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Defense Language Institute

English Language Center


Lackland Air Force Base. Texas

AMERICAN LANGUAGE COURSE

VOLUME 1100

ELEMENTARY PHASE

STUDENT TEXT
PREFACE

T h i s S t u d e n t T e x t , Volume 1 1 0 0 , i s t h e f o u r t h o f e i g h t v o l u m e s for in stru ctio n


i n t h e E l e m e n t a r y P h a s e o f t h e A m e rica n L anguage C o u rse (ALC).

The ALC m a t e r i a l s c o n s i s t o f t h e P r e - E l e m e n t a r y P h a s e ; t h e E l e m e n t a r y P h a s e ;
t h e I n t e r m e d i a t e P h a s e ; t h e A d v a n c e d P h a s e ; and t h e S p e c i a l i z e d P h a s e , i n
w h i c h s t u d e n t s c o n c e n t r a t e on t h e t e c h n i c a l v o c a b u l a r y o f one o f s e v e r a l m i l i ­
ta r y s p e c i a l t i e s such as f l y i n g , ord n an ce, e l e c t r o n i c s , e t c . Most v o lu m e s o f
the A m erican Language Course are a c c o m p a n i e d b y s i m i l a r l y num bered p r e ­
r e c o r d e d t a p e s w h i c h p r o v i d e a u r a l - o r a l and w r i t t e n e x e r c i s e s c o o r d i n a t e d w i t h
th e c o n t e n t s o f the v o lu m e s . S p e c i a l s t u d e n t t e x t s and w o r k b o o k s , i n s t r u c t o r
t e x t s , t e s t s , and o t h e r m a t e r i a l s h a v e a l s o b e e n p r e p a r e d f o r u s e w i t h t h e s e
volu m es.

The A m e r i c a n L a n g u a g e C o u r s e i s d e s i g n e d f o r an i n t e n s i v e l a n g u a g e t r a i n i n g
p r o g r a m t o p r o v i d e s t u d e n t s who d o n o t u n d e r s t a n d and s p e a k E t j g l i s h w i t h s u f ­
f i c i e n t s k i l l i n E n g l i s h t o e n a b l e th e m t o p u r s u e t e c h n i c a l o r p r o f e s s i o n a l
t r a i n i n g i n v a r i o u s s c h o o l s s p o n s o r e d by t h e D e p a r t m e n t o f D e f e n s e o f t h e
U n ite d S t a t e s o f A m erica.

The A m e r i c a n L a n g u a g e C o u r s e i s p u b l i s h e d by t h e D e f e n s e L a n g u a g e I n s t i t u t e ,
E n g lis h Language C e n te r . T h is p u b l i c a t i o n i s f o r u s e by s c h o o l s o f t h e
D e fe n s e Language I n s t i t u t e as p a r t o f th e D e fe n s e Language Program. It is
a lso f o r u s e by s c h o o l s u n d e r t e c h n i c a l c o n t r o l o f t h e D e f e n s e L a n g u a g e
In stitu te .

In q u iries con cern in g these m a teria ls, in clu d in g req u ests for co p ies or
a u t h o r i t y t o r e p r o d u c e m a t e r i a l s c o n t a i n e d t h e r e i n , s h o u l d be a d d r e s s e d t o
Commandant, D e f e n s e L a n g u a g e I n s t i t u t e , E n g l i s h L a n g u a g e C e n t e r , ATTM: LESS,
L ackland A ir Force B a se, T exas 78 2 3 6 .

R e p o r t i n g o f e r r o r s , o m i s s i o n s , and r e c o m m e n d a t i o n s f o r i m p r o v i n g t h i s p u b l i ­
c a t i o n by t h e i n d i v i d u a l u s e r i s e n c o u r a g e d . L e t t e r s s h o u l d be s u b m i t t e d t o :
Commandant, D e f e n s e L a n g u a g e I n s t i t u t e , E n g l i s h L a n g u a g e C e n t e r , ATTN: LEAC,
L ackland A ir F o rce B a se , T exas 7 8 2 3 6 .

Original Edition November T966


Reprinted March 1969
Reprinted O ctober 1972
Reprinted May 1973
Reprinted November 1974
Reprinted Septem ber 1975
Reprinted January 1976
Reprinted Septem ber 1977
Reprinted Septem ber 1977
Reprinted December 1977
Reprinted February 1979
Reprinted May 1979
Reprinted Ausust 1980
Revised August 1981
Reprinted May 1982

l
NOTES FOR THE INSTRUCTOR

Introduction

This is the fourth of eight volumes in the elementary phase of the American Language Course for foreign
students. It is accompanied by 30 prerecorded tapes and by the Student Workbook for Volumes 1100, 1200,
1300-1, and 1400. There is also an Instructor Text for these books containing an outline of major structures and
special notes on the student text and on sounds and intonation.

Objectives

The object of the instruction outlined in this volume is to continue the development of an ability in the
student to use the English language. You will notice that this student study guide is intended to reinforce the
vocabulary and structures in American English already introduced, as well as to introduce the student to new
vocabulary and structures with emphasis on pronunciation and aural comprehension.

Methods of Presentation

The units contain dialog material and a variety of drills and exercises. The conversational dialogs should be
practiced in classroom and language laboratory drill until the students are able to speak the parts of each dialog
easily.

Students generally learn by doing; therefore, you should concentrate on practices involving the students in
learning situations rather than on what you are going to explain to them. For this reason, explanations have been
held to a minimum in this volume. Be sure your students know the homework they'are to do before they come
to the next class. Carefully explain the purpose and the pattern of each drill. A confused student often practices
errors and wastes time in an unprofitable activity.

Prerecorded Tapes

Each prerecorded tape provides material for laboratory instruction. Each tape is numbered to correspond
to the classroom unit it supports. The tapes require the student to participate by recording his voice in a
variety of drills.

It is important that each student know exactly what he is to do in the laboratory. He should also know
all vocabulary items and grammatical structures. It is also necessary that the student have some guided practice
in pronunciation of new terms so that his practice helps him sharpen his aural comprehension and improve his
fluency. '
#

Student Workbook Assignments

The Student Workbook for Volumes 1100, 1200, 1300-1, and 1400 contains homework assignments related
to the units of this book. Note carefully that some of the homework is designed as review of material taught
in class, and that some is designed as preparation for the class work to come. Be sure the student understands
this. Some workbook exercises employ programming techniques and provide their own answers. In doing these,
the student should cover the answers in the workbook with the cardboard which is provided. After he has
written his answer, he should check it against the answer provided in the text for correctness. NOTE: The
handwritten answers in the text are not intended as models of good writing for the student to follow; rather
they are intended as “typical” handwriting to give the student practice in reading cursive writing. It will not be
necessary for you to “correct” the student’s answers. The student should do this himself. It may be wise to
go through a few programmed exercises early in the course to be sure the student understands how to do them;
then you should merely check whether or not he does the homework.
CONTENTS

If Nil PAGE

11 01
1

1102 41

1103 73

1104 99

1105 123

1106
149

13 07
175

HOB
203

1109
229

1110
253

Appen 281

Index 299
1

A M E R I C A N L A N G U A G E COURSE

OUTLINE AND STUDY OBIECTIVES

Structures

Be — P r e se n t T ense

S i m p l e PluraLs

T h is/T h at: T h ese/T h ose

Be — C ontractions

P resen t Tense

A ffir m a tiv e Q uestions

Short A ffirm ative A n sw e r s

N egative S tatem en ts

C ontracted N egative Statem en ts

F u ll and C o n tra cted F o r m s

A / An

W ho/W hat

Sound and Intonation

/ i, er a, o, u /
AM ERICAN LANGUAGE COURSE STUDENT TEXT

UNIT 1L01

C O N V ER SA TIO N AND R EA D IN G P R A C T IC E S

G reetings
P r a c t i c e the c o n v e r s a t i o n .
4

A . M.

1. Z.

P . M.

B etw een noon and six o'clock . A fter six o'clock .

G ood^ f~G ood


Good \ / * C i o o c l ^ " v\
7 a f t e r n o o n ll I even in g I J { even ing I
| afternoon l)

3. 4.
5

When. p a r t i n g a t n i g h t

uH i ! H an d TTS o l o n g 11 a r e f r i e n d l y a n d i n f o r m a l .

H i] = H eUo. So long ^ G o o d - b y e ,

(m l) ^ S o l o n g^J

>h'“

3,
6

wA, ik
Ik

How are
F in e,
> you?
thanks.

liv s« -

5.

G ood-bye
( v
1.

F in et
thanks

Vasv . I«A>.t*»
2.

^G ood-bye ^ fiood -b yeT ^


9

P r a c t i c e t h e g r e e t i n g s.

I. 2. 3. 4.
H ello! Good m o r n in g ! Good a ftern o o n ! Good even in g!

6. 7. 8.
H i! G ood-bye! G o od n i g h t ! So lo n g !

1. HELLO! Z. GOOD MORNING! 3. GOOD A F T E R N O O N I


M id n ig h t to Noon

MIOMIOMT

4* GOOD E V E N IN G 1 5. HI!

6. G O O D -B Y E ! 7. GOOD NIGHT! 8. SO LONG!


10

P r a c t ic e the v o c a b u la r y .

T h at's a p en cil,
( T h a t + i s = T h a t Ts)
That
T h a t is
T h a t ’s
T h at's a p en cil.

's a b o o k .
(That + i s = T h a t's )

a CHAIR T h a t's a ch air.


/a / (That + is = T h a t's)

a T A ble T h at's a t a b le .
/ 9 / flThat -t i s = T h a t ' s )

T h at's a r e c o r d e r .
(That + is = T h a t's)

a TAPE T h a t ’s a t a p e .
/a / (That + i s = T h a t's)
P r a c t ic e t h e s e q u e s tio n s and a n s w e r s .

(W hat is t h i s ? ) (W ritten F o r m ) (T h a t i s a penciL. )

^ W h a t ’ s t h l ^ ?^ (Spoken F o r m )

(W hat i s t h i s ?) {That, i s a b o o k . )

^W hat's t h i f ^

(W hat is t h i s ? ) (That is a c h a ir . )

W hat’ s th is? ) T h a t's a ch a iiT ^


IT
12

(W hat i s t h i s ? ) (That is a ta b le . )

^ W h a t ' s t h i s ?^

(W hat i s t h is ? ) (That is a r e c o r d e r . )

^ T h at's a r e c o r d e r / j

(W hat is t h is ? ) (That is a ta p e . )

W h a t's thi
c

1, a p en cil 3. a ch air 5. a recorder


T h at's a p en cil T h a t ’s a c h a i r . T h at's a r e c o r d e r .

2. a book 4. a table 6. a tape


T h at's a book. T h a t '8 a t a b l e . T h a t rs a t a p e .
13

P r a c tic e th e se q u estio n s and a n sw e r s-

(I a m a s t u d e n t . ) (I a m a t e a c h e r . )

(w h a t a re y o u ? l £W h a t a r e y o u ? j
-------------Y ------

(I a m a p i l o t . ) (I a m a m e c h a n i c . )

I’m a
What a r e you? m ech a n ic
2)

(I a m a b a r b e r . )
14

Practice the v o c a b u la r y .

a student

a teacher

a p jlol

a m ech an ic

a barber
E X ‘ ' i , A \ A ' L O J . / I--": C a . R . G O F S T R U C T U R E S

Be — The P r e s e n t T en se

rI'll e v 3 r b B e ha s these, f c.•• T ense

a •
*
v ••

Pe r son -

» C J- . -i |£
i
y -
P lu ral
/ ^ * ^ r w •• « ' ■ / •

<

1st l a m* We a r e i
2nd You a r e You a r e
3 rd H e, 3he, it is They are

1 in t h e b l a n k s w i t h t h e c o m

1. I ____ a student.

2, She a teacher

3, It an o r a n g e .
4. Y ou a ba r be •

5. T h i s ___ a tape.

6. Tha t a p e r n il
7. He a student.

8. Th o s e books.

9. That a p en cil.

10. We p ilo ts.

Sim p le P lu r a ls

S o m e p l u r a l s a r e f o r m e d by a d d i n g - s to t h e s i n g u l a r f o r m ,

E xam p le. one student (o n e = 1)


two s t u d e n t s (two -• 2)

a. G iv e the p l u r a l f o r m ot the f o l l o w i n g n o u n s ,

A. • one book, two


2. one tape, two

3, one teach er, tw o

4. o n e c h a i r , two
5. one apple, tw o A

6. one p en cil, tw o
16

b. T h e r e a r e a few ir r e g u la r p lu r a ls.

Singu lar P lu ral

man m en
wom an wom en
foot feet
tooth teeth
child ch ild ren
w ife w iv es

3. T h is/T h a t : T h ese/T h o se

T h e s e is the p lu r a l f o r m o f t h i s . T h o s e i s t h e p l u r a l f o r m o f t h a t . T h i s and
t h e s e r e f e r to t h i n g s n e a r . T h a t a n d t h o s e r e f e r to t h i n g s f a r t h e r a w a y .

E xam p le: T his is a p e n c il.


T h ese are p en cils.

That is a book.
T h ose a re books.

a. F i l l in t h e b l a n k s w i t h T h i s o r T h e s e :

1. _________ i s a c h a i r .

2. ________ a r e c h a i r s .

3. _________ p e n c i l i s r e d ,

4. ___________p e n c i l s a r e r e d .

5. _________ o f f i c e r is a pilot.

6. _________ o f f i c e r s a r e p i l o t s .

b. F i l l in t h e b l a n k s w i t h T h a t o r T h o s e :

1. _________ m a n i s a s t u d e n t .

2. ________ m en are students.

3. _________ p e n c i l i s g r e e n .

4. _________ p e n c i l s a r e g r e e n .

5. w o m a n is a te a c h e r .

6. w om en are teach ers.


C on traction s

U se th ese short fo rm s. They a r e c a lle d C on traction s.

I + a m = I ' m

it + is - it's
that + is = th at's
what + is = w h at's

R epeat.

I + a m M# I ' m I ' m a student.


you + are - y o u 1r e Y o u 'r e a student.
he . + is s h e's H e '8 a s t u d e n t .
she + is — s h e fs S h e's a student.
it + is = it's It's a n o r a n g e .

we + are w e ’r e W e're stu d en ts.


you + are — you 're Y ou 're stu d en ts.
they are —
th ey're T h ey're students

that + is = th at's T h at's a p e n c il.


what is =
w h at's W hat's t h is ?

Be - P r e s e n t T e n s e — A ffir m a tiv e Q u estion s

To a s k a q u e s t i o n w ith B e , p l a c e the v e r b b e f o r e th e s u b j e c t .

E xam p le: She is a te a c h e r .


Is s h e a t e a c h e r ?

She is.

Is s h e ?

C hange to th e a ffir m a tiv e q u e stio n form ,

1. T h is is a book. 7. I a m an o ffic e r .

2. T hat is a tape. 88.. T h ey a r e students

3. T h e se a r e ap p les. 9.
9. T h ey a r e ap p les.

4. ^ h ose are oranges. 10


10. He is a m ech a n ic.

5. W e a r e in stru ctors* 1111 . It is h ot.

6. He is a barber. 1122 . It i s c o ld .
Short A ffirm a tiv e A n sw e r s

A n sw e r th e se q u e stio n s w ith s h o r t a ffir m a tiv e a n s w e r s .

E xam p le: Is t h i s a p e n c i l ?
Y e s , it i s .

1 Is this a book?
2. Is this a room ?
3. Is that a ch air?
4. Is tnat a notebook?
5. Is th a t a ru ler?
6. Is this a ta p e V

D r i l l o n B*r F o r m a

B e f o v r u s a r c u s e d io s p e a k i n g o f:

1. . n a m e s ....................................... l a m M r _______ ,
2. o r i g i n ...................................... I am from A m erica .
3. p ro fessio n I am a teacher.
4. a g e .............................................. 1 a m 2 0 y e a r s o l d .

D e s c r i b e y o u r s e l v e s by u s in g the four i t e m s lis t e d a b o v e . T hen a s k q u estion s


about each other.

b e - P r e s e n t T en se N egative S tatem en ts, B e 4 not

T o fo r m the n e g a tiv e , p la c e not a fte r the v e r b .

R epeat.

STATEM ENT NEG ATIVE

I a m a student. I a m not a student.


You a r e a student. You a r e not a student.
He is a student. H e is not a s tu d e n t.
She is a student. She is not a stu d en t.
It i s a n o r a n g e . it is not an o r a n g e .
We a r e stu d e n ts. We a r e n o t s t u d e n t s .
Y ou a r e s t u d e n t s . You a r e not s tu d e n ts .
T hey a r e students. They a r e not stu d en ts.
They are oranges. They a r e not o r a n g e s.

Be — C o n tr a c ted N e g a tiv e S ta te m e n ts, Subject Verb P attern

E xam ole:A
He is a student.
H e 's not a 3tudent.

he + is = h e's
C h a n g e to t h e c o n t r a c t e d n e g a t i v e s t a t e m e n t f o r m

).. 11 i s a t a p e .
2. You a r e a student,
3. He i s a b a r b e r .
4. She is a te a c h e r .
5. We a r e o f f i c e r s ,
6. They a re tapes, /
7. T h at is a book.

Be - P r e s e n t T e n s e C o n tra cted N eg a tiv e S ta te m e n ts , V e r b + not P a t t e r n

E xam ple: He i s a s t u d e n t .
He i s n ' t a s t u d e n t .

is + not = isn 't

R epeat.

Y ou a r e n o t a s t u d e n t You a r e n 11 a s t u d e n t
H e i s not a s t u d e n t . He is n 't a student.
She i s n o t a s t u d e n t . S h e i s n ’t a s t u d e n t .

We a r e not s tu d e n ts. We a r e n ' t s t u d e n t s .


Y ou a r e n o t s t u d e n t s . You a r e n ' t stu d en ts.
T h ey a r e not stu d e n ts. They a r e n 't students

R e p e a t the two c o n t r a s t e d n e g a tiv e s t a t e m e n t p a t t e r n s

(1) Verb f Subject (2 ) V e r b -t not


1 a m not. I a m not.
I ’m ryot.

You a r e not. Y o u a r e not.


Y o u ’ r e n ot. You a r e n 't.
He is not. H e i s n o t.
H e ' s not. He is n 't.
She is not. She is not.
S h e 's not. S h e i s n ’t.
It i s n o t . It i s n o t .
It’s not It i s n ’t.
We a r e n o t . We a r e not.
W e ’ r e n o t. We a r e n ' t .

You a r e n o t . You a r e not.


You' r e n o t. Y o u a r e n ’t.
T h e y a r e no t. T h e y a r e not.
T h e y 1r e n o t . T hey aren't.
c. A nsw er these questions. U s e both n e g a t iv e p a t t e r n s :

E xam p le: Is h e a s t u d e n t ?
No, h e ' s not.
No, h e i s n '

1. Is h e a m e c h a n i c ? 6. Are th ese ap p les?


2. A re you m e c h a n ic s ? 7. A re they b a r b e r s?
3. Are we students? 8. Is h e a n o f f i c e r ?
4. A re they frien d s ? . 9. Is i t a n o r a n g e ?
5. Is t h i s a t a p e ? 10. Is i t h o t ?

B e - F u ll and C o n t r a c t e d F o r m s

Repeat th ese fo r m s .

A ffirm ative Statem ent F o rm s

(Singular)
4

I a m a student. I'm a student.


You a r e a student. Y o u 're a student,
H e i s a s t u d e n t* H e 's a student.
She is a stu d en t. S h e 's a student.
It i s a r o o m . It's a r o o m .

(P lu ral)

We a r e s t u d e n t s . W e're stu d en ts.


You a r e stu d e n ts. Y ou're stu d en ts.
They a re students. T h ey're students.
They are room s. T h ey're r o o m s.

N egative S ta te m e n t F o r m s

(Singular)

I a m not a stu d en t. 1. I'm not a student,


2. ----------

You a r e not a stu d e n t. 1. Y ou 're not a student.


2. You a r e n ' t a stu d e n t.

He is not a student. 1. H e 's not a student.


2. H e is n 't a student.

She is not a stu d en t. L. S h e 's not a student.


2. She isn 't a student.

It i s n o t a r o o m . 1. It's not a r o o m .
2. It i s n ' t a r o o m .
21

(P lu ra l)

We a re not students. 1. W e're not stu d en ts.


2. We a ren 't students.

You a r e not stu d e n ts. 1. Y o u 're not stu d e n ts.


2. Y o u a r e n ’t s t u d e n t s .

T hey a re not stu d ents 1. T h ey 're not stud en ts


2. T h ey a ren 't stu d en ts

T hey are not ro o m s. 1. T h ey 're not r o o m s.


2. T hey a ren 't r o o m s.

A ffir m a tiv e Q u estio n F o r m s

(S in gu lar)

A m I a stu d en t?
A re you a student?
Is h e a s t u d e n t ?
Is s h e a stu d e n t?
Is it a r o o m ?

(P lu ra l)

A re w e stu d en ts?
A re you stu d en ts ?
A re th ey stu d en ts ?
A re they r o o m s?

12. A /A n

A or A n is u s e d b e fo r e s in g u la r nouns o f g e n e r a l o r in d efin ite m e a n in g . U se A


b e fo r e w o r d s w h ic h b e g in w ith a c o n s o n a n t sou n d . U se A n b e fo r e w o r d s w h ich
b eg in w ith a v o w e l sound.
R ep eat.
a tape an ap p le
a r e c o r d e r -^> an orange
a p en cil an A m e rica n
a book an o fficer -
a ta b le an in stru cto r

13. Who /W h a t

B o t h W h o a n d W h a t a r e u s e d i n q u e s t i o n s to r e f e r to p e o p l e .

E x a m p le: W ho a r e y o u ?
I'm a stu d en t.

W hat a r e you?
I'm a stu d en t.
22

TAPE I 101A

H ello.
H ello.

How a r e you?
F in e , thanks.

G ood-bye.
G ood-bye.

a pen cil
a book
a ch air
a table
a recorder
a tape

T hat's a p en cil.
T hat's a book.
T hat's a ch air.
T hat's a table.
T hat's a recorder.
T h a t 1s a tape.

W hat's th is ?
W hat's th at?

That is a p en cil.
T hat's a p en cil.

T his is a pen cil.


T his is a pen cil.
23

R eview E x e r c i s e 1.

L isten.

H ello.
H ello.

How a r e y o u ?
Fine, thanks.

Good-bye.
G ood-bye.

Now r e p e a t e v e r y t h i n g y o u h e a r .

H ello.
R ev iew E x e r c i s e 2.

L isten.

W hat's t h i s ? W h a t's t h i s ?
That's a pencil. T h a t ' s a t a b le .

W hat's t h i s ? W h a t's t h i s ?
T hat's a book. That's a r e c o r d e r .

W ha t's t h i s ? W h a t's t h i s ?
That's a chair. T h at's a tape.

Now r e p e a t e v e r y t h i n g y o u h e a r .

W hat1* ***!»? ) ^ T h a t fg a c h a i r .
( T h a t's a r e c o r d e
26

L i s t e n and r e p e a t e v e r y th in g you h e a r .

^ H o w a r e y o u?j ^F l n e , t h a n k ? ^

Va'-v. M v .
Now y o u w i l l h e a r t h e f i r s t s p e a k e r :
T hen y o u r e c o r d the r e s p o n s e >

^G ood-bye
28

L i s t e n and r e p e a t e v e r y th in g you h e a r .
^W hat’s T hat's a tab le.

[ w h a t's th is ?J

f What* 3 t h i s ? )
R e c o r d the a n s w e r to the q u e a tio n

(w h a t’a th is?)

f w h a t ’ a t h ia ? )
V y j

^ W h a t’ a t h i a ^
31

^ W h a t ’ s t h i s T^

I W h a t ’s t h i s ? }
----------------- y - '

W h a t 's t h i s ?
32

TAPE 110 IB

R epeat everything you h e a r .

H ello.
H ello.

Good m orning*
Good m o rn in g .

Good afternoon*
Good aftern oon.

Good evening*
Good ev en in g .

G ood night.
G ood night.

Hi:
Hi!

S o lo n g !
So long!

G ood-bye.
G ood-bye.

G ood night.
G ood night.

How a r e you?
F in e, thanks.

What a r e y ou ?

I rm a student. a student
I ’m a teacher. a teacher
I'm a pilot. a pilot
I'm a m ech an ic. , a m ech an ic
I ’m a barber. a barber
E xercise i E x e re is e 5 *

L i s t e n an d r e p e a t . L isten and r e p e a t.

H ello. H ii
H ello. Hi!

How a r e y o u ? How a r e you?


F in e, thanks. F in e , thanks

G ood-bye. So lo n g !
G ood-bye. So long!

E x e r c i s e 2. E xercise 6 .

L is t e n and r e p e a t. L iste n and r e p e a t.

Good m o r n i n g . H ello.
G ood m o r n i n g . Hi!

How a r e y o u ? What a r e you?


F ine, thanks. I'm a stu d en t.

G ood-bye. G ood-bye.
G ood-bye. So l o n g .

E x e r c i s e 3. E x e r c i s e 7.

L is t e n and r e p e a t . L i s t e n and r e p e a t .

Good e v e n i n g . H ello.
Good e v e n in g . Good m orning.

How a r e y o u ? W hat a r e y o u ?
F in e, thanks. I'm a t e a c h e r .

Good n i g h t . G ood-bye.
G ood night. G ood-bye.

E x ercise 4 . E x ercise 8.

L is t e n and r e p e a t . L is t e n and r e p e a t .

Good afternoon. Good e v e n in g .


Good a fte r n o o n . Good e v en in g .

How a r e you? What a r e you?


F in e , thanks. I'm a p ilot.

G ood-bye. G ood n i g h t .
G ood-bye G ood night.
34

E x e r c i s e 9.

L i s t e n an d r e p e a t , N o w you r e c o r d t h e r e s p o n s e

H ello. H ello.
Good even in g, (H ello. )

What a r e you? How a r e you?


I ' m a piLot. (F ine, thanks. )

Good night. G ood-bye.


G ood night. (G ood-bye. )

E x e r c i s e IQ. E x e r c i s e 12.

L i s t e n and r e p e a t . L i s t e n and r e p e a t .

H ello. Good m orn in g.


H ello. Good m o rn in g .

What a r e you? H ow a r e y o u ?
I'm a b a r b e r . F in e , thanks.

How a r e you? G ood-bye.


F in e , thanks. G ood-bye.

W h a t ’s t h i s ? N o w y o u r e c o r d the r e s p o n s e
T hat's a p en cil
Good m orn in g.
W h a t 1s t h i s ? (G ood m o r n i n g . )
That's a book.
How a r e you?
W h a t's t h i s ? (F ine, thanks. )
T h a i ’s a t a b l e .
G ood-bye.
G ood-bye. (G ood-bye. )
G ood-bye.

E x e r c ise 11. E x e r c i s e 13.

L is te n and r e p e a t. L i s t e n and r e p e a t.

H ello. Good ev en in g .
H ello. Good e v e n in g .

How a r e you? How a r e you?


F in e, thanks. F in e , thanks.

G ood-bye. G ood night.


G ood-bye. G ood night.
35

N ow y o u r e c o r d the r e s p o n s e . Now y o u r e c o r d the r e s p o n s e .

Good e v e n i n g . Hi;
{Good e v e n i n g , ) (Hi:)

How a r e y o u ? How a r e you?


{Fine, th a n k s. ) ( F in e , thanks , )

Good n ig h t . G ood -b ye.


(G ood n i g h t . ) (G ood-bye. )

Ex e r c i s e 14 . E x e r c i s e 1 6.

L i s t e n arte r e p e a t . L i s t e n and r e p e a t .

Good a f t e r n o o n . H ello.
G oo c l a f t e r n o o n . Hi:

How a re. v / a ? What a r e you °


F in e , thanks. Ihn a student.

G ood-bye.. G o o d ~b y e .
G o o d - *,y e . So l o n g .

N ow yo u r e c o r d the r e s p o n s e . N o w you r e c o r d th e r e s p o n s e .

Good a f t e r n o o n . H ello .
(Good a f t e r n o o n . ) (h i :)

How a r e you? What a r e y o u ?


(Fine. thanks. ) (I'm a student. )

G ood-bye. Good-bye.
(G ood-bye. ) (So l o n g , )

E x e r c i s e 15. E x e r c i s e 1?.

L i s t e n and r e p e a t . L i s t e n anu r e p e a t .

Hi : Hello.
Hi: Good m o rn in g .

H o w a r e y* o u ? What a r e yo u ?
Fine, thanks. I'm a te a c h e r.

Good-bye. G ood-bye.
Good-uye. Good -bye.
36

N ow you r e c o r d the r e s p o n s e Now you r e c o r d the r e s p o n s e

H ello. H ello.
(G ood m o r n i n g . ) (G ood e v e n i n g . )

What a r e y o u ? W hat a r e y o u ?
( I ’m a t e a c h e r . ) (Irm a m e c h a n i c . )

G ood-bye. ood night.


(G ood-bye. ) (G ood n i g h t . )

E x e r c i s e 18. E x ercise 20.

L i s t e n and r e p e a t . L i s t e n and r e p e a t .

Good e v e n in g . H ello.
Good ev en in g . H ello.
W hat a r e y o u ?
W hat a r e y o u ?
I'm a b a r b e r .
I'm a p ilo t. r

* How a r e you?
Good night. F in e , thanks.
G o o d n ig h t .
What' s t h i s ?
Now y o u r e c o r d the r e s p o n s e . T hat's a p e n c il.

W hat's th is ?
Good ev e n in g . T h at's a book.
{Good e v e n i n g . )
W hat's t h is ?
W hat a r e y o u ? T hat's a table.
( I 'm a p i l o t . } G ood-bye,
G ood-bye.
Good night.
(G ood n i g h t . ) N o w y o u r e c o r d the r e s p o n s e .

H ello.
E x e r c i s e 19. (H ello. )

L iste n and r e p e a t. W hat a r e y o u ?


(I'm a b a r b e r . )
H ello.
How a r e you?
Good even in g.
(F ine, t h a n k s .)

W hat a r e y o u ? W hat's this ?


I'm a m e c h a n ic . (T hat's' a p e n c i l . )

W hat's this ?
G ood n i g h t .
(T hat's a book. )
Good night.
W hat's t h is ?
( T h a t ’s a t a b l e . )

G ood-bye.
(G ood-bye. )
TAPE 1101C

L i s t e n t o the f o l l o w i n g c o n v e r s a t i o n . R e p e a t the f o l l o w i n g s e n t e n c e s .

Good m o r n i n g , g e n t l e m e n . T h is is a r o o m .
I ’m M r . S m i t h . That is a rooin.
I’m y o u r t e a c h e r .
T h is is a c h a ir .
Is t h i s y o u r f i r s t c l a s s ?
That is a c h a ir .
Y e s , it i s .
T h e se a r c books.
A r e y o u L t. J o n e s ? T h ose a re books.
No, I ' m n ot. I am a student.
I'm L t. S m i t h . I 'm not a s t u d e n t .
This i s L t . J o n e s .
He is a te a c h e r .
Are you f r o m New Y ork? He i s n ' t a t e a c h e r .
Y es, we are. He i s a n o f f i c e r .
H e i s n ’t an o f f i c e r .
Are you d o c t o r s ?
They a re ap p les.
Y e s , w e a . ’e .
They a ren 't apples.
W e ' r e gLad y o u ' r e h e r e .
W h a t 's t h i s ?
Thank y o u . T h at's a book.

W h a t 's t h a t ?
T h is is a book.

Is i t h o t ?
R epeat e v e r y th in g you h e a r . It i s n ' t ho t.

Good m o r n i n g , g e n t l e m e n . Is i t c o l d ?
I 'm M r . S m i t h . It i s n ’t c o l d .
I’m y o u r t e a c h e r . Is i t n e w ?
Is t h i s y o u r f i r s t c l a s s ? Y e s , i t ’s n e w .
Y e s , it i s . Is it o l d ?
A r e y o u Lt. J o n e s ? Y e s , i t ’s o l d .

N o, I fm not. The book is red.


I'm Lt. S m ith . The books a r e red.
T h is i s Lmt. J o n e s .
. , »■ w Is t h i s a p e n c i l ?
A re you fr o m New York? Y e s , i t ’s a p e n c i l .

Yes, w e a re. Is t h i s a c h a i r ?
Y e s , i t ’s a c h a i r .
A re you d o c to r s?
A r e tw o and t h r e e f i v e ?
Yes, we are. Y e s , two and t h r e e a r e f i v e .
W e're glad y o u 'r e h e r e . Is it a n o r a n g e ?
Thank you. Y e s , it i s .

Is i t an a p p l e ?
N o , it i s n ' t .

Is s h e a t e a c h e r ?
Are they te a c h e r s?
38

R e p e a t the f o l l o w i n g q u e s t i o n s a n d a n s w e r s .

Is it l i v e o ' c l o c k ? W hat i s t h i s ?
Ye s , i t 1s f i v e *;•' c i o c k. T h a t ’s a b o o k .

Ho.v ole! a-re you'* Who i s s h e ?


I ’m t w e n t y y e a r s o i d . S h e ' s M i s s W h it e .

Is it g r e e n ? Is he h e r e ?
Yes. it's v rv
n
u. No, h e i s n ' t h e r e .

Is it y o u r f i r s t c l a s s ? A re they there ?
No. i t ' s n o t m y f i r s t c l a s s . Y es, they're th ere.

Is that a c l o c k ? W hat's that?


Y e s , it i s . T hat's a table.

Is t h i s a r e d p e n c i l ? Is it an o l d t a p e ?
Y e s , t h i s i s a r e d ;>enci 1. Y e s , i t ls o i d .

Is t h i s y o u r b o o k ? A r e o n e a n d tw o t h r e e ?
Y e s , t h i s i s m y book. Ye s .

Is th a t h i s b o o k ? Is th is m y book?
No, that i s n ' t h i s b o o k . N o, it i s n ' t .

A r e you f r o m S p a i n ? I s t h i s an a p p l e ?
N o , Irm not f r o m S p a i n . Y e s , it i s .

A r e yo u c o l d ? I s h e f r o m N e w Y'ork?
N o , I ' m not c o l d . N o , h e ’s f r o m C h i c a g o .
39

SO U N D A N D IN T O N A T IO N

P ro n u n cia tio n P r a c tic e Now rep eat th ese w o r d s.


L is te n for the sound / a /
F iv e v o w el sounds of E n g lish are
h e a r d in m a n y la n g u a g e s . not not not
hot hot hot
L isten . clo ck clo ck clo ck

1 i / / i / / i / / e / / e / / e /
we we we tape tape tap e Now repeat th ese w ords.
L is t e n fo r th e so u n d / o /.
/ a / / a / / a / / o / / o / / o /
not not not no no no no no no
old oid old -
/ u / / u / /u / co ld co ld co ld
tw o tw o tw o

Now repeat th ese w o r d s,


Now repeat th ese sounds. L is t e n fo r the so u n d / u /,

/ i / / i / / i / / e I / e / / e / who who who


we we we tape tape tape tw o tw o tw o
noon noon noon
/ a / / a / / a / / o / / o / / o /
not not not no no no

/ u / / U / / u /
tw o tw o tw o

Now repeat th ese w o r d s.


L i s t e n fo r the so u n d / i /

he he he
she she she
we we we

Now repeat th ese w o r d s.


L is t e n fo r the so u n d / e /.

they they th ey
tape tape tape
la te la te late
41

A M E R I C A N L A N G U A G E COURSE UNIT 1102

OUTLINE AND STUDY OB!ECTIVtS

Structures

T h e r e is / T h ere a re

D efin ite A r tic le — The

Num bers

D a y s o f the W e e k

M o n t h s of the Y e a r

W hat T i m e Is It?

C ivilian T im e

M ilitary T im e

Sound and Intonation

/ I, c , ae , s /
42

AM ERICAN LANGUAGE COURSE STUDENT TEXT

UNIT j 102

C O N V E R SA T IO N AND READING P R A C T IC E S

P r a c•t i c e t h e q u e s t i o n s a n d a n s w e r s .
■ ' —- M ■ — 1 ^ ■ ■ i» « i ■ ■ —................... — —

I'm a
atudent
4 3

^Wh
W ho a r e w e ?

— •

1. Who a m I?

Y o u ' r e an. i n s t r u c t o r .

Z. Wh o a r e y o u ?

I'm a student.

3. Who is s h e ?

S h e^ a nurse.

4. W ho is h e ?

H e 's a doctor

5. Who a r e we ?

W e're students

6. Who a r e t h e y ?

T hey're b arb ers


44

WHAT

W h a t a r e these*?
W hat a re th ese?
a C
45

W hat a re th e se
(; —
46

WHO

(^ W h o T s
47

c
Who are ( w ? re student a

G Who a m I? ( w re a t e a c h e r
P l u r a l F o r m s in E n g l i s h

Singular P lural

pencil p en cils

pen pens

book books

tape tapes

reorder recorders

ch air ch airs

tab^e tables

student students

teacher teachers

barber barbers

pilot pilots

m echan ic m ech an ics

P ractice these P lu ral F o r m s .

Singular P lu ral

1. T his is a p en cil. T h ese are pen cils.


2. T h is is a pen. T hese are pens.
3. T his is a book. T h ese are books.
4. T his is a tape. T h e s e a r e ta p e s .
5. T h is is a r e c o r d e r . These are record ers
6. T his is a c h a ir . T h ese are c h a irs.
7. T his is a table. T h e se are tab les.
8. H e 's a student. They are students.
9. She l s a t e a c h e r They a re teach ers.
10. H e's a barber. They are barb ers.
11. H e's a pilot. They are pilots.
12. H e ’s a m e c h a n i c . They are m ech a n ics.
13. H e fs a d o c t o r . They are doctors.
14. S h e ’s a n u r s e . They are n u rses.
Verb B E and it s C o n tr a c tio n s in E n g lis h

Verb BE: A M , A R E , IS

Xa m ........................................... = P m a student.

You a r e = Y ou're a student.

We a r e = W e're students.

They are =s T h ey're students.

He is ......................................... = H e's a d octor.

S h e i s ................................................. = S he's a n u r se .

It i s .................................. = It's a book.

Subject Verb F o r m s

I ----- am
you, w e, they - - are
h e , s h e , it —— is

WHAT

1. W h at are these? Those a re'p en cils.


2. W hat are these? Those are pens.
3. W hat are these? Those are books.
4. What are these? T hose are tapes.
5. W hat are these? Those are record ers.
6. What are these? T hose a re ch airs.
7. What are these? Those are tab les.

WHO

8. Who a r e t h e y ? T h ey 're students.


9. Who a r e t h e y ? T h ey're tea ch ers
10. Who a r e t h e y ? T h ey're b a r b e r s.
11. WKo i s h e ? H e's a doctor.
12. Who i s s h e ? S he's a n u rse.
13. WKo "are w e ? W e're stu d en ts.
14. Who a m I? Y ou're a t e a c h e r .
50

P r a c t i c e the c o n v e r s a t i o n s .

T h a t's not a pencil W h a t i6 i t ? T h a t 's a book

T h a t's not a c h air W hat is it? T h a t's a table

T h a t's not a book (What T h a t’s a tape

Y o u 're a
W h a t a m 1? student* ,
Iw hat is sh e?

W hat a r e they?
52

R epeat,

1. That's not a p e n c i l .

2. T h a t Ts not a c h a i r .

3. T hat's not a book.

4. Y ou're not a te a c h e r .

5. S h e ' s not a d o c t o r .

6. H e ' s not a n u r s e .

7. W e*re not piLots.

8. T h e y ' r e not m e c h a n i c s

9. I 'm not a t e a c h e r .
Thank

Sit down What are


please. Thank you
those? ,

T h e y ’re
Who are
stu d en ts.
they?
54

D rill

: Good m o r n i n g .
w >: Good m o r n i n g . C o m e in.

: Thank you. How a r e you


: F i n e , t h a n k s . A nd y o u ?

: F in e , thanks.
w>

: S it dow n, p l e a s e .

: T hank y o u .
w >

: What a r e t h o s e ?

: T h e s e a r e t a p e s .................. Who a r e t h e y ?
to >

; T h ey're students.

: A nd w h o i s h e ?
w >

: H e ’s a d o c t o r .

G ood-bye.
ro>

: G ood-bye. Com e again.


