank.
C-2
Appe ndil D
PRINCIPAL P ARTS OFCERTAIN IRREGULAR VEH BS
Sim ple Fo no
arise
aw ake
b e
b e ar
b e ai
b e co m e
b e gn
b e nd
b e t
b id
b ind
b tU
b lccd
b ln\v
b rcdk
b rinjj
b uild
b ursi
b uy
Ct l
caich
cho o e
co m e
co s
cre e p
cut
dea!
dig
da
draw
drm k
drive
MU
fall
fe e d
f e e l
fight
flnd
Easi
arse
awiikc
WB*
b o re
b eai
b e ca m e
b e e an
b o u
b et
b id
b o und
b ii
b le -d
b le w
b ro ke
b ro jghl
b iiilr
b ursi
b o ughr
casi
cau^tit
cho se
carne
co st
cre pt
cut
dcli
dg
did
dre n*
drank
drcive
ale
fdl
fe d
fell
fo ught
fo und
Pasl
Farlkiplc Sim P l C-Fo rn
aricn
awakm ed
b e e n
b o rre
b e aie n
b e co m e
b eguo
b e nc
b e l
b id
b o und
b inen
b le d
b lcnra
b ro kcri
b ro ughl
b uilc
b UfSl
b o ughl
casi
caugb T
cho ce n
co m e
co s
cre pt
Cut
de all
dug
do ne
draun
dnink
driven
cale n
falle n
fe d
fe U
fLght
fo und
fle e
Ely
fo rge l
fo rgive
f re e ze
gil
givc
go
grind
grOrt
hang
have
he ar
b id
b it
ho ld
hu
ke e p
kno \*
lay
Lead
kave
tend
let
lie
b ghi
lo se
m ak
m e an
m e e i
pay
pul
quil
re ad
ride
ring
Pasl
lcd
fe *
fo rgo l
fo rgave
fro ze
go l
e avfl
w e ni
gro im d
^.re w
hung
had
he ard
hd
hit
hdd
hur
ke pi
kne w
laid
le d
left
Le nl
le
lay
Irt
lo st
m ade
m ean!
m e i
paid
pul
quil
re ad
ro d
rang
Past
Parikiplf
f e d
flo w n
fo rgo de n
fo rgivn
frute n
gOttexi(gat]
givtn
gane
gruund
gro w n
hung
had
he ard
! !i .
hil
he Id
hurr
ke pi
kno w n
laid
led
le ft
leni
le
lain
liiOighre d)
lo s!
m adc
nLcant
m e i
paid
pul
quil
re ad
ridde n
ning
D-l
IRREGULAR VERBS (Co ntinucd)
S imple Fo rm
n se
mn
say
see
seek
i ; .
n
n d
ser
shed
shin i:
sho o t
sho w
shdn k
shul
S in g
sio k
sil
sleep
si de
slit
speak
spen d
spin
split
sprea d
sprin g
sta n d
stcal
stigk
sfin g
strikc
strin g
swca r
iwcup
swiin
swin g
rj ke
leacli
lear
t 1 1
iin k
Ihrcw
l'asi
ro se
rao
sud
saw
so ughi
lio o k
so ld
ên l
ser
shed
ilio n e
sho i
sho wed
1
fhhrjn k
shtit
san g
sa n k
sai
slepl
slid
?li[
spn ke
^pen l
^pjn
S pE
S prca d
spran g
io n d
sio le
sluck
slun g
îruck
stn in g
iwo re
swepi
h\va m
S WJTlg
lo o k
[du^hi
ro re
to ld
iho ught
threw
Pa sl
Pa rliciplc S lmpJf Fo rm Pa st
risen wa ke wo kc(iv, ikc(
run wear wo re
wea ve ivo ê
sn id ^veep ivepl
êen \vel wel
so jghi win v*an
shaken wj n d wo iin d
io ld wrin g wmn g
stn l wrife wrutc:
ser
shed
sha n e
hO T
sho wn
shrun k
shm
5un ;
S 0 J
sa i
sJept
slid
slk
spo ken
spcm
spio i
spL
apro ad
!>pmn g
sto o d
sto Jen
stuck
stun g
lmck
^liun g
iiso m
iwtpl
swum
5%viin g
laken
laughL
to m
lo ld
(hughc
ihruwn
Pasl
Fa rriciple
!) wo ke(wa ktdj
wo ra
wo ven
epl
wet
vi o n
wcun d
wn in g
wrltlen
un derM an d
D-2
ppendix E
FOUF IMPORTANT SPELLING RULES
There sre four Epelling rules which will help y/ou spell thousands
of wordg*
Rui 1. wordg_Ending in Silent ^ SHRT RULE
Before a vowel, drop
the -3. Befare a
consormnt, let it be
When a word ends in sllent -e, drop the ^ bofore a sufx
beginning wlth a vowel, but retain it before one beginning with a
consonant.
Notice what heppens to the final -e in the following words
when a auffix te added.
cise
t^ke
arrange
closed
taker
arrangernent
taking
arranging
Rule 2. Final Consonants
C - Consonant
V = Vowel
SHORT RULE
Doublg one C after ong
V if it accented be.
When a word ends in 3 single conaonant after a single vowel in
an accented syllabla, you double the consonant before a suffix
beginning wlth a vowel.
Notice what happens in these words of one syllable:
stopped stop
begin
help
stopping stopper
beginning beginner
helped h^lplng helper
look at these words:
ship shipped shipping shipment
The same general rule applies to words of more than one
syllable If the accent falla on the last syllable.
prefer
refer
preferred
referred
preferring
referrlng
E-l
But look at these words:
prefer preferable
refer reference
They end in a single consonant with a single vowel be f ore it
and are accented on th last syllabl. But the final consonant is
not doubled before th sufflx ven thought it begins with a vowel.
Notice what happens to th accent in these words when the
suffix is added, it is shifted forward. When the accent does not
remain on the syllable, tha final consonant is usually not doubled
before a
The final consonant in any word is doubled before a suf
only under these conditions:
a. Tha word must end in one consonant with one vowel
it.
b. If the word has more than one syllable, the accent must be
on the last syllable and remain on the same syllable.
o. The suffix must begin with a vowel.
Rule 3. Final -y SHQRT PULE
After a consonant, -y
becomea -i. After a
vowel, -y stays -y.
If a consonant comes before final -y, -y changea to -i before
all suffixes except -ing,
If a ygwel comes before -y, -y does not change.
Notice these words with a consonant before final -y:
carry carrled carries carrying
marry married marriss marrying
study studied studies studying
Notica these words with a vowel before final -y:
delay delayed deleys delaying
journey journeyed Journeys journeying
employ employed employs employing
E-2
Notlce these exceptions:
daily
lay lald lain
pay paid
Rule 4. el and le SHOPT RULE
Write J. before e^ except
after c oc when sounded
llke e/as ln nej.ghbor
and weigh.
Notlce theae principal situations in which th ei - ie problem
a. j^ befle e (Thls covers most of the problem words
believe piece
friend nlece
b. g before i after c
decelve receipt
c. e before i when sounded like /e/
elght
nîghbor
weigh
Notice th^se exceptions:
ither their foreign
neither seize leisure
B-3
Appendlx f
Punctuation and Capitalization
Punetuation
A. PERIQD ( . )
1, Use a period at the end of a statement or conunand.
The pen and paper are on the table.
Go to the chalkboard and write your ame.
2. Use a period after an abbreviation or an initial,
AtJbreviated military ranks <3o not requlre a period,
Feb. (Jebruary) Mr. Brown Ms. Little
Dr. Smith (Doctor Smith) Mrs. White a-ra.
J. Jones (John Jones) p.m.
B. QUEST1ON MARK (?)
1. Use e question mark after a question. Sometimea the
question inay be written like a statement-
How many children are in your family?
He's here today?
C. EXCLAMATION MAPK (!)
l. Use an exclamation mark after words
H
sentences, or
expressions that show excitement. surprise, or emotion. Any
exclamation, even if not a sentence, will end with an
exclemation mark.
What a game! Look outi Do itl
Wow Oh 3
D. QUOTATION MARKS " ")
1. Uae quotation marks to show the words of a speaker, They're
always placed above the line and are tised in pairs.
John said, "The commissary closes at 2100 hours today."
"Where are the children?" she asked.
F-l
2. If the words of the speaker are divided luto two parts, use
quotatlon marks a round both
"Do you, " she asked, "go to the library aftar class?"
3. Use quotation marks around the titles of chapters, ar trie les,
parts of books and magazines, short poems, short stories, and
songs.
Last night I read the chapter "Granunar Is Easy" in our
book. Then I read the article "Learning English" In the
newspaper.
E, APOSTROPHE (
1
)
1. Use an apostrophe in contractions.
I'm she's they
]
re
isn't aren't can't
what's where's Bob's
o'clock (o the clock)
2. Use an apostrophe to indcate possesslon.
a. Jf the noun is singular, add 's.
Bili's book the girl's coat
b. When the noun is plural, add ' s if the plural does not
end in s.
the children's clothes the men's shirts
c. If the plural noun ends in s, add only an apostrophe.
th boys' shoes the libraries' books
F. COMMA ( , )
1. Use caminas to seprate tems in a series.
We ate sandwiches, ptate chips, and fruit for lunch.
She looked behind the chairs, under the bed, and in the
kitchan for her notebook.
F-2
2. Use a comma before the conjunctiong and, but, or , or, for,
yet when they Join independent clauses.
We lived in Venezuela for three years, and then we returned
to the United States.
Frank can speak Chnese well, but he can't read it.
3. Use a carama after an Introductory clause or phrase to
seprate it from the rest of the sentence.
