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Let's learn English [by] Audrey L. Wright [and] James H. McGillivray. Wright, Audrey L. New York, American Book Co. [c1955-1956]

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INDIANA

UNIVERSITY

LIBRARY

>

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LET'S LEARN ENGLISH

PART II

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LET'S

LEARN

ENGLISH

PART II

Audrey L. Wright • Former Associate in English,

University of California at Los Angeles; Former Di-

rector of Courses, Instituto Mexicano-Norteamericano

de Relaciones Culturales, Mexico, D.F.; Former Direc-

tor of English Language and Orientation, Louisiana

State University; Former Assistant Director, Centro

Colombo-Americano, Bogota, Colombia.

James H. McGillivray • Information Officer,

United States Information Service, Sao Paulo, Brazil;

Former Foreign Affairs Officer, Information Center

Service, Department of State; Former Executive Sec-

retary, Associacao Cultural Brasil-Estados Unidos,

Bahia, Brazil; Former Director, Centro Colombo-

Americano, Bogota, Colombia.

" L' - >"

AMERICAN BOOK COMPANY

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New York Cincinnati Chicago Atlanta Dallas San Francisco

775530

Copyright © 1956 by American Book Company

Under International Copyright Convention

Philippines Copyright 1956 by American Book Company

All rights reserved. No part of this book protected by the copyrights hereon

may be reproduced in any form without written permission of the publisher.

Drawings by George Wilde

Wright and McGillivray: Let's Learn English, Part II

Made in the United States of America

E.P. 2

INDIANA UNIVERSITY

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LIBRARY

PREFACE

Oo

*? Part II of Let's Learn English assumes that the student has com-

pleted Part I and has acquired an elementary knowledge of English

-i structure. The twelve lessons in this book continue to stress the

aural-oral approach to learning a second language. The skills already

taught in Part I are reinforced by constant practice as they are co-

ordinated with the presentation of new material. Although the lessons

follow the same general pattern as those in Part I, there is greater

variety in each Oral Practice, the material under Pronunciation has

been expanded, and Composition is a new section at the end of each

lesson.

The thematic content of Part II centers around American customs

and the everyday life of an American family, particularly as seen

through the eyes of a foreign student in the United States. Numerous

drawings, large and small, serve to illustrate the text and stimulate

conversation.

Both vocabulary and structure are carefully controlled within each

lesson and from one lesson to another. They are purposely limited in

scope in order to teach the essentials of English as thoroughly as

possible and to avoid the common pitfall of teaching more vocabulary

and structure than a student can absorb.

The 565 new words and idioms in Part II, added to the smaller

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vocabulary of Part I, make a total of i000 vocabulary items in the

complete book. The majority of these words are used many times.

The choice of words has been determined by the content material of

each lesson and by their usefulness in ordinary conversation.

Part II offers the same careful presentation of new structure as

Part I. It progresses slowly and logically, increasing gradually in

difficulty. The first four lessons continue in the present tense, but the

future with going to is added. The next five lessons include the use of

can and the simple past tense. The last three lessons take up the

present perfect tense, which is equally important in conversation. In

general, the text presents those grammatical principles which are

considered most essential for a student at this level.

Emphasis is also placed on pronunciation. This is taught largely

through imitation and repetition, but the phonetic symbols and into-

nation lines provide additional aids. The transcriptions are based on

the International Phonetic Alphabet. Intonation lines are continued

in Part II, on the questions and answers and on the dialogues. For

convenient reference, a simple but careful analysis of American English

Pronunciation is provided in a section at the back of the book. This

consists of general comments, a brief description of each sound with its

phonetic symbol, and an explanation of the elementary principles of

stress and intonation.

The number of class hours to be devoted to each lesson will depend

on the amount of oral practice that is done. Other factors to be con-

sidered are the size, maturity, and motivation of the class. However,

a minimum of four or five clock hours is suggested for each lesson.

The authors are grateful for the help and suggestions of all those

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who have been interested in the publication of this text. They par-

ticularly wish to express their appreciation to the following people:

Dr. John B. Rust of Sweetbriar College, Virginia, for his careful

analysis and constructive criticism of the twelve lessons; Dr. Clifford

H. Prator of the University of California at Los Angeles, for reading

the manuscript of the section American English Pronunciation, and

for a number of useful ideas on the teaching of pronunciation which

have been incorporated in the text.

A. L. W.

J. H. M.

vi

TO THE TEACHER

Let's Learn English, Part II, consists of twelve lessons, three of

which are reviews. The following comments describe the various

sections of a lesson and offer some suggestions for teaching the material

effectively.

Oral Practice. As in Part I, this section is the core of each lesson,

providing the general theme as well as the new vocabulary and struc-

ture. All are woven into natural English, whether in simple questions

and answers, dialogues, or informative paragraphs. A feature under

this section is called Tom's Impressions. Tom represents all foreign

students in the United States, but his exact identity is to be determined

in Lesson 13. In answer to the question "Where are you from?"

Tom should reply with the name of the student's own country and city.

Each part of the Oral Practice is to be studied as a unit. With books

closed, first the students listen to the teacher's presentation of the

material in order to grasp the general meaning and to become familiar

with the new vocabulary. The teacher may use various types of

visual aids, give other English equivalents, or quickly translate into

the student's own language, if necessary; but no explanation of struc-

ture should be given at this time. Then the students repeat each

sentence in unison, imitating the teacher's pronunciation. After

sufficient aural-oral practice, a student reads the same material from

his book, both in class and at home.

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vii

Structure. Since the first items under Structure correspond to the

first units of the Oral Practice, it is not necessary to complete the Oral

Practice before beginning the Structure. The points of structure are

presented inductively; examples to be repeated are given first, followed

by a simple explanation of the principle involved. In teaching, how-

ever, it is better to present this material with the use of the blackboard

and the help of the class than to read it from the book. Let the ex-

amples teach. Each new item is accompanied by one or more exercises.

These should be done orally in class, at least in part, before any are

assigned for homework. The student should not write the exercises

in his book.

Vocabulary. Placed after the section on structure, the Vocabulary

actually becomes a review of what the student already knows rather

than a long list of words to be learned before beginning a lesson. The

teacher may or may not wish to have his students fill in the meanings

in their own language, although there is usually sufficient space in

which to do so. This also applies to the complete vocabulary at the

back of the book, which includes the iooo words and idioms used in

Parts I and II.

Pronunciation. This section provides drill first on vowel sounds and

then on consonant sounds. In each case, they are usually arranged in

groups of three similar but contrasting sounds. Both words and sen-

tences are used for drill, with additional practice on a given intonation

pattern for each group of sentences. All thirty-seven significant

sounds are included at least once in the text.

Imitation and repetition are the basis for all work in pronunciation

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and should be stressed accordingly. However, a thorough knowledge

of the section American English Pronunciation will help the teacher

in correcting the errors of his students. For the student, this material

will be useful as a review toward the end of the course, although he

may, at the discretion of the teacher, be referred to specific parts of it

from time to time.

Dictation. The two sections in the lessons of Part I that deal with

Comprehension, Repetition, and Writing are condensed in Part II

under the one heading Dictation. Although the procedure to be fol-

lowed here is essentially the same, the choice of material is left to the

teacher. He may use several lines of dialogue for one dictation and a

paragraph or two for another. Thus, the student will benefit from a

review of the whole Oral Practice, not knowing which part may be

chosen each time.

The speed at which a teacher can dictate may vary from class to

class. Dictation should be fast enough to challenge the student's

power of comprehension and retention; it should not be so slow that a

sentence becomes a series of separate words. Good dictation, like

conversation, makes proper use of pauses between thought groups,

while the words within a thought group are smoothly connected.

Conversation. The questions in the Conversation of each lesson

serve as an oral review of all the content material as well as the struc-

ture of the lesson. The teacher may wish to make this entirely a

student activity, according to the directions for II, unless there is

plenty of time available for both I and II.

Composition. Although the emphasis in Let's Learn English is on

spoken English, this new section in Part II gives the student further

practice on what he has learned. It is intended to be an organized,

written review of what he would say; it also provides early training in

writing simple paragraphs. The topics suggested are generally of

two types: those which require a summary of the text and those which

require a little originality. In the second case, some additional vo-

cabulary may be necessary. This exercise will be most profitable if

done in class, as indicated in the directions.

The three review lessons include all the features of the other lessons

except the Oral Practice, the Vocabulary, and the Dictation. Each

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one combines the vocabulary and thematic content of the preceding

three lessons, and each reviews all the points of structure in those

lessons. Finally, instead of writing a composition, the student talks

briefly in class about a familiar topic; the main purpose, of course,

is to give him confidence in speaking English.

IX

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CONTENTS

PREFACE v

TO THE TEACHER vii

LESSON 13 Welcome To Our Home 161

review of possessive adjectives • the possessive form of nouns • questions

with whose • the future with going to • object pronouns • the prepositions

from, with, about, in, at, to

LESSON 14 From City To Suburb 177

short answers with be and do • review of the verb do • the expression

have to • the omission of the definite article • the prepositions in, on, at,

near, far from, for, like

LESSON 15 A Day With Mr. Dawson 189

negative questions • ever, never, and seldom • nouns used as adjectives •

verbs followed by to and another verb • the prepositions from ... to,

before, after, during

Note: Pages 1-160 appear in Part I of Let's Learn English.