55

E X P L A N A T I O N A N D D R I L L O F .S T R U C T U R E S

1. In the C l a s s r o o m

T his is a c l a s s r o o m .
i
T h e r e a r e f i v e s t u d e n t s and o n e i n s t r u c t o r h e r e ,
i
It i s e a r l y . It i s 3:i5 in the m o r n i n g .

T h e r e i s f u r n i t u r e in the roozn. T h e r e a r e s i x c h a i r s and a t a b l e . There are


t h r e e b o o k s o n the t a b l e .

T h e r e a r e a w i n d o w and a d o o r . T h e r e a r e V e n e t i a n b l i n d s j.n the w i n d o w .

A b l a c k b o a r d i s on the w a l l . T h e r e i s a m a p o n the r i g h t and two p i c t u r e s


a r e o n the l e f t . T h e r e e Ligr L.s and a l i g h t s w i t c h .
T h e r e is / T h e r e a re.

T h e r e i s and T h e r e a r e i n t r o d u c e m a n y s t a t e m e n t s an d q u e s t i o n s .

a. R epeat.
X
X

T here a re five students h e r e .


A re th ere five students h e r e ?

T h ere is one in str u c to r h e r e .


Is t h e r e o n e i n s t r u c t o r h e r e ?
• %
T h e r e i9 o n e t a b l e .
There are six ch airs.
There are three books.

Is t h e r e a b l a c k b o a r d ?
Yes, there is.

Is t h e r e a l i g h t s w i t c h a l s o ?
Y es, there is.

Is t h e r e a w a s t e b a s k e t ?
N o , t h e r e i s n ’t.

W here is there a m ap?


T h e r e i s a m a p on the r ig h t .

W h e r e a r e t h e r e two p i c t u r e s ?
T h e r e a r e two p i c t u r e s on the l e f t .

A re there five books?


No, t h e r e a r e n ' t f i v e b o o k s .
T here are three books.

b. U s e T h e r e i s o r T h e r e a r e in e a c h s e n t e n c e .

E xam ple: A b o o k i s o n the t a b l e .


T h e r e i s a b o o k o n the t a b l e .

1. F i v e s t u d e n t s a r e i n the r o o m .

Z. One i n s t r u c t o r i s in the r o o m .

3. A p e n c i l i s on the t a b l e .

4. Tw o p i c t u r e s a r e o n th e w a l l .

5. A m a p i s o n the w a l l .

6. A c l o c k i s in the r o o m .

7. A w in d o w is in the r o o m .

8. One d o o r i s in the r o o m .
T h e D e f i n i t e A r t i c l e THE

The s t a n d s b e f o r e s i n g u l a r and p l u r a l n o u n s of d e f i n i t e m e a n i n g .

This p en c il is red.
The p e n c i l is r e d .
T h e se p e n cils a re red.
The p e n c i l s a r e r e d .

Is the p e n c i l r e d ?
A r e the p e n c i l s r e d ?

This p e n c il is n 't yellow .


The pencil isn 't yellow .
T h e se p en cils aren't yellow .
The p e n c i l s a r e n ' t y e l l o w .

Numbers

a. R epeat.

1 one 11 eleven 21 twenty-one

2 tw o 12 tw elve 31 t h i r t y - one

3 three 13 thirteen 41 forty-one

4 fo u r 14 fourteen 51 f i f t v - one

5 f iv e 15 fifteen 61 sixty-on e

6 six 16 sixteen 71 seventy-one

7 seven 17 seventeen 81 e i g h t y - one

8 eight 18 eighteen 91 ninety-one

9 nine 19 nineteen : 00 one h u n d r e d

10 ten 20 twenty
\

b. How m a n y ?

R epeat.

1. H ow many t a b l e s a r e in the r o o m ?
2. H ow many s t u d e n t s a r e in the r o o m ?
3. How many c h a i r s a r e in the r o o m ?
4. How many w i n d o w s a r e in the r o o m ?
5. How many b o o k s a r e in the r o o m ?
6. How many p i c t u r e s a r e o n the w a l l ?
c

1. There is one in stru cto r.


2. There a re five chairs*
3. There are five students.
4. There are th ree books.
5. There a r e two p i c t u r e s .

d. Read th ese num bers.

30 thirty 1, 0 0 0 one thousand

ro-H
o
o
o
40 forty ten thousand
50 fifty 1, 0 0 0 , 000 one m i l l i o n
60 sbcty
70 seventy
80 eighty
90 ninety
100 one hundred

5, The D a y s of the W e e k

S •M T W T F S

SUN MON TUE WED THU FRI SAT

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

a. T h e r e a r e s e v e n d a y s in a w e e k * T h e r e a r e c l a s s e s on M o n d a y , T u e s d a y ,
W e d n e s d a y , T h u r s d a y , and F r i d a y . M o n d a y i s th e f i r s t d a y o f the s c h o o l w e e k .
F r i d a y is the l a s t d a y o f the s c h o o l w e e k . S a t u r d a y and S u n d a y a r e n ' t c l a s s d a y 9 *

b. What d a y i s t o d a y ? Today is Monday. /


What d a y i s t o m o r r o w ? T om orrow is Tuesday,
What is d a y a f t e r t o m o r r o w ? Day after tom orrow is W ednesday.
6. T h e M onths of the Y e a r

Month Ab b r e v ia t a o n Tem perature


ft

JANuary Jan. cold


FEBruary Feb. c o ld
March M ar. cool
A p ril Apr. coo).
May May warm
June Jun. warm
JuJLY J u l. hot
AUgust Aug. hot
SepTEM ber Sep. cool
Oc T O b e r O ct. cool
No V E M b e r Nov. cold
DeCEMbe r Dec. cold

Repeat,

T h e r e a r e t w e l v e m o n t h s in a y e a r .
T h e r e a r e c l a s s e s a ll the y e a r round.
T h e r e a r e no c l a s s e s on h o l i d a y s and on w e e k e n d s .
What T i m e Is It?

This is a c lo c k . T his is a watch.


I t ’s a n a l a r m c l o c k . I t ’s a wristwafcch.

There are n u m b e r s on the f a c e of th e c l o c k .

There are n u m b e r s on the f a c e of the w a t c h , t o o .

T h e r e a r e t h r e e h a n d s on the f a c e of the c l o c k and t w o on the w a t c h .

T h e r e i s a s e c o n d hand, a m i n u t e hand, and a n h o u r hand on the c l o c k .

T h e r e i s a m i n u t e hand an d a n h o u r hand on the w a t c h .

The c lo c k s a y s e ig h t - f if t e e n .

The w atch s a y s n in e -th ir ty .


61

a. C ivilian T im e (12-hour) C lock

A, M, (in t h e m o r n i n g )

5:00 a . m . 6:15 a . m . 9:00 a. m.


It'9 fiv e o ' c l o c k . It's s ix - f if t e e n . I t ' s n in e o ' c l o c k .
It's t i m e to g e t up. It's tim e fo r b r e a k fa st. It's t im e for c l a s s .

12: 00 n o o n
I t re t w e l v e o ’c l o c k .
I t 18 t i m e f o r lu n c h .
P. M. (in t h e a f t e r n o o n )

3:45 p. m . 10:30 p. m .
I t ’s t h r e e f o r t y - f i v e . I t ’s t e n - t h i r t y .
I t ’s t i m e for m a i l - c a l l . I t ’s t i m e f o r l i g h t s out

T e l l t h e t i m e on t h e f o l l o w i n g C i v i l i a n C l o c k F a c e s .

1. 3.

5. 6.
b. M ilitary Tim e (24-hour) Clock

T e l l the t i m e on the f o l l o w i n g M i l i t a r y C l o c k F a c e s .

0 100 hour s — 1:00 a. m . 1300 hour s - 1:00 p. m .


0 20 0 hours* - 2:00 a . m . 1400 hours 2 :0 0 p. m .
0300 hours — 3:00 a. m . 1500 hour s — 3:00 p .m .
0 40 0 hour s 4:00 a . m . 1600 hours - 4 :0 0 p. m .
0500 hours - 5:00 a. m . 1700 hours 5:00 p. m .
0 60 0 hours - 6:00 a . m . 1800 hours — 6:00 p. m .
0700 hou r s r 7:00 a. m . 1900 hours — 7:00 p. m .
0 80 0 hours - 8:00 a . m . 2000 hours — 8:00 p. m .
0900 hours — 9:00 a. m . 2100 hours rr 9:00 p. m .
1000 hours - 10:00 a . m . 2200 hours - 10:00 p .m .
1100 hours 1 1:00 a. m . 2300 hours 7 11:00 p .m .
1200 hour s — 12:00 a. m . 2400 hours - 12:00 p. rn.

A. M, (in t h e m o r n i n g ) P . M. (in t h e a f t e r n o o n )

O ?3 0 0 1

W
19
19
n
\6 .

0 1 28 h o u r s 1 42 4 h o u r s

I t ’s o h - o n e - t w e n t y - e i g h t h o u r s. I t ’s f o u r t e e n - t w e n t y - f o u r h o u r s .
TAPE 1102A

Repeat.

-------------------------------------4.

Who a m I? You're a te a c h e r .
Who a r e you? I 'm a student.
Who is she ? She's a nu rse.
Who i9 h e ? H e's a doctor.
Who are we ? W e're stu d en ts.
Who are they? T hey're b a rb ers.
I_______________________________________

Those are p en cils.


Those are pens.
Those are books.
What a r e t h e s e ? Those are tapes.
What a r e t h o s e ? Those are recorders.
Those are chairs.
Those are tables.

They're students.
T hey're teachers.
T hey're barbers.
Who a r e t h e y ? T hey're doctors.
"Who a r e w e ? £ T hey're nurses.
T hey're farm ers.
T hey're pilots. -
T hey're m echanics.
64

E x e r c i s e 1, Plurals E xercise 2 .

L i s t e n and r e p e a t e v e r y t h i n g y o u h e a r . You w i l l h e a r the s i n g u l a r f o r m . Then


y o u r e c o r d th e p l u r a l f o r m .
This is a p en cil.
T hese are pencils. This is a p e n c il.

T h i s i s a pen.
T hese are pens. T h i s i s a pen.

This is a book.
T h ese are books. This is a book.

T h i s is a t a p e .
These are tapes. This is a tape.

*
This is a r e c o r d e r .
These are re c o rd er s. *' This is a r e c o r d e r .

T h is is a c h a i r .
These are ch airs. T h is i s a c h a i r .

T h is i s a t a b l e .
T h ese are tables. This is a table.

H e ’s a s t u d e n t .
They're students. H e ’s a s t u d e n t .

She's a tea ch er.


T h e y ’re t e a c h e r s . S h e ’s a t e a c h e r .

H e ' s a b a r b e r.
T h e y ’r e b a r b e r s . H e's a barber.

H e ’s a d o c t o r .
T h e y ’r e d o c t o r s . H e's a doctor.

H e ' s a p i lo t .
T h ey 're pilots. H e 18 a piLot.

H e's a m ech a n ic.


T hey're m ech a n ics. H e ’s a m e c h a n i c .

S h e ’s a n u r s e .
They're n u r se s. She 's a n u r s e .
E x e r c i s e 3. E x e r c i s e 4.

L i s t e n and r e p e a t e v e r y t h i n g y o u h e a r . You w i l l h e a r the f i r s t s p e a k e r ( P a r t A ) ,


T h e n you r e c o r d the r e s p o n s e .

A: Good m o r n i n g . H ow a r e y o u ? A: Good m o r n i n g . How a re you?


B: Fine, thanks. How a r e y o u ? B:

A: F in e, thanks. A: F i n e , th a n k s .
B: What a r e t h o s e ? B;

A: Those are tapes. A; Those are t a p e s .


B: And w h a t a r e t h o s e ? B:

A: Those are r e c o r d e r s . A: Those are r e c o r d e r s .


B: Who a r e you? B:

A: I'm a t e a c h e r . And w ho a r e y o u ? A: I'm a t e a c h e r . And who a r e y o u ?


B: I'm a s t u d e n t . B:

A: Who i s h e ? A: Who i s h e ?
%
B: H e ’s a d o c t o r . B:

A: Who i s s h e ? A: Who is s h e ?
B; She's a n u r se . B:

A: Who a r e t h e y ? A: Who re t h e y ?
B: T h e y ’r e p i l o t s . B:

A: G ood-bye. A: G ood-bye.
B: G ood-bye. B;
66

TAPE 1102B

E x e r c i s e 1. R eview of negative f o r m e .

Jbisten and r e p e a t .

T hat's a p en cil.
Come ini That's not a p en cil.
S it down, p l e a s e .
Come a g a in ! T hat's a ch a ir.
That's not a ch a ir.

T hat's a book.
That's not a book.
How a r e y o u ?
F in e, thanks. And you? T hat's a tape.
F in e, thanks. T h a t ' s not a t a p e .

That's a r e c o r d e r .
T h a t ' s not a r e c o r d e r .

T h a t ' s not a p e n c i l . You're a te a c h e r .


T h a t ' s not a c h a i r . Y o u ' r e not a t e a c h e r .
T h a t ' s not a b o o k.
Y o u ' r e not a t e a c h e r . She's a n u rse.
She's not a doctor. S h e ' s not a n u r s e .
H e ' s not a n u r s e .
W e ' r e not m e c h a n i c s . W e're p ilo ts.
T h e y ' r e not p i l o t s . W e ’r e n o t p i l o t s .
I'm not a t e a c h e r .
T hey're m e c h a n ic s.
T h ey 're not m e c h a n ic s .

I'm a t e a c h e r .
What i s it ? I 'm not a t e a c h e r .
What a m I?
What is she ?
What is he ? E xercise 2 .
What are we ?
What a r e they? You w i l l h e a r the a f f i r m a t i v e f o r m .
What are you? T h e n y o u r e c o r d the n e g a t i v e f o r m .

T hat's a p en cil.
That's a ch a ir.
T hat's a book.
That's a tape.
That's a r e c o r d e r .
Y ou're a te a c h e r.
She's a n u rse.
W e're p ilo ts.
T hey're m ech a n ics.
I 'm a t e a c h e r .
67

Exercise 3 R e v i e w of p l u r a l f o r m s . E x e r c i s e 5. C o n v e r s a t i o n p r a c t i c e .

Listen and r e p e a t . L i s t e n and r e p e a t e v e r y t h i n g y o u h e a r

pencil p encils A: T h a t ’s not a p e n c i l .


pen pens What i s it ?
book books R: That's a book.
chair chairs
table tables A: T h a t ' s not a c h a i r .
tape tapes What is it ?
recorder recorders B: T h a t ’s a t a b l e .
student students
teacher teachers A: T h a t ' s not. a bo ok .
barber barbers What i s i t ?
pilot pilots B: That's a tape.
m echa nic m echanics
doctor doctors A: Y o u ' r e not a t e a c h e r .
nurse nurses Who a r e yo u?
B: I 'm a s t u d e n t .

E x e r c i s e 4. A: S h e ' s not a d o c t o r .
Who is s h e ?
You w i l l h e a r the s i n g u l a r f o r m . B S h e ’s a n u r s e .
Then y o u r e c o r d the p l u r a l f o r m .
A l i e ' s not a n u r s e .
pencil What i s h e ?
pen B H e's a doctor.
book
chair A W e ' r e not p i l o t s .
t abl e What a r e w e ?
tape B W e're stu d en ts.
recorder
student A T h e y ' r e not m e c h a n i c s
teacher What a r e t h e y ?
barber B They're b a rb ers.
pilot
m echanic A I'm not a t e a c h e r .
d o c to r What, a m I ?
nurse B Y o e ' r i : a. ^tucUoH..
68

TAPE 1102C

L i s t e n t o th e f o llo w in g c o n v e r s a t io n R e p e a t e v e r y t h in g y o u h e a r .

b e tw e e n a c a p t a in a n d a lie u t e n a n t .

G o o d m o r n i n g , c a p t a in . G o o d m o r n in g , c a p t a in .

G o o d m o r n in g , lie u t e n a n t . H o w a r e y o u ? G o o d m o r n in g , lie u t e n a n t . H o w a r e y o u ?

I ’m f in e , a i r . T h a n k y o u * I ’ m f in e , s i r . T h a n k y o u .

?
J u s t a m in u t e * W h a t t im e i s it ? J u s t a m in u t e . W h a t t im e is i t ?

I t ’ s e ig h t o ’ c lo c k , s ir . I t ’ s e ig h t o 'c lo c k , s i r .

A r e y o u in th e la b t h is p e r io d ? A r e y o u in th e la b t h is p e r io d ?

Y e s , s ir * Y e s , s i r .

Is y o u r r o o m m a t e t h e r e , t o o ? Is y o u r r o o m m a t e t h e r e , to o ?

Y e s , s i r . H e is . Y e a , s i r . H e is .

A s k h i m to r e p o r t to m e . A s k h i m to r e p o r t t o m e .

Y e s , s i r . Y e s , s i r .

G o o d - b y e , lie u t e n a n t . G o o d - b y e lie u t e n a n t .

G o o d - b y e , s ir . ( p o o d - b y e , s ir .
S O U N D A N D I N T O N A T I O N

P r o n u n c ia t io n P r a c t i c e

L is t e n t o f o u r c h a r a c t e r i s t i c E n g lis h L i s t e n to th e s o u n d / ae / -

v o w e l s o u n d s .
a m a m a m

/ / t h a n k s t h a n k s th a n k s
/ J / / i / I it i t it
c la s s c la s s c la s s

/ € / / C / / c / y e s y e s y e s
R e p e a t.

/ ae / / ae / / ae / a t a t
/
a t
a m a m a m

/ a / t h a n k s t h a n k s th a n k s
/ 3 / / 3 / m o n t h m o n t h m o n t h
c la s s c la s s c la s s

L is t e n to th e s o u n d / i / in th e f o llo w in g

w o r d s . L i s t e n to th e s o u n d / a / •

is is is m o n t h m o n t h m o n t h

in in in n u m b e r n u m b e r n u m b e r

i t i t i t S u n d a y S u n d a y S u n d a y

»
R e p e a t • R e p e a t.

is is is m o n t h m o n t h m o n t h

in in in n u m b e r n u m b e r n u m b e r

i t i t i t S u n d a y S u n d a y S u n d a y

R e p e a t.

L is t e n to th e s o u n d / c / in th e f o llo w in g

w o r d s . W h a t a r e th e s e 7

W h o is h e ?

y e s y e s y e s

h e llo h e llo h e llo

r e d r e d r e d

R e p e a t.

y e s y e s y e s

h e llo h e llo h e llo

r e d r e d r e d
70

R e p e a t t h e s e q u e s t i o n s and a n s w e r ? . N u m b e r s : Z e r o t o f if t e e n

Where a re we? R e p e a t e v e r y t h in g t h a t f o l l o w s .

We a r e i n the c l a s s r o o m .
0 . z e r o

W h e r e a r e th e s t u d e n t s ? 1. o n e

T h e y ' r e in the c l a s s r o o m . 2 . t w o

3 . t h r e e
«
I s i t t i m e fo r c l a s s ? 4 . f o u r

Y e s , i t ' s t i m e fo r c l a s s . S . f iv e

6 . s ix

Who i s at th e b l a c k b o a r d ? 7 . s e v e n

T h e i n s t r u c t o r i s a t the b l a c k b o a r d . 8 . e ig h t

9 . n in e

I s t h e r e a w a s t e b a s k e t in t h e c l a s s r o o m ? 1 0 . te n

N o, t h e r e i s n ' t . 11. e le v e n

1 2 . t w e lv e

W h e r e i s the m a p ? 1 3 . t h ir t e e n

The m ap is to the right. 14. f o u r t e e n

1 5 . f if t e e n

W h e r e a r e the p i c t u r e s ?
T h e y a r e to the l e f t . W h a t 's y o u r s e r i a l n u m b e r ?
I t 's 1 - 4 - 6 - 8 -C L

A r e t h e r e l i g h t s in the r o o m ? ( O n e - f o u r - s i x - e i g h t - zero)
Y es, there are.
W h a t ’s h i s s e r i a l n u m b e r ?
Is t h e r e a l i g h t s w i t c h ? It's 2 -3 -5 ~ 7 -9 »
Yes.
W hat's your b a r r a c k s n u m b er?
Is the lig h t on? 1-2-3-6-4.
N o, i t ' s off.
W hat's h is b a r r a c k s nu m b er?
R epeat. 2 - 6 - 7 - 8 - 9.

It's f i v e o ' c l o c k . W hat's your phone num ber?


I t 's t i m e t o g e t up. 3- 6-1-2-4.

It's s ix - f if t e e n . W hat's h e r phone n um ber?


I t 's t i m e fo r b r e a k f a s t . 5 -8 -7 -9 -4 .'

I t 's s e v e n t w e n t y - f i v e . Repeat the days o f the week:


I t 's t i m e f o r c l a s s .
Sunday

I t 's n i n e - f i f t e e n . Monday
I t 's t i m e fo r a b r e a k .
Tuesday

Wednesday

T h u rs d a y

F r id a y

Saturday
The first m o n th is J a n u a r y .

The second m o n th is F e b r u a r y*• .

The third m o n th is M a r c h .

The fourth m o n th is April.

The fifth m o n th is May.

The sixth m o n t h is J u n e .

Julv is the seventh m o n th .


4/

August is the eigh th m o n th .

September is the n in th m o n th .

October is the te n th m o n th .

November is the eleventh m o n th .

December is the twelfth m onth.

How m a n v davs
/ a r e t h e r e in a week?
% V

There a r e seven days in a week.

Which dav* s a r e school davs?

Mondav. T u e s d a y .* W e d n e s d a y•* , T h u r s d a y , a n d F rid a y%f.


V i*

Months

1. January 7 . J u ly

2. Fe b r u a r y 8, August

3. March 9- Septem ber

4. April 10. October

5. May 11. Novem ber

6. June 12. Decem ber

How m a n y m o n t h s a r e t h e r e in a y e a r ?

T h e r e a r e t w e l v e m o n t h s in a y e a r .
73

AMERICAN LANGUAGE COURSE UNI T 1103

OUTLINE AND STUDY OBJECTIVES

S t r u c t u r e s

B e — C o n t r a c t e d N e g a t iv e Q u e s tio n s

T h e Q u e s tio n W o r d — W h y

A c t io n V e r b s :

P r e s e n t T e n s e

A f f i r m a t i v e S ta te m e n ts

P e r s o n a l P r o n o u n s

A d je c t iv e s

S o u n d a n d I n to n a t io n

/ i > i » e , e # ae > u , u , o > o , a » a /

/ ai • au» 01/

/ s , as/
74

A M E R I C A N L A N G U A G E COURSE STUDENT TEXT

UNIT 1 1 0 3

C O N V E R SA T IO N A N D R E A D I N G P R A C T I C E S

P r a c t i c e t h e s e q u e s t i o n s and a n s w e r s .
A; Am I a teach er?
B: Yes, you a r e .

A: A re you a student?
B: Yes, I am ,

A: Am I a barber?
B: No, y o u a r e n ' t .

A: Are you a doctor?


B: No, I fm not,

A: Is h e a m e c h a n i c ?
B: No, h e 18 not.

A: I s he a p i l o t ?
B: Yes, he i s .

A: Is h e a d o c t o r ?
B: Y es, he is.

A: Is s h e a n u r s e ?
B: Y es, she is.

A: A re we students?
B: Yes, we are.

A: A re they students ?
B: Y e s, they a r e .

A: A re they barber s ?
B: N o, t h e y ’r e not.
76
1. Isn't th is a p e n c il?
Y e s , it i s .

2. Isn't th is a book?
Y e s , it i s .

3. Isn't this a p en ?
Y e s , it i s .

4. Isn't th is a ta p e ?
Y e s , it i s .

5. Isn't th is a c h a ir ?
N o , it i s n ' t .

6. I s n ' t t h i s a tabLe ?
N o , it i s n ' t .

7. I s n ' t t h i s an a i r p l a n e ?
N o , it i s n ' t .

8. A ren't those p e n c ils?


No, th ey a r e n 't.

9. A ren't those books?


No, they a r e n 't.

10. A ren't th o se tap es ?


Y es, they a re.

11. A ren't those ta b le s?


Y es, they a r e .
78

Y O U 'R E N O T A T E A C H E R ................................. Y O U A R E N ' T A T E A C H E R

Y o u 'r e n o t - Y o u a r e n ‘t

y o u + a r e = y o u ' r e a r e + n o t = a r e n ' t

Y o u 'r e n o t a t e a c h e r . Y o u a r e n ' t a t e a c h e r .

P r a c t i c e t h e s e n e g a t i v e f o r m s .

N e g a t iv e S t a t e m e n t s N e g a t iv e Q u e s t io n s

1. Y o u 'r e n o t a t e a c n e r .
A r e n ' t y o u a t e a c h e r ?
2 . Y o u a r e n ' t a t e a c h e r .

1. W e ' r e n o t s t u d e n t s .
A r e n ' t w e s t u d e n t s ?
2 . W e a r e n ' t s t u d e n t s .

1. T h e y ' r e n o t s t u d e n t s .
A r e n ' t t h e y s t u d e n t s ?
2 . T h e y a r e n ' t s t u d e n t s .

1. H e 's n o t a d o c t o r .
I s n ' t h e a d o c t o r ?
2 . H e i s n ' t a d o c t o r .

1. S h e 's n o t a n u r s e .
I s n ' t s h e a n u r s e ?
2 . S h e i s n ' t a n u r s e .

1. T h a t 's n o t a b o o k .
I s n ' t t h a t a b o o k ?
2 . T h a t i s n ' t a b o o k .

S h o r t a n s w e r s i n E n g l i s h

A r e y o u a s t u d e n t ? I s t h i s a p e n c i l ?

Y e s . I a m . Y e s , it i s .

N o > I Tm n o t . N o , i t i s n 't .

N o , i t ' s n o t

G iv e s h o r t a n s w e r s i n E n g l i s h .

1. A r e y o u a s t u d e n t ? 6 . Is s h e a n u r s e ?

2 . A m I a t e a c h e r ? 7 . I s t h i s a p e n ?

3 . A r e w e s t u d e n t s ? 8 . I s th a t a t a p e ?

4 . A r e t h e y s t u d e n t s ? 9 . A r e t h e s e b o o k s ?

1 0 . A r e t h o s e r e c o r d e r s ?
5 . I s h e a d o c t o r ?
79

R e v ie w .

18 that
your tape?

Is h e your Is she
teacher? your n u r s e ?

A m I your A m I your I f N o , you


teacher? b a r b e r ? J \ a r e n 't .
80

A ction V erbs — P r e s e n t T e n se — A ffirm ative Statem en ts


81

I want ten p e n c i l s

Y ou want We want a table


a tape.

1. I h a v e two p e n c i l s . 3. I h e a r a train.
You h a v e t h r e e b o o k s . You h e a r a c a r .
We h a v e f o u r t a p e s . We h e a r a b us.
They have five c h a ir s. T hey h ea r an airp lan e.

2. I see six p en cils. 4. I w a n t t e n p e n c i l s . —>>


You s e e s e v e n p e n c i l s . Y ou w a n t a t a p e .
We s e e e i g h t p e n c i l s . We w a n t a t a b l e .
T h e y s e e nine p e n c i l s . They want a teach er.
EXPLANATION AND D R ILL OF STRUCTURES

BE — C ontracted N eg a tiv e Q uestions

B eg in n e g a tiv e q u e stio n s w ith the c o n tr a c te d V e r b + not pattern.

E xam ple; Isn't th is m y book?

s A r e n ’t t h o s e y o u r b o o k s ?

Change to the c o n tr a c te d n e g a t iv e q u e s tio n fo r m .

1. It i s c o l d .
2. T h ey a r e new.
3. T his is his fir s t c la s s .
4. It’s tim e for lunch.
5. T o d a y i s n ’t T u e s d a y .
6. T h e y a r e n 't in c l a s s .
7. A re they yello w ?
8. S h e ' s in t h e l a b .
9. It's five o 'clo ck .
10. T h is m on th i s July.

T he Q u e s tio n W o r d — Why

Q u e stio n w o r d s a lw a y s c o m e f i r s t in a s e n t e n c e .

B e g in e a c h n e g a t i v e q u e s t io n with W h y .

E xam ple: I s n ' t he i n c l a s s ?


W h y i s n ’t h e in c l a s s ?

1# A r e n ' t t h e y in t h e lab?
2. I s n ’t t h e l i g h t o n ?
3. I s n ’t it t i m e f o r a break?
4. I s n ’t t h e r e a w a s t e b a s k e t in t h e r o o m ?

A ction V erb s — P r e s e n t T e n s e — A ffirm ativ e Statem en ts

Have — T he P r e s e n t T e n se

Person Singular P lu ral

1st p e r s o n I have. W e have.


2nd p e r s o n You h a v e . You have.
3rd p e r s o n H e, sh e, it They have.
has.
a. U s e the c o r r e c t f o r m o f H a v e .

1. He a pen.

2. They tw o b o o k s .

3. 1 m y p encil.

4. The w atch a m in u te hand.

5. A week seven days.

6. We a new te a c h e r .

7. You a w r is t watch.

8. The room a light sw itch .

Want — T h e P r e s e n t T e n s e

...

Person Singular P lu ral

1st p e r s o n I w ant. We w a n t .
2nd p e r s o n Y ou w a n t . Y ou w a n t -
3rd p e r s o n H e , s h e , it They w a n t.
wants.

Use the c o r r e c t f o r m o f W an t.

1. He a pen.

2. They tw o b o o k s .

3. I m y p encil.

4. She a new w r is t w atch.

5. We a break.

6. They a holiday.

7. He her telephone num ber.

8. We new V en etian blinds.


84

e. U s e He a s the su b je c t of e a c h s e n t e n c e .

Exam ple: I want a car.


He w a n ts a c a r .

1. I have a pencil.
2. I w an t a new c a r .
*

3. 1 h a v e an old c a r .
4. 1 h a v e an a l a r m c l o c k .
5. 1 want a tape.
6. We want a g r e e n p e n c il.
7. You w a n t h e r t e l e p h o n e n u m b e r .
8. We want a r e c o r d e r .

R ew rite th ese sen ten ces. F i r s t s u b s t i t u t e "I. ,r T h e n s u b s t i t u t e " t h e y . 11

E xam ple: He w a n ts a re d p e n c il.


I want a red p en cil.
They want a red p e n c il.

1. She 5 w a n t s a n e w c a r .
2. He w a n t s an a l a r m c l o c k .
3. We w a n t a new' t a p e .
4. He w a n t s a b o o k .
8. We w a n t a r e c o r d e r .
6. He w a n t s a p e n c i l .
7. He w a n t s t h r e e b o o k s .

e. E e t e a c h s t u d e n t s u b s t i t u t e 1T M fo r " w e . 11

We g e t up e a r l y e v e r y d a y . W e g o t o t h e m e s s h a l l a n d e a t b r e a k f a s t
We h a v e b a c o n and e g g s , ( o a s t , and c o f f e e . T h e n w e w a l k to c l a s s .

JUV

4. P e r so n a l Pronouns

Subject: you he she it we thev

P ossessive: my your his her its our their


m ine yours his he r s its ours th eirs

a. N o t e that t h e r e a r e t w o p r o n o u n f o r m s f o r p o s s e s s i o n ; o n e s t a n d s in f r o n t
of t h e noun; t h e o t h e r s t a n d s a l o n e .

It's m y b o o k . I t ?s m i n e ,
you y y o u r s.
*

Vs : s
* « A O
h is.
he hers,
{ AS) (its)
OU I* ours .
the: r t h e i rs
85

Drill: S u p p l y the p r o n o u n f o r m s ,

E x a m oMl e : 1 h a v e a book.
1 have m y bock.
I have m in e.
4

1. He h a s a p e n c i l .
l i e h a s _________ p e n c i l .
He h a s _________ .

2. We h a v e t h e g r a d e s .
W e h a v e _________ g r a d e s .
We h a v e

3. You h a v e a b o o k .
You h a v e book.
You h a v e

4. I have a tape.
I have tape.
I have

b. Repeat these sen ten ces.

I h a v e m y ID ( i d e n t i f i c a t i o n ) c a r d . It's m in e .
Y on h a v e y o u r ID c a r d . It's y o u r s .
He h a s h i s ID c a r d . it's h i s .
She h a s h e r ID c a r d . It's h e r s .
We h a v e o u r ID c a r d s . T hey're o u r s ,
T h e y h a v e t h e ! r ID c a r d s . T h e y ’r e t h e i r s .

A d iectives.

A d j e c t iv e s m a y c o m e b e f o r e or a fte r the n o u n s th ey d e s c r i b e .

E xam ple: T h is is a red pencil.


T his p e n cil is red.

T h ese are red p en cils.


T h e se p e n c ils are red.

C om plete th e s e se n te n c e s.

1. yellow 3. o ld
That is a book. It i s an car.
That- b o o k i s It is
Those are books, They are cars
T h ose books are They are

2. new
T his is a tape.
T h is tape is
T hese are ta p e s .
T h e se tapes are
J

86

TAPE 110 3 A
R e p e a t ev e ry th in g you h e a r.

I'm a te a c h e r . I am .
Y ou 're a student. You a r e .
W e're students. He is.
T h ey 're students. She is .
H e's a doctor. We are.
S h e ’s a n u r s e . They are.
T h is is a p en cil.
T h ose a re p en cils.

I'm not a te a c h e r . I'm not.


Y o u 're not a student. Y o u 're not.
W e're not stu d en ts. H e ' s not.
T h ey 're not students. S h e 's not.
H e 's not a d o c to r . W e 'r e not.
S h e's not a n u r se . T h e y 'r e not.
T h is is not a p en cil.
T h o s e a r e riot p e n c i l s .

Y o u 're not.
Am I a teacher? You a r e n 't.
A re you a student?
A re w e students? H e ’s n o t .
A r e they stu d en ts? He isn 't.
Is he a d octor?
Is s h e a n u r s e ? S h e ’s n ot.
Is th is a p e n c il? S h e i s n ’t .
A re those p en cils?
W e ’r e n o t .
We aren 't.

T h ey 're not.
A ren 't you a student? T hey aren 't.
A ren 't w e stu dents?
A r e n ’t t h e y s t u d e n t s ?
I s n 't he a d o c t o r ?
I s n ’t s h e a n u r s e ?
Isn 't this a p e n c il?
A ren 't th o se p e n c ils?
8?

. E x e r c i s e 1. R e v ie w of A ffir m a tiv e
Q uestion f o r m e ,
I am.
Am 1 ? L is t e n and r e p e a t*

You a r e . I ' m a stu d e n t*


A r e you ? A m I a student?

He is. Y ou're a tea ch er.


Is he o«
A r e you a te a c h e r ?

She is. H e rs a d o c t o r *
Is sh e ? Is h e a d o c to r ?

We are. She's a n u r se .
A re we ? Is sh e a n u r s e ?

They are. W e're students.


A r e they ? A re w e students?

Y ou're t e a c h e r s .
A r e you t e a c h e r s ?

You a r e n 't. T h ey're p ilots.


A r e n ' t you 9
«■ A re they p ilo ts?

He isn't. T h a t 1s a p e n c i l .
I s n 't he Is that a p e n c il?

She isn 't. T h ose are books.


Isn't she ♦ A re those books?

We aren't. E x ercise 2.
A ren 't w e ?
You w i l l h e a r the a f f i r m a t i v e f o r m .
T h ey aren 't. T h e n y o u r e c o r d the q u e s t i o n f o r m .
.' - A r e n ' t t h e y
<0
I'm a student.
Y o u rr e a t e a c h e r .
H e ’s a d o c t o r .
She's a n u r se .
W e ’r e s t u d e n t s .
Y ou're te a c h e r s.
T h ey're p ilots.
T hat's a p e n c il.
T hose are books.
E x ercise 3 E x e r c i s e 5*

R e v ie w of N e g a tiv e S t a te m e n t f o r m s . R eview of N eg a tiv e Q u estion fo r m s .

L iste n and r e p e a t. .L isten and r e p e a t .

I'm a student. Y ou're not a te a c h e r .


I'm not a student. A ren 't you a tea ch er?

Y ou're a te a c h e r . H e 's not a doctor*


Y ou're not a te a c h e r . Isn't he a d octor?

H e's a doctor. S h e's not a nurse.


H e's not a d o ctor. I s n ' t sh e a nurse?

S he's a n u r se . W e 'r e not students*


S h e *8 n o t a n u r s e . A ren 't w e students?

W e're students. Y ou 're not teachers*


W e ' r e not s tu d e n ts . A ren 't you tea ch ers?

Y ou 're te a c h e r s . T h e y 'r e not p ilo ts .


Y o u 'r e not t e a c h e r s . A ren 't they p ilo ts?

T h ey 're p ilots. T h at's not a p en cil.


T h e y 'r e not p ilo ts. Isn 't that a p e n c il?

T h at's a p en cil. T h o se aren 't books.


T h a t ’s not a p e n c il. A ren 't those books?

T h o se are books.
T h o se aren 't books. E x ercise 6.

You w i l l h e a r the n e g a tiv e s ta te m e n t.


E x e r c i s e 4. T h e n y o u r e c o r d the n e g a t iv e q u e s t i o n .

You w i l l h e a r the a f f ir m a t iv e s ta te m e n t. Y o u 'r e not a te a c h e r .


T h e n you r e c o r d the n e g a t iv e s t a t e m e n t . H e ' s not a d o c to r .
S h e's not a n u r se .
I'm a student. W e ’r e n o t s t u d e n t s .
Y ou're a te a c h e r. Y o u 'r e not t e a c h e r s .
H e's a doctor. T h ey're not p ilo ts.
Sh e's a n u rse. T h at's not a p en cil.
W e're students. T h ose aren 't books.
Y ou're te a c h e r s .
T h ey 're p ilots.
T h at's a p en cil.
T h ose are books.
89

E x ercise 7 .

Review of TWO p o s s i b l e f o r m s of n e g a t iv e w ith v e r b B e.

L isten and r e p e a t .

You're not.
You a r e n ' t .

H e's not.
He i s n ' t .

S h e 1s n o t .
She i s n ' t .

W e're not.
We a r e n ' t .

You're not.
You a r e n ' t .

T h e y ’r e n o t .
They a r e n ' t .

It's not.
It i s n ' t .

i
TAPE 1103B

R e p e a t e v e ry th in g you h e a r.

have your tape


see your book
hear your pen
want your pen cil
your ch air
your table
your teacher
your doctor
I have tw o p e n c ils .
You h av e th r e e b o o k s.
W e h a v e f o u r t a p e s , i*-
T h e y h a v e five c h a i r s .

I se e six p e n c ils .
You s e e s e v e n p e n c i l s . Is this your tape?
We s e e eight p e n c ils . Is this your book?
T h e y s e e nine p e n c ils . Is that y o u r p e n ?
Is that your p e n c il?
Is this your ch air?
Is that you r ta b le ?
Is he your teacher?
I hear a train. Is he your doctor?
You h e a r a c a r .
We h ear a bus.
T h e y h ear an a ir p la n e .

I want ten p e n cils.


You w ant a tape.
We w ant a table. Y e s , it is .
T hey want a tea ch er. No, it isn't.

Y e s, they a r e .
No, they aren't.

one six Y es, he is.


two seven No, he isn 't.
three eight
four nine Y es, she is.
five ten No, she isn 't.
E x ercise 1 E x e r c i s e 3.

L isten and rep ea t e v e r y th in g you h e a r . L iste n and rep ea t ev ery th in g you h ea r.

A: Good m o r n in g . A: H i! How a r e y o u ?
B: G oo d m o r n i n g . B: F in e , th a n k s. And you?

A: W ho a r e y o u ? A: F in e, thanks. A re you a student?


B: I'm a d o c to r . B: Y es, I am.

A: Is t h is y o u r book? A: Is t h is your p e n c i l ?
B: No, it is n 't. B: Y es, it is .

A: Is t h a t y o u r t a b l e ? A: I h e a r an a i r p l a n e .
B: Y e s , it i s . B: I hear a car.

A: A re those your p e n c ils? A: I s e e a train.


B: No, th ey a r e n 't. B: I see a bus.

A: G ood-bye. A: I have a book.


B: G ood-bye. B: I h a v e two b o o k s .

A: G ood-bye.
B: So long!
E x e r c is e 2.