After we study this book, we want to take a break,
Because John was sick, he didn't take the test.
Looking up at the sky, the small boy sviddenly ran home.
4. Us a conuna after words such as yes, no, well when they
begin a sentence.
Do you want to go to the library?
Yes, i do.
I didn't pass the test,
Well, study more.
5. Use commas to seprate the words of a speaker from the rest
of the sentence.
"Listen to me, " she said.
Jack esked, "where's my lunch?"
"I don't know,
hl
said John, "th answer to the question."
6. Use a comma in dates and addresses.
June 9, 1970
143 Main Street, Los Angeles, California
7. Use a corruna in figures to seprate thousands.
5,000 (or 5000)
10, OOO
6,550,000
P-3
Capitalization
1. Capitaliza the first word of a sentence
The boy stood up and walked outslde.
Your book is behind the
2. Capitalize the ames of people, cities, states, countries,
and languages.
Msrk Bill Hary Linda
San Antonio Chicago Houaton London
Texas California Florida New York
Spain United States Canad Venezuela
Arable Chnese Russian English
3. Capitalize the ames of schools, streets, buildlngs,
bridgeg, companies, and organizations.
Deferise Language Institute University of Chicago
Main Steet Clark Avenue Empre State Building
Golden Gate Brldge Ford Motor Company General Motors
Kational Football Leage
d. Capitalize the days of the week, months of the year, and
holidays.
Sunday Monday Tuesday
June July Auguat
Christmas Easter Thanksgiving
5. Capitaliza titles and military ranks befare ames.
Gen Roberts Capt Smith Sgt Jones
Professor Land President Lincoln
6. Capitalize the pronoun ''I.'
I can't go with you.
I
T
m happy to see you again
7. Capitaliz the first word of every direct quotation
She asked,
M
Can I sit here?
(
"We saw her, " said John, "at the University."
F-4
Appendlx G
CQNDITIONAL SENTENCES
There are three basic types of conditional sentences discussed in
this appendix. Each type has two parts: the If-cLause and the
, .MMI clause.
REAL FRESENT/FUTUFE CONDITION
This type of conditional sentence is used to show what may/will
happen in the present/future if a certain condition happens,
When the if-clause has the present tense, the main clause uses
the preservt or futura tense. Note that the if-clause may come
before or after the main clause. When the if-clause comes after
the main clause, there is no comma between the clauses.
Jf Clause Main Clause
if the weather is good,
If he can
j
we
we
he
he
drive to the beach.
will drive to the beach.
calis home everyday.
's going to cali home today.
Main Clause If Clause
Sarn goes f ishing on Fridays
Sam will go f ishing this
She goes to the movas every week
She will go to the movies this week
f he has time.
if she has extra cnoney
UNREAL PRESENT CONDITION
If-clauses that refer to an unreal, or hypothetical, situation
in the present use verbs in the subjunctive mood. Their forms
are the same as those of the past tense, except for the verb be
Were, not was, is used with singular noung and I
r
he, she, and
it.
Such a situation is also called a contrary-to-fact condition.
G-l
If Clause Main Clause
If
If
If
he exerclsed regularly,
we left earlier,
I were you,
he wouldl probably feel better.
we could get home before dark.
I'd follow the doctor 's advice.
Bob wouldn't get: so confused
You caula get: your money back
This might be a better movie
if he follcwed instructions
i you had your sales slip.
if it wei'en't so long.
PAST UNKEAL CONDITIQN
Another type of conditional sentence is used to 3how a past
unreal condltion or situation. It tells what cquld, wouid, or
might hava happened in the past if a certain conditlon or
situation had been true. The if-clause has the past perfect
tense, and the maln clause uses could have/might have/would
+ a past partlciple.
If Clause Main Clause
If we had left earlier,
If you had had more money,
If Jay had seen the doctor.
we might have been on time,
you could have bought a house,
he wouldn't have gotten so ill
Ed could have passed
H might have gone with you
Jane would have callad John
if he had studied harder.
if you had invited him.
if she hadn't heen so busy
G-2
ppendix H
VERB FORM S
(These are examples of standard conjugations.)
To Be {Be: Simple Form)
Present Tense Present Perfect Tense
X am
you are
he, she, it is
we are
you are
they are
I have been
you have been
he has been
we have been
you have been
they have been
Pist Tense Past Perfect Tense
I was
yOU were
he was
we were
you were
they were
I had been
you had been
he had been
we had been
you had been
they had been
Future Tense*
1
Future Perfect Tense"
I will be
you will be
he will be
we will be
you will be
I will have been
you will have been
they will be he will have been
we will have been
you will have been
they will have been
Verb: to walk iWalk: Simple Form
Present Tense
I walk
you walk
he, she. it walks
we walk
you walk
they walk
Present Perfect Tense
I have walked
you have walked
he has walked
we have walked
you have walked
they have walked
I walked
you walked
he walked
Tense
we walked
you walked
they
Past Perfect Tense
I had walked
you had walked
he had walked
shall may be used, but ifs leas common.
we had walked
you had walked
they had walked
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verb: To See {Continued)
Future Perfect Tense
I will have been aeen we will have been seen
you will have been seen you will have been scen
he will hve been seen Chey will have been seen
Vcrb: -'o 3c (SubjuncCive Mood)
in condicional or concrary-
to-the-facc situations)
(If) I were (If) we were
{If) you were (Tf) you were
(If) he, she, it were (Tf) they were
see page H-l
H-4
HGM EWQRK FOR BOOK 21 LE5SON 1
A. Grele the letter next to the word which best completes the
3enteee.
1. The _. speed limit on a highway is 45 m.p.h- Driving
at a lower speed is dangerous.
a. mximum
b. mnimum
c. average
2. This ^^^_ 3 used in the classroom to teach students
about flying.
a, portion
b, brand
c, model
3- Ted sorne Japanese while he was stationed on the
island.
a. picked up
b. took after
c. called off
4. In San Antonio, the , temperature in the sunnrier is 95
degrees Fahrenheit.
a - brand
b. recent
c- average
5. The sergeant gave us one hour to clean the barracks,
a, average
b, app roxima tely
c,
6, Jim: What kind of film do you teconanend I buy fot my
camera 7
Sam: KOZAK is the . I prefer.
a. brand
b. habit
c. rate
HW-1
Jack
e yes
his father. He has his hair, his smile, and his
a. Jceeps up with
b. takeg after
c. calis off
8. Jill the good newa about her promotion throughout
the office.
a. drained
b- contribu t e d
e- spread
9. Hawai! la famous for Its beeutlful
a. scenery
b- density
c. industry
10. Mary: Is this a edition of thls magazlne?
Fred: Yes, I just received it yesterday.
a. dense
b. recent
c. rapid
11, Many peopls work 8 hours a day, 5 days a week. That
T
s their
work schedule.
a. recent
b. mnimum
c. normal
Sammy's Garage charges higher
Joe's Garage does.
for auto repairs than
a. brands
b. mode1s
c. rates
13. After playlng soccer, volleybail, and swinuning, the
children were Of energy. They had to take a nap
a. drained
spread
concluded
HW-2
14. Mejor Thomas hia briefing with a safety reminder
a. occurred
b. called off
e. concluded
15. Stephanle reeds many good bookg. She two every week
a. averages
b- occurs
c. takes after
16- The soccer game between the teachers and the students
because of the rain.
a. picked up
b. called off
c- took sfter
1.
2.
B. Complete the paragraphs with the words in the boxes
industry population dengity regin
Chicago is a city with a lot of induBtry and a
large population In fact, all of the regin
has a high density of population.
desert spreads ^bnormal per rate
The Mojave Desert is in California and Arizana.
lt spreads over a large rea. The normal rate
of rainfall ia 1/2 in. pgr month during the winter.
It' s abnoirnial to nave very much rainfall in thia rea
HW-3
C. Read the two sentences and complete the third ene wlth a
"too" phrsse as tu the example.
EXAMPLE: He's working slowly. He won't flnish on time.
He's working too glowly to finlgh on time,
1. They arrived recently. They don't know everybody,
They arrived too recently to know everybody.
2- He worked carefuily. He didn't make that miataka.
He worked too carefuiiy to make that mistake.
3. The city grows capldly. I don't Jtnow all the stireeta.
The city grows too rapidly for me to know ail the
streets *
4. Will he travel far? He won't take his faroily.
till he travel too fsr to take hie family?
5. John gets up late. He doesn't eat breakfast.
John gets up too late to eat breakfast.
6. Doesn't he live far from school? He doesn't walk to school
DoesrTt he live too far from school to walk?
D. Answer the questions about these dictlonary entrles. Use the
Expianation of Dictionary Trros (Appendix C) If necessary.
in-dus-try (in d s tre) n., pl, -trisa
[<L. industrius, active] 1. earnest,
steady effort 2. any branch of produc-
tive, manufacturing enterprise, or ail
of these coliectlveiy 3. any large-
scaie busineas actlvity 4. the ownars
and managers o Industry
How many syliables are in the word industry?
is t a noun or a verb?
a noun
c, How many definitions are given or the word?
d. What language does it come from?
Latin
2, hab-it (hab it) n. [<L. habere, have]
1. a distinctlve costume, ss o a
religiOua order 2. a thing dong often
and, h^nce, easily; custom 3. a usual
way of doing 4. an addiction, esp. to
narcotice
a. what language does it come frorn?
Latin
b. How many syllables does it have?
2 __
c. Is it a noun or a verb?
a noun
d. How many definitions are given?
4
Dictionary entries from Webster's New World Dictionary (o) 19S4
by Simn S Schuster, inc. Used by permlssion.