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xi

LESSON 16 Review 202

the omission of the definite article • possessive forms • nouns used as ad-

jectives • object pronouns • short answers • going to and have to • verbs

followed by to and another verb • word order • prepositions

LESSON 17 Three Meals A Day 212

the auxiliary verb can • count nouns and mass nouns • some and any •

much, many, and a lot of • how much and how many • the prepositions in,

at, for

LESSON 18 School Days 229

the past tense of be • there was and there were • expressions of past time

LESSON 19 Tom's First Football Game 243

negative commands • the simple past tense of regular verbs (affirmative

statements, questions, and short answers) • the simple past tense of irregular

verbs • interrogative words and the simple past tense • other, another, and

others • the weather

LESSON 20 Review 260

count nouns and mass nouns • some, any, much, many, and a lot of • nega-

tive commands • the auxiliary verb can • the past tense of be • the simple

past tense • other, another, and others • word order • prepositions

LESSON 21 Let's Go Shopping 273

possessive pronouns • the simple past tense (negative) • other irregular

verbs in the simple past tense • direct and indirect objects • the verbs say

and tell • the words very and too

LESSON 22 Leisure Time 292

the present perfect tense of regular verbs • the present perfect tense of ir-

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regular verbs • comparisons with more, -er, and as

LESSON 23 Let's Take A Trip 308

the present perfect tense with for and since • comparisons with most and

-est • the prepositions by, for, since

LESSON 24 Review 322

the simple past tense • direct and indirect objects • the verbs say and tell •

possessive forms • the words very and too • the present perfect tense •

comparisons • word order • review of verbs and interrogative words •

prepositions

AMERICAN ENGLISH PRONUNCIATION xvii

VOCABULARY (Part I and Part II) xxxix

INDEX Ixv

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XIII

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LESSON THIRTEEN

THE THIRTEENTH LESSON

Welcome To Our Home

13

ORAL PRACTICE

A. Who's the man in thejpicjture?

That's Mr. Robert [Dawison. He's an AJmerican.

Who's theiworhan in the picture?

I

That's iHelen Dawson.

I .. ... .... .

r --—*

Is she Mr. Dawson's isister?

No, she's his jwife. She's iMrs.'; Robert Dawson.

161

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Lesson Thirteen

Is her husband a j lawyer?

No, he's an Americanibusinessman.

What's thejdog'sjname?

It's'Spbt. He's ajwhitejdog * with a black jspbt.

What's the Dawsons' adjdress?

It's 756 Thirteenth;Street. (seven fifty-six)

* A slight pause.

B. Mr. and Mrs. Dawson have two children,

a son and a daughter. Their son's name is

William, but they call him Bill. His friends

also call him Bill. He's twenty years old, and

he goes to the state university. Ann is their

daughter. She's seventeen, and she goes to

high school. Ann lives at home, but Bill is

living at the university now.

C. Whose wife isiHelen?

Whose sister isjAnn?

Whose brother isjBill?

1\

Whose ichilidren are they?

Whose dog is j Spot?

She's Robert I Daw

_________ 1

She's jBiLl'si sister.

son's wife.

He's j Ann's brother.

1

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They're Mr. and Mrs.jDawjson's.

He's thejDawisons' dog.

Lesson Thirteen

162

D. The other young man in this picture is Bill's friend. His name

is Tom. Bill and Tom are roommates at the university. Tom is

going to spend this weekend at Bill's home. Bill is introducing him

to his family now.

Bill: Tom, this is my: mother, my j father, and my sister'Ann.

Tom: How do you j do,'Mrs. Dawson.

Mrs. D.: How do you j do,; Tom. Welcome to our j home.

ji-j\

i \—

Mr. D.: Yes, we're j very glad to meet you.

Tom:

Ann:

Tom:

Bill:

Thankiyou, Mr. Dawson.

i

HeljIoViTom.

i '1

L

I'm glad to |know|you, Ann.

Here'sjSpbt, too. He's veryjfriendjly. Do youiiike dogs?

163

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Lesson Thirteen

Tom: Yes, I like them very:much. I have a dog atjhome.

Ann: Where are youjfrbm?

Tom: I'm from I come from

(your country) {your city)

Mr. D.: You speak English very j well.

Tom: Thank

it. Some people

iyou. But I don't always understand;

speak veryifast.

ix

Ann: Are you going to be an engineer like j Bill?

Tom: Yes, I'm studying engineering,;too. I'm ajgraduate student.

Mr. D.: That's ihne. Wejneediengineers.

Mrs. D.: How long are you going to j be: in the United States?

i

Tom: I'm going to be here a;year. I'm going to work atihome

next year.

Mrs. D.: Please come and see us i often this year.

Tom: Thankjyou. You're veryikind * to invite me to yourihbme.

* A slight pause.

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Lesson Thirteen 164

Tom's Impressions

There are many students in the United States

from other countries. I'm one of them. I'm studying

engineering at one of the large universities here. My

name is hard to pronounce in English, but my friends call me Tom.

I like this new name.

Bill Dawson is my roommate at the university. I'm happy to

have an American roommate. I like him very much. His sister Ann

is pretty and very nice. She lives at home and goes to high school.

I like her, too. Bill's parents, Mr. and Mrs. Dawson, are very friendly.

I like them very much. I'm going to see the Dawsons from time to

time.

My family and my country are far from here. My parents write

to me, and I write to them every week. I often write about my

impressions of the United States. I'm going to write a letter to-

night—or tomorrow.

STRUCTURE

I. Review of Possessive Adjectives.

A. Repeat these sentences after your teacher.

I have my pen and pencil. We're practicing our English.

You're opening your book. You're studying your lesson.

He's doing his homework.

She's writing her sentences. They're reading their letters.

Its name is Spot. (His, Her)

Note: Use it (its) for an animal that you do not know. Use he

or she (his or her) if you know the animal.

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B. Read each sentence with a possessive adjective in the blank. In the

first nine sentences, use the form that refers to the subject.

Example: We're listening to — radio.

We're listening to our radio.

165 Lesson Thirteen

i. I don't have — books. 8. He's visiting — family.

2. You're not doing — homework. 9. They like — new house.

3. The doctor is in — office. 10. — address is ....

4. Mary is reading — letters. 11. — name is William.

5. Every school has — library. 12. — parents aren't young.

6. He and I are eating — lunch. 13. — husband is tall.

7. You're practicing — English. 14. — wife is very nice.

II. The Possessive Form of Nouns.

A. Repeat these examples after your teacher.

Bill's [z] roommate the boys' [z] roommates

Mrs. Clark's [s] address the Clarks' [s] address

the student's [s] book(s) the students' [s] books

the nurse's [iz] friend (s) the nurses' [iz] friends

the man's [z] name the men's [z] names

That office is Mr. Dawson's [z].

Are these your keys? No, they're George's [iz].

B. The possessive form of a noun that refers to a person or an animal

ends in 's or only an apostrophe (').

1. A singular noun has the ending 's.

Examples: Bill's [z], student's [s], nurse's [iz].

2. A plural noun that ends in s has only an apostrophe after the s.

Examples: boys' [z], students' [s], nurses' [iz].

3. A plural noun that does not end in s has the ending 's.

Examples: men's [z], women's [z], children's [z].

C. The possessive form of a noun is sometimes used alone. •

Example: That office is Mr. Dawson's.

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D. A noun that refers to a thing is used with the preposition of to

show possession.

Example: the door of the room. {not the room's door)

Lesson Thirteen 166

E. Give the possessive form of the first noun and read it with the other

noun. Then use the expression in an original sentence.

Example: Bill — dog Bill's dog

Bill's dog is white with a black spot.

i. Dr. Clark — office

2. the dentist — chair

3. Mrs. Dawson — husband

4. Ann — brother

5. my father — pen

6. the men — wives

7. your uncle — house

8. your aunt — garden

9. the children — bedrooms

10. the girls — mother

11. the teacher — desk

12. John — homework

13. the students — names

14. the judge — daughter

15. my friend — father

16. his son — friends

17. the boys — parents

18. the doctor — keys

19. Betty — picture

20. the actors — children

21. the week — the days

22. the lesson — the vocabulary

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23. our classroom — the windows

24. the university — the library

III. Questions with whose.

A. Repeat these sentences after your teacher.

Whose sister is she?

Whose house is that?

Whose books are those?

She's Bill's (sister).

It's the Dawsons' (house).

They're the children's (books).

B. The interrogative word whose is the possessive form of who. It

is usually an adjective followed by a noun. It always refers to a

person, indicated by a possessive noun in the answer.

C. Whose and who's (who is) have the same pronunciation [huz].

Compare: Who's the girl in the picture? Whose daughter is she?

D. (1) Make original questions with whose and the following nouns.

(2) Then answer your questions in complete sentences.

Example: notebook Whose notebook is this?

It's John's (notebook).

167

Lesson Thirteen

i. keys 5. friend 9. house 13. sentences

2. desk 6. cousin 10. pictures 14. office

3. chair 7. parents 11. address 15. school

4. pencil 8. wife 12. brother 16. umbrellas

IV. The Future with going to [goig ta].

A. Repeat these examples after your teacher.

QUESTIONS STATEMENTS

Are you going to eat now? I'm (not) going to eat.

Is he swim today? He's (not) swim.

Is she come tonight? She's (not) come.

Are we sing tomorrow? We're (not) sing.

Are they leave next week? They're (not) leave.

Who's going to be Tom's roommate this year?

Bill Dawson is going to be his roommate.

What are the boys going to study?

They're going to study engineering.

B. The verb be + going to + the simple form of the principal verb

indicates future time. In this case, the word going does not refer

to motion, but only to future time. It may be the immediate

future (now, today, tomorrow, this week) or a more distant future

(next week, next month, next year).

C. The short form I'm going is a substitute for I'm going to go. This

present tense form avoids the repetition of the verb go.

Example: Are you going (to go) downtown tomorrow?

No, I'm going (to go) downtown next week.

D. Likewise, some other verbs in the present tense may indicate

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future time, especially when an adverb of future time is mentioned.

Examples: Is he coming tonight? (Is he going to come . . . ?)

Is he leaving next week? (Is he going to leave . . . ?)

Does he leave on Friday? (Is he going to leave . . . ?)

Lesson Thirteen 168

, (1) Read these questions with the correct form of be + going to.

Then answer the questions in complete sentences.