Now y o u w i l l h e a r t h e f i r s t s p e a k e r
;( P a r t A ) , T h e n y o u r e c o r d th e p a r t
;of t h e s e c o n d s p e a k e r ( P a r t B ) . E x e r c i s e 4.
V

A: Good m o r n in g . N o w you w i l l h e a r the f i r s t s p e a k e r


B: Good m o r n in g . ( P a r t A ). T hen you r e c o r d the p a r t
o f the s e c o n d s p e a k e r ( P a r t B).
A: Who a r e you?
B: I'm a d o c to r . A: H i! How a r e you?
B: H i! F ine, thanks. And you?

A: Is t h i s y o u r b o o k ? A: F ine, thanks. A re you a student?


B: N o, it is n 't. B: Y es, I am .

A: Is that y o u r t a b le ? A: Is th is y o u r p e n c i l ?
B: Y e s , it i s . B: Y e s , it i s .

A: A re those your p en cils? A: I hear an airp lan e.


B: No, th e y a r e n ' t . B: I hear a car.

A: G ood-bye. A: I s e e a train.
B: G ood-bye. B: I s e e a bus.

A: I have a book.
B: I have two b ook s.

A: G ood-bye.
B: So l o n g !
92

E x e r c i s e 5, E x e r c i s e 6.

L is t e n and r e p e a t e v e r y th in g you hear. N ow you w i l l h e a r the f i r s t s p e a k e r


( P a r t A ), Then you r e c o r d the p a r t
A: I'm not a t e a c h e r . of the s e c o n d s p e a k e r ( P a r t B ) .
B: W h at a r e y o u ?
A: I'm not a t e a c h e r .
A: I'm a student. B; What a r e you?
B: I'm not a b a r b e r .
A: I'm a student.
A; What a r e you? B: I ’m n o t a b a r b e r .
B: I'm a p ilot.
A: What a r e you?
A: T hat's not a p e n c il. B: I'm a p ilo t.
B: What is it?
A: T hat's not a p en cil.
A: T hat's a pen. B: What is it?

A: T hat's a pen.
TAPE 1103C

L is t e n t o t h e f o l l o w i n g c o n v e r s a t i o n b e t w e e n t w o s t u d e n t s .

John, i t ' s t i m e t o g e t u p.

What t i m e i s it, F r e d ?

It's s i x o ' c l o c k .

A re y o u s u r e ?
My c l o c k s a y s f i v e - t h i r t y .

Your c l o c k i s s l o w .
It's s i x o ' c l o c k r i g h t n o w .

What t i m e i s b r e a k f a s t ?

Six-thirty.

I'll h u r r y t h e n .
Wait f o r m e .

O.K. I'll w ait.

R ep ea t e v e r y t h i n g t h a t f o l l o w s .

John, i t ' s t i m e t o g e t up.

What t i m e i s it, F r e d ?

It's s i x o ' c l o c k .

Are y o u s u r e ?
My c l o c k s a y s f i v e - t h i r t y .

Your c l o c k i s s l o w .
It's s i x o ' c l o c k r i g h t n o w .

What t i m e i s b r e a k f a s t ?

Six-thirty.

I'll h u r r y t h e n .
W ait f o r m e .

0 . K. I 'll w ait.
94

SOUND A N D INTONATION

L isten .

T h e r e a r e 11 v o w e l s o u n d s i n E n g l i s h .
V • • •

T h ere are 5 front v o w e ls.

T h e f r o n t v o w e l s a r e / i, i, e » c, ae /

/ i

Front V ow els

*****
L i s t e n and r e p e a t .

I i I / i / / i /

I I I I I I I I I

/e / / e / / e /

I d / c l I c /
I ae I I ae I I ae I

L isten .

There are 5 back vo w els.

T h e b a c k v o w e l s a r e / u, u» o , 3, a /

B a ck V ow els
*****
L iaten and rep ea t.

/ u / / u / / u /

/ u / / 0 / / u /

/ 0 / / 0 / / 0 /

/ 3 / / 3 / / 3 /

/ a / / a / / a /

L isten

There is 1 m idd le v o w el.

The m i d d l e v o w e l i s / a / .

*****
L is te n and r e p e a t .

/a / l o t /a /

L isten.

T h e r e a r e 3 d i p h t h o n g s in E n g l i s h .

T h e d i p h t h o n g s a r e / ai * au» Di /

*****
L iste n and r e p e a t.

/ ai / I ai I / ai /

/au/ /au/ /au/

/ di / / 01 / / di /

/s-z/
let - He w ants. / s /
/ e/ - She w a n ts. / s /
/s/ - lt w a n ts . /s./

/ z/ - is , is , is / z /
/ z/ — has, has, has / z /
96

L ia ten and r e p e a t . , Isn't th is h er p e n c il?


Y es, it's her p en cil.
H e ' s in c l a s s . Y es, it's h ers.
Is h e in c l a s s ?
H e i s n ' t in c l a s s .
I sn 't h e in c l a s s ? L is t e n and r e p e a t .

T h e y a r e in class. T h is is a red p en cil.


A r e th ey in cla ss? T h is p e n c il is red.
T hey aren 't in c l a s s . T h ese are red p en cils.
A ren't they in c l a s s ? T h e s e p e n c ils are red.

W h y i s n ' t h e in c l a s s ? I h a v e m y ID c a r d .
W h y a r e n ' t t h e y in c l a s s ? It's m in e .

/ 2 - z —z / Y o u h a v e y o u r ID c a r d .
It*8 y o u r s .
is is is
H e h a s / z / h i s ID c a r d .
has has has It's h is . / z /

I have. S h e has^ / z / h e r ID c a r d .
You h ave. It's h e r s . / z /
We have.
T hey have.
R e v i e w t h e s e e x p r e ssion.fi.
He has. / /
She ha^. / / H i!
It h a s . / / So long.
Sit down, p l e a s e .
It'9 lunch t im e .
L is t e n and r e p e a t , It's t im e for a b rea k .
I'll hurry.
I want. I'll w ait.
You want.
W e w ant.
T h e y want. R ep eat th ese s ta te m e n i •

He w anU . / s /
She w a n ts . / s# / T hat's a p e n c il.
It w a n t s . / s / I'm a student.
It's a r o o m .
It i s n ' t a n a l a r m c l o c k .
C onversation P r a c t ic e H e ' s in the lab.
S h e *8 n o t i n c l a s s .
Isn 't th is m y p e n c il? I T h is isn 't m y c la ssr o o m
Y e s, it's your p en cil.
Y e s , it's yours.

Isn 't this your p e n c il?


Y es, it's m y p en cil.
Y e s, it's m in e.

Isn 't th is his p e n c il?


Y e s, it's h is p en cil.
Y es, it's h is.
There's one r e c o r d e r .
The r e 1r e t e n t a p e s .
J a n u a r y i s the f i r s t m o n t h o f t h e y e a r .
D e c e m b e r is the l a s t m o n th o f th e y e a r .
. . . — ----------- f

l t rs t w o a . m .
It's 0 2 0 0 h o u r s .

The p e n c i l i s r e d .
The p e n c i l s a r e r e d .

Repeat.

Is n 't t h i s y o u r s ?
Y e s , it i s .

Aren't t h o s e our b o o k s?
Yes, th ey a re.

He has^ / z / a b o o k .
She w a n t s a b o o k .

I have m y grade.
I have m in e .
99

A M E R IC A N L A N G U A G E C O U R S E UNIT 1104

OUTLINE AND STUDY OBJECTIVES

Structures

A ction V erb s — P r e s e n t T e n se

A ffir m a tiv e Q uestions

N egative Statem ents

N e g a tiv e Q uestions

The Im perative

Sound and Intonation

S — H is s in g Sound a fte r / p , t , k , f /

— B u z z in g Sound a fter m o s t o th er c o n so n a n ts and v o w els.


100

A M E R IC A N LANGUAGE COURSE STUDENT TEXT

UNIT 1104-

CO NVERSATION AND READING PR A C T IC E S

R e p e a t the q u e s t i o n s a n d a n s w e r s ,
Do you
see a
student?

Do you Do y o u
want a want a
pencil? book?
102

How m a n y How m a n y
p encils I have tap es
do y o u j two do you J
have? J pencils have? y

How m a n y How m a n y
ch airs teach ers
do you / do th e y y two
1 have?/ I have? J

How m a n y 1 want How m a n y


tapes p en cils
do you i do y o u
w ant? / w ant? J
103

1, How m a n y p e n c i l s d o y o u h a v e ?
I h a ve two p e n c ils .

Z, How m a n y p e n s d o y o u h a v e ?
I have three pens.

3. How m a n y t a p e s d o y o u h a v e ?
I h a v e ten t a p e s .

4. How m a n y c h a i r s do w e h a v e ?
We h a v e ten c h a ir s .

5. H ow m a n y t e a c h e r s d o t h e y h a v e ?
T h e y h a v e one t e a c h e r .

6. How m a n y t r a i n s do y o u s e e ?
I se e tw o tr a in s.

7. H o w m a n y c a r s do y o u s e e ?
I see three c a r s.

8. How m a n y t a p e s d o y o u w a n t ?
I want six tap es, p le a se .

9. How m a n y p e n c i l s do you w a n t?
I w ant two p e n c ils , p le a s e .
W h a t do you s e e? I see a I see a
young young little
boy. g irl. child.

new What do you h e a r ?


What d o you s e e ?

I see a young boy,


I see a young g ir l,
I see a little child.
I see an old m a n .
I see a new car.
I see a big a ir p la n e .

W h at d o y o u h e a r ?

I h ear a car.
I hear an a ir p la n e .
I hear a bus.
I hear a train.
I hear a dog.
I hear a baby.

Who do you s e e ?

I see a barber,
I see a pilot.
I see a m ech an ic.
I see a doctor. %

I see a student.
I see a teacher.

What d o yo u w a n t?

I want a book, p le a s e .
I want a p encil, p le a s e .
I want a tape, p le a se .
I want a pen, p le a s e .
I want th ree books, p leas
I want five ta p es, p le a se .
Repeat.

f You d o n ’t
I h a v e a pen.
--------- y —f

e don't h av e J T h e y don't
l teacher. ./ ha v e books

1. I don't h a v e a p e n c il. 8. Don't you s e e a t r a in ?


N o , I d o n ’t.
2. You d o n ’t h a v e a p e n .
9. D o n ’t y o u h e a r a n a i r p l a n e 7
3. We d o n ' t h a v e a t e a c h e r N o, I don't.

4. T hey don't h a v e b o o k s. 10. D o n ’t y o u w a n t a b o o k ?


N o , I d o n ’t.
5. Don't yo u h a v e a p e n c il?
N o , I d o n ’t. 11. D on't you w ant a ta p e ?
Y e s , I d o.
6. Don't yo u have a b o o k ?
N o , I d o n ’t. 12. D on't you s e e an a ir p la n e ?
Y e s , I d o.
7. D o n ’t y o u h a v e a t a p e ?
N o , I d o n ’t.
Don't you D on’t you
ha v e a have a
•pencil? i book? J

Don't you
w ant a
book?
109

EX PLA N A TIO N AND D R ILL OF STRUCTURES

I. A ction V e r b s — P r e s e n t T e n s e - A ffir m a tiv e Q u estio n s

Do = ?

I h e a r a plane. A ffirm ative Statem ent.


Do I h ea r a plane? A ffir m a tiv e Q uestion.

Repeat.

Y ou h e a r a p l a n e .
Do you h ea r a plan e?

We h e a r a plane.
Do w e h ear a plane?

T h e y h e a r a‘ p l a n e .
Do they h e a r a p la n e ?

C h a n g e fr o m a f f i r m a t i v e s t a t e m e n t s to a f f i r m a t i v e q u e s t io n s

1. I s e e a train.
2. ?

1. We want a r e c o r d e r .
2. ?

1. You s e e a s t u d e n t .
2, ?

1. They have a p en cil.


2. ?

Do - A uxiliary Verb

D o sta n d s b e f o r e the S u b je c t.

T h e m a i n v e r b i s the s i m p l e f o r m .
T his form d o esn 't c h a n g e .

Do you have
A uxiliary Verb Subj e c t M ain V e r b

Indicate The A u xiliary Verb Subj e c t M ain V e r b

E xam ple:

Do 1 h a v e a t a p e ? Do have

1, Do we see a tra in ?

h Do you want a b o o k 9

L Do 1 w ant a p e n c il?

4. Do thev h e a r the tr a in ?
A ction V erb s — P r e s e n t T e n se - N eg a tiv e Statem en ts

Do + not = no (negative)

Do + not = don't

U s e th e c o n tr a c tio n don't.

R epeat.

You h e a r a p la n e . A ffirm ative Statem ent.


You don't h e a r a p la n e . --------------------— Ne g a t i v e S ta te m e n t.

We h e a r a p la n e .
We don't h e a r a p la n e.

T hey h e a r a plane.
T h e y don't h e a r a p la n e.

Change fr o m a ffir m a tiv e s ta te m e n ts to n e g a tiv e s ta te m e n ts .

1. I s e e a train.
2*

1. We want a r e c o r d e r .
2. •

1. You s e e a student.
2. •

1. T hey have a p en cil.


2. •

D o not
or A u xiliary Verb
Don't

D on't sta n d s b e fo r e the m a in v e r b .

We don't hajve a tape,


t
A u xiliary Verb M ain V e r b

S e l e c t t h e A u x i l i a r y V e r b a n d t h e M a i n Verb«

E xam ple: We don't have a ta p e ,


t t
A uxiliary V erb M ain V e r b
A u xiliary V erb M a i n V e rb

1. T h e y don't s e e the student.

2. I don't w ant a tape.

3. T h e y d o n ’t h a v e a p e n c i l .

4. I don't w an t a book,

5. W e d o n ’t h e a r t h e t r a i n .

6. W e don't h a v e te n p e n c i l s .

A ction V e r b s — P r e s e n t T e n s e - N egative Q u estion s

D o n ' t s t a n d s f i r s t in a n e g a t i v e q u e s t i o n .

a. R epeat.

D on't you h e a r a p lan e ?


Don't we h a v e a b ook ?
Don't th e y want a tape ?

b. P r a c tic e th e se negative fo r m s

N egative S tatem en ts N egative Q uestions

I don't h a v e a p e n c il. D o n ’t y o u h a v e a p e n c i l ?
I don't h a v e a book. Don't you h a v e a b ook ?
You don't h a v e a ta p e . D o n ’t y o u h a v e a t a p e ?
Y o u d o n ' t h a v e a. c a r . D on't you have a ca r?

W e don't h a v e a r e c o r d e r . D o n ’t w e h a v e a r e c o r d e r ?
T h ey don't h a v e a t e a c h e r . D on't they h a v e a t e a c h e r ?
I don't s e e a tab le. D on't you s e e a t a b le ?
Y ou don't s e e a dog. D o n ’t y o u s e e a d o g ?

We don't s e e a b o o k . D on't w e s e e a book?

T h e y don't s e e an a ir p la n e . D o n ’t t h e y s e e a n a i r p l a n e ?
I don't h e a r a tra in . Don't you h e a r a tra in ?
I don't w ant a p e n c il. D on't you want a p e n c il?

You don't h e a r a ca r . D o n ’t y o u h e a r a c a r ?
You don't w ant a tap e. D on't you w ant a tape?
112

c. P r a c t ic e th e se a ffirm a tiv e and n egative sta te m e n ts.

I have a p en cil. I don*t h a v e a p e n c i l .

I have a book. I d o n ’t h a v e a b o o k .

I have a pen. I d o n ’t h a v e a p e n .

You h a v e a chair. Y o u d o n ’t h a v e a c h a i r ,

You h a v e a c a r . Y o u d o n ’t h a v e a c a r .

You have a r e c o r d e r . You d o n 't h a v e a r e c o r d e r .

W e have tw o p e n c ils . W e don't h a v e two p e n c i l s .

We h a v e t h r e e b o o k s . W e d o n ’t h a v e t h r e e b o o k s .

T h e y have two ta p e s , T h e y d o n rt h a v e t w o t a p e s .

I s e e a table. I d o n ’t s e e a t a b l e .

d. C hange t h e s e a f f ir m a t i v e s t a t e m e n t s to n e g a t iv e q u e s t io n s .

I have a p en cil. We hear a train.

You h a v e a book. T h ey h ear a bus.

We have a recorder, I w ant a p en cil.

T h e y have a tape. You w ant a book.


I s e e a table. W e v/anfc a r e c o r d e r

You s e e a c h a ir. T hey want a tape.

W e s e e a student. He h e a r s a p lan e.

They se e a teacher. She w an ts a tape.

I hear a car. He s e e s the book.

Y o u h e a r an a i r p l a n e . She h as a p en cil.

4. DO/DOES

a. DO i s use d w i t h y o u , I , we, t h e y

Repeat.

Do you have a p e n c i l ? Yes* I do. I have two p e n c i l s .


Do you s e e a t r a i n ? Yes, I do. I see three tr a in s .
Do t h e y have t a p e s ? Yes, t h e y d o . They have s i x t a p e s .
Do we s e e c h a i r s ? Yes, we d o . We s e e t e n c h a i r s .
Do you s e e a t a b l e ? Yes, I do. I s e e one t a b l e .
Do you hear p l a n e s ? Yes, I do. I h e ar one a i r p l a n e .
Do t h e y have r e c o r d e r s ? Ye8 , they do. They have f i v e r e c o r d e r s
Do you want any books? Yes, 1 do. I want t h r e e b o o k s .
Do I have any pens? Yes, you do. You have e i g h t p e n s .
Do you know t h o s e s t u d e n t s ? Yes, I do. I know them.
Do you s e e any p i l o t s ? Yes, I do. I s e e two p i l o t s .
DOES i s u sed w it h h e , s h e , i t .

Repeat.

Does he d r i v e a car? Y e s , he d o e s . He d r i v e s a c a r .

Does s h e s p e a k E n g l i s h ? Y es, she d o e s . She speaks E n g l i s h .

Does i t have a name? Yes, i t does. I t has a name.

Does B i l l go t o s c h o o l ? Y e s , he d o e s . He g o e s t o s c h o o l .

Does Jean t e a c h a t t h e s c h o o l ? Yes, she d o es. She t e a c h e s a t t h e


sch ool.

Does t h i s b u i l d i n g have a Yes, i t d o es. I t has a number.


number?

A n s w e r the fo llo w in g q u estio n s:

E xam ple: D o e s t h e i n s t r u c t o r g e t up e a r l y ?
Y e s , h e d o e s . H e g e t s up e a r l y .

D o t h e s t u d e n t s g e t up e a r l y ?
D o e s t h e i n s t r u c t o r t a k e a b u s to s c h o o l ?
D o e s the in s t r u c t o r w a lk to c l a s s ?
D o the stu d e n ts c o m e to c l a s s by b u s?
D o e s t h e i n s t r u c t o r g o t o c l a s s a n d t u r n on t h e l i g h t s ?
D o e s th e i n s t r u c t o r b e g in the c l a s s on t i m e ?
D o the s t u d e n t s a s k q u e s t i o n s ?
D o e s the in s tr u c to r a n s w e r th em ?
Do the stu d e n ts lik e a n e a s y l e s s o n ?
D o th e y lik e and u n d e r s ta n d it?
D o e s the c l a s s take a b re a k ?
d. Do: P resen t Tense.

Person Singular P lu ral

1st p e r s o n I do. W e do.


2nd p e r s o n You do. You do.
3rd p e r s o n H e , s h e , it T h e y do.
does. / z /

The Im p erative

T h e i m p e r a t i v e e x p r e s s e s a c o m m a n d or r e q u e s t .

T he s u b je c t "you" i s u n d e r s t o o d but n ot e x p r e s s e d .

a. R epeat.

(Y ou) C o m e in..

Sit dow n, p l e a s e .

W ait for m e .

H urry.

b. T h e n e g a t i v e o f t h e i m p e r a t i v e i s f o r m e d b y p l a c i n g d o n o t o r d o n ]t b e f o r e
the v e r b .

D o n o t c o m e in.
or
Don*t c o m e in.

c. C hange to the i m p e r a t i v e .

E xam ple: Y o u c o m e in .
C o m e in.

1. You s i t d o w n .

2. You h u r r y up.

3. Y ou d o n ' t s m o k e in t h e l a b .

4. You d o n ' t w a i t f o r m e .
115

d. T he Softened C o n v e r sa tio n a l f o r m .

P l e a s e , w h ic h , s o f t e n s th e i m p e r a t i v e , m a y b e p la c e d e i t h e r at the b e g in n in g
or end of a s e n te n c e .

C hange to the s o f t e n e d i m p e r a t i v e .

E xam ple: Sit down.


P l e a s e , sit down.
Sit dow n, p l e a s e .

1. W ait for m e .

2. C lose your books.

3. Open y o u r b o o k s.

4. L.ook u p a l l n e w w o r d s .

6. PI e a s e — P o l i t e t e r m in E n g lis h

P le a s e is a ls o u se d w ith r e q u e s ts . I w ant a p en cil, p le a se .

Q uestion Answ er

Do you w ant a p e n c il? Y es, p lease. OR N o , th a n k y o u .

Do you w ant a book? Y es, p lease. OR N o , thank y o u .

Do you want th ree ta p es? Y es, p lease. OR N o, thank y o u .

Do you want a pen? Y es, please. OR No, thank you.


116

TAPE 1104A

Do you have a pencil? You have a pencil.


Do you h ear a train? You h e a r a train.
Do you s e e a student? You s e e a student.
Do you want a p en cil? You want a reco rd er.

Y es. We have th ree books.


. No. We h ear a train.
We s e e five stu d en ts.
Yes, p le a se . We want ten ta p es.
N o, thank you.

They h a v e your book.


Do we have p en cils? They h ear your car.
Do we h ear a train? They se e your teach er.
Do we se e students? They want your pencil.
Do we want books?

Do they have ta p e s? I have your book.


Do they hear a car? I h e a r an a i r p l a n e
Do they s e e a chair? I se e th ree tables.
Do they want a r e c o r d e r ? I want five ta p e s.

Do I h a v e a book? How many p e n c i l s do you h a v e ?


Do I hear a bus? How many students do you se e ?
Do 1 s e e a table? How many tra in s do you h ea r?
Do I want a tape? How many ta p es do you w ant?
117

E x e r c i s e 1. A: Do you have a book?


B: Y es. I have th ree books.
L i s t e n and r e p e a t *
A: Do you have a p e n c il?
B: Y e s. I have five p e n c ils.
A: Do you h a v e a b o o k ?
B: Yes. A: D o you s e e a tra in ?
B: Y es.
A: Do you h a v e a p e n ?
B: No. A: D o y o u h e a r an a i r p l a n e ?
B: No.
A; Do you want a p en cil?
B: No, thank you.

A: Do you w ant a tape ? E x e r c i s e 4,


B: Yes, p lea se.
L is te n and r e p e a t .
A: Do they have books?
B: Yes.
A: A r e you a student?
A: Do they have th r e e r e c o r d e r s ? B: Yes, I am .
B: No. A: Is th is y o u r b o o k ?
B: Y e s , it i s .

E x e r c i s e 2. A; Is that your ch a ir?


B: N o , i t i s n ft.
L i s t e n and r e p e a t .
A; Do you w ant a p e n c il?
B: N o , thank you.
A: How m a n y p e n c i l s do you h a v e ?
B: I have four p e n c ils . A: Do you want a tape?
B: Y es, p lease.
A: How m a n y b o o k s do you h a v e ?
B: Xh a ve two b ook s. A: Is h e y o u r t e a c h e r ?
B: Y es, he is.
A: How m a n y r e c o r d e r s do you h a v e
B: I have one r e c o r d e r . A: G ood-bye.
B: Good- bye.
A: How m a n y t e a c h e r s do w e h a v e ?
B: We have one te a c h e r .

A: H ow m a n y t r a i n s d o y o u s e e ? E x ercise 5,
B: I s e e two t r a in s ,
You w i l l h e a r the f i r s t s p e a k e r ( P a r t A ) .
A: How m a n y a i r p l a n e s do y o u s e e ? R e c o r d the part of sp e a k e r B >
B: I se e six airplanes.
A: Do you have a book?
B;
E x e r c i s e 3.
A: Do you have a pen?
L i s t e n and r e p e a t . B:

A: Do you want a p en cil?


A: Is th is your book?
B;
B: Y e s , it i s .
A: i s that y o u r c h a ir ? A: Do you want a tape?
B: Y es, it is . B:

A: Is that y o u r r e c o r d e r ? Ai Do they have book s?


B: N o , i t i s n 1t. B:

A: How m a n y t a p e s d o you h a v e ? A: Do they have three r e c o r d e r s?


B: Xh ave ten ta p e s. B:
118

TAPE 1104B

L i s t e n and r e p e a t .

What do you s e e ? I don't s e e a table.


What do you h e a r ? You don't s e e a ta b le.
Who do you s e e ? W e don't s e e a ta b le .
W h a t do y o u w a n t ? T h e y don't s e e a table.

young D on't 1 s e e a table?


little D on't you se e a tab le?
o ld D on't w e s e e a table?
new D on't they s e e a table?
big

1 don't h e a r a tr a in .
You don't h e a r a train .
W e don't h e a r a t r a in .
T h e y don't h ea r a train .
a young boy
a young girl V

a lit t le child
an old m a n
a new car D on't I h ea r a train?
a big airplane D on't you h e a r a tra in ?
D on't w e h ea r a train?
D on't they hear a train?

I don't have a p e n c il. I don't w ant a book.


Y ou d o n ' t h a v e a p e n c i l . You d on 't w a n t a book.
We don't h a v e a p e n c il. W e don't w ant a book.
T h e y don't have a p e n c il. T h e y don't w ant a book.

D on't I have a pencil? D on't 1 w ant a book?


D on't you have a p en cil? D on't you want a book?
D on't w e have a pencil? D on't w e want a book?
D on't they have a p e n c il? D on't they want a book?
119

Listen a n d r e p e a t . E x e r c i s e 2.

pencil pen cils L i s t e n and r e p e a t .


pen pens
book books A; D on't you h a v e a book?
tape tapes B: No, I don't.
recorder recorders
chair ch airs A: D on't w e h a v e a t e a c h e r ?
table tables B: No, w e don't.
car cars
a ir p la n e airplanes A: D on't I h ea r a train ?
bus busses B: No, y o u don't.
train trains
dog dogs A: D on't th ey have a r e c o r d e r ?
baby babies B: N o, th ey don't.
man m en
boy boys A: D on't you w ant a p en ?
girl girls B: No, I don't.
child children
barber barbers A: D on't w e h ave five ta p e s?
pilot pilots B: N o, w e don't.
m echanic m ech an ics
student students A: D on't th ey h ave c h a ir s ?
teacher teachers B: N o , t h e y don't.
doctor doctors
nurse nurses
instructor instructors E x e r c i s e 3.

L is te n and r e p e a t.
E x e r c i s e 1.
A: Do you have a book?
Listen and r e p e a t. B: Y e s , I have a book.

A: Don't you h ave a book? A: Do you s e e a table?


B: No, 1 don't h a v e a book. B: Y e s , I s e e a table.
*
A: Don't you s e e a ta b le ? A: D o they have a new car?
B: N o, I don't s e e a tab le. B: Y e s, they have a new car.

A: D on't they h a v e a te a c h e r ? A: Do you hear a train ?


B: No, th ey don't h ave a t e a c h e r . B; Y es, I h ea r a train.

A: D o n ' t y o u h e a r a train.? A: Do w e have a tea ch er?


B: No, I don't h e a r a train. B; Yes, w e have a teach er.

A; D on't w e have a tap e? A: Do I have ten tap es?


B; N o , w e d o n ft h a v e a t a p e . B: Y es, you have ten tapes.

A: D on't you s e e a you n g b o y ?


B: N o , I d o n Jt s e e a y o u n g b o y .
120

TAPE 1104C

F i r s t l i s t e n to t h is c o n v e r s a t io n ..

Excuse m e. Do you know w h e r e B u ild in g 7530 is?

N o , I d o n ’t. Say i s n ’t t h a t t h e L a n g u a g e S c h o o l ?

Y es. The A d m in istr a tio n B uilding.

It's two b lo c k s, straight ahead.

T o the rig h t or to the le f t ?

D o n 't go t o th e r ig h t . It's on th e le ft.

Thanks. G ood-bye.

G ood-bye.

R ep eat e v e r y th in g you h e a r .

Excuse m e. Do you know w h e r e B u ild in g 75 3 0 i s ?

N o, I don't. Say i s n 't that the L an gu age S c h o o l?

Y es. The A d m in istr a tio n Building.

It's tw o b lo c k s , straigh t ahead.

T o the rig h t or to the l e f t ?

D on't go to the righ t. It's on the le ft.

Thanks. G ood-bye.

G ood-bye.
SOUND AND IN TO N A TIO N

P r o n u n c i a t i o n p r a c t i c e on t h e s o u n d / s / .

I s / is a h is s in g sound.

Hies: / s - - s -- s /

L isten.

After / p, t, k, f/, his s .

Repeat.

want sit w ait


wants sitjs w aits

take like sm oke


takers smoke_s

w a n t£ - - s i t s - - w a i t s - - take_s- - like_s - - s m o k e s

Now l i s t e n to t h e s o u n d / z / .

After m o s t o t h e r c o n s o n a n t s a n d v o w e l s , b u z z .

/ z / is a buzzing sound.

Repeat.

Buzz / z-z-z/

have see hear be do com e


has sees hears is does com es
/ Z/ / Zt I'Ll / z/ / Z/ / Z/

go tu rn on open
goes tu rn s on open^
Ul /z / Iz/

Repeat,

Do y o u h a v e a p e n c i l ?
Do y o u h a v e a t a p e ?

C o m e in.
Sit d o w n .
1zz

L is t e n and r e p e a t . S h e w a i t s .

S h e d o e s n ’t w a i t .
Do you s e e that t a l l building?
D on't you s e e that t a ll b u ild in g ? It w a i t s .
It d o e s n ' t w a i t .
H e s e e s the P o s t O ffic e b u ild in g ,
- He d o e s n 't s e e the P o s t O ffic e b u ild in g. I hear.
I don't h ea r .
Go t o t h e M a i n G a t e ,
D on't go to the M ain G ate. He h e a r s .
H e d o e s n ’t h e a r .
P le a s e c lo s e your books. •

C lose your books, p le a s e . She h e a r s.


She d o esn 't h ear.
P l e a s e open your books.
Open your b o o k s, p l e a s e . It h e a r s .
It d o e s n ’t h e a r .
D o y o u e a t in t h e m e s s h a l l ?
D o n ’t y o u e a t in t h e m e s s h a l l ? 1 go.
I d o n ’t go.
D o e s he e a t in t h e m e s s h a l l ?
D o e s n ' t he e a t in t h e m e s s h a l l ? He g o e s .
H e d o e s n ' t go.
D o e s s h e e a t in t h e m e s s h a l l ?
D o e s n ' t s h e e a t in the m e s s h a l l ? She goes.;
She d o e sn 't go.
D o e s it c o m e h e r e ?
D o e s n ’t i t c o m e h e r e ? It g o e s .
It d o e s n ' t g o .
D o e s the bus stop h e r e ?
D o e s n ’t t h e b u s s t o p h e r e ?
L iste n and r e p e a t.
W ait for the b u s.
D on 't w a it fo r the b u s . Who i s h e ?

D o e s it s t o p h e r e ? W hat's h is n a m e ?
D o e s n ’t it s t o p h e r e ?
W h e r e i s he f r o m ?

I sm oke. How old i s he?


I don't s m o k e .
How m a n y t e a c h e r s d o e s he h a v e ?
He sm o k es.
He d o e s n 't s m o k e . How d o e s h e lik e the s c h o o l?

She s m o k e s .
She d o e s n 't s m o k e .
%

It s m o k e s .
It d o e s n ' t s m o k e .

I w ait.
I d o n ’t w a i t .

He w a its .
He d o e sn 't w ait
123

AMERI CAN L A N G U A G E C O U R S t

OUTLINE AND STUCK OBJECTIVES

Structures

D o e s — A ffirm a tiv e and N e g a tiv e Q uestions


/
'/
N egative Statem en ts

P repositions: In - On ** A t

W hose

Q uestion W ords

R e v i e w ( U n i t s 11 01 -1 1 0 5 )

Sound and Intonation

L in k in g C o n s o n a n ts to V o w e l s
AM ERICAN LANGUAGE COURSE STUDENT TEXT

UNIT 1105

CONVERSATION A N D READING PR A C T IC E S

P ra ctice th ese con versation s.


125

D o e s th e s tu d e n t D o e s th e te a c h e r
h a v e y o u r b o o k ? h a v e m y ta p e ?

y —

1* D oes he have a pencil?


Y es, sir,

2. D o e s she have a book?


Y es, sir.

3. D oes he have a tape?


Y es..

4. D o e s the n u r se h ave a pen?


No, sir.

5. D o e s the d o c to r h a v e a r e c o r d e r ?
No, s ir .

6. D o e s the student h a v e y o u r book?


Y es, sir.

7. D o e s the t e a c h e r h a v e m y t a p e ?
Y es, sir.
D o e sn 't she D o esn 't she
have a have a
pencil ? y pen?

D o e s n ' t he D o e s n ' t s h e j f No, D o e s n ' t he


have a want a / A she have a
bo o k ? > book? / (doesn't tape? j

D o e s n ' t the D o e s n ' t t he


student teacher
want a tape? want a c h a ir ?
12 8

1. D oes she have a p en cil?


Y es, she does,

2. D o e s she have a p en ?
Y es, she d o e s,

3. D oes he have a book?


Y es, he d o e s.

4. D o e s he have a tape?
Y es, he d oes.

5. D oes she want a book?


Y es, she d o es.

6. D o e s the stu d en t w a n t a t a p e ?
Y e s , he d o e s ,

7. D o e s the t e a c h e r w a n t a c h a i r ?
Y es, she d oes.

8. D o esn 't she have a p e n c il?


No, she d o esn 't,

9. D o esn 't she have a pen?


No, she d oesn 't,

10. D oesn 't he have a book?


No, he d o esn 't.

11. D o esn 't she want a book?


No, she doesn't.

12. D o esn 't he have a tape?


N o, he doesn't.

13. D o e s n 't the student w an t a ta p e?


No, h e d oesn 't.

14. D o e s n 't the te a c h e r w a n t a c h a ir ?


N o, he doesn't.
130

D o e s he
want a

A; D o e s she h a v e a b ook ?
B: Y es, sh e d o e s . She h a s a book.

A. D oes she h ea r a tr a in ?
B: Y e s , s h e d o e s . She h e a r s a t r a i n

A: D oes she want a tape?


B: Y e s, sh e d o e s . She w a n ts a ta p e.

A: D oes she s e e a train?


B: Y es, she d o e s . She s e e s a train.

A: D o e s he h a v e two b o o k s?
B: No, h e d o e s n ' t . H e d o e s n ' t h a v e t w o b o o k s .

A: D o e s he h e a r a n a i r p l a n e ?
B: N o , he d o e s n ' t . H e d o e s n ' t h e a r a n a i r p l a n e .

A; D o e s he want a p e n c il?
B: No, he d o e s n 't . H e d o e s n ' t w an t a p e n c i l .

A: D o e s he s e e a ta b le ?
B; N o, h e d o e s n ' t . H e d o e s n ' t s e e a t a b l e .
131

E X PL A N A T IO N AND DRILL OF STR U C TU R ES

1. Does

A ffirm ative and n eg a tiv e q u estio n s, n egative sta tem en ts,

a. A ffir m a tiv e Q uestion


1
D oes he have a p en cil? Does + he + have + p en cil? |
---------
does - fo r m of v e r b Do
he = subject pronoun

have - verb
a p en cil = a r t ic le + noun

Doe s he + have + a p en cil?


she
the te a c h e r
the student
Does - u s e d w h e n th e s u b je c t is he,
sh e, it, or any s in g u la r noun.

P r a c t ic e th e s e q u e stio n s w ith D oes

L D oes he have a p en cil?

2. D o es she have a p en cil?

3, D o es he s e e a train?

4, D oes she s e e a car?

5. D oes he hear a train?

6. D oes she hear a bus?

7. D oes he want a book?

8. D o es she want a tape?


#
9. D o e s the student have a book?

10. D o e s it h ave a t ir e ? .. •
1 32

b. N e g a tiv e Q uestion

D oes + Not = D o e sn 't

D oesn 't she have a p en cil? D oesn 't + she + have + a pencil?

D oesn 't = d o e s + not - n eg a tiv e fo rm of d o e s


{v e rb Do)
she = subject pronoun

ave * verb
pencil?) * a r t ic le + noun

D oesn't + she + ha v e + a p en cil?


he
the te a c h e r
the student
D oesn't - u s e d w h e n the s u b je c t is
h e , s h e , it o r a n y
singular noun.

P r a c tic e th e se q u estio n s w ith D o e s - D o e s n 't,

1. D o e s he have a p en cil? D o e s n 't he h a v e a p e n c il?

2, D oes she have a p en cil? D o esn 't she have a p e n c il?

3, D o e s he s e e a tr a in ? D o e s n ' t he s e e a t r a i n ?

4. D oes she se e a car? D oesn't she se e a c a r ?

5. D oes he h ear a train? D o e s n 't he h e a r a tr a in ?

6. D o e s she h e a r a b u s? D oesn 't she h ea r a bus ?

7. D oes he want a book? D o e s n ' t he w a n t a b o o k ?

8. D o e s sh e want a tape? D oesn 't she want a tape?

9. D o e s the student have a book? D o e s n ' t the stu d e n t h a v e a b o o k ?

10. D o e s it h a v e a tir e ? D o e s n ' t it h a v e a t i r e ?


Subject: I - You - We - They

A ffir m a tiv e Q uestion N e g a t iv e Q u e s t io n

1. Do you have a p e n c il? D o n 't y o u h a v e a p e n c i l ?

2. Do I have a record er? D o n 't X h a v e a r e c o r d e r ?

3. Do they have a book? D o n 't t h e y h a v e a b o o k ?

4. Do w e have a tape? D o n 't w e h a v e a t a p e ?

5. Do you s e e a table? D o n 't y o u s e e a t a b le ?

6. Do I s e e a chair? D o n ’t I s e e a c h a i r ?

7. Do w e se e a teacher? D o n 't w e s e e a t e a c h e r ?

8. Do th ey se e a pilot? D o n 't t h e y s e e a p i l o t ?

9. Do you h ea r an a ir p la n e ? D o n 't y o u h e a r a n a i r p l a n e ?

10. Do I h ear a bus? D o n 't I h e a r a b u s ?

11. Do w e h ear a train? D o n 't w e h e a r a t r a i n ?

12. Do th e y h e a r an a ir p la n e ? D o n 't t h e y h e a r a n a i r p l a n e ?

13. Do you w ant a tape? D o n 't y o u w a n t a t a p e ?

14. Do I want a table? D o n 't I w a n t a t a b le ?

15. Do w e want a r e c o r d e r ? D o n 't w e w a n t a r e c o r d e r ?

16. Do they want a p e n c il? D o n 't t h e y w a n t a p e n c i l ?

Subject: He - She

17. D o e s he have a p e n c il? D o e s n 't h e h a v e a p e n c i l ?

18. D oes she have a book? D o e s n 't s h e h a v e a b o o k ?

19. D o es he s e e a table? D o e s n 't h e s e e a t a b le ?

20. D o es she s e e a chair? D o e s n 't s h e s e e a c h a i r ?

21. D o e s he hear a train? D o e s n 't h e h e a r a t r a i n ?

22. D oes she hear a train? D o e s n 't s h e h e a r a t r a i n ?

23. D oes he want a tape? D o e s n 't h e w a n t a t a p e ?

24. D o es she want a r e c o r d e r ? D o e s n 't s h e w a n t a r e c o r d e r ?


N e g a t iv e S t a t e m e n t s

S u b je c t : I - Y o u - W e - T h e y

A f f i r m a t i v e S t a t e m e n t N e g a t iv e S t a t e m e n t

I h a v e a p e n c i l . I d o n 't h a v e a p e n c il.

Y o u h a v e a p e n c i l . Y o u d o n ’ t h a v e a p e n c il.

W e h a v e a p e n c i l . W e d o n ’t h a v e a p e n c i l .

T h e y h a v e a p e n c i l . T h e y d o n 't h a v e a p e n c i l .