HW-5
E. Complete the sentences with the comparative forma.
EXAMPLE: Sam walkg f6St, but Joe walka faster.
1. Francs cooks well, but her mother cooks better
2. Joe's car is big, but John's is bigger
3. George is funny, but Kim IB funnier
4. Henry drives far, but David drives even fartfrer
5. He was ill yeeterday, but today he's better/worse
6. I'm tired today, but yesterday i was even more tirad
7. Jim is hungry, but Frank is even hungrier
8. HH first movle was boring, but his second mouie was more
boring
F. Complete these comparisona.
EXAMPLES: Your dictionary la more/less uBeful than mine.
useful
The gray cat Is fatter than the white one,
fat
1. Thie year, l'ra healthier than last year,
healthy
2. Last yeer, I was thinner than I am this ysar.
thln
3. Jack was _ more/less tired than Sue.
tired
4. Today we left earlier than yesterday.
early
5. The population of California is larger than the
large
population Of New Mxico.
HW- 6
G. Complete the sentences wlth the superlativa forro of the
adjective or the adverb.
EXAM PLES This is the heaviest suitcase.
(heavy)
Of all the runners, John movlng the most/
(rapidly)
the least rapidly toward the goal.
1. We worked the hardest on the project-
hard)
2. He drivsg tha most/the least carefully of the group.
(careuiiy)
3. That was the funniegt idea I've ever had.
{funny)
4. Thia Is the gaddest movle T'v^ ever seen.
(sad)
5. He
T
a the student who arrlved the most recently of all
(recently)
Read the paragraph and choose the cotrect word for each
ba ank.
Calvin Coolldge
States. He vas called
the thirtieth president the united
Cal" because he normally spoke very
A story is told about a woman who once told him
y
that
than
1.
5.
had made
a.
b.
2'
e.
b.
c.
b
words.
7
to 2.
on
of
he 6.
the re
they
i
a
b
c
a
t
c
a bet that
You lose, "
. Cool
. Silent
, Loud
. could
. had
. can
4
she
said
3.
7.
6
the
a.
b.
c.
a.
b.
c.
get him t
President.
much
llttle
loud
two
twenty
fifty
a. able
b. od
c. young
HW-7
I. Read the notes. Select the best aummary.
1. For Ufe to be exciting/free time --positive --planned --
purposeful --playful
a. Free time should be esciting to be positivo, planned,
purposeful, and playful.
b. Free time contines to be pogitive as studies show life
to be exclting.
c. Free time should be positive, planned, purposeful, and
playful for life to be exciting.
2, Public landa kept as national parks contain: --natural
scenery --hunting/fishing laws -^park ranger guides
a. Public lands are kept as natlonal parks by park rangers
b. Lands kept aa national parks have natural scenery,
hunting and fishing laws, and ranger guides.
c. National parks have natural scenery and park ranger
gxiides for the public.
J, Refine these notes Into wc-rds and/or phrases. Part B Is done
as an example,
A. People have changed thelr free time habita,
1. More active activities have become popular,
a. More people ride bicycles.
b- More people jog.
C. More people play tennis.
2. Activities that are less active are not as popular.
a. Fewer people are picnicking.
b. Fewer people are gightseelng.
c. Fewer go weekend driving.
B. Inactive free time can cause physlcal and mental
problema.
1. Bffects can include loss of memory.
2. Sadness and tiredness can result.
3- There are often physical problems.
A. Change of free time habita ^^_
1. _ More active activities popular
a. Blcycle riding
b. Jogglng
c. Tennis playlng
HW-0
2. Lesa active activities less popular
Picnickirig
b. Sight-seeing
c, Weekend driving
B. Inactive free time causes problema
1. Loss o memory
2_ Sadness and tiredness
3. Physica problema
K. Make comparative statements about these paira of words/
phrases. Give your opinin about some of theiru
will vary. One possibility is given}
EXAMPLE: oranges/iemons
Qranges are aweeter than lemons. OR
Lemons are sourer than oranges,
1. prvate scliools/public schools
Private schools gre more expenaive than publlc schools
2. reading books/watGhing televisin
_ Watching televisin is more relaxing thdn reading _
3. plae travel/car travel
Plang travel ie much f ster than car travel.
4. new cars/used cara
Used cers are much cheaper than new carg,
HW-9
L. Read what the se poople say. Then answer the questions.
LXAMPLE: Karen: What were you studying when I raet
What did Karen ask?
She askad what I had been studying when w met.
1. John: I waa working In Pars when the war started.
What did John say?
John said that he had been working in Pars
when the war started,
2. Lois: My mother was aleeping when I got home.
What did Lais tell you7
Lois told me that her mother had been sleeping
when she got home.
3 Mike: Jack was playing hls stereo when I callad him.
What did Mike say about Jack?
Mike said Jack had been playing his atareo
when he called him.
4. Lt Barr: What were you doing when Colonel Sims arrived?
What did Lt Berr agk?
Lt Barr aeked what I had been doing when Colonel
Slms arrived.
M Read the paragraphs. Make notes in words and/or phrases.
Thera are two kinds of models. One kind is a copy of some-
thing that already is. A model car, airpiane, or house are
examples. The second type of model is made by deaigning some-
thing that isn't already there. A model of a car of the futura
or a new kind of airplane are examples Of this type of model.
- 2 kinfls of modele
--copy of something that is
examptes: mcdel car, plane
f
house ^^_
--copy of something that hasn't been made yet
model of new kind of car, airplane, etc.
HW-1O
HOM EWORK FOR BOOK 21 LESSON 2
A, Select the letter next to th word that best completes the
sentence.
1. Sgt San: Did the weather your vacation plans?
Sgt Don: No, I dldn't have to changa them.
a. touch
b. affect
c. pass
d- form
2. These shoes are a little tight now, but they will as
you wear thero, Then they'll fit Just right.
a. stretch
b. grow
c. scak
d. squeeze
3. The dogs were put in a yard with a high fence. They cc-uid
not .
a. squeeze
b. bounce
c. bark
d. escape
4. He lost the ball after it into the crowd.
a. ran
b. bounced
c. bent
d. moved
5. The children a circle to play the game,
a. loaded
b. changed
c. formad
d. bent
6. When you lift a heavy object, _ your knees,
a - open
b. beiid
c. touch
d. stretch
HW-11
7, Dd you the envelope before you put it ln the maiibox?
a. lock
b. seal
c. shape
:i. squeeze
S. Hls body is too weak to another illness.
a.
b.
c.
*
Can
a.
b.
c.
d.
return
retire
result
reslst
vou
control
affect
bounce
shape
9. Can you thia material irvto a ball?
10. Succeas very often hard work*
a. resuits in
b. resists
c. resuits from
d. affects
11. Hard work often success.
a. resists
b. resulta in
c. effecta
d. resuits from
12. The box all the tools necessary for the Job.
a. contains
b- forms
c. seis
d. mal1s
13. the shirt in cold, soapy water to remove the blood.
a. Do
b. Stretch
C- Shape
d. Soak
HW-12
14. This belt wlil it gil aizes frorn small to large because
it's -
a. inflexible
b. lastic
c. original
d. rigld
B. Complete the senterices with the viords in the box.
inflexible rigid airtight hardly
iiowadays effective as a result as a result of
artificial roal squQeze original
1. The tree was tail and rigid ; thetefore, it broke
becsuse of the sttong winds.
2. The jar was aiftight , so the fruit dld tiot spoil.
3. The fiowers are artificial ; thus, we dori't need to
wat^r them,
4. He made a lot of Tnoney as a result of his hard work.
5. Tom overslept; as a result he was late for class-
6. Th medicine was not effectiye ; therefore, he died
from the fever,
7. Jim got ketchup on his shirt when he squeezed the
plstic bottle.
B. Sleeping too long is hardly a good excuse for coming
late to ciass
9, In lenientary school the studente must take the same
dasaes. The schedule is inflexible
10. Many people study English _ nowadays^^ because it is a
popular language.
11. Sgt Sam doesn't want a copy of the report. He wanta
original
12. The bracelet was very expenslve because it was made of
real gold.
HW-13
C. Answer the queationa uslng the words in parentheses,
(Angwers may vary.)
EXAMPLE: You know Mr. Davis weil, don't you? (hardly)
No, I hardly know him.
1. Does the material absorb water? (waterproof)
No, It's waterproof.
2. Does the container keep out water? (watertight)
Yes, it'a watartlght,
3. Is silver a good conductor of electricity? fcharacteristic)
Yes, that is a charact^rlstic of silver.
4. What is salt? (chemical)
Salt is a Chemical.
5. Do you know what's in the bottle? tcontents)
No, I don't know its contenta,
6. Did you know that music affects planta? (effect)
No, I didn't know it ha an effgct on them,
1. Is plstic a good conductor of electricity? (property)
No, that ig not One Qf its properties.
8. Do you know your ECL grade yet? (resulta)
No, I don't hnow the results yet,
9. Didn't the chemical leafc out of the Jar? (seal)
No, tfe jar was aealed/had a seal.
10. What is sugar? (substancia)
Suqar Is a (sweet) substance,
HW-14
D. Head the peragraphs. If you don't recognize a word or a
grarnmar structure, try to determine its meaning from the rest
of the sentence or paragraph. Don't use your dictionary.
EPIDEMIOLOGY
Disease indudes not only illness, but siso injuries and any
other physical conditions that lower the health of individuis
and groups, Before proper control measures can be taken to
prevent the spread of a disease, Information about the normal
rate of occurrence of the disease (incidence rate) must be
available. The incidence rate of a disease is the number of
persona having the disease (cases) per 1,000 people. If th
incidence rata of any disease goes up suddenly, it indicates that
a large number of peraons have contracted that disease. This
sudden increase in the number of cases is called an epidemic.
