English Interplay Teacher's Edition

Also by Raymond C.
Clark:
The ESL Miscellany, Fifth Edition

Teaching Languages for Communication and Accuracy
From Sound to Sentence
Getting a Fix on Vocabulary
The Learners Lexicon
Index Card Games for ESL
Match It!
Living in the United States
Story Cards: Aesops Fables
How and Why Folktales
Story Cards: Tales of Nasreddin Hodja
Where in the World...
Our Living Planet
Potluck: Exploring North American Meals, Culinary Practices, and Places
All Around America
TalkAbouts
For information, visit ProLinguAssociates.com

PDF Digital Edition
Illustrations by Nancy Shrewsbury Nadel
PRO LINGUA ASSOCIATES

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At Pro Lingua
our objective is to foster
an approach to learning and teaching
that we call interplay, the interaction of language
learners and teachers with their materials, with
the language and culture, and with
each other in active, creative
and productive play.
Copyright 2002 Raymond C. Clark
2015 PDF Digital Edition

ISBN 0-86647-379-3
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or other, or stored in an information storage or
retrieval system without permission in writing from the publisher, except as noted below.
This book may be printed for classroom use.

This book was set in a font called Times New Roman and Arial Rounded display type. The cover and
illustrations are by Nancy Shrewsbury Nadel. The book was designed by Arthur A. Burrows.
Printed in the United States of America

First printing 2002. There are 1,000 copies in print.
iv
Contents
Introduction vii
Lesson Notes 1
Lesson 1: The Alphabet; Names 1

Lesson 2: Names; Sounds 10
Lesson 3: Numbers 1-12 22
Lesson 4: Numbers 13-1,000,000 32
Lesson 5: Money; Food 42
Lesson 6: Time 52
Lesson 7: Family 62
Lesson 8: Places 72
Lesson 9: Work and Play 82
Lesson 10: The Body 92
Appendix 105
A. Copyable Handouts 106
Lesson 1: Homework # 1 106

Homework # 2 107
Homework # 3 108
Printing and Writing Handouts 109
Lesson 2.13: People Card Game 115
Lesson 4.10: Auto Prices Guessing Game 118
Lesson 5.10: Money Chits 121
120 Verb Cards by Lesson 122
B. Teachers Support Materials 124

v
Pronunciation Guide 124
Common Sound and Spelling Correspondences 126
Consonant Contrast Sentences 130
Pronunciation Problems for Selected Learners 132
Affix Chart 133
Grammar Summary 135
Grammar Notes by Lesson 137
Summary Word List 147
Resources 150

vi
Introduction
English Interplay is a textbook for absolute beginning learners of English. It is suitable for young adult
and older learners. There are just over 700 words in the ten lessons of the book. These 700 words
include virtually all of the words at the survival level in Pro Linguas The Learners Lexicon.* Thus, the
subtitle of the book: Surviving.
A basic assumption underlying this book is that, in addition to the skills of good pronunciation and
basic grammaticality, words are the indispensable tools of the language learner. Successful learning of
the lexicon of English and English has a huge lexicon depends greatly on the words one already
knows. If, for example, the learner knows act, it is easier to learn action, active, activity, etc. Or, if
the learner knows one meaning of put, it is easier to learn additional meanings, such as, put away, or
put down. Learning is a process that depends heavily on using what we know to learn something new.
Each lesson, then, is crammed with words on average 70 new words in each of the ten lessons. For
speakers of Romance or Germanic languages, many of the words are not especially challenging to learn,
but for other learners, the acquisition of 700 individual lexemes can be a slow and arduous process.
Therefore, the background of the learner is a key variable in the amount of time required to proceed
through the lessons. In fact, there is no designated time frame for covering the ten lessons. Where to start
and stop will depend on each teachers judgement of how fast to proceed with each distinctive class.
Words, of course, must be strung together in phrases and sentences following the grammatical rules of
English. The grammatical structures covered in this book are outlined in the appendix on pages 135 to
146, but the basic organizing principle is the systematic presentation of English phrase and sentence
structure in normal English word order which is: subject noun phrase, verb phrase, object noun phrase,
and adverbial phrases and clauses, as diagrammed below.
SNP VP ONP ADVL**
S(entence)
*The Learners Lexicon is a list of 2400 words essential to the learner of English, arranged in four lev-
els: 300, 600, 1200 and 2400 words. Although based on various word frequency lists, the list includes
words that are essential for surviving and participating in an English-speaking context.
**There may be several adverbials in one sentence.
Equally important, and covered in this book, are the two major transformations of the sentence structure
INTRODUCTION vii
outlined above, question sentences and negative sentences. These transformations cause changes in the
basic order with additions such as what, do, and not.
I want something.
Do you want this?
I do not want that.
What do you want?
In this book, special attention is given to the verb phrase (VP), the complicated heart of the language.
The grammar is presented, practiced, and used in a mostly inductive style, with the grammatical structures
summarized on the last page of each lesson. As the students progress through the lessons, a minimum of
metalinguistic terminology, such as sentence and noun, is gradually introduced so that the students
and teacher can talk about the structure of the language. In the appendix there are more detailed descrip-
tions of the grammar in each lesson on pages 137-146.
In addition to the lexical and grammatical challenges, the pronunciation of English and the echoing
written forms present the third major challenge for the learner. Although the lessons can be laboriously
followed by a non-literate learner, it will probably be necessary in the early stages with such a learner to
supplement the lessons with very basic literacy training, including practice in printing and writing the
alphabetic forms. A few basic printing and writing worksheets have been provided as copyables starting
on page109.
Once again, the background of the learner will make a huge difference in the amount of time required to
cover the lessons. However, the first four lessons of the text introduce the learners to the basic vowel and
consonant sounds and the most common spellings of these sounds, with emphasis on the vowels. Obviously,
as the students proceed through the book, occasional attention to accurate pronunciation and spelling will
be necessary. Because specific activities aimed at pronunciation and spelling are confined to only the
first four lessons, the teacher will need to work on these problems spontaneously as the occasion arises.
The pedagogy underlying this book is based on a highly interactive classroom where enjoyable and
realistic communication in the classroom leads the students toward communicative competence. Most
of the activities follow the classic present, practice and produce pattern of language teaching. First,
the teacher presents the new material. This is followed by controlled practice under the guidance of the
teacher. Finally, the students use the material to produce reasonably accurate and fluent oral and written
communication that is close to real communication with native speakers.
Throughout the lessons there are four major types of activities, described below.
Exchanges. The practice and production stages are carried out in activities that are mostly done by
pairs, triads, or small groups. The typical pair practice involves an exchange in which two students state,
ask and answer a short sequence of sentences. Typically, part of the sentence is fixed and part is variable,
allowing the students to practice in a repetitive fashion without simply parroting a model statement. For
example:
A B
What is your name? My name is ____________.
Where are you from? I am from ______________.
The exchanges can also be done as chains. Student A asks Student B who answers and asks Student C, etc.
viii ENGLISH INTERPLAY

Operations. Another type of activity that occurs throughout the book is a fixed and logical sequence
of physical and/or mental steps that results in a completed event or action. Operations are introduced by
the teacher, and then practiced in pairs or triads with reference to the text when necessary. Finally, the
students perform the sequence without reference to the text. Operations are especially useful for working
on the verb phrase in its various tenses and aspects. For example:
A B
Go to the board.
What are you doing? I am going to the board.
Pick up a piece of chalk.
What are you doing? I am picking up a piece of chalk.
Write your name.
Wait! What are you going to do? Im going to write my name.
Good. What did you do? I wrote my name.
Rituals. As the name implies, these are short, predictable formulaic dialogues, such as, Good morn-
ing. How are you? Fine, thanks. They are memorized and used spontaneously as the occasion arises.
Many of them in this book occur in the context of working in the classroom, for example:
A B
What does X mean? It means Y.
or
Lets take a break. OK. How long?
Rhythmic Rhymes. These are short, poem-like forms that are intended for choral chanting by the
whole class or by groups or by individuals. A primary purpose for using these rhymes is to practice the
rhythmic aspect of spoken English utterances where the stressed syllables are loud and long, and the
unstressed syllables are reduced and barely audible. The rhymes also offer opportunities to practice the
rhyming vowel sounds. They are also used to introduce vocabulary (activity 2.12 introduces the colors).
Each lesson also includes three other features, as described below:
On The Street. This series of cartoons is partly just for fun, but is also an experiential assignment.
The sentences in each cartoon are model sentences that the student is expected to memorize and try out
with native speakers outside the classroom.
Word Lists. At the end of each lesson, there is a summary of all the new words introduced in the
lesson. The summary can be used as a way to review the pronunciation, spelling, and meaning of the
words. The list can be used to devise a written dictation quiz: Spell alphabet. Another simple quiz
can be Write a sentence using alphabet. The quiz can also be done by competing teams as a kind of
quiz show. From time to time, it would be useful to go back to previous word lists for review purposes.
A complete lexicon of the words used in this book is found in the index as well as at the back of the stu-
dents text. The number beside each word is the number of the lesson in which the word first occurs.
Grammar. Specific aspects of the grammar which occur in the lesson are summarized on the grammar
page. There is very little explanation, as the grammar is shown in paradigms and diagrams. The students
can be encouraged to discover the grammatical rules by studying the grammar pages. The grammatical con-
tent of each lesson is summarized in greater detail in the appendix of this Teachers Edition, pages 135-136.
INTRODUCTION ix
Homework. This book does not specify homework assignments because of the unpredictability of
where each days work will end. In other words, the teacher will need to devise homework assignments
that are appropriate. Three copyable homework handouts for lesson 1 are included in the appendix,
pages 106-108, to help in getting things started.
Review. The student text does not contain specific review lessons. However, on-going review of previ-
ous material is absolutely necessary. As mentioned before, the word lists in each lesson can be used for
review. Another simple way of reviewing is to begin each day with a brief dictation of about ten sentenc-
es containing words from previous lessons.
Recycling. Considerable recycling occurs naturally throughout the lessons, as material builds on the
words and grammar of previous lessons. In addition, teachers should constantly bring back previous
material spontaneously, as the occasion arises. The rituals, operations, and rhythmic rhymes are a conve-
nient source of spontaneous recycling.
This Teachers Edition also includes three sections of support materials.
Appendix. Part A contains copyable worksheets that are used in some of the lessons but are not includ-
ed in the student text. At the end of Part A is a list of most of the verbs in the ten lessons. It can be used
for reference, but it is laid out so that it can be photocopied and the verbs cut apart and pasted on index
cards for use in a variety of review activities, some of which are suggested in the lesson notes.
Part B is a teacher reference section, which serves as a quick reference to selected linguistic matters that
the teacher may encounter while working through the lessons in the student text. If relevant and useful,
they may also be copied and handed out.
Summary Word List. A complete lexicon of the words used in the student text is included in this
book. The number beside each word is the number of the lesson in which the word first occurs. This list
is also at the back of the student text.
Resources. A selection of other Pro Lingua books may be of interest and helpful for creating addition-
al, supplementary materials, if needed.
x ENGLISH INTERPLAY
WELCOME
TO
INTERPLAY ENGLISH
Lesson One
1.1 THIS IS ____________________________________________________S BOOK
MY TEACHER IS _____________________________________________________
MY SCHEDULE
DAY
CLASS
TIME
PLACE
11
THE ALPHABET NAMES
TEACHING NOTES
LESSON ONE
Note: The first lesson in the student book is printed in upper case letters, although the lower
case and cursive forms are also shown in 1.3. This is intentional. If the students are not very
familiar with English script, reading both upper and lower case right from the start doubles the
challenge. Secondly, most street signs and public notices are written in upper case. Therefore,
the students will encounter them every day as they walk, shop, drive and ride. Upper and lower
case will be used from lesson 2 on.
First, before planning the first day of class, refer to activity 1.12.
1.1 Inside Title Page. This page can be used on the first day of class. Names will be the
primary topic throughout this lesson, and this is the first opportunity to say and spell every-
ones names. This page can be done in conjunction with activity 1.4. The information about the
schedule can be written on the board.
THE ALPHABET NAMES 11
1.2 Listen and Say
GOOD MORNING. GOOD MORNING.

HOW ARE YOU?
FINE, THANK YOU.
HOW ARE YOU? FINE, THANKS.
GOOD AFTERNOON. GOOD AFTERNOON.

HOW ARE YOU. IM FINE.
HOW ARE YOU?
NOT BAD.
GOOD EVENING. GOOD EVENING.

HOW ARE YOU?
GOOD.
HOW ARE YOU? GOOD.
12
LESSON 1
1.2 Greetings. After modeling the pronunciation of the phrases, you can have
the students practice the three rituals in pairs. Finally, you can draw three suns on
the board and have pairs of students respond appropriately as you point to one of
the suns.
Note: Many of the activities in the book involve paired exchanges, with two stu-
dents working together. As on this page, the two parts of the exchange are in-
dicated in left-hand and right-hand columns, with the right-hand response
column printed in grey.
12 LESSON 1
1.3
THE ALPHABET
A B C D E F G
HIJKLMNOP
QRSTUV
WXYZ
a b c d e f g
h i j k l m n o p
q r s t u v w x y z
13
THE ALPHABET NAMES
1.3 The Alphabet. This is the first opportunity for the students to hear the names
of the letters of the alphabet. You can simply go through the alphabet having them
repeat after you. Keep in mind that the names of the letters are not necessarily the
sounds that the letter represents. However, the ability to spell out words orally is an
important classroom practice, and the students should learn to do this early in their
learning experience. Further practice with oral spelling will be done in activities
1.5 - 1.9. Note the layout of the capital letters: they follow the lines of the alphabet
song. The lines can be practiced as a rhythmic rhyme.
For students who may not be familiar with printing and writing in English, there
are six practice pages in the appendix on pages 109 to 114, which may be used if
necessary.

1.4 LISTEN AND SAY
A HELLO. MY NAME IS ______________________________________________.
I AM YOUR TEACHER.
YOU ARE MY STUDENTS.
PLEASE CALL ME _________________________________________________.
B WHAT IS YOUR NAME? MY NAME IS _______________________.
PLEASE CALL ME ___________________.
C WHERE ARE YOU FROM? I AM FROM ________________________.
MY CLASS
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________

14

LESSON 1
1.4 Name Exchange. In part A, you model the sentences. The students listen.
In Part B, you ask the question and have the students respond, one by one. You can
write their names on the board, and the students can copy them in the class roster
on this page. In Part C, repeat the procedure in part B. Finally, you can have the
students do a chain question and answer. Student A asks Student B, who answers
and then asks Student C, etc. A possible homework assignment is to have the
students write a sentence about each classmate, for example: Julio is from Mexico.
Yoshi is from Japan. etc. See activity 1.12.
14 LESSON 1
1.5 ASK AND ANSWER
WHAT IS THE NAME OF THIS LETTER?

(WHATS)
IT IS _______.
(ITS)
A E I O U
B C D G P T V Z
F L M N S X
J K H
Q W
R Y
1.6 POINT AND ASK
EXCUSE ME. CAN I HELP YOU?

PLEASE SAY THIS. ITS _______________.
(IT IS)
THANK YOU. YOURE WELCOME.

(YOU ARE)
A G L M Q R
E P D Z Y U
I B F G H S
O C J N K T
U V X Z W A
15
THE ALPHABET NAMES
1.5 Ask and Answer Exchange. This activity focuses on the names of the let-
ters. Note the arrangement of the lines, and the sounds of the letters. First, model
the names, and then write a letter on the board and have the students say it. You
could also use flash cards. Then have the students carry out the exchange in pairs,
pointing or writing and asking.
1.6 Excuse Me Ritual and Exchange. Demonstrate the ritual with stick figures,
two pictures of people, or hand puppets. This short ritual can be carried out as you
circulate around the room while pairs are practicing, stopping at each pair to
interrupt with Excuse me. Variations of this ritual can be used later, substituting
explain, pronounce, spell, define, repeat in place of say.

1.7 POINT, ASK, AND SAY
HOW DO YOU SAY THIS? ITS ______________.
(IT IS)
b m r t s w
p c a d z e
x y d l e j
i n q f o k
g u v h z d
w o r t i s
1.8 LETS PRACTICE LOOK AND SAY

N - A - M - E M - Y T-E-A-C-H-E-R
S - T - U - D - E - N - T - S A - M I
H - E - L - L - O I - S Y-O-U-R
Y - O - U A - R - E C-A-L-L
1.9 SAY
I SPELL MY FIRST NAME ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ .
I SPELL MY LAST NAME ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ __.
PLEASE SPELL YOUR NAME.
I SPELL MY FIRST NAME ___ ___ ___ ___ ___ ___.

I SPELL MY LAST NAME ___ ___ ___ ___ ___ ___.
YOU SPELL YOUR NAME ___ ___ ___ ___ ___.
IS THAT RIGHT? YES IT IS.

NO IT ISNT.
16
LESSON 1
1.7 Point, Ask, and Say. This variation on the preceding exchange practices
recognition and production of the lower case letters. If you make flash cards for the
preceding activity, put the lower case on the back side of the card.
1.8 Look and Say. This is a brief spelling practice. You write one of the words
on the board, and the students spell it out.
1.9 Pair Practice. Model this exchange with one of the students. Then have
pairs carry it out, and then split up and carry it out with another student.
16 LESSON 1
1.10 WRITE
HELLO. M_____ N______ I____ _______________ ______________.
I A___ Y______ S_________________.
Y____ A______ M_______ T________________.
P____________ C_______ M____ ___________________.
W_______ I____ Y________ N__________?
M____ N______ I____ ________________ _____________________.
1.11 SAY, LISTEN, AND DO
PLEASE GO TO THE BOARD.

GO SLOWLY.
WHAT ARE YOU DOING? I AM GOING TO THE BOARD.
WHAT IS HE/SHE DOING? HE/SHE IS GOING TO THE BOARD.
NOW WRITE YOUR NAME.
GOOD. WHAT ARE YOU DOING? I AM WRITING MY NAME.
WHAT IS HE/SHE DOING? HE/SHE IS WRITING HIS/HER NAME.

PLEASE GO BACK TO YOUR SEAT.

WHAT ARE YOU DOING? I AM GOING BACK TO MY SEAT.

ON THE STREET
IM SORRY. I DONT UNDERSTAND. PLEASE SPEAK SLOWLY.

MY ENGLISH IS NOT VERY GOOD.
17
THE ALPHABET NAMES
1.10 Write. A simple writing practice using words and sentences introduced in
this lesson. You could do this as a homework assignment. See activity 1.12.
1.11 Operation. Demonstrate this operation with a student, having the class
repeat the sentences. Then have pairs carry it out. This introduces the present
progressive aspect of the verb.
On the Street. Have the students practice saying the caption, and then ask them to
say it three times with other students in the class. Tell them it is homework. They
must say it three times with people outside the classroom.

1.12 LISTEN AND SAY
HERE IS YOUR HOMEWORK.
DO IT AT HOME.
PLEASE BRING IT BACK.
CLASS IS OVER. LETS GO HOME.

SEE YOU LATER. SEE YOU LATER.
GOODBYE CLASS. GOODBYE TEACHER.