S u b je c t : H e - S h e - I t

H e h a s a p e n c i l H e d o e s n 't h a v e a p e n c i l
S h e h a s a b o o k . S h e d o e s n 't h a v e a b o o k .
I t h a s a n a m e . I t d o e s n 't h a v e a n a m e .

D r i l l

A f f i r m a t i v e Q u e s t io n N e g a t iv e Q u e s t io n

D O 1 1

y o u y o u

D O w e D O N 'T w e

t h e y t h e y

H A V E a p e n c i l ? H A V E a p e n c il?

D O E S h e D O E S N 'T h e

s h e s h e

S h e h a s a b o o k . S h e h a s + a b o o k .

S h e s u b j e c t p r o n o u n ( f e m in in e )

h a s f o r m o f v e r b H A V E ( s i n g u l a r f o r m )

a b o o k a r t i c l e + n o u n

H A S - u s e d w i t h s u b j e c t h e . s h e , i t

o r a s i n g u l a r n o u n .
C h a n g e t o t h e a f f i r m a t i v e q u e s t io n f o r m s .

E x a m p l e : H e h a s a p e n c i l .

D o e s h e h a v e a p e n c i l ?

1. S h e h a s a b o o k .

2 . H e h a s a p e n .

3 . T h e s t u d e n t h a s a t a p e .

4 . T h e t e a c h e r h a s a r e c o r d e r

5 . T h e p i l o t h a s a c a r .

6 . T h e n u r s e h a s a b o o k .

7 . T h e d o c t o r h a s a p e n .

8 , I t h a s a n a m e .
136

2. In — On - A t
P r e p o s it io n s o f T IM E a n d P LA C E

P r e p o s i t i o n s o f time:

IN the m o r n in g , th e a fte r n o o n , th e evening*


an hour, a m inute, a sh ort tim e,
June, July (m onths of the y e a r ).
19 6 4 (the y e a r ) ,
the s p r in g (the s e a s o n ) .

ON Sunday, M onday (d ays of the w e e k ).


the ten th of the m o n th , the f i r s t and s e c o n d d a y s .
the day a fte r to m o r r o w .
tim e.

AT 1800 h o u r s ^
n oon , night, m id n ig h t.

P rep o sitio n s of place:

H e i s i n h i s c a r .
T h e y a r e i n t h e ro o m .
T h e re i s a b a r b e r s h o p i n B u ild in g 7 0 0 0 .

H e g o e s t o c la s s i n t h e a f t e r n o o n .

H e w r i t e s o n th e b la c k b o a r d .

W r it e o n y o u r p a p e r .

T h e re i s a b o t t l e o n th e f l o o r .

T h e re a r e te n s e n te n c e s o n t h i s p a g e .
137

3. W hose

W hose is a question word. It a s k s a b o u t o w n e r s h i p .

W hose p en c il is th is?
That i s m y p e n c i l .

W hose books are th e se ?


T h ose are m y books.

a. R e p e a t t h e s e q u e s t i o n s and a n s w e r s .

W h o s e c a r i s th a t?
That is m y car.

W hose ca r s are those?


T h o se are our c a r s .

W h o s e b o o k i s on the t a b l e ?
T h a t i s J a c k ' s book.

W h o s e b o o k s a r e on the f l o o r ?
T h ose are M ary's books.

b. C h a n g e t h e s e s e n t e n c e s to q u e s t i o n s b e g i n n i n g w i t h W h o s e .

Exam ple: T h is i s m y tape.


W hose tape is th is?

1. T h ese are m y tapes.


2. This is her telephone number.
3. T h is is your chair.
4. T his is his seat.
5. T h i s i s y o u r lab.
6. T h i s is our a s s i g n m e n t .
7. T hose a re their ca rs.

4. Question w ords

R e m e m b e r that q u e s t i o n w o r d s stand f i r s t in a s e n t e n c e .

Exam ple: He l i v e s i n R o m e .
D o e s he l i v e in R o m e ?
W h e r e d o e s he l i v e ?

C hange t h e s e s e n t e n c e s t o the q u e s t i o n f o r m . B e g i n e a c h one w i t h W h e r e or


How M any.

1. He l i v e s in P a r i s .
2. T h e y go to the lab.
3. T h e y stu dy two h o u r s e v e r y e v e n i n g .
4. He h a s two b o o k s .
5. She w a n t s t h r e e p e n c i l s .
6. The bus stops h e r e .
138

5. R eview

a. O n e v e r b in t h e p r e s e n t t e n s e .

N egative Statem ent


I a m not.
H e i s not,

*
H e 's not.
He isn't.

A ffir m a tiv e Q uestion


A m I?
Is he?

N egative Q uestion
A m 1 not?
Is he not?

Isn't he?

b. A c t i o n v e r b p a t t e r n : T w o v e r b s in t h e p r e s e n t t e n s e .

D o - A u x il ia r y and M ain V e r b

N egative Statem ent

I do not s e e .

I don't s e e .

He d o e s not s e e .

He d oesn't see.

A ffirm a tiv e Q uestion


Do I see?

D o e s he se e ?

N egative Q uestion
D o 1 not s e e ?
D o n rt I s e e ?
D o e s he not s e e ?
D o e s n ' t he s e e ?

c. Q uestion w o rd s

How are you?


W ho is your teach er?
What do you study?
W here do you liv e ?
Why do you study?
What t i m e do you study?
F o r m q u e s t io n s w i t h t h e s e w o r d s .

H o w ?

W h o ■

W h a t ?

W h e r e ?

W h y ?

W h a t t i m e ?

C om plete th e s e s e n te n c e s .

1. T h e r e * s
2. T h e r e a r e
3. T h e
4. A
5. T h i s
6. That
7. T h e s e
8. T h o s e
9- M y ♦
10.__ _____________ i s g r e e n .
11. T h e d a y s o f t h e w e e k a r e :
12. T h e m o n t h s o f t h e y e a r a r e :
13. T h e r e a r e _______v o w e l s i n E n g l i s h .
14. T h e r e a r e c o n so n a n ts in E n g lis h .
15. To m akea / s / _________ .
16. To m a k e a / z / ____________ .
17. T h e s o u n d s / p , t , k, f / a r e f o l l o w e d by_____
18. Q u e s t i o n w o r d s s t a n d _______i n a s e n t e n c e .
19. ________ are youfrom ?
20. ____________ a r e y o u h e r e ?

W h a t t i m e is i t b y t h e c lo c k s ?

W h a t a r e t h e d a t e s ?
2 40

TAPE I I 05A

L is t e n and r e p e a t e v e r y th in g you h e a r . E x e r c i s e 1.

L i s t e n and r e p e a t e v e r y t h i n g y o u h e a r .

Does he have a p en cil? A: D o e s the d o c t o r h a v e a r e c o r d e r ?


Does she have a book? B; Y es, he does.
Does he have a tape?
Does t h e n u r s e h a v e a pen.? A: D o e s the n u r s e h a v e a book?
Does the d o cto r have a r e c o r d e r ? B: Y e s, she d o e s .
Does the s tu d e n t h a v e y o u r b o o k ?
Does the te a c h e r have m y ta p e? A: D o e s the stu d en t h a v e a ta p e ?
B: No, he d o e s n 't.

A: D o e s the t e a c h e r h a v e a p e n c il?
B; No, s h e d o e s n 't .
Y es, she d o e s.
Y es, he does. A: D o e s the m e c h a n i c h a v e a c a r ?
No, sh e d o e s n 't. B: Y es, he does.
No, he d o e s n 't .
A; D o e s the p ilo t h a v e an a ir p la n e ?
B: No, he d oesn 't.

D oesn't she have a pencil? E x e r c i s e 2.


D oesn't she have a pen?
D oesn't he h a v e a b o o k ? L iste n and rep eat e v e r y th in g you hear.
D oesn't sh e want a book?
D oesn't he h a ve a tap e? A: D o e s n ' t the d o c t o r h a v e a r e c o r d e r ?
D oesn't the stu d e n t w an t a t a p e ? B: No, he d o e s n 't.
D oesn't the t e a c h e r w ant a ch a ir ?
A: D o e s n 't the n u r s e h a v e a b ook?
B; No, s h e d o e sn 't.

A: D o e s n 't the stu d en t h ave a ta p e ?


your book B: Y es, he does.
your pen cil
your pen A: D o e s n ' t the t e a c h e r ha ve a p e n c il?
your table B: Y es, she d oes.
your chair
your car A: D o e s n ' t the m e c h a n i c h a v e a c a r ?
your airplane B: No, he d o e s n 't.

A: D o e s n ' t the p ilo t h a v e an a i r p l a n e ?


B: Y e s , he d o e s .

my book
my pencil
my pen
my table
my chair
my car
my airplane
141

E xercise 3 . A: Do you s e e a new car?


B: Y es, 1 do. I s e e th ree new cars.
L is t e n a n d r e p e a t e v e r y t h i n g y o u h e a r ,
A: Do you have a p en cil?
A: Do you have a r e c o r d e r ? B: Y es, I do. I h ave four p e n c ils .
B: Y es, I do.
A: Do you h ea r a train?
A; Do you have a tape? B: Y e s, I do. I h ea r tw o tr a in s.
B: N o, I don't. 9

A: W hat do you s e e ?
A: D oes he have a r e c o rd er? B: I se e three a irp lan es.
B: Y es, he d o es.
A: D o you s e e a ca r?
A: D o e s he h av e a tape? B: No, I don't.
B: N o , h e d o e s n ’t.
A: Is t h is y o u r b o ok ?
A: D o you h ea r a train? B: Y es, that's m y book.
B: Y e s , I do.
A: Is th is your a irp la n e?
A: Do you h e a r an a ir p la n e ? B: Y ee, that's m y a ir p la n e .
B: N o , I d o n ’t.
A: Is that y o u r r e c o r d e r ?
A: D o n ’t y o u h e a r a n a i r p l a n e ? B: Y e s, that's m y r e c o r d e r .
B: No, I don't.
A: Is this your p e n cil?
A: D o es he hear a train? B: No, it is n 't. T h a t’s your p e n c il.
B: Y es, he does.

A: D oes he h ea r an airplane? E x e r c is e 5.
B: No, he d o e sn 't.
You w i l l h e a r the f i r s t sp e a k e r (part A ).
A: D o e sn 't he hear an a irp la n e? T h e n y o u r e c o r d the p a r t of s p e a k e r B .
B: No, he d o e s n 't.
A: D o e s the d octo r h ave a r e c o r d e r ?
B:
E xercise 4. %

A: D o e s the n u r s e h a v e a b o o k ?
Listen and re p e a t e v e r y th in g you h e a r .

A: Do they have a r e c o r d e r ? A; D o e s the student h ave a tap e?


B: Y e s, they do. B:

A: How m a n y ta p e s do th e y h a v e ? A: D o e s the t e a c h e r h a v e a p e n c il?


B: T h ey have five ta p es. B:

A: D on't th ey h a v e te n ta p e s ? A: D o e s the p ilo t h a v e a p la n e ?


B: N o, th ey don't. B:

A: D o e s t h e n u r s e h a v e a .t a p e ? A: D o e s the m e c h a n ic h a v e a tool?
B: Y es, she d o es. B:

A: D o e s the d o c to r h a v e a ta p e ?
B: No, he d o esn 't.
142
TAPE 1105B

L iste n and rep ea t e v e r y th in g you h ea r.

I have a book. He h a s tw o b o o k s.
I h ea r a train . He h e a r s an a i r p l a n e .
I want a tape, p le a se . He w ants a p en cil.
1 s e e a table. He s e e s a tab le.

We have tw o b o o k s. D o e s h e h a v e tw o books?
We s e e tw o tr a in s . D o e s sh e s e e tw o trains?
We w an t tw o ta p e s . D o w e w an t tw o ta p e s ?
We s e e tw o t a b le s . D o you s e e two t a b le s ?

D o e s sh e want a tape? Y es, I do.


N o , s h e d o e s n ’t. Y es, he d oes.
Y es, w e do.
D o e s he h ea r an a irp la n e ? Y es, she does.
N o , h e d o e s n ft. Y es, th ey do.

Do I have a book?
N o , I d o n Tt.

D o e s h e s e e a table?
No, he d o esn 't.

E x e r c i s e 1.

L is t e n and r e p e a t e v e r y th in g you h e a r .

A: I have a book. A: I h a v e tw o b o o k s.
B: She h a s a book. B: He h a s tw o b o o k s.

A: I h ea r a train . A: I h e a r an a ir p la n e .
B: She h e a r s a train . B: H e h e a r s an a ir p la n e .

A: I w an t a tape, p le a s e . A: I w ant a p en cil, p le a se


B: She w an ts a tape. B: H e w a n ts a jjencil.

A: I s e e a train . A: I s e e a tab le.


B: She s e e s a train . B: He s e e s a tab le.
143

E x e r c i s e 2. E x e r c i s e 4*

Listen and r e p e a t e v e r y t h in g you h e a r , L i s t e n and r e p e a t e v e r y th in g you h e a r .

A: D oes she have a book? A D o e s sh e hear a train?


B: Y e s, sh e has a book, B Y e s , sh e h e a r s a train.

A D o e s h e h e a r an a ir p la n e ?
A: D o e s she have a p en cil?
B Y e s , he h e a r s an a ir p la n e .
B: No, s h e d o e s n ' t h a v e a p e n c i l .
A D o e s he want a book?
A: D oes she have a tape? B Y e s , he w an ts a book.
B: Y es, she d oes.
A D o e s she want a pen?
B Y es, she w ants a pen.
A: D oes she have a r e c o rd er ?
B; No, sh e d o e s n 't, A D o e s sh e hear a train?
B No, 6he d o e s n 't h ea r a tr a in .
At D oes he have a pen?
B: Y es, he has a pen. A D o e s h e h e a r an a i r p l a n e ?
B No, he d o e s n ' t h e a r an a ir p la n e
A: D o e s he h ave a new c a r ?
A D o e s he want a book?
B: No, he d o esn 't have a new car.
B No, he d o e s n ' t w ant a book.
A: D o es he have a r e c o r d e r ?
B: Yes, he d o e s.
E xercise 5.
A: D o e s he have a tape?
L is t e n and r e p e a t e v e r y th in g you h e a r .
B: N o , h e d o e s n ’t.
A: D o e s s h e h a v e a book, a p en , and
a tape?
E x e r c i s e 3.
B: Y es, she does.
L is te n and r e p e a t e v e r y t h i n g you h e a r , A: D o e s he have a table, a c h a ir , and
a recorder?
A: D oes she have a book? B: Y e s, he d o es.
B: Y es, she d o e s.
A: D oes she have a pen, a r e c o rd er ,
A: D o e s he h a v e a r e c o r d e r ?
and a c a r ?
B: Y es, he d o es.
B: No, she d oesn 't.
A: D o e s he have a p e n c il? She d o e s n 't have a pen.
B: Y e s , he d o e s . She d o e sn 't have a recorder.
She d o e sn 't have a car.
A: D o es she have a ch air?
B: Y e s , she d o es. A: D o e s he h a v e t w o p e n c i l s , t h r e e
b o o k s , and f i v e t a p e s ?
A: D o e s she have a book? B: Y e s , he d o e s .
B: No, sh e d o e s n ' t .
A: D o e s sh e h a v e four p e n s , five
A: D o e s he have a r e c o r d e r ?
ta p e s, and s i x r e c o r d e r s ?
B: N o , he d o e s n ' t .
B: Y es, she does.
A: D o e s he h a v e a p e n c i l ?
A: D o e s the 6tudent have a book,
B: No, he d o e s n 't.
a p e n c il, and a ta p e ?
B: No, he d o esn 't.
144

A: D o e s the n u r s e h a v e a r e c o r d e r
a ta p e and a c h a i r ?
B: No, sh e d o e sn 't.

A: D oesn 't she have a book?


B: No, sh e d oesn't.

A: D o e s n 't he have a r e c o r d e r ?
B: No, he d o e sn 't.

A: D oesn 't she h ear a train?


B: No, she d o esn 't.

A: D o e s n 't he w ant a c h a ir ?
B: No, he d o e s n 't.

E xercise 6.

You w i l l h e a r the f i r s t s p e a k e r ( P a r t A ) .
T h e n y o u r e c o r d t h e p a r t o f s p e a k e r 33
f r o m E x e r c i s e 1.

A; I have a book.
B:

A: I h e a r a train.
B:

A: I w ant a tape, p le a s e .
B:

A: I s e e 'a train.
B:

A: I have tw o b ooks.
B:

A: I h e a r an a ir p la n e .
B:

A; I want a p en cil, p le a se .
B:

A; I s e e a table.
B:
145

TAPE 1105C

L is te n to th is c o n v e r s a t i o n . R epeat.

Excuse m e, p lease. E xcu se m e, p lease.


A ren't you an in s tr u c to r h e r e ? A r e n ' t y o u an i n s t r u c t o r h e r e ?

Yes, I a m . Y es, I am.

Do y o u J.cnow M r . L o n g ? Do you know Mr. Long?


H e ' s an i n s t r u c t o r h e r e , t o o . H e ' s an i n s t r u c t o r h e r e , too.

Why, I a m S a m L o n g . Why, I a m S a m L ong.

I'm B e n J o h n s o n f r o m C a l i f o r n i a . I'm B en J o h n s o n f r o m C a lifo r n ia .


Do y o u r e m e m b e r C a p t. J o h n s o n ? Do you r e m e m b e r Capt. J o h n so n ?

Yes, I d o. How i s h e ? Y e s , I do. How is h e ?

He's fin e . H e ' s m y b r o th e r . H e 's fine. H e 's m y b ro th er.


He s a y s y o u ' r e a g o o d i n s t r u c t o r . He s a y s you 're a good in str u c to r .

T h ank y o u . Y ou're a new student? Thank you. Y ou're a new student?

Yes, I a m . My c l a s s s t a r t s t o d a y . Yes, I am . My c l a s s s t a r t s today.

I'm g l a d t c h e a r f r o m y o u r b r o t h e r . I 'm glad to h e a r f r o m y o u r b r o t h e r .


Come by m y o ffice any a ftern o o n . C om e by m y o ffice a n y a ftern oon .
It's in B u i l d i n g 103 5 0 . I t' s in B u i l d i n g 10350.

Thank you.. I ' l l b e g l a d to. Thank you. I ’l l b e g l a d to.


146

SOUND A N D INTONATION

D i n k c o n s o n a n t s t o v o w e l s in t h e s e t h o u g h t g r o u p s .

D is te n and r e p e a t .

T h a t 's a b o o k . 1 h ea r a train.
Is that a book? He hea^s_a train.

That isn 't a book. I w a nt a tape.


I s n ' t that_a b o o k ? She w a n ts a tape.

l i e ' s a student. 1 h a v e one r e c o r d e r .


H e i s n 't a. s t u d e n t . He h as_on e tape.

I t 1s f i v e o ' c l o c k . Do you hav e a book?


I s it f i v e o ' c l o c k ? D on't you h a v e a book?

It i s n ' t f i v e o ' c l o c k . He hag a book.


I s n ' t it f i v e o ' c l o c k ? H e d o e s n ' t h a v e a book.

What a r e t h e s e ? The c a r i s red.


What a r e t h o s e ? The cars a re red.

T h e r e i s one ta b le h e r e . T his is a red ca r.


T h e r e a r e two c h a ir s h e r e T h e s £ are red cars

Buzz

I s it l a t e ? p en cil - p en cils
I s n ’t it l a t e ? room - room s

Is it e a r l y ? boy — boys
I s n ' t it e a r l y ? g irl - girls

H iss

He w a n ts a tape. tape — ta p e s
She w a n ts a ta o e.

He s m o k e s a c ig a r e t t e . cigarette — cigarettes
She s m o k e s a c ig a r e tte
Repeat.

P lease sit down.


Sit d o w n , p l e a s e .

P l e a s e s t a n d u p.
Stand up, p l e a s e .

Open y o u r b o o k s .
Close y o u r b o o k s .

A n sw e r the q u e s t io n .
Don't a n s w e r t h e q u e s t i o n .

Go t o t h e o f f i c e . '
*

Don't go t o t h e o f f i c e .

Does he go to c l a s s ?
Y es, he g o e s in the m o r n i n g .
He g o e s on Monday, T u e s d a y , W ed n esd a y , T h u r s d a y , and F r id a y .
He g o e s at 7 : 4 0 ,

D o e s n ' t h e l i v e in t o w n ?
No, h e l i v e s in t h e s u b u r b s .
He l i v e s o n B r o a d S t r e e t .
He l i v e s a t 1916 B r o a d S t r e e t .

W h e r e d o t h e y go o n S u n d a y ?
T hey go to ch u rch .
T h e y go in t h e i r c a r .
T h e y g o in t h e m o r n i n g .
149

AMERI CAN L A N G U A G E COURSE UNIT 1106

OUTLINE AND STUDY OBI ECTI VES

Structures

R eview : P resen t Tense

Q uestion F o r m s: Do — Does

W ord Order: In S t a t e m e n t s

In Q u e s t i o n s w i t h D o

A d jectives — A dverbs

Nouns a s A d jectiv es

Compound Nouns

P erso n a l Pronouns

Sounds and Intonation

Intonation of C om pound N o u n s
15 0

A M E R IC A N LANGUAGE COURSE STUDENT TEXT

UNIT 1106

CONVERSATION AND READING P R A C T IC E S

P r a c t i c e t h e q u e s t i o n s a n d a n s w e r s.

iv\

Y es, I w rite Y e s , I know


E nglish M r. Jones,
pretty w ell. (him ) .
151

Do you
low t h o s e Y e s , I know
-indent s t h o s e student:
there' (them.)

: D o you sp eak E n g lis h ?


tfl >

: Y es, I speak E nglish .

: Do you rea d E n g lis h ?


W>

: Y es, I read E nglish.

: Do you w r ite E n g lis h ?


W>

: Y es, 1 w rite E n g lish pretty w ell,

: Do you know M r. J o n e s (h im )?
W>

: Y e s , 1 know M r. J o n es (him ).

; Do you know th o se students o v e r t h e r e ?


W>

: Y e s, I know th o se stu d en ts (them ).

Do th ose students speak E n g lish ?


W>

: Y e s , t h e y s p e a k , r e a d , a n d w r i t e E n g l i s h (it).
152

No, I
don't r e a d
English.

No, I don't
know
M r . Jones
(him),

Don't you know ( N o , I don't Don't th o se No, t h e y don't i


t h o s e stu d e n ts know students sp e a k , read, or A■
over there? t h o s e students s p e a k E n g l is h ? write English.
^ (them ).

.OAiVa**^'

A: Do you sp eak E n g lish ? A: D o y ou know M r . J o n e s (him) ?


B: N o , I d o n ’t s p e a k E n g l i s h (it). B: N o, I don't know M r. J o n e s (h im ).

A: Do you read E n g lish ? A: D on't you know th o se stu d en ts o v e r t h e r e ?


B: No, I don't r e a d E n g lis h . B: N o , I d o n ' t k n o w t h o s e s t u d e n t s (.them).

A: Do you w r ite E n g lis h ? A: D on't th o s e stu d e n ts s p e a k E n g lis h ?


B: No, I don't w r i t e E n g lis h v e r y w e l l . B: No, th e y don't sp ea k , r e a d , or w r it e
E nglish .
153

D o e s she sp eak
E n g lis h ?

[And who i s '


that m a n
over there?

D o e s he No, he d o e s n ’t
un d e r sta n d un d e r sta n d a
English? w o r d of E n g l i s h

A: W ho i s that l a d y o v e r t h e r e ? A: And w ho is that m a n o v e r t h e r e ?


B: T h a t ’s M r s . J o n e s . B: T h a t's Mr. J o n e s ,
A; D o es she speak E n g lish ? A :’ D o es he speak E n g lish ?
B: N o , s h e d o e s n ’t s p e a k E n g l i s h . B: No, he d o e sn 't speak E n g lish .
A: D oes she read E n g lish ? A: D oes he understand E n g lish ?
B: No, s h e d o e s n 't rea d E n g lis h . B: No, he d o e s n 't u n d ersta n d a w ord
E nglish.
A: D oesn 't she w rite E n glish eith er?
B: No, sh e d o e s n ' t s p e a k , r e a d , or w r i t e
E nglish.
154

Word Stud y.

VERBS He s p e a k s , he r e a d s , he w r i t e s ,
h e k n o w s ...................

Verb: SPEAK

I, y o u , w e , t h e y H e, sh e, the student, etc


SPEAK SPEAKS

I speak E nglish .
HE SPE A K S ENGLISH.

m Verb: READ

I, y o u , w e , t h e y H e, sh e, the student, etc.


READ READS

I read E n glish .
. HE READS ENGLISH.

• Verb: W RITE

I, y o u , w e , t h e y He , s h e , the student, e tc
W RITE W RITES

I w rite E nglish .
“ HE W RITES ENGLISH.

Verb: KNOW

I, y o u , w e , they He, sh e, the student, etc.


K N OW KNOWS

I know the t e a c h e r .
HE KNOWS TH E T E A C H E R .

STATEMENTS

Subj e c t Verb 4

He speaks
She reads
The student
Mr. J o n e s
+ w rites
knows
The tea ch er
155

QUESTIONS

DOES Subject Verb +

he speak ..
she read . . 7

the student w rite 7


Mr. J ones know .. 7

the t e a c h e r

D O E SN 'T Subject V erb +

he speak . . . 7
she read . . .
the student
Mr. J o n e s
4 -
w rite
know
.
,
.
.
.
,
7
7
the te a c h e r

NEGATIVE ST A T E M E N T S

Subject D O ESN 'T + Verb +

He speak .................
She read ................
The student D O E SN 'T 4 “ w rite ................
+
M r. J o n e s know ................
The teach er

P r a c t i c e E x e r c i s e 1.

P r a c t i c e s t a t e m e n t s w ith t h e s e v e r b s

A ffirm ative N egative

Speak

1. He sp ea k s E n glish . He d o esn 't sp ea k E n glish .


2. She sp eak s E nglish . She d o esn 't speak E n glish .
3. The student sp ea k s E n glish . The student d o e sn 't sp e a k E n g lish .
4. M r. J o n e s sp e a k s E n g lish , Mr. Jo n es d o esn 't speak E n g lish .
5. The tea ch er sp eak s E nglish. The tea ch er d o esn 't speak E n glish .

Read.

6. He read s E n g lish v e r y w ell. He doesn't read E n glish v er y w ell.


7. She r e a d s E n g lis h v e r y w e l l . She d oesn 't read E nglish v e r y w ell.
8. T h e s t u d e n t r e a d s E n g l i s h weLi. The student d o esn 't read E n g lish w ell.
9. Mr. J o n e s r e a d s E n g lis h w e ll. Mr. J o n e s d o esn 't read E n g lis h w e ll.
10. The teach er read s E n glish w e ll. The teach er d oesn 't read E n glish w ell.
1 56

W rite

1 i. He w r i t e s E n g l i s h p r e t t y w e l l . H e d o e s n rt w r i t e E n g l i s h w e l l .
12. She w r ite s E n glish p retty w ell. She d o e sn 't w r ite E n g lis h w e ll.
13. The student w r it e s E n g lish w e ll. T h e s t u d e n t d o e s n ’t w r i t e E n g l i s h w e l l .
14. Mr. J o n e s w r i t e s E n g lis h w e ll. M r . J o n e s d o e s n ’t w r i t e E n g l i s h w e l l .
15. The teach er w rites E nglish w ell. The tea ch er doesn 't w r ite E n g lish w ell.

Know

16. He k n o w s t h o s e s t u d e n t s . H e d o e s n ' t know t h o s e s t u d e n t s .


17. She know s th o se stu d en ts. She d o e s n ' t know t h o s e s t u d e n t s .
18. The student know s th o s e stu d en ts. T h e s t u d e n t d o e s n ’t k n ow t h o s e s t u d e n t s .
19. Mr. Jo n es knows th o se students. M r . J o n e s d o e s n ’t k n o w t h o s e s t u d e n t s .
20. The tea ch er knows th o se students. T h e t e a c h e r d o e s n ’t k n o w t h o s e s t u d e n t s .

P ractice E x ercise 2.

P r a c t ic e q u estion s w ith th e se v e r b s .

A ffirm ative N egative

Speak

1. Does he s p e a k E n g l i s h ? D oesn't he s p e a k E n g L i s h ?
2. Does she speak E n glish ? D o e s n ’t she speak E n g lish ?
3. Does the stu d e n t s p e a k E n g l i s h ? D o e s n ’t the stu d en t sp e a k E n g lis h ?
4. Does Mr. J o n e s s p e a k E n g lis h ? D o e s n ’t Mr. Jo n es speak E n glish ?
5. Does the t e a c h e r s p e a k E n g l i s h ? D o e s n ’t the t e a c h e r s p e a k E n g lis h ?

Read

6. Does he r e a d E n g l i s h ? D oesn't he r e a d E n g l i s h ?
7. Does she read E n glish ? D o e s n ’t she read E n g lish ?
8. Does the stu d en t read E n g li s h ? D oesn't the stu d en t r e a d E n g lis h ?
9. Does Mr. J o n e s r e a d E n g lis h ? D o e s n ’t Mr. J o n e s rea d E n g lis h ?
10. Does the t e a c h e r r e a d E n g lis h ? D oesn't the t e a c h e r r e a d E n g l i s h ?

W rite

11. Does he w r i t e E n g l i s h w e l l ? D oesn't he w r ite E n g lis h w e ll?


12. Does she w rite E n g lish w ell? D oesn 't she w rite E n g lish w ell?
13. Does the student w r ite E n g lish ? D o e s n ’t the stu d en t w r i t e E n g l i s h ?
14. Does Mr. J o n e s w r ite E n g lis h ? D o e s n ’t Mr. J o n e s w r ite E n g lish ?
J5. Does the t e a c h e r w r it e E n g l is h ? D o e s n ’t the t e a c h e r w r i t e E n g lis h ?

Know

16. Does he know th o s e stu d e n ts? D o e s n ’t he know t h o s e s t u d e n t s ?


17. Does s h e know th o se s t u d e n t s ? D o e s n ’t she know th o s e s tu d e n ts ?
18. Does th e stu d e n t know t h o s e s t u d e n t s ? D o e s n ’t the stu d e n t know t h o s e s t u d e n t s ?
19. Does M r. J o n e s know th o s e s tu d e n ts ? D o e s n ’t Mr. J on es know th o s e stu d en ts?
20. Does the t e a c h e r know th o s e s t u d e n t s ? D o e s n ’t the te a c h e r know t h o s e stu d e n ts?
157

E X PL A N A T IO N AND D R IL L OF STRUCTURES

R eview,

I, 3rd P e r s o n S in g u la r.

You h a v e l e a r n e d T W O F O R M S o f v e r b s in E n g l i s h ,

© ©
speak speaks
read reads
w rite w rites
know knows
have has
want w ants
see sees
hear hears

s u b j e c t = I, s u b je c t = he,
(you, w e , they) ( s h e , it)

1 speak he speaks
I read he reads
I w rite he w rites
I k n ow he knows
I have he has
I want he w ants
I see he sees
I hear he hears

2, You h a v e l e a r n e d Q U E S T I O N F O R M S i n E n g l i s h ,

SPEA K E n glish ?

he
DOES she
M r. Jon es
D O E S N ’T the t e a c h e r
the s tu d e n t
Y o u h a v e l e a r n e d W O R D O R D E R in E n g l i s h

Statem ent W ord Order Subject + verb +

© © G>
(l) = Subject

I f t h e s u b j e c t i s I, y o u , w e , t h e y , t h e n (^) the v e r b is

S im p le F o rm

speak hear
have read
want w rite
know understand
see

If the s u b j e c t is he, 9he, th e stu d en t, then (2) the v e r b


•■

3rd P e r s o n Singular

speaks w rites
has sees
reads hears
knows understands

@ = rem ainder of sentence.

E xam ples:

© © ©
1 + speak + E nglish w ell.

© © ©
She + speaks + F rench w ell.

Q u estio n W ord O rder V e r b DO + subject + verb + ...........

® © © ®
(T) = V erb DO

I f t h e s u b j e c t (2) i s I, y o u , w e , they, then the v e r b DO h a s the f o r m DO


or the n e g a tiv e f o r m D O N 'T .

If t h e s u b j e c t \ Z ) i s h e , s h e , t h e s t u d e n t , t h e n t h e v e r b D O h a s t h e f o r m
D O E S o r the n e g a t iv e D O E S N 'T .
(D = Verb

W hen the v e r b D O is p r e s e n t , the v e r b (3) is the

S im p le F o rm

have speak
want read
see w rite
hear understand
know

(?) = the r e m a in d e r of the q u e stio n

E xam ples:

<D 0 0
Do + you + speak + E n glish pretty w ell?

<D 0 0 0
D o n 11 + you + speak + F ren ch pretty w ell?

0 0 ©
Does + she + speak + E n g lish pretty w ell?

© © 0 ©
D o e s n Jt he speak + F rench p retty w ell?
160

Sum m ary

Statem ents

W ith the s u b j e c t W ith th e su b je c t


I, Y O U , W E , T H E Y H E and SHE

have has
want w ants
see sees
hear hears
speak speaks
read reads
w rite w rites
understand under stands
know knows
don't have d oesn't have
don't w ant d o esn 't want
don't s e e d oesn't see
don't h e a r d oesn't hear
don't sp ea k d o esn 't speak
don't read d oesn 't read
don't w r ite doesn't w rite
don't un d erstan d d o esn 't understand
don't know d o e s n 't know

Q uestions

W ith the s u b je c t W ith the s u b je c t


I, Y O U , W E , T H E Y HE and SHE

Dn . Have . ,, , 9 Does . .
Do want . .. ? Does . .
]ln AAP _* __ 9 D oes ••
Do „h e a r -... . . . ? Does ..
Do sneak - ,. . . . ? Does ..
Do . read .... . . . ? Does ..
Do . w rite . . . . . . . ? Does ..
Do . . . . . understand ... ? Does ..
Do * . know . . . .. . . ? Does . .

D on't . . . have . . . ? D oesn't .... have .................?


D on't . . . want •. •. D oesn't . . . want .................?
D on't . . • see . , . .. .. ? D oesn't . . . see ................. ?
D on't . ♦ . hear . . . . D oesn't . . . hear ................. ?
D on't . . . speak D oe sn't . . .sp ea k
D on't . . . read D oe sn't . . .read .................?
Don't . . . w rite ... r D oesn't , . .w rite . ..............?
Don't . . . understand ... ? D oesn't . „.understand. . . . ?
Don't . . . know ... ? D oesn't . . .know ................ ?
16)

4. A djectives

A d j e c t i v e s t e l l What Kind, How M any, o r W hich One R e m e m b e r that th ey stand


b e fo r e nouns or a fte r B e.

R e a d th e s e n t e n c e s in the b o x . N o tic e what the a d j e c t i v e s t e ll.

A djectives
r
W h a t K in d How M any j W hich One

1. Is this your f ir s t c l a s s ?
2. I s it an o l d t a p e ? old
3. T h e re a r e five c h a ir s . five
4. T h ese p en cils are y ello w . I y e l l ow
r-

O. T h e r e a r e no c l a s s e s on h o lid a y s . • no (none)
6. D e c e m b e r i s t h e l a s t m o n t h of the
year.
7 . T h is is a new car. new
8, I w ant ten p e n c i l s . ten
9. Your clo ck is s lo w . slow
10. M ine is fast. ! fast
J_______

6. Adverbs

A d v e r b s a n s w e r the q u e s t i o n s H o w , When, or W h e r e .

a. N o t i c e the a c t i o n v e r b s in t h e b o x . T h e a d v e r b s a n s w e r the q u e s t i o n H o w .
r
A ction Verb Adverb
(How )
t 1. H ow d o e s h e d r i v e ?
H e d r i v e s ----------------------- ca r e f u ily .
2. How d o e s sh e e x p la in ? ca r e f u i l y o r w e l l ,
3. How d o e s he s p e a k ? s lo w ly or fa st
4. How do th ey w o r k ? ha rd

b. N otice th ese ad verb s. T h e y a n s w e r the q u e s t i o n s W hen or W h e r e.

Adverbs
When
...
| W here
W h en d o e s it b e g i n ? i!
>
It b e g i n s e a r l y . early :

W h e n d o e s he g e t up.
H e g e l s up l a t e . late

W h e r e i s it ?
It's tw o b lo c k s str a ig h t a h e a d . straight ahead

W h e r e d o e s it s t o p ?
It s t o p s h e r e . here
.L earn to a<id Ml y ,! to an a d j e c t i v e f o r m .

A djective Adverb

slow slow ly
quick quickly
easy easily
correct correctly
happy happily
careful carefu lly

S o m e a d j e c t i v e s and a d v e r b s h a v e t h e s a m e f o r m .

hard hard
slow slo w or s lo w ly
fast fast
late late

C o m p a r i s o n o f A d j e c t i v e s and A d v e r b s

a. A d j e c t i v e s and a d v e r b s o f o n e - s y l l a b l e f o r m t h e C o m p a r a t i v e by a d d i n g
M e r " t o th e p o s i t i v e f o r m .

sm all s m a l l e r (adjective)
big b ig g er (adjective)

fast ta s te r (adverb)
soon s o o n e r (adverb)

b. S o m e a d v e r b s a r e c o m p a r e d by p l a c i n g m o r e b e f o r e t h e a d v e r b . The word,
than is p la c e d a f t e r the a d v e r b .

H e L e a r n s m o r e q u i c k l y t h a n 1.
H e s t u d i e s m o r e c a r e f u l l y t h a n 1.

c. A few a d v e r b s have ir r e g u la r c o m p a r a tiv e f o r m s .

P ositive C om parative

w ell better
far farther
badly w orse

d. F i l l in t h e b l a n k s w i t h t h e a d v e r b i a l f o r m o f t h e a d j e c t i v e in p a r e n t h e s e s .

1. You d r i v e ( carefu l).


2. He a lw a y s f in is h e s h is w o r k ( quu: k).
3. She w r ite s ( c a r e l e s s)
4. T hey w alk (qui ck).
5. He u n d e r sta n d s (easy).
6. He d o e s h is h o m e w o r k (good).
7. He talks (fast).
8. H e g e t s up (early).
9. They w ork v e r y (hard).
10. We le a v e (late).
F i l l in t h e b l a n k s w i t h t h e c o r r e c t a d j e c t i v a l o r a d v e r b i a l f o r m .

1. T h is i s an (easy) le s s o n .
2. He studies (careful).
3. T hey d rive v ery (fast).
4. You le a r n (easy).
5. She dances (beautiful).
6. They are (careful) students

S e l e c t th e c o r r e c t f o r m .

1. H e s p e a k s b e t t e r _________________________ ( a s , t h a n ) J o h n .
2. He d r i v e s (ca reless, carelessly).
3. S h e w o r k s v e r y __________________________ ( h a r d , h a r d l y ) .
4. S h e s t u d i e s m o r e ________________________ ( a s , t h a n ) t h e y .

e. S o . T h e a d v e r b " s o " i s u s e d w i t h e x p r e s s i o n s s u c h a s MI t h in k , M
MI b e l i e v e , n e t c .

H e ' s at th e a i r p o r t , i s n ' t h e ?
I think s o .
or I don't think so.

Nouns used a s A d jectiv es

JLearn t o u s e n o u n s a s a d j e c t i v e s .

E xam ple: Gold i s a m e t a l .

Noun

T h is is a gold w atch.

Noun u s e d a s an a d je c tiv e .

Note: D on't say: T h is i s a w a tc h of gold.

F o r m s e n te n c e s w ith th e s e nouns u se d a s a d je c tiv e s .

E xam ple: I like c h o c o la t e candy.

Nouns used a s a d jectiv es Nouns

1. m inute hand

2. hour hand

3. auxiliary v e rb

4. school building

5. study guide

6. hospital area
Noun r N o u n
(Com pound Nouns)

E n g l i s h h a s m a n y c o m p o u n d no ur.s. T h e f i r s t p a r t or w o r d t e l l s s o m e t h i n g about
the second p a ri o r word.
%

G i v e the firs'* p a r t t h e s t r o n g e r s t r e s s .