The study of epidemics is called epidemiology.
Diseases may be classified according to the way in which
they are transmitted from a sicl person to a healthy person, A
disease
which at some time in its development may be transmitted

from a sic^ to a healthy person
i
is a communicable disease.
There are many ways of transmitting a communicable disease.
Coughing, sneeaing, and hand shaking are direct methods of
spreading a disease. Indirectly, disease may be transmitted
through beverages or through food. Direct transmissions may be
prevented by ensuring that infected persons are not in direct
contact with hâlthy persons. Proper control of the water supply
in a community and maklng sure that infected persons do not
handle or serve food prevent indirect transmissions. A
contagious disease is transmitted directly frorn one person to
another by contact. An example of a highly contagious disease is
smallpox, contagious disease is a communicable disease because
it may be transmitted from one person to another. However, a
communlcable disease is not aiways a contagious disease,
How and why a disease spreads is a part of the study of
epidemiology. This knowledge will help solve the problema of
disease spread in the future,
Now answer the questions, Circle a< b, or c.
1. includes lllnesses and injuries that lower the health
of individuis.
a. incidence
b. Diseaae
c. Epidemics
HW-15
The "incidence rate" of a disease la
a. the number of slck persons in the U.S.
b- the number of times a person geta sick in hls life
c. the number of people having the diseas per 1,000
An epidemic resulta when there's
a. a audden increase in the number of sick people
b. a reduction in the number of caaes
o. direct and Indlrect transmission of the dlsease
4. A contagious disease la
a. the result of shaking hands with people
b. transmitted indirectly by drinking water from a dirty
glass
c. directly transmitted frora one person to another
5- Epideiniology is, in part, the study of
a. communlcable diseases which can be contagious
b* how and why a disease spreads
c. knowledge to aolve the problems in the futuro
E. Match the two columna. Number 1 is an example.
1. The house was in such
a quiet rea {that)
2. She was such an honeat
person (that)
3. It was such a boring
movie (that)
4. He was such a generoua
man (that)
John fell aaleep while
he watched it.
he always contributed
to the poor.
they really wanted to
buy it.
the children laughed
for a long time after
it finished.
5. We had such a good time
at Sea World (that)
6. It was suoh a funny
movie (that)
e. her face turnad red
when she tried to lie.
f, we would like to visit
it again someday.
HW-16
F. Pead the two sentencea and complete the thlrd one.
EXAMPLE; Hs spake fast. I didn't undergtand what he said.
He Hpoke so fast that I didn't understand what ha
s&id.
1, His paintlngs looked real. John thought they were
photographs .
His palntings looked sg^ real that John thought they
were photogcapha.
2, He left qulc>tly. We didn't have a chance to say good-byG.
He left so quickly that^ we didn't have a chance to say
goodbye .
3, Roger drives fast. His wif is always afraid he's going
to have a car
Roger drives so fast that his wife is elways afraid
that he ' s going to have a car acciênt .
4. Henry is flexible. He won
T
t mind the changes.
Henry is so flexible that he won't mind the changas .
5, Mary has many r&latives. She sometimes forgets their ames.
Mery has so rnanv relativas that she sometimes forgets
the ir ames.
G. Use the underlined words to ask how questions. Use the other
cues to answer them. (Questions & answers may vary.)
EXAMPLE: expensive food/not
How expenslve is the food?
It's not very expensive at ail.
1. nervgug during ECL/hands shaking
How nervous was he during his ECL7
He was so netvous that his handa were
HW-17
2. funny movle last night/couldn' t stop laughing
funny was the movie you saw last night?
It _was so funny that T couldn ' t stop laughing
3. quickly come my house/be there 5 min
gulckly can you come to my house? _
I can be t he r e in flve minutes^
4. loudl^ play radio/not very
Ioui31y can I play the radio?
Don't play it very loudly.
H. Complete the sentences with theae connectiv wordsr as a
result, therefore, thus, or conseqîently and the correct
punctuation. (Answerg will vary. One possibility is glven.)
EXAMPLE: My car broks down ths morning,
As a result, i had to take the ba to work,
1. Our instructor was very sick for two days.
Conseguently, she didn't come to work.
2_ Some students missed the tour bus this morning;
thereore
f
they had to stay in class.
3. We were given a lot Of homework tnis week. Thus, we
couldn't watch televisin all weK.
4. The fog waa very dense thie morning; as a result,
no airplanes tooh off from this airport.
5. The weather this weekend was rainy and cold.
Therefore, we canceled our picnic.
HW-18
I. Find the adjective in the first sentence. Ada" -ity, "ty, -y-
or -ility to it to complete the second sentence.
EXAMFLEi Was Mike a generous person?
Yes, thanks to hia generosity _, we have a TV
to watch.
1. Hank 3 an honeet man, His honesty is well known here
at work.
2. Dogs ate the moet loyal frienda men can have, Their
loyalty has been shown many times.
3. Don't forget to make everything safe. Your safety
concc-r ;ig me.
4. Rod Is uncertalri about his trip. His unertainty
will end soon.
5. The reception we get on this radio is very ciear. The other
radio ddn
f
t have such clarity of
J, Read the paragraph. Make notes in words/phrases. (Answers
will vary. One possible answer is given.)
Does your dog need a bath? If you live in Venice,
California, you can take your dog to a "dogwash." At the dog-
wash, there are tubs that are high so that it is easy for a dog
owner to wash his dog. The tubs also have showecs, and the
bottom of the tubs are made o wood so the dogs don't slip.
"Dogwash" customers say it ifl much more convenient and less messy
than washing a dog at home.
Venice, California "docrwaBh"
high tubs. easy waah
showers and_wood bottom tubs
more convenient /less inessy
HW-19
K, Match th two columna.
CAUSE - - - - - - - - - >
fl_ 1. When they got hungry.
f 2, John's car broke;
Mary doesn't have any
money;
4, Ken felt sick,
c 5. Because my alarm clock
didn't work,
a 6. Since they were tirad.
EFFECT
a. they went to bed
early.
b. so he went to the
doctor's office.
c. I was late to work
d. they went to th
snack bar across th
fitreet.
e. therefor, she can
T
t
go shopping,
f. thus, he will need
a ride to work this
week.
L. Read the eentences. Find th underlined word in the
dictionary and write the definition that applies to ach
sentenca. (Answers are from them Webster's New World
Dictionary (c) 1984 by Simn S Schuster, Inc. Used by
permisslon.)
1. He was on e rigld diet to lose weight.
severe, gtrict
2. The beach hous had eight rlgld posts to keep t off the
ground.
not movlng, set
3. The water pipe is made of rigid plstic.
not bending or flexible, stiff
HW-20
M. Read the notes. Write a summary,
Sunraycer
special car
built in U.S. A. in 1987
power froni sun/not gasoline
if cloudy day/run on battery
The Sunraycer is a special car that was built in the U.S.ft.
ifi 1987- It gets power from the sur., not gagoline. I the day
is_cloudy, it wlll run on a battery- __ _____
use the present perfect passive fhaa/have been * past
participio) of the verb in parentheses to complete the
sentenees.
1. The report has been read by veryone in the office
(read)
. The list of ames has been sent^ to the general.
(send}
3. I believe many mistakes have begn made in the paat
4. Have the clothes been washed yet?
(wash)
5- The wire has been stretGhed as much as posaibie,
{stretch)
6, This film has begn showi^ to studente all over the
country. (show)
HW-21
O. Select the word that best completes each sentence.
Peopie bullt cities in order to 1 next to each other
and feel 2 Walls were built around many of 3 cities,
and the gates were kept closed 4 night. All ancient cities
were built 5 rivera not only because water is 6 basic for
our needs, but also 7 rivera often provided a quick and 8
way to travel. Now, cities are 9 differently. They are much
larger. Walls are 10 longer necessary for our safety,
wells can be Cities 11 nnr-d to be built near rivera 12
drilied in many 13 to satisfy our needs, and people 14
travel mostly on highways or by air.
10
a.
b.
c.
a.
b.
s-
a.
b.
c-
a.
b.
c.
study
live
travel
in
on
at
therefore
due to
because
any
no
none
13. a.
b.
c.
P
2. a.
b.
c.
5. a.
b.
c.
e. a.
b.
c.
11. a.
b.
c.
reas
cities
rivers
* * *
sick
exciting
safer
near
on
in
dangerous
safe
flexible
can't
don't
mustn't
14. a.
b.
c.
4 b fr *
3. a.
b.
c.
6. a.
b.
c.
9. a.
b.
c.
12. a.
b.
c.
be for e
next
nowadays
V I
these
them
the y ' re
thus
so
too
built
visited
resisted
resulting
sinoe
thus
HW-22
HGMEWQRK FOH BOOK 21 LESSON 3
Match the words in Column with the meanings in Column B
Write the letter of the correct meaning beside the word.
d 1.
.1 2-
_g_ 3-
h 4.
_a_ 5.
1 6.
h 7.
c S.
b 9.
e 10.
i 11.
f 12,
Column A
ald
legal
illegal
rescue
search
fair
stand for
innocent
determine
define
efficient
abundance
* * - *
a.
b.
c.
d.
e.
f.
9-
h.
i.
J -
k.
1.