Example: — Ann — see her brother this week?

Is Ann going to see her brother this week?

Yes, she's going to see him this weekend.

i. — Tom — be a graduate student this year?

2. What — he — study?

3. — he — have a roommate?

4. What — Bill — do this weekend?

5. — the Dawsons — invite Tom?

6. When — Tom — meet Bill's family?

7. Who introduce him?

8. — Tom — write many letters this year?

9. — he — write about the United States?

10. — he — be at the university next year?

11. How long — he — be in the United States?

12. Where — he — work next year?

(2) Ask the question What are you going to do? with each expression

of time given below. Answer each question; use a verb from the list

at the right and add other words to complete the meaning.

Example: What are you going to do tonight?

I'm going to write a letter tonight.

1. tonight

2. after class

3. tomorrow morning

4. tomorrow afternoon

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5. tomorrow evening

6. on Saturday

7. on Sunday

8. next week

9. next summer

10. next year

do

study

go

talk

see

visit

play

write

read

get up

rest

invite

sleep

practice

swim

listen to

work

have dinner

169

Lesson Thirteen

V. Object Pronouns.

A. Repeat these forms and sentences after your teacher.

Do they often invite you to their home?

(I) me Yes, they often invite me to their home.

They live near me.

Are you going to write to me? (to us)

(you) you Yes, I'm going to write to you.

I don't see you very often.

Does Tom live with Bill?

(he) him Yes, he lives with him.

He likes him very much.

Does Tom also like Bill's sister?

(she) her Yes, he likes her, too. She's very nice.

He's going to play tennis with her.

Does Tom speak English?

(it) it Yes, he speaks it very well.

Listen to it. (his English)

Does Tom visit you and your family?

(we) us No, he doesn't visit us.

He writes to us.

Is Tom going to see the Dawsons?

Yes, he's going to see them from time to time.

(they) them He likes to talk with them.

Does he have two letters today?

Yes, he's reading them now.

B. The object pronouns are me, you, him, her, it, us, and them.

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They are used after a verb or after a preposition. The word them

refers to people or things.

C. (1) Read each sentence. Then change the words in italics to object

pronouns as you read the sentence again.

Lesson Thirteen 170

Example: Tom speaks English very well.

Tom speaks it very well.

i. Tom likes the Dawsons. 9.

2. The Dawsons like Tom. 10.

3. Come with Betty and me. 11.

4. Please read this letter. 12.

5. The letter is from Mary. 13.

6. Let's invite those people. 14.

7. I don't know Ms wife. 15.

8. I see a spot on //ze rwg. 16.

Tom is writing to his father.

I'm going to visit my aunt.

I'm glad to meet you and Ann.

We often see our friends.

Mr. Lee is reading the words.

Listen to his pronunciation.

Ann likes Mr. Lee very much.

I don't know Ann's teachers.

(2) Read each question. Then answer it in the affirmative or in the

negative. Use an object pronoun in the answer in place of the words

in italics.

Example: Does Tom write to his parents every week?

Yes, he writes to them every week.

or No, he doesn't write to them every week.

1. Do you like those people}

2. Do you know Mrs. Dawson?

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3. Do youknow her husband?

4. Do you know AnnDawson?

5. Do you have their address ?

6. Do they call their son Bill?

7. Do you visit your friends?

8. Do they live near you?

9. Does Tom like the university?

10. Does he like his roommate?

VI. Prepositions: from, with, about, in, at, to. Read each sentence

with the preposition indicated.

A. From (origin)

1. Where's Mr. Dawson — ?

2. He's — the United States.

He's an American.

3. Where are you — ?

4. I'm — {country).

5. I come — {city)-.

Note: Use a or an before a nationality in the singular.

B. With'(accompaniment)

1. Tom lives — Bill. They're roommates.

2. He's spending the weekend — Bill's family.

W5530

Lesson Thirteen

171

C. About (concerning)

i. Tom likes to talk — his country.

2. He asks many questions — the United States.

3. He often writes — his impressions of the United States.

D. In (within limits)

1. The Dawsons live — a city.

2. Who are the young men — the picture?

3. Tom is going to work — his country next year.

E. At (specific place)

1. Ann lives — home with her parents.

2. Tom is Bill's roommate — the university.

3. They're — Bill's home this weekend.

F. To (various uses)

1. Ann goes — high school. Bill goes — the university.

2. Welcome — our home, our city, and our country.

3. Bill is introducing Tom — his family.

4. Tom writes (a letter) — his parents every week.

5. He's happy — have an American roommate.

6. His name is hard — pronounce in English.

7. We're very glad — meet you.

8. You're very kind — invite me — your home.

VOCABULARY Do you know these new words and expressions?

about Ann (proper name) country

[abdut] [sen] [k6ntn]

address Bill (nickname) Dawson (proper name).

[adres, aMres] [bil] [dosn]

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also call engineering

[olso] [kol] [end38nfnrj]

American city far

[am^rakan] [sfti] [far]

Lesson Thirteen 172

fast kind state

[faest] [kaind] [stet]

friend like Tom (nickname)

[frend] [laik] [tarn]

friendly need tomorrow

[frendli] [nid] [tamdro]

from next tonight

[fram] [nekst] [tondit]

graduate student nice too

[grjed3U9t stiidnt] [nais] [tu]

happy other university

[hcepi] [4Sar] [yunava-sati]

Helen (proper name).... people weekend

[helan] [pip]] [wikend]

hello Robert (proper name). .. welcome

[halo] [rdbat] [wdlkam]

high school roommate whose

[hdiskul] [rummet] [huz]

husband see wife (pi. wives)

[hSzband] [si] [waif] [waivz]

impression some William (proper name). .

[impr£San] [sam] [wilyam]

introduce spend with

[mtradus] [spend] [wiS]

invite spot (Spot)

[invdit] [spat]

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Note 1: Verb forms are shown in italics.

Note 2: The people of the United States are commonly called Americans because

the official name of the country is the United States of America. The term is

not exclusive, however, since there are many other Americans in North, Central,

and South America.

Idioms

They call him Bill Welcome to our home

state university Here's (Here is) —

go to high school Where are you from?

173 Lesson Thirteen

I'm from J_ next year

I come from _1 from time to time.

how long? far from

PRONUNCIATION

I. Vowel Sounds.

A. Read these words (i) horizontally and (2) vertically. Imitate your

teacher.

[ae] fast Ann glad black happy family graduate

[a] far Tom spot Scott large Robert tomorrow

[a] from come rug husband country American university

Note: For the formation of these sounds, see the section on

American English Pronunciation, pp. xxi-xxii.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

i. Is Tom far from his country? J

2. Is Ann glad to meet Tom?

3. Is Tom happy to know Bill's family?

4. Do you see that black spot on the rug?

5. Is Mrs. Scott's husband coming tomorrow?

6. Does that university have many graduate students?

II. Consonant Sounds.

A. Read these words (i) horizontally and (2) vertically. Imitate your

teacher.

[s] see

six [ks]

sister

nice

also

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city

address

spend

state

store

street

school

study

student

[6] three

thank

third

thirty

month

Thursday

thirteenth

[t] two

Tom

time

write

letter

tonight

introduce

Lesson Thirteen

174

Note: For the formation of these sounds, see the section on

American English Pronunciation, pp. xxv-xxvi.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

i. Tom is writing two letters tonight. j \

2. Thursday is the thirteenth of the month.

3. See the three new stores on that street.

4. The high school is on Thirty-third Street.

5. My sister is spending six months in the city.

6. How many students study at that state university?

DICTATION (Comprehension, Repetition, and Writing)

A. Close your books and listen. Your teacher will read some sentences,

at normal conversational speed, from the Oral Practice of this lesson.

B. Listen carefully as your teacher reads each sentence again, as in

normal, slow conversation. Repeat each sentence after your teacher,

and then write it.

C. Check your written work as your teacher reads all the sentences once

more, at normal conversational speed.

CONVERSATION

I. Conversation with Your Teacher.

Close your books. Your teacher will ask the following questions for

you to answer. Use complete sentences; give two answers whenever

possible.

1. Who's Helen Dawson's husband? 6. Are they Americans?

2. How many children do they have? 7. What's the dog's name?

3. What are their names? 8. Who's Tom?

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4. What do you know about them? 9. Where's he from?

5. What's the Dawsons'address? 10. What's he studying?

175 Lesson Thirteen

ii. How long is he going to be in the United States?

12. What's he going to do next year?

13. When is he going to write to his family?

14. What's he going to write about?

15. Is he happy to have an American roommate?

16. Where's he going to spend this weekend?

17. Does he like Bill Dawson's family?

18. Is he going to see them from time to time?

19. Are there many students in the United States

from other countries?

20. What's your name? What's your address?

21. How many are there in your family?

22. Do you like dogs? Do you have a dog?

23. Do you like to meet new people?

24. Do you have an American friend?

25. What are you going to do tonight? (tomorrow)

II. Conversation with Other Students.

Use the questions in I above or make original questions. (1) One

student asks a question; a second student answers. (2) The second

student then asks a question, and a third student answers. Continue

around the class in this manner.

COMPOSITION

Choose one of these topics. Be prepared to write a paragraph about it in

class. Use short sentences and the vocabulary that you know.

1. The Dawson Family 2. Bill's Roommate

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Lesson Thirteen 176

LESSON FOURTEEN

THE FOURTEENTH LESSON

From City To Suburb

4

ORAL PRACTICE

A. Do the Dawsons live in thejcity?

Yes, they|do. They live on Thirteenth;Street

They live at j 7 561Thirteenth Street.

Do they i own their home?

No, they-don't. They're irenting their house now.

But they're going toibuy;a house veryisoon.

177

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Lesson Fourteen

Are they going to buy a house in the;city?

No, theyjaren't. They prefer to live in aisuburb.

« i ...

»r'

Why? Is a suburb moreiquiet?