WORDS
ANSWER EXCUSE PRACTICE
ASK GO SAY
BE (AM, ARE, IS) HELP SEE
BRING LET SPEAK
CALL LISTEN SPELL
CAN LOOK UNDERSTAND
DO POINT WRITE
AFTERNOON HOME SCHEDULE

ALPHABET HOMEWORK SEAT
AND HOW SLOWLY
AT LAST SORRY
BACK LATER STREET
BAD LESSON STUDENT
BOOK LETTER TEACHER
BOARD MORNING THANKS
CLASS NAME THE
CLASSMATE NO THAT
DAY NOT THIS
ENGLISH NOW TIME
EVENING OF TO
FINE ON VERY
FIRST ONE WELCOME
FROM OVER WHAT
GOOD PAGE WHERE
GOODBYE PLACE WORD
HELLO PLEASE YES
HERE RIGHT
18
LESSON 1
1.12 Homework Ritual. This ritual can be done again and again at the end of
each class. Three copyable homework pages have been provided in the appendix
on pages 106 to 108, but you should prepare homework assignments that are
appropriate to the days work.
Word List. This list includes all the words used in this lesson. The verbs are listed
first. You can use this page for reviewing the lesson. Some possibilities:
Write a word on the board and have a student say it as a phrase or sentence.
This can be a competitive team game.
Spelling Bee. Say the word and have a student spell it out.
Have the students make flash cards and quiz each other.
Ask the students to come to the board and write two or three words that
theyre not sure of. Choose the words that occur most frequently and work with
them, giving definitions or example sentences.
18 LESSON 1
GRAMMAR

TO BE
I AM WE ARE

YOU ARE YOU ARE

HE
SHE IS THEY ARE
IT
I AM = IM WE ARE = WERE

YOU ARE = YOURE YOU ARE = YOURE

HE IS = HES
SHE IS = SHES THEY ARE = THEYRE
IT IS = ITS
I AM NOT = IM NOT WE ARE NOT = WE ARENT

YOU ARE NOT = YOU ARENT YOU ARE NOT = YOU ARENT

HE IS NOT = HE ISNT
SHE IS NOT = SHE ISNT THEY ARE NOT = THEY ARENT
IT IS NOT = IT ISNT
+ - ?
I AM GOING I AM NOT GOING AM I GOING
YOU ARE GOING YOU ARE NOT GOING ARE YOU GOING
HE/SHE/IT IS GOING HE/SHE/IT IS NOT GOING IS HE/SHE/IT GOING
I ME MY MINE
YOU YOU YOUR YOURS
HE HIM HIS HIS
SHE HER HER HERS
IT IT ITS ITS
WE US OUR OURS
THEY THEM THEIR THEIRS
I CAN HELP YOU DO YOUR HOMEWORK.
MINE IS HERE. IS THIS YOURS?
19
THE ALPHABET NAMES
Grammar. This page summarizes the main grammatical features of the lesson. For
an explanation of the grammar in some detail, see page 137.
1. The verb BE, present simple tense in statements and contractions.
2. The present progressive aspect.
3. Personal pronoun paradigm.
The grammar pages are not intended to be teaching activities. They are included as
a reference grammar for the students, who may want to see and study the grammar
that is implicit in the lessons. You may, of course, go over the pages to call the stu-
dents attention to the charts.
You can use the sentence at the bottom of the page as a practice activity by having
the students do variations such as, He can help her do her homework. His is here.
Is this hers?

Lesson 2 (two)
2.1 LOOK, LISTEN, READ, AND SAY
HE IS A PERSON. SHE IS A PERSON
THEY ARE PEOPLE.
HE IS A MAN. THEY ARE MEN.
SHE IS A WOMAN. THEY ARE WOMEN.
10
LESSON 2
LESSON TWO
2.1 Look, Listen, Read, and Say. This activity introduces plurals regular and
irregular. After you model the sentences, the students can pair up and do a simple
point and say. Student A points, and student B says, etc.
10 LESSON 2
HE IS A CHILD. SHE IS A CHILD. THEY ARE CHILDREN.
HE IS A BOY. THEY ARE BOYS.
SHE IS A GIRL. THEY ARE GIRLS.
IT IS A BABY. THEY ARE BABIES.
2.2 ASK QUESTIONS AND ANSWER WITH YES OR NO
EXAMPLES: Is he a man? Yes, he is.

or Is he a woman? No, he isnt. Hes a man.
11
NAMES SOUNDS
2.2 Ask and Answer with Yes or No. This exchange involves the verb BE in
questions and negative sentences. Demonstrate some incorrect questions that will
require negative answers. Then the students point, ask, and answer in pairs.
NAMES SOUNDS 11
2.3 READ, WRITE, AND SAY
FERN VERN BERN
Whats her name?
Her ____________ _______ _________________.
How does she spell it?
She spells it ____ ____ ____ ____.
Whats his name and how does he spell it?
His ____________ _______ _________________.
He spells it ____ ____ ____ ____.
Whats his name and how does he spell it?
His ____________ _______ _________________.
He spells it ____ ____ ____ ____.
12
LESSON 2
2.3 Read, Write, And Say. This activity practices possessive adjectives. Model
the sentences and then have the students fill in the blanks individually. Note that the
names involve troublesome consonants (f/v/b and th/s/t). Write the names on the
board with a number (1= Fern, 2= Vern, 3= Bern). Say one of the names and have
the students call out the number. Then point to one name and have the students say
it or flash copies of the faces and have the students say the name or carry out the
questions and answers in pairs.
See Consonant Contrast Sentences in the appendix on pages 130 and 131. They
contain and contrast pronunciation and spelling problems with consonants. These
can be used whenever a consonant pronunciation problem occurs.
12 LESSON 2
BETH BESS BETTE
What are their names and how do they spell them?
Their __________ _____ _____________, _____________, _____________.
They __________ their _________ ____ ____ ____ ____, ____ ____ ____ ____,
and ____ ____ ____ ____ ____.
2.4 READ, WRITE, AND SAY
How do you and _________________ spell your names?
We ____________ _______ _________________ ____ ____ ____ ____ ____
and ____ ____ ____ ____ ____ ____ ____.
How do _________________ and _________________ spell their names?
They ____________ _______ ________________ ____ ____ ____ ____ ____
and ____ ____ ____ ____ ____ ____ ____.
13
NAMES SOUNDS
2.4 Classmates Names. Pairs circulate or ask from their seats to practice this
exchange. If you have a very small class, you can cut out magazine pictures and
pretend they are classmates. This activity practices plural possessive adjectives:
our, your, their, as well as oral spelling.
NAMES SOUNDS 13
2.5 LISTEN, REPEAT, AND SAY
His name is Chuck.
These people are his friends.
Eve Bert Brooke
Jill Gus Ruth
Jane Mike Zoey
Jeff Howie Joe
Max Jon Paul
His dog is Dotcom. His cat is Queenie.
14
LESSON 2
2.5 Listen, Repeat, and Say. Each character represents one of the principal
vowel sounds of English. Also note that every letter of the alphabet occurs within
the names. This can be a pronunciation and oral spelling practice. After model-
ing the names with the students listening and then repeating, you can carry out this
Teacher-Student exchange:
T: Who is /iy/?
S: /iy/ is (for) Eve.
T: /er/?
S: Bert.
See the appendix on pages 124 and 125 for the phonemic symbols for the sounds.
14 LESSON 2
2.6 PRACTICE. ASK AND ANSWER
Whos this?
(Who is)

Its _____________.
15
NAMES SOUNDS
2.6 Ask and Answer. Pairs can point, ask, and say. Have them cover the left
page after a few minutes of practice. Note the use of it when he or she might be ex-
pected.
NAMES SOUNDS 15
2.7 ANSWER YES OR NO
EXAMPLE:
Is this Queenie? Yes, it is.
Is this Jeff? No, it isnt.

(is not)
Its Bert.
NOW ASK ABOUT CHUCKS FRIENDS.
16
LESSON 2
2.7 Answer Yes or No. This pair activity practices YES/NO questions with BE.
First, model the exchange and then do a few incorrect questions to force the use of
NO and encourage the use of the contracted isnt. Have the students follow the
example by pointing and asking. It might be appropriate to introduce I think . ..
16 LESSON 2
2.8 READ AND SAY
EVE JILL JANE JEFF MAX

he is say get cat
green it make red at
seat this wait tell bad
queen did gray head am
here his name friend black
BERT GUS MIKE HOWIE JON

her fun my down not
word some try town stop
first run child now hot
fur come high how got
heard one write out far
BROOKE RUTH ZOEY JOE PAUL

pull do boy no ball
good school toy slow law
put new oil show walk
look rule spoil boat saw
would
blue noise hole taught
2.9 READ AND SAY
__ L blink clink fling glint plink slim
__ R bring cringe drink grin shrink fringe prince trim
__ W quick swim twin
S __ skim slim smith snip spill still swim
S __ __ script split spring squish string
17
NAMES SOUNDS
2.8 Read and Say. This activity introduces some of the common sound and
spelling correspondences. Some of the vocabulary has not been encountered, but
encourage the students to simply sound out the word without worrying about the
meaning. You could make flash cards with these and other words for simple literacy
practice.
2.9 Read and Say. This simple practice shows most of the common consonant
clusters. The words use the vowel sound /i/. For fun, you can have the students try
each cluster with other vowel sounds, e.g. blay, clay, flay, glay, play, slay. (Some
combinations will be nonsense words.)
NAMES SOUNDS 17
2.10 READ AND SAY
Wheres Jon? Wheres Gus?
Jons here. Guss there.
Where are Jon and Bert. Where are Gus and Ruth?
Theyre here. Theyre there.

(They are)
ASK AND ANSWER
_______________, where are you and _____________?

(name) Were here.
_______________, where are _____________ and _____________?

Theyre there.
_______________, where are _____________ and _____________?
_______________s here
and _______________s there.
2.11 READ AND SAY
Colors here and colors there.

Every color everywhere.
Red and orange, pink and blue,
Yellow, green, and purple, too.
Black and white, gray and brown.
Colors everywhere in the town.
Colors here and colors there.
Every color everywhere.
18
LESSON 2
2.10 Read and Say. This simply introduces HERE and THERE. Note the use of
contractions and the homophonic theyre/there/their.
Ask and Answer. Model the exchange, and then have the students do this
as a chain practice. Student A asks Student B who answers and asks Student C, etc.
Encourage the use of contractions.
2.11 Rhythmic Rhyme. This is the first rhythmic rhyme, and so it may take a lit-
tle extra time to teach your students how to do it, but first go over the vocabulary,
especially the colors. One standard procedure:
1. Say the entire rhyme while the students listen.
2. Model a line or two and have the students repeat it in unison.
3. Split the class in half and have each half say alternate lines.
4. Tap out the rhythm as the students say the lines.
Keep in mind that an important purpose of rhythmic rhymes is to practice rhythm
by stressing the accented syllable and collapsing the unstressed syllables.
18 LESSON 2
2.12 LISTEN, SAY, AND DO
Do you have your homework? Yes, I do.

No, I dont.

Do all of you have your homework? Yes, we do.

No, we dont.

Good. Please give it to me. Here you are.

What are you doing? Im giving my homework to you.

What is he/she doing? He/Shes giving his/her homework to you.

2.13 ASK AND ANSWER: A CARD GAME
A What do you have? I have one/two/three _______ cards.
B Do you have a/any _______________?

Yes, I do have a/some _________.
or
No, I dont have a/any _________.
May I have him/her/it/them?

ON THE STREET
Excuse me. Where can I find a bathroom?
19
NAMES SOUNDS
2.12 Operational Ritual. Demonstrate this ritual with a few students. To force
the use of the negative, take one students homework and give it to another to hold
as you quiz the homeworkless student. This activity introduces the important
verb HAVE and the YES/NO question that requires DO.
2.13A Card Game. This game uses some of the people illustrations in 2.1.
Photocopy the sheets in the appendix on page 115 through 117, and paste each
picture on an index card to make a deck of 36. To prepare for the game, give each
student one or more cards. Then do a simple question and answer to practice have
in a WH question (You could also do how many). This is the first use of numbers,
and so you could prefigure the next lesson with the numbers from 1-10.
NAMES SOUNDS 19
NEW WORDS
find have read
give may repeat

a everywere question
about example red
all friend there
any game these
baby gray three
bathroom green too
black girl town
blue in two
boy man/men where
brown new white
card or who
cat orange with
child/children person/people woman/women
color pink yellow
dog pronunciation
every purple
PRONUNCIATION
/s/ /z/ /iz/
books dogs classes
cats lessons pages
seats names places
streets teachers
students words
20
LESSON 2
2.13B Card Game. The game is similar to Go Fish. The students should play in
groups of four. Two students can be a single team. Deal the cards out, six to each
player/team, leaving the remaining 12 in the draw pile. Then model a sample game
using one of the hands. Ask any other player for a card that you are holding. If the
player has it, they give you the card. If they have two cards, they give you both. If
they dont have it, you take the top card from the draw pile. The player who was
asked then asks any other player for a card and the game continues in this fashion.
When a player has three of a kind, they remove them from their hand and set them
aside. The player who first gets rid of all their cards is the winner.
New Words. Note the pronunciation of noun plural S. You can do this as a brief
pronunciation exercise. You say the singular, and the student responds with the
plural, and then the students can continue in this fashion.
20 LESSON 2
GRAMMAR

+ ?
I AM I AM NOT AM I

HE HE HE
SHE IS SHE IS NOT IS SHE
IT IT (ISNT) IT

WE WE WE
YOU ARE YOU ARE NOT ARE YOU
THEY THEY (ARENT) THEY

TO HAVE
I HAVE WE HAVE

YOU HAVE YOU HAVE

HE
SHE HAS THEY HAVE
IT
+ ? WH ?
I HAVE I DO NOT HAVE DO I HAVE WHAT DO I HAVE
(DONT)

SHE HAS SHE DOES NOT HAVE DOES SHE HAVE WHAT DOES SHE HAVE
(DOESNT)
QUESTION WORDS
WHO WHAT WHERE HOW
21
NAMES SOUNDS
Grammar. See page 138 for an explanation of the grammar.

1. The copular BE in YES/NO questions and WH questions.
2. The main verb HAVE in affirmative and negative sentences, and in YES/NO
questions and WH questions
3. Question Words: WHO, WHAT, WHERE, HOW.
From here on, the copyable verb pages in Appendix A on pages 122 and 123 can be
used to review verbs of this and previous lessons. A simple activity is to give a card
to each student and have them, in pairs, form a question with the verb and then re-
spond with an answer using the verb. Do affirmative and negative responses.

NAMES SOUNDS 21

Lesson 3
3.1 LISTEN AND SAY
Did you bring your homework? Yes I/we did.

Please hand in your homework.
What are you doing? Im handing in my homework.
Thank you. You handed in your homework.
What did you do? I/we handed in my/our homework.
Was it easy or difficult? It was (very) easy/difficult.
3.2A LOOK, LISTEN, AND READ

0
zero
1 2 3
one two three
4 5 6
four five six
7 8 9
seven eight nine
10 11 12
ten eleven twelve
22
LESSON 3
LESSON THREE
3.1 Ritual/Operation. Demonstrate with one student and then have pairs prac-
tice together. You could also have triads practice with we and our. Finally, do it
with each individual student. This practice uses the past tense of auxiliary DO
DID and the past form of BE. Continue using this ritual, as appropriate, in future
classes.
3.2A Look, Listen and Repeat. Model the numbers. Then have the students re-
peat. Put them on the board and point, or make flash cards. Gradually build up the
speed.
22 LESSON 3
3.2B SAY, SPELL, AND WRITE
FOR EXAMPLE: IIII Five, F - I - V - E, 5
________________________
IIII
III ________________________ _________________________
IIII II ________________________ IIII III _________________________
I ________________________ IIII IIII II _________________________
III ________________________ II _________________________
IIII I ________________________ IIII IIII _________________________
IIII IIII I ________________________ IIII IIII _________________________
3.3 LOOK, SAY, READ, AND WRITE
How much is this?

EXAMPLE: 2 + 7 = Two and seven is nine.
1 + 8 = _______________________ 4 + 5 = _______________________
3 + 3 = _______________________ 4 + 2 = _______________________
7 + 3 = _______________________ 5 + 6 = _______________________
7 + 5 = _______________________ 2 + 6 = _______________________
8 + 4 = _______________________ 9 + 1 = _______________________
10 + 2 = _______________________ 8 + 3 = _______________________
7 + 5 = _______________________ 10 + 1 = _______________________

3.4 READ AND SAY
My day begins at seven. I watch TV at eight,

I work from nine to five. on channels three or four.
My lunch is twelve to one, At ten it is quite late.
sometimes from one to two. I go and lock the door,
Im home at ten to six, and then it is eleven.
and pretty tired, too. My day begins at seven.
23
NUMBERS 112
3.2B Say, Spell, and Write. Do this as a pair practice.
3.3 Look, Say, Read and Write. This can be done by pairs, taking turns. When
they have completed the activity, they can continue quizzing each other on a sepa-
rate piece of paper.
3.4 Rhythmic Rhyme. Go over the vocabulary first. The rhyme continues the
practice of the numbers with some simple time expressions.
NUMBERS 112 23
3.5 ASK
Excuse me, teacher, I dont know this word.

What does _____________mean?
Now do you understand?
Yes, I do.
No, I dont. OK, look it up in your dictionary.

bucks lottery choose win
lose drawing
ticket collect fold piece

number
BIG BUCKS LOTTERY
N 1 3 5 8 11
U 4 6 9 10 12
M 1 2 7 8 11
B 2 4 6 9 10
E 2 5 7 8 11
R 2 4 7 9 12
S 3 5 6 10 12

24
LESSON 3
3.5 Ask. This is a ritualistic exchange. Write the ten new words on index cards
and give one to each student. Model the exchange first. If you need more words,
choose them from the list on page 30.
24 LESSON 3
3.6 LISTEN AND LOOK
SAY THE TICKET NUMBERS

NOW CHOOSE ONE TICKET.
Example:
The winning ticket is E - 2 - 5 - 7 - 8 -11.
Who has the winning ticket? I do.
Who won? ____________ did.
Read your ticket number, please. Its __ __ __ __ __.
Who lost? I did.
Who has a losing ticket? I do.
What ticket did you have? I had __ __ __ __ __.
How many winning numbers did you have? I had ____________.
3.7 LISTEN, DO, AND SAY
A Take a pen or pencil and a piece of paper.

Write five numbers on it.
What are you doing? Im writing five numbers.
Fold the paper.
Wait! What are you going to do? Im going to fold the paper.
Go ahead.
________________, please collect all the tickets.
Whats ____________ doing? He/shes collecting all the tickets.
Now give the tickets to me.
Now tell me what happened. I took, wrote, folded
________ collected, gave
B OK, now listen.
Heres the winning number: __ __ __ __ __.
Who wrote it? I did!
3.8 LISTEN AND SAY
Lets take a break. OK! How long?

Take ten minutes, but dont be late. Dont worry.
Well be back in eight.
25
NUMBERS 112
3.6 Lottery Game. First read each ticket number as the students listen. Then say
a letter and have the students say the numbers. Then have each student choose a
ticket and announce their choice: I have ticket number xxx. Then practice the
exchange by reading one of the tickets. Finally, read a series of numbers to arrive at
a winner. The following sequence will result in ticket N winning: 1-6-11-3-4-8-2-
9-12-5. You could photocopy the tickets, cut them into strips, and hand them out.
Permission is granted to do this.
3.7 Operation. You or one of the students should lead the entire class through
this operation as they respond in physical and vocal unison.
3.8 Ritual. This ritual is to be memorized and used with variations whenever its
break time.
NUMBERS 112 25
3.9 LISTEN AND WRITE
My teachers telephone number is ________________________.
The area code here is ( ).

3.10 ASK AND ANSWER
_________________, whats your telephone number?
Its _______________.
Would you please say that again? Sure, Its ______________.

Thanks.
MY CLASSMATES TELEPHONE NUMBERS

PERSON AREA CODE
NUMBER
________________________ __________ ____________________
________________________ __________ ____________________
________________________ __________ ____________________
________________________ __________ ____________________
________________________ __________ ____________________
________________________ __________ ____________________
________________________ __________ ____________________
________________________ __________ ____________________
________________________ __________ ____________________
0 = zero = oh
26
LESSON 3
3.9 Listen and Write. This is a very brief introduction to the next activity.
3.10 Ask and Answer. One by one, the students ask each other for their phone
numbers and record them. A chain question-answer would work well here. Student
A asks Student B who answers and asks Student C, etc.
26 LESSON 3
3.11 LISTEN AND LOOK

This is a map of the United States, Canada, and Mexico. They are countries.
Ontario is a province in Canada. Ontario is a big province.
Delaware is a little state in the United States. The United States has 50 states.
Canada has eleven provinces. Mexico has 31 states.
27
NUMBERS 112
3.11 Listen and Look. Read the short paragraph as the students follow along.
Then have the students cover up the paragraph and try to say it back. You could put
a few cue words on the board: map - Ontario - province- Delaware - state-50-11-31.
NUMBERS 112 27
3.12 SAY
AL
35203 GA 30304 MD 21233 PQ H2Y 3B3 VA 22314
BC V8V 4V2 HI 96820 NB E2L 5L4 RI 02904 VT 05301
CA 90210 IL 60045 NJ 07101 SC 29292 WA 98109
DE 19850 KY 40231 NY 10029 TN 38101 WY 82001
DC 20066 LA 70113 OH 43216 TX 77201 ZIP
FL 32203 MA 01376 ON N2J 3Z9 UT 84199
PA 19104
Our zip code is ______________.
Our state/province is ____________________.
3.13 LISTEN AND WRITE
EVERY DAY
Her day __________ at seven.
She _____________ from nine to five.
Her lunch is twelve to one,
sometimes from one to two.
She ______ home at ten to six,
and pretty tired, too.
She ______________ TV at eight,
on channels three or four.
At ten it is quite late.
She ________ and ____________ the door,
and then it is eleven.
Her day ______________ at seven.
YESTERDAY
She _____________ from nine to five.
Her lunch _____ twelve to one,
or _____ it one to two?
She ______ home at ten to six,
and pretty tired, too.
She ______________ TV at eight,
on channels three or four.
At ten it ____ quite late.
She ________ and ____________ the door,
and then it _____ eleven.
28
LESSON 3
3.12 Say. In pairs the students read and say the postal codes to each other. All the
letters of the alphabet are contained in the abbreviations. You could follow this up
by showing the location of the places on an overhead copy of the map and saying
the full names.
3.13 Listen and Write. Re-read 3.4 and then dictate the every day and
yesterday versions. You could follow up with a challenge match. One team
challenges the other: every day-her-seven. The other team responds: Her day
begins at seven.
28 LESSON 3
3.14 LISTEN AND SAY
Class is over. Lets go home.