Read th e s e w o r d s. B e c a r e fu l a bout the p r o n u n c iation.


y
I. blackboard
(black board)
t
Z. notebook
( n o t e book)
/
3. cla ssro o m
( c l a s s room)

4. airplane
(ai r p l a n e )
/
5. weekend
( w e e k end)
/
6. breakfast
(b re a k fast)

*•7. ai rpor!
(a ir port)

8. cofieo-pot
( c o f f e e pot)

P e r s o n a l P ron ou n tabie

Su b j e c t : 1 you he she it we they


Ob j e c t . : me you him her it us them
1st P o s s e s s i v e : my your his her its our their
2nd P o s s e s s i v e : m i ne your s hi s hers its ours theirs

Repeal .

1 set- M r . J o n e s . 1 u n d e r s t a n d you*
1 see h im . D o you u n d e r sta n d m e ?

I s e e M r s . J on e. s . We u n d e r s t a n d y o u .
1 s e e her* Do you u n d e r s t a n d u s ?

1 see M r. and M r s . J o n e s . I hear the tra in .


I see th e m . I h e a r it.

1 h e a r th e t r a i n s ,
I h ear them .
165

b. S elect the c o r r e c t pronoun.

E xam ple: She k now s Mr. Sm ith,


She knows him .

1. Do y o u s e e M r s , J o n e s ?
D o y o u s e e __________________ ?

2. Don't they sp eak E n g lish p r e tty w ell?


D o n ' t t h e y s p e a k ___________ p r e t t y we . i l ?

Do th e y c h e c k the b u lle tin b o a r d ?


Do th e y c h e c k

4. Do y o u u n d e r s t a n d t h o s e s t u d e n t s ?
Do you u n d e r s t a n d _________

5. D o e s he s e e you and m e ?
D oes he see ?
I 66

TAPE 1106A

R epeat,

speak speaks
read reads
w rite w rites
understand understands

does speak d o e 8 n Tt speak


does read doesn't read
does w rite doesn't w rite
does under stand doesn't understand

I know. 1 don't know.


He know s. H e d o e s n 't know.
She k n ow s. She d o e s n ' t know .

He u n d erstan d s. He d o e sn 't u n d erstan d .


He s p e a k s . He d o e s n ' t s p e a k .
He w r i t e s . He d o e s n 't w r it e .

to o
w ell
p erfectly

I d o n ’t k n o w a w o r d o f E n g l i s h .
Y ou don't know a w o r d of English*
W e don't know a w o r d of E n g lis h .
T h e y d o n ’t k n o w a w o r d o f E n g l i s h .

He d o e s n 't know a w o rd of E n g lish .


She d o e s n 't know a w o r d of E n g lis h .
M r. J o n e s d o e s n ' t know a w o r d of E n g l i s h
Review p r o n u n c i a t i o n p r a c t i c e .

Repeat.

1. W ho i s t h a t l a d y o v e r t h e r e ?
1 h-a t Ts M r s . J o n e s .

2. D oes M rs. Jon es speak E nglish ?


Yes, she sp ea k s E nglish .

3. D o es she read E n g lis h too?


Yes, she reads E n g lish .

4. D o es she w rite E n g lis h ?


Yes, she sp ea k s, read s, and w rites E nglish.

5. And w h o i s t h a t m a n o v e r t h e r e ?
T h a t's Mr. J o n e s .

6. D o es Mr. J o n es sp eak E nglish ?


Yes, he sp eak s E n g lish .

7. D o e s he u n d e r s t a n d E n g l i s h ?
Y e s, he u n d e r s t a n d s E n g l i s h p e r f e c t l y .

E x e r c i s e 1.

You w i l l h e a r t h e a f f i r m a t i v e q u e s t i o n . T h e n y o u r e c o r d an a f f i r m a t i v e a n s w e r

1. W ho is that lady o v e r t h e r e ?

2. D o e s M rs. J o n es speak E nglish?

3. D o e s sh e read E n g lish too?

4. D o e s s h e W'rite E n g l i s h ?

5. And w h o i s t h a t m a n o v e r t h e r e ?

6. D o e s Mr. Jon es speak E n g lish ?

7. D o es he understand E n g lish ?

R epeat.

1, W h o i s that l a d y o v e r t h e r e ?
T hat's M rs, J o n es.

o » D oes she speak E nglish ?


No, sh e d o e sn 't sp ea k E n g lis h .

3. D oes she read E n glish ?


No, s h e d o e s n ' t r ea d E n g l i s h .
4. D o esn 't she w rite E n g lish eith er?
she doesn't speak, read, or w rite E nglish .
168

5. And w h o i s t h a t m a n o v e r t h e r e ?
T hat's M r, Jones,

6. D o e s he s p e a k E n g l i s h ?
No, he d o e s n 't sp ea k E n g l i s h .

7. D o e s he understand E n g lish ?
N o , he d o e s n ' t u n d e r s t a n d a w o r d of E n g l i s h .

E x ercise 2.

You w i l l h e a r a q u e s t i o n . T h e n y o u r e c o r d th e n e g a t i v e a n s w e r .

1. Who is that lady o v e r t h e r e ?

2. Does she speak E n glish ?

3. Does she read E n g lish ?

4. D o esn 't she w rite E n g lish eith er?

6. And w h o i s that m a n o v e r t h e r e ?

6. D o es he speak E n g lish ?

7. D o e s he u n d e r s t a n d E n g l i s h ?

P r a c t i c e the c o n v e r s a t i o n s .

A: W h o i s th at l a d y o v e r t h e r e ?
B; That's M rs. J o n e s.

A: D o es M rs. Jones speak E nglish?


B: Y es, she sp eak s E nglish.

A: Does she read E n g lish too?


Br Y es, she reads E nglish.

A: Does she w rite E n glish ?


B; Y es, she speaks, reads, and w r i t e s E n g l i s h .

A: A n d w h o i s that m a n o v e r t h e r e ?
B: T h a t's M r, J o n e s.

A: D o es M r. Jones speak E n glish ?


B: Y e s , he s p e a k s E n g lis h .

A: D o e s he un d erstan d E n g lis h ?
B; Y e s , he u n d e r s t a n d s E n g l i s h p e r f e c t l y .
169

TAPE 1L06B

Rep e a t .

1 "

j speak Do you speak E n g lish ?


read Do you read E n g lish ?
w rite i
! Do you w rite E nglish ?
know

don't speak Y es, I speak E nglish.


don't read Y e s, I read E nglish.
don't w rite Y es, 1 w rite E nglish .
t
don't know 4

v e r y w ell D o you know Mr. J o n e s ?


pretty w ell D o y o u know t h o s e s tu d e n ts ?

1
here Y e s , I know M r. J o n e s .
there Y es, I know th o se students.
%

over there t
*

E n g l i sli No, I don't know M r. J o n e s .


j French No, I don't know th o s e studentsj

No, I d o n 't s p e a k E n glish *


No, I don't read E n g lish .
No, I don't w r ite E n g lish .
170

R eview pronunciation p r a c t ic e .

R epeat.

1. Do you sp eak E n g lish ?


Y es, I speak E n glish .

2. D o you read E n g lish ?


Y es, I read E n glish .

3. D o you w rite E n g lish ?


Y es, I w rite E n glish .

4. Do you know M r. J o n e s ?
Y e s, I know M r. J o n e s .

5. D o you know th o s e stu d en ts o v e r there?


Y es, I know th o se s tu d e n ts ,

6. Do those students speak E n glish ?


Y e s , th ey sp eak , read and w r ite E n g lish .

E x e r c i s e 1. A n s w e r the q u e s t io n s . R ecord your affirm ative answer.

1. Do you speak E n g lish ?

2. Do you read E n g lish ?

3. Do you w r ite E n g lish ?

4. D o you know M r. J o n e s ?

5. Do you know t h o s e s t u d e n t s o v e r there?

6. Do th o se stu dents sp eak E n g lish ?

R epeat.

1. Do you sp eak E n g lish ?


No, 1 don't s p e a k E n g l i s h . •

2. Do you read E n g lish ?


N o, 1 d o n ' t r e a d E n g l i s h .

3. Do you w r ite E n g lish ?


N o , I d o n ’t w r i t e E n g l i s h .

4. D o yo u know M r. J o n e s ?
No, 1 don't know M r. J o n e s .

5. D on't you know th o se students over th e r e ?


No, I don't know th o se stu d en ts.

6. D on't th o se students s p e a k E n g lish ?


N o, th e y don 't s p e a k , r e a d or w r i t e E n g l i s h .
E x e r c i s e 2.

A n sw er the q u e s t i o n s . R ecord your negative an sw er

L Do you speak E n g lish ?

2. Do you r e a d E n g lis h ?

3. Do you w r ite E n g lish ?

4. Do you know M r. J o n e s ?

5. D o n ’t y o u k n o w t h o s e s t u d e n t s o v e r t h e r e ?
*

6. D o n ’t t h o s e s t u d e n t s s p e a k E n g l i s h ?

Repeat.

1. Do you sp ea k E n g lish ?
»

2. Do you r e a d E n g lis h ? ,

3. D o you w r i t e E n g lis h ?

4. Do you know M r. J o n e s?

5. D o you know th o s e students over there?

6. Do those students speak E n g lish ?


172

TAPE 1106C

L i s t e n to a c o n v e r s a t i o n ab ou t a c l a s s s c h e d u l e .

J a c k , w h e r e ' s the c l a s s s c h e d u le ?

I t ' s on t h e b u l l e t i n b o a r d .

W here?

In B u i l d i n g 1 0 2 6 0 , R o o m 8.
T o t h e r i g h t of t h e d o o r .

1 understand th e r e 's a new one.

Why, y e s . T h e s c h e d u le c h a n g e s e v e r y w e e k .
Y o u r n a m e i s t h e r e . I t ' s on t h e l e f t - h a n d s i d e .

Thanks, I'll go c h e c k .

R ep ea t e v e r y th in g you h e a r .

Ja ck , w h e r e ' s the c l a s s s c h e d u le ?

I t ' s on t h e b u l l e t i n b o a r d .

W here?

In B u i l d i n g 1 0 2 6 0 , R o o m 8.
T o the r ig h t of the d o o r .

I understand t h e r e 's a new one.

Why, y e s . T h e s c h e d u le c h a n g e s e v e r y w e e k .
Y o u r n a m e i s t h e r e . I t ' s on t h e l e f t - h a n d s i d e .

Thanks. I'll go ch eck .


173

SOUND AN D INTO NATIO N

P ronunciation p r a c tic e .

Repeat.
<
c la s s room (c la ss room)

notebook ( n o t e b ook )
s
w astebasket (w aste basket)
/•
breakfast (b r e a k fast)
/
airplane (air plane)

airport (air port)


/
w ristw atch (w r is t watch)
/
c la s s schedule

bulletin board
/
b a rb er shop

Pronounce th ese im portant w o r d s ,

is / z/

has / z /

does / z /

d o e s n ’t / z /

R epeat,

I teach he t e a c h e s
I w ash he .w a s h e s
I finish he f i n i s h e s

class — cla sses


lunch — lunches
page pages
garage - garages
church — churches
174

Repeat, R ep eat,
■ i^ i ■

What i s the c l a s s s c h e d u l e ? 1 have a g reen pencil-


W h ere i s the b u lletin board? The pen cil is green.
It i s g r e e n .
X d o n ’t u n d e r s t a n d a w o r d .
He u n d ersta n d s p r e tty w e ll. H e is a ca refu l d river.
She u n d e r s ta n d s w e ll. He is careful.
He d r i v e s c a r e fu lly .
He d o e s n 't know M i s s Sm ith.
I don't know h e r e ith e r . That is a fa st car.
H e d r iv e s it fast.
How m a n y s tu d e n t s l i v e h e r e ?
How m a n y s tu d e n ts liv e t h e r e ? My w atch is slow .
It i s s l o w .
W h e r e i s the s c h e d u le ? It r u n s s l o w .
Who m a k e s the s c h e d u le ?
I d o n ’t u n d e r s t a n d it. The le s s o n is easy.
He d o esn 't either. I s n ' t it e a s y ?
He lea rn s e a sily .
R epeat.
T h e se a r e hard w o r d s.
Do you know M r. J o n e s ? T h e se w o rd s a r e hard.
Do you know h im ?
He sto p s quickly.
D o you know M r s. J o n e s ? He e a t s a q u ick lunch.
Do you know h e r ?
He i s ta ll.
Do you h ear a plane? H e is t a lle r than I a m .
D o you h ea r it?
She is short.
D o you h e a r th o se p la n e s ? She is sh o r te r than I a m .
Do you hear th em ?
He sp eak s w e ll.
R epeat. T h ey speak pretty w ell.

he - him T h is is a good sc h e d u le .
That sch ed u le is better.
she — her

it it

they — them
175

A M E R I C A N L A N G U A G E COURSE UNIT 1107

OUTLINE AND STUDY OBiECTIVES

S t r u c t u r e s

P r e s e n t P r o g r e s s i v e T e n s e

A f f i r m a t i v e S t a t e m e n t s

N e g a t iv e S t a t e m e n t s

A f f i r m a t i v e Q u e s t io n s

N e g a t iv e Q u e s t io n s

E v e r y D a y / N o w

S o u n d a n d I n t o n a t io n

P r o n u n c ia t io n o f in g M

S t r e s s o f I m p o r t a n t W o r d s

V o ic e le s s / w h /
176

A M E R IC A N LA N G U A G E C O U R SE STUDENT TEXT;

UNIT 1107

C O N V E R S A T IO N AND R E A D IN G P R A C T IC E S

N ow

I 'm I'm
reading w r itin g
a book, a letter

H e 's

s t u d y i n g

h i s l e s s o n
R epetition P r a c tic e

1, I ’m r e a d i n g a b o o k .

1. I'm w ritin g a le tte r.

3. I'm d riv in g a c a r .

4. P m fly in g a p l a n e .

5. I'm eating.

6. Pm re a d in g the p a p e r .

7. l ie 's studying h is lesson .

8. H e's sleeping.

9. T h e y 're speaking English.

10. T h e y ’r e s p e a k i n g F r e n c h .
178

P r a c t i c e the c o n v e rs a tio n .

A: Are you r e a d i n g a b o o k ? A: Is h e s t u d y i n g h i s l e s s o n ?
B: No, I'm not r e a d i n g a book. B: No, h e ’s n o t s t u d y i n g .

A: Are y o u w r i t i n g a i e t t e 1* ? A: A re they speaking E n g lish ?


B: No, I'm not w ritin g a le tte r . B: No, t h e y ' r e not s p e a k in g E n g lis h .

A: Are you eating ? A: A re they speaking F r e n c h ?


B: No, P m not eatin g . B: N o , t h e y Tr e n o t s p e a k i n g F r e n c h .
179

A r e you
studying
your
lesson?

Is he
reading
the news
paper?
180

P r a c t i c e t h e c o n v e r s a t io n ,

A : A r e y o u s t u d y in g y o u r le s s o n ?

B : N o , I ' m n o t.

A : A r e y o u r e a d in g t h e n e w s p a p e r ?

B : N o , I ' m n o t .

A : A r e y o u w r i t i n g a l e t t e r ?

B : Y e s , I a m .

A : I s h e s t u d y in g h i s le s s o n ?

B : N o , h e 's n o t .

A : I s h e r e a d in g t h e n e w s p a p e r ?

B : N o , h e 's n o t .

A : I s h e w r i t i n g a l e t t e r ?

B : Y e s , h e is .

A : I s s h e s t u d y in g h e r le s s o n ?

B : N o , s h e 's n o t .

A : I s s h e r e a d in g t h e n e w s p a p e r ?

B : N o , s h e 's n o t .

A : I s s h e w r i t i n g a l e t t e r ?

B : Y e s , s h e is . »
182

R epetition p r a c t ic e ,

: A r e n 't you studying your l e s s o n ?


tn >

; N o, I'm not.

: A r e n 't you r ea d in g the n e w s p a p e r ?


tu >

: N o , I ' m not.

: A ren't we w riting le tte r s ?


bJ >

: No, w e ' r e not.

: A r en 't w e speaking F r e n c h ?
W>

: No, w e ' r e not.

; A r e n 't the stu d en ts studying th eir l e s s o n ?


W>

: N o , t h e y ’r e not .

A r e n 't the stu d e n ts w r it in g l e t t e r s ?


: N o , t h e y 1r e n o t .

: Isn 't the t e a c h e r read in g a n e w s p a p e r ?


w>

: No, s h e ' s not.


td >•

: Isn't the n u r s e w r itin g a le t t e r ?


: No, s h e ' s not.

: I s n ’t t h e d o c t o r reading a book?
td>

: N o , h e ' s not,

: Isn't the student w r itin g a l e t t e r ?


W>

: N o , h e ' s not.
183

EXPLANATION AND DRILL OF STRUCTURES

The P r e s e n t P r o g r e s s i v e t e n s e

L 'T N G 1' f o r m s i n E n g l i s h . (The £ is silen t. )

(P resen t P articiple)
read + ING reading
w rite + ING =
w riting
drive + ING driving
fly + ING — flying
eat + ING —
eating
want \ ING zz wanting
study + ING zz studying
sleep + ING — sleeping
speak + ING —• speaking

I ’m re a d i n g a b o o k .

Subject + f o r m of v e r b BE 4- ING f o r m o f a v e r b .
t
I + AM READ 1 + 1- ING

I'm ^ r e a d i:—
n g l ^/

I ' m r e a d i n g ...........i □

Subject + F o r m of v e r b BE

I -f- am = I'm

you + are = y o u 1r e *

he + is = he's
reading a book
she •f is = she's

we + are = w e're

they + are = they're

I'm r e a d in g a book.
Y ou 're rea d in g a book.
H e's reading a book.
S h e 's r e a d in g a book.
W e 'r e r e a d in g a book.
T h e y 'r e reading a book.
184

b. I ' m not r e a d i n g a b o o k .

Subject + form of verb BE NOT + ING f o r m 1-

I' M + NOT + READING h A BOOK, 1

I'm not r e a d in g a book.


Y ou 're not rea d in g a book.
H e ' s not r e a d in g a book.
S h e ' s not r e a d in g a book.
W e 'r e not r e a d in g a book.
T h e y ' r e not r e a d i n g a book.

I M P O R T A N T N O T JE.

Rem em ber ! T w o p o s s i b l e c o m b i n a t i o n s of n e g a t iv e f o r m s

1 you + a r e + not y o u 'r e not


ov
2 you + a r e t not you a r e n 't :

you' r e not - ■ you a ren

y o u 1r e not you a r e n 't ( yo u -h a r e + not)


h e ' s not he isn't (h e + i s + not)
s h e 's not she isn't ( s h e * i s + not)
w e ' r e not we aren't ( w e + a r e + not)
t h e y ' r e not they a r e n 't (they' + a r e + not)

bui

I ' m not x x x x x x (I + am + not)


185

c* A re you reading a book?

F o r m of v e r b B E + subject + ING f o r m

ARE - YOU 4 -
READING ! + A BOOK?

A r e you ........................ I

A re we
A re they
reading a book?
Is h e
Is s h e

Am I

A r e you rea d in g a book?


A r e w c rea d in g a book?
A re they reading a book?
I s he r e a d i n g a b o o k ?
Is s h e r e a d i n g a b o o k ?
A m I reading a book?

d. A r e n 't you rea d in g a b o o k ?

F o r m of v e r b B E + NOT subject + ING f o r m

A re | + } not

j + YOU [ J£.E A DIN G_ A BOOK? j

A r e n ' t you
A ren't we
A r e n 't they
reading a book?
I s n ' t he
Isn't she

* xxxxxxxxx

*No form for subject I


( A m I not)
A r e n ' t you rea d in g a book?
A ren 't w e reading a book?
A ren 't they reading a book?
I s n rt he r e a d i n g a b o o k ?
Isn't she rea d in g a book?
186

S u m m a r y o f ING F o r m s

ING F o r m s :

L Statem ent (affirm ative) — I ' m r e a d i n g a book*

2. S ta tem en t (negative) — I'm not re a d in g a book.

3. Q uestion (affirm ative) — A r e you reading a book?

4. Q u estio n (negative) A ren 't you read in g a book?

Three verb form s

( Y ou n o w k n o w t h r e e f o r m s f o r e a c h v e r b , )

3rd P e r s o n IN G -F orm
Sim ple Singu lar (Present
Verb F orm Form P articiple)

SPEAK speak speaks speaking


READ read reads reading
WRITE w rite w rites w riting
HAVE have has having
WANT want w ants w anting
SEE see sees seeing
HEAR hear hears hearing
DRIVE drive drive s driving
FLY fly flies flying
STUDY study studies studying
SLEEP sleep sleep s sleeping
EAT eat eats eating

3. W ord Study

a, QUESTIONS w ith p r o g r e s s i v e v e r b phrase*

Subject: I A m I studying the Lesson?

Subject: you, w e , they A re you studying the le s s o n ?


A r e w e studying the Lesson?
A r e th ey stu d y in g the l e s s o n ?

A r e n ' t y o u s t u d y i n g th e L e s s o n ?
A r e n ' t w e stu d y in g the Lesson?
A r e n 't th ey stu d yin g the l e s s o n ?

Subject: he, she Is he studying the le s s o n ?


Is s h e s tu d y in g the l e s s o n ?
I s n ' t he s t u d y i n g t h e l e s s o n ?
Isn 't she stu d y in g the l e s s o n ?
187

P r a c t i c e the q u e s tio n f o r m s .

A m I ......................................................'

Am I s t u d y i n g th.e l e s s o n ?
Am I w riting a letter?
Am I reading a book?
Am I f l y i n g an a i r p l a n e ?
Am I driving a car?
Am 1 speaking E nglish ?

A r e y o n ................................................ 1 A r e n * t y o u ..............................................

Are you s t u d y i n g the l e s s o n ? A ren't you studying the l e s s o n ?


Are you w riting a letter? A ren't you w riting a letter?
Are you r e a d in g a book? A ren't you reading a book?
Are you f l y i n g an a i r p l a n e ? A ren't you fly in g an a ir p la n e ?
Are you driving a car? A ren't you driving a car?
Are you speaking E n glish ? A r e n ’t you speaking E n glish ?

A r e w e ................................................ ? A r e n ’t w e .................................................

Are we studying the l e s s o n ? A ren't we s t u d y i n g th e l e s s o n ?


Are we w riting a letter? A ren't we w riting a letter?
Are we read in g a book? A ren't we reading a book?
Are we f l y i n g an a i r p l a n e ? A ren't we f l y i n g an a i r p l a n e ?
Are we driving a car? A ren't we driving a car?
Are we speaking E n glish ? A ren't we speaking E nglish?

I s h e .................................................... I s n ' t h e ....................................................

Is he stu d yin g the l e s s o n ? Isn't he s t u d y i n g th e l e s s o n ?


Is he w riting a letter? Isn't he w riting a letter?
Is he read in g a book? Isn't he reading a book?
Is he fly in g an a ir p la n e ? Isn't he fly in g an a ir p la n e ?
Is he driving a car? Isn't he driving a car?
Is he speaking E n glish ? Isn't he speaking E n glish ?

b. SHORT ANSW ERS w ith B E > •

A r e you stu d y in g ? A r e n 't you stu d y in g ?


Y es, I am.
N o, I ' m n o t .

Am I studying? x x x x x x x x x x x x
Y e s , you a r c .
N o, you a r e n ' t .

Is he stu d yin g? I s n ’t he s t u d y i n g ?
Y e s , he i s .
No, he isn't.
Short A n sw e r C o m p lete A n sw er

Yea, I am. Y es, I am studying.

N o, I'm not. N o , 1 Vra n o t s t u d y i n g .

Y es, you a r e . Y e s, you are studying.

No, you a r e n ' t . No, you a r e n 't s t u d y i n g .

Y es, he is. Y e s , he i s s t u d y i n g .

No, he isn't. N o , he i s n ' t s t u d y i n g .

Give s h o r t a n s w e r s .

1. A r e you stu d y in g ? Y es, I am


N o , I ' m not

2. A r e you d r i v in g a car? Yes,


No,

3. A r e you reading a book? Yes,


No, ‘

4. A r e you w r itin g a letter? Y es,


No,

5. A m J studying? Yes,
No,

6. A m 1 driving a car? Yes,


No,

7. A m I read in g a book? Yes,


No,

8. A m 1 w riting a letter? Yes,


No,

9. Is he s t u d y i n g ? Yes,
No, ‘

10. Is he d r iv in g a c a r ? Yes,
N o,

11. Is h e r e a d i n g a b o o k ? Yes,
No,

12. Is he w r i t i n g a l e t t e r ? Yes,
No,
189

4. D rill

The P r e s e n t P r o g r e s s iv e T en se

.............p “F
P e r s on Singular P lural

1st p e r s o n 1 am sleeping. We are sleeping.


2nd p e r s o n You a r e s le e p in g . Y ou a r e s l e e p i n g .
3rd p e r so n H e , she* it i s They are sleeping.
i sleeping.

a. Rep e a t ,

The stud ent is sittin g at a ta b le.


He i s t h i n k i n g a b o u t h i s f a m i l y .
H e i s h o l d i n g a p e n in h i s h a n d .
H e i s l o o k i n g a t s o m e p a p e r o n th e t a b l e .
He i 6 w r i t i n g a l e t t e r to h i s f a m i l y .
He is tellin g about h is sc h o o l.
He i s r e a d i n g th e w o r d s o n th e p a p e r .

b. Be + s i m p l e f o r m o f the v e r b + JNG
I am go ing.

c. F o r m the p r e s e n t p r o g r e s s i v e t e n s e .

E xam ple: w rite w riting

1. eat
2. sit
3. w rite
4, talk
5. fly
6. prepare
7. stand
8. drink
190

S e l e c t the p r e s e n t p r o g r e s s i v e f o r m o f t h e v e r b s in p a r e n t h e s e s .

1. He (fly) t o d a y .

2. The teach er ( w r i t e ) on t h e b l a c k b o a r d .

3. The class (take) a b rea k .

4. He ( c o m e ) by p l a n e .

5. L isten! The w ater ( run).

6. The baby (sleep ).

7. It (rain) hard.

8. Thev (check) the bulletin board

9. He (sit down).

10. Thev ( s t a n d ) in l i n e .

11. He (ask) q u e s t io n s .

12. She ( a n s w e r ) the q u e s t i o n s .

ry D a y / N o w

1. He s t u d i e s e v e r y d a y .
He is stu d yin g now.

2. T h e y c h e c k the b u lle tin board e v e r y day.


T h e y a r e c h e c k in g the b u lle tin b oard now .

3. He w r i t e s on the b la c k b o a r d e v e r y day.
H e i s w r i t i n g on t h e b l a c k b o a r d n o w .

4. The c l a s s ta k e s a b r e a k e v e r y day.
The c l a s s is taking a b r e a k now.

5. T hey p r e p a r e their h o m ew o rk e v e r y day.


T h e y a r e p r e p a r in g th e ir h o m e w o r k now.

The sim p le p r e s e n t te n se - A c u sto m a r y , ev ery d a y action

T h e p r e s e n t p r o g r e s s i v e t e n s e = A n a c t i o n w h i c h i s g o i n g on or
continuing now.
191

a. S e l e c t t h e c o r r e c t f o r m o f t h e v e r b s in p a r e n t h e s e s . Sim ple p r e se n t te n se
or t h e p r o g r e s s i v e f o r m o f t h e p r e s e n t t e n s e .

1. The telephone (ring) often.

2. The telephone (ring) now.

3, The pilot • (fly) e v e r y d a y .

4. He (fly) t h i s m o r n i n g .

5. He ( e a t ) b r e a k f a s t a t e i g h t o ’c l o c k .

6. He (eat) b r e a k f a s t rig h t now.

7. He (write) m any le tte r s h om e.

8. He (write) a letter now.

9. They (take) a b r e a k e v e r y h o u r.

10. They (t a k e ) a b r e a k r i g h t n o w .

1 1. It u s u a l l y ( r a i n ) ir, S e p t e m b e r .

) 2. I t ’s (ram) today.

b. A nsw er these questions.

1. I s th e s u n s h i n i n g ?
2. What i s y o u r t e a c h e r d o i n g n o w ?
3. Who is sittin g n ex t to the d o o r?
4. W h a t ki n d o f c i g a r e t t e s d o e s he s m o k e ?
5. W h o i s s t a n d i n g at t h e d o o r ?
6. W h e n do y o u s t u d y ?
7, W h a t a r e y o u d o i n g now'?
8. Who i s he w r i t i n g t o ?
192

6. P r a c t ic e c o n v e r sa tio n w ith th e s e ch arts.


193

The cad ets The girl The n u rse /


are is is /
They She She yX

HUNGRY THIRSTY T A L L yX
T H IN [/T h e doctor
eating drinking is
sittin g down sitting down yX He
yX SHORT
yX FAT
/ T h e y a r e s t a n d in g up.
♦ X
The officer The girl The sum yX
is is i s yX
He She
RIGHT y X
BUSY UPSET He i s /T h e sum
w ritin g/^ is
w riting g e t t i n g up
talking yX WRONG
telephoning / He is erasin g.
sittin g down
I/ T h e y a r e n u m b e r s .

The m an The m an 1 The drink yX


is is iS/X
He He
COJLD yX
HAPPY SICK / The coffee
.(ill) s i8
laughing
jum ping lyin g down yX HOT

/ T h e d rin k s a re sitting
r on t h e t a b l e .

The man T he girl The plane yX


is She is isyX
He B LONDE It yX
YOUNG
TIRED FAST yX The plane
The man yX is
relaxing is yX it
He
sitting down DARK
yX SLOW
(Brunet)
T h e y a r e stancfing up. / They a r e flying.
194

TAPE L 107A

Repeat.

reading I'm not reading.


driving I'm not driving.
flying I'm not flying.
eating I'm not eating.
studying I'm not studying.
sleeping I'm not sleeping
speaking I'm not speaking.

i
I'm reading. a book
Y ou're reading. a letter
W e're reading. a car
T h ey're reading. a plane
H e's reading. the paper ]
S h e's reading. the l e s s o n j

1. A re you readin g a book?


Am I r e a d i n g ................... ......................... ? Y e s , I'm rea d in g a book.
Am 1 d r i v i n g ................... ..............?
Am I f l y i n g ........................ ......................... ? 2. A r e you w ritin g a le tte r ?
Am 1 e a t i n g ...................... 9 Y e s , I'm w r it in g a le t t e r .
Am I s t u d y i n g .............. .. 9

Am 1 s l e e p i n g ................ ......................... ? 3. A r e you d rivin g a ca r?


Am I s p e a k i n g . * ........... 9 Y e s , I'm d rivin g a ca r.

4. A r e you flying a plane?


Y e s , I'm flying a plane.

j Are you r e a d i n g .............. 9 5. A r e you eating?


Are you d r i v i n g .............. 9 Y e s , I'm eating.
Are you f l y i n g ................... 9

Are you e a t i n g ................ ..................... ? 6. A r e you r e a d in g the p a p e r ?


Are you s t u d y i n g ........... Y e s , I'm reading the paper.
Are you s l e e p i n g ...........
Are you s p e a k i n g ........... 7. Is he studying h is l e s s o n ?
Y es, h e 's studying h is le s s o n .

8. Is he sleep in g ?
Y es, h e's sleeping.
A ren't you r e a d i n g ........................ ?
A ren't you d r i v i n g . . .................... ? 9. A r e they speaking E n g lish ?
A ren't you f l y i n g ............................ ? Y e s , th ey 're speaking English..
A ren't you e a t i n g ..........................?
A ren't you s t u d y i n g .....................? 10 . A re they speaking F ren ch ?
A ren't you s l e e p i n g ............. . . . ? Y es, th e y 'r e speaking F ren ch .
A ren't you s p e a k i n g ..................... 7
195

E x e r c i s e 1, E x e r c i s e 2.

After you h e a r the question, you r e c o r d


the a n s w e r *
1. A r e you read in g a book?
1. A re you read in g a book?
2. A re you w riting a letter?
2. A re you w ritin g a le tte r ?
3. A r e you eating?
3. A re you d rivin g a ca r?
4. Is he stu d yin g h is l e s s o n ?
4. A re you flying a p lan e?
5. , A r e t h e y s p e a k i n g E nglish?
5. A re you eatin g?
6. A re they speaking French?
6. A re you read in g the p a p e r ?
Now you w ill h e a r a q u estio n . Then
7. Is he s tu d y in g h is lesson ? you r e c o r d the a n s w e r .

8. Is h e s l e e p i n g ? 1. A re you reading a book?

9. A re they speaking E n g lish ? 2. A r e you Wrtting a l e t t e r ?

10. A re they sp eak in g F re n c h ? 3. A r e you d rivin g a ca r?

Repeat, 4. A re you flying a p lan e?

1. A re you read in g a book? 5. A r e you eating?


No, I'm not rea d in g a book .
6. A r e you r e a d in g the p a p e r ?
2. A re you w ritin g a le tte r ?
N o , I fm n o t w r i t i n g a l e t t e r . 7. Is he stu d yin g h is l e s s o n ?

3; A r e you eating? 8. Is h e s l e e p i n g ?
No, I'm not eating.
9. A r e they speaking E n glish ?
4. Is he s tu d y in g h i s l e s s o n ?
No, h e 's not studying. 10. A re they speaking F ren ch ?

5. A r e they sp eak in g E n g lish ?


No, t h e y ' r e not s p e a k in g E n g l i s h .

6. A re they speaking F ren ch ?


No, t h e y ' r e n ot s p e a k i n g F r e n c h .
196

TAPE 1107B

Repeat.

lesson A r e you studying?


newspaper A r e you read ing?
letter A r e you w ritin g ?
book

lesson s A r e n ' t you s tu d y in g ?


newspapers A r e n 't you rea d in g?
letters A ren 't you w riting?
books

studying Yes, 1 am .
reading No, I'm not.
w riting
Yes, you are.
No, y o u 'r e not.

not studying Yes, w e are.


not reading No, w e ' r e not.
not w r it in g
Y es, they a re.
N o , t h e y ' r e not.

you a r e studying = y o u 're studying Y es, he is.


w e a r e studying = w e ' r e studying N o , h e ' s not.
they a r e studying - th e y 'r e studying
I a m studying = I'm studying Yes, she is.
he i s stu d yin g = h e 's studying No, s h e ' s not.
sh e is studying = s h e 's studying ________________________________________i

y o u a r e not stu d y in g = y o u 'r e not studying


you a r e n 't studying

w e are not studying = w e ' r e not s t u d y i n g


w e a r e n 't studying

they a r e not studying - th e y 'r e not studying


they a ren 't studying

he i s not stu d y in g = h e 's not studying


he is n 't studying

s h e i s not stu d y in g = s h e 's not studying


she isn 't studying
197

E x e r c i s e 2.
y o u 'r e not — you a ren 't
w e ' r e not — we aren't R ecord a short
t h e y ' r e not — they aren't question.
I'm not I'm not
h e 1s n o t = he is n 't 1. A r e n 't you
s h e 1s not she isn't
2. A ren 't you

3. A ren't we w riting le tte r s?


x e r c i s e 1.
4. A ren 't w e speaking F ren ch ?
epeat.
5. A r e n 't the stu d en ts studying th eir
A r e you stu d y in g y o u r l e s s o n ? lesson s ?
Yes, I am.
6. A r e n 't the stu d en ts w r itin g l e t t e r s ?
A r e you r e a d in g the n e w s p a p e r ?
Yes, I am . 7. Isn 't the te a c h e r rea d in g a
new spaper?
A r e you w r itin g a le tte r ?
Yes, I am . 8. Isn 't the n u r s e w r itin g a l e t t e r ?

A ren't w e speaking F ren ch ? 9. I s n 't the d o c t o r r e a d in g a b ook ?


N o , w e ' r e not .
1 0. Isn't the student w ritin g a le tte r ?
A r e n 't the stu d e n ts stu d y in g th e ir l e s s o n ?
N o , t h e y ' r e not.
E xercise 3.
A ren 't the stu d e n ts w r itin g l e t t e r s ?
N o , t h e y ' r e not. R epeat.

Isn't the t e a c h e r re a d in g a n e w s p a p e r ? 1. Is he studying his le s s o n ?


No, s h e i s n ' t . Y e s , he i s .

Isn't the n u r s e w r it in g a l e t t e r ? 2. Is h e r e a d i n g the n e w s p a p e r ?


No, s h e i s n ' t . Y es, he is.

Isn't the d o c to r r e a d in g a book? 3. Is h e w r it in g a le tte r ?


N o , h e ' s not. Y es, he is.

I s n 't the stu d en t w r i t i n g a l e t t e r ? 4. Is sh e studying her l e s s o n ?


N o , h e 's n o t . Y e s, she is.

5. Is s h e r e a d in g the n e w s p a p e r ?
Y es, she is.

6. Is sh e w ritin g a le tte r ?
Y es, she is.
E xercise 4.

R ecord a short affirm ative an sw er.

1. A r e you stu d yin g your l e s s o n ?

2. A r e you r e a d in g the n e w s p a p e r ?

3. A r e you w r itin g a le t t e r ?

4. Is he stu d y in g h is l e s s o n ?

5. Is he r e a d in g th e n e w s p a p e r ?

6. Is h e w r i t i n g a l e t t e r ?

7. Is sh e s tu d y in g h e r L esson?

8* Is s h e r e a d in g the n e w s p a p e r ?

9. Is s h e w r i t i n g a l e t t e r ?

E x e r c i s e 5.

R epeat.

1. A ren 't you studying your le s s o n ?


No, I 'm not.

2. A r en 't you read in g the n e w sp a p e r


No, I ' m n o t .

3. A ren't we w riting le tte r s?


No, w e ' r e not.

E x e r c i s e 6.

R epeat.

1. A r e you stu d y in g your l e s s o n ?

2. A r e you r e a d in g the n e w s p a p e r ?
3. A re you w r it in g a le t t e r ?

4. Is h e s t u d y i n g h i s l e s s o n ?

5. Is he r e a d i n g t h e n e w s p a p e r ?

6. Is h e w r i t i n g a l e t t e r ?

7. Is s h e s t u d y i n g h e r l e s s o n ?

8. Is s h e r e a d i n g the n e w s p a p e r ?

9. Is s h e w r i t i n g a l e t t e r ?
199

TAPE 1107C

L i s t e n t o a c o n v e r s a t i o n a b o u t "A B r e a k . M R e p e a t the f o llo w in g q u e s t i o n s and


answ ers.
It's t i m e f o r yo u r b r e a k .
You m a y t a k e t e n m i n u t e s . 1. Do the s t u d e n t s l i s t e n to th e r a d io ?
Y e s , t h e y d o . T h e y l i s t e n t o th e
What did you sa y , m a ' a m ? radio. T hey a re listen in g now.
We don't u n d e r s ta n d ,
2. Do they w a tc h the TV p r o g r a m s ?
"Take a break, " T hat's an id io m a tic Y e s , th ey do. T h e y w a tc h the
e x p r e s s io n . Do you understand, "Take TV p r o g r a m s . They are w atching
a rest"? now.

Oh, y e s ! Is it the s a m e ? 3. D o they r e a d the n e w s p a p e r s ?


Y e s , t h e y do . T h e y r e a d t h e
Yes. n ew sp a p ers. They are reading
now.
May w e sm o k e?
4. Do you study e v e r y day?
Of c o u r s e . S m o k e . Get a drink. Y e s , I do. I stu dy e v e r y day.
Go o u t s i d e . I'm studying now.

5. Do you learn m any w o r d s ?


R e p e a t e v e r y th in g you h e a r . Y e s, I do- I learn m any w ords.
I'm le a r n in g m a n y w o r d s .
It's t im e for your b reak .
Y ou m a y t a k e t e n m i n u t e s . 6. D o e s h e r e p e a t the k e y w o r d s ?
Y e s , h e d o e s . H e r e p e a t s th e
What did you s a y , m a ' a m ? k e y w o r d s . H e ’s r e p e a t i n g th e
We don't u n d e r sta n d . keywords.

" T a k e a b r e a k . " T h a t ' s an i d i o m a t i c 7. D o e s he p r a c tic e pronunciation?


e x p r e s s i o n . Do you u nd erstan d , "Take Y e s , h e d o e s . He p r a c t i c e s
a rest"? pronunciation. H e's p r a c tic in g
p ron u n ciation now.
Oh, y e s ! Is it the s a m e ?
8. D o e s h e s l e e p in c l a s s ?
Y es. No, he d o e sn 't. He d o e s n 't
s l e e p in c l a s s . He i s n ' t s l e e p i n g
May we sm oke? now.