Yes, it jis. They also like the new:houses in the suburbs.

When are they going toimbye?

\

They're going to move nextiniqnth.

B. Does Mrs. Dawson have aimaid?

No, sheidoesn't. She does her:ownihousework.

-—■ : ■i i

ii

Does Ann!help her mother?

Yes, sheidoes. She helps her a little every iday.

\ - - \. -

Who does theishopping for the family?

i-.._............................

Mrs.iDawison does. She usually shops at the:supermarket.

Her husband sometimes goesiwithiher * on;Saturdays.

L............

Does Mr. Dawson take care of theiyard?

Yes, heidoes. He takes care of thejlawn and thelgariden.

\_. L

He has to cut the grass every!week * in thelsumimer.

u—-—.

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Lesson Fourteen 178

C. Whose house is this? It's

the Dawsons' new house in the

suburbs. The name of this

suburb is Belmont. It's a little

town near the big city. The

Dawsons' new address is 9i

Lake Avenue. Yes, there are

two small lakes in Belmont, and

they live near one of them.

They own their own home now. It's new and modern, and they like

it very much. It isn't very far from Ann's high school. There are

also several small stores and a supermarket near the house.

Mrs. Dawson is usually busy because she does her own house-

work. She gets the meals, she cleans the house, she washes and irons

the clothes, and she does the shopping for the family. Ann helps her

a little every day. Mr. Dawson sometimes helps his wife, too.

Tom's Impressions

Many people here are moving from the cities to

the suburbs. The big cities are often noisy and

crowded. A suburb is like a little town—it's usually

more quiet and more friendly. It also has many new houses with big

yards. People prefer a house with a lawn and a garden.

Maids are very expensive in the United States. American

women usually have to do their own housework and take care of their

children. But they also have many modern conveniences in their

homes. Mrs. Dawson has a refrigerator, an electric stove, a vacuum

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cleaner, a washing machine, and several other small conveniences.

Children usually learn to help their parents. Husbands often help

their wives, too.

to«Q» m

fegp.^

179

Lesson Fourteen

STRUCTURE

I. Short Answers with be and do.

A. Repeat these sentences after your teacher.

QUESTIONS

Do they live in the city now?

Do they own their home?

Does Mrs. Dawson have a maid?

Does Ann help her mother?

Who takes care of the yard?

Are they going to move soon?

Are they going to move this week?

Is their new house in the city?

Is a suburb more quiet?

Is there a school near the house?

Are there any stores near it?

SHORT ANSWERS

Yes, they do.

No, they don't.

No, she doesn't.

Yes, she does.

Mr. Dawson does.

Yes, they are.

No, they aren't.

No, it isn't.

Yes, it is.

Yes, there is.

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Yes, there are.

B. A short answer has only a subject with the verb be or the auxiliary

verb do. The subject is usually a pronoun.

C. In short answers, there is no contraction in the affirmative form

of be. Examples: Yes, I am. Yes, it is. Yes, they are. Yes,

there is.

D. Read each question and give a short answer.

Examples: Are you going home now?

Yes, I am. or No, I'm not.

Do you live near here?

Yes, I do. or No, I don't.

i. Do the Dawsons live on Thirteenth Street? Yes, ....

2. Do they own their home there?

3. Are they going to move?

4. Are they going to buy a house?

Lesson Fourteen

180

5. Do they prefer to live in the city?

6. Is a suburb often a small town?

7. Is a small town always a suburb?

8. Does Mrs. Dawson have a maid?

9. Does Ann help her mother?

10. Who does the shopping?

11. Who takes care of the yard?

12. Do you live in a big city?

13. Does your house have a yard?

14. Is there a church near your house?

15. Is there a university in your city?

16. Are you learning English now?

17. Do you understand this lesson?

18. Do you like to study?

19. Are you an American?

20. Is Tom an American?

II. Review of the Verb do.

A. Repeat these examples after your teacher.

1. Do the Dawsons live in the city?

Yes, they do. They live in the city now.

Do they own their home?

No, they don't. They don't own their home.

Does Mrs. Dawson have a maid?

No, she doesn't. She doesn't have a maid.

2. What are you doing now?

I'm studying. I'm doing my homework.

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Do you do your exercises in your notebook?

Yes, I do. I always do them in my notebook.

Does Mrs. Dawson do her own housework?

Yes, she does. She does her own housework.

B. In section 1 above, the verb do is an auxiliary verb. It has no

meaning. It is used in questions, in negative statements, and in

short answers.

181 Lesson Fourteen

Do I have to

come?

Do you

go home?

Does he

walk?

Does she

leave?

Do we

help?

Do you

move?

Do they

work?

C. In section 2 above, the verb do is an auxiliary verb and also a

principal verb. As a principal verb, do indicates a general activity,

as in the question What are you doing? Or it is used with words

that indicate work, such as homework, lesson, exercise, house-

work, and shopping.

III. The Expression have to [hsfts].

A. Repeat these examples after your teacher.

QUESTIONS ANSWERS

Yes, you have to come.

No, I don't go home.

No, he doesn't walk.

Yes, she has to leave.

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Yes, you have to help.

No, we don't move.

Yes, they work.

B. Have to + the simple form of another verb indicates necessity.

1. The third person singular form is has to [tuesta].

2. The auxiliary verb do is always used with this expression in a

question and in a negative statement.

C. Two short answers are possible, one with the auxiliary verb do

and one with the expression have to. Examples: Do you have to

leave now? Yes, I do or Yes, I have to; No, I don't or No, I don't

have to.

D. (1) Fill the blanks with the correct form of have to as you read the

following sentences.

Example: I — study tonight. I have to study tonight.

1. Those women — do their own housework.

2. Mrs. Dawson — clean the house every day.

Lesson Fourteen 182

3. Ann — help her mother every day.

4. She — be at school at eight-thirty.

5. Mr. Dawson — eat dinner early today.

6. He — cut the grass this evening.

7. He — leave the city next week.

8. They — get up early tomorrow.

9. They — go downtown in the morning.

10. They — buy a stove for the new house.

(2) Read the sentences in (1) in the negative.

Example: I — study tonight. I don't have to study tonight.

(3) Change the sentences in (1) to questions. Then give short answers,

affirmative and negative, to each question.

Example: I — study tonight. Do you have to study tonight?

Yes, I do. or Yes, I have to.

No, I don't. or No, I don't have to.

(4) Give five different answers to this question: What do you have to

do tomorrow?

D7. The Omission of the Definite Article.

»>

A. Repeat these sentences after your teacher.

Supermarkets are very interesting. (general)

The supermarket near their house is new. (specific)

I like people. I like young people. (general)

I like the people in my office. (specific)

B. There is no definite article before a noun used in a general sense.

If there is a descriptive adjective before the noun, then the two

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words together have a general meaning.

C. Read the following sentences and indicate the nouns that have a

general meaning.

183 Lesson Fourteen

Example: Do you like to work with people? (people in general)

i. People prefer a house with a lawn and a garden.

2. Maids are very expensive in the United States.

3. American women generally do their own housework.

4. Children usually learn to help their parents.

5. Husbands often help their wives, too.

V. Prepositions: in, on, at, near, far from, for, like. Read each sen-

tence with the preposition indicated.

A. In (a city, a country)

1. Tom is — the United States this year.

2. The Dawsons live — a big city.

3. They prefer to live — the suburbs.

4. Their new house is — Belmont.

5. Do you like to live — a small town?

B. On (a street)

1. They live — Thirteenth Street now.

2. They're going to live — Lake Avenue.

C. At (an address)

1. They live — 756 Thirteenth Street.

2. They're going to live — 91 Lake Avenue.

D. Near or far from? (a place)

1. Belmont is a little town — a big city.

2. Their house isn't — Ann's high school.

3. There's a new supermarket — the house.

E. For (the benefit of)

1. She gets the meals — the family.

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2. She washes and irons the clothes — them.

Lesson Fourteen 184

F. Like (similar to)

i. A suburb is — a small town.

2. Ann is — her mother. Bill is — his father.

3. Bill is going to be an engineer — Tom.

VOCABULARY Do you know these new words and expressions?

because

[bik6z]

Belmont (proper name).

[belmant]

big

[big]

busy

[bfzi]

buy

[bai]

clean

[klin]

clothes

[kloz]

conveniences

[kanvinyansiz]

crowded

[krdudid]

cut

[kat]

electric

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[ilektrik]

expensive. .

[ikspensiv]

for

[for, fo]

grass.

[graes]

help. .

[help]

housework quiet

[hduswark] [kwdrat]

iron refrigerator..

[diarn] [nfrid38retar]

lake (Lake) rent

[lek] [rent]

lawn shop

[Ion] [Sap]

little sometimes. ..

[lft]] [s8mtaimz]

soon...

[sun]

stove. .

[stov]

suburb.

[s6barb]

maid

[med]

meal

[mil]

modern

[madam]

more supermarket

[mor] [suparmarkit]

move town

[muv] [taun]

noisy vacuum cleaner.

[noizi] [vsekyuam klinar]

own wash

[on] [waS]

own washing machine.

[on] [wdSirj ma^in]

prefer (to) why

[prifff] [hwai]

185

Note 1: Verb forms are shown in italics.

Note 2: Clothes is a plural noun. It has no singular form.

Idioms

from city to suburb take care of...

the suburbs have to

a little get a meal

do the shopping

PRONUNCIATION

I. Vowel Sounds.

A. Read these words (1) horizontally and (2) vertically. Imitate your

teacher.

[i] eat

need

meal

people

cleaner

machine

convenience

[1] it

big

Bill

little

prefer

electric

expensive

does

often

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[a] cut

women

quiet

Sunday

sometimes

Note: For the formation of these sounds, see the section on

American English Pronunciation, pp. xx-xxii.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

1. Is Sunday a quiet day? J

2. Does Bill live in a big city?

3. Does he eat three big meals every day?

4. Does his mother need a vacuum cleaner?

5. Do women often prefer a little kitchen?

6. Is an electric refrigerator expensive?

II. Consonant Sounds.

A. Read these words (1) horizontally and (2) vertically. Imitate your

teacher.