But wait! I almost forgot.
Heres your homework.
__________ and __________,
will you hand it out?
What are you doing?
What are they doing?
Thats all for today.

Have a nice day.

ON THE STREET
Is this seat taken?
May I sit here?
29
NUMBERS 112
3.14 Ritual. Another ritual that can be used at the end of every class. To vary it,
have the students add polite forms such as excuse me and please.
NUMBERS 112 29
NEW WORDS
begin happen wait
be going to know watch
choose lock will
collect look up win
fold lose work
forget mean worry
hand in sit would
hand out take

again from pretty
ahead late province
almost little quite
area code long seven
big lottery six
break lunch sometimes
buck many state
but map sure
channel minute telephone
country much ten
dictionary nice then
difficult nine ticket
door number tired
easy OK TV
eight paper twelve
eleven pen yesterday
five pencil zero
four piece zip code

PRONUNCIATION
/s/ /z/ /iz/
works begins watches
locks goes chooses
collects folds loses
takes knows
waits wins
30
LESSON 3
New Words. This page includes the pronunciation of third person singular verbs,
following the same phonological rule as noun plurals in the preceding lesson. You
can practice by saying the base form (work, for example), and the students re-
spond with the third person form (works).
You can play a challenge game with the words. A student says a word and then
challenges another student to use it in a sentence. This could be a team activity.
30 LESSON 3
GRAMMAR
BE GOING TO
I am going to go We are going to go

You are going to go You are going to go
He
She is going to go They are going to go
It
beginbegan havehad taketook

bringbrought knowknew understandunderstood
choosechose loselost winwon
findfound readread writewrote
givegave saysaid
gowent speakspoke
look looked worryworried collectcollected
locklocked answeranswered foldfolded
watchwatched callcalled handhanded
workworked listenlistened waitwaited
askasked spellspelled repeatrepeated
helphelped pointpointed
+ ? WH ?
I had I did not have Did I have What did I have
You won You did not win Did you win What did you win
She lost She did not lose Did she lose What did she lose
He wrote He did not write Did he write What did he write
It brought It did not bring Did it bring What did it bring
We went We did not go Did we go Where did we go
They gave They did not give Did they give What did they give
did not = didnt
31
NUMBERS 112
Grammar. See page 130 for an explanation of the grammar.

1. The phrasal modal verb BE GOING TO.
2. Past tense forms of the verbs introduced so far.
3. The simple past in affirmative and negative statements,YES/NO questions and
WH questions.
NUMBERS 112 31
Lesson 4

B I N G O
Card 20 Card 30
16 17 14 90 12 14 15 13
15 70 80 30 70 80 17 60
13 12 50 40 90 50 30 18
18 19 60 20 16 40 19 20
Card 40 Card 50

14 19 15 20 13 15 17 80
17 16 80 18 60 14 30 16
30 12 13 40 18 20 70 90
50 70 60 90 50 19 40 12
Card 60 Card 70
18 60 15 90 70 12 40 13
17 30 20 50 20 15 80 16
13 80 14 12 14 50 18 90
16 40 19 70 16 17 19 30
Card 80 Card 90
12 50 90 14 60 18 20 12
18 20 40 17 80 40 14 13
16 60 30 13 70 19 30 50
15 19 70 80 15 90 16 17
32
LESSON 4
LESSON FOUR
Bingo Cards. These cards will be used in 4.2. You may photocopy this page in the
student book.
32 LESSON 4
4.1 LISTEN, REPEAT AND WRITE
13 ____________________ 30 _________________________
14 ____________________ 40 _________________________
15 ____________________ 50 _________________________
16 ____________________ 60 _________________________
17 ____________________ 70 _________________________
18 ____________________ 80 _________________________
19 ____________________ 90 _________________________
20 ____________________
4.2 LETS PLAY BINGO!
First, choose one card.

Which card have you chosen? Ive chosen card number _____.
Now, when I say a number, make an

X on the number.
When you have four in a row, across,
up, or down, say Bingo.
What will you say? Ill say bingo.
When will you say it? When I have four in a row, across, up, or down.
Are you ready? Ready.

Lets go.
Bingo!
Please read your numbers.
Lets play another game.

Choose a different card.
33
NUMBERS 131,000,000
4.1 Listen, Repeat, and Write. Dictate the numbers. Pay special attention to the
TEEN/TY contrasts. After the dictation, write TEEN - 1 and TY - 2 on the board.
Say a number and have the students call out 1 or 2. After a little practice, a
student can say a number for the others response.
4.2 Lets Play Bingo! First, go through the instructions and questions with the
students responding, but not actually marking their cards. After Lets go, play the
game.
NUMBERS 131,000,000 33
4.3 ASK AND ANSWER: PRACTICE IN PAIRS
13 14 15 16 17
18 19 20 23 25
31 32 35 45 50
56 58 65 68 70
72 74 75 77 78
Do you have a ______________cent stamp? Yes, I do. Do you want it?
Yes I do. Whos on the _______________cent stamp? _____________________.
Can you spell his/her last name? Do I have to?
Yes, you do. All right. Its ___ ___ ___ ___ ___ ___ ___ ___ ___ ___.
Do you have a ______________cent stamp? No, I dont.
You dont? I dont either. So, neither of us has a ____________cent stamp.
34
LESSON 4
4.3 A and B. Pair Practice. Go through the exchange at the bottom of the page
as a demonstration. You can take the left side and a student the right side. Then
reverse roles. Finally, have the students practice in pairs. This activity introduces
HAVE TO, contrasted with HAVE.
34 LESSON 4
13 14 15 16 17
18 19 20 23 25
31 32 35 45 50
56 58 65 68 70
72 74 75 77 78
Do you have a ______________cent stamp? Yes, I do. Do you want it?
Yes I do. Whos on the _______________cent stamp? _____________________.
Can you spell his/her last name? Do I have to?
Yes, you do. All right. Its ___ ___ ___ ___ ___ ___ ___ ___ ___ ___.
Do you have a ______________cent stamp? No, I dont.
You dont? I dont either. So, neither of us has a ____________cent stamp.
35
NUMBERS 131,000,000
The two cards are marked A and B in the upper left hand corner. This exchange
is called an information gap exercise. Student A should not look at Student Bs
stamps or B look at As. This makes the exercise more fun. However, beginning
students may gain confidence knowing what is on their partners card, and this will
not spoil the language practice.
The students may be interested in the stamps and the people shown on them. They
are all real stamps. The United States often creates stamps honoring famous Ameri-
cans, but only after the people are dead. Sometimes the stamp will say what the
persons occupation was, but not always. If you dont know about some of these
people, you may want to explain to the students that you are typical. Many
Americans dont know all the famous people on their stamps.
NUMBERS 131,000,000 35
4.4 LISTEN AND SAY
How much is this?
100 = a hundred
1,000 = a thousand
1,000,000 = a million
127 = one hundred (and) twenty seven
850 = eight hundred (and) fifty
1,200 = one thousand two hundred
4,650 = four thousand six hundred (and) fifty
11, 875 = eleven thousand eight hundred (and) seventy five
101,000 = one hundred (and) one thousand
575,000 = five hundred seventy five thousand
853, 456 = eight hundred fifty three thousand four hundred (and) fifty six
1,000,000 = one million
10,000,000 = ten million
4.5 ASK AND ANSWER
What do you have to do to make a lot of money?

You have to ___________________,
but you dont have to ____________.
Do you agree?
Yes I do/No I dont.
find a job buy a new TV work hard

buy a new car save money pay the rent
buy new clothes buy food learn English
pay taxes collect stamps play the lottery
buy a house rent an apartment have good friends
36
LESSON 4
4.4 Listen and Say. After doing some repetitions of the numbers, write a num-
ber on the board and have the students say it. After writing, you can ask, How
much is this? Finally, have the students practice in pairs. Student A writes a num-
ber, and asks, How much is this? Student B responds. You can follow this up
with a dictation. You say a number, and the students write it. Then put the answers
on the board and have the students check their answers. Give a prize to the win-
ner. You may photocopy a bill from exercise 5.1.
4.5 Ask and Answer. Model the exchange with a few students, and then contin-
ue it as a pair practice. Have the students switch partners. This practices HAVE TO
and NOT HAVE TO.
36 LESSON 4
4.6 SAY AND WRITE
Example: Ten and three is thirteen.
20 + 13 = __________________ 120 + 15 = _________________________
20 + 17 = __________________ 100 + 40 = _________________________
20 + 15 = __________________ 210 + 25 = _________________________
20 + 18 = __________________ 450 + 50 = _________________________

20 + 14 = __________________ 630 + 300 = _________________________
20 + 16 = __________________ 470 + 20 = _________________________
20 + 12 = __________________ 510 + 90 = _________________________
20 + 11 = ___________________ 700 + 110 = ________________________
20 + 19 = ___________________ 900 + 60 = _________________________
4.7 SAY AND WRITE
Example: Is this right or wrong? 18 + 17 = 35 Thats right.

20 + 10 = 40 Thats wrong. It should be 30.
21 + 5 = 26 700 + 250 = 980

130 + 13 = 143 45 + 19 = 54
117 + 3 = 150 600 + 25 = 625
80 + 15 = 105 85 + 12 = 97
250 + 16 = 266 123 + 16 = 138
WRITE, SAY, AND ANSWER

_____ + _____ = ______ _____ + _____ = ______
_____ + _____ = ______ _____ + _____ = ______

_____ + _____ = ______ _____ + _____ = ______
_____ + _____ = ______ _____ + _____ = ______
_____ + _____ = ______ _____ + _____ = ______
_____ + _____ = ______ _____ + _____ = ______
37
NUMBERS 131,000,000
4.6 Say and Write. You can precede this activity with Ten and three is thir-
teen, etc. Then have pairs work together to complete the activity. You can encour-
age them to use How much.
4.7 Say and Write. One student says the numbers and the other responds. They
then write their own right and wrong formulas and respond to each other.
NUMBERS 131,000,000 37
4.8 LISTEN AND ASK
Which one is correct, a or b? Circle the correct number.

Im sorry. I didnt get that.
Would you say it again, please.
Sure. I said _______________.
A B A B A B A B
14 40 17 70 113 130 116 160
15 50 18 80 114 140 117 170
16 60 19 90 115 150 119 190
4.9 LISTEN AND ASK: PRACTICE IN PAIRS
A B A B
1,200. 1,020. 105,280 105,218.
10,500. 10,050 880,900 818,900.
15,575. 15,570. 999,999 999,919.
18,210. 18,211. 19,000,000 90,000,000.
20,615. 20,650. 1,215,000 1,250,000.
100,200. 120,000. 3,618,000 3,680,000.
4.10 LISTEN, DO, AND SAY
Take a piece of paper.

What have you just done? I have just taken a piece of paper.
Write your name on the paper.
What are you doing?
What have you just done? I have just written my name.
Write six numbers on the paper.
Say the numbers.
What have you just done? I have just said the numbers.
Throw away the paper.
What have you done? I have thrown away the paper.
Now tell me everything you
have done up to now.
Now tell me what you did on page 25.
38
LESSON 4
4.8A Listen and Ask. Have the students ask for a repetition using the ritual. You
say a number, they ask for a repetition, and you repeat. Finally, do the whole series
again without the ritual as a quiz. Prize to the winner.
4.9 Pair Practice. The students perform the same activity with longer numbers.
4.10 Operation. This activity introduces the present perfect. After completing
it, go back to 3.7 and say that operation in the simple past: What did you do on
_____day? I took a pen and a piece of paper, etc. This will contrast the very recent
past (present perfect) with the simple past.
38 LESSON 4
4.11 GUESSING GAME
How much is the _____________________?

I would say it is worth _______________.
Thats correct. You have just won _______________, worth ____________.

Sorry, thats incorrect. Guess again.
1999 Buick $4,997
$16,997
1995
Jeep Grand Cherokee
$19,997 1995 Dodge Neon

2001 $2,497
Isuzu Trooper
$26,197 2002 Toyota Sienna

Wagon
2002 Chevy Tahoe $22,497
2000 Olds Silouette 1994 Isuzu Troop-

$19,997 er
$7,997
$13,997 1999 Toyota Camry

$11,297
2000 Dodge Dakota
39
NUMBERS 131,000,000
4.11 Guessing Game. First, give the students a few minutes to study and memo-
rize the information. Then demonstrate the exchange. Then have the students close
their books and give them the three gapped copyables from pages 118 to 120 in the
appendix. Triads then carry out the exchange as a game.
When working with pairs, write the prices on page 120 on the other two sheets
two different prices on each sheet.
NUMBERS 131,000,000 39
NEW WORDS
agree get pay tell
buy guess play throw away
circle have to save want
learn send
make should
across different money tax

all right down neither thousand
another either pair up
apartment food postage up to now
Bingo house ready verb
car hundred rent when
cent job row which
clothes just so worth
(in)correct million stamp wrong
ON THE STREET
I want to send this to Siberia.

How much is the postage?
40
LESSON 4
New Words. The students can prepare ten scrambled words (soracs from
across, for example) and then exchange lists. After Go, the first student to
finish unscrambling wins.
Continue to review the New Words pages from previous lessons. Page 8 also has
additional review activities.
40 LESSON 4
GRAMMAR
VERBS
CAN
MAY
SHOULD
I WILL GO
WOULD
HAVE TO
AM GOING TO
EVERY DAY NOW (AM/ARE/IS YESTERDAY JUST NOW (HAVE/HAS

+ ING) + EN/D/T)
begin(s) beginning began begun
bring(s) bringing brought brought
buy(s) buying bought bought
choose(s) choosing chose chosen
do(es) doing did done
find(s) finding found found
forget(s) forgetting forgot forgotten
get(s) getting got gotten
give(s) giving gave given
go(es) going went gone
have/has having had had
know(s) knowing knew known
lose(s) losing lost lost
make(s) making made made
mean(s) meaning meant meant
pay(s) paying paid paid
read(s) reading read read
say(s) saying said said
send(s) sending sent sent
sit(s) sitting sat sat
speak(s) speaking spoke spoken
take(s) taking took taken
tell(s) telling told told
understand(s) understanding understood understood
win(s) winning won won
write(s) writing wrote written
circle(s) circling circled circled
play(s) playing played played
want(s) wanting wanted wanted
guess(es) guessing guessed guessed
41
NUMBERS 131,000,000
Grammar. See page 140.

This list contains several important irregular verbs.
1. Simple modals CAN, MAY, SHOULD, WOULD, WILL.
2. Phrasal modals HAVE TO and BE GOING TO.
3. Present perfect aspect with the past participle.
The verb summary can be practiced with the cards from the appendix. Flash a card
(for example, BEGIN), and then say one of the time words (JUST NOW). The stu-
dents respond with either the correct form (BEGUN) or, if they are able to do so,
with a sentence. (She has just now begun ___.)
NUMBERS 131,000,000 41
Lesson 5
5.1 LISTEN, LOOK, AND READ
Washington is on the one-dollar bill.
Jefferson is on the two-dollar bill.
Lincoln is on the five-dollar bill.
Hamilton is on the ten-dollar bill.
Jackson is on the twenty-dollar bill,
Grant is on the fifty-dollar bill.
Franklin is on the hundred-dollar bill.
42
LESSON 5
LESSON FIVE
5.1 Listen, Look, and Read. Read the sentences to the students, and then ask
Who is on the ______dollar bill? After a few exchanges, do 5.2
42 LESSON 5
A. Whos on the _______________________?
___________________ is on the _________________.
B. Whos on the ______________________ and the ___________________?
___________________ is on the __________________,
and ___________________is on the ________________.
5.3 SHOW OR POINT AND ASK
Whats this? Thats a ___________________ dollar bill.
What are these? Those are a _________________ and a

_______________________ dollar bill.
5.4 RITUAL
Excuse me. Can you change a twenty-dollar bill?

What do you need?
I need five ones, a five, and a ten.
Here you are: five ones, a five, and a ten.
Thanks a lot.
Dont mention it.
5.5 ASK AND ANSWER
a ones
two five(s)
Excuse me. Can you change three ten(s)
four twenty/twenties
five fifty
What do you need?
I need __________________.
1 2 3 4 5
ones
five(s)
ten(s)
twent(y/ies)
43
MONEY FOOD
5.2 Ask and Answer. The students ask and answer. Encourage the use of AND.
5.3 Show or Point and Ask. This exchange introduces THIS, THAT, etc. One
student shows or points to the illustration in their book (nearness produces THIS)
and the other student says THAT, etc.
5.4 Read and Say. Have the students read the exchange, and then say it a few
times in pairs. This will prepare them for 5.5.
5.5 Ask and Answer . Have the students check the boxes when they have used
the combination. For example, the boxes in column one are a five, a ten, and a
twenty. The first pair to check all the boxes wins.
MONEY FOOD 43
5.6 READ
Lincoln is on the one-cent coin.

Jefferson is on the five-cent coin.
Roosevelt is on the ten-cent coin.
Washington is on the twenty-five-cent coin.
Kennedy is on the fifty-cent coin.
Sacagawea is on the dollar coin.
COINS
1 cent 5 cent 10 cent
25 cent 50 cent
$1.00
1 = a penny
5 = a nickel
10 = a dime
25 = a quarter
50 = a half dollar
44
LESSON 5
5.6 Read. Have the students study and read the page individually. Then they can
do a short practice with Who is on the _____?
44 LESSON 5
5.7 TELL: PRACTICE IN PAIRS
Tell me about the one-cent coin.

___________ is on the one-cent coin.
Its called a ________________.
A __________ is worth __________ cent.
Tell me about the five-cent coin.

ten-cent coin.
twenty-five cent coin.
fifty-cent coin.
dollar coin.
5.8 ASK AND ANSWER
Do you have change for a dollar?

What do you need?
I need ______________________.
Lets see. Here you are.
Im sorry. I dont have ______________,
but I can give you ___________________
Is that okay?
Thats good enough. Thanks.
5.9 OPERATION

Pick up a _______________________ with your right hand.
What did you do? I picked up a ________________.
Put it in your left hand.
What are you doing? Im putting it in my left hand.
Now, put it back in your right hand.
What did you do? ____________________________
Give it to ________________.
Stop! What are you going to do? Im going to _________________.
Go ahead.
Okay. Now tell me what you/he/she did.
45
MONEY FOOD
5.7 Tell. After the students have practiced the tell me exchange, you can ask
for a volunteer to be on the hot seat and attempt to get a perfect score as the oth-
ers quiz them on the coins. You could also have them do tell me about the dollar
bills. Follow this up with a written quiz for the whole class. You say Whos on the
_____? The students write the name.
5.8 Ask and Answer. After pairs have practiced, have the students wander
around the room, asking each other for change. Some toy money would be a good
prop.
5.9 Operation. This activity can be done with coins. This one works better with
triads.
MONEY FOOD 45
5.10 ASK AND ANSWER
How much does a _________cost?

It costs ____________________.
Do you want to buy one?
Yes I do. / No, I dont.
No, I cant. I dont have enough money.
dictionary - $6.95 pen - .99 cassette - $2.49
watch - $19.95 pencil - .49 radio - $29.98
TV - $249.50 house - $150,000 (air)plane - $895,000
ASK AND ANSWER
What did you buy? I bought __________________.