Column B
look for, hunt
decide; settle
not guilty
help, support
explaln; ame
plenty of soinethlng
against the law
tolrate; represent
effective
according to the law
save from danger
honest, just; sunny
* *
B. Choose the correct answer.
1. When they saw the accident, othcr drlvers stopped and
rendered to the people who were Injured^
a. aid
b. justice
c. abundance
2. During the fire, helicopter pilots more than
fifty people from the roof of the hotel.
a. rescued
b- searched
c. enforced
HW-23
Although failing to stop at a red light is against the law,
turning right af ter stapping is usually
a, fair
b. legal
c- innocent
According to the plice, the man who was shot has brocen the
law niany times. He has a long record-
a. innocent
b. criminal
c. Judicial
To support the heavy loads they carry, large trucks have
rather then single tires,
a. dual
b. illegal
c. efficient
6. A occupies a position of authofity and s usually
addressed as "Your Honor."
a. court
b. judge
c. lawyer
7. must be able to read the preacriptiong that doctors
write for their patients,
a. Plumbers
b. Ueathermen
C. Pharmacists
8. Since neither person could speak the other's language, they
asked soreone who spohe both languages to for them.
a, judge
b. stand for
c- interpret
9- Clyde retirad from the teaching profession two years ago.
Now he sells real estte ,
a. of no use
b. in general
c. for a living
HW-24
10. Because he had years of ____ experlence. Leo Garza was
chosen to serve as a Judge in the tate's highest court
a. juat
b. judic ial
c. efficient
C. Underline the word that best completes each aentence.
Children can learn to select 1 food for the sn^cks they
2 with s llttle help from 3 They can help an adult
4 a ineal and discuas the 5 food requirements aa they
plan, 6 can plan a get-together for 7 and prepare snacks
that are 8 as well as taaty.
1.
5.
t
bad
good
hot
big
basic
can
* * m
2 . make
do
open
6. we
They
I
. . w -
3. aduits
pets
subordina te s
7 . enemies
pets
friends

4. eat
open
plan
8. healthy
cold
spoiled
_ i i -
D. Râd the paragraph. Make notes in words and phraaes.
Gary Murray from Nevada, had a dog that got huct in an auto
accident, so he made The Love Belt. It'a a seat belt for dogs.
The Love Belt comee in three sizes--small, mdium, and large. It
keeps dogs attached to the car seat if an accident happena.
Gayy Murray's _ggg hurt in accident
msde Love Belt a aeat belt for dogs
amall, mdium, large si zea
dogs attached to car seat
HW-25
E. Circie the word that correctly completes the sentence and
finish the letter.
Dear Dad,
I'm sorry that I couldn't write to you sooner, but
I've been in (criminal/lawyer) <judge/court) for the
past two weeks, Don't worry, I didn't do anything
f civll/lllegal); I wss serving on a (jury/crime).
You may have read about the (case/aid) a year or so
age. There was an (abundance/abbreviation) of news about
it then. A fjury/pharmacist) was accused of killing a
TV weatherman. Accordng to th (lawyer/plumber) who
(represented/interpreted) him, he has a (legal/dual)
personality. Normally he is a quiet, (efficient/criminali
employee, However, sometimes his good slds loses control
and his bad side takes ovar. The jury finally
(enforced/determined) that he was guilty o the
( JTjstice/crime ) but { innocent/legal) of intending to kill
anyone. We also recommended that the (judge/pharmacist)
order medical treatment for the man. I hope that our
decisin was f innocent/fair( and that (justice/judge )
was done. What's your opinin?
Lave,
Mike
HW-26
F. Complete the sentences wlth wha, whose, where, when,
that, cr wliich. Put parentheses around the woird if it can be
omitted.
EXAMPLES: Is she the instructor who has just started?
Mr. white is the instructor (who/thatl we saw
in the BX.
1. Do you know the ame of the song (which/that J we
learned today?
2. The man who/that talked to me on the bus ia a
1awyer.
3. Is that the woman whose son is a doctor?
4. The Judge (who(m)/thatj i met last year was there
this morning,
5. He's the man whose daughter you met yesterday,
6. Is this the lab where wa will hear the tapes?
7. There was a time fwhen) everyone believed that the
world was fat.
8. The soup (which/that) i had for lunch was delicious.
9. The story (which/that J he told us was true.
10. Do you remember the time (when) we got lost in
Houston?
G- Read the notes. Write a summary. (nswers will vary, )
Christopher Columbus
arrived fimericas from Spain
Oct. 12
F
1492
people can't agree
landed et San Salvador or Samana Cay
Christopher Coluinbus arrived in the Americas on Qctober 12,
1492, People believe he eithgr arrived at San Salvador or Samana
Cay.
HW-27
H. Write the past perfect passive (had been + past participio)
to complete the second sentence.
1. Someone had notified the students about the meeting before
they left the lab-
The students had been notified before they left the
lab.
2. Someone had caghed the check before we got to the bank.
The check had been cashed before we got to the bank.
3. Someone had cut the grase before we moved into the house.
The grass had been cut before we moved into the house.
4. NO one had delivered the package before I had to leave.
The package had not been delivered before I had
to leave.
5. No one had checked the machine before we tried to use it,
The machine had not been checked before we tried
to use it.
Read the dictionary definition and answer the questions. use
the EXPLANATION OF DICTIONAPY TERMS (ppendix C) if
necessary.
de-ter-mine (di tr m n) vt, -mined,
-min-ing [<L. de-, from + terminus,
a limit] 1. to set limits to 2. to
settle conclusively 3. to decide or
decide upon 4. to be the dsciding
factor in; direct 5. to find out
exactly--vi. to decide --de-ter
mi-nB-ble adj .
Dictlonary entry from Webster's New World Dictionary (c) 19S4
by Simn S Schueter, Inc, Used by permission.
1. What part o speech is "determine"?
verb
2. How many syHables are there In "datermine"7
3
3. Which syllable is stressed?
the second syllaple
4. How many definitions are given for "determine"?
5
5. Which dictionary definitian appLiea to the underlined word?
Your test score wiil determine which clase you'H be placed
in.
4. to be the deciding factor in; direct
J. Circle the worda written In Itellcs. Then select the meaning
of the tallcized worda.
1. Americang wear a kind of robe they cali a kimnnn. which is O
word borrowed from Japanese.
a. that word is not written correctly
b- that word means robe and comes from enother language
c- that word ia not in an American dictionary
2. The results of the study were so r t t f O V r ag i J l that the
gov^rnment decided to give them the money they needed.
a. bad
b. good
c. worthless
Read the paragraphs. Then circle the letter of the word or
phrage that completes the sentences. If you don't recognize
a word or a grammar structure, try to determine its meaning
from the rest of the sentence or paragraph. Don't use your
dictionary.
HW-29
SOLAR ENERGY
The Naval Ammunltion Depot at Hawthorne, Nevada, began
experimenting with solar energy about 1945. In those days, the
cost of constructlon could not compete with the cheap fossil
fuel. However, the energy crisis renewed interest in solar
haating, and experimente in harnessing Nevada's abundant sunshine
continued.
The resulta were encouraging. Solar units constructed at
the depot provided up to BO percent o the heating needs for two
depot famllies at a cost which could compete with rapidly rising
propane costs. The Naval Ammunition Depot's two heating units
operated under simple solar energy principies which are familiar
to ariyone who has entered a closed car on a hot sunny day,
At the base of the unit, a shallow, plastic-covered box
traps the sun's heat-bearing rays, which are absorbed In the
box's black surfaced interior. Water circulating through the box
picks up the heat and carries it to a 2, IQ-gallon underground
storage tank. Once stored ag hot water, the heat can be saved
for use at night or for a cloudy day. This should furnish enough
heat to warm a house for a three-to-five day period without
additional input.
1. Solar energy is
a. power from the sun
b. strong gasoline
c. propane fuel
2. Nevada has sunshine.
a. very little
b. a lot of
c. some
3. The experiment was begun because .
a^. gasoline and other fuels were expensive
b. scientists needed to find answers
c. the sun was causing s problem
4. The solar units constructed at the depot provided up to SO
percent of the heating needs
e. at a very cheap cost
b. at a very expengive price
C. at a reasonable cost
5. There was no hot water on a cloudy day.
a. true
b. false
HW-30
L. Match the definitions with the things/Places/persone which
they define.
1. The buildlng In which cases can
be heard and judged.
2. This kind of cas Involves
two prvate citizens.
3. in thls tcind of case, the
state accuses a citizen of
breaking one of Its laws.
4. A group of peopl who are
selected to decide questions
of fact in a court of law.
5. A public oficial who has
the power to decide questions
in a court o law.
a judg
the Jury
th court
O. civil cas
Q criminal
Case
M. Pead the deflnitlons and write the answerg on the lines.
1. What is a person whose job Is
to enforc the aaw?
2. what E a person who filis
drug prescriptions?
3. What is a person who designs
and understands the making of
machines, tjuildings, roads,
etc.?
4. What is a person who plans
bulldlngs 3nd sees that they
ar built properly?
5. Whet is a person whose job is
to fit and repair pipes for
buildings?
a plice officer
a pharmacigt
an engine&j:
an architect
a plumber
HW-31
N. Change the sentences like the exempie.
EXAMPLE: Driving a car for the first time was scary.
It was scary driving a car for the first time
1. Listening to classical muaic was relaxing.
lt vas relaxing listenjng to classical muele.
2. Going back to college was a good idea.
Tt wag a good idea going back to college,
3. Not working for one week was great,
It waa great not worklng for one wesk.
4. Listening to tapes was helpful.
It was helpful listening to tapes,
5. Not krjQwing whom to trust was a big problem.
It waa a big problem not knowing whom to trust.
* * - - _ > ,
O. Select ths correct form o the verh to complete the
sentences. MarJc a, b
r
or c.