Lesson Fourteen

186

[s] it's likes grass class soQn stove suburb summer

[z] is who's whose clothes busy noisy always husband

[8] with the these those them there other brother

Note: For the formation of these sounds, see the section on

American English Pronunciation, p. xxvi.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

i. Whose clothes are these? j \ j

2. Helen's husband is always busy. Ni

3. He cuts the grass on Saturdays.

4. He likes the suburbs in the summer.

5. Those boys are sometimes noisy in class.

6. Who's the other boy there with them?

DICTATION (Comprehension, Repetition, and Writing)

A. Close your books and listen. Your teacher will read some sentences,

at normal conversational speed, from the Oral Practice of this lesson.

B. Listen carefully as your teacher reads each sentence again, as in

normal, slow conversation. Repeat each sentence after your teacher,

and then write it.

C. Check your written work as your teacher reads all the sentences once

more, at normal conversational speed.

CONVERSATION

I. Conversation with Your Teacher.

Close your books. Your teacher will ask the following questions for

you to answer. Give two answers whenever possible; in questions

like 2, the first answer may be a short answer.

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i. Where do the Dawsons live in the city?

2. Do they own that house?

187 Lesson Fourteen

3. Where is their new house?

4. When are they going to move?

5. Why do they prefer to live in a suburb?

6. Do the suburbs have many stores?

7. Does Mr. Dawson like to work in the yard?

8. Why is Mrs. Dawson busy every day?

9. What modern conveniences does she have?

10. Where does she like to shop?

11. Does she have to wash and iron every week?

12. Do American men often help their wives?

13. What do you know about maids in the United States?

14. Do you live in a city, a suburb, or a small town?

15. Are there many new houses in the suburbs?

16. Does your house have a big yard? ... a lawn? ... a garden?

17. Who gets the meals for your family?

18. Who does the shopping? Who takes care of the children?

19. Do many people here have maids? (in your country)

20. Do many people own their own homes?

II. Conversation with Other Students.

Use the questions in I above or make original questions. (1) One

student asks a question; a second student answers. (2) The second

student then asks a question, and a third student answers. Continue

around the class in this manner.

COMPOSITION

Choose one of these topics. Be prepared to write a paragraph about it in

class. Use short sentences and the vocabulary that you know.

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1. The Dawsons' New Home 2. Mrs. Dawson's Housework

Lesson Fourteen 188

LESSON FIFTEEN

THE FIFTEENTH LESSON

A Day With Mr. Dawson

15

ORAL PRACTICE

A. What does Mr. Dawson;do?

He's ajbusinessman. He works for an insurance company.

Does he go to work everyjday?

No, hejdoesn't. He works only five days ajweek: Monday,

Tuesday, Wednesday, Thursday, and:Friday.

Doesn't he go to the office on:Saturdays?

No, hejdoesn't. Hejnever goes on Saturdays oriSunjdays.

j , j I _„ _ , 1 j

i i— .

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189 Lesson Fifteen

How many hours does heiworkjin a day?

He works fromininejin the morning * to five in the afterinobn.

He sometimes works at home in thejevejning, too.

What time does he go to work in the!morning?

i

He seldom leaves theihouseibefore eight-jtwenjty.

L

He usually arrives at thejofjfice * at five minutes toiriine.

B. Does Mr. Dawson drive his'car downtown?

i

r~~->

Yes, heiusually does. But he sometimes takes a|bus.

/gikUM IMI*B|ftQ

Doesn't he ever!walk to the office?

No, hejnever does. He lives veryifar1,from the office.

i

When does he havejlunch?

His lunch hour is from twelve to jbne.

Does he ever go j home for lunch?

No, he'never does. He has only an j houri for lunch.

Does he ever leave theioffice before five o'clock?

No, hejseljdom does. He usually leaves jafjter five o'clock.

ii

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Lesson Fifteen 190

C. Mr. Dawson works for a big insurance company in the city. He

likes his work. The company sells life insurance, fire insurance, and

automobile insurance. He has to be at work at nine o'clock in the

morning. He always tries to be on time, and he's seldom late.

He gets up at seven, gets dressed, and has his breakfast. He

tries to read the morning paper during breakfast. Then he drives

downtown. He doesn't walk because he lives very far from the office.

He sometimes takes a bus or a streetcar because his wife wants to use

the car during the day.

Mr. Dawson never goes home for lunch. He has to eat down-

town because he has only an hour. Sometimes he needs to talk with

other businessmen, too. His office closes at five, but he seldom leaves

before five-fifteen. Then he goes home and rests a little before dinner.

The family always eat together at six-thirty.

Tom's Impressions

Americans generally work from thirty-five to

forty hours a week. Mr. Dawson doesn't have to work

on Saturdays, but many people do. In the United

States, almost all the single women work; and many married women

do, too. They're often teachers, nurses, librarians, secretaries, or

clerks. Some women are doctors, lawyers, or dentists.

The people generally work hard. Americans are efficient, and

time is important to them. They're very active. They're always

busy and often in a hurry, but they're also very friendly.

191

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Lesson Fifteen

STRUCTURE

I. Negative Questions.

A. Repeat these sentences after your teacher.

QUESTIONS SHORT ANSWERS

Don't they own their own home? No, they don't.

Doesn't he go to work every day? No, he doesn't.

Doesn't Ann help her mother? Yes, she does.

Aren't they going to buy a house? Yes, they are.

Isn't the city often noisy? Yes, it is.

Am I not on time? No, you're not.

B. Negative questions indicate that the speaker anticipates a certain

answer, either affirmative or negative. Sometimes they also indicate

surprise.

C. The negative contraction of be or of the auxiliary verb do precedes

the subject in a negative question. Am I not is an exception

because there is no contraction of am not.

D. Other long forms with not, such as does she not help and are they

not going, are seldom used in conversation.

E. (1) Ask each question in the negative form. Then give one short

answer, affirmative or negative, whichever is true.

Example: Are you going to leave now?

Aren't you going to leave now?

Yes, I am. or No, I'm not.

i. Is Mr. Dawson a businessman?

2. Does he work on Saturdays?

3. Does he go home for lunch?

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4. Are you going home after class?

5. Do you live near here?

Lesson Fifteen 192

6. Are there seven days in a week?

7. Are there thirty-one days in September?

(2) Change each sentence to a negative question. Then give a short

answer, affirmative or negative, that agrees with the statement.

Examples: Ann helps her mother.

Doesn't Ann help her mother? Yes, she does.

Mrs. Dawson doesn't have a maid.

Doesn't Mrs. Dawson have a maid? No, she doesn't.

1. Mr. Dawson doesn't walk to the office.

2. He drives his car downtown.

3. He doesn't take a bus.

4. He doesn't arrive late.

5. He leaves the house before eight-thirty.

6. He doesn't go home for lunch.

7. His lunch hour is from twelve to one.

8. He doesn't leave the office at five.

9. The secretaries leave at five.

10. They don't have two hours for lunch.

11. The Dawsons are living in a suburb now.

12. They don't live on Thirteenth Street.

13. Their home is on Lake Avenue.

14. The house has a big yard.

15. There's a supermarket near the house.

II. Ever, never, and seldom.

A. Repeat these examples after your teacher.

Do (Don't) you ever leave early?

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Yes, I often do. I often leave early.

.. T T , (I never leave early.

No, I never do. j 1 d(m,t ever kave earfy

Does (Doesn't) he ever take a bus?

Yes, he sometimes does. He sometimes takes a bus.

No, he seldom does. He seldom takes a bus.

193 Lesson Fifteen

Is (Isn't) he ever in a hurry?

Yes, he usually is. He's usually in a hurry.

_ _ , ( He's never in a hurry.

No, he never is. j He ^ eyer in a hufry

Are (Aren't) they ever late?

Yes, they always are. They're always late.

No, they seldom are. They're seldom late.

B. EveiLmgang at any time or on any occasion.

i. Ever is used especially in questions. The answer to a question

with ever may be affirmative or negative. A frequency word is

often used in the answer.

2. Ever is also used with not in negative statements, but not in

short answers.

C. Never = not ever. Never and seldom are used only in negative

statements, but without the word not. They are negative words,

and an English sentence has only one negative expression in it.

D. Ever, never, and seldom are frequency words like always, often,

usually, generally, and sometimes.

i. Frequency words precede the principal verb, except the verb

be. They also precede the auxiliary verb in a short answer.

(The word ever is not used in short answers.)

2. They follow the verb be in a complete sentence. They precede

the verb be in a short answer. (The word ever is not used in

short answers.)

3. The words usually, generally, and sometimes may also be

used at the beginning of a sentence for emphasis. Example:

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Sometimes he needs to talk with other businessmen.

Lesson Fifteen 194

E. (1) Use ever in the following questions as you read them. (2) An-

swer in the affirmative and in the negative. Give a short answer

and a long answer, each with a frequency word.

Example: Do you see Mary after class?

Do you ever see Mary after class?

Yes, I often do. I often see her after class.

No, I seldom do. I seldom see her after class.

1. Do you get up early on Sundays?

2. Don't you go to bed early?

3. Do you read the paper before breakfast?

4. Don't you rest a little in the afternoon?

5. Are you busy on Monday evenings?

6. Don't you swim in the summer?

7. Do you sell your old books?

8. Does your brother write to you?

9. Do your friends speak English?

10. Is it cool in the summer?

n. Is Mr. Dawson's secretary late?