How much did you spend? I spent ____________________.
46
LESSON 5
5.10 Ask and Answer. This exchange requires the copyable money chits on page
121 in the appendix. One sheet for each student. Cut the sheet into slips and put
them in an envelope. The slips are turned over face down in front of each student.
One student asks the question, and the other answers:
A: How much does a radio cost?
B: It costs $29.98. Do you want to buy one?
A: (Turns over a slip, and then responds by either giving or keeping the slip
to be used later.) By spending wisely, a student can buy everything except the air-
plane.
Ask and Answer. After all the slips have been used, the students can do this
activity. They recount their purchases one by one.
46 LESSON 5
5.11 ASK AND ANSWER: WRITE THE PRICE.
A Example:
How much is your coffee? Its $6.50 a pound,
Thats cheap. My coffee is
$7.00 a pound
Thats expensive. My coffee is 1 pound (lb.) = .45 kilos
$6.50 a pound.
1 kilo = 2.2 pounds
coffee /lb. tea /lb. salt /lb. sugar /lb.
rice /lb. potatoes /lb. tomatoes /lb. apples /lb.
How much is your __________________? Its _________________ a pound.

Thats cheap/expensive.
My __________ is ___________________.
5.12 LISTEN AND ANSWER: PRACTICE IN PAIRS
A
Are you hungry? _____________________________.
Lets go in here;
Get off the street.
Are you thirsty? _____________________________?
I think you need something to drink.
How do you want it;
Cold or hot? _____________________________
_____________________________.
47
MONEY FOOD
5.11 Write, Ask and Answer. One student works on page 47 and the other on
page 48. Each student writes their own price for each item. Go over the vocabulary
(including the weights) and carry out the exchange as a class or in pairs.
5.12 Rhythmic Rhyme. This two-part rhyme is partly on page 47 and partly on
page 48. After a pair has practiced it, they can perform it for the class.
MONEY FOOD 47
5.11 ASK AND ANSWER: WRITE THE PRICE.
Example:
B
How much is your coffee? Its $6.50 a pound,
Thats cheap. My coffee is
$7.00 a pound
Thats expensive. My coffee is 1 pound (lb.) = .45 kilos
$6.50 a pound.
1 kilo = 2.2 pounds
coffee /lb. tea /lb. salt /lb. sugar /lb.
rice /lb. potatoes /lb. tomatoes /lb. apples /lb.
How much is your __________________? Its _________________ a pound.

Thats cheap/expensive.
My __________ is ___________________.
5.12 LISTEN AND ANSWER: PRACTICE IN PAIRS
B
________________________________? Yeah, lets eat.
________________________________;
________________________________.
________________________________? What do you think?
________________________________
________________________________.
________________________________?
________________________________? Ill take whatever
they have got.
48
LESSON 5
5.11 Write, Ask and Answer. One student works on page 47 and the other on
page 48. Each student writes their own price for each item. Go over the vocabulary
(including the weights) and carry out the exchange as a class or in pairs.
5.12 Rhythmic Rhyme. This two-part rhyme is partly on page 47 and partly on
page 48. After a pair has practiced it, they can perform it for the class.
48 LESSON 5
5.13 EXCHANGE RATES
_______
________
___
E uro _ _ _ _ ________
U. S. Dollar ounds
English P ______
_ ________
Peso ________
___
Mexican _ _ _ _
n Dollar _______
Australia ________
Korean W
on _______
________
Swiss Fra
ncs _______
________
Yen ______
Japanese _ ________
uble ____
Russian R _ _ _ ________
Dollar _______
Canadian ________
__
Thai Bah
t
_ _ _ _ _ ________
_______ ___
________ _ _ _ _ ________
_______
________
Whats a U. S. dollar worth? Its worth _________ (point) _________

________________ _________________s.
How many ___________ in a U. S. dollar? There are ____________ in a dolla
ON THE STREET
Can you change a fifty?
49
MONEY FOOD
5.13 Exchange Rates. Before the class, bring in the current exchange rates. In-
clude the currencies from your students countries, if available. (Check out the NY
Times or Wall Street Journal). Dictate the rates, and then have the students practice
the exchange. Note the use of THERE ARE.
MONEY FOOD 49
NEW WORDS
change/changed have got/had got show/showed/shown
cost/cost mention/mentioned spend/spent
drink/drank/drunk need/needed stop/stopped
eat/ate/eaten pick/picked up think/thought
get/got off put/put back
(air)plane hungry rice

apple kilo right (hand)
bill left (hand) salt
cassette a lot (of) sentence
cheap nickel something
coffee off sugar
coin penny tea
cold picture thirsty
dime point (decimal) those
dollar potato today
enough pound tomato
exchange preposition watch
expensive price whatever
half-dollar quarter (25) whose
hand radio yeah
hot rate
PRONUNCIATION
/t/ /d/ /id/
asked agreed collected
guessed answered folded
helped called handed
locked changed needed
looked circled pointed
picked excused repeated
practiced
happened waited
stopped learned wanted
watched listened
worked mentioned
played
saved
50
LESSON 5
New Words. The pronunciation features the past regular endings. You can say the
base form (ask, for example), and the students respond with asked.
Have the students write ten sentences in which they use at least two of the words
on this page. They can read their sentences to each other. They could also write the
sentences with blanks for the two (or three) words and then swap papers.
50 LESSON 5
GRAMMAR
HERE THERE
THIS THAT
THESE THOSE
PREPOSITIONS
ON

AC
RO
SS
UP DOWN
IN OUT

FROM TO
QUESTION WORDS
WHO (DID) WHAT WHICH WHAT WHERE WHEN HOW WHOSE WHAT

I took this picture here today with my camera.
SENTENCE
51
MONEY FOOD

1. Demonstrative determiners THIS,THAT,THESE,THOSE
2. Prepositions of place, direction, and movement.
3. WH questions (all but WHY).
You can do a rapid drill with the sentence (and others).
TEACHER I took this picture here today with my camera.
Who (took the picture)? STUDENTS You did.
I did what? Took this picture.
Which picture? THIS picture.
Where? Here.
When? Today.
How? With your camera.
Whose camera? YOUR camera.
My what? Your CAMERA.
MONEY FOOD 51
Lesson 6
6.1 LISTEN, READ, AND SAY THE TIME

one oclock ten past one quarter past one
half past one one forty quarter of two
ten to two one ten noon

midnight
a.m. = morning p.m.

afternoon, night
morning noon
in the
afternoon at night
evening midnight
52
LESSON 6
LESSON SIX
6.1 Listen, Read, and Say. Introduce the time vocabulary and expressions.
The students simply listen and repeat. They can follow this with a paired point and
say: What time is this? or What time is it? and Its one oclock.
52 LESSON 6
A 1 2 3 4

? ?
5 6 7 8
? ?
Do you have the time? Yes. Its _____________________.

Thank you.
Lets see. We have a class at ____________.
I think well be late/on time/early.
B 1 2 3 4
? ?

5 6 7 8
? ?
53
TIME
6.2 Ask and Answer. Teach LATE, ON TIME and EARLY before doing the
practice. This is an information gap pair practice. Student A should cover up student
Bs clocks, and vice versa. They take turns alternating the question and response.
TIME 53
Calendar
of
for the month
January WEEKEND
WEEKDAYS AY SUNDAY
SD AY F R ID AY SATURD
U R
NESDAY TH
O N D A Y T U ESDAY WED
M
5 6 7
4
1 2 3
14
12 13
11

8 9 10
21
19 20
17 18
15 16

28
25 26 27
24
22 23

30 31
29
6.3 POINT, ASK, AND ANSWER

What day is today? Its _____________________.
Whats tomorrow? Its _____________________.
Whats the day after tomorrow? Its ______________________.
What was yesterday? It was ____________________.
What was the day before yesterday? It was _____________________.

Whats todays date? Its the _____________________.
1st = first 4th = fourth 7th = seventh 10th = tenth 20th = twentieth
2nd = second 5th = fifth 8th = eighth 11th = eleventh 21st = twenty first
3rd = third 6th = sixth 9th = ninth 12th = twelfth 30th = thirtieth


Whats today? Its _______day, the ________________ of January.
54
LESSON 6
6.3 Point, Ask, and Answer. Go over the pronunciation of the days of the week.
Then demonstrate the exchange. Write the days of the week on the board. Point to
a day, and then ask the series of questions with one or more students responding.
Then have pairs practice. Finally, a volunteer can come to the board to point and
ask the questions.
6.4 Ask and Answer. Using the calendar, follow a procedure similar to that in
6.3. This exchange introduces the ordinal numbers. The troublesome /th/ also oc-
curs here.
6.5 Ask and Answer. This concludes the day/date practice. You can again use
the series of questions in 6.3.
54 LESSON 6
Whats on TV tonight? I dont know. Lets take a look.

How about ________ on channel _____

at ______________oclock? That looks interesting, but how
about __________________?

Maybe, but how about ______________? Whats it about?

I think its about/a ___________________.

or
I dont know what its about.

TV Tonigh
8:00
t
9:00
CH 2 Airp 10:00
lanes
Its Your Birth
day Dollars and Cen
CH 3 A Month of Su ts
ndays Get R
ich!
CH 4 English Interpla
Whats the Price y
? The Long Wait
CH 5 Spell It Right!
Your Cats and
D ogs Winners and L
ose rs Ten Is Enough
CH 6 All About Eve
The Big Apple
My Friend Frid
CH 7 At Home with ay
Edna Dog Day After
noon The Midnight
CH 8 Wait a Minute! Hour
Another Year
CH 9 Holiday in Mex
Todays Sched ico
ule April in Paris
Beth and Bess
So, at ___________ well watch _______. And at ____________ well

watch _____________.
And at ___________well watch ________.
55
TIME
6.6 Ask and Answer. Go over the exchange using the TV schedule. Try to
avoid answering questions about the vocabulary since part of the activity is to en-
courage the students to guess answers to Whats it about? You could also intro-
duce comedy, movie, game show.
6.7 Ask and Answer. After doing the exchange, you could have each pair come
to a decision on what they will watch from 8 to 10. The pairs can then compare
notes.
TIME 55
6.8 LISTEN, READ, AND SAY
The Year
and the Holidays

January February March
New Years Day Presidents Day
Martin Luther King, Jr. Day

April May June

Memorial Day
July August September

Independence Day Labor Day
October November December

Columbus Day Veterans Day Christmas
Thanksgiving
Other days: Valentines Day: February 14

Halloween: October 31
Mothers Day: 2nd Sunday in May
Fathers Day: 3rd Sunday in June
6.9 ASK AND ANSWER
When is ___________________(Holiday)? Its in ________________(month).
56
LESSON 6
6.8 Listen, Read, and Say. This page simply introduces the vocabulary. You can
have the students listen as you talk about the holiday calendar.
6.9 Ask and Answer. Emphasize using IN with months. After pairs practice for
a while, you can have a pair volunteer to come to the front and be quizzed by their
classmates.
56 LESSON 6
6.10 ASK AND ANSWER WITH THIS YEARS CALENDAR

This year, when is ___________(Holiday)?
This year, ______________(Holiday) is
on ______(day) the ________________
of ________________(month).
6.11 ASK AND ANSWER
The Seasons
Spring Summer
Fall Winter
March June September December
April July October January
May August
November February
When is ______________(Holiday)? Its in the ____________________.
6.12 PRACTICE
How many seconds in a minute?

There are always sixty in it.
How many minutes in an hour?
Always sixty in one hour.
Twenty-four hours is a day.

Each week has seven days.
And twelve are the months in a year.
But Februarys a little queer.
Thirty days has September,

April, June and November.
All the rest have thirty-one,
But Februarys a special one.
Twenty-eight most of the time,

But once in four, its twenty-nine.
57
TIME
6.10 Ask and Answer. Use the current years calendar. This practice uses ON
with days.
6.11 Ask and Answer. First, go over the pronunciation of the seasons. Do a rapid
question-answer: When is June? June is in the summer. For fun, you could
throw in: Okay, now were in Australia. Then have pairs practice holidays and
seasons.
6.12 Rhythmic Rhyme. This one lends itself to a two-part chant. Voice A says
the odd-numbered lines, and voice B the even-numbered.
TIME 57
6.13 ASK YOUR CLASSMATES
When is your birthday?

Its on ____________________________.
So, its on the __________________.
Classmates Birthdays
CLASSMATE
BIRTHDAY
________________________________ ______________________
________________________________ ______________________
________________________________ ______________________
________________________________ ______________________
________________________________ ______________________
________________________________ ______________________
________________________________ ______________________
________________________________ ______________________
6.14 PRACTICE IN PAIRS
Whats the matter? Nothing at all.

Whats the problem? No problem at all.
Can I help? Theres nothing wrong.
Are you sure? As the day is long.
Are you okay? Cant you see?
What can I do? Dont bother me.
Then I will go. Have a nice day..
Okay, so long. And by the way . . .
Yes, go on. Yesterday?
Yesterday? Somebodys birthday?
58
LESSON 6
6.13 Ask and Answer Chain. If you want to, you could add a line about
astrological signs: Are you a(n) Aries?, etc. The signs and dates are below.
Mar 21 - April 20 Aries Sep 24 - Oct 23 Libra
Apr 21- May 21 Taurus Oct 24 - Nov 22 Scorpio
May 22 - Jun 21 Gemini Nov 23 - Dec 21 Sagittarius
Jun 22 - Jul 23 Cancer Dec 22 - Jan 20 Capricorn
Jul 24 - Aug 23 Leo Jan 21 - Feb 19 Aquarius
Aug 24 - Sep 23 Virgo Feb 20 - Mar 20 Pisces
6.14 Rhythmic Rhyme and Ritual. This rhyme is best done as a back and forth
chant. There are several useful expressions that the students could memorize as rit-
ualistic phrases.
58 LESSON 6
Tomorrow Ive (I have) got to _________________, and next week ___________.
What have you got to do?
PERSON TOMORROW NEXT WEEK
_________________ _____________________ _______________________
_________________ _____________________ _______________________
_________________ _____________________ _______________________
_________________ _____________________ _______________________
_________________ _____________________ _______________________
_________________ _____________________ _______________________
_________________ _____________________ _______________________
_________________ _____________________ _______________________
_________________ _____________________ _______________________
What has _____________ got to do? _______________s got to ____________.
6.16 PRACTICE AND REVIEW

Open your book.
What are you going to do? Im going to open my book.
Turn to page _______. (8,20,30,40,50)
What did you do? I turned to page _______.
Now look at the words on page ______.
Find three words that you dont know.
Write them here. ______________________
______________________
______________________
Now lets write six words on the board.
59
TIME
6.15 Question-Answer Chain. First show that HAVE GOT TO is similar to

HAVE TO. You can start and then ask a student who then makes a statement and
asks another person. As this is going on, everybody takes notes. When all have
contributed something, you can do the activity as a chain or pair practice.
6.16 Operation. This activity is also a chance to review. Do it for each of the
Words pages in the previous five lessons. Finish up by having everybody write a
few words on the board. Help the students understand the words. If there are sever-
al different words, choose the ones that most people have put on the board.
You can continue to use this activity throughout the remaining lessons.
TIME 59
NEW WORDS
Verbs
bother open turn
have got to
Others
after February midnight past that
always Friday Monday problem third
April holiday month queer Thursday
August hour most (the) rest tomorrow
before interesting next Saturday tonight
birthday January night season Tuesday
calendar July noon second Wednesday
(o) clock June nothing second (2nd) week
date a little November September weekday
December March October so long weekend
each matter once special winter
early May on time summer year
fall maybe other Sunday
ON THE STREET
Do you have the right time?
60
LESSON 6
New Words. Have the students write seven sentences, each one with a day of the
week. On Monday, I... They should try to use one other word on the list in the
sentence. On Monday, I had a problem.
The students could do a similar activity with the months or the seasons.
Do a verb review with the verbs of the previous five lessons. The students could do
a guessing game: My verb begins with F.
60 LESSON 6
GRAMMAR
NOUN + S NOUN +
a few (2-3) a little ( 1 lb.)
I bought some (3-6) books. I bought some (2-4 lb.) sugar.*
a lot of (10) a lot of (10 lb.)
seven (7) seven pounds of
I didnt buy any (0) books. I didnt buy any (0) sugar.*
many (2-3) much (2-3 lb.)
* sugar, salt, coffee, tea, rice, paper, money, time, homework

+ ?
HAVE
You have some You dont have any Do you have any
She has some She doesnt have any Does she have any
HAVE TO
You have to have You dont have to have Do you have to have
She has to have She doesnt have to have Does she have to have

HAVE GOT TO
You have got to have You havent got to have Have you got to have
She has got to have She hasnt got to have Has she got to have
I know the answer. What is it about?

She knows the answer. I know what it is about.
I dont know what it is about.
I may know the answer. Do you know what it is about?
She may know the answer.
What does she know?
I want to know the answer. I know what she knows.
She wants to know the answer. I dont know what she knows.
Do you know what she knows?
I think (that) I know the answer.
She thinks (that) she knows the answer.
61
TIME
Grammar. See page 142 for information on this grammar.

1. Quantifiers A FEW, SOME/ANY, A LOT, A LITTLE, MANY, MUCH.
2. Countable and uncountable nouns.
3. HAVE, HAVE TO, HAVE GOT TO.
4. Embedded WH question with BE and other verbs.
TIME 61
Lesson 7
7.1 READ AND STUDY EDNAS FAMILY.
EDNAS FAMILY
(Edna and her relatives)
Betsy Peter Arthur Nell

Green Green Smith Smith
1919 1915-1990 1914 1915-1988
David Mary Fred Nancy (Smith)

Green Green-Smith Smith Brown
1940 1936 1935 1933-1999
Wendy Edna Ed Jim

Smith Worth Worth Smith
1958 1956 1949 1956-1974
Ted Beth
Worth Worth
1980 1978
My name is Edna. I am married. My spouse is Ed Worth. He is my husband. I

am his spouse. I am his wife. We have two children. My son is Ted. He is single. My
daughter is Beth. She also is single. I had one brother. He was Jim Smith. He was
my twin brother.We were born in 1956. He died several years ago in 1974. I have
one sister. She is Wendy Smith. Our mother and father are alive. They were married in
1955. Nancy is my aunt. David is my uncle. My mothers mother is my grandmother.
She is alive. My mothers father is my grandfather. He is dead. My husbands mother,
my mother in-law, is also dead.
ASK AND ANSWER THESE QUESTIONS WITH A PARTNER

Who is _________ ________?
He/She is Ednas _______________.
Who is Ednas _______________.
He/She is __________ ___________.
62
LESSON 7
LESSON SEVEN
7.1 Read. Have the students read the passage. Then in pairs, they do the ex-
change. Finally, you can have them in pairs or as individuals construct a family tree
for Edna. It should look like this:
Betsy Peter Arthur Nell
Green Green Smith Smith
David Mary Fred Nancy (Smith)
Green Green-Smith Smith Brown
Wendy Edna Ed Jim
Smith Worth Worth Smith
Ted Beth
Worth Worth
62 LESSON 7
7.2 THIS IS MY FAMILY
ME
7.3 DESCRIBE YOUR FAMILY
My name is ___________________________. My ____________________s name is
_____________________ ____________________.
63
FAMILY
7.2 My Family. The students draw their own family trees.
7.3 Describe. The students show and describe their families to each other in
groups. You could also have individuals draw their trees on the board and then
describe their families to the rest of the class.
FAMILY 63
EDNAS FAMILYS BIRTHDAYS
Edna: November 23, 1956 Arthur: July 13, 1914
Ed: February 21, 1949 Nell: January 3, 1915
Beth: August 4, 1978 Mary: June 22, 1936
Ted: March 25, 1980 Betsy: October 2, 1919
Wendy: May 30, 1958 Fred: September 17, 1935
Jim: November 23, 1956 Peter: December 5, 1915
David: February 29, 1940 Nancy: April 1, 1933
Nell Smith died on December 30, 1988

Peter Green died on March 19, 1990
Jim Smith died on October 10, 1974
Nancy Brown died on January 21, 1999

7.4 ASK AND ANSWER ABOUT EDNAS FAMILY

When is _____________s birthday?
______________s birthday is on __________________.
When was _____________ born?