1. There
1
!! be for the celebratlon,
a, march b. marching C. to march
2. There was during the picnic.
a. danced b. dances c. dancing
3. There won
f
t be any in tha lab.
a. smoking b. smoked c. to smoke
4. Thsre'n be before the teat.
a. studies b. study c, studying
5. There
T
s no allowed in that part of the lake,
a. swimmlng b. to swira c. swim
HW-32
HQMEWORK FOH BOOK 21 LESSQN 4
A, Read the notes. Then wrlte a summary. (Answera will vary.)
Major Thomas brief 0800/trlp Ellis AFB/request
volUTiteers or overaeas assignment/virge continu foilow
safety rules/remlnd recruita prohiblted from Bldg. 101
Major Thomas briefed us at 0800. He informad us about
hj.g trip to Ellis AFB. and he requested volunteers for an
oyerseas assignment. Heûrqed us to continu fQllowing all ths
the safety rules. He also reminaed us to Xeep the recruj-ta
awav frpm Bldg. 101.
B. Complete the sentences ueing the Information provided.
EXAMPLE: Alex has many promises to keep
(he must keep)
1. Here are some forma ffor you) to fill out
(you must fill out)
2. Alice has a lot o look forward to
(she can lote forward to)
3. All of us have only one Ufe to Uve
Iwe can livej
4. Edna has an. elderly aunt to take care of
(she takes care of)
5. The doctor gave Bob some new medicine to take
(he must take)
6. She'3 going to make something hot (for us) to drink
fwe
HW-33
C. pead the paragraphs as quickly as possible and without using
your dictionary,
TOM PAINE
More than 150 years after the flrst settlers arrived in
America in the 16QQ's, the American colonists revolted against
England. The colonists (people who had settled in the American
colonias) had reasons for a revolution. There were religious
troubl.es, economic problems, and England was trying to prevent
the colonies from trading with European countries, Above all,
the colonists were angry because England made them pay heavy
taxes but did not give them a volee in their own government.
Before the beginning o the Pevolutlonary War, few Americans
were thinking of Indepsndence. They only wanted to be fairly
governed by England. Britaln, on the other hand, decided that
the best way to deal with troublemakers waa to be firm with them,
The Brtish government added more taxes. In anger, the colonlsts
dumpsd an entire cargo of tea, which was heavily taxed, iirto the
Bostol harbor* and shot back et the British. Theae and similar
incldents marked the beglnning o the Revolutionary War.
Soth sldes hoped for an early end to the fighting. At
first
both sides believed that England would still govern the

coloniea after the war but in a more liberal manner. One of th
main reasons this didn't happen was a amall book called Cornmpn
Sgnse, wrltten by Thomas Paine, a Journalist.
Tom Paine carne to America in 1774. He dreamed, as many men
did, Of Justice, security, and freedom for all, In fact, he
didn't just dream about thsse issues, he wrote about them with
worda of fire. The heat of his words ignited the fire of
independence in the hearts of the American colonists. His book,
Comino n Sena e, appesled to the minds and the emotions of the
Americans. It caused a" awakening of their love of freedom.
More that 12,000 copies were soid within three weeks. Tom Paine
said that the natural rights of man were liberty, property,
security, and freedom from oppression. He wrote that all men
must have these rights, and the government must protect them. He
wrote that there must b a written constitution which states the
form of the government, a legislature elected by the peopl, and
law courts not beyond the control of the people.
*Thls event is known as the Boston Tea Party.
HW-34
Loolt at the paragraphs and chooee the correct answer
1. When did the flrst settlers arrive in America?
a. in the 1500's
b. in the 1600's
C. In the 1700'S
2. What v.-as England trying to prevent the coloniats from
loing?
a, traveling to other European countries
b. engaging in a war with another European country
C. buying from and selling -to other European countrias
3, What did England decide was the best way to handle
colonista?
a. to be fair to them
b. to be agree wlth them
c. to be strict with them
What action did the colonlsts take?
a. They remalned neutral.
b. They became England's ally.
c. They turned against England.
5- What did most Amerlcans want at the beginning of the
Revolutionary War?
a. freedom from England
b. just treatment from England
c. a different government in England
How ve r the colonista affected by the bok Cgnunon Sengg?
a. They were excitad by it.
b. They were bored by it.
c. They weren't influenced by it.
KW-35
D, Read the firet sentence. Then complete the second sentence,
uQing en infinitiva phrase.
EXAMPLE: Don said, "Turn left at the light and go 3 blocks."
Don's directiong were to turn left at the llght
and go 3 blocks.
Alicia said, "If I were YOL:, l'd see a doctor right
Alicia's advice was to ses a doctor right away.
2. Al said, "You can salve your car'a problem &Y repiacing the
spark plugs-"
Th solution is to replace the spark plugs.
3. Ann sald, "I hav to buy the groceries and clean the house
every week."
Her duties are to buy the groceries and clean the
house every week.
4. Ray sald, "l'll drive lf Don will pay for the gas, "
Ray's offer is to drive if Don will p^y for the gas
5. Albert aaid, "The rain turned the desert groen overnight.'
The effect of the rain waa to turn the desert green
4
E. Complete the crossuord puzzle on the next page.
fiero93 Down
3. relase 1. advise
5. recomrcend 2. wait, pause
6. a seprate part 4. unfavorable condltion
8. department or section 7. addition or contlnuation
9. sort, kind, or type 9, arder
12. give Information to; short 10. notify or tell
13. ex-mili'tary person 11. abbreviation for veteran
14. find or learn
HW-36
CRGSSWQRD PUZZLE
e
B B
9
C
O
M
M
A
N
14
D
A
4
D
I
5
S
A
6
D
V
A
N
T
A
G
B
y
D I S C H A
U G G E S T
I
U
R
G
E
G
E P A R T H
N C H
E G 0 R Y
13
V E
11
V
E
T
12
B R
E R A
7
E
X
T
E
N
5
I
0
M
N
2
H
E
S
T
T
A
T
E
E
I S C 0 V E R
ID
I
N
F
0
R
H
HW-37
F. Choose the correet answer.
1. The new instructors have Just reported to wark. Will you
please them on their asslgnments?
a- brlef
b. contact
C- cominand
2. The johnaons will have a party to pay back all the people
who entertained them in their homes. They have a lot of
social .
a- advantages
b- obligations
c. di s a dvantage 3
3. Edna Edmonda is the head of the English at Elk City
High School.
a- Category
b. Hospital
c. Department
4. The Clarks uve outside of town, so they're not
city taxes.
a- beyond
b, subject to
c, in touch with
5. Pete thought the gun was empty, but he was wrang. It
while he was cleaning it,
a. extended
b. hesitated
c. digcharged
6. Jim Just quit his Job an hour ago, and the boss ls
aiready trying to someone to flll Jim's pogition.
a. inform
b. extend
c. recruit
HW-38
7. This is classical muslc, and that's modern music.
They don't belong in the same .
a. branch
b. conduct
c- category
B. The travel agent is us to buy our tickets rlght away
She's afraid we won't get seats on that flight If we wait
much longer.
a. urging
b. informlng
c. commanding
9. Dr. Philpott was Ted' s favorita professor. He
Ted's decisin to earn a degree in anthropology.
3. infLuenced
b. discovered
c. prohibited
10. Being able to order thingg from a company by telephone is
one of the of having a credit card.
a. influences
b. advantages
c. obligstions
11, When we asked James to recommend a place to eat dinner, he
a French restaurant downtown.
12.
a. informed
b. contacted
c. suggested
Alvln and Alan were shocked
each
that they're related to
a. urge
b. request
o. discover
HW-39
G. Match the words in Column A wlth th wordg in Column B which
hav the opppsite meaning. Write the correct letter in the
1
c
e
h
cr
b
d
a
f
>lank
1.
2.
3.
4.
5.
6.
7.
a.
n *
Column A
brief
command
disea rg
discover
prohibit
inform
di s adv ant ag e
extend
a.
b.
c.
d.
6.
f.
g-
h.
Column B
advantage
allow
long
ask
obey
shorten
hide, lose
enlistment
H. Choose the correct verb fonn to complete th sentence,
1. Beth's nw Job will b college math
a, teachlng b. teach c. teaches
2. Bob's idea of excitement is a rae car.
a. drive b. will drive c, driving
3. Sally's favorit weekend activity is for antiquea.
a. shopping b- shops C. Bhopped
4. One of the coach
T
s responsibilities is nw players
a. must recruit b. recruiting c, recruit
5. What we enjoy most ia on the beach every morning.
a. walk b. walking c. walked
HW-40
T. Read the text, then take notes using key words aneJ phrases
The safety officer for this bullding has the following
responsibilities:
a_ Check rooms every week.
b. Report safety hazards to supervisors.
Notify agency In charge of cepairs.
c. Brief all new employees on thelr own
individual safety responsibllities.
d. Attend monthly safety meetings.
Safety officer responsibilitiesi ^
wgekly room checks
report hazards to supervigors
cali in rapairs
brlef riew employeea on thelr reaponeibilitlea
attend nionthly gafety meetings
J. Read the first sentence. Then complete the second aentence
llke the example.
EXAMPLE: Mrs. Clark made us stay for
Mrs, Clark insisted (that) ve stay for dinner.
1. The sergeant gave the recruits the coirunand to fall in.
The aergeant conunanded (that) the recruits fall In.
2. My instructor eays that i have to take the teat today.
My instructor insiste <that) I take the test today.
3. Airline passenger-s ought to chech in 30 minutes b^fore their
flight.
The airlines suggest (that) passengers check in 30
minutes before their flight.