Of c o u r s e . S m o k e . G et a drink. 9. D o t h e y s p e a k E n g l i s h in c l a s s ?
Go o u ts id e . Y e s, they do. They sp eak E n g lish
in c l a s s . T h e y a r e a ll sp eaking
E nglish.

10 . Do the stu d e n ts w o r k h ard ?


Y e s , they do. The students w ork
hard, T h e y 'r e w ork in g hard right
now.
200

Repeat.

W h e n d o e s he g e t u p ?
H e g e t s up e a r l y .
H e 16 g e t t i n g up n o w .

Do you d r e s s quickly?
Y e s, I do.
I'm d r e s s i n g now.

W h e r e do w e eat?
W e e a t in t h e r e s t a u r a n t .
W e ’r e g o i n g t h e r e r i g h t n o w .

D o e s he eat too fa st?


Y es, he does.
H e rs e a t i n g n o w ;

D o n ’t t h e y l i k e h o t c o f f e e ?
Y e s , they do.
T h e y 'r e d rin k in g hot c o ffe e .

D o e s he pay for h is m e a l s ?
Yes.
H e 's p aying for h is m e a l now.

D o you sh a v e e v e r y day?
Y e s , I do.
I'm shaving now.

Do you take a sh o w e r e v e r y day


Y e s , I do.
I'm taking a s h o w e r now.
S O U—N---------------------------«
D A N D I N T O N A—■---- T I *O
—.-
N

T h e £ in Mi n g ' r i s s i l e n t .

L isten and r e p e a t .

g e t t i n g up
s ittin g down
studying
sleeping
eating
drinking

W h a t i s he r e a d i n g ?
H e's reading a book.

What a r e th ey s p e a k i n g ?
T h e y 'r e s p e a king E n g li s h .

H e ’s d r i n k i n g h o t c o f f e e .

T h e y ’r e d r i v i n g f a s t .

What i s t h a t ?
That is a new r e c o r d e r .
Z0 3

A M E R I C A N L A N G U A G E COURSE

OUTLINE ANB SIIIDY OBIECTIVES

Structures

What a n d W h e r e + P r o g r essiv e Verb P hrase

P rep osition al P h ra ses ( T o — In — On)


%

A nything and A n y P l a c e

Be — P ast Tense

T im e E x p ressio n s

Sound and Intonation

U n stressed A uxiliaries Be and Do


204

AM ERICAN LANGUAGE COURSE STUDENT TEXT

UNIT 1108

CONVERSATION AND READING PR A C TIC ES

P r a c t ic e the co n v ersa tio n .

What a r e I ’m reading Wha t a m Y o u ’r e w r i t i n g


you doing? a book. I doing? a letter. >

W h a t is \ . W h at is H e ’s • W h a t is
the te a c h e r / j H e’s the li ste n in g the b a r b e r / H e’s
d o in g ? r ^ ^ w r i t i n g on student to a doing? r ' cutting
ft h e b l a c k b o a r d doing? tape. m y hair
What a r e
tho 6 e W here are I ’m going
They' re
people y ou g oi ng to New Y o r k
eating
doing? J
dinner.

W h e r e is the
student i
going? /
206

R epetition p ra ctice

: What a r e you doing?


: I ’m r e a d i n g a b o o k .

: What a m I d o in g ?
D3 >

: Y ou're w ritin g a letter.

: W hat i s the t e a c h e r doing?


W >

; H e ’ s w r i t i n g on t h e b l a c k b o a r d .

: What i s the stu d en t doing?


tt>

: H e 's lis t e n in g to a tape.

: What i s the b a r b e r d oin g?


Cd>

: H e ’s c u t t i n g m y h a i r .

: What a r e th o s e p e o p le doing?
tfl >

: T h e y 'r e eating dinner.

: W h e r e a r e you going?
03 >

I'm going to N ew Y ork.

: W h e r e i s the t e a c h e r going?
w >

: H e ' s going to c l a s s .

: W h e r e is the stu d en t g o in g ?
W>

: H e ' s g o i n g to t h e l a b .

: W h e r e is that p e r s o n going?
: H e ’s going to the b a r b e r shop.

: W h ere a r e th o se p e o p le going?
tJJ >

: T h e y ’re g o in g to the resta u r a n t,


What a re P m not
r What are I ’m n o t ^
y ou doing? doing anything. you read in g ? reading anything.!

V------

Wha t a r e I ’m notA A r e n ’t you


you studying \ studying
studying? anything.) your lesson?

A r e n ’t you
g oi ng to I s n ’t the s t u d e n t j
Ne w Y o r k ? r e a d i n g a book? I
208

R epetition p r a c t ic e .

A: W hat a r e y o u d o i n g ? A: Isn't the student read in g a book?


B: I'm not doing an y th in g . B: N o , h e rs n o t .

A: Wh at a r e y o u r e a d i n g ? A: I 6 n rt t h e b a r b e r c u t t i n g y o u r h a i r
B: I' m n o t r e a d i n g a n y t h i n g . B: No, h e is n 't .

A; What a r e you s tu d y in g ? A: Isn 't the n u r s e w r it in g a l e t t e r ?


B: I'm not stu d yin g anything. B: No, s h e i s n ' t .

A: W here a r e you going? A: Am I speaking F ren ch ?


B: I ’m n o t g o i n g a n y a n y p l a c e . B: N o , y o u a r e n ’t.

A: A ren 't you studying your l e s s o n ? A: A r e n 't th ey studying th eir l e s s o n


B: N o , I 'm n o t . B: No, they aren't.

A: A r e n ' t y o u g o in g to N e w Y o rk ?
B: No, I'm not.
r Was the W as the \
W as the doctor nurse here
h ere last
t e a c h e r in I _____
yesterday
I J
night ? afternoon ?
c la s s this J f Yes,
m o r n in g ? / j she w as

W as I
here
we w ere last
week ?
210

Repetition p r a c tic e ,

A: W ere you h e r e y e s te r d a y ?
B: Yes, I w as,

A: W e r e y o u in c l a s s t h i s m o r n i n g ?
B: Y e s, I w as,

A: W as the student h e r e y e s t e r d a y m o r n in g ?
B: Y es, he w a s.

A: Was the d o c to r h e r e la st night?


B: Y es, he w a s.

A: W as the n u r s e h e r e y e s t e r d a y a f t e r n o o n ?
B: Y es, she w a s.

A: W a s t h e t e a c h e r in c l a s s t h i s m o r n i n g ?
B: Y es, she w as.

A: W e r e w e in c l a s s l a s t w e e k ?
B: Yes, we w ere.

A: W e r e the stu d e n ts h e r e l a s t w e e k ?
B: Yes, we w ere.

A: Was I h ere last w eek ?


B: Y e s, you w e r e .
212

R epetition p r a c t ic e .

: W e r e n ’t y o u h e r e y e s t e r d a y ?
D >
C

: No, I w a s n ' t .

: W e r e n ’t y o u i n c l a s s t h i s m o r n i n g ?
: No, I w a s n ' t .
D >•

: W a s n ’t t h e s t u d e n t h e r e y e s t e r d a y m o r n i n g ?
C

: No, he w a s n 't.

: W a s n ’t t h e d o c t o r h e r e l a s t n i g h t ?
D >
C

: N o , h e w a s n ’t.

: W a sn 't the n u r s e h e r e y e s t e r d a y a fte rn o o n ?


D>
C

: No, s h e w a s n ' t ,

: W a s n ' t t h e t e a c h e r in c l a s s t h i s m o r n i n g ?
Cd>

: N o , s h e w a s n ’t.

W e r e n ' t w e in c l a s s l a s t w e e k ?
D >
C

No, w e w e r e n 't .
W t>

W e r e n 't the s tu d e n ts h e r e l a s t w e e k ?
N o , t h e y w e r e n ’t.

W asn't I h ere la st w eek ?


W>

N o , y o u w e r e n ’t.
EXPLANATIO N AND DRILL OF STRUCTURES

WHAT and W H ERE i P r o g r e s s iv e Verb P h ra se

Wha t a r e y o u d o i n g ?
I'm rea d in g a book.

W h ere a r e you g o in g ?
V m g o in g to N e w Y o r k .

P r a c t i c e I. Q u estio n w ord WHAT

Repeat-

I. What a r e you d o in g ? What a r e you d oin g?


2. What a r e w e doing? What a r e w e doing?
3. What a r e they doing? What a r e they doing?
4. What i s he d o i n g ? What i s he d o i n g ?
5, What is she doing? What is she doing?
6. What a m I doing? What a m I doing?
7. What i s the stu d en t d o in g ? What is the stu d en t d oin g ?
8. What a r e the s tu d e n t s d o in g ? What a r e the s t u d e n t s d o in g ?

P r a c t i c e 2. Q uestion word WHERE

L W here a r e you going? W here a r e you going?


2. W here a r e w e going? W here a r e w e going?
3. W here a r e th ey going? W here a r e th ey going?
4. W here i s he g o in g ? W here i s he g o i n g ?
5- W here is she going? W here is she going?
6. W here a m I going? W here a m 1 going?
7. W here i s th e s t u d e n t g o i n g ? W here is the stu d en t g o in g ?
8- W here a r e the s t u d e n t s g o in g ? W here a r e the stu d en ts going

where + p rogressive verb phrase

*
am I
a r e you
W here are we going?
a r e they
is he /
is she

what + p ro g ressiv e verb phrase

am I doing?
a r e you reading?
What are we w riting?
a r e they eating?
i s he studying?
is she lis t e n in g to?
.... . . . J
214

2, P repositional P h ra se
{to - in - on)

• I ’m g o i n g t o N e w Y o r k .

• H e ’s g o i n g t o t h e l a b .

• H e ’s g o i n g t o t h e b a r b e r s h o p .

• T h e y ’r e g o i n g t o t h e r e s t a u r a n t . -------------------

to - a P R E P O S IT IO N in E n g lis h

T h i s i s c a l l e d a P R E P O S I T I O N A L P H R A S E , ----------

in a P R E P O S IT IO N in E n g l i s h

• T he student is in c l a s s . --------------------

on a P R E P O S I T I O N in E n g l i s h

• H e ’s w r i t i n g o n t h e b l a c k b o a r d . --------------------

I'm to N e w York.
Y o u ’r e
H e ’s going to the lab.
She's
We ’r e to the b a rb ersh o p .
T h e y ’r e to the r e s ta u r a n t.

3. ANYTHING and ANYPLACE.

What a r e you d oin g?


I ’m n o t d o i n g a n y t h i n g .

What a r e you r e a d in g ?
I ’m n o t r e a d i n g a n y t h i n g .

W h e r e a r e you going?
I ’m not going anyplace.

W h ere is the student going?


H e ’s not going anyplace.

NOTE:

N egative v erb statem en t + anything, anyplace.

N O T d o i n g ......................................... a n y t h i n g
N O T g o i n g .................. anyplace
Repeat these se n te n c e s.

C om p lete the unfinished s e n t e n c e s ,

1- W h e r e .are you g o in g ?
l 1m g o i n g t o N e w Y o r k I'm not going
I'm going to the b a r b e r sh o p , I'm not going
I cm g o i n g t o t h e r e s t a u r a n t . I'm not going
I Tm n o t g o i n g a n y p l a c e . I'm not going

2. What a r e you d o in g ?
I'm reading a book. I'm not reading
I'm w r it in g a le tte r . I fm not w riting
I'm d rivin g a car. I'm not driving
I'm not doing anything. I'm not doing

3. W h e r e i s the stu d en t g o in g ?
T h e stu d e n t i s g o in g to the lab. The student isn 't
T h e stu d en t i s g o in g to the The student isn't
restaurant.
T h e 9 t u d e n t i s g o i n g to N e w Y o r k . The student isn 't
The s t u d e n t i s n ’ t g o in g a n y p l a c e . The student isn't

4. W hat i s the stu d e n t d o in g ?


H e 's read in g a book. H e's not reading
H e 's studying his lesson * H e's not studying
H e's flying an a irp lan e. H e's not flying
H e ' s not d o in g a n y th in g . H e's not doing

W here is that p e r s o n going?


H e's going to N e w Y ork. He isn't going
H e's g o in g to the lab. He isn't going
H e's g o in g to the b a r b e r s h o p . He isn't going
He's not going anyplace. He isn't going

What a r e th o se stud en ts doing?


T h ey 're reading a book. T hey're not
T h e y 'r e studying th e ir le sso n , T h e y ’r e not
T h ey're w riting a letter. T h e y ’r e not
T h e y 'r e not doing anything. T hey're not
216

4. R eview . T h e n e g a tiv e f o r m s of the P r e s e n t P r o g r e s s i v e T e n s e ,

Exam ple: T he student is reading his le s s o n .


T he student is not reading his le s s o n .
The student is n 't read in g h is le s s o n .

C hange to the n e g a t i v e f o r m .

1. The te lep h o n e is ringing.


2. He is r ea d in g the n e w s p a p e r .
3. He is p a y in g for the b r e a k fa s t.
4. She i s s it t in g in th e booth.
5. He is lighting a c ig a r e tte .
6. T h e y a r e goin g to m a i l c a l l .
7. He is m a k in g a date.
8. He is speaking slo w ly .
9. It is r a in in g now.
10. He is going by plane.
11. He is sittin g down.
12. It i s r i n g i n g lo u d .

BE — the P a s t T e n s e .

Was , w ere, w asn 't, w eren 't.

WAS
= p a s t t e n s e f o r m s of the v e r b B E
WERE
negative = w a s n Tt
w eren't

1 w asn 't h ere last w eek. 4. You w e r e n ' t h e r e l a s t w e e k .


5. He w asn't h ere la st w eek. 5. We w eren 't h ere last w eek.
6. She w a s n 't h e r e la s t w e e k 6. They w eren't h ere last w eek.
217

A ffirm a tiv e Q uestion

7. Was I h ere la st w eek ? 7. W ere you here last w eek?


8. • W a s h e h e r e l a s t w e e k ? 8. W ere w e h ere last week?
9. W as she h ere la st w eek? 9. W ere they h ere last w eek ?

N egative Q uestion

10. W a s n 1t I h e r e l a s t w e e k ? 10. W eren't you h ere la st w eek?


11 . W asn't he h ere la s t w eek ? 11 . W eren't w e h ere last w eek?
12. W asn't she h ere la st w eek ? 12. W e r e n ' t t h e y h e r e Last w e e k ?

T im e E xp ression s

yesterday
y esterd a y m orning
y esterd ay afternoon
la st night
this m o rn in g
last week
day before yesterday
year before last
two y e a r s ago

I was ye s t e r d a y .
He w a s he re y esterd a y m orning.
She w as y esterd ay afternoon.
there l a s t night.
You w e r e this m o rn in g .
We w e r e in c l a s s last week.
1
They w ere

E x e r c i s e 1. C onversation p ra ctice.

R epeat.

1. W ere you in c l a s s y e s t e r d a y ? 6. W a sn 't M r. J o n e s h e r e la s t night?


Y es, I was. No, he w a sn 't.
2. W a s the t e a c h e r in c l a s s y e s t e r d a y ? 7. W eren't w e h ere la st w eek?
Y es, he w as. No, w e w e r e n 't.
3. W e r e t h e s t u d e n t s in c l a s s l a s t n i g h t ? 8. W e r e n ' t you in c l a s s t h i s m o r n i n g ?
No, they w e r e n 't . No, I w a s n ' t .
4. W as Mr. J o n e s h e re y e s te r d a y m o rn in g ? 9. W asn 't she h ere la s t w e e k ?
Y es, Mr. Jones w as h ere. No, sh e w a sn 't.
3. W ere you th e r e y e s te r d a y aftern oon? 10. W a s I in c l a s s y e s t e r d a y m o r n i n g ?
Y es, I was. No, you w e r e n ' t .
218

SHORT A N SW ER S w ith p a s t t e n s e f o r m a of B e .

1. W ere you h ere? W ere you h ere?


Y es, I w a s, N o , I w a s n rt.

2. Was I h ere? W as I here?


Y e s , you w e r e , No, you w e r e n ' t .

3. W as he h e re ? W as he h ere?
Y e s , h e was.. No, he w a s n 't.

L i s t e n t o t h e s e s e n t e n c e s a s y o u l o o k a t t h e p i c t u r e s o n p a g e 192.

1. Change the s e n t e n c e s to the p a s t t e n s e w ith he, sh e , it, they.

Instructor: The cad ets a r e hungry.


Student : T hey w ere hungry yesterd ay.

Instructor: The girl is th irsty.


Student : She w a s th irsty y e ste r d a y .

2. C h a n g e t h e s e n t e n c e s t o p a s t t e n s e q u e s t i o n s w i t h h e , s h e , it, t h e y .

Instructor: T h e c a d e t s ’r e h u n g r y .
Student : W e r e they hungry y e s te r d a y ?

Instructor: The g irl's thirsty.


Student : W as she thirsty y esterd a y ?

3. R ep eat the s e n t e n c e s . T h e n c h a n g e t h e m to q u e s t i o n s .

Instructor: T h e y 'r e hungry.


Student : T h ey're hungry. A re they hungry?

Instructor: S h e rs t h i r s t y .
Student : S h e ’s th ir s ty . Is s h e t h i r s t y ?

Instructor: T h e y sit at the tab le.


Student : T h e y sit at the ta b le . D o they sit th e re e v e r y day?

In stru cto r : She s i t s at the co u n te r .


Student : She s it s at the co u n ter. D o e s she s it th ere e v e r y day?

4. M ake q u e stio n s about the p ic t u r e s . H ave y ou r c l a s s m a t e s a n s w e r them,

Student A : A re they hungry or thirsty?


Student B : T h e y ’r e h u n g r y n o w ; t h e y w e r e t h i r s t y y e s t e r d a y .

Student B : Is h e t h i r s t y or h u n g r y ?
Student C : S h e ’s t h i r s t y n o w ; s h e w a s h u n g r y yesterday.
219

P e r s on Singular P lural

i s t mo e r s o n I was We w ere
2nd p e r s o n Y ou w e r e You w e r e
3rd p e r so n He., s h e , it. They w ere
was

a. C h a n g e t h e s e n t e n c e s t o th e p a s t t e n s e .

1. lie is s ic k today.
2. T h e t e m p e r a t u r e i s h ig h,
3. The t h e r m o m e t e r is broken.
4. H is hair is long.
8. They are a sleep .
6. H is w atch is s i o w #
7. My b o o k i s o p e n .
8. T h e s t u d e n t s a r e ar << m o v i e .
9. T h e a s p i r i n box i s o n th e t a b l e .
10. C a p t a i n J o n e s i s the C o m m a n d e r .
11. It i s u p s t a i r s .
J2. T h e r e a r e f i v e s t u d e n t s in t h e c l a s s

b. F i l l t h e b l a n k s w i t h th e c o r r e c t p a s t t e n s e f o r m of B e .

1. He h e r e two y e a r s ago.
2 . 1 s ick la st w eek,
3. H is office in B u i l d i n g 7 4 4 0 .
4. T h e r f c ____ m any students h ere year before last.
5. J ohn n o t in c l a s s y e s t e r d a y .
6. The doctor n o t in h i s o f f i c e .
7. T h e new' s c h e d u l e n o t on t h e b u l l e t i n b o a r d .
8. T h e b a c o n and e g g s good.
Vr T h e b r e a k _______ ___ too short.
10. T h e m i l i t a r y b u s ___ on t i m e .
11. T h e Lape ______ broke/).
12. They in th e c a r .

c. C h a n g e t o tn e c o n t r a c t e d n e g a t i v e f o r m s .

1. He w a s in t h e o f f i c e .
2. T hey w e r e here year b efore last.
3. She w a s s ic k y e s t e r d a y .
4. It w a s l a t e .
5. T h ey w e r e with us.
6. •The n e w s p a p e r w a s t o r n .
7. My h a ir w a s long.
8. H is f a m i l y w a s at h o m e .
9. H e w a s at t h e m o v i e l a s t n i g h t .
10. She w a s tired .
220

d. C hange to the q u e s t i o n f o r m s .

1* T hey w e r e sle e p y Monday m orning.


2. T h e y w e r e in l i n e .
3. The in stru m ent reading w a s c o rrect.
4. T he baby w as v e r y young.
5. T h e m e s s h a l l w a s hot.
6. T h e c h o c o la t e b a r w a s good.
7. T h e f a n s w e r e on .
8. T h e l i g h t s w e r e off.
9. It w a s l a t e .
10. He w a s th e r e , too.
11. It w a s r e a d y .
12. He w a s m a r r i e d .

e. R ep eat t h e s e s e n t e n c e s after the in str u c to r .

I a m h e r e now. I WAS h e r e y e s t e r d a y . I W A S N ’T h e r e l a s t w e e k .
t
He is h e r e now. He WAS h ere y e sterd a y . H e W A S N ’T h e r e l a s t w e e k .
She She She
It It It

We are h e r e now. We W ERE h ere yesterd ay. We W ER EN 'T h ere la s t w eek .


Y ou You You ^*
They They They

N o te th a t t h e r e a r e tw o p a s t f o r m s of B E .
WAS for a ll sin g u la r f o r m s .
W E R E fo r a ll p lu ra l form s,.
•i

f. P r a c t i c e this e x e r c i s e . Change the s e n t e n c e s fr o m Now to Y e ste r d a y .

Instructor Student

1. I ' m h e r e now. I WAS h e r e y e s te r d a y .


2. I'm cold now. 1 WAS co ld y e s t e r d a y .
3* H e 's late now.
4. It's h e r e now.
5. T h e y ’r e b u s y n o w .
6. It’s hot now.

g. R ep ea t the a b o v e s t a t e m e n ts and m a k e q u e s tio n s u sin g p a st f o r m s .


I'm h e r e n ow . Was I h e r e y e s t e r d a y ?

Note: In n o r m a l r a p i d s p e e c h , W A S i s o f t e n p r o n o u n c e d / w a z / , a n d W E R E i s
often p ron ou n ced / w ^ r / .
T h e s e s h o r t s p o k e n f o r m s a r e s i m i l a r t o c o n t r a c t i o n s , s u c h a s i s n ’t,
a r e n ’t, t h e y ' r e , e t c .
221

TAPE HOaA

R e p e a t ,

a b o o k m y b o o k

a l e t t e r y o u r b o o k

a b la c k b o a r d o u r b o o k

a ta p e h is b o o k

a c la s s h e r b o o k

a la b t h e i r b o o k

a b a r b e r s h o p

a r e s t a u r a n t

R e v ie w p r o n u n c ia t io n p r a c t ic e .

E x e r c i s e 1, Q u e s t io n a n d a n s w e r

b o o k s p r a c t i c e .

l e t t e r s

b la c k b o a r d s R e p e a t ,

t a p e s

c la s s e s 1. W h a t a r e y o u d o in g ?

la b s l* m r e a d in g a b o o k ,

b a r b e r s h o p s

r e s t a u r a n t s 2 . W h a t a m I d o in g ?

Y o u tr e w r i t i n g a l e t t e r ,

3 . W h a t is t h e t e a c h e r d o in g ?

H e rs w r i t i n g o n t h e b la c k b o a r d ,

d o in g

r e a d in g 4 . W h a t is th e s t u d e n t d o in g ?

w r i t i n g H e * s li s t e n in g t o a t a p e ,

l i s t e n in g t o

c u t t in g 5 . W h a t i s t h e b a r b e r d o in g ?

e a t in g H e *8 c u t t in g m y h a i r ,

g o in g

s t u d y in g 6 . W h a t a r e th o s e p e o p le d o in g ?

T h e y fr e e a t in g d i n n e r ♦

7 . W h e r e a r e y o u g o in g ?

I * m g o in g t o N e w Y o r k ,

t o N e w Y o r k

t o c la s s 8 . W h e r e is th e t e a c h e r g o in g ?

H e *8 g o in g t o c la s s ,

t o t h e la b

t o t h e b a r b e r s h o p 9 - W h e r e i s t h e s t u d e n t g o in g ?

t o t h e r e s t a u r a n t H e *8 g o in g t o t h e la b ,

1 0 , W h e r e i s t h a t p e r s o n g o in g ?

H e *8 g o in g t o t h e b a r b e r s h o p #

a n y p la c e 1 1 , W h e r e a r e t h o s e p e o p le g o in g ?
a n y t h in g
T h e y " r e g o in g t o t h e r e s t a u r a n t .
222

C o n v e r s a t io n R e c o r d th e a n s w e r s to q u e s tio n s 1-11*
p r a c t ic e * L i s t e n to th e q u estio n *
T h e n r e c o r d th e a n s w e r *

1. W h at a r e y ou d o in g ?

2« W h at a m I d o in g ?

3* W h a t i s th e t e a c h e r d o in g ?

4* W h at is th e s tu d e n t d o in g ?

5* W h at i s th e b a r b e r d o in g ?

6. W h at a r e th o s e p e o p le d o in g ?

7. W h e r e a r e yo u g o in g ?

8* W h e re i s th e t e a c h e r g o in g ?

9* W h e re i s th e s tu d e n t g o in g ?

1 0 * W h e r e i s t h a t p e r s o n g o in g ?

11. W h e r e a r e th o s e p e o p le g o in g ?

E x e r c i s e 2* Q u e s tio n s a n d a n s w e rs *

W hat a r e yo u d o in g ? I s n 't th e s tu d e n t r e a d i n g a b o o k ?
I 'm n o t d o in g a n y th in g . N o, h e 's n o t*

W h at a r e y ou r e a d in g ? I s n 't th e b a r b e r c u ttin g y o u r h a i r ?
I 'm n o t r e a d i n g a n y th in g . N o, h e i s n ' t .

W h at a r e y ou s tu d y in g ? I s n 't th e n u r s e w r i t i n g a l e t t e r ?
I 'm n o t s tu d y in g a n y th in g * N o, s h e i s n 't *

W h e re a r e y ou g o in g ? A m I s p e a k in g F r e n c h ?
1*10 not goinft anyplace. N o, y ou a r e n 't *

A r e n 't yo u s tu d y in g y o u r l e s s o n ? A r e n 't th e y s tu d y in g t h e i r l e s s o n ?
No, I 'm not* N o, th e y a r e n 't *

A r e n 't you going to New Y o rk ?


No, I 'm n o t.
C o n v e r s a t io n p r a c t ic e * R e c o r d th e a n s w e r s t o q u e s t io n s 1 - 1 1 * L i s t e n t o t h e q u e s t io n *

T h e n r e c o r d t h e a n s w e r *

1 ,- W h a t a r e y o u d o in g ? _______________________________________________________________________

2 . W h a t a r e y o u r e a d in g ? ________________________________________________________________________

3 * W h a t a r e y o u s t u d y in g ? ____________________________________________________________ ___________

4 . W h e r e a r e y o u g o in g ? _______________________________________________________________________

5 . A r e n 't y o u s t u d y in g y o u r le s s o n ? _ _ _________

6 . A r e n ' t y o u g o in g t o N e w Y o r k ? ,

7 * I s n 't th e s t u d e n t r e a d in g a b o o k ? ______________ ________________________________________________________________________

8 * I s n 't th e b a r b e r c u t t in g y o u r h a i r ? ________________________________________________________________________

9 . I s n 't th e n u r s e w r i t i n g a l e t t e r ? .

1 0 . A m I s p e a k in g F r e n c h ? •

1 1 . A r e n ' t t h e y s t u d y in g t h e i r le s s o n ? _______________________________________________________________________
224

TA PE 1 1 0 8 B
* * . ' • > .V* . ' •
f * •« ■ •

Repeat.

y e s t e r d a y W a s t h e t e a c h e r . • .

t h is m o r n in g W a s t h e n u r s e . • • •

y e s t e r d a y m o r n in g W a s t h e d o c t o r . •»

l a s t n ig h t W a s t h e s t u d e n t • •

y e s t e r d a y a f t e r n o o n

la s t w e e k

s tu d e n t W a s n ’t th e t e a c h e r • ♦ . . ?

d o c t o r W a s n ’t th e n u r s e • • . . . ?

nurse W a s n ’t th e d o c t o r ?

teacher W a s n 't th e s t u d e n t . . . . ?

E x e r c i s e 1. Q u e s t io n s a n d a n s w e r s .

s tu d e n t s

d o c t o r s

n u r s e s 1. W e r e y o u h e r e y e s t e r d a y ?

t e a c h e r s Y e s , .1 w a s .

2 . W e r e y o u i n c la s s t h is m o r n in g ?

Y e s , I w a s .

h e r e 3 . W a s t h e s t u d e n t h e r e y e s t e r d a y

t h e r e . m o r n in g ?

i n c la s s Y e s , h e w a s .

4 . W a s t h e d o c t o r h e r e l a s t n ig h t ?

Y e s , h e w a s .

y o u w e r e 5 . W a s t h e n u r s e h e r e y e s t e r d a y

w e w e r e a f t e r n o o n ?

t h e y w e r e Y e s , s h e w a s .

h e w a s 6 . W a s t h e t e a c h e r in c la s s t h is

s h e w a s m o r n in g ?

Y e s , s h e w a s .
*

7 . W e r e w e in c la s s l a s t w e e k ?

Y e s , w e w e r e .

y o u w e r e n ’t

w e w e r e n 't 8 . W e r e t h e s t u d e n t s h e r e l a s t w e e k ?

t h e y w e r e n ’t Y e s , t h e y w e r e .

h e w a s n ’t 9 . W a s 1 h e r e la s t w e e k ?
s h e w a s n ’ t Y e s , y o u w e r e .
C o n v e r s a t io n p r a c t ic e . R e c o r d t h e a f f i r m a t i v e a n s w e r s t o q u e s t io n s 1 - 9

R e c o r d t h e a n s w e r s .

1. W e r e y o u h e r e y e s t e r d a y ? .

2 . W e r e y o u in c la s s t h is m o r n i n g ? _____________________________________________________________________

3 . W a s th e s t u d e n t h e r e y e s t e r d a y m o r n in g ? ______________________________________________

4. W a s t h e d o c t o r h e r e l a s t n ig h t ?

5 . W a s t h e n u r s e h e r e y e s t e r d a y a f t e r n o o n ? ■

6 . W a s t h e t e a c h e r in c la s s t h is m o r n in g ? ______________________________________________

7 . W e r e w e in c la s s la s t w e e k ?

8 . W e r e t h e s t u d e n t s h e r e l a s t w e e k ? ______________________________________________

9 . W a s I h e r e la s t w e e k ? ’

E x e r c i s e 2 . Q u e s t io n s a n d a n s w e r s .

R e p e a t . ,

1. W e r e n 't y o u h e r e y e s t e r d a y ?

N o , I w a s n 't .

2 . W e r e n 't y o u in c la s s t h is m o r n in g ?

N o , I w a s n 't .

3 . W a s n 't t h e s t u d e n t h e r e y e s t e r d a y m o r n in g ?

N o , h e w a s n 't .

4. W a s n 't t h e d o c t o r h e r e l a s t n ig h t ?

N o , h e w a s n 't .

5 . W a s n 't t h e n u r s e h e r e y e s t e r d a y a f t e r n o o n ?

N o , s h e w a s n 't .

6 . W a s n 't t h e t e a c h e r i n c la s s t h is m o r n in g ?

N o , s h e w a s n 't .

7 . W e r e n 't w e i n c la s s l a s t w e e k ?

N o , w e w e r e n 't .

8 . W e r e n 't t h e s t u d e n t s h e r e l a s t w e e k ?

N o , t h e y w e r e n 't .

9 . W a s n 't I h e r e l a s t w e e k ?

N o , y o u w e r e n 't .
226

C o n v e r s a t io n p r a c t i c e . R e c o r d t h e n e g a t iv e a n s w e r s t o q u e s t io n s 1 - f

R e c o r d t h e a n s w e r s .

1. • W e r e n 't y o u h e r e y e s t e r d a y ?

2 . W e r e n 't y o u in c la s s t h is m o r n in g ?

3 . . W a s n 't t h e s t u d e n t h e r e y e s t e r d a y m o r n i n g ? _________________________________________

4 . W a s n 't t h e d o c t o r h e r e l a s t n ig h t ? _________________________________________

5 . . W a s n 't t h e n u r s e h e r e y e s t e r d a y a f t e r n o o n ? _________________________________________

6 . W a s n 't t h e t e a c h e r i n c la s s t h is m o r n in g ? _________________________________________
%

7. W eren't w e in c la s s l a s t w e e k ? _________________________________________

8 . W eren't t h e s t u d e n t s h e r e l a s t w e e k ?

9 * W a s n 't I h e r e la s t w e e k ?
TAPE 1108C

L i 8 t e n t o a c o n v e r s a t io n a b o u t c o ld s .

D o y o u h a v e a n a s p i r i n ?

S u r e , w h y ? D o y o u h a v e a h e a d a c h e ?

Y e s , I h a v e a b a d h e a d a c h e *

I Hon c a t c h in g c o ld , to o .

D o y o u h a v e f e v e r ?

1 d o n ’ t k n o w . M y f a c e f e e ls w a r m .

I ' m g o in g t o t a k e y o u r t e m p e r a t u r e .

H e r e 's a t h e r m o m e t e r . P u t i t in y o u r

m o u t h .

F o r h o w lo n g ?

O h , j u s t a f e w m in u t e s . l fl l c h e c k t h e

t im e .

A l l r ig h t , t h a n k y o u .

R e p e a t e v e r y t h in g y o u h e a r .

D o y o u h a v e a n a s p i r i n ?

S u r e , w h y ? D o y o u h a v e a h e a d a c h e ?

Y e s , I h a v e a b a d h e a d a c h e .

I ' m c a t c h in g c o ld , t o o .

D o y o u h a v e f e v e r ?

1 d o n 't k n o w . M y fa c e f e e ls w a r m .

I ' m g o in g t o t a k e y o u r t e m p e r a t u r e .

H e r e 's a t h e r m o m e t e r . P u t i t in y o u r

m o u t h .

F o r h o w lo n g ?

O h , j u s t a f e w m in u t e s . I ' l l c h e c k th e

t im e .

A l l r ig h t , t h a n k y o u .
228

S O U N D A N D I N T O N A T I O N

S t r e s s th e m a in v e r b # I a m t h i r s t y . I w a s t h i r s t y .

D o n ’t s t r e s s t h e a u x i l i a r y v e r b s B e a n d D o , Y o u a r e t h i r s t y . Y o u w e r e t h i r s t y .

H e is t h i r s t y * H e w a s t h i r s t y .
/
H e is c a t c h in g a c o ld . S h e i s t h i r s t y * S h e w a s t h ir s t y *

I t is t h i r s t y . I t w a s t h i r s t y .

S h e is t a k in g h is t e m p e r a t u r e .

W e a r e t h i r s t y . W e w e r e t h i r s t y .

I ’m g o in g t o th e la b * Y o u a r e t h i r s t y . Y o u w e r e t h i r s t y .

T h e y a r e t h i r s t y , T h e y w e r e t h i r s t y .

W h a t a r e y o u d o in g ?

R e p e a t t h e s e q u e s t io n s a n d a n s w e r s .

W h e r e a r e t h e y g o in g ?

D o y o u w a n t a b ig b r e a k f a s t ?
/
T h e y a r e d r i v i n g f a s t* N o , I ’m n o t h u n g r y .

4
I ' m n o t d o in g a n y t h in g . W h a t a r e y o u g o in g t o e a t?

I ’m g o in g t o e a t b a c o n a n d e g g s .

T h e y a r e n 't t a k in g a b r e a k .

D o n 't t h e y s m e l l g o o d ?

A r e n ' t t h e y s m o k in g ? Y e f , t h e y d o .

H e ’ s s t a n d in g o v e r t h e r e . H o w d o y o u lik e y o u r e g g s ?

O v e r e a s y .

D o y o u u n d e r s t a n d ?

H o w d o y o u li k e y o u r s ?

D o e s h e w a n t a n a s p i r i n ? S t r a ig h t u p . N o t to o h a r d .

D o e 8 s h e h a v e a h e a d a c h e ? D o n ’t y o u w a n t s o m e c o f f e e , t o o ?
%
Y e s , I d o .
/
D o n ’t t h e y p la n t o g o ?

R e p e a t .

D o e s n 't h e s h in e h is s h o e s ?

H e ’ s in c la s s n o w .
/
D o e s n ’t h e u s u a lly e a t h e r e ? H e w a s in c la s s y e s t e r d a y .

D o e s h e f e e l t i r e d ? I s h e in c la s s n o w ?

W a s h e in c la s s y e s t e r d a y ?
/
D o e s i t r u n w e ll?

H e ’ s n o t in c la s s n o w .

R e p e a t * H e w a s n 't in c la s s y e s t e r d a y *

I w a s h e r e y e s t e r d a y . I s n 't h e in c la s s n o w ?

I w a s n ’t h e r e y e s t e r d a y . W a s n ’t h e i n c la s s y e s t e r d a y ?

W a s I h e r e y e s t e r d a y ?

W a s n 't I h e r e y e s t e r d a y ? I ' m g o in g t o t h e r e s t a u r a n t t o d a y .

1 w a s g o in g t o t h e r e s t a u r a n t y e s t e r d a y .

W e w e r e h e r e l a s t w e e k .

W e w e r e n ’t h e r e la s t w e e k * H e ’ s g o in g t o t h e r e s t a u r a n t to d a y .

W e r e w e h e r e l a s t w e e k ? H e w a s g o in g t o t h e r e s t a u r a n t

W e r e n 't w e h e r e la s t w e e k ? y e s t e r d a y *

W e 'r e g o in g t o th e r e s t a u r a n t to d a y .

T h e y w e r e g o in g t o th e r e s t a u r a n t

y e s t e r d a y .
229

A M E R I C A N LANGUAGE COURSE U N I T 1109

O UT L I N E AN D STUDY O B J E C T I V E S

S tru ctu re*

P a s t P r o g r e s s i v e T e n se

A ffir m a tiv e S ta tem en ts

N e g a tiv e S ta tem en ts

A ffir m a tiv e Q u estion s


9

N eg a tiv e Q u estion s

A ctio n V erb s

P a s t T en se

A ffir m a tiv e S ta tem en ts

R egu lar V erb s

Ir r e g u la r V erb s

P ast P r o g r e ssiv e /P a st

Sound and Intonation

P ro n u n cia tio n of P a s t T e n s e Ending "-ed"


230

A M E R IC A N L A N G U A G E C O U R S E St u d e n t t e x t

UNIT 1109

C O N V E R S A T IO N A N D R E A D IN G P R A C T IC E S

P r a c t i c e th e c o n v e r s a t i o n .

W ere you reading W ere you studying Y es, I w as


a book your l e s s e n at studying
th is m orn in g? 8 o 'c lo c k ? m y le s s o n .
-v

V,
' W ere you
lis te n in g to W as th e student
th e tape at Y e s , I w a s lis t e n in g l studying y e s te r d a y
9 o 'c lo c k ? to th e'ta p e. aftern oon ?

c r ?
R e p e t i t i o n p r a c t i c e

A; W e r e y o u r e a d in g a b ook t h i s m o r n in g ?
B: Y e s , I w a s r e a d in g a book,

A: W e r e y o u stu d y in g y o u r l e s s o n a t 8 o ’c lo c k ?
B: Y e s , I w a s stu d y in g m y l e s s o n ,

A: W e r e y o u l i s t e n i n g to th e tap e a t 9 o ’c lo c k ?
B: Y e s , 1 w a s l i s t e n i n g to the ta p e .

A: W as the stu d e n t stu d y in g y e s t e r d a y a fte r n o o n ?


B: Y e s , h e w a s stu d y in g .

A: W as th e b a r b e r c u ttin g y o u r h a ir a t 4 o ’c l o c k y e s t e r d a y a f t e r n o o n ?
B; Y e s , h e w a s cu ttin g m y h a ir .

A: W e r e the s tu d e n ts sp e a k in g E n g li s h l a s t n ig h t?
B: Y e s , t h e y w e r e s p e a k in g E n g l i s h .
232

No, 1 wasn’t* No, I wasn’t*


eren ’t you studying 1 was writing [Weren’t you listening I was eating
your le sso n at a letter at to the tape at breakfast at
8 o’clock? 8 o ’clock* 9 o’clock? 9 o clock

■ ■ (N o! he wasn’t IWasn’t the


Wasn’t the studentYlHe was read- barber cutting I
studying his lessonjjing a book your hair at V
yesterday after- Jj yesterday J 4 o’clock y e s ­
noon? I afternoon. J terday afternoon?

r
233

R e p e t it io n p r a c t i c e

A t W eren 't you reading th is book th is m o rn in g ?