______________ was born on _____________________.
How old is _____________________?

_______________ is _______________years old.
_______________ is dead. He/She died _____________
years ago.
MY FAMILYS BIRTHDAYS
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
64
LESSON 7
7.4 Ask and Answer. The students do the exchange in pairs. They can follow up
with their own family birthdays.
The was born construction can be troublesome because students may try to use
born as a simple past construction: She born on...
64 LESSON 7
FAMOUS PEOPLE
Genghis Khan 1162-1227 Syngman Rhee 1875-1965
Marco Polo 1254-1324 Kemal Ataturk 1881-1938
Dante Alighieri 1265-1321 John F. Kennedy 1917-1963
Joan of Arc 1412-1431 Anwar al-Sadat 1918-1981
Leonardo da Vinci 1452-1519 Nelson Mandela 1918-
Queen Elizabeth I 1558-1603 Evita 1919-1952
William Shakespeare 1564-1616 Pierre Trudeau 1919-2000
George Washington 1732-1799 Queen Elizabeth II 1926-
Napoleon Bonaparte 1769-1821 Martin Luther King, Jr. 1929-1968
Ludwig van Beethoven 1770-1827 Mikhail Gorbachev 1931-
Simon Bolivar 1783-1830 Dalai Lama 1935-
Sacagawea 1788-1812 King Hussein 1935-1999
Benito Juarez 1806-1872 Kofi Annan 1938-
Mahatma Gandhi 1869-1948 John Lennon 1940-1980
Winston Churchill 1874-1965 Princess Diana 1961-1997
7.5 MATCH THESE FAMOUS PEOPLE WITH THE COUNTRIES
Germany India Egypt France

Turkey Italy Argentina America
Mongolia Russia Jordan South Africa
Ghana England Mexico Tibet
Korea /Great Britain Canada Venezuela
________________ is/was from _________________.

He/She is/was a(n) ___________________.
7.6 ASK AND ANSWER

WHERE ARE YOU AND YOUR CLASSMATES FROM?
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
65
FAMILY
7.5 Match. You can have pairs compete for the most correct answers, or stage a
quiz show with a panel quizzed by the audience:
Who is/was _____? Where is/was _______from?
Answers: Germany: Beethoven Italy: Polo, Da Vinci, Alighieri
Turkey: Ataturk Russia: Gorbachev
Mongolia: Khan England: QE 1, Shakespeare, Churchill, QE II,
Ghana: Annan Lennon, Diana
Korea: Rhee Egypt: al-Sadat
India: Gandhi Argentina: Evita
Tibet: Dalai Lama Jordan: King Hussein
Canada: Trudeau France: Joan of Arc, Bonaparte
South Africa: Mandela Mexico: Juarez
Venezuela: Bolivar USA: King, Kennedy, Sacagawea, Washington
7.6 Ask and Answer. You can simply review 1.4C, or have the students choose
one of the people above and play 10 YES/NO questions: Are you from Mexico?
FAMILY 65
7.7 LISTEN, READ AND SAY THE ADDRESSES
(See p. 71 for abbreviations)
This is Ednas address: This is Ednas parents address:

Mrs. Edna Worth Mr. and Mrs. Fred Smith
197 Center St. Apt. 21-B, 300 Northern Blvd.
Middle Corners, VT 05001 E. Centerville, NM 87100
This is Ednas sons address: This is Ednas sisters address:

Mr. Ted Worth Ms. Wendy Smith
P.O. Box 1330 33 Eastern Ave.
W. Bridgewater, ME 04822 Northfield, Ontario N2J 3Z9
Ednas daughters address: Ednas friend

Miss Beth Worth Annie Suquet
2250 Upper Airport Rd. 3 Riverside Rd.
S. Bridgeport, WV 26330 River City, NB E2L 5L4

Ednas friend Ednas friend
Elise Carlson Judy Beaudoin
17 Lower Main Street 281 Middle Street
Watertown, SD 57201 Greenville, NC 27834
7.8 ASK AND ANSWER
Who lives in ____(State/Province)____? ___________ does.
Where does ____________ live, in (State/Province) ? In ___(City)____.
What is _____________s address and zip/postal code? Its _____________.
Is _____________ married or unmarried/single?
_______________ is ________________.
I dont know if ______________ is ________________ or ____________.
VT Vermont NM New Mexico NC North Carolina

ME Maine WV West Virginia SD South Dakota
NB New Brunswick
Mr. = married or unmarried man Mrs. = married woman

Ms = married or unmarried woman Miss = unmarried woman

66
LESSON 7
7.7 Listen, Read, and Say. First, go over the abbreviations. Then say the
addresses as the students listen and follow along. Finally, they can take turns
saying one of the addresses, and then asking, Whose address is that?
7.8 Ask and Answer. This can be done as a teacherstudent exchange, or in

pairs or small groups.
66 LESSON 7
7.9 WRITE YOUR ADDRESS HERE:
7.10 ASK YOUR CLASSMATES FOR THEIR ADDRESSES.

WRITE THEM HERE:
7.11 READ, PRACTICE, AND TELL YOUR PARTNER
I want to send a letter to a friend. What do I have to do?
First, you have to write the address in the center of the envelope.
You write the persons name on the top line.
Then you write the street or the post office box on the middle line.
Next, the city, state/province and zip code on the bottom line.
Then you have to write your return address in the upper left-hand corner.
Actually, you dont have to. You can write it on the back of the envelope.
Then you put the stamp in the upper right-hand corner.
Finally, you have to put the letter in the envelope and seal it.
67
FAMILY
7.9 Write. Check the addresses for accuracy.
7.10 Ask and Write. This can be done as a chain.
7.11 Operation. Go through it first for comprehension. After pairs practice it, one
or more can perform it.
FAMILY 67
7.12 SAY THESE PHONE NUMBERS
EXAMPLE:
Smith, Mary and Fred 603 - 926-3405 Area code six oh three
nine two six
three four oh five
Worth, Edna and Ed 802-257-3413 Carlson, Elise 605-787-1265
Worth, Beth 304-796-0145 Beaudoin, Judy 252-590-4591
Worth, Ted 207-340-7779 Suquet, Annie 505-456-9915
Smith, Wendy 519-994-7067 Smith, Fred 506-433-8019
Green, Betsy 201-770-3498 Burrows, Arthur 800-257-5117
Smith, Arthur 602-147-5048 Bush, George W. 202-456-7041
7.13 HOW TO USE A PHONE

Pick up the phone. . . . .What did you do?, etc.
Listen for the dial tone.
Dial the number.
Wait for an answer.
When someone answers, begin talking.
Talk.
Say goodbye.
Hang up.
ON THE STREET
May I use the phone?
68
LESSON 7
7.12 Say these Phone Numbers. You can simply have individuals read the names
and numbers or have the students work in pairs. The numbers are not real except
for that of George W. Bush.
7.13 Operation. You can use the same procedure as in 7.11. It would be helpful to
bring in some toy telephones.
68 LESSON 7
7.14 READ AND THEN TELL YOUR PARTNER
HOW TO USE DIRECTORY ASSISTANCE.
USE IF TEN TIMES.
A C P C
DIRECTORY ASSISTANCE
Our operators have millions of numbers. Please call when you need a number.
We can help.
HOW TO DIAL DIRECTORY ASSISTANCE

For numbers in your area code . . . . . . . . . . . . . . . . . . . . . . . . 411
For numbers anywhere in North America . . . . . . . . . . . . . . . 411
For toll-free numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .411
For coin telephones . . . . . . . . . . . . See instructions on the phone
DIRECTORY ASSISTANCE COSTS

If your call is inside your own area code, no charge for the first three calls each month.
After that, each call costs 64 cents.
If you dial O for an operator, the call costs 92 cents.
Outside your own area code, if you call directory assistance, the call costs 95 cents.
Let us help you.

AMERICAN AND CANADIAN PHONE COMPANY
YOUR PHONE COMPANY FROM THE ATLANTIC TO THE PACIFIC
69
FAMILY
7.14 Read and Tell. After the students have had a chance to read and study the in-
structions, they should try to instruct each other from memory. Encourage the use
of the IF clauses.
FAMILY 69
NEW WORDS

VERBS
describe live study
dial match talk
die return use
hang up seal

NOUNS
abbreviation dial tone Mrs.
address directory Ms.
adjective envelope noun
airport family operator
assistance father parent
avenue grandfather partner
aunt grandmother post office
boulevard husband relative
box instruction road
brother letter sister
center life/lives someone
charge line son
city Miss spouse
company Mister twin
corner mother uncle
daughter mother-in-law wife

ADJECTIVES
alive (un)married south(ern)
bottom middle toll-free
dead north(ern) top
east(ern) old upper
famous several west(ern)
lower single
OTHERS
actually born inside
ago finally outside
also if own
anywhere
70
LESSON 7
New Words. Ask the students to make a list of all the three-syllable nouns. It
should look like this:
adjective dial tone post office
assistance envelope relative
avenue family Note: bottom
boulevard grandfather
company grandmother
and middle can also be nouns. instruction
70 LESSON 7
GRAMMAR
BE: PRESENT, PAST, AND PRESENT PERFECT
I am single now. She is single now.
I was single several years ago. She was single several years ago.
I have been single for several years. She has been single for several years.
You/We/They are single now.

You/We/They were single several years ago.
You/We/They have been single for several years.
VERB NOUNS
direct directory
direction
director

operate operation
operator
instruct instruction
instructor

collect collection
collector

correct correction

describe description

repeat repetition
ABBREVIATIONS
a.m. morning Jr. Junior N. North lb. pound
p.m. afternoon Sr. Senior S. South oz. ounce
b. born E. East gr. gram
ex. example
d. died W. West kg. kilogram
etc. etcetera
Mr. Mister
p. page St. Street
Mrs. /misiz/
Ave. Avenue
Ms /miz/ P.O. post office
Rd. Road
tel. telephone
Blvd. Boulevard
no. number
71
FAMILY

1. BE with past forms and past participle in the present perfect.
2. Verb and noun derivations.
The verb-noun chart calls attention to affixation in English. As the students

encounter more new words, you can also work on some of the common
derivations. See the appendix for a chart of the common prefixes and suffixes
on pages 133 and 134.
FAMILY 71
Lesson 8
A BLOCK IN RIVER CITY
t
tree
yS
lle
Va
This is a block in downtown River City.

The River City Hotel is in the middle of the block.
It is between a drugstore and a bank.
The drug store is next to City Hall.
There are two people in front of the hotel.
There is a taxi in front of the hotel.
There are three cars and a truck on Main Street
There are two people and a dog in front of City Hall.
There are two people at the bus stop on the corner of Main and Valley Streets.
There is a bus at the bus stop.
There is nobody in front of the bank.
There is no one in front of the drug store.
There is an apartment building behind the bank.
There is a sign on top of Downtown Apartments.
There is an office building beside the apartment building and in back of the hotel.
72
LESSON 8
LESSON EIGHT
8.1 Listen and Read. The students can read first and then listen, or listen and
read. Clarify the vocabulary. The text uses expletive THERE IS/ARE, several prep-
ositions, and the shift of A to THE, as in a block the block.
72 LESSON 8
8.2 ASK AND ANSWER
How many ____________(s) are ___________ the ___________?

There is/are ________________.
Where is/are the ________________?

It is/they are _______________.
8.3 MAKE A CITY BLOCK. SHOW AND DESCRIBE IT.
73
PLACES
8.2 Ask and Answer. This is a pair practice. You could carry out the question-
ing first, and then have the students pair up and cover up 8.2, asking and answering
without written cues.
8.3 Make, Show and Describe. Individuals create a city block and then share it
with others in the class.
PLACES 73
A MAP OF RIVER CITY
8.4 GIVE INSTRUCTIONS TO YOUR PARTNER
You are at the corner of ______________ and _______________.

You want to go to ____________________.
74
LESSON 8
8.4 Give Instructions. Go through the sequence with the class listening. Then
have the students do the response. Follow up with pair practice. If possible, bring in
a map of your city and practice with it.
74 LESSON 8
8.5 NOW ASK FOR AND GIVE DIRECTIONS
Excuse me, can you tell me how to get to _______?

Well, lets see. Walk E/N/S/W along ________.
Turn left/right at ___________________.
Continue until ______________________.
Is it very far?
No, its quite near.
Its only ___________block(s) from here.
Would you repeat those directions?

Sure. __________________________________.
So, I ___________________________.
Thats right.
Thanks a lot for your help.

No problem.
8.6 LISTEN
Lets take a tour by car around River City. This is what we will do. We will start at the
train station. We will drive south on Riverside. We will pass the mall on our right. We will turn
right on Lakeside. We will go past the lake. When we come to Airport Road, we will turn right
on Park Avenue. We will drive past the park and finish our tour at the zoo.

DESCRIBE WHAT YOURE DOING AS YOU TAKE YOUR TOUR
Ex: We are starting at the train station. We are going south on Riverside, etc., etc.
TELL WHAT YOU DID ON YOUR TOUR
Ex: We started at the train station. We went south on Riverside, etc.,etc.
8.7 NOW GIVE YOUR PARTNER A DIFFERENT TOUR
75
PLACES
8.5 Now Ask for and Give Directions. You could tape the exchange with a
friend and have the students listen before they try it.
8.6 Listen. Have the students cover up the text. Read this passage while the stu-
dents follow along. Give two or three different tours.
Describe. One student (or you) can give the tour with the imperative: Start
at the train station. What are you doing?
Tell. Ask for volunteers to desribe the completed tour.
8.7 Give Tours. The students can take turns giving new tours while others fol-
low along.
PLACES 75
8.8 LETS MAKE A MAP
A E C
D F B
Draw a line from A to B. What are you going to do?

What are you doing?
What have you done?
What did you do?
This line will be Cross Street.
Write Cross Street along the line.
Now draw a line from E to F.
This will be Center Street.
Next, draw a line from A to C.
Name this street.
Draw a line from D to E.
Draw a line from A to D.
Name these streets.
8.9 NOW TAKE TURNS

Put an X on ______________street. This will be a/the _________________.
76
LESSON 8
8.8 Make a Map. Give the instructions and ask the questions as the students fol-
low along.
8.9 Take Turns. Pairs take turns placing buildings on the streets. Afterwards,
they can quiz each other: Wheres the hotel? Its on X street.
76 LESSON 8
AT THE MALL
8.10 READ AND STUDY
Someone is coming in the entrance.
No one is going out the exit.
Someone is getting into an elevator.
Someone is getting out of the other elevator.
No one is going up the stairs.
Someone is coming down the stairs.
Someone is walking toward the exit.
Someone else is walking away from the exit.
8.11 ASK AND ANSWER
Is anyone coming in the entrance?

Yes, someone is coming in the entrance.
Is anyone _____________________?
Yes/No, ____________________________.
77
PLACES
8.10 Read and Study. First ask the students to describe what they see in the il-
lustration without looking at the text. If possible, make copies of the illustration and
work with a textless illustration. Then have them read the SOMEONE/NO ONE sen-
tences. Clarify their questions. Note the impersonal pronouns and prepositions.
8.11 Ask and Answer. Ask the questions and have the students volunteer an-
swers. Then have them practice in pairs.
PLACES 77
8.12 REVIEW
Whats this thing/stuff? I think its ____________________.

Yeah, I think so too.
or
No, I dont think so. I think
its ____________________.
78
LESSON 8
8.12 Review. In pairs, the students ask and answer questions about the illustra-
tion. Note: stuff for uncountable nouns and thing for countables. Encourage the stu-
dents to give wrong answers to force No, I dont think so.
78 LESSON 8
8.13 FIND OUT WHAT EVERYONE HAS AND WHAT NO ONE HAS

A. _______________, I think you have
a/some ______________?
No, youre wrong, I dont.
Youre right, I do.
Aha! So someone has a/some __________.
B. I think I know what everyone has and what no one has.

It looks like a few people people have _____________________,
but everyone has _______________________ and
no one has _________________________.
8.14 PRATICE IN PAIRS
Where can you get anything that you want? At Mike and Andys Restaurant.
Can you get breakfast? Yes, you can.
Can you get lunch? Sure, you can.
Can you get dinner? Of course you can.
You can get anything you want. At Mike and Andys Restaurant.

ON THE STREET
Excuse me, Im lost. Can you tell me where 99 Main is?

79
PLACES
8.13 Find out. Copy and hand out the four different illustrations in the appendix.
Note that no one has sugar, apples, dictionary, TV. Everyone has cassette and coffee.
This can be done as a chain with a group or the entire class.
8.14 Rhythmic Rhyme. This lends itself to a two-part practice. After they prac-
tice, ask for volunteers to perform the rhyme.
On the Street. Note that odd numbers are on the other side of the street.
PLACES 79
NEW WORDS
VERBS
come/came/came finish look like
continue get/got into pass
draw/drew/drawn get/got out of start
drive/drove/driven get/got to walk
find/found out

NOUNS
bank fire station river
block hall shopping center
breakfast high school sign
bridge hospital stairs
building hotel stuff
bus lake taxi
bus stop library thing
dinner mall tour
direction office train station
drug store park truck
elevator police station turn
entrance restaurant valley
exit review zoo

PREPOSITIONS
along between next to
around by on top of
away from in back of past
behind in front of toward
beside
OTHERS
a few everyone of course
anyone far only
anything lost there is/are
as near until
downtown nobody well
else no one

80
LESSON 8
New Words. Have the students write a paragraph or some sentences describing
your city. They should try to use all the place names. You could bring in a list of the
appropriate street names and have them try to identify the location of the place:
I think the library is on 3rd Avenue, etc.
Review the verbs from previous lessons.
80 LESSON 8
GRAMMAR
+ ?
There is There isnt Is there
There are There arent Are there
PREPOSITIONS
along away from toward between
beside next to behind in back of
past in front of on top of around
a / the / some / the

This is a hotel. I want to buy coffee.
The hotel is beside a bank. I bought some coffee.
The bank is beside a restaurant. The coffee was very good.
The restaurant is near a bus stop. I want to buy apples.
There is a bus at the bus stop. I bought some apples.
The bus stop is on Valley Street. The apples were very good.
81
PLACES
Grammar. For explanations of the grammar, see page 144.

1. Expletive THERE IS/THERE ARE.
2. Prepositions.
3. Articles THE, A/AN. SOME/.
PLACES 81
Lesson 9
9.1 POINT, ASK, AND IDENTIFY
Do you remember who this is?

I think its ____________.
82
LESSON 9
LESSON NINE
9.1 Point, Ask, and Identify. Model a few exchanges, and then have pairs con-
tinue the questions and answers. Note the inversion of who is this when it is in-
cluded in a sentence. This is also a review of the vowel sounds.
82 LESSON 9
9.2 MATCH PEOPLE AND JOBS
police officer _________ A. works in a hospital
civil engineer _________ B. drives buses
teller _________ C. works in a zoo
waiter _________ D. flies (air)planes
cashier _________ E. builds bridges
nurse A
_________ F. works in a store
bus driver _________ G. works in a law office
truck driver _________ H. works in a toy store
doctor _________ I. works in a bank
pilot _________ J. works in a post office
accountant _________ K. drives trucks
cook _________ L. works in a hospital
zoo keeper _________ M. works in a restaurant
postal clerk _________ N. works in a police station
toy store clerk _________ O. works in an office

lawyer _________ P. works in a restaurant

What does a(n)________________ do?
A(n) ____________ ___________ ____________.
83
WORK AND PLAY
9.2 Match. First have individuals make the match and then have pairs or small
groups carry out the exchange. Note that there are some duplicates, for example, A
and L, M, and P.
WORK AND PLAY 83

9.3 WRITE AND GIVE THEM A JOB

p_________ o________ c__________

b______ d________

w__________ t_____ s______ c_________

a_______________

c____________ l_____________
9.4 ASK AND ANSWER
Whats _________s job? He/She s a(n) ___________________.

Where does he/she work? He/She works ____________________.
or
What does a(n) do? He/She __________ _____________s.
84
LESSON 9
9.3 Write. This is a paired information gap activity. First, each student writes in
a job, using the list on the previous page. Each characters vowel has the same vow-
el in its job description, for example, Eve is a police officer, Bert is a nurse, etc.
9.4 A and B. Ask and Answer. The pairs carry out a question and answer ex-
change and write in the missing job descriptions.
84 LESSON 9
9.3 WRITE AND GIVE THEM A JOB

n__________

c__________ e__________ z______ k_______

p____________

t _________________ p_________ c________

d_____________

t_________ d_________
9.4 ASK AND ANSWER
Whats _________s job? He/She s a(n) ___________________.