HW-41
4. According to the guide, tourists should avold that rea,
The gulde recommends (thatj touriBts avoid that rea
5. The general wants all officerg to attend the brieflng.
The general haa requeated (that) all officera attend
the briefing.
K. Read the flrst sentence. Then write a suggestion or
reconunendatlon to complete the second sentence.
wlll vary.)
EXAMPLE: Sgt York wants to buy a small car.
I'd suggest that he buy a Fort Festive.
OR
A Fort Festive would/might be a good car for him to
buy.
1. Prvate Jones wants to eat Chnese food.
I recointnend that Pvt Jones go to Fu Wong.
2. Captain Marm's right foot hurts a lot.
I suggest that Captain Mann sea Dr. Roth.
3. George feels very tired all the time.
Taking a vacation may be a good thing for him to do,
4. Capt Klm needs to go to a travel agency.
World Travel would be a good agency for Capt Kim to
go to.
5. Lieutenant Das needs to recruit ten people for ha team.
I suggest he recrult the new students.
HW-42
L. Rewrite the paragrsph dividlng it into sentences. Put in the
correet punctuatian.
tom has been urged to join the military his nele steve sald its
your otiligation as an american to serve your country by jolning
the military Since toms father had been in the navy for 21
he suggeated that tom get In touch with the naval recruiter
Toni has b&en urged to joln the military' His nele Stave
aaid, "Tt'g your obligation as an American ta serve your
country by joining the military, " Since Tom's father had
been In the Nayy for 21 years, he suggested that Tom get in
touch with the naval recruiter.
HW-43
EVALUATIQN EXERCISES FOR BOOK 21 LESEON 1
Oral cue (ST p. EE-1)
Written response
Individual
1. Which country has more peopl
per square mile?
2, Of all the recruits, I think
Pvt Jones does the most.
A. Listen and select the best answer. Circle a, b, c, or d.
a. It' s about 3,000 miles from coast to coast in the U.S.
b. Many people visit Canad during the summer,
c. Canada's popuiation density ig higher than Australia's.
d. Summer is the peak tourist season In the U.S.
a_, Who does the most pushups?
b. How many pushups do they have to do?
c. Which recruit is pushing the hardest?
d. Is Pvt Jones the tallest recruit?
Wrltten cue (ST p. EE-1)
Oral responso
Individual
B. Combine the two sentences. Use too in the sentence you make.
EXAMPLE: This chair is heavy. I can't carry it.
This chair is too heavy (for me 1 to carry.
1.
2.
3,
Bill leaves for work very early. He doesn't eat breakfest,
(Bill leaves for work too early or him) to eat breakfast, )
Mlke is very tired. He doesn't want to go to the movies-
(Mike is too tired to go to the movies.)
It' s late. We can't cali off the meeting now.
(It's too late (for us) to cali off the meeting now.)
EE-1
4. The fog is dense. The plae can't tafte off.
(The fog is too dense for the plae to take off
5. Paul is short. He can
1
t reach the 5helf.
(Paul is tQo short to reach the shelf.)
Written cu (ST p. EE-2)
Written responee
Individual
C. Complete the statements using the comparativo or superiatlve
form of the adjectives in parentheses.
EXAMFLES: Tim's speech was better than Harry's.
(good)
Tim
f
s speech was the best o all the gpeakers'.
(good)
1. Is Seoul the biggeet city in Korea?
(big)
2. Jack is taller than Henry.
tall)
3. Does Terry feel Horse today than yeaterday?
(bad)
4. Mike Uves farther than Roger from the school.
(far)
5- Patty sings the loudest in th class.
(loud)
6, Is Sam the strongest person at the gym?
(strong)
7- Of all the recruits, John works the hardest
(hard)
8. Do you thlnk this test was more difficult than the one
last week? " (difficult)
EE-2
Written cue (ST p. EE-3)
Written responde
Individual
D, Use a word from the box to complete the sentence.
cali o habit mximum recent
contributa keep up with per scenery
tesert takes after
1. Thcre
T
s Just enough for one eet of books per student
2, The scenery 3 very bcautiful along the California
coest- Walter really enjoya driving there.
3, This is a rgcent plcture of Captaln Lewls. it was
taken last month.
4. Would you like to contribute something? We're going
to buy a retirement present for Mr. Brown.
5. It's so hot and dry in the desert . I don't
understand how anyone can Uve there.
6. Mark still can't keep up wlth us even though he Jogs
with us every morning.
7. I saw Charlie'g son yeaterday. He really takes after
hig father.
8, According to this Sign, the mximum number of people
in this elevator at one time is 10-
9. Smoking is the worst habit Bob has.
10. Th 10 o'clock meeting was called off so l'm free
this morning.
EE-3
Written cue (ST p. EE-4
Written responae
Individual
E, Report what was said by completing th dialogs uaing the past
psrfect progr&ssive.
BXAMPLE: Rita: Were you gtudylng when I called laat night?
Al: What did Rita ask me?
Sam: She asked if you had besn studying when
she called last night.
1. Jock; i was driving to the mal when the car brohe down.
Tom: What di Jack say?
Fred: He gald he had been driving to the mell when
the car broke down.
2. Larry: What were you doing when you ell?
Mike: What did Larry ask?
Todd: He asked hat I had been doing when I fell.
3, Carla: Wae Sally driving when the policeman stopped you?
Patty; What did ahe aak?
Heien: She aehed If Sally had been driving when the
policeman etopped us.
4. Tom: I was playing baseball when 1 broku my arm.
Jim: What did he say?
Don: He said he had been playing baseball when he
broke his arm.
EE-4
Written cue {ST p. EE-4
Written response
Individual
F
r
Read cha notis and select the best summary of the notes,
Part-time employmeni:
3 kinds;
suiruner only
less than 8 hours a day
less than 40 hours a week
a. Fart-time employment is only when you work a few hours
a day during che summer.
b. There are chree kinds of part-time eirployment.
c. Part-time employment in the summer pays more than a few
hours a day.
EVALUAT10N EXERCISES FOR BGQK 21 LESSQN 2
Written responge
Individual
1. Why weren't you able to see the
show very well?
2. Because It's very foggy at the
airport.
A. Listen and select the bes: answer. Mark a, b, c, or d
1, a. The people ln front of me were too tall,
b. The screen uas 0:1 the stage.
c. Th show was very good,
d. Th atage was In the front.
2. a. Which airlines fly to South America?
b. Why Is the plae so late?
c. When is your flight?
d. Where are you flying to?
Written cue (ST p, EE-5)
Wrltten response
Individual
B. Us the present perfect paseive form (have + been + past
participle) of the verb in parentheses.
EXAMPLE: Most of the books
1. A list of eligible students
2. The od books
3. The accldent
have been wrltten
(wrlte)
has been preparad
(prepare)
have been thrown away
(throw away}
hasn't been reportad yet.
4. That black car
several days.
(not report)
has been parkad
(park)
on the crner for
EE-7
Wrltten cue (ST p. EE-6)
Written responss
Individual
C. Use the worda in the box to complete the sentences.
artificial
as a result
bounce
chemicals
contains
resuited in
r.oaksd up
squeezes
waterproof
3.
7-
8.
The ball cJoesn't bounce vecy high becaus it needs
more air,
My grandmother In Florida squeezes fresh orangea for
Juice very morning.
That new assignment resultad in my taking work home
over the weekend.
artificial Those flowers on Mrs. Nelson's desk are
but they look quite real.
Bob thought that Sergeant Johnson
T
s Information about the
military vas wonderful. As a result he Joined
the Air Forc.
We were told not to drink the water from that fountain.
Chemicals in it that could make There are same
peapie
I can wear this watch when I swim. It's waterproof
10
That big towel soaked up most of the water on the
floor.
Irene is always doing something nice for other people,
Being kind Is one of her characteriatics ,
This envelope contains the winning ame.
EE-8
Written reaponse
Individual
D, Read the first 2 sentences and complete the third using
either "so., .that" cr "such., .that".
EXAMPLES: The mechanics did a good job.
Now my car runs like new.
The mechanics did guch a good job that now
my car runs like new.
* * * * * *
She reada many books.
I' n sure she ' s read. thia one.
She reads so many books that I'm sure she's rsad
this one.
1* We liked the inovi uery much,
We went to Hee it again last night.
We liked the movie SQ much that we went to see t
again laat night.
2. It uas a very dlfficult test.
I'm sure that I didn't mahe a high score-
It was such a difficult test that I'm sure I didn't
make a high score.
3. Yesterday, i had a bad headache.
I went to bed as soon as I got home.
Yesterday, I had such a bad headache that I went to
bed as soon as I got home.
4. Last night, Jim was reaiiy tired.
He fell asleep in the chair,
Last night, Jim was so tired that he fell asleep in
the chair.
5. Yesterday, Robert had a lot of energy.
He washed his car and cut the grass in 1 hour.
Yesterday, Robert had so nmch energy that he washed
his car and cut the grass in 1 hour.
EE-9
Written cue (ST p, EE-S)
Wrltten response
Individual
NOTE: Students need their dictionaries
for this exercise.
E, Uae your dictionary. Write the correct meaning for the
underlined words.
1. Turn on the light so I can read the paper.
a aource o light, like the gun, a lamp, etc
2. The clothes are dry. They've been hanging in the sun all
morning.
not wat or damp
3. General Davis really left a mark on my mind. He's a very
inteiligent, interesting man.
impreealon, influence, etc>
EE-10
Written response
Individual
F. Make how questions using the underlined word
EXAMPLE: The food is very expensile
How expenslve ig the food here?
1, I wes very busy befora, but now I'm not
HQW busy were you?
2. I didn't know it was going to be so difficult to oprate
the equipment-
How difficult was it?