B: Mo, I w a sn 't. I w a s reading that book o v e r th e r e .

A: W er en ’t you studying you r l e s s o n at 8 o 'c lo c k ?


B: No, I w a sn 't. I w a s w ritin g a le tt e r at 8 o 'c lo c k .

A: W eren 't you liste n in g to the tape at 9 o 'c lo c k ?


B: N o, I w a sn 't. I w a a eatin g b r e a k fa st at 9 o ’clo ck .
«

A: W asn ’t the student studying h is l e s s o n y e s te r d a y aftern oon ?


B: No, he w a sn 't. He w a s reading a book y e s te r d a y aftern o o n .

A: W asn't th e b a rb er cutting your h a ir at 4 o 'c lo c k y e s te r d a y a ftern o o n ?


B: No, he w a sn 't. He w a s reading a n ew sp a p er at 4 o 'c lo c k .

4
I

234

A ction V erbs — P a s t T enge — A ffir m a tiv e S ta tem en ts

^Wchad r They j / H e had \ - — —


You had two four tapes had five }( th ree y She had ^
books yesterday chairs If tap es flaix books
yesterday* j morning. J ast week. ( l a s t week J 1Vi a at week

We sa w i
th re e 1 — ““ ^
planes I/T h e y s a w tw o \ f He sa w She saw a
th is p t u d e n t s l a s t / / t h e la b t h i s bus this
m orning^A night* J I m o r n i n g . / .morning.
.She heard
I heard a You heardyf We heard \ { They heard He h ea rtfl a tape
train an a plane twojra dog a f e w i 1 a bus ten a c a r fiv^ C jth ree
hour ago*i hours ago* jlrninutea a g o m in u t e b ago^ m inutes agoVhours ago,
ZM

R e p e titio n p r a c t ic e

1. I had two p e n c ils y e s te r d a y .


You had tw o books y e s te r d a y .
We had four ta p e s y e s te r d a y m orn in g.
T h ey had fiv e c h a ir s l a s t w eek .
He had th r e e ta p e s la s t w eek .
She had s ix books la s t w eek .

2. I saw a tr a in y e s te r d a y .
You saw tw o c a r s y e s te r d a y .
We saw th r e e p la n e s th is m o rn in g .
T hey saw two stu d en ts la s t night.
He saw the lab th is m o rn in g .
She saw a bus th is m o rn in g .

3. I h e a r d a tr a in an hour ago.
You h e a r d a p lan e two h o u rs ago.
We h ea rd a dog a few m in u te s ago.
T h ey h e a r d a bus ten m in u te s ago.
He h e a r d a c a r f iv e m in u te s a g o .
She h e a r d a tape th ree h o u r s a go.

4. I w an ted a book th is m o rn in g .
You w anted a tape y e s te r d a y .
We w anted a ch a ir and a table th is m orning,
T hey w anted p e n c ils y e s te r d a y .
He w anted a c a r la s t y e a r .
She w anted a p lan e la s t y e a r .

9
I

237
You wrote They
I wrote a letter We wrote wrote / (H e wrote atfShe wrote
a letter yesterday a letter iettersVAletter this [/letter this
la st night, afternoon. yesterday. ^ast week Jl1110*hing. / Jafternoon.

J
^ / (T.

iii ijwiiwlia

You A f We She
listened //lis t e n e d They listened
I listened to to a tape u,to a tape listened to He listened rto a tape
a tape yesterday]] this a tape this to a tape yesterday
yesterday. afternoon / ( m or ning. afternoon. la st night. morning.

iu
R e p e titio n p r a c t ic e

1. I spoke E n g lish ten y e a r s a go.


You sp oke F r e n c h ten. y e a re ago.
We spoke G erm an ten y e a r e a g o .
They spoke C h in ese ten y e a r s a g o .
He spoke Spanish fifte e n y e a r s a g o .
She spoke J a p a n e se tw enty y e a r s ago.

2. 1 rea d a book la s t w eek .


You rea d a book two w e e k s a g o .
We re a d a book a m onth a go.
T hey rea d a book two m onths ago.
He rea d a n ew sp a p er y e s te r d a y m o rn in g .
She rea d a n ew sp a p er th is m orn in g.

3. I w ro te a le tte r la s t night.
You w r o te a le tte r y e s te r d a y a ftern o o n .
We w r o te a le tte r y e s te r d a y .
They w r o te le t t e r s la s t w eek .
He w r o te a le tte r th is m o rn in g .
She w ro te a le tte r th is aftern oon .

4. I lis te n e d to a tape y e s te r d a y .
You lis te n e d t o ’a tape y e s te r d a y aftern oon .
We lis te n e d to a tape y e s te r d a y aftern oon .
T hey lis te n e d to a tape th is aftern oon .
He lis te n e d to a tape la s t night.
She lis te n e d to a tape y e s te r d a y m orn in g.
240

E X P L A N A T I O N A N D . D R I L L O F S T R U C T U R E S

1 . T h e P a s t P r o g r e s s iv e T e n s e

P e r s o n S in g u la r P l u r a l

1 s t I w a s s t u d y in g . W e w e r e s t u d y in g .

2 n d Y o u w e r e s t u d y in g . Y o u w e r e s t u d y in g .

3 r d H e , s h e , i t w a s s t u d y in g . T h e y w e r e s t u d y in g .

R e p e a t .

W h e n w e r e y o u s t u d y in g y o u r le s s o n ?

1. I w a s s t u d y in g m y le s s o n a t 1 o 'c lo c k .

2 . I w a s s t u d y in g m y le s s o n a t 2 o 'c lo c k .

3. I w a s s t u d y in g m y le s s o n a t 3 o 'c lo c k .

4 . I w a s s t u d y in g m y le s s o n a t 4 o 'c lo c k .

5 . I w a s s t u d y in g m y le s s o n a t 5 o 'c lo c k .

6 . I w a s s t u d y in g m y le s s o n a t 6 o 'c lo c k .

7 . I w a s s t u d y in g m y le s s o n a t 7 o 'c lo c k .

8. I w a s s tu d y in g m y le s s o n a t 8 o 'c lo c k .

9 . I w a s s t u d y in g m y le s s o n a t 9 o 'c lo c k .

1 0 . I w a s s t u d y in g m y le s s o n a t 1 0 o 'c lo c k .

1 1 . I w a s s t u d y in g m y le s s o n a t 11 o 'c lo c k .

1 2 . I w a s s t u d y in g m y le s s o n a t 1 2 o 'c lo c k .

I M P O R T A N T N O T E : R e m e m b e r ! F o r m o f v e r b B E + I N G — f o r m o f a v e r b

P r e s e n t P a s t

1 . I 'm s t u d y in g E n g lis h . 1 . I w a s s t u d y in g E n g lis h .

2 . I 'm r e a d in g a b o o k . 2 . I w a s r e a d in g a b o o k .

3 . H e 's w r i t i n g a le t t e r . 3 . H e w a s w r i t i n g a l e t t e r .

4 , S h e 's d r iv i n g a c a r . 4 . S h e w a s d r iv i n g a c a r .

5 . . W e 'r e s t u d y in g o u r le s s o n . 5 . W e w e r e s t u d y in g o u r le s s o n .

6 . Y o u 'r e c u t t in g m y h a i r . 6 . Y o u w e r e c u t t in g m y h a i r .
241

P r o g r e s s iv e V e r b P h r a s e

A f f i r m a t i v e a n d N e g a t iv e s t a t e m e n t s ; A f f i r m a t i v e a n d N e g a t iv e q u e s t io n s .

F o r m o f B E + S P E A K I N G

S t a t e m e n t

P r e s e n t P a s t

A f f i r m a t i v e : I 'm s p e a k in g . I w a s s p e a k in g .

H e 's 8 p e a k in g . H e w a s s p e a k in g .

Y o u 'r e s p e a k in g . Y o u w e r e s p e a k in g .

N e g a t iv e : I 'm n o t s p e a k in g . I w a s n 't s p e a k in g .

H e i s n 't s p e a k in g . H e w a s n 't s p e a k in g .

Y o u a r e n 't s p e a k in g . Y o u w e r e n 't s p e a k in g .

Q u e s t io n

P r e s e n t P a s t

A f f i r m a t i v e : A m I s p e a k in g ? W a s I s p e a k in g ?

Is h e s p e a k in g ? W a s h e s p e a k in g ?

A r e y o u s p e a k in g ? W e r e y o u s p e a k in g ?

N e g a t iv e : x x x x x W a s n 't I s p e a k in g ?

I s n 't h e s p e a k in g ? W a s n 't h e s p e a k in g ?

A r e n 't y o u s p e a k in g ? W e r e n 't y o u s p e a k in g ?

2 . T h e P a s t T e n s e o f A c t io n V e r b s - A f f i r m a t i v e S t a t e m e n t s

a . R e g u la r V e r b s

R e m e m b e r t h a t y o u u s e th e p a s t te n s e f o r m s o f v e r b s in

A f f i r m a t i v e S t a t e m e n t s o n ly .

T h e r e is O n e V e r b F o r m .

T h e r e is O n e E n d in g M - e d . M

P r e s e n t P a s t

T h e s tu d e n ts a r r i v e e a r ly e v e r y d a y . T h e s tu d e n ts a r r i v e d e a r ly y e s t e r d a y .

T h e c la s s s t a r t s a t 7 : 3 0 e v e r y d a y . T h e c la s s s t a r t e d a t 7 ; 3 0 y e s t e r d a y .

T h e s tu d e n ts p r a c t ic e d E n g lis h y e s t e r
T h e s tu d e n ts p r a c t ic e E n g lis h e v e r y d a y .
d a y .
T h e c la s s e n d s a t 8 :1 5 e v e r y d a y .

T h e c la s s e n d e d a t 8 : 15 y e s t e r d a y .
T h e s t u d e n t s h u r r y o u t e v e r y d a y .

T h e s tu d e n t s h u r r i e d o u t y e s t e r d a y .
242

b. The M-ed " ending h a s th r e e p ron u n ciation s: ft, d, id/.

P ro n o u n ce t h e s e p a s t t e n s e endings.

ftf fdf f id /

E v e r y day w e w a it fo r a b u s.
Y e ste r d a y w e w a ited fo r a b u s. /id /

E v e r y day I study m y l e s s o n .
Y e ste r d a y 1 stu d ied m y le s s o n . Id/

E v e r y day the c l a s s en d s la te .
Y e ste r d a y the c l a s s ended la te . / id /

E v e r y day h e le a r n s new w o r d s .
Y e ste r d a y he le a r n e d new w o r d s. Id/

E v e r y day th ey stop o v e r th e r e .
Y e ste r d a y th e y stop p ed o v e r th e r e . ftf

/ t / a fte r v o i c e l e s s en d in g s.
/ d/ a fte r v o ic e d en d in g s and v o w e ls .

/id/ a fte r / t, d/,

c. The p a st t e n s e of m o s t v e r b s in E n g lish i s fo r m e d by adding ” - e d ” to th e s im p le


f o r m of the v e r b .

The P a s t T e n s e of W ork

P erson Singular P lu r a l

1st I w ork ed . We w ork ed .


2nd You w ork ed . You w o rk ed .
3rd H e. sh e , it T hey w orked.
w ork ed .

Change to th e P a s t T e n se .

1. I w ant a drink.
Z. He d r iv e s to sch ool.
3. He stu d ie s E n g lish e v e r y day.
4. She lo o k s a t h e r notebook.
5. The te a c h e r o p en s the d oor.
6. T h ey w alk to c l a s s .
7. He a r r i v e s a t s ix o 'c lo c k .
8. T h ey lis t e n to TV.
F i l l in the blanks w ith the c o r r e c t fo r m of the v e r b s in p a r e n th e se s:
P r e s e n t or P a s t T e n se.

1. John (stop) at th e y e llo w lig h t y e s te r d a y .

2. He (walk) h e r e e v e r y day.

3. I (study) la s t night.

4. I (open) m y book a few m in u tes ago.

5. She (like) the m o v ie la s t night.

6. He ( c lo s e ) the w indow s e v e r y day.

7. He (c lo s e ) the w indow s l a s t night.

8. He (vork) a t th e school l a s t year.

Change fr o m the P a s t to the P r e s e n t T e n se .

1. She c lo s e d the d oor. 4. They a l l bought c ig a r e tte s*


2. H e opened the w indow . 5* He look ed out th e w indow .

3. T hey stud ied e v e r y night* 6.. T h ey w o rk ed to g e th e r .

I r r e g u la r V erb s

M e m o r ia e the p a st t e n s e fo r m of I r r e g u la r V erb s.

V erb P a s t T e n se F o r m

have had
see saw
hear h ea rd
sp eak spoke
read read
w r ite w r o te
fly flew
eat a te
d riv e d ro v e
s le e p sle p t

(1) P a s t T e n se of Have
244

(2) Repeat these T i m e Expressions.

M I N U T E a m i n u t e a g o t w o m i n u t e s a g o t h r e e . . . e t c *

H O U R a n h o u r a g o t w o h o u r s a g o

D A Y a d a y a g o t w o d a y s a g o

W E E K a w e e k a g o t w o w e e k s a g o

M O N T H a m o n t h a g o t w o m o n t h s a g o

Y E A R a y e a r a g o t w o y e a r s a g o

P a s t t i m e W e r e a d a b o o k a m o n t h a g o ,

H e h e a r d a c a r f i v e m i n u t e s a g o .

W e s p o k e G e r m a n t e n y e a r s a g o .

( 3 )' S u b s t i t u t e .

1 . I r e a d t h e b o o k a . y e s t e r d a y
> t -----------------------------------------------------------------
*-v b . y e s t e r d a y m o r n i n g

2, Y o u w r o t e a l e t t e r c . y e s t e r d a y a f t e r n o o n

d . l a s t n i g h t 1

3 , H e h e a r d a t r a i n e . t h i s m o r n i n g

f . l a s t w e e k

4 . T h e y s t u d ie d t h e i r l e s s o n g . a n h o u r a g o

h . t h r e e d a y s a g o

3 . T h e P a s t P r o g r e s s i v e / T h e P a s t

A P r o g r e s s i n g A c t i o n A C o m p l e t e d A c t i o n

W e w e r e w a l k i n g t o c l a s s ( w h e n ) I s a w h i m .

1 w a s s t u d y in g ( w h e n ) t h e t e le p h o n e r a n g .

W e w e r e s m o k i n g ( w h e n ) t h e b r e a k e n d e d .

( W h i l e ) h e w a s s h a v in g h e c u t h i s f a c e .

( W h ile ) h e w a s s w i m m i n g h e h u r t h i s a n k l e .
*

T h e s t u d e n t s w e r e t a l k i n g ( w h e n ) t h e t e a c h e r c a m e in .

R e m e m b e r t h a t t h e P a s t P r o g r e s s i v e T e n s e i s u s u a L ly n o t u s e d a l o n e . I t d e s c r i b e s

a n a c t i o n w h i c h w a s p r o g r e s s i n g . I t i s u s u a l l y u s e d w i t h a n o t h e r c o m p l e t e d a c t i o n .

P a s t P r o g r e s s i v e P a s t

I w a s r e a d i n g w h e n h e l e f t .
245

a. Change the v erb * in p a r e n th e s e s tp the P a s t P r o g r e s s i v e T e n se.

1. The stu d en ts (talk) w hen the te a c h e r c a m e in.

2. While he ( t e l l ) us a s to r y , we 9heard a loud •


n o is e .
%

3. T h ey ( lis te n to) the tape w hen it b ro k e.

4. When you telephone**. I (study) m y le s s o n .

5. We w e r e (sit) o u tsid e w h en the rain sta r te d .

6. Be sa t down w h ile he (w ait) for h is fr ie n d s .

7. They (eat) lunch, w hen w e got th e r e .

8. The m a id (clea n ) the ro o m , w hen I got to the b a r r a c k s.

9. While he (run) he hurt h is f o o t .

10, While he (take) h is examination, h is p e n c il broke.

* ' 9
11. He (sw im ) w hen I saw h im .

12. The sun (sh in e) w hen I got up.

b. F i l l th e b lan k s w ith a c o r r e c t fo r m , th e P a a t T e n s e or the P a s t P r o g r e s s i v e


T en se;

1. He ( t a l k ) w i t h M ary,
%
w h e n M t b , S m i t h c a m e i n .
\
V .
2. T hey , study) two h o u r s la st-n ig h t.

3. She (s le e p ) w hen the telep h o n e rang.

4. W hile I (walk) to th e lab , I m e t m y frien d .

5. We (watch) TV la s t night.

6. He (pay) hiB c h e c k , w hen he dropped a d o lla r


b ill.

7. He (cut) m y h a ir y e s te r d a y .

8. He (play) b a ll w h en he h u rt h is a n k le.

9. It (rain)' h ard w hen I got up.

10. It (rain ) h ard la s t night.


Change the fo llo w in g to N e g a tiv e S ta tem en t and A ffir m a tiv e Q u estion fo r m s .
1. It vaa raining when 1 got up.

2. He was buying a magazine when I saw him.

3. She was sle ep in g when I c a lle d her.

4. Be was swimming when he got a c o ld .

5. It was beginning to rain when we sta r te d .


•e •

6. He was reading a book, when he f e l l a s le e p .

7. He was shaving, when we arrived .


e

8. He was cooking, when he burned h is hand.

9. They were taking a break when th e o f f i c e r s arrived .

10. Be was w ritin g a l e t t e r w hile he waited fo r h is fr ie n d .

Supply th e c o r r e c t P a s t or P a s t P r o g r e s s i v e F o r m s o f th e v e r b s in p a r e n th e s e s .

1. She (eat) lunch w hen the tele p h o n e (rin g).

2. He w a s s t i l l (s le e p ) w hen h is fr ie n d s (le a v e ) fo r c l a s s .

3. It (rain) h ard th is m o rn in g w hen w e (go) to lab .

4. He w a s (liv e ) in B ogota w h en I l a s t (se e ) h im .

5. W hile I (sh a v e) I (cut) m y f a c e .

■ 6. It w a s (begin) to rain w h en the b u s (c o m e ).

7. T hey w e r e (tu r n o u t) the lig h t s w hen w e (le a v e ).

8. The oth er stu d en ts (w rite) w h en I (le a v e ).

9. T hey w e r e (turn on) the lig h ts w hen w e (s e e ) th e m .

10. He (lea v e) w h ile I (study) m y l e s s o n .


247

TAPE X109A

R e p e a t ,

th is m orn in g W e r e n ’t you rea d in g ?


y e s te r d a y a ftern o o n W eren ’t w e rea d in g ?
la s t night W eren't th ey read in g?

W asn 't he rea d in g ?


W asn't sh e read in g?
at 1 o ’c lo c k W asn't 1 rea d in g ?
at 2 o ’c lo c k
at 3 o ’c lo c k
a t 4 o ’c lo c k m y le s s o n
a t 5 o ’c lo c k you r le s s o n
a t 6 o 'c lo c k our le s s o n
a t 7 o 'c lo c k th e ir l e s s o n
at 8 o ’c lo ck
at 9 o 'c lo c k h is l e s s o n
a t 10 o ’c lo c k h e r le s s o n
at 11 o ’c lo c k
a t 12 o ’c lo c k the le s s o n
a le s s o n

rea d in g m y tape
studying you r tape
liste n in g to our tape
cutting th e ir tape
speaking
h is tape
h e r tape

you w e r e reading the tape


w e w e r e reading a tape
th ey w e r e read in g

he w a s reading No. you w e r e n ’t.


she w a s read in g No, we w e r e n ’t.
I w a s read in g No, th ey w e r e n ’t.

N o, he w a s n ’t.
No, sh e w a s n ’t
W ere you read in g? No, I w a sn 't.
W ere w e rea d in g ?
W ere th e y rea d in g ?
one o ’clock sev en o ’c lo c k
W as h e re a d in g ? two O’c l o c k eight o ’c lo c k
W as sh e rea d in g ? rhree o'clock nir* o 'clo ck
Wa s I read in g ? fo u r o'clock o ’c lo c k
f i v e . o 'c lo ck e; ie ven o ’clo ck
s ix o 'c lo c k tw elve o ’c lo c k
248

R e v ie w p r o n u n c ia tio n p r a c t i c e .

E x e r c i s e 1 . Q u e s t io n s a n d a n s w e r s .

R e p e a ts

1. W ere you reading a book th is m o rn in g ?


Y e s , I w a s reading a book,

2. W ere you studying your Lesson a t 8 o ’c lo c k ?


Y es, I w a s studying m y le s s o n ,
*

3. W ere you lis te n in g to the tape at 9 o ’c lo c k ?


Y es, I w a s lis te n in g to the ta p e *

4- Was the student studying y e s te r d a y a ftern o o n ?


Y es, he w a s stu d y in g .

5. Was th e b a r b e r cutting you r h a ir at 4 o ’c lo c k y e s te r d a y a ftern o o n ?


Y es, he w a s cu ttin g m y h a ir .

6, W ere the stu d en ts speaking E n g lish la s t n igh t?


Y e8, th e y w e r e speaking E n g lis h ,

C o n v e rsa tio n p r a ctic e: R eco r d th e a n s w e r s to q u e stio n s I through 6 ,

L is te n to the question; then r e c o r d the a n s w e r .

1. 4.

2 .

3.

E x e r c is e 2. Q u estion s and a n s w e r s .

R ep ea t.

1. W er en ’t you reading th is book th is m o rn in g ?


No, I w a s n ’t.
I w a s read ing that book o v e r th e r e .

2. W e r en ’t you studying you r le s s o n at 8 o ’c lo c k ?


No, I w a s n ’t.
I w a s w ritin g a le t t e r at 8 o ’clo ck .

3. W e r e n ’t you liste n in g to the tap e at 9 o 'c lo c k ?


.N o, I w a s n ’t.
I w a s ea tin g b r e a k fa st a t 9 o ’c lo c k .

4. W asn ’t th e student studying h is l e s s o n y e s te r d a y a ftern o o n ?


No, h e w a s n ’t.
He w a s read in g a book y e s te r d a y a ftern o o n .
249

TAPE 1109B

R e p e a t,

have had la st night


aee saw la st w eek
h ear h ea rd la s t m onth
w ant w anted la s t year

sp eak spoke
read read
w r ite w ro te
lis te n to lis te n e d to a m inu te a g o . tw o m in u te s ago
an hour ago . two h o u rs ago
a day ago tw o d a y s ago
y e s te r d a y a w eek ago tw o w e e k s ago
y e s te r d a y m orn in g a m onth a g o tw o m on th s a g o
y e s te r d a y afternoon a y e a r ago tw o y e a r s ago

R ev ie w p ron u n ciation p r a c tic e

E x e r c is e 1. P a s t T e n se F o r m s

R ep ea t,

1. I had* I had two p e n c ils y e s te r d a y .


You had* You had tw o books yesterday*
We had- We had four tap es y e s te r d a y morning*
They had* They had fiv e c h a ir s la s t week*
He had* He had th r e e ta p e s la s t w eek .
She had* She had s ix books la s t week*

2, I saw* I saw a tr a in yesterday*


You sa w . You saw tw o c a r s yesterd ay*
We saw* We saw th r e e p la n e s th is m o rn in g .
T hey saw* T hey saw tw o stu d en ts la s t night.
He saw* He saw th e lab th is morning*
She sa w . She saw a b u s th is morning*

3* I heard* I h ea rd a tr a in an hour ago*


You heard* You h ea rd a plane two h o u rs ago*
We h eard . We h ea rd a dog a few m in u tes ago* . .
They heard* T hey h e a r d a bus ten m in u tes ago*
He heard* He h ea rd a c a r fiv e m in u tes ago*
She heard* She h eard a tape th r e e h o u rs ago* .

4* I wanted* 1 w anted a book th is morning*


You wanted* You w anted a tape y e s te r d a y .
We wanted* We w anted a ch air and a ta b le th is m orn in g
They wanted* T hey w anted p e n c ils yesterday*
He wanted* He w anted a c a r la s t year*
She wanted. She w anted a p lan e la s t y ea r.
250

E x e r c is e 2. P a s t T e n s e fo r m * .

R ep ea t,

1. 1 spoke. I sp oke E n g lish ten y e a r s a g o .


You spoke. You sp oke F r e n c h ten y e a r s a g o .
We sp oke. We sp ok e G erm an ten y e a r s ago.
T hey sp ok e. T hey spoke C h in e se ten y e a r s a go.
He spoke* He spoke S panish fifte e n y e a r s a go.
She sp oke. She spoke J a p a n e se tw enty y e a r s a go.

2* I read . I read a book l a s t w eek .


You read . You read a book two w e e k s ago.
We read . We rea d a book a m onth a g o .
T h ey read . T hey rea d a book two m on th s ago.
He rea d . He read a n ew sp a p er y e s te r d a y m o rn in g .
She re a d . She rea d a n ew sp a p er th is m orn in g.

3. I w r o te . 1 w r o te a le t t e r l a s t night.
You w r o te . You w r o te a Letter y e s t e r d a y aftern o o n .
We w r o te . We w r o te a le tte r y e s te r d a y .
T h ey w r o te . T hey w r o te a le t t e r th is m o rn in g .
H e w r o te . He w r o te a le t t e r th is m o rn in g .
She w r o te . She w ro te a le t t e r th is a ftern o o n .

4. 1 lis te n e d to I lis t e n e d to a tap e y e s te r d a y .


You Listened to You lis t e n e d to a tap e y e s te r d a y aftern o o n .
We lis te n e d to We lis te n e d to a tape th is m o rn in g .
T h ey lis te n e d to T hey lis te n e d to a tape th is aftern oon .
He lis t e n e d to He lis t e n e d to a tape l a s t night.
She lis t e n e d to She lis te n e d to a tape y e s te r d a y m orn in g.

E x e r c is e 3. N a m e s o f la n g u a g e s .

R ep ea t.

E n g lish P e r s ia n
French Urdu
G erm an Hindi
C h in ese Italian
S panish P o r tu g u e s e
Jap an ese | G reek

1. Do you sp ea k E n g lis h ? 4. Do you sp eak C h in e se ?


Y e s . I speak E n g lish . Y e s, 1 sp eak C h in ese.

2. Do you sp ea k F r e n c h ? 5. D o you sp eak S p an ish ?


Y es. I sp ea k F r e n c h . Y es, I sp eak Spanish.

3. Do you sp eak G erm an ? 6. Do you sp eak J a p a n e se ?


Y e s , I sp eak G erm an. Y e s, I sp ea k J a p a n e se .
251

TAPE I109C

JLiaten to a c o n v e r sa tio n a t a g a s sta tio n .

Good aftern oon . What can w e do fo r you ?

Good a ftern o o n . I n eed so m e g a s.

How m uch, p le a s e ?

F i l l it.

Shall I ch eck tinder the h ood ?

Y es, p le a s e .

Your o il is a quart low .

Give m e a quart of ligh t oil.


Do you have any a n t i- f r e e z e ? ♦

Y e s , we do.

I n eed a g a llo n , p le a s e .
It's g ettin g co ld , isn 't it?

Sure is .

R epeat ev e ry th in g you h e a r .

Good aftern oon . What can w e do fo r you ?

Good aftern oon . 1 n eed so m e g a s .

How m uch p le a s e ?

F ill it.

Shall I ch eck under the hood?


*

Y e s, p le a s e .

Your o il is a quart low.

G ive m e a quart of ligh t o il.


D o you have any a n tifr e e z e ?

Y e s , we do.

1 n eed a g a llo n , p le a s e .
I t Ts g ettin g co ld , is n 't it?

Sure is .
252

SOUND AND INTONATION

L is te n and r e p e a t. R ep eat.

lig h t lig h ted /id / Today I h ave a te a t.


want w anted / id / Y e ste r d a y I had a te a t.
n eed n eed ed / id /
I sm o k e e v e r y day.
jump jum ped / t / I sm o k ed y e s te r d a y .
ch eck checked -ft/
hope hoped / t / I study a t night.
sm o k e sm o k ed / t / I stu d ied la s t night.
w ork w ork ed / t / *

Ho f i l l s the c a r e v e r y w e e k .
lis t e n lis te n e d / d / He f ille d the c a r la s t w eek .
rem em ber rem em bered / d /
study stu d ied / d / H e 's h e r e now.
open opened / d / He w a sn 't h e r e th is m o rn in g .
c lo se c lo s e d / d /
f ill f ille d / d / We go to c l a s s on Monday.
prepare p rep a r e d / d / We w ent to tow n on Saturday.
sh ave shaved / d /
liv e liv e d / d / I read m y l e s s o n e v e r y night.
I rea d m y l e s s o n la s t night*

R e p e a t* R ep ea t*

What w e r e you doing y e s t e r d a y at 5 o ’c lo c k ? W as h e exp lain in g the le s s o n ?


I w a s studying* Y e s, h e w a s exp lain in g w hen I c a m e in.

W asn ’t he sp eak in g F r e n c h ? W as he ch eck in g th e b u lle tin b oard ?


No, h e w a s sp eak in g Spanish. Y e s , he ch eck ed w h ile I w a s waiting*

W ere th ey speaking c o r r e c t ly ? W ere the c l a s s e s g ettin g e a s i e r ?


Y e s, th e y w ere* T h ey w e r e gettin g e a s i e r w hen I le ft.

What w a s h e ex p la in in g ? What w e r e you doing w hen he c a lle d ?


He w a s exp lain in g th e new w o r d s. I w a s w r itin g a le t t e r w hen h e c a lle d .

What w e r e th e y d rin k in g? Was it running O* K. ?


T h ey w e r e drinking c o ffe e . Y e s , it w a s running fin e w hen w e left.

What w a s he buying?
He w a s buying gas*

Was it g ettin g c o ld e r ?
Y e s , it w a s .
253

A M E R I C A N LANGUAGE COURSE UNIT 1110

O U T L I N E AND STUDY O B J E C T I V E S

S tru ctu res

Do ~ P a s t T e n s e

A ffir m a tiv e Q u estio n s

N eg a tiv e S ta tem en ts

N eg a tiv e Q u estion s

R ev ie w (U nits 616-620)

Sound and Intonation

U n s tr e s s e d A u x ilia r ie s

R ev iew o i / z I and / t, d, id /
254

AM ERICAN LANGUAGE COURSE STU DEN T TEXT

U N IT 1 1 1 0

CONVERSATION AND READING PRACTICES


255

R e p e t i t i o n p r a c t i c e

A : D i d y o u r e a d a b o o k l a s t w e e k ?

B : Y e s , I d id ,

A : D i d I w r i t e a l e t t e r t h i s m o r n i n g ?

B : Y e s , y o u d i d .

A : D i d t h e s t u d e n t s t u d y h i s l e s s o n ?

B : Y e s , h e d id ,

A : D i d t h e n u r s e s e e a t r a i n ?

B : Y e s , s h e d id ,

A : D i d w e l i s t e n t o a t a p e l a s t n i g h t ?

B : Y e s , w e d i d .

A : D i d t h e s t u d e n t s w a n t a t a p e t h i s m o r n i n g ?

B : Y e s , t h e y d i d .

A : D i d t h e s t u d e n t s s p e a k E n g l i s h in c l a s s y e s t e r d a y ?

B : Y e s , t h e y d id .
D id n ’t I
w rite a le tte r N o,
th is m o rn in g ? y o u d i d n ’t

I D i d n ’t w e
f D i d n ’t t h e | D i d n ’t t h e I l is te n to
s tu d e n t s tu d y n u rs e see N o, a ta p e
th is l e s s o n ? / C a tra in ? s h e d i d n ’t l a s t n ig h t?

D id n ’t t h e s t u d e n t s I
sp e a k E n g lish \ f No,
in c la s s y e s t e r d a y ? / I t h e y d i d n ’t
R e p e t i t i o n p r a c t i c e

A : D i d n ' t y o u r e a d a b o o k l a s t w e e k ?

B : N o , I d i d n 't ,

A : D i d n ' t I w r i t e a l e t t e r t h i s m o r n i n g ?

B : N o , y o u d i d n 't .

A ; D i d n ' t t h e s t u d e n t s t u d y h i s l e s s o n ?

B : N o , h e d i d n 't .

A : D i d n ' t t h e n u r s e s e e a t r a i n ?

B : N o , s h e d i d n 't .

A : D i d n ' t w e l i s t e n t o a t a p e l a s t n i g h t ?

B : N o , w e d i d n 't .

A : D i d n ' t t h e s t u d e n t s w a n t a t a p e t h i s m o r n i n g ?

B : N o , t h e y d i d n 't .

A ; D i d n ' t t h e s t u d e n t s s p e a k E n g l i s h i n c l a s s y e s t e r d a y ?

B : N o , t h e y d i d n 't .
258
259
260

R e p e titio n p r a c t i c e

A: What tim e do you g et up e v e r y d ay?


B: I g et up a t 6 o fc lo c k ,

A; What tim e do y o u have b r e a k fa s t e v e r y day?


B: I h ave b r e a k fa st at 7 o 'c lo c k .

A: What tim e do you h ave lungh e v e r y d ay?


B: I have lunch at 12 noon.

A: What tim e do you h ave d in n er e v e r y n igh t?


B: I h ave dinner a t 8 o 'c lo c k .

A: What tim e do you go to bed e v e r y n ig h t?


B; I go to bed a t 12 m idnight.

A: Did he g e t up at 6 o 'c lo c k t h is m o rn in g ?
B: Y e s , he did.

A: D id he h ave b r e a k fa st at 7 o 'c lo c k th is m o rn in g ?
B: Y ea, h e did.

A: Did he have lunch at 12 noon y e s te r d a y ?


B: No, he didn't.

A: Did he have dinner at 8 o 'c lo c k la s t night?.


B: No, he didn't.

A; Did he go to bed a t 12 m id n igh t la s t n igh t?


B: Y e s, he did.
261
26 2

r e p e t it io n p r a c tic e

A : W h a t t i m e d o e s h e g e t u p e v e r y d a y ?

“ H e g e t s up a t 6 o 'c lo c k .
» «

What tim e d o e s he h ave b r e a k fa st e v e r y day?


1*

He h a s b r e a k fa st at 7 o 'c lo c k .
•«

What tim e d o e s he h ave lunch e v e r y day?


»*

He h a s lunch a t 12 noon*
i
What tim e d o e s he have d in n er e v e r y n igh t?
•*

He h a s d in n er a t 8 o 'c lo c k .
I*

What tim e d o e s he go to bed e v e r y night?


*•

He g o e s to bed a t 12 m id n igh t.
»♦
R ep etition p r a c tic e

A: Did you get up at 6 o' c lo c k th is m orn in g?


B: Y ea, I did.

A: D id you have b r e a k fa st at 7 o 'c lo c k th is m orn in g?


B: No, 1 didn't*

A: D id you have lunch at 12 noon y e s te r d a y ?


B: Y ea, I did.

A: D id you have d inner at 8 o 'c lo c k la s t night?


B: Y ea, I did.

A: D id you go to bed at 12 m idnigh t l a s t night?


B: N o, I didn't.
264

EXPLANATIO N AND DRILL* OF STRUCTURES

1, Did — The P a s t T e n se F o r m of Do

Did is a P a s t T e n se A u x ilia r y V erb <

P resen t PA ST TENSE FORM

D o you study E n g lish ? DID you STUDY E n g lish ?

Y es, I do. Y e s, I DID.

D o e s h e study E n g lish ? DID he STUDY E n g lish ?

Y e s , he d o e s. Y e s, he DID.

P resen t P a st

I, you, w e , they DO I, you, w e , they


h e , sh e, it DOES h e, sh e, it DID

P r a c tic e 1. P ron u n ciation p r a c tic e .

I. Did I study E n g lish ? ?. Y e s, I did.


2. Did you study E n g lish ? 8. Y e s, you did.
3. Did he study E n g lish ? 9. Y e s, he did.
4. Did she study E n g lish ? 10. Y e s, she did.
5. Did w e study E n g lish ? 11. Y es, w e did.
6. Did th ey study E n g lish ? 12. Y es, th ey did.

D idn't — The N e g a tiv e P a s t T e n s e F o r m of Do

P resen t PAST

Don*t you study .E n g lish ? D ID N ’T you STUDY E n g lish ?

N o, I don*t. N o, I D ID N 'T .

D o e s n 1! he study E n g lish ? DIDN'T he STUDY E n g lish ?

N o, he d o esn 't. N o, he DIDN'T.

P resen t Pa 8t

I, you, w e , th e y DON'T I, you, w e , they


h e, sh e, it DOESN'T h e, sh e, it DIDN'T
P r a c tic e 2. P r o n u n c ia tio n p r a c t i c e *

1. D idn't I study E n g lish ?


2. D idn't you study E n g lish ?
3. D idn't h e study E n g lish ?
4. D idn't she study E n g lish ?
5. D idn't we study E n g lish ?
6. D idn't th e y study E n g lish ?

7. No, I didn't.
8* No, you didn't*
9. No, h e didn't.
10. No, she didn't.
11. No, w e didn't.
12. No, they didn't.

13. I didn't study E n g lish .


14. You didn't study E n g lish .
15. He didn't study E n g lish .
16. She didn't study E n g lish ,
17. We didn't study English*
18. T hey didn't study E n g lish .

U se Did to fo rm P a s t T e n s e A ffir m a tiv e Q u estio n s.

P a s t T e n s e A ffir m a tiv e Q u estion

Go Go

Did I go? D id we go?


Did you go? Did you go?
D id he go? D id they go?
D id sh e go?
Did it go?

U se Did N ot o r D id n rt to fo r m P a s t T e n s e N eg a tiv e S ta tem en ts and


N eg a tiv e Q u estio n s.

P a s t T e n s e N eg a tiv e S tatem en t

I didn't go. We didn't go.


You didn't g o . You didn't go.
He didn't go. T h ey didn't go.
She didn't go.
It didn't go.

P a s t T e n se N e g a tiv e Q u estion

D idn't I go? D id n't w e go?


D idn't you go? D idn't you g o ?
D idn't h e go? D id n 't th e y go?
D idn't she go?
D idn't it go?
266

c. R e p e a t,

1. Today is Sunday,
2. T om orrow is M onday,
3* Y e ste r d a y w a s S atu rd ay,
4. The day b e fo r e y e s te r d a y w a s F r id a y ,
5. The day a fte r to m o rro w is T u e sd a y .
6. T h is i s W ed n esd ay.
7. T his is T h u rsd a y ,

8. Did you go to c l a s s M onday ?


Y e s, I w en t to c l a s s M onday.
N o, I d id n (t go to c l a s s M onday.

9. W ere you h e r e on T u e s d a y ?
Y e s, I w a s . I w a s h e r e on T u e sd a y .
No, I w a sn 't. I w a s n ft h e r e on T u e sd a y .

10. Was he h e r e la s t W ed n esd a y ?


Y e s, he w a s . He w a s h e r e l a s t W ed n esd ay-
N o, h e w a sn 't. He w a s n 't h e r e la s t W ed n esd ay.

11. Did th ey study T h u rsd ay m o r n in g ?


Y e s, th ey did. They stu d ied T h u rsd ay m o r n in g .
No, th ey didn't. T hey didn't study T h u rsd a y m o r n in g ,

2. L ist of Ir r e g u la r V erb s

T h er e is a la r g e group of co m m o n v e r b s w hich fo rm t h e ir .p a s t t e n s e in s p e c ia l,
ir r e g u la r w a y s. (S ee the l i s t on page 287)

L ea rn to u se the L i s t ,

a. Change to the P a s t T ense:

1. 1 g e t up a t s ix o 'c lo c k . 6. He d r iv e s to town.
2. He w r it e s m any le t t e r s . 7. He b eg in s a new book today.
3. He c o m e s in la te . 8. We e a t Lunch a t one o 'c lo c k .
4. I buy EngLish b ook s. 9. He sp ea k s F r e n c h .
5. I go to the lib r a r y . 10. He know s h e r .

b. Change fr o m the P a s t to the P r e s e n t T en se:

1. She w ro te a le t t e r , 6. It got cold e a r ly .


2. He g o t up e a r ly . 7. T hey w en t in.
3. We w en t to the lib r a r y . 8. T h ey c a m e out,
4. He drank a lo t of c o ffe e . 9. He took a shower*
5 . S h e c u t J o h n 's h a i r . 10. He began la te.
C h a n g e t o th e c o n t r a c t e d N e g a t iv e S t a t e m e n t f o r m .