Where does he/she work? He/She works ____________________.
or
What does a(n) do? He/She __________ _____________s.
85
WORK AND PLAY
Since it has been some time since the students have worked with the names of
Chucks friends, they may need a quick review before doing this exercise.
WORK AND PLAY 85

9.5 ASK AND ANSWER

(Jill is working on a bridge. Where is everyone else working?)
Where is _________________working?
He/She is working in _______________.
How long has ______________ been

a(n) __________________?
He/Shes been a(n) _____________
for ___________________.
So, he/she has been working

as a(n) ____________ for ____________.
Thats right.
9.6 INTRODUCE ONE PERSON TO ANOTHER
_______x______, Id like to introduce ________y__________.
_______x______, this is ________y__________.
_______y______, this is ________x__________.
How do you do ______y_________?
Nice to meet you,________x_________.
________y______ is my friend. He/She is a(n) _________________.
Oh, really? Thats nice.

Thats interesting.
Where do you work?
How long have you been ________________?
86
LESSON 9
9.5 Ask and Answer. Following the example, the students carry out the ex-
change in pairs or small groups.
The second question (How long) can be done at the same time with the first
(Where), or it can be done after doing where. Tell the students to make up an an-
swer to the how long question. They take turns until they have asked about every-
body.
9.6 Introductions. Bring two students to the front and model this ritual ex-
change. You take the part of the person who is making the introductions. Then
have the students work in threes.
86 LESSON 9
9.7 ASK AND ANSWER
What does ___________like to do after work?

_____________ likes to ______________.
watch TV go for a walk listen to music

go to the library relax at home read the paper
read a book surf the net go to a bar
jog in the park check his/her email go to the gym
walk the dog play with his/her children play video games
watch videos

Eve __________________________________________________
Jill __________________________________________________
Gus __________________________________________________
Max __________________________________________________
Jon __________________________________________________
Joe __________________________________________________
Bert __________________________________________________
Ruth __________________________________________________
Jeff __________________________________________________
Mike __________________________________________________
Chuck __________________________________________________
Paul __________________________________________________
Howie __________________________________________________
Janie __________________________________________________
Zoey __________________________________________________
Brooke __________________________________________________
9.8 ASK AND ANSWER
Why does ___________ like to ___________? Because its ________________.
fun exciting relaxing interesting

enjoyable informative necessary restful
87
WORK AND PLAY
9.7 Ask and Answer. First, go over the vocabulary. Then ask each student to
give each character an activity. Everybody writes in the activity. Then the students
can quiz each other with the exchange. After once through the list, have them close
their books and do it from memory.
9.8 Ask and Answer. This continues the previous activity with several adjec-
tives. Clarify the meanings of the adjectives before doing the exchange. You could
ask them to make a full answer: X likes to Y because its Z.
WORK AND PLAY 87

9.9 INTERVIEW YOUR CLASSMATES
NAME JOB AFTER WORK
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
9.10 WRITE AND TELL ABOUT YOURSELF AND YOUR FAMILY
88
LESSON 9
9.9 Interview. Have the students carry out a chain question-answer, or have
them circulate while writing down all the responses.
9.10 Write and Tell. Have the students write about their families, and then they
can, in turn, tell their classmates.
88 LESSON 9
HELP WAN
STORE CLERK
Roys Toys.
TED
30 hrs/wk. Apply BANK TELLER
$9.00/hr. Ca in person RiverCitiBa
ll 254-3413 40 hrs./wk. S nk
tarts at $9.00
Call 257-131 /hr.
0. Ask for Mr.
WAITERS M Rein
ike and And
Lunch and D ys. TAXICAB DR
inner. Call M IVER CITY C
at 257-7791. ike Nights. $11.0 AB CO.
0/hr. Intervie
necessary. C w
NURSE Rive all 254-TAXI
r Cit
8 a.m. - 4 p.m y Hospital. TRUCK DRIVE
. Call for an R CHUCKS
interview. 25 TRUCKING. Exp
4-7038 erience nece
Good mone ssary.
COOK McB y. 257- 7507
urgers. Expe .
not necessa rience HOU
ry. Call Carl SEKEEPER R
258-3300. Sta os at S iver City Hote
rting at $11.5 ta rts at $9.50. l.
0. C a ll 254-3000
CASHIER P
RM Drug Sto
Begin immed re. BOOKKEEPER
iately. Call River City C
Pat at 257-5 Accounting ollege,
461. Dept. Ask for
at 257-7751. Steve
9.11 APPLY FOR A JOB
I would like to apply for the job

at _______________________.
Please tell me about it.
Its __________________________.
Thank you.
Now tell me why you want this job.
9.12 WHAT WILL YOU DO?
First, I will call for information. What will you do next?

I will get an application.
I will fill it out.
I will ask for an interview.
I will go for the interview.
I will introduce myself.
I will explain why I want the job.
89
WORK AND PLAY
9.11 Apply for a Job. First, go over the abbreviations and read each job descrip-
tion as the students listen. Then you can do some spot-check questioning: Who is
looking for a store clerk? What is RiverCitiBanks phone number? etc. Then
ask each student to begin the exchange as you take the response. Have each stu-
dent apply for a different job. Then they can use the exchange to role play a job
interview.
9.12 Operation. Two students carry out the operation, with one student asking
What will you do next? Then they switch parts. Pairs can volunteer to perform it
from memory. You can encourage the use of Ill.
WORK AND PLAY 89

NEW WORDS
VERBS
apply fill out jog surf
build/built/built fly/flew/flown like would like to
check identify meet/met
drive/drove/driven interview relax
explain introduce remember
NOUNS
accountant dept./department information postal clerk
bar doctor law(yer) store
bookkeeper driver music teller
cab email (inter)net toy
cashier experience nurse video
clerk gym (news)paper waiter
cook housekeeper pilot zoo keeper

OTHERS
because fun necessary why
enjoyable immediately really
exciting in person restful
-self
ON THE STREET
Does this bus go to the zoo?
90
LESSON 9
New Words. Have the students identify and mark the principal stressed syllable in
each multi-syllable word. For example, apply, accountant, cashier, information, etc.
They can play a YES/NO guessing game taking the role of one of the occupations.
The students can ask only five questions. For example:
Do you fly a plane? No. (I dont.)

Do you work in a hospital? No.
Do you drive a bus? No.
90 LESSON 9
GRAMMAR
+ ?
You have been working. You have not been working. Have you been working?
She has been working. She has not been working. Has she been working?

WH ?
Where have you been working?
Where has she been working?
(WOULD) LIKE
I like cars
to drive
driving
I would like a new car
I would like to drive
I would = Id
+ ?
you will go you will not go will you go
youll go you wont go will you go
who what where when why who what what
I will drive to Boston tomorrow because I dont like flying.
91
WORK AND PLAY
Grammar. See page 145 for explanations of the grammar.

1. Present perfect progressive aspect.
2. Gerunds and infinitives.
3. WILL and WOULD.
4. Adverbial clause with BECAUSE.
You can do a spontaneous pattern practice. By using the sentence at the bottom of
the page, you can have the students create similar sentences with WILL and BE-
CAUSE. After everyone has created a sentence, ask a series of questions: Who
will XXX? Why will YYY (do something)?
WORK AND PLAY 91

Lesson 10
10.1 LISTEN, WATCH AND DRAW: LETS MAKE A FACE

hair
eyes
eyebrows
ear
nose
mouth
tooth/teeth
lips
10.2 ASK AND ANSWER

Am I touching my _________________?
Yes, you are.
No you arent. Youre touching your
________________.
Person Hair Color Eye Color
_____________________ _______________ ___________________
_____________________ _______________ ___________________

_____________________ _______________ ___________________
_____________________ _______________ ___________________
_____________________ _______________ ___________________
_____________________ _______________ ___________________
_____________________ _______________ ___________________
92
LESSON 10
LESSON TEN
10.1 Make a Face. Demonstrate the parts of the face by pointing to your own
face. Then tell the students to complete the empty face. You can also do this as an
operation: First, draw the hair. What are you doing? etc.
10.2 Ask and Answer. This short exchange practices the new words.
10.3 Ask your Classmates. The students survey their classmates. This can be a
chain, or they can circulate, collecting information.
92 LESSON 10

1. head

2. __________

3. shoulder

4. ___________

5. elbow

6. ____________

7. hand

8. ____________

9. thumb

10. _____________

11. stomach

12. _____________

13. hips

14. ______________

15. knee

16. ______________

17. foot
18. ______________
REX WRECKER
Whats number ______________?

Its the __________________(s).
93
THE BODY
10.4 Information Exchange. This is an information gap in which pairs exchange

information and fill in the blanks. They can write the appropriate number on or near
the body part. They should also spell the words orally.
THE BODY 93

1. ___________
2. neck
3. ____________
4. arm
5. ____________
6. wrist
7. _____________
8. fingers
9. ______________

10. chest
11. ______________
12. waist
13. ______________
14. leg
15. ______________
16. ankle
17. ______________
18. toes
VENUS VAMPIRA
Whats number ______________?

Its the __________________(s).
94
-92- LESSON 10
Students may have varied opinions on professional wrestling and be eager to

share them. Do they have wrestling of this kind in their countries? Do they watch it
on TV? Are there traditional sports of this kind in their culture?
94 LESSON 10
10.5 SAY PLEASE GAME
Please touch your ______________.

Im touching my _______________.

Touch your ________________.
Say please.
Please touch your ______________.
Im touching my ________________.
10.6 FOLLOW THE DIRECTIONS: GYM CLASS
Turn your head to the left. Im turning my head to the left.
Turn your head to the right. Im turning my head to the right.
Shake your shoulders left and right. Im shaking my shoulders left and right.
Now bend your left arm. I am bending my left arm.
Now bend your right arm. I am bending my right arm.
Now twist your wrist. Now Im twisting my wrist.
Now shake your head. Now Im shaking my head.
Now twist your hips. Now Im twisting my hips.
Bend down at the waist. Im bending down at the waist.
Now touch your toes. Now Im touching my toes.
Now straighten up. Now Im straightening up.
Lets do it all again. Do it again? Ive had enough!
95
THE BODY
10.5 Say Please. This can be done like a Simon Says procedure. The students
perform the action only when the command-giver says please.
10.6 Gym Class. Go over the verb phrases first for meaning. The sequence can be
done by pairs or as the whole class responds to you or one student giving the direc-
tions.
THE BODY 95
10.7 ASK AND ANSWER
How much do you weigh?

I weigh about _______________ pounds.
CLASSMATE WEIGHT
____________________________ _________________________________
____________________________ _________________________________
____________________________ _________________________________
____________________________ _________________________________
____________________________ _________________________________
____________________________ _________________________________
____________________________ _________________________________
____________________________ _________________________________
____________________________ _________________________________
____________________________ _________________________________
____________________________ _________________________________
____________________________ _________________________________
____________________________ _________________________________
____________________________ _________________________________
10.8 TELL ABOUT YOUR CLASSMATES
________________s weight is __________________.
________________ weighs more/less than ___________________.
_______________ and ________________ weigh about the same.
96
LESSON 10
10.7 Ask and Answer. The class can conduct a survey by circulating or doing a
chain question and answer.
10.8 Tell about your Classmates. Using the survey in 10.7, the students take
turns making statements about each other.
96 LESSON 10
10.9 ASK AND ANSWER

How tall are you?
I am ___________ feet, _______ inches tall.
How old are you?

I am ____________ years old.
CLASSMATE HEIGHT AGE

____________________________ _______________ _______________
____________________________ _______________ _______________
____________________________ _______________ _______________
____________________________ _______________ _______________
____________________________ _______________ _______________
____________________________ _______________ _______________
____________________________ _______________ _______________
____________________________ _______________ _______________
____________________________ _______________ _______________
10.10 TELL ABOUT YOUR CLASSMATES
LINE UP BY HEIGHT
_________________ is taller/shorter than ________________.
_________________ is the tallest/shortest.
LINE UP BY AGE
_________________ is younger/older than ________________.
_________________ is the youngest/oldest.
97
THE BODY
10.9 Ask and Answer. Do a survey as in 10.7.
10.10 Tell/Line Up. Have the students stand up and form a line from tallest to
shortest. Then one by one, each student steps out and describes the line. Repeat the
activity by lining up by age. You can join the line.
THE BODY 97
10.11 DESCRIBE THESE PEOPLE
USE THESE WORDS:
tall young big

short old small
definitely not clearly

clearly not possibly probably definitely
0% 50% 100%
You look sleepy. Are you tired?

No, not me. Im really wired.
You seem sick. Are you well?

I feel fine. Im really swell.
You look bored. Is that true?

Thats because Im listening to you.
98
LESSON 10
10.11 Describe these People. Ask the students to use each of the adverbs at least
twice to describe the people in the picture.
10.12 Rhythmic Rhyme. This rhyme is best done as a two-part activity. Note the
use of linking verbs. You could also add appear to be and look like.
98 LESSON 10
10.13 LETS GET THINGS STRAIGHT
What do you do every day?
Relax for a while __________________________
Get dressed __________________________
Come back home __________________________
Wash my face __________________________
Go to bed __________________________
Get up __________________________
Sleep all night __________________________
Brush my teeth __________________________
Work all day __________________________
Take a shower __________________________
Have breakfast __________________________
Go to work __________________________
10.14 TELL
How long or what time do you do these things?
How often do you do them?
0% 50% 75% 80% 100%
NEVER SOMETIMES USUALLY OFTEN ALWAYS
99
THE BODY
10.13 Get Things Straight. Individuals re-order the list according to their own
daily lives, starting with get up.
10.14 Tell. The students can repeat their lists, adding the time expressions and fre-
quency adverbs.
THE BODY 99
A Short Play in Three Acts
ACT ONE
A ______________: Ive been looking everywhere for you. Where have you been?
B ______________: Nowhere.
A ______________: What have you been doing?
B ______________: Nothing.
A ______________: Nowhere? Nothing?
B ______________: Well, I just went in the bookstore for a few minutes.
A ______________: Anyway, Lets go somewhere and get something to eat.
B ______________: Where do you want to go?
A ______________: Oh, anywhere.
B ______________: Lets go to McBurgers.
A ______________: Nobody goes there anymore. Everybody goes to Mike and Andys these days.
B ______________: Okay. I dont want to be a nobody.
ACT TWO
A ______________: Here we are. Will you have anything to drink?

B ______________: I dont think so. Lets find someone to wait on us.
A ______________: By the way, somebody told me that Andys eggplant special is something
else. Simply the best!
B ______________: I dont see any waiters anywhere.
A ______________: Youre right. I dont see anyone, either.
B ______________: Look! Here comes Mike.
C ______________: Hi. Is everything okay?
B ______________: Uh, not really. No one is waiting on us.
C ______________: Oh, Im really sorry about that. Everyone is really busy,
but Ill take your order.
A ______________: Great! So whats good?
C ______________: Everything, of course, but Andys eggplant is really super.
B ______________: Eggplant soup?
C ______________: No. I said super better than good!
A ______________: Well, Ill try anything. The eggplant special for me.
B ______________: Ill have the soup and sandwich special.
ACT THREE
B ______________: You said everybody comes here. Do you see anybody we know?
A ______________: Not really. I think theyre all tourists. Ah, here comes Mike with our order.
C ______________: Here you are. Enjoy!
A ______________: Thanks, Mike.
C ______________: Andy says hello. Hed love to see you, but hes really busy.
A ______________: Youre always busy here. Every time I come theres a crowd.
100
LESSON 10
10.15 A Short Play. Triads can practice the play and then perform it. Note the
compound pronouns and the -er and -er phrases.
100 LESSON 10
C ______________: Yeah. Its usually crowded. Our business isnt bad nowadays.
A ______________: It looks like your business is getting better and better.
B ______________: And youre probably getting richer and richer.
C ______________: Well, were certainly busier and busier. See you later.
(Exit Mike)
B ______________: Their business may be getting better and better, but the service is getting
worse and worse. So, hows the eggplant special?
A ______________: Excellent. Ive never had better. Hows the soup?
B ______________: Its okay. Ive had worse.
A ______________: Heres Mike again.
C ______________: Are you still working on it?
B ______________: Working? No, Im still eating.
C ______________: Of course. Ill come back.
(Exit Mike)
B ______________: Eating is working?
A ______________: Oh, everybody says that.
B ______________: Well, Im not going to work here again.
A ______________: You should have had the eggplant.
B ______________: Oh yeah? I think we should have gone somewhere else.
ON THE STREET
Is anybody here?
101
THE BODY
THE BODY 101

NEW WORDS
VERBS
bend/bent/bent get/got up seem try
brush line up shake/shook/shaken wait on
come/came back look (seem) sleep/slept wash
feel/felt look for straighten weigh
follow love touch
get/got dressed
NOUNS
age face mouth toe
ankle finger neck tooth/teeth
arm foot/feet nose tourist
bed hair order waist
business head sandwich weight
chest height service (a) while
crowd hip shoulder wrist
ear inch shower
elbow knee soup
eye leg stomach
eyebrow lip thumb
ADJECTIVES
about less short tall
better/best more sleepy true
bored rich small wired
busy same super worse
excellent sick swell young
ADVERBS
anymore difinitely often simply
certainly never possibly usually
clearly nowadays probably well
OTHERS
anyway
by the way great! than
102
LESSON 10
New Words. Have the students write ten sentences, each one containing a noun,
verb, adjective, and adverb.
Hand out all the verb cards, an equal number to each student. They look at their
cards and write down any they arent sure of. Then they pass their cards to the next
person. When all the cards have been passed, they say their lists or write them on
the board. This should reveal the most troublesome verbs.
102 LESSON 10
GRAMMAR
ONE BODY THING WHERE
SOME someone somebody something somewhere
ANY anyone anybody anything anywhere
EVERY everyone everybody everything everywhere
NO no one nobody nothing nowhere
GOOD BETTER (THAN) THE BEST

BAD WORSE WORST
TALL TALLER TALLEST
YOUNG YOUNGER YOUNGEST
OLD OLDER OLDEST
BIG BIGGER BIGGEST
SHORT SHORTER SHORTEST
SMALL SMALLER SMALLEST
ENJOYABLE MORE ENJOYABLE (THAN) THE MOST ENJOYABLE

EXCITING EXCITING EXCITING
INTERESTING INTERESTING INTERESTING
NECESSARY NECESSARY NECESSARY
RESTFUL RESTFUL RESTFUL
FAMOUS FAMOUS FAMOUS
who how often what where when

which what kind what
I usually eat lunch at that famous restaurant on Sunday.
what BE how often how what
The lunchtime special is usually cheaper than the other lunches.
You ARE tired.
You LOOK tired.
You SEEM tired.
103
THE BODY
Grammar. The grammar is discussed on page 146.