12. Does Mrs. Dawson use the car?

13. Doesn't Ann do the shopping?

14. Aren't little children quiet?

15. Are the streetcars crowded?

III. Norms Used as Adjectives.

A. Repeat these expressions after your teacher.

a

large

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company

company

a

a

blackboard

an

insurance

housewife

his

life

insurance

her

housework

his

lunch

hour

the

newspaper(s)

the

morning

paper (s)

the

notebook (s)

the

Dawson

family

the

classroom (s)

the

family

car(s)

his

roommate (s)

195

Lesson Fifteen

B. In English, there are often two nouns together. The first noun is

used as an adjective and is always singular. It describes the

second noun, or the principal noun.

C. In very common expressions, the two nouns become one word, as

in classroom and housework.

D. Use the following words and expressions in complete sentences.

Example: insurance company

Mr. Dawson works for an insurance company.

I.

fire insurance

IO.

telephone book(s)

2.

automobile insurance

ii.

address book(s)

3-

family dinner

12.

bookstore (s)

4-

evening paper (s)

i3-

office work

5-

14.

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vacuum cleaner (s)

office hours

6.

city street (s)

15-

afternoon class (es)

7-

streetcar (s)

16.

state university

8.

weekend (s)

17-

university library

9-

businessman (-men)

18.

graduate student(s)

IV. Verbs Followed by to and Another Verb.

A. Repeat these sentences after your teacher.

They prefer to live in the suburbs.

His wife wants to use the car today.

He always likes to read the morning paper.

He tries to be at the office on time.

He often needs to talk with other businessmen.

We're learning to speak English.

I'm beginning to understand it now.

B. Certain verbs, such as prefer, want, like, try, need, learn, and

begin, are often followed by to and the simple form of another

verb. The second verb with to is the complement of the principal

verb.

Lesson Fifteen 196

C. Two short answers are possible after a question, one with the

auxiliary verb do and one with the principal verb followed by to.

Example: Do they prefer to live in the suburbs?

Yes, they do. or Yes, they prefer to.

D. (1) Change the sentences in A to questions. Then give two short

answers to each question. Follow the example in C above.

(2) Answer the following questions in complete sentences.

Example: What do you try to do every day?

I try to speak English every day.

1. Where do you try to speak English?

2. Where do you prefer to study?

3. When do you prefer to study?

4. Where do you want to go?

5. When do you want to go there?

6. What do you want to do there?

7. Do you like to get up early?

8. What do you like to do on Sundays?

9. Do you ever try to read an English newspaper?

10. Do you need to see your dentist soon?

11. What do you need to buy?

12. What are you learning to do this year?

13. Are you learning to drive a car?

14. Are you beginning to understand English?

15. Do you prefer to live in a city or a small town?

V. Prepositions: from ... to, before, after, during. Read these sen-

tences with the prepositions indicated.

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A. From ... to (time or place)

1. He's moving — the city — the suburbs.

2. He works — nine — five.

3. He usually drives — his house — the office.

4. He takes a bus — time — time.

197 Lesson Fifteen

B. Before (time)

i. He doesn't leave the house — eight-twenty.

2. He works hard — lunch.

3. He seldom leaves the office — five-fifteen.

C. After (time)

i. Ann sees her friends — school.

2. She does her homework — dinner.

3. I usually go home — this class.

D. During (time)

i. He often reads the paper — breakfast.

2. He doesn't use his car — the day.

3. His wife rests a little — the afternoon.

VOCABULARY Do you know these new words and expressions?

active drive late

[sektiv] [draiv] [let]

all during life

[ol] [dtirin] [laif]

almost efficient married

[olmost] [afiSant] [mend]

arrive (at) ever money

[ardiv] [eva-] [mani]

automobile fire never

[otam6bil] [fair] [n£va-]

before generally only

[bif5r] [d3enarali] [6nh]

bus hard paper

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[bas] [hard] [pepar]

car hour seldom

[kar] [aur] [seldam]

close important sell

[kloz] [importnt] [sel]

company insurance single

[kampani] [in§urans] [sirjg]]

Lesson Fifteen 198

streetcar tune use

[stritkar] [taim] \yaz]

take together want (to).

[tek] [togeSar] [want]

then try (to) work.. . .

[Sen] [trai] [wark]

Note: Verb forms are shown in italics.

Idioms

What does he do? be at w6rk

go to w6rk on time

five days a week get dressed

from nine to five in a hurry

take a bus

PRONUNCIATION

I. Vowel Sounds.

A. Read these words (1) horizontally and (2) vertically. Imitate your

teacher.

[e] late name maid eight today later paper roommate

[e] let get help friend many letter never generally

[9] bus what Helen seldom money Monday hundred company

Note: For the formation of these sounds, see the section on

American English Pronunciation, pp. xxi-xxii.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

1. The maid is seldom late. i \

2. Let's read this letter later.

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199 Lesson Fifteen

3. There are many American engineers.

4. Helen generally helps her friends.

5. The bus company has a hundred buses.

6. What's the name of that morning paper?

n. Consonant Sounds.

A. Read these words (1) horizontally and (2) vertically. Imitate your

teacher.

[t] too take time town want dressed twenty breakfast

[d] do day drive need during doctor dinner downtown

[6] the they this that then their other together

Note: For the formation of these sounds, see the section on

American English Pronunciation, pp. xxv-xxvi.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

1. Do they often drive downtown?

2. Do they have their dinner together?

3. Is that other doctor there today?

4. Does he need his car during the day?

5. Does Tom get dressed before breakfast?

6. Are those twenty-two students always on time?

DICTATION (Comprehension, Repetition, and Writing)

A. Close your books and listen. Your teacher will read some sentences,

at normal conversational speed, from the Oral Practice of this lesson.

B. Listen carefully as your teacher reads each sentence again, as in

normal, slow conversation. Repeat each sentence after your teacher,

and then write it.

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C. Check your written work as your teacher reads all the sentences once

more, at normal conversational speed.

Lesson Fifteen 200

CONVERSATION

I. Conversation with Your Teacher.

Close your books. Your teacher will ask the following questions for

you to answer. Give two answers whenever possible; in questions

like 6, the first answer may be a short answer.

i. What does Mr. Dawson do?

2. What does his company sell?

3. How many days does he work every week?

4. What are his office hours?

5. What time does he leave the house?

6. Does he always drive downtown?

7. Are the buses usually crowded?

8. When does he read the morning paper?

9. Why doesn't he go home for lunch?

10. Do the Dawsons have dinner together?

11. Are Americans often in a hurry?

12. Do they usually try to be on time?

13. Are they generally efficient?

14. How many hours do they work every week?

15. Do many American women work? What do they usually do?

16. Do many women in this country work? (in your country)

17. Do people here have a long lunch hour? (in your country)

II. Conversation with Other Students.

Use the questions in I above or make original questions. (1) One

student asks a question; a second student answers. (2) The second

student then asks a question, and a third student answers. Continue

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around the class in this manner.

COMPOSITION

r

Choose one of these topics. Be prepared to write a paragraph about it in-

class. Use short sentences and the vocabulary that you know.

1. My Day 2. Mr. Dawson's Work

201 Lesson Fifteen

6

LESSON SIXTEEN

THE SIXTEENTH LESSON

Review

PRONUNCIATION

I. Consonant Sounds.

A. Read these words (1) horizontally and (2) vertically. Imitate your

teacher.

[h] who how here high Helen hello hurry housework

[1] all call sell life like little single William

[r] car near rent try arrive Friday married refrigerator

Note: For the formation of these sounds, see the section on

American English Pronunciation, pp. xxvii-xxviii.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

1. Hello, Helen. How are you? j

2. All William's friends call him Bill.

3. Bill's roommate is arriving on Friday.

4. Many people like the life of a small town.

5. Robert wants to sell the old refrigerator.

6. Who's renting the little house near the high school?

H. Review of Sounds and Intonation.

A. Repeat each sentence several times. Imitate your teacher.

B. Copy the sentences in your notebook. Mark the intonation pattern

for each one.

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Lesson Sixteen 202

Examples: Heljlo,: Helen. Are you in ajhurry?

i. Is the eax far from here?

2. Is his secretary ever late?

3. Does she need the money on Monday?

4. Is Robert married? Is Bill single?

5. Do people generally try to be on time?

6. What bus do you take?

7. That businessman is active and efficient.

8. Breakfast is at seven. Get up and get dressed.

9. What's the address of that American university?

10. There are forty-eight states in the United States.

STRUCTURE

I. The Omission of the Definite Article. Read the following sentences

and indicate the nouns that are used in a general sense.

Example: Life is very interesting. (life in general)

1. Friends are important.

2. Are Americans very friendly?

3. Do you like dogs? Do dogs like children?

4. Do graduate students have to study hard?

5. Big cities are often noisy and crowded.

6. Small towns are more quiet and friendly.

7. Do people prefer a house with a garden?

8. Are maids expensive in the United States?

9. American women do their own housework.

10. Do American men help their wives?

11. Children learn to help their parents.

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12. Supermarkets are large and very interesting.

13. Are automobiles expensive?

14. Are streetcars noisy? Are buses more quiet?

15. Are Americans often in a hurry?

16. Yes, time is important to Americans.

203 Lesson Sixteen

17. Work is good for people.

18. People work because they need the money.

19. Americans work from thirty-five to forty hours a week.

20. Life insurance is important to men with families.

II. Possessive Forms.

A. Use the possessive form of each noun in parentheses as you read

these sentences.

Examples: Mr. (Dawson) office is downtown.

Mr. Dawson's office is downtown.

What's the name (his company)?

What's the name of his company?

1. The (Dawsons) new house is in Belmont.

2. What's the name (the street)?

3. Is that a picture (their house)?

4. Mrs. (Dawson) kitchen has many conveniences.

5. Her (husband) sister writes (children) books.

6. Ann is going to (Mary) house for dinner.

7. She wants to drive her (father) car.

8. What's the color (the car)?

9. (Ann) brother goes to the university.