1 . J o h n a t e h is lu n c h i n t h e c a f e t e r ia . 7 . X g o t u p e a r ly .

2 . V e s tu d ie d l a s t n ig h t . 8 . H e w a s r e a d y .

3 . O u r c la s s b e g a n a t e ig h t o 'c lo c k . 9 . I w e n t ho m e a t s e v e n .

4 . V e r e a d th e n e w s p a p e r. 1 0 . I a t e a s a n d w ic h .

5 . H e s p o k e t o m e a b o u t i t . 1 1 . I s le p t l a t e .

6 . W e to o k a s h o w e r. 1 2 . H e b o u g h t a c a r .

C h a n g e t o th e A f f i r m a t i v e Q u e s t io n f o r m .

1 . T h e y w e n t t o a m o v ie . 5 . H e c a m e b y p la n e .

2 . I d r a n k m i l k w i t h m y I p n c h . 6 . H e ca m e e a r ly .

3 . S h e l e f t f o r W a s h in g t o n . 7 . H e w e n t t o t h e h o s p it a l.

4 . S h e h e a r d y o u . 8 . H e w a s s ic k .

i*

C h a n g e t o th e N e g a t iv e Q u e s t io n f o r m .

1 . H e d id n 't c o m e w i t h m e . 6 . H e d id n ’t g e t u p e a r ly .

2 . D id t h e y c o m e e a r ly ? 7 / H e d id n o t g o h o m e w it h

3 . D id M a r y s e e J o h n y e s t e r d a y ? 8 . D id h e ta k e a s h o w e r?

4 . H e d id n 't e a t. 9 . H e d id n o t c u t h is h a i r .

5 . D id th e y g e t a n e w c a r ? 1 0 . D id h e w a lk t o s c h o o l?

R e a d th e f o llo w in g s e n te n c e s . N o t ic e th e u n d e r lin e d v e r b f o r m s .

A : W h e r e d id M r . V e r d i s a y h e w e n t ?

B : H e s a id h e s p e n t th e a f t e r n o o n a t th e G o v e r n o r ^ P a la c e .

A : I k n o w t h e r e is a b e a u t if u l p a t io t h e r e

H o w m u c h d o e s i t c o s t t o g e t in ?

B : J u s t a d im e . O f c o u r s e h e b o u g h t

s o m e p o s t c a r d s t o s e n d h o m e .

H e w r o t e t h e m la s t n ig h t .

A : L e t ' s g o s o m e a f t e r n o o n .

W h a t a b o u t S a t u r d a y ?

B : T h a t w i l l b e a g o o d t im e .

S e e y o u th e n .

A n s w e r t h e s e q u e s t io n s :

1 . W h e r e d id M r . V e r d i s p e n d t h e a f t e r n o o n ?

2 . H o w m u c h d id i t c o s t t o g e t in ?
268

AA * C h a r t p r a c t i c e

F o r m q u e s t i o n s a n d a n s w e r s l i k e t h e s e :

W h e r e w e r e t h e y g o i n g ? — T h e y w e r e g o i n g f o r a w a lk .

D i d t h e y m e e t a f r i e n d ? — Y e s , t h e y m e t a f r i e n d *

r.m
iirrr
269

Go S e ll Teach
W alk Buy E x p la in
M eet
P o in t (out)
(to )
(at )

O pen C a s h (a c h e c k ) Go
C lo s e D e p o s it (m oney) H ave a d a te (with)
Hold O p en /C lo se V is it
T ak e (an a c c o u n t) Study
Go (by ta x i) L ook a t
%

B uy Study L isten (to)


F ix •
W atch
M ake
Do

W ear Dance P lay (a g a m e)


D r e s s up L isten (to) (an i n s t r u m e n t )
Eat


270

3. R eview - S u m m ary of V erb F o r m s

Get Up

S im p le F o r m s e t . UP

T hird P e r s o n Singular F o r m g e t s up

P r o g r e s s i v e F o r m "ingM g ettin g up

P ast Form got up

P resen t A ffir m a tiv e S tatem en t I get up.


He g e t s up

Do A ffir m a tiv e Q uestion Do I get up?


D o e s he g et up?
D oes
g e t up N e g a tiv e S tatem en t I d on ’t get up.
D o n ’t H e d o e s n ’t g et up.

D o e s n ’t N e g a tiv e Q u estion D o n ’t I get up?


D o e s n ’t he g e t up?

P ast A ffir m a tiv e S ta tem en t I got up

A ffir m a tiv e Q uestion Did I g et up?


Did
g e t up N e g a tiv e S tatem en t I didn't g et up.
D idn't
N e g a tiv e Q u estion D idn't I g et up?

P r o g r e s s i v e V erb P h r a se

P resen t

I'm A ffir m a tiv e S ta tem en t I ’m getting up.


r
H e ’s gettin g up. , etc.
y o u 're
A ffir m a tiv e Q u estion A m I gettin g up?
h e ’s Is he gettin g u p ? , etc.

s h e ’s + getting up N e g a tiv e S tatem en t I’m not gettin g up.


You a r e n ’t gettin g up. , e t c .
i t ’s
N eg a tiv e Q u estion A m I not getting up ?
w e ’re A r e n ’t you g ettin g u p ? . e tc .

t h e y ’re
271

P**t

w as A ffir m a tiv e S tatem en t I w a s getting up.


You w e r e getting up.

w ere A ffir m a tiv e Q u estion W as I getting up?


W ere you gettin g up?
+ g ettin g up
w a an *t N eg a tiv e S tatem en t I w a sn 't getting up.
You w e r e n 't getting up.

w eren^ N eg a tiv e Q uestion W asn't I g ettin g up?


W eren 't you gettin g up?

4. Did

Did is an A u x ilia r y V erb . U se D id in the P a s t T e n se

P resen t P ast

a r r iv e a r r iv e d
p r a c tic e p r a c tic e d
n eed need ed
lik e liked
u nd erstan d u n d erstood
speak spoke

R ep eat th e q u estio n s and a n s w e r s a fte r th e in s tr u c to r .

Did the c l a s s a r r iv e e a r ly y e s te r d a y ? Did th ey lik e E n g lish ?


Y e s , it did. It a r r iv e d e a r ly . Y e s, they did. They liked E n g lish .

Did the stu d en ts p r a c tic e E n g lish ? Did they understand?


Y e s , th ey did. They p r a c tic e d E n g lish Y e s , th ey d id . They u n d ersto o d .

Did th e y n eed E n g lish ? Did th ey a ll sp eak E n g lish ?


Y e s , th ey did. They n eed ed E n g lish . Y e s , th ey d id . They a il spoke E n glish .

R em em b er:

PID i s the p a st fo r m o f do.


DID h a s only one fo r m fo r sin g u la r and p lu ra l.

N ote a l s o that the p a st idea is c a r r ie d by the a u x ilia r y v e r b when m aking a q u estion

T hey n eed ed p r a c tic e . D id th ey n eed p r a c t ic e ?


He spoke E n g lish . Did he sp eak it w e ll?
D idn't he sp ea k it w e ll?
272

TAPE 1110A

R ep ea t.

a book books
a le t t e r le t t e r s
a le s s o n le s s o n s
a tape tape 8
a tra in tr a in s

m y book m y ta p e s the tap e, the ta p e s


you r book you r ta p e s the le s s o n , the le s s o n s
our book our ta p e s the book, the books
th e ir book th e ir ta p e s the le tt e r , the le t t e r s
h is book h is ta p e s the tra in , the tr a in s
h e r book h e r ta p es

rea d did read didn't read


w r ite did w r ite didn't w r ite
study did study didn't study
see did see didn't see
lis te n to did li s t e n to didn't lis t e n to
want did want didn't want
speak did speak didn't speak

Did you re a d the book? D idn't you read the book?


Did you w r ite the le tt e r ? D idn't you w r ite the le tte r ?
Did you study the le s s o n ? D idn't you study the le s s o n ?
Did you s e e the train ? Didn't you s e e the tr a in ?
Did you lis t e n to the tape? D idn't you lis t e n to the tape?
Did you want a book? Didn't you want a book?
Did you sp ea k E n g lish ? D idn't you sp ea k E n g lish ?

You did, didn't you? You didn't, did you?


We did, didn't w e ? We didn't, did w e ?
T hey did, didn't they? T hey didn't, did they?
I did, didn't I? I didn't, did I?
He did, didn't h e ? He didn't, did h e?
She did, didn't sh e ? She didn't, did sh e?
R e v ie w p ro n u n cia tio n p r a c t i c e .

E x e r c i s e 1. Q u estio n s and a n s w e r s .

1 . D id y o u r e a d a b o o k la s t w e e k ? Y e s , I d id .

2. D id I w r i t e a l e t t e r t h is m o r n in g ? Y e s , y o u d id .

3 . D id th e s tu d e n t s tu d y h is l e s s o n ? Y e s , h e d i d .

4. D id th e n u r s e s e e a t r a i n ? Y e s , B h e d id .

5 . D id w e li s t e n t o a ta p e la s t n ig h t ? Y e s , w e d id .

6 . • D id th e s t u d e n t s w a n t a ta p e t h is m o r n in g ? Y e s , t h e y d i d .

7. D id th e s tu d e n ts s p e a k E n g lis h in c la s s y e s t e r d a y ? Y e s , t h e y d id .

C o n v e r s a t io n p r a c t i c e .

R e c o r d t h e a n s w e r s t o q u e s tio n s 1 t h r o u g h 7 .

1. .

2 . -
3. .

4. .

5. ■

6. .

7. .

E x e r c is e 2. Q u estio n s and a n s w e r s .

R ep eat.

1. D id n 't y o u r e a d a b oo k l a s t w e e k ? N o, I d id n 't.

2. D id n 't I w r it e a le t t e r th is m o r n in g ? N o , y o u d id n 't .

3. D id n 't the stu d en t stu d y h i s l e s s o n ? N o, h e d id n 't.

4. D id n 't th e n u r s e s e e a t r a in ? No, s h e d id n 't .

5. D id n 't w e l i s t e n to a ta p e l a s t n ig h t? N o , w e d id n 't .

6. D id n 't the s t u d e n t s w a n t a ta p e t h is m o r n in g ? N o , th e y d id n 't

7. D i d n ' t t h e s t u d e n t s s p e a k E n g l i s h in c l a s s y e s t e r d a y ? N o , t h e y d id n 't
274

TAPE 1110B

Repeat,

b rea k fa st he h a s b rea k fa st
lunch he h a s lunch
dinner he h a s dinner-
he g e ts up
♦ h e g o e s to bed
have b rea k fa st
have lunch
have dinner
he had b r ea k fa st
he had lunch
h e had dinner
get up
go to bed he got up
he w en t to bed

did have b rea k fa st he did have b r e a k fa st


did have lunch he did h ave lunch
did have dinner he did have d inner
did g et up he did get up
did go to bed he did go to bed

didn't have b rea k fa st


didn't have lunch he didn't have b r ea k fa st
didn't have dinner he didn't have lunch
he didn't h ave dinner
didn't get up
didn't go to bed he didn't g et up
h e didn't go to bed

every day
every m orn in g He g e ts up at 6 o 'c lo c k , d o e sn 't h e ?
every afternoon He h a s b r e a k fa st a t 7 o 'c lo c k , d o e sn 't h e?
every evening He h a s lunch a t 12 noon, d o e sn 't h e ?
every night He h a s dinner a;t 6 o 'c lo c k , d o e sn 't h e ?
He g o e s to bed a t m id n igh t, d o e sn 't h e?

e v e r y day at 6 o 'c lo c k
e v e r y day at 7 o 'c lo c k
We don't get up at 6 o 'c lo c k , do w e ?
e v e r y day at 9 o 'c lo c k
We don't h ave b r e a k fa st at 7 o 'c lo c k , do we?
We don't h ave lunch at 12 noon, do w e ?
We don't have dinner at 6 o 'c lo c k , do w e ?
e v e r y day at noon We don't go to bed a t 12 m id n igh t, do w e ?
e v e r y day at m idnight
275


J a n u a r y

F e b r u a r y

M a r c h

A p r i l

M a y

J u n e

J u ly

A u g u s t

S e p te m b e r

O c t o b e r

N o v e m b e r

D e c e m b e r

W h a t m o n t h is t h is ? T h i s is F e b r u a r y .

W h a t m o n t h w a s la s t m o n t h ? L a s t m o n t h w a s J a n u a r y .

W h a t is n e x t m o n t h ? N e x fc m o n t h is M a r c h .

R e v ie w p r o n u n c ia t io n p r a c t i c e .

E x e r c i s e 1 . Q u e s t io n s a n d a n s w e r s .

1 . W h a t t im e d o y o u g e t u p e v e r y d a y ? I g e t u p a t 6 o 'c l o c k .

2 . W h a t t im e d o y o u h a v e b r e a k f a s t e v e r y d a y ? I h a v e b r e a k f a s t a t 7 o ‘c lo c k .

3 . W h a t t im e d o y o u h a v e lu n c h e v e r y d a y ? I h a v e lu n c h a t 1 2 n o o n .

4 . W h a t t im e d o y o u h a v e d in n e r e v e r y n ig h t ? I h a v e d in n e r a t 8 o " c lo c k .

5 . W h a t t im e d o y o u g o t o b e d e v e r y n ig h t ? I g o t o b e d a t 1 2 m id n ig h t .

E x e r c i s e 2 . Q u e s t io n s a n d a n s w e r s .

R e p e a t. %

1 . D id y o u g e t u p a t 6 o ’ c lo c k t h is m o r n in g ? Y e s , I d id .

2 . D id y o u h a v e b r e a k f a s t a t 7 o ’ c lo c k t h is m o r n in g ? N o , 1 d id n 't .

3 . D id y o u h a v e lu n c h a t 1 2 n o o n y e s t e r d a y ? Y e s , I d id .

4 . D id y o u h a v e d in n e r a t 8 o ’ c lo c k la s t n ig h t ? Y e s , I d id .

5 . D id y o u g o t o b e d a t 1 2 m id n ig h t la s t n ig h t ? N o , I d i d n ’t .
276

E x e r c is e 3. Q u estion s and a n s w e r s .

R ep ea t.
#
1, What tim e d o e s he get up e y e r y day? He g e ts up at 6 o 'c lo c k .

2. What tim e d o e s he h ave b r e a k fa st e v e r y day? H e h a s b r e a k fa st a t 7 o 'c lo c k .

What tim e d o e s he have lunch e v e r y d ay? H e h a s lunch a t 12 noon.

4. What tim e d o e s he have d in ner e v e r y n igh t? He h a s d in n er a t 6 o 'c lo c k .

5. What tim e d o e s he go to bed e v e r y night? He g o e s to bed at 12 m id n ig h t,

E x e r c i s e 4. Q u estio n s and a n s w e r s .

R e p e a t.

1, Did he g et up at 6 o 'c lo c k th is m o r n in g ? Y e s , h e did.

2. Did he h a v e b r e a k fa st at 7 o 'c lo c k th is m o rn in g ? Y e s , h e did*

3. D id he h a v e lunch a t 12 noon y e s te r d a y ? No* h e didn't.

4. D id he h a v e dinner a t 8 o 'c lo c k la s t night? No, he didn't.

5. D id he go to bed at 12 m id n igh t la s t n igh t? - Y e s , he did.

C o n v e rsa tio n p r a c t ic e . A n sw e r q u e stio n s 1 through 5,

L is te n to the q u estio n , then r e c o r d th e a n s w e r .

1.

2 .
3.

4.

5.
277

TAPE 11IOC

L i s t e n t o a c o n v e r s a t io n a t a s t o r e . L i s t e n t o t h is c o n v e r s a t io n .
— — - -j -----------------

W e r e n 't y o u h e r e y e s t e r d a y ? M a y I s p e a k t o J a n e ?

N o , I w a s n 't . T h a t w a s m y f r i e n d . * T h is is J a n e . D o n 't e v e r c a l l m e a g a in .

W e a r e b o t h f r o m S a n F r a n c is c o .
P le a s e t a l k t o m e . I 'm s o r r y I w a s la t e .

I 'm s o r r y . I c a n 't t e l l y o u a p a r t .
L a t e , y o u w e r e n 't la t e .

T h a t 's a l l r ig h t . W e ' r e a lw a y s Y o u w e r e n ' t h e r e a t a l l .

m is t a k e n f o r e a c h o t h e r .

M y f r i e n d g o t s o m e s o a p . I w a s a s le e p .

I w a n t th e s a m e k in d .

W e ll, I w a s n 't .

D o y o u k n o w th e b r a n d ?
I w a n t t o a p o lo g iz e . L e t m e e x p la in .

N o , I d o n 't . T h e c o lo r is g r e e n .

W e ll, e x p la in .

W a s i t t h is o n e ?

I w e n t t o s le e p a n d ...........................

L e t m e s m e ll i t . Y e s , t h is is i t .

P le a s e g iv e m e t w o b a r s . N e x t t im e s t a y a w a k e .

G o o d - b y e .

L i s t e n a n d r e p e a t . R e p e a t .

W e r e n 't y o u h e r e y e s t e r d a y ? M a y I s p e a k t o J a n e ?

N o , I w a s n 't . T h a t w a s m y f r ie n d . T h is is J a n e . D o n 't e v e r c a l l m e a g a in .

W e a r e b o th f r o m S a n F r a n c is c o .

P le a s e t a l k t o m e . I ' m s o r r y I w a s L a te .

I 'm s o r r y . I c a n 't t e l l y o u a p a r t .

L a t e , y o u w e r e n 't la t e .

T h a t 's a l l r ig h t . W e ' r e a lw a y s Y o u w e r e n 't h e r e a t a l l.

m is t a k e n f o r e a c h o t h e r * .

M y f r i e n d g o t s o m e s o a p . I w a s a s le e p .

I w a n t th e s a m e k in d .

W e ll, I w a s n 't .

D o y o u k n o w th e b r a n d ?

I w a n t t o a p o lo g iz e . L e t m e e x p la in .

N o , I d o n 't . T h e c o lo r is g r e e n .

W e ll, e x p la in .

W a s i t t h is o n e ?

I w e n t t o s le e p a n d ...........................

L e t m e s m e ll it . Y e s , t h is is i t . * ■»

P le a s e g iv e m e t w o b a r s . N e x t t im e s t a y a w a k e .

G o o d - b y e .
278

SOUND AND INTONATION

Pronun ela tio n p r a c tic e

D on't s t r e s s A u xiliary v e r b s

R ep ea t.

1. Do you have m y book ? No, I don't h ave you r book.

2. Do you h a v e m y p e n c ils 7 N o. I don't have your p e n c ils

3. Do you h a v e our b o o k s? N o, I don't have you r b ook s.

4. Do you h ave our p e n c ils ? N o, I don't h ave your p e n c ils,

5. Did you have h e r c h a ir ? N o, I didn't h ave h er c h a ir .

6. Did you h a v e h e r ta p e s? N o, 1 didn't h a v e h e r ta p e s.

7. Did you have h is c a r ? No, 1 didn't have h is c a r .

8. Did you have th e ir books ? N o, I didn't h ave th e ir books

9. W asn't he goin g? No, he w a sn 't going.

10. W eren 't th ey ea tin g ? Y e s , th e y w e r e ea tin g .

11. Isn't it running? N o, it is n 't running.

12. A r e n 't th e y running ? Y e s, th ey a r e running.

S t r e s s the / z / sound.

is is is
w as w as w as
does d oes does
h as h as has

S t r e s s the / t , d , or id / ending.

It/ Id/ I id /

jump jum ped lis t e n lis te n e d lig h t ligh ted


c h e c k ch eck ed rem em ber rem em bered want w anted
hope hoped study stu d ied n eed n eed ed
w ork w ork ed open opened
s m o k e sm ok ed c lo s e c lo s e d
f ill fille d
Repeat A djective - Adverb

G o - W e n t H e ' s a f a e t d r i v e r

H e d r iv e s f a s t .
I g o t o c la s s .

H e g o e s t o c la s s H e ' s a c a r e f u l d r i v e r

H e d r iv e s c a r e f u lly .
I w e n t t o c la s s .

H e w e n t t o c la s s T h is is a h a r d le s s o n

T h a t is h a r d e r .

D id 1 g o t o c l a s s ?

D i d h e g o t o c l a s s ? T h a t is e a s y .

T h a t is e a s ie r

D i d n 't I g o t o c l a s s ?

D i d n 't h e g o t o c l a s s ?

S e e - S a w

I s e e t h e s t u d e n t s .

H e s e e s th e s tu d e n t s .

1 s a w th e s t u d e n t s .

H e s a w t h e s t u d e n ts .

D id 1 s e e t h e s t u d e n t s ?

D id h e s e e th e s tu d e n ts ?

D id n 't 1 s e e th e s t u d e n t s ? .

D i d n 't h e s e e th e s t u d e n t s ?

W r i t e - W r o t e

H e w r i t e s a l e t t e r e v e r y d a y .

H e w r o t e a l e t t e r y e s t e r d a y .

D o e s h e w r i t e a l e t t e r e v e r y d a y ?

D id h e w r i t e a l e t t e r e v e r y d a y ?

H e d o e s n 't w r i t e a l e t t e r e v e r y d a y .

H e d id n 't w r i t e a l e t t e r e v e r y d a y .

D o e s n 't h e w r i t e a l e t t e r e v e r y d a y ?

D i d n 't h e w r i t e a l e t t e r e v e r y d a y ?
I 281

APPENDIX

- P a r t P a g e

I T h e E n g lis h A lp h a b e t 2 8 2

I I A m e r ic a n E n g lis h S o u n d s 2 8 3

I I I P r i n c i p a l P a r t s o f C e r t a in I r r e g u l a r V e r b s 2 8 7

I V P a t t e r n s o f I r r e g u l a r V e r b s 2 8 9

V E x a m p le s o f C o n ju g a t io n s 2 9 1

V I F o u r I m p o r t a n t S p e llin g R u le s 2 9 4

V I I L i s t o f C o n t r a c t io n s 2 9 7
282

P m* 1 THE ENGLISH ALPHABET

Typ^tcrlpt Italics Longhand

Capital Small Capital Small

1. A a a
*
a Cu
2. B b b J 3 -t
3. C c c C
4. D d d s y *I
5. £ e e $ As
6. F t f j *
/
7. G 8 g &
8. H h h # ■

9. 1

1

I J

10. J J J 9

11. K k k K %
12. L 1 I
13. M m m
*
14. N 71 n *
15. O o o O'
16. P P P
17. Q q Q a
18. R r r
rA y
19. S ■ s J As
20. T t t J it
21. U u u AU
22. V V V IT
23. w w w j r

24. X X X X sp
25. Y r y
T
26. z z
x
2 /
283

AMERICAN ENGLISH SOUNDS

P a rt II

E n glish is not sp elled phonetically. The sam e sound is sp elled s e v e r a l different


i

w ays. F or this reason it is helpful to a s s ig n sep arate sym b ols to each sound. The

follow ing sy ste m is a m odified v e r s io n o f the IP A (International P h o n etic Alphabet)

sy ste m . Tw enty-four (24) consonant sy m b o ls, e lev en (11) v o w el sy m b o ls, and three

(3) sym b ols rep resen tin g diphthongs a re u sed to re p r ese n t the sign ifican t sounds of

A m erican E nglish.

T h ese ch arts are only aid s and not to be m e m o r iz e d . H ow ever, the student m u st

be aw are of the different sounds re p r e se n te d in th e se ch a rts. He m u st be able to

reco g n ize and rep e?t them a ccu ra tely .


285

CONSONANT CHART

Place of A r t i c u l a t i o n

Tip of Blade of Middle or Back of


Lower Tip of ^ Tongue & Tongue & Front of Tongue &
Lip & Tongue & Tooth Tooth Tongue & Soft
Lips Teeth Teeth Ridge Ridge Hard Palate Palate Glottis

U* V* u V u V U V u V u V u V u V
Articulation

Stops /P / / b / /t/ /d / Ikl III


1 2 3 4 5 6

Nasals /« / •
/n / /Q /
7 8 9
of

Lateral /I/
Glide 10
Ma n ne r

Fricatives /ff / / v / / 9 / / b/ / s / I I I III i n /h /


U 12 13 14 15 16 17 18 19

Affricates III /I/


201 21

Glides 1*1 /r / /y /
22 23 24

*Note: u and v are abbreviations for “ unvoiced” and “ voiced.”

EXAMPLES

1. / P / fast, stop 9. /o / learning, writing 17. I l l she, should

2. / b / be, been 10. / I / shall, left 18. I I I measure, vision

3. / t / two, went 11. / f / if, after 19. S h i he, him

4. 1 6 1 do, did I2 - / v / vowels, voiced 20. III check, each

5. I k l can, can’t 13. /© / both, Thursday 21. H I ridge, jaw

6. I I I get, got 14. / b/ Hie, ttey 22. 1 * 1 we, will

7. /m / me, my 15. / s / stops, consonants 23. Itl run, around

8. I n i no, not
m0m • • •
16. I I I is, was 24. l y l ^our, ^ours
286

CONSONANTS

S y m b o ls E x a m p le s

1. P p a s t, sto p , put, p ap er

2. b b ed , b a b y , b a r b e r , lab

3. t ta k e, w a te r , s e n t, ten

4. d d a te, stud en t, d o, hard

S. k c a r , c h e m ic a l, r e c o r d e r , book

6. g g a s , e g g s , dog, c ig a r

7. m a m , m y , n u m b e r, fr o m

8. n no, lin e , find, noon

9- ri s in g , lo n g , w ro n g , rank

10. 1 w e l l . Laboratory, a lw a y s , le t

11. f f a r m e r ; a f f ir m a t iv e , p h r a s e , laugh

12. V v e r y , g iv e , l i v e , s e v e n

13. 8 thank, T h u rsd a y , bath, n orth

14. 8 the, t h is , t h e s e , w e a th e r , th e r e

15. 8 s e e , t h is , l e s s o n , ta p e s

16. Z z e r o , r o s e , b lo w s , d o zen

17. a sh ip , n a tio n , sh ou ld , push

18. i p le a s u r e , m e a s u r e , u su a l

19. h h a v e , h e , h ow , hot

20. E c h a ir , t e a c h e r , p ic t u r e , M arch
V

21. J ju d g e, b r id g e , p a g e , J u ly
«

22. w w e , w a lk , w is h , a w a y , w hy

23. r r e a d , c o u r s e , f o r , w r ite

24. y y e s , you, y e s t e r d a y , young


287

VOWEJLS

Symbol» Examples

1# i teach, m eet, he, machine, chief

2. I ait, in, ia, big

3. e make, day, train, vein, steak

4. c met, let, said, . bread

5. ae cash, half, laugh, hand

6. a far, farmer, heart, not, hot

'■ '■ i t >• n

7. d all, saw, bought, thought, taught

8. o go, know, coat, toe, pole

9. u good, should, would, book, took

10. u food, blue, blew, do, eoup

11. o cup, enough, ago, son, sun

12. at I, tie, buy, my, write

13. oi oil, boy, join, point

14. au now, town, mouth, out


289

P a r t H I P R I N C I P A L P A R T S O F C E R T A I N I R R E G U L A R V E R B S

P a s t P a s t

P r e s e n t P a s t P a r t i c i p l e P r e s e n t P a s t P a r t ic i p le

a r i s e a r o s e a r i s e n get got gotten (got)


a w a k e a w o k e a w a k e n e d give gove given
go went gone
b e w a s
grind ground ground
b e e n
grow grew grown
b e a r b o r e b o r n e

b e a t b e a t b e a te n h a n g h u n g h u n g

b e c o m e b e c a m e b e c o m e h a v e h a d h a d

b e g in b e g a n b e g u n h e a r h e a r d h e a r d

b e n d b e n t b e n t h id e h id h id d e n

b e t b e t b e t h i t h i t h i t

b in d b o u n d b o u n d h o ld h e ld h e ld

b id b id b id h u r t h u r t h u r t

b it e b it b it t e n

b le e d b le d b le d k e e p k e p t k e p t

b lo w b le w b lo w n k n o w k n e w k n o w n

b r e a k b r o k e b r o k e n

b r in g b r o u g h t b r o u g h t la y - la id la id *

b u ild b u i lt b u i l t le a d le d le d

b u r s t b u r s t b u r s t le a v e le f t le f t

b u y b o u g h t b o u g h t le n d le n t le n t

le t le t le t

c a s t c a s t c a s t l i e l a y la in

c a t c h c a u g h t c a u g h t lig h t l i t l i t ( lig h t e d )

c h o o s e c h o s e c h o s e n l o s e lo s t l o s t

c o m e c a m e c o m e

c o s t c o s t c o s t m a k e m a d e m a d e

c r e e p c r e p t c r e p t m e a n m e a n t m e a n t

c u t c u t c u t m e e t m e t m e t

d e a l d e a lt d e a lt

d ig d u g d u g p a y p a id p a id

d o d id d o n e p u t p u t p u t .

d r a w d r e w d r a w n

d r i n k d r a n k d r u n k q u it q u it q u it

d r iv e d r o v e d r iv e n

r e a d r e a d r e a d

e a t a t e e a te n r id e r o d e r id d e n

r in g r a n g r u n g

f a l l f e l l f a lle n r i s e r o s e r i s e n

f e e d fe d f e d r u n r a n r u n

f e e l f e lt f e l t

f ig h t fo u g h t f o u g h t s a y s a id s a id

f in d fo u n d fo u n d s e e s a w s e e n

f le e f le d f le d s e e k 8 o u g h t 8 o u g h t

f l y f le w f lo w n s h a k e s h o o k s h a k e n

f o r g e t f o r g o t f o r g o t t e n 8 e l l s o ld s o ld

f o r g iv e f o r g a v e f o r g iv e n s e n d s e n t s e n t

f r e e z e f r o z e f r o z e n s e t s e t s e t
290

P ast
P resen t P ast P a r tic ip le

sh ed shed shed
shine shone shone
shoot shot shot
show show ed shown
sh rin k shrank shrunk
shut shut shut
fling sang sung
sink sank sunk
sit sat sat
s le e p sle p t sle p t
s lid e slid slid
sLit s lit s lit
sp ea k spoke spoken
spend spent spent
sp in spun spun
s p lit s p lit sp lit
sp r e a d sp re a d sp rea d
sp rin g spran g sprung
stand stood stood
s te a l s to le sto le n
stick stuck stu ck
stin g stung stung
str ik e stru ck stru ck
str in g • strung strung ‘
sw ear sw o re sw orn
sw eep sw ept sw ept
sw im sw am sw am
sw ing swung swung

take took taken


tea ch taught taught
te a r to r e torn
t e ll told to ld
think thought thought
- throw th rew throw n

u n d erstan d u n d erstood u n d ersto o d

w ake w oke - (waked)woke - (waked)


w ea r w ore w o rn
w eave w ove w ov en
w eep w ept w ept
w et w et w et
w in won won
wind wound wound
w rin g wrung w rung
w r ite w ro te w r itte n
P a r t I V P A T T E R N S O F I R R E G U L A R V E R B S

1 . T h r e e P r i n c i p a l P a r t s th e S a m e "

h i t h i t h i t b id b id b id

q u it q u it q u it •

s p l it s p l i t s p l i t h u r t h u r t h u r t

b u r s t b u r s t b u r s t

b e t b e t b e t

le t le t le t c o s t c o s t c o s t

s e t s e t s e t

s h e d s h e d s h e d

p u t p u t p u t s p r e a d s p r e a d s p r e a d

c u t c u t c u t •

s h u t s h u t s h u t c a s t c a s t c a s t
«

2 . L a s t T w o P r i n c i p a l P a r t e t h e S a m e

F i n a l C o n s o n a n t Change O n ly

h a v e h a d h a d

m a k e m a d e m a d e

b u ild b u i lt b u i l t

b e n d b e n t b e n t

s p e n d s p e n t s p e n t

s e n d s e n t s e n t

b . V o w e l C h a n g e O n ly

m e e t m e t m e t

r e a d r e a d r e a d

b le e d b le d b le d

f e e d f e d f e d

le a d le d le d

li g h t l i t l i t

s lid e s lid s li d

s i t s a t s a t

s h o o t s h o t s h o t

h o ld * h e ld h e ld

w in w o n w o n

s h in e s h o n e s h o n e

f in d fo u n d fo u n d

w in d w o u n d w o u n d

b in d b o u n d b o u n d

d ig d u g d u g

s t ic k s t u c k s t u c k

s t r i k e s t r u c k s t r u c k
292
c. V ow el Change — A ddition of -»t or ~d

s le e p s le p t sle p t m ean m ea n t m ea n t
k eep kept kept le a v e le ft le ft
creep crep t crept
w eep w ep t w ept f le e fle d fle d
a to ld told
t o il
think thought thought se ll so ld so ld
tea ch taught taught
buy bought bought lo s e lo s t lo s t
catch caught caught
fight fought fought hear heard heard
seek sought sought u n d erstan d u n d ersto o d u n d erstood

3. T h ree P r in c ip a l P a r ts D iffe r to S om e E xtent

a. N o S im ila r ity

be wa 8 b een
go w en t gone
do did done

b* V ow el Change — A ddition o f -n
t<
a r ise arose a r is e n rid e rode ridden
d riv e d rove d riv en r is e rose r is e n
fly flew flown

V ow el Change — No -n

sin g sang sung sw im sw am sw um


ring rang rung
drink drank drunk b eg in began begun


d* F i r s t and T h ird V o w e ls S im ila r

blow blew blow n run ran run


know knew known co m e cam e co m e
grow grew grow n
throw threw throw n ea t a te eaten
give gave g iv en
see saw seen
• draw drew drawn

e* S econ d and T hird V o w e ls S im ila r

b reak broke b rok en te a r to re torn


sp eak spoke sp oken w ear w ore w orn
c h o o se c h o se c h o se n sw e a r sw o re sw o rn
s te a l sto le s to le n bear b ore born

g et got got (gotten)


fo r g e t fo r g o t fo rg o tten
293

P a r t V E X A M P L E S O F C O N J U G A T I O N S

( T h e s e a r e e x a m p le s o f s t a n d a r d c o n ju g a t io n s . )

V e r b : T o B e ( B e : S im p le F o r m )

P r e s e n t T e n s e P r e s e n t P e r f e c t T e n s e

I a m w e a r e I h a v e b e e n w e h a v e b e e n

y o u a r e y o u a r e y o u h a v e b e e n y o u h a v e b e e n

h e , s h e , i t is t h e y a r e h e h a s b e e n t h e y h a v e b e e n

P a s t T e n s e P a s t P e r f e c t T e n s e

I w a s w e w e r e I h a d b e e n w e h a d b e e n

y o u w e r e y o u w e r e y o u h a d b e e n y o u h a d b e e n

h e w a s t h e y w e r e h e h a d b e e n t h e y h a d b e e n

F u t u r e T e n s e F u t u r e P e r f e c t T e n s e

I w i l l ( s h a ll) b e w e w i l l ( s h a ll) b e I w i l l ( s h a ll) h a v e b e e n w e w i l l ( s h a ll) h a v e b e e n

y o u w i l l b e y o u w i l l b e y o u w i l l h a v e b e e n y o u w i l l h a v e b e e n

h e w i l l b e t h e y w i l l b e h e w i l l h a v e b e e n t h e y w i l l h a v e b e e n

V e r b : T o W a lk ( W a lk ; S im p le F o r m )

P r e s e n t T e n s e P r e s e n t P e r f e c t T e n s e

I w a lk w e w a lk I h a v e w a lk e d w e h a v e w a lk e d

y o u w a lk y o u w a lk y o u h a v e w a lk e d y o u h a v e w a lk e d

h e , s h e , i t w a lk s t h e y w a lk h e h a s w a lk e d t h e y h a v e t a l k e d

P a s t T e n s e P a s t P e r f e c t T e n s e

I w a lk e d w e w a lk e d I h a d w a lk e d w e h a d w a lk e d

y o u w a lk e d y o u w a lk e d y o u h a d w a lk e d y o u h a d w a lk e d

h e w a lk e d t h e y w a lk e d h e h a d w a lk e d t h e y h a d w a lk e d

F u t u r e T e n s e F u t u r e P e r f e c t T e n s e

I w i l l ( s h a ll) w a lk w e w i l l ( s h a ll) w a lk I w i l l ( s h a ll) h a v e w a lk e d w e w i l l ( s h a ll) h a v e w a lk e d

y o u w i l l w a lk y o u w i l l w a lk y o u w i l l h a v e w a lk e d y o u w i l l h a v e w a lk e d

h e w i l l w a lk t h e y w i l l w a lk h e w i l l h a v e w a lk e d t h e y w i l l h a v e w a lk e d
294

Verb: T o Walk ( P r o g r e s s iv e F o r m )

P r e se n t T ense

I a m w alk in g w e a r e w alk in g
y o u a r e w alk in g you a r e w alk in g
h e , sh e , it i s w alk in g th e y a r e w alking

P a st T ense

I w a s w alk in g w e w e r e w alk in g
you w e r e w alking you w e r e w alk in g
h e w a s w alking th e y w e r e w alk in g

F u tu re T en se

I w i l l (sh a ll) be w alk in g w e w i l l (sh all) b e w alk in g


you w ill be w alking you w ill be w alk in g
h e w ill be w alking th e y w i l l be w alk in g

P resen t P erfect T ense

I have b e e n w alk in g w e h ave b e e n w alk in g


you h a v e b een w alking you h ave b e e n w alk in g
he h a s b e e n w alk in g th e y h ave b een w alking

P a s t P e r f e c t T en g e

I had b een w alk in g w e had b e e n w alk in g


you had b een w alk in g you had b e e n w alking
he had b een w alk in g th e y had b e e n w alk in g

F u tu re P e r f e c t T e n se

I w i l l (sh all) h ave b e e n w alk in g w e w ill (sh a ll) have b een w alk in g
you w i l l have b e e n w alking you w ill h ave b e e n w alk in g
he w ill h ave b een w alking th e y w ill h ave b e e n w alk in g

Verb: T o S ee ( P a s s iv e V o ice )

P resen t T ense

I a m se e n we are seen
you a r e s e e n you a r e s e e n
h e, sh e , it i s s e e n th ey a r e se e n
P a st Tense.

I w a s s e e n w e w e r e s e e n

y o u w e r e s e e n y o u w e r e s e e n

h e w a s s e e n t h e y w e r e s e e n

F u t u r e T e n s e

I w i l l ( s h a ll) b e s e e n w e w i l l ( s h a ll) b e s e e n

y o u w i l l b e s e e n y o u w i l l b e s e e n

h e w i l l b e s e e n t h e y w i l l b e s e e n

P r e s e n t P e r f e c t T e n s e

I h a v e b e e n s e e n . w e h a v e b e e n s e e n

y o u h a v e b e e n s e e n y o u h a v e b e e n s e e n

h e h a 8 b e e n s e e n t h e y h a v e b e e n s e e n

P a s t P e r f e c t T e n s e

• A

I h a d b e e n s e e n w e h a d b e e n s e e n

y o u h a d b e e n s e e n y o u ^ h a d b e e n s e e n

h e h a d b e e n s e e n t h e y h a d b e e n s e e n
9

F u t u r e P e r f e c t T e n s e

I w i l l ( s h a ll) h a v e b e e n s e e n w e w i l l ( s h a ll) h a v e b e e n s e e n

y o u w i l l h a v e b e e n s e e n y o u w i l l h a v e b e e n s e e n

h e w i l l h a v e b e e n s e e n t h e y w i l l h a v e b e e n s e e n

V e r b : T o B e ( S u b ju n c t iv e M o o d )

(occasionally used in conditional or contxary-to-the-fact situations)

P r e s e n t T e n s e

(I*) I b e ( I f ) w e b e

(If) y o u b e ( I f ) y o u b e

(If) h e , s h e , i t b e ( I f ) t h e y b e

Past Tense

( I f ) I w e r e ( I f ) w e w e r e

( I f ) y o u w e r e ( I f ) y o u w e r e

( I f ) h e , s h e , i t w e r e ( I f ) t h e y w e r e

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