1. Compound pronouns and adverbs.
2. Comparative and superlative adjectives.
3. Frequency adverbs.
4. Linking verbs.
THE BODY 103

104
Appendix Contents
A. Copyable Handouts 106
Lesson 1: Homework # 1 106

Homework # 2 107
Homework # 3 108
Printing and Writing Handouts 109
Lesson 2.13: People Card Game 115
Lesson 4.10: Auto Prices Guessing Game 118
Lesson 5.10: Money Chits 121
120 Verb Cards by Lesson 122
B. Teachers Support Materials 124
Pronunciation Guide 124

Common Sound and Spelling Correspondences 126
Consonant Contrast Sentences 130
Pronunciation Problems for Selected Learners 132
Affix Chart 133
Grammar Summary 135
Grammar Notes by Lesson 137
Summary Word List 147
Resources 150
APPENDIX CONTENTS 105

Homework #1 Lesson 1 NAME ________________________
A.
1. I AM YOUR TEACHER.
2. YOU _________ MY STUDENTS.
3. WHERE _________ YOU FROM?
4. WHAT ________ THE NAME OF THIS LETTER?
5. YOU __________ WELCOME.
6. THIS LETTER ________ A.
7. ______ THAT RIGHT?
8. MY NAME ________ KIM.
9. I ________ FINE.
10. THAT________ NOT RIGHT.
11. HE __________ WRITING.
12. ARE _________ WRITNG?
13. I __________GOING.
14. SHE __________ SORRY.
15. WHAT ________SHE DOING?
16. MY ENGLISH _________ GOOD.
B.
17. I AM YOUR TEACHER. IM YOUR TEACHER.
18. SHE IS A STUDENT. SHE ________ A STUDENT.
19. THAT IS RIGHT. THAT _________RIGHT.
20.
YOU ARE WELCOME YOU _________WELCOME.
21. I AM FROM MEXICO. I ________ FROM MEXICO.
22. WHAT IS THIS LETTER? WHAT ________THIS LETTER?
23.
IT IS B. IT _________B.
106 APPENDIX A: COPYABLE HANDOUTS

GOOD MORNING
1.
DOOG GRINMON _____________________________________
2. WOH RAE UYO _____________________________________
3. GODO FATERONON _____________________________________
4. MI ENIF _____________________________________
5. DOGO VINGEEN _____________________________________
6. KAHNT UYO _____________________________________
7. SENSOL _____________________________________
8.
REACHET _____________________________________
9. PHETALAB _____________________________________

10.
MOLEWEC _____________________________________

11.
STENDUST _____________________________________

12.
SEAPLE _____________________________________

13.
RELTET _____________________________________
14. SUCEXE EM _____________________________________
15. STAHT THIRG _____________________________________

16.
SHILENG _____________________________________
17. WOHMEKRO _____________________________________
APPENDIX A: COPYABLE HANDOUTS 107

1. HOW YOU ARE
HOW ARE YOU ?
______________________________________________________.
2. ITSPELLPLEASE
______________________________________________________.
3. SPELLINAMELAST CANMY
______________________________________________________.
4. NAMEYOURSPELLPLEASE
______________________________________________________.
5. GOODMYNOTENGLISHISVERY
______________________________________________________.
6. HISSPELLINGHEISNAME
______________________________________________________.
7. MEUNDERSTANDDONTYOU
______________________________________________________.
8. DOINGWHATYOUARE
______________________________________________________?
9. HOMEWORKYOURHEREIS
______________________________________________________?
10. NAMEHERISWRITINGSHE
______________________________________________________.
11. SEATPLEASEYOURBACKSEATTOGO
______________________________________________________.
12. HEREISNTIT
______________________________________________________.
13. MYISNAMEIT
______________________________________________________.
14. HIMSEEDONTI
______________________________________________________.
15. THISWHATLETTERIS
______________________________________________________?
16. THEBOARDGOINGISSHETO
______________________________________________________.
17. ISMYSPELLINGSHEISNAME
______________________________________________________.

2.13 Card Game

2.13 Card Game

2.13 Card Game

4.10 Auto Prices Guessing Game
1999 Buick
$16,997
1995
Jeep Grand Cherokee
1995 Dodge Neon

2001
Isuzu Trooper
2002 Toyota Sienna

Wagon
2002 Chevy Tahoe $22,497

$19,997 er
1999 Toyota Camry
2000 Dodge Dakota

1999 Buick $4,997

1995
Jeep Grand Cherokee
1995 Dodge Neon

2001
Isuzu Trooper
$26,197 2002 Toyota Sienna

Wagon
2002 Chevy Tahoe

er
$7,997
1999 Toyota Camry
2000 Dodge Dakota

1999 Buick
1995
Jeep Grand Cherokee
$19,997 1995 Dodge Neon

2001 $2,497
Isuzu Trooper
2002 Toyota Sienna

Wagon
2002 Chevy Tahoe

er
$13,997 1999 Toyota Camry

$11,297
2000 Dodge Dakota

5.10 Handout buying things with money chits
$150,000 $850,000
$30.00
$2.50
$20.00
$1.00
$250.00
$7.00
.50

120 Verb Cards by Lesson WATCH
1 GIVE WIN
ANSWER HAVE WORK
ASK READ WORRY
BRING REPEAT 4
CALL 3 AGREE
DO BEGIN BUY
EXCUSE CHOOSE GET
GO COLLECT GUESS
HELP FOLD LEARN
LET FORGET MAKE
LISTEN HAND IN PAY
LOOK HAND OUT PLAY
POINT HAPPEN SAVE
SAY KNOW SEND
SEE LOCK TELL
SPEAK LOOK UP THROW AWAY
SPELL LOSE WANT
UNDERSTAND MEAN 5
WRITE SIT CHANGE
2 TAKE COST
FIND WAIT DRINK

EAT 8 INTRODUCE
GET OFF COME LIKE
NEED CONTINUE MEET
PICK UP DRAW RELAX
PUT BACK DRIVE REMEMBER
SHOW FIND OUT 10
SPEND FINISH BEND
STOP GET INTO COME BACK
THINK GET OUT OF FEEL
6 GET TO FOLLOW
BOTHER LOOK LIKE GET UP
OPEN PASS LOOK (SEEM)
TURN START LOOK FOR
7 WALK LOVE
DESCRIBE 9 SEEM
DIE APPLY SHAKE
HANG UP BUILD SLEEP
LIVE CHECK TOUCH
RETURN DRIVE TRY
STUDY EXPLAIN WAIT ON
TALK FILL OUT WASH
USE FLY WEIGH

Pronunciation Guide
You may or may not want to use a phonemic transcription to illustrate the pronunciation of words. The
dictionary uses one system. The system below is useful because it does not require any special symbols,
and may be easily written and typed.
Vowels
Sound Example Sound Example
/iy/ beet, Eve /i/ bit, Jill
/ey/ bait, Jane /e/ bet, Jeff
/ae/ bat, Max /uh/ but, Gus, Chuck
/uw/ boot, Ruth /u/ book, Brooke
/o/ boat, Joe /oy/ boy, Zoey
/ay/ bite, Mike /ow/ bout, Howie
/a/ balm, Jon /aw/ ball, Paul
/er/ bird, Bert /yuw/ beauty
124 APPENDIX B: TEACHERS SUPPORT MATERIALS

Consonants
Sound Example Sound Example
/p/ pan /b/ ban
/t/ tan /d/ Dan
/k/ cap /g/ gap
/f/ fan /v/ van
/th/ thigh /TH/ thy
/s/ see /z/ zee
/sh/ mesh /zh/ measure
/ch/ cheap /j/ jeep
/m/ sum /n/ sun
/ng/ sung /h/ hum
/l/ lice /r/ rice
/w/ wet /y/ yet
APPENDIX B: TEACHERS SUPPORT MATERIALS 125

Common Sound and Spelling
Correspondences
Vowels
Sound Spelling
/iy/ e ea ee e-e ie ea-e i-e ei
he teach meet here field please police either
/i/ i i-e
big give
/ey/ a-e ai ay ea ei a ey
plane mail day great eight April they
/e/ e ea a ai
get head many said
/ae/ a
cat
/er/ er ir ur or
her girl fur word
/uh/
a e o u i o-e ou
ago the other but direct done double
/ay/ i i-e y igh ie ei uy

I five my high pie height buy

Vowels
Sound Spelling
/a/ o a
not father
/ow/
ow ou
now out
/u/ u oo ou
put book would
/uw/
oo ou o u-e ue ew
boot you do rule true new
/yuw/ u u-e eu
unit cute Europe
/o/ o o-e ow oa ough

no phone know boat though
/oy/ oy oi
toy boil
/aw/ aw a au
draw walk daughter

Consonants
Sound Spelling
/p/ pepper
/b/ be rubber
/t/ ten bottle walked
/d/ day middle lived
/k/ can black key queen
/g/ go bigger
/f/ family phone enough
/v/ very
/th/ thin
/TH/ the
/s/ see city glass
/z/ has zero
/sh/ she sure collection
/zh/ pleasure

Consonants
Sound Spelling
/ch/ change watch question
/j/ just huge
/m/ meet summer
/n/ next dinner know
/ng/ bring think
/l/ look call
/r/ repeat write arrive
/h/ have who
/y/ yes
/w/ we question

Consonant Contrast Sentences
/b/ /p/ Pat plays ball with Pauls bat.
/b/ /v/ The cab and the van hit the curb at the curve.
/f/ /b/ /v/ Five flowery butterflies fluttered by.
/f/ /v/ /w/ Its a very fine wine from a very fine vine.
/f/ /p/ Petes flat feet feel perfectly fine.
/f/ /p/ Paul didnt fall when Phil and Pam fell.
/v/ /w/ Vern is wearing a wet vest.
/d/ /TH/ The Smothers brothers mother suddenly shuddered.
/d/ /t/TH/ Id rather wear the red leather when the weather is better.
/th/ /t/ Thoughtful Tim is thinking of things to do on Tuesday

and Thursday.
/TH/ /th/ This songs about things sinking or swimming in the rink.
/ng/
/ch/ /j/ Chuck joked while chewing Joes cheddar cheese.

/ch/ /j/ Joe chose a chunk of junk.
/ch/ /j/ /y/ Did Chets jet get in yet?
/j/ /y/ Young Jim just jogged from jail to Yale.
/ch/ /sh/ Cherry and Shelly chose Spanish sherry.
/sh/ /s/ /z/ The sick sheep stays in Sams shack chewing Swiss cheese.
/s/ /z/ Sues at the city zoo seeing six lazy zebras taking it easy.
/s/ /z/ Wendy says she spends a lot of cents and sends expensive
scents to friends.
/l/ /r/ White lice dont like rice.
/l/ /r/ Rons lawn is really very long.
/l/ /r/ Its really not the right light for a reading light.
/fr/ /fl/ Fred fried flies in a flat frying pan.

Pronunciation Problem Areas
for Selected Learners
STRESS, RHYTHM. For most learners, the stress and rhythm of English is a problem.
English makes stressed syllables long and loud, and reduces unstressed syllables to an al-
most inaudible /uh/. Therefore, the rhythmic rhymes in this book are useful for all learn-
ers. They call attention to and practice the stress and rhythm of English.
VOWELS. Virtually all learners will have difficulty distinguishing the /i/iy/ and the /e/
ey/ vowel contrasts. Many will also have difficulty with the lower vowels: /ae/a/uh/aw/,
and the back vowels /u/uw/. Other vowel problem areas are noted in the list below.
CONSONANTS. Very few languages use /th ~ TH/, therefore these sounds are trouble-
some for all. Otherwise, language-specific consonant problems are listed below.
Arabic: e/i p/b f/v
Chinese: ae/e l/n l/w r/w/l w/v
Farsi: w/v r
French: ch/j r h
German: ow w/v r
Greek: s/sh s/z r h
Hindi: e/ae f/p v/b w/v
Italian: h r
Japanese: s/sh t/ch b/v l/r
Korean: p/f b/v s/sh l/r
Polish: w/v l/w r ng
Portuguese: sh/ch j/zh s/sh l/w
Russian: ae/e er w ng
Spanish: b/v ch/sh j/y s/z r
Turkish: e/ae v/w
Vietnamese:
e/ae p/f/b

Affixes
Prefixes Function/ Suffixes Function/
Meaning Meaning
un- -er
in- -ist
non- -ian Doer
anti- Negative -ant Noun
a- -ary
dis-
mal- -ance
mis- -ity
-hood
uni- -ship
multi- -ness Noun
mono- -ion
semi- Quantity -ment
bi- -ism
tri- -age
poly- -dom
equi-
en- -en
be- Verb -ify Verb
-ate
-ize
pre- -able
post- -less
inter- Position -al
intra- -en Adjective
extra- -ful
-ous
-ary
-y

Affixes
Prefixes Function/ Suffixes Function/
Meaning Meaning
super-
sur-
sub-
epi- Relationship -ly
hypo- -ward Adverb
hyper- -wise
para-
syn-
co-
contra-
ex-
in-
ab-
ad-
trans- Movement
re-
pro-
de-
se-

Grammar Summary
Lesson 1
BE
Affirmative and negative sentences
Contractions
Present Progressive
Affirmative and negative sentences, YES/NO questions. WH questions
Pronoun paradigm
Lesson 2
BE
Yes/No questions, WH questions
HAVE
Affirmative and negative sentences, YES/NO questions, WH questions
Question words
WHO, WHAT, WHERE, HOW
Lesson 3
Phrasal modal BE GOING TO
Past tense verb forms
Regular and irregular
Simple past
Affirmative and negative sentences, YES/NO questions, WH questions
Lesson 4
Simple modals CAN, MAY, SHOULD, WILL, WOULD
Phrasal modal HAVE TO
Present perfect aspect
Lesson 5
Demonstratives THIS, THAT, THESE, THOSE
Prepositions
Sentence with WH
Lesson 6
Quantifiers A FEW, SOME/ANY, A LOT, A LITTLE, MANY, MUCH
Countable and uncountable nouns
HAVE/HAVE TO/HAVE GOT TO
Embedded WH question

Grammar Summary
Lesson 7
BE
Past forms
Past participle in present perfect
Verb and noun derivatives
Lesson 8
THERE IS/ARE
Prepositions
Articles THE, A/AN, SOME/
Lesson 9
Present perfect progressive
Gerunds and infinitives
WILL and WOULD
Adverbial clause
Lesson 10
Compound pronouns and adverbs
Comparative, superlative of adjectives
Simple present of verbs
Frequency adverbs
Linking verbs


Grammar Notes
Lesson 1
The essential phrase structure of English grammar has been encountered by the end of Lesson One:
Subject Noun Phrase (SNP) + Verb Phrase (VP) + Object Noun Phrase (ONP) + Adverbial ((ADVL).
I am writing my name on the board.

SNP VP ONP ADVL
1. The verb BE, often called the copula, is unique.
It has eight forms AM, ARE, IS, WAS, WERE, BE, BEING, BEEN. No other verb has as many.
YES/NO questions are formed by reversing the SNP and BE: Am I?
Negative sentences are formed by inserting NOT after BE: I am not.
It does not have an ONP. It is followed by a complement. There are three types of complements:
Noun Phrase (NP): It is MY NAME.
Adjective Phrase (AP): It is VERY GOOD.
Prepositional Phrase (PP): It is ON THE BOARD.
BE also functions as an auxiliary verb (AUX): I AM writing.
In spoken English, BE is usually contracted: My names.... In negative sentences, NOT is usually contracted:
It isnt. (However, today NOT is very rarely contracted with the AM form: *amnt.) In negative sen-
tences, BE can be contracted: Its not, but this is less common than It isnt.
Many languages do not have or do not use a copular BE. Therefore, some students may in error omit it:
*She from Russia.
2. The present progressive aspect uses BE as an auxiliary verb and adds the inflection -ING to the main
verb. I am going. YES/NO questions are formed by inverting the auxiliary and the SNP: ARE YOU go-
ing? Negative statements are formed by inserting NOT after the auxiliary: She is NOT going.
The present progressive is used to indicate an action in progress at the moment of speaking. It is the real
present tense in English. It may also be used to indicate a future action.
Note that stative verbs such as need, have, want, and know do not usually take the progressive.
3. The personal pronoun paradigm also includes the possessive adjectives: my, your, his, etc.
The possessive adjective cannot function as a noun substitute (pronoun).
It is part of a noun phrase: MY name.
Lesson 1: The Alphabet; Names begins on page 1 of the student text and this book.

Grammar Notes - Lesson 2
1. The copular BE forms YES/NO and WH questions by simply inverting the SNP and BE.
2. The important main verb (MV) HAVE illustrates how all the other main verbs of English behave.
In the third person singular present -S is added to the verb. Actually, in the case of HAVE, it
replaces VE: She has. Although S is the only present tense inflection, it continues to be a
problem for learners simply because it is, in respect to all the other persons, an irregularity:
* She have her homework.
Negative sentences are formed by inserting the auxiliary DO in front of the main verb and
placing the NOT after DO: I DO NOT have.
The third person S inflection is dropped from the main verb and is attached to the Auxiliary
DO: She DOES not have her homework. This can be a problem for learners who may say:
*She does not HAS her homework.
She does
not have her homework.
AUX NOT MV

SNP VP ONP
In spoken English, do not/does not is usually contracted to dont/doesnt.

YES/NO Questions are formed by inserting the auxiliary DO and inverting the SNP and
AUXDO: DO YOU have your homework?
HAVE sometimes behaves like BE in questions, especially in British English as in, Have you
your homework?
3. Four of the seven WH question words have been encountered so far. The others are when, why and
whose. Note that how often combines with adjectives to form a WH phrase: how far, how big, etc.
Lesson 2: Names;Sounds begins on page 10.

1. BE GOING TO is a phrasal modal (PM) auxiliary verb. It precedes a main
verb (MV) or BE. Other PM s are have to, be able to, used to.
I am going to write my name on the board.

PM
AUX MV

SNP VP ONP ADVL
BE GOING TO is used to indicate a planned or predicted future event. It is the most common way of
expressing the future in English. The modal verb WILL can also do this.
2. With statements in the simple past, regular main verbs add the -ed suffix. This is a rather simple
matter, although there are some spelling and pronunciation changes as a result. However, many com-
mon verbs are irregular and show the past tense in other ways. For many, there is a change in the verbs
vowel sound: bring brought. In some cases, there is no change at all: put put. There are about 200
common irregular verbs in English, and it takes time for students to assimilate them all. As a general
rule, when an irregular verb is first encountered, both present and past forms should be noted.
3. YES/NO questions and negatives in the past follow the same rules as in the present. The difference is
that auxiliary DO takes on the past tense for the main verb and becomes DID.
She did not win the lottery.

AUXDO+PAST NOT
AUX MV
SNP VP ONP
When NOT is used with DID, it is freqently contracted in speech: She didnt win.
Lesson 3: Numbers 1-12 begins on page 22.

1. There are two types of modal verbs: simple modals and phrasal modals. There are ten simple
modals: CAN, COULD, WILL, WOULD, SHALL, SHOULD, MAY, MIGHT, MUST, OUGHT TO.
They precede the main verb, and they do not inflect for tense. If they are present in the sentence, the VP
cannot be marked for tense. Like auxiliary DO, they are followed by NOT, and they invert with the SNP
in a question.
Can you spell his last name?
M

AUX MV

SNP VP ONP
S
2. HAVE TO, like BE GOING TO, is a phrasal modal. HAVE TO is different from BE GOING TO
because it requires DO in negatives and questions. Phrasal modals may be preceded by simple modals.
I may have to buy a new car.
M PM
AUX MV
SNP VP ONP
HAVE TO is used primarily to show obligation. MUST can also do this, but HAVE TO is more com-
monly used. Also note that the negative of HAVE TO means lack of obligation.
3. The present perfect, I have written, uses HAVE as an auxiliary verb and the main verb is inflected
with the past participle suffix, which is usually either -ED or -EN. In general, the present perfect is used
to indicate an action that began in the past and still has relevance to the present moment of speaking.
Thus, a very recent past event is often expressed with the present perfect.
The students have written their names.
HAVE WRITE + EN
AUX MV
SNP VP ONP
S
The simple past and the present perfect are often confused by learners. The use of just can help them
sense the more immediate effect of the present perfect, and yesterday or an hour ago can help students
see the simple past as an event that is history, and is not directly affecting the present moment.
Lesson 4: Numbers 13-1,000,000 begins on page 32.
1. Demonstrative adjectives modify a noun and are part of the NP. They belong to a class of words
called determiners. A typical noun phrase is:
that very expensive airplane

DEM INT ADJ N
DET AP N
NP
DEM= Demonstrative, DET= Determiner, INT = Intensifier, AP= Adjective Phrase,
ADJ = Adjective
Determiners also include articles, possessive adjectives, and quantifiers.
2. Prepositions are very difficult little words for learners. The prepositions on this page are the easiest
to understand and use. They are prepositions of physical place, direction, or movement. They are typi-
cally followed by an NP to form a prepositional phrase (PP), which is an adverbial.
I bought a nice radio in that old store.

MV+ED ART ADJ N P DEM ADJ N
PP
SNP VP ONP ADVL
S
The WH question words at the bottom of the page (only WHY is missing) can be used to take apart sen-
tences and focus attention on the parts (phrases) that make up a sentence. You can do a rapid drill with
the sentence (and others with a similar pattern).
TEACHER STUDENTS
I took this picture here today with my camera.
Who (took the picture)? You did.
I did what? Took this picture.
Which picture? THIS picture.
Where? Here.
When? Today.
How? With your camera.
Whose camera? YOUR camera.
My what? Your CAMERA.
Lesson 5: Money; Food begins on page 42.