10. Her (brother) roommate is a graduate student.

n. The (boys) classes are very interesting.

12. Where's the library (the university)?

13. What's the number (this lesson)?

14. What's the date (that letter)?

15. Women sometimes shop in a (men) store.

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16. Men don't usually shop in a (women) store.

B. (1) Make five questions with whose. (2) Answer your questions in

complete sentences. Use a possessive noun in each answer.

Example: Whose house is that? It's the Dawsons' (house).

HI. Nouns Used as Adjectives. Read each sentence. Then insert the

noun in parentheses as an adjective and read the sentence again.

Lesson Sixteen 204

Example: Clothes are expensive. (winter)

Winter clothes are expensive.

i. That light isn't very good. (ceiling)

2. They're going to buy a new lamp. (floor)

3. He's sitting at the table. (dining room)

4. He always reads the paper. (morning)

5. What time does the boy come? (paper)

6. She has a good table in the kitchen. (work)

7. She uses a cleaner on the rugs. (vacuum)

8. Don't you have your key with you? (house)

9. What's your number? (telephone)

10. Those windows are very pretty. (store)

11. Do you like those chairs? (garden)

12. Betty has her lessons on Mondays. (piano)

13. Some high schools are very large. (city)

14. Our teacher has a calendar. (desk)

15. Is there a map of the United States? (wall)

16. Do many children take the bus? (school)

17. Tom is a student this year. (graduate)

18. He and Bill have a room together. (corner)

19. Do they go to the university? (state)

20. Do they ever play tennis? (table)

21. Those rooms aren't very large. (hospital)

22. Those nurses go to work at n :oo p.m. (night)

23. How many companies are there? (insurance)

24. Do many people have insurance? (fire)

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IV. Object Pronouns. Read each question, and then answer it in a

complete sentence. In your answers, use object pronouns in place

of the words in italics.

Example: Does Mrs. Dawson drive the car?

Yes, she sometimes drives it.

1. Do you like those people?

2. Does Tom like the university?

3. Does he like his roommate?

205 Lesson Sixteen

4. Where's he spending the weekend?

5. Is he glad to know Ann?

6. Does Bill help Tom with his English?

7. Do the Dawsons own their new home?

8. Do they ever invite the Browns for dinner?

9. When does Mr. Dawson take care of the yard?

10. When does Mrs. Dawson wash the clothes?

11. Do you study your English every day?

12. Who explains the lessons to you (plural)?

13. Do we need to close the windows now?

14. What do your friends call you?

15. Do you often see your dentist?

16. Do you know his daughter?

17. Are you going with me now?

18. Where do you take the bus?

19. Do you often visit your married sister?

20. When are you going to see your uncle?

V. Short Answers. (1) Close your books. Your teacher or one of the

students will ask these questions. (2) Give short answers in the

affirmative or in the negative, whichever is true.

Examples: Is your house near here? Yes, it is. or No, it isn't.

Do you often take a bus? Yes, I do. or No, I don't.

1. Don't the Dawsons have two children?

2. Isn't their daughter's name Ann?

3. Do they call their son William?

4. Is he going to be an engineer?

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5. Does Tom know the Dawsons now?

6. Does he always understand English?

7. Do some people speak very fast?

8. Are Americans often in a hurry?

9. Do they usually want to be on time?

10. Are there many Americans in your country?

n. Doesn't Mr. Dawson sell insurance?

12. Isn't he in his office on Saturday mornings?

13. Does he work only five days a week?

Lesson Sixteen 206

14- Does he go to work at eight o'clock?

15. Does he usually go home for lunch?

16. Do you have a brother (a sister)?

17. Is he (she) learning English, too?

18. Do you ever speak English with your friends?

19. Are you going home after this class?

20. Are you going to be at home this evening?

VI. Going to and have to.

A. (1) Make original questions with the expressions below. Use dif-

ferent subjects. (2) Then give a short answer, affirmative or negative,

and add a long answer.

Examples: — going to be — ?

Is John going to be here next Saturday?

No, he isn't. He isn't going to be here.

— have to work — ?

Does he have to work on Saturdays?

Yes, he does. He has to work on Saturdays.

— going to shop — ? 6

— going to drive — ? 7

— going to invite — ? 8

— going to arrive — ? 9

— going to introduce — ? 10

— have to see — ?

— have to take — ?

— have to buy — ?

— have to move — ?

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— have to get up — ?

B. Read each question and then answer it in a complete sentence.

Examples: When are you going to write to Tom?

I'm going to write to him tomorrow.

What do you have to do tonight?

I have to study tonight.

1. What does Ann have to do every day?

2. When is she going to clean her room?

3. Where are you going to spend this weekend?

4. When are your friends going to visit you?

207 Lesson Sixteen

5. What are they going to call their new dog?

6. Why do you have to leave early today?

7. What time do you have to go?

8. How long are we going to use this book?

9. What do we have to study for tomorrow?

10. How many sentences do we have to write?

VII. Verbs Followed by to and Another Verb.

A. (1) Make two different questions with each expression. Use the two

verbs at the right. (2) Then give a short answer and a long answer

to each question.

come

Example: Do you like to ... ?

Do you like to come to class early?

Yes, I do. I like to come to class early.

Do you like to shop on Saturdays?

No, I don't. I don't like to shop on Saturdays

shop

Does Ann like to ... ?

Do you want to ... ?

Do they prefer to ... ?

Do we need to ... ?

Is she learning to ... ?

Is he trying to ... ?

Are you beginning to . .

help

sell

repeat

take

invite

close

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arrive

practice

drive

pronounce

sleep

listen to

write

understand

B. Read each question and then answer it in a complete sentence.

Example: When do you want to go downtown?

I want to go downtown tomorrow morning.

1. Where do the Dawsons prefer to live?

2. Why does Mr. Dawson need to cut the grass?

3. When does he try to read the morning paper?

4. What time does he begin to work every day?

5. Where are you learning to speak English?

6. Why do you want to know English?

7. What do you like to do in the evening?

Lesson Sixteen

208

VIII. Word Order. Arrange each group of words in the correct order

and read the sentence. Questions are indicated by a question mark (?)

below the words.

i. notebook

2. are

3. the

4. what's

is

friends

what's

number

this

why

address

their

whose

important

Dawsons'

telephone

?

?

?

?

5. Bill

6. is

8. his

call

at

her

helps

why

busy

day

too

they

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7. a

Mrs. Dawson

helps

sometimes

William

home

little

wife

do

very

Ann

Mr. Dawson

?

generally

every

9. for

10. in

11. the

12. many

go

have

he

state

he

evening

on

has

lunch

always

to

graduate

ever

together

goes

that

Examples: Where are you — ?

Where are you from? I'm from ....

Do you live — here?

Do you live near here? Yes, I live near here.

(No, I don't live near here. I live far from here.)

vU

i. Who's the girl — that picture?

2. Does she go^- high school?

3. Does she live^ ner parents?

4. Is her brother « the university?r\vft-

5. Is he going to be a businessman — his father?

6. Is he glad''**- have a roommate ?w\a*-

7. Where does his roommate comeT- ?

8. Is his name hard'i*- pronounce — English?

9. Does he write — his family every day?

10. Does he write ■— his impressions — the United States?

n. Does he see the Dawsons — time — time?

12. Are there many students — the United States —

other countries?

13. Do the Dawsons live — a suburb now?

14. Do they live — Lake Avenue?

15. Do they live — 91 Lake Avenue?

16. Do they like a house — a big yard?

17. Who does the shopping — the family?

18. Does she usually shop — the supermarket?

19. Is it — their house or — it?

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20. Who sometimes goes — her?

21. Does Mr. Dawson work — the telephone company?

22. When does he go — work — the morning?

23. Does he drive — his house — the office?

24. What time does he arrive — the office?

25. Does he always try — be — time?

26. Does he usually go home — lunch?

27. Does he need his car — the day?

28. Does he leave the office — five or — five?

29. Does he have dinner — eight o'clock?

30. When does he take care — the yard?

31. Do you generally go home — this class?

about

after

at

before

during

far from

for

from

in

like

near

of

on

to

with

Lesson Sixteen

210

CONVERSATION

One student asks a question; a second student answers. The second

student then asks a question, and a third student answers. Continue

around the class in this manner. Give two answers whenever possible.

i. Who's Robert? . . . Helen? . . . Ann? . . . BiU? . . . Tom?

2. What's the Dawsons' old address? What's their new address?

3. Where's Tom living now? Where's he from?

4. What are Bill and Tom studying?

5. Does Ann go to the university, too?

6. Why does Tom like the Dawsons?

7. Where are you from? What city do you come from?

8. Do you know an American? Do you generally speak English

with him (her)?

9. How long are you going to study English?

10. What are you going to do next weekend?

11. Do you like to live in a big city or a small town?

12. Where are people usually more friendly?

13. Are many people moving to the suburbs now?

14. Does Mrs. Dawson work hard at home?

15. Do the women here do their own housework? (in your country)

16. Who takes care of the children?

17. What does Mr. Dawson do?

18. When does he go to work?

19. Why are Americans often in a hurry?

20. Do they generally have a short lunch hour?

ORAL COMPOSITION

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Choose three topics from the list below. Be prepared to talk in class for

two minutes about any one of your three topics.

1. The Dawson Family 5. My Day

2. Bill's Roommate 6. I Like My Work

3. An American Friend 7. The Dawsons Are Moving

4. Next Weekend 8. An American Housewife

211 Lesson Sixteen

17

LESSON SEVENTEEN

THE SEVENTEENTH LESSON

Three Meals A Day

ORAL PRACTICE

A. Can Mrs. Dawsonicook?

Yes, sheican. She's ajgoodjcook.

\_« i

Can she make pies andjcakes?

Yes, sheican. She can make|wonderful pies and cakes. - J \_ - • !

Can she get breakfast in a j hurry?

Yes, sheican. She can get it in ten [minutes.