3. I think I have a recent photograph of her
How recent is it?
Written cue (ST p, EE-9)
Wr1tt en re spons e
Individual
EE-11
G, Change the underllned adjectives to nouns.
EXAMPLE: John is a very capable person,
I think his capabllity to get things accomplished
is unlimited.
1. Roger bought an glectric can opener.
I prefer the kind that doesn't need electrlcity
2_ Frank 3 an honest person.
His honesty has served hlro, and at times, hurt hlm
3. Spain la a pQBsible place for our vacation,
Ths time it's a real posslbility
Written cue (ST p, EE-9
Wrltten response
Individual
H. Select the best answer to complete the sentencia.
1. Roger got a prontotion; , he won' t be in this office any
longer.
a. but
b. therefore
c. whether
3. result
2. Jack
f
s car is in the garage; , he
1
11 need a ride
to work tomorrow.
a. thus
b. becaus
c. if
d. as
EE-12
3, Sgt Jenkins is on sick leave, and this report must get
out today. , you'H have to do it.
a. First
b. How
c. Next
d. Thus
4. Howard was sleepy during class todsy; _, he didn't
understarid the leason.
a. but
b. as
c. whether
d. cons equ ent1y
5, It was cold today and Carla didn't wear a jacket.
she caught a coid.
a. Because
b. If
c. s a result
d. When
EE-13
EVALUATIQN EXEFC1SES FOR BOQK 21 LESSOK 3
Written rasponee
Individual
1. I think tha Jury's decisin waa
unjust.
2. Their lawyer waa dissatisfied with
the Judge's decisin.
A. Listen and aelect the atiswer which has the same meaning
Circle a, ti, c, or d.
I think that
a. the jury said the judge waan't Just
b. the Jury's decisin wasn'1: jugt
c. juries usually make unjust decisions
d. the jury decided to be Just
a. Wany judges weren't satisfied being lawysrg.
b. Lawyera are nevar satisfied with Judges
1
decisions
c. Judges frequently aren't satisfied with lawyers.
d. The lawyer wasn't satiafled with the decisin.
Written cue ST p. EE-11)
Writtan response
Individual
Select the best answer to complete the sentences
b, c, or d.
Cirole a.
1, You shouldn
1
t
a, interpret
b, cepresent
c, rescue
d, Judge
other people just by the way they
EE-15
2. In to all the students, everyone will nave the same
amount of time to finish the test.
a. aid
b. justlce
c* case
d. abundance
3. It is to use someone
n
s car without their perrnission,
a. innocent
b. fair
c. iiiegal
d. civil
4. Why is Ib. the for pound?
a. abbreviation
b. departcnent
c. advaritage
d. bcanch
5. A dictionary can you In completlng this assignmerit,
a. determine
b. aid
c. interpret
d. represent
6. The curtains will serve a purpose. They keep out the
sun in the suitimer, and they keep in the heat in the winter,
a. dual
b. efficient
c. flexible
d. fair
7. 1 was worried we wouldn't get enough volunteers. In fact,
we had .
a. a jury
b. an influence
c. a court
d. an abundance
8. These regulations are not very clear. I'm not sure how to
them.
a. commit
b. interpret
c. conclude
d. rescue
EE-16
Written cus (ST p. EE-13)
Written response
Individual
C. Use uho, whom, which, that, when, where, or hoae to complete
the s entonces,
The doctor prescribed medicine vhich/that will aid the
patlent.
2. The man whom/that the Jury found innocent went home
3> Is the last Sunday in October the day when we turn
the docks one hoxir?
4. The judge _ hose __ court we
1
re in H very f air .
5. A court shouad be an efficient place where people
receive justice.
6. The plice searched the car which/that the criminal
used.
7. I work for a company whose __ ame stands for quality.
8. J remember the day when you rescued a cat in a tree.
9. The pharmacy whgre you had your other prescription
filled is closed today,
10, Have they judged the man whoge dishonesty caused all
the trouble?
11. The lawyer used an ahundance of worda which/that had
dual meanings.
12. He's the man whose wife writes children's books for a
living.
EE-17
Written response
Individual
D. circie the word or phraee in Italics and select its meaning
1, In general, it is no use going to court if th lawyer who
represents you is not aotute .
a. famous
b, ciever
c. young
d, etupid
2. The Judicial system is supposed to guarantee that laws are
enforced.
a, fairly
b.
c. innocently
d. unjustly
Written response
Individual
NOTE: flngwers will vary.
E, Use the word or words in parentheaea to define or describe
these people, places, or thinga.
EXAMPLE: What is aspirln? (headache)
Aspirin s something that you take for a headache
1. What is crime? (legal)
Crime is any behayior which is not legal.
EE-18
2. What is a Jury? fgroup/decide)
A 1ury IB a group of people who decides
if someone is guilty or innocent of breakin^the law
3. What s a court? (judge/cases]
A court ls a paos where a judge listens to cases.
Written response
Individual
F. Use the correct orm of the verb to complete the sentences
1. It was difficult
a, interpreting
o* interpret
the law.
b. interprete
d. interpreted
2. There can be
=. not to eleep
c. not
in class.
b. no sleeping
d. no to sleep
3. It is sad
a, seys
c. said
good-bye to friends.
b. saying
d. say
4. There will be
a. will dance
c. dance
at the party.
b. to dance
d. dancing
5. It was fun
a. saw
c. seeing
all our od friends.
b. have seen
d. seen
EE-19
Written cu (ST p. EE-15)
Written responso
Individual
G. U96 the past perfect passive form of the verb in parentheses
to complete the sentences.
1. The letter had been sealed before I put the check in
(eeai)
it.
2. All the dcors had been locked before Sam went home.
(lock)
3. The studenta had not been notified before the bell
(not notify)
rang.
4. The boxea had besn labeled before we picked them
(label)
up.
EE-2Q
EVALUATIQN BXERC1SES FOR BOOK 21 LEfJSON 4
Oral cus (ST p. EE-17)
Written responso
Individual
1. i can
T
t decide whether to stay in the
Army or 90 back to schoal.
2. What do you thlnk we ghould do7
A. Listen and select the best anawer. Circle a, b, c, or d.
a- I rscommend you corvtact the doctor.
t>. He re-enlisted for 4 more years.
c. Tom ig an Air Forc vetaran.
d. I auggest you go back to school and 9et your degree
a. It seenis llke a good Idea to walt a while.
b, They should move rlght away.
C. She wanted to heip the chiid.
d. There's going to be a parade.
Wrltten cue ST p. EE-17)
Written response
Individual
B. Select the best answer to complete the sentence. Circle a,
b, c, or d.
One of working for yourself is that you can set your
own hours.
a. advantage
b. habit
c. obligation
d. aid
My nele retlred from the Kavy a year ago. He's a .
a. branch
b. command
c. discharge
: -. vetaran
EE-21
3. Paul really likes the Air Forc and plans to sign up for 6
more years. He's going to *
a. hesitate
b. soak
c- re-enlist
d. escape
4. Capt Smith said he didn't have much to ten us, so the
meeting would be .
a. dua1
b. flexible
c. brief
d. fair
5. What are some you have in the military?
a. branches
b. obiigations
c. discharges
d. extensions
6. Don't let anyone in this building if they don't have a pass
Remember entrae ls without the pass.
a_. prohib ted
b. commanded
c. inforraed
d. contacted
7- WhQ _ that the money was missing?
a. aearched
b- discharged
c- requested
d. discovered
8. A proper diet and daily exercise are to good health.
a. subject
b. beneflclal
c. beyond
d. efficient
9. Teachers can be a great in the Uves of their
students,
a. obligation
b. extensin
C- influence
el. command
EE-Z2
Written response
Individual
. Read the first sentence. Then complete the second aentence.
EXAMPLE: The general told the troops to attack,
The general commanded that the troops
1. 1 want you to b on time this evening.
I urge that you be on time this evening.
2. He wants us not to crate a new category.
He has asked that we not crate a new category-
3. When will he tell her te apply for a discharge?
When will he suggest that she apply for a
4. He told the boy not to go beyond the sidewalk.
He insisted that the boy not go beyond the sidewaik
5. Ehe adviaed the student to do hls homework.
She recoinmended that he do his homework.
Written cue (ST p. EE-2Q)
Written response
Individual
D. Read the fist sentence. Complete the aecond one
1* There is a brief form they must fill out
There Is a brief fQrm (for them) to fin out
EE-23
2. That ie the man we ought to recruit for the Job.
That Is the man f f or us) to recruit for the Job
3. Here is a book you shouid read someday.
Here is a book f f or you) to read someday.
4. These are a few things a veteran must know.
These are a few things (for a vetaran) to know.
5. Her conduct Ig somethlng vie should respect.
Her conduct Is something (for us} to respect.
Written cu (ST p, EE-21)
Wrltten reaponse
Individual
E. Select th correct form of the verb to complete the
sentences. Clrcle a, b, c, or d.
1. Tlm's obligation is the children.
e. wstch b. to watch c- watches
2. Capt Williams
7
decigion was ,
a. stayed b. stays c. to stay
3. Hls advantage is the general.
a, know b. knows c. knowing
4. Her suggestion will be the plice,
a. to inform b, inform c. wlll inform
5. One of her characterlstics is ^__^ unselfish.
a. should be b. be c. has been
6. Her duty is her family.
a. to help b. helped c. will help
d, watched
d. st ay
d- knew
d. informa
d. being
d. helps
EE-24

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BK21IT

1. Aspirin helps my headache.

very few young people attended high school

which at some time in its development may be transmitted

both sides believed that England would still govern the

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