1. NOUNS. Some nouns are countable, meaning they can be made plural, usually with the -S plural in-
flection. Some nouns are uncountable, meaning they do not usually have plurals. In general, uncountable
nouns are a substance or abstraction that cannot easily be counted, for example, rice, homework, food,
love.
2. QUANTIFIERS. Another kind of determiner (see lesson 5) is the quantifier (Q). They may be specif-
ic, for example, three, or non-specific, for example, several. In this lesson, certain non-specific quanti-
fiers collocate with countable or uncountable nouns, as below:
COUNTABLE UNCOUNTABLE
a few
(books) a little (rice)
many much
Other quantifiers such as some or a lot of may be used with countable and uncountable nouns.
3. HAVE GOT TO. This is a phrasal verb similar in meaning to have to. It indicates obligation. In spo-
ken English, have is contracted to ve and the whole phrase can become gotta in statements: I gotta go.
Have you got to have a lot of money?

Q N

PM DET
AUX MV
SNP VP ONP
4. Note the change in word order when a WH question is embedded in a sentence.

What is it about? I know what it is about.
What do you have? I know what you have.
Be careful when the WH question word asks about the subject of the sentence. The word order doesnt
change.

Who has my book? I know who has my book.
S VP ONP
Who saw you? I know who saw you.

Lesson 6: Time begins on page 52.

1. BE in the simple past has two forms: was, were. In the present perfect (see lesson 4) the auxiliary
have is followed by BE + EN. Some other time expressions that are typically used in the present perfect,
in addition to just, are since and for.
They have been single for several years.

AUX BE +EN COMP P Q N + Pl
PP
SNP VP ADVL
2. Lexical derivation is an active process in English. Its a good idea to introduce the students to this
process early in their program, since it can help them expand their vocabulary if they can recognize and
use affixes. A base form can be prefixed or suffixed (See the affix chart). Prefixes generally modify the
meaning, and suffixes indicate the part of speech. The grammar page in this lesson shows verb and noun
suffixes.
Lesson 7: Family begins on page 62.

1. THERE IS/THERE ARE. English requires something in the SNP position (many languages dont).
So, English uses the dummy subject there to denote the existense of something. There has no meaning,
and should not be confused with the locative there/here, as in: She is there.
There is a car in front of the house.

DET N DET N
NP P NP
BE COMP PP
SNP VP ADVL
2. ARTICLES. These little words are determiners, and mastering the use of the articles is very difficult.
They will require constant exposure and practice. In general, the first mention of a countable noun uses
the indefinite article a/an, and subsequent reference requires the definite article the. With uncountable
nouns, the first mention is usually without an article or with some. The second mention usually requires
the. To make things more complicated, countable plural nouns use either nothing or some.
Indefinite Definite
Countable singular a car the car

Countable plural /some cars the cars
Uncountable (some) coffee the coffee
Lesson 8: Places begins on page 72.

1. PRESENT PERFECT PROGRESSIVE. This aspect of the verb phrase, like the present perfect, is
used to indicate an action that still has relevance to the present moment. There is an unspoken up to
now sense to the phrase. However, the progressive component emphasizes the duration of the action
over a period of time. Hence, time expressions such as for several years, or since often collocate with
the verb phrase.
It is formed by the auxiliary have + auxiliary BE + past participle EN + main verb + ING
She has been working on the railroad since 1990.

have be+EN ING P DET N P N
AUX MV PP PP
SNP VP ADVL ADVL
2. GERUNDS and INFINITIVES. These forms of the verb function like nouns. Some verbs can be
followed by either form, for example, like, but some verbs can be followed only by a gerund, enjoy, or
only by an infinitive, need. For students at this level, learning the correct collocations can be postponed,
although corrections may still be advisable.
3. WOULD. This modal verb functions idiomatically with the main verb like to form a more polite way
of saying want. Note that in spoken English would is normally contracted in statements: Id like....
4. WILL. The modal will can be used to express futurity, like be going to. There are some differences in
usage. Will can also be used to express willingness, as in Ill help you with that. Note the contraction
of will and the irregular wont.
5. ADVERBIAL CLAUSE. Adverbials can be phrases or clauses. A clause contains a sentence intro-
duced by a subordinator. In the sentence below, the subordinator because introduces a clause expressing
reason. Other subordinators are if (condition), when (time), although (opposition).
I will drive to Boston tomorrow because I dont like flying.

SUB S
SNP VP ADVL ADVL ADVL
Lesson 9: Work and Play begins on page 82.

1. COMPOUND PRONOUNS AND ADVERBS. Note that -one, -body, and -thing form pronouns,
whereas, -where forms an adverb when they are compounded. Also note the irregular spelling of no one,
(no person), which is sometimes confused with none (not one).
2. COMPARATIVE AND SUPERLATIVE ADJECTIVES. These constructions are formed in two ways.
a. With single syllable words, the comparative inflection -er is added to the adjective, which is
followed by than (bigger than). The superlative inflection -est is preceded by the (the biggest.).
b. With multisyllable words the comparative is formed with more preceding the adjective, fol-
lowed by than (more important than).
c. However, two syllable words are tricky and can be formed in either way. There is no simple
rule governing this, and two syllable adjectives must be learned as they are encountered.
happy, happier than, the happiest
famous, more famous than, the most famous
d. Good and bad are irregular.
good, better than, the best
bad, worse than, the worst
3. FREQUENCY ADVERBS. These adverbs are different from all other adverbs. They follow differ-
ent word order rules. They follow the main verb BE: The special IS USUALLY cheaper. With all other
verbs, they precede the main verb: I USUALLY EAT lunch there.
4. LINKING VERBS. A few verbs function somewhat like BE. They can have an adjective comple-
ment: You look tired. They indicate perception. A few others are feel, taste, smell, sound.
Lesson 10: The Body begins on page 192.

Summary Word List
The number after the word is because 9 charge 7 driver 9
the number of the lesson in bed 10 cheap 5 drug store 8
which the word is first used. before 6 to check 9 each 6
a(n) 2 to be going to 3 chest 10 ear 10
about 2 to begin 3 child(ren) 2 early 6
abbreviation 7 behind 8 to choose 3 east 7
accountant 9 to bend 10 to circle 4 easy 3
across 4 beside 8 city 7 to eat 5
actually 7 better/best 10 class 1 eight 3
address 7 between 8 classmate 1 either 4
adjective 7 big 3 classroom 2 elbow 10
adverb 10 bill 5 clearly 10 elevator 8
after 6 Bingo 4 clerk 9 eleven 3
afternoon 1 birthday 6 (o) clock 6 else 8
again 3 black 2 clothes 4 email 9
age 10 block 8 coffee 5 engineer 9
ago 7 blue 2 coin 5 English 1
to agree 4 board 1 cold 5 enjoyable 9
ahead 3 book 1 to collect 3 enough 5
airport 7 bookkeeper 9 color 2 entrance 8
alive 7 bored 10 to come 8 envelope 7
all 2 born 7 to come back 10 evening 1
all right 4 to bother 6 company 7 every 2
almost 3 bottom 7 to continue 8 everywhere 2
along 8 boulevard 7 cook 9 example 2
alphabet 1 box 7 corner 7 excellent 10
also 7 boy 2 (in)correct 4 exchange 5
always 6 break 3 to cost 5 exciting 9
and 1 breakfast 8 country 3 to excuse 1
ankle 10 bridge 8 crowd 10 exit 8
another 4 to bring 1 date 6 expensive 5
to answer 1 brother 7 daughter 7 experience 9
any 2 brown 2 day 1 to explain 9
anymore 10 to brush 10 dead 7 eye 10
anyway 10 buck 3 December 6 eyebrow 10
anywhere 7 to build 9 definitely 10 face 10
apartment 4 building 8 department(dept.) 9 fall (season) 6
apple 5 bus 8 to describe 7 family 7
to apply 9 business 10 to dial 7 famous 7
April 6 bus stop 8 dial tone 7 far 8
area code 3 busy 10 dictionary 3 father 7
arm 10 but 3 to die 7 February 6
around 8 to buy 4 different 4 to feel 10
as 8 by 8 difficult 3 (a) few 8
to ask 1 by the way 10 dime 5 to fill out 9
assistance 7 cab 9 dinner 8 finally 7
at 1 calendar 6 direction 8 to find 2
August 6 to call 1 directory 7 to find out 8
aunt 7 can (mv) 1 to do 1 fine 1
avenue 7 car 4 doctor 9 finger 10
away from 8 card 2 dog 2 to finish 8
baby 2 cashier 9 dollar 5 fire station 8
back 1 cassette 5 door 3 first 1
bad 1 cat 2 down 4 five 3
bank 8 cent 4 downtown 8 to fly 9
bar 9 center 7 to draw 8 to fold 3
bathroom 2 to change 5 to drink 5 to follow 10
to be 1 channel 3 to drive 8 food 4
SUMMARY WORD LIST 147

foot 10 if 7 March 6 off 5
for 2 immediately 9 married 7 office 8
to forget 3 in 2 to match 7 often 10
four 3 in back of 8 matter 6 okay 3
Friday 6 inch 10 May 6 old 7
friend 2 information 9 may (mv) 2 on 1
from 1 in front of 8 maybe 6 once 6
fun 9 in person 9 to mean 3 one 1
game 2 inside 7 to meet 9 only 8
to get 4 instruction 7 to mention 5 on time 6
to get dressed 10 interesting 6 middle 7 on top of 8
to get into 8 to interview 9 midnight 6 to open 6
to get off 5 to introduce 9 million 4 operator 7
to get out of 8 January 6 minute 3 or 2
to get to 8 job 4 Miss 7 orange 2
to get up 10 to jog 9 Mister 7 order 10
girl 2 July 6 Monday 6 other 6
to give 2 June 6 money 4 out 3
to go 1 just 4 month 6 outside 7
good 1 kilo 5 more 10 over 1
goodbye 1 knee 10 morning 1 own 7
grammar 1 to know 3 most 6 page 1
grandfather 7 lake 8 mother 7 pair 4
grandmother 7 last 1 mother-in-law 7 paper 3
gray 2 late 3 mouth 10 (news)paper 9
great ! 10 later 1 Mrs. 7 parent 7
green 2 law(yer) 9 Ms. 7 park 8
to guess 4 to learn 4 much 3 partner 7
gym 9 left 5 music 9 to pass 8
hair 10 leg 10 my 1 past 6
half-dollar 5 less 10 name 1 to pay 4
hall 8 lesson 1 near 8 pen 3
hand 5 to let 5 necessary 9 pencil 3
to hand in 3 letter (alphabetic) 1 neck 10 penny 5
to hand out 3 letter 7 to need 5 people 2
to hang up 7 library 8 neither 4 person 2
to happen 3 life/lives 7 (inter)net 9 to pick up 5
to have 2 to like 9 never 10 picture 5
to have got 5 line 7 new 2 piece 3
to have got to 6 lip 10 next 6 pilot 9
to have to 4 (a) little 6 next to 8 pink 2
head 10 little 3 nice 3 place 1
height 10 to lock 3 nickel 5 (air)plane 5
hello 1 long 3 night 6 to play 4
to help 5 to look 1 nine 3 please 1
here 1 to look (seem) 10 no 1 point (decimal) 5
high school 8 to look for 10 nobody 8 to point 1
hip 10 to look like 8 noon 6 police station 8
holiday 6 to look up 3 no one 8 possibly 10
home 1 to lose 3 north 7 postage 4
homework 1 lost 8 nose 10 postal clerk 9
hospital 8 (a) lot 5 not 1 post office 7
hot 5 lottery 3 nothing 6 potato 5
hotel 8 to love 10 noun 7 pound 5
hour 6 lower 7 November 6 practice 1
house 4 lunch 3 now 1 preposition 5
housekeeper 9 main 8 nowadays 10 pretty (quite) 3
how 1 to make 4 number 3 price 5
hundred 4 man/men 2 nurse 9 probably 10
hungry 5 mall 8 October 6 problem 6
husband 7 many 3 of 1 pronunciation 2
to identify 9 map 3 of course 8 province 3
148 SUMMARY WORD LIST

purple 2 sister 7 there 2 to walk 8
to put 5 to sit 3 there is/are 8 to want 4
to put back 5 six 3 these 2 to wash 10
quarter 5 to sleep 10 thing 8 watch 5
queer 6 sleepy 10 to think 5 to watch 3
question 2 slowly 1 third 6 Wednesday 6
quite 3 small 10 thirsty 5 week 6
radio 5 so 5 this 1 weekday 6
rate 5 so long 6 those 5 weekend 6
to read 2 some 2 thousand 4 to weigh 10
ready 4 someone 8 three 2 weight 10
really 9 sometimes 3 thumb 10 welcome 1
red 2 somewhere 10 Thursday 6 well ! 8
relative 7 son 7 ticket 3 well (good) 10
to relax 9 sorry 1 time 1 west 7
to remember 9 soup 10 tired 3 what 1
rent 4 south 7 to 1 whatever 5
to repeat 2 to speak 1 today 5 when 4
(the) rest 6 special 6 toe 10 where 1
restful 9 to spell 1 toll-free 7 which 4
restaurant 8 to spend 5 tomato 5 (a) while 10
to return 7 spouse 7 tomorrow 6 white 2
review 8 spring (season) 6 tonight 6 who 2
rice 5 stairs 8 too (also) 2 whose 5
rich 10 stamp 4 tooth/teeth 10 why 9
right 1 to start 8 top 7 wife 7
river 8 state 3 to touch 10 will (mv) 3
road 7 station 8 tour 8 to win 3
row 4 stomach 10 tourist 10 winter 6
salt 5 to stop 5 toward 8 wired 10
to save 4 store 9 town 2 with 2
sandwich 10 to straighten 10 toy 9 woman/women 2
same 10 street 1 train station 8 word 1
Saturday 6 student 1 truck 8 to work 3
to say 1 to study 7 true 10 to worry 3
schedule 1 stuff 8 to try 10 worse 10
to seal 7 sugar 5 Tuesday 6 worth 4
season 6 summer 6 turn 8 would (mv) 3
seat 1 Sunday 6 to turn 6 would like (to) 9
second 6 super 10 TV 3 wrist 10
second (2nd) 6 sure 3 twelve 3 write 10
to see 1 to surf 9 twenty 4 wrong 4
-self 9 swell 10 twin 7 yeah 5
to send 4 to take 3 to twist 10 year 6
sentence 5 to talk 7 two 2 yellow 2
September 6 tall 10 to understand 1 yes 1
service 10 tax 4 uncle 7 yesterday 3
seven 3 taxi 8 until 8 young 10
several 7 tea 5 up 4 zero 3
to shake 10 teacher 1 upper 7 zip code 3
shopping center 8 (tele)phone 3 to use 7 zoo 8
short 10 to tell 4 usually 10 zoo keeper 9
should (mv) 4 teller 9 valley 8
shoulder 10 ten 3 verb 4
to show 5 than 10 very 1
shower 10 thanks 1 video 9
sick 10 that 1 waist 10
sign 8 that 6 to wait 3
simply 10 the 1 to wait on 10
single 7 then 3 waiter 9
SUMMARY WORD LIST 149

Resources
The books from Pro Lingua listed below may be useful as additional teacher resource material
or supplementary activities.
The ESL Miscellany. A single volume teacher resource book with dozens of lists of grammati-
cal information, vocabulary topics, cultural information, miscellaneous material (punctuation
rules, spelling rules, abbreviations, maps, gestures, etc.).
Experiential Language Teaching Techniques. Activities for out-of-classroom learning tasks

to augment the On The Street cartoons.
The Great Big Bingo Book. A photocopyable collection of bingo games, many usable with
beginning level students.
Index Card Games for ESL. A teacher resource book describing dozens of games to be made
using index cards. Contains copyable material. Many of the games can be used with lower
proficiency levels.
Lexicarry. An illustrated vocabulary builder. Hundreds of uncaptioned pictures for expanding

vocabulary. Includes functions, sequences, operations, topics and proverbs. Ideal for pair and
small group work. A word list in the back allows for self-study. Over 4500 words.
Match It! A photocopyable collection of index card games similar to Concentration. The
basic and intermediate games expand on the lessons of English Interplay: Surviving.
Operations in English. A collection of 55 operations, most of them easily used by beginning

level students.
Pronunciation Card Games. A photocopyable collection of index card games. The games on
minimal pairs and syllabification can be used by beginners.
Reading and Writing Basic English. A new phonics approach for beginning pre-literate
students. Introduces vowel and consonant sounds and their common spellings. A Teachers
Companion includes teaching ideas and photocopyable worksheets.
Rhymes and Rhythms. 32 original rhythmic rhymes, progressing from short and easy rhymes
to longer more challenging rhymes. A photocopyable text with an optional cassette recording
of all the rhymes.
Pro Lingua Associates 800-366-4775 www.ProLinguaAssociates.com
150 RESOURCES FROM PRO LINGUA

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2015 PDF Digital Edition

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Lesson 1: The Alphabet; Names 1

Lesson 1: Homework # 1 106

B. Teachers Support Materials 124

Summary Word List 147

SNP VP ONP ADVL**

viii ENGLISH INTERPLAY

Each lesson also includes three other features, as described below:

GOOD MORNING. GOOD MORNING.

HOW ARE YOU? FINE, THANKS.

GOOD AFTERNOON. GOOD AFTERNOON.

GOOD EVENING. GOOD EVENING.

THE ALPHABET NAMES 13

A HELLO. MY NAME IS ______________________________________________.

YOU ARE MY STUDENTS.

PLEASE CALL ME _________________________________________________.

B WHAT IS YOUR NAME? MY NAME IS _______________________.

PLEASE CALL ME ___________________.

C WHERE ARE YOU FROM? I AM FROM ________________________.

WHAT IS THE NAME OF THIS LETTER?

EXCUSE ME. CAN I HELP YOU?

THANK YOU. YOURE WELCOME.

THE ALPHABET NAMES 15

1.8 LETS PRACTICE LOOK AND SAY

PLEASE SPELL YOUR NAME.

I SPELL MY FIRST NAME ___ ___ ___ ___ ___ ___.

YOU SPELL YOUR NAME ___ ___ ___ ___ ___.

IS THAT RIGHT? YES IT IS.

HELLO. M_____ N______ I____ _______________ ______________.

I A___ Y______ S_________________.

Y____ A______ M_______ T________________.

P____________ C_______ M____ ___________________.

W_______ I____ Y________ N__________?

M____ N______ I____ ________________ _____________________.

1.11 SAY, LISTEN, AND DO

PLEASE GO TO THE BOARD.

PLEASE GO BACK TO YOUR SEAT.

IM SORRY. I DONT UNDERSTAND. PLEASE SPEAK SLOWLY.

THE ALPHABET NAMES 17

CLASS IS OVER. LETS GO HOME.

AFTERNOON HOME SCHEDULE

YOU ARE YOU ARE

YOU ARE = YOURE YOU ARE = YOURE

I AM NOT = IM NOT WE ARE NOT = WE ARENT

THE ALPHABET NAMES 19

HE IS A PERSON. SHE IS A PERSON

THEY ARE PEOPLE.

HE IS A MAN. THEY ARE MEN.

SHE IS A WOMAN. THEY ARE WOMEN.

HE IS A BOY. THEY ARE BOYS.

SHE IS A GIRL. THEY ARE GIRLS.

IT IS A BABY. THEY ARE BABIES.

2.2 ASK QUESTIONS AND ANSWER WITH YES OR NO

EXAMPLES: Is he a man? Yes, he is.

FERN VERN BERN

Whats her name?

English Interplay Teacher's Edition

English Interplay Teacher's Edition

I SPELL MY FIRST NAME _ _ _ _ _ _.

YOU SPELL YOUR NAME _ _ _ _ ___.

HELLO. M_ N I _ __.

I A_ Y S_____________.

Y A M_ T____________.

P________ C_ M _________________.

W_ I Y N____?

M N I _______.

Her ________ _ _______________.

She spells it .

His ________ _ _______________.

He spells it .

His ________ _ _______________.

He spells it .

Their ________ _ _____, _, _______.

and .

We ________ _ ___________

and .

How do _ and _ spell their names?

They ________ _ __________

and .

S script split spring squish string

___, where are you and _?

_________, where are _ and _______?

_________, where are _ and _______?

IIII II IIII III _

I IIII IIII II _

III II _

IIII I IIII IIII _

IIII IIII I IIII IIII _