>__ i -.

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Lesson Seventeen 212

Can she sleepjlate in the morning?

No, shejcan't. She has to get upjearjly.

B. It's Friday morning. Mrs. Dawson is very sleepy, but she's

getting breakfast now. There's a small table in one corner of the

kitchen. The Dawsons always eat their breakfast there.

Mrs. D.: Rolbert? Ann? It's seven-jthirjty. Breakfast is'reajdy.

Mr. D.: Yes, we're [coming. \AsV

Ann: Mother, where's mylEnglish book? I can'tjfindiit.

1 -. i- 1 , ._ j J

II

Mrs. D.:\ don't | know,; dear, but you can find it after j breakfast.

Please jcome inow. ^V/f^r\

Mr. I).: What can lido,'Helen? Is thelcoffee ready? q ^.

Mrs. D.: Yes, you canjpouriit now. Ann, please make some!toast.

The bread and butter are on theitajble. V ..'r

Ann: How much toast do wejwant? ^^^^^LJ)

Mrs. D.: We can eat five or six ipieces. f J /& ]

Mr. D.: This isjwonderfuljorange juice. 0»-r>

Mrs. D.: Yes, the oranges arejgoodjnow, but they're exjpensive.

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213 Letton Seventeen

Mr. D.: How much j are jthey?

i _..

Mrs. D.: Small oranges are j six j for twenty-nine j cents. And there

isn't much other fruit injseason.

,I

,,—- •' , - |

I

r"\

Ann: Who's ready for a piece of jtoast?

Mr. D.: I

am. I like it with myj'eggs. Do we have anyjcream?

Mrs. D.: I'mjsoriry, dear, but there i isn't any cream this morning.

Can you drink your coffee jblack today? -F~h

Mr. D.: Yes, I jean—with some: sugar in it.

Mrs. D.: You're not drinking yourjmilk,

Ann.

Ann: But I'migojing to. Mother, whyjdo we have eggs every day?

"lid

m

Mrs. D.: Don't youjlike them?

Ann: Yes, lido. But I likejcereal, too.

...J \ . L ' \

Mr. D.: And|I;like|pan|cakes.

--1 ■ j ;

Mrs. D.: All j right. We can have some cereal tojmorirow *and some

pancakes oniSuniday.

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Note: The short form I'm going to means I'm going to drink it.

Lesson Seventeen 214

C. Mr. Dawson's lunch hour is from twelve to one. He can't go

home for lunch because he doesn't have much time. He goes to a res-

taurant or a cafeteria near the office. He usually goes with one or

two friends. What does he have for lunch? He often has some soup,

a sandwich or a hamburger, and a piece of pie or some ice cream.

He drinks a cup of coffee or a glass of milk with his lunch. Does he

drink water, too? Yes, he often drinks a glass of water because he's

thirsty. How much is his lunch? It's usually ninety cents or a dollar.

D. Mrs. Dawson always gets dinner for the family at night. They're

often tired and hungry. They usually have some meat or fish, two

vegetables, a salad, and a dessert. Ann drinks milk; Mr. and Mrs.

Dawson drink coffee. There's always some water on the table, too.

Tom's Impressions

The Dawsons eat three meals a day. They have

breakfast in the morning, a light lunch at noon, and a

big dinner at night. They often eat breakfast and

lunch in a hurry, but they have more time for dinner. Americans

drink a lot of water, a lot of milk, and a lot of coffee, but they don't

drink much tea. Yes, I like American food very much now, including

the pancakes, the sandwiches, the hamburgers, the salads, the apple

pie, and the wonderful ice cream.

Some Americans like to eat in a cafeteria. They can go there

for breakfast, lunch, or dinner. A person takes a tray with a knife,

a fork, a spoon, and a napkin. Then he walks in line in front of a

long counter. He can see all the food there in front of him. He

chooses his meal and puts it on his tray. Then he pays for it and

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carries his tray to a table. I like this self-service, and the meals aren't

very expensive in a cafeteria.

TRTTU

215

Lesson Seventeen

STRUCTURE

I. The Auxiliary Verb can.

A. Repeat these sentences after your teacher.

STATEMENTS

I (We) can swim. I (We) can't swim.

[kan] [kaent]

You can sing. You can't sing.

He can find it. He can't find it.

She can cook. She can't cook.

They can help us. They can't help us.

QUESTIONS SHORT ANSWERS

Can I (we) speak English? Yes, you can. No, you can't.

[kaen] [kaen] [ksent]

Can't you understand it? Yes, I can. No, I can't.

Can he play tennis? Yes, he can. No, he can't.

Can't she come with us? Yes, she can. No, she can't.

Can they sleep late? Yes, they can. No, they can't.

B. The word can indicates mental or physical ability. It means

know how to or be able to.

C. Can is an auxiliary verb like do or does. It is used in all persons

with the simple form of the principal verb (sfv).

i. Can precedes the subject in a question. It precedes the prin-

cipal verb in affirmative and negative statements.

2. The negative form is cannot or the contraction can't.

D. A short answer has only a subject with the word can or can't.

E. (1) Answer these questions in complete sentences, affirmative and then

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negative.

Example: Can you come early? Yes, I can come early.

No, I can't come early.

Lesson Seventeen 216

i. Can you see the blackboard? 6. Can you go with us?

2. Can you understand me? 7. Can you leave now?

3. Can those children read? 8. Can we take this bus?

4. Can Tom speak English? 9. Can we eat there?

5. Can he drive a car? 10. Can we swim there?

(2) Change these statements to questions. Then give a short answer,

affirmative or negative, that agrees with the statement.

Examples: You can swim. Can you swim? Yes, I can.

You can't swim. Can't you swim? No, I can't.

1. The girls can make good cakes.

2. The boys can play football.

3. Betty can play the piano.

4. Ann can walk to school every day.

5. Bill can get dressed in a hurry.

6. You can't see the map very well.

7. Mary can't find her notebook.

8. Tom can't go with us tomorrow.

9. He can't read that French.

10. They can't help us today.

(3) Answer these questions in complete sentences.

Example: Who can answer these questions?

I can answer these questions.

1. Who can make good pies and cakes?

2. Who can get breakfast in a hurry?

3. How many eggs can you eat for breakfast?

4. Who can't find her English book?

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5. Who can't come to class tomorrow?

6. Who can't sleep late in the morning?

7. Why can't she sleep in the morning?

8. When can you go downtown?

9. Where can we have lunch?

10. What can I do for you?

217 Lesson Seventeen

II. Count Nouns and Mass Nouns.

A. Repeat these examples after your teacher.

i. Count Nouns

the student(s) (one) a student (two) students

the meal(s) (one) a meal (three) meals

the sandwich (es) (one) a sandwich (four) sandwiches

2. Mass Nouns

the bread (one) a piece of bread (two) pieces of bread

the milk (one) a glass of milk (three) glasses of milk

the coffee (one) a cup of coffee (four) cups of coffee

B. Count nouns refer to people or objects that can be counted. They

have a singular and a plural form. Examples: student, students;

sandwich, sandwiches.

i. There can be a definite article, an indefinite article, or a number

before a count noun.

2. The word one is used only to emphasize the idea of number.

Otherwise, the indefinite article a or an is generally used.

Example: a student; but one student, not two students.

C. Mass nouns refer to objects that can be measured or weighed, but

not counted. They have only a singular form. Examples: bread,

milk, coffee.

i. There can be a definite article before a mass noun, but no

indefinite article or number.

2. To indicate quantity with a mass noun, there are many ex-

pressions, such as a piece of, a glass of, a cup of, one piece of,

two glasses of, three cups of.

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D. Some mass nouns are also count nouns, but the meaning is different

then. Examples: a pie, two pies, but a piece of pie; a cake, two

cakes, but a piece of cake; a paper, two papers, but a piece of

paper.

Lesson Seventeen 218

E. Repeat the question with each mass noun and one of the expressions

of quantity. Answer with Yes, please or No, thank you.

Example: bread Do you want a piece of bread?

Yes, please. or No, thank you.

[ a piece of

Do you want a glass of

(a cup of

III. Some and any.

i. meat

2. water

3. tea

4. toast

5. cake

6. milk

7. pie

8. butter

9. coffee

10. orange juice

A. Repeat these sentences after your teacher.

QUESTIONS

Is there any cream?

Do we have some sugar?

ANSWERS

Yes, there's some (cream).

No, there isn't any (cream).

Yes, we have some (sugar).

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No, we don't have any (sugar).

Doesn't he want any pancakes? Yes, he wants some (pancakes).

No, he doesn't want any.

Don't you want some eggs? Yes, I want some (eggs).

No, I don't want any (eggs).

B. In the sentences above, the words some and any indicate an in-

definite quantity. They are used before singular mass nouns or

plural count nouns.

1. Some is used in questions and affirmative statements.

2. Any is used in questions and negative statements.

C. These words may be omitted without changing the meaning of

the sentence. Examples: Do we have sugar? Yes, we have

sugar. No, we don't have sugar.

219

Lesson Seventeen

D. In the answer to a question, some and any are often used alone

without the mass or count noun. Examples: Do we have any

cream? Yes, we have some. No, we don't have any.

E. Fill the blanks with some or any as you read these sentences.

Examples: There's — water on the table.

There's some water on the table.

There isn't — water on the table.

There isn't any water on the table.

i. We can have — eggs for breakfast.

2. We don't have — cereal.

3. We can have — pancakes tomorrow.

4. Is there — cream for the coffee?

5. No, there isn't — this morning.

6. There's — bread on the table.

7. Is there — butter on the table?

8. The children want — hamburgers for lunch.

9. Mrs. Dawson is making — soup.

10. Isn't she going to make — dessert?

11. No, she isn't going to make —.

12. She has — ice cream for dessert.

13. She has to buy — vegetables for dinner.

14. She doesn't have to buy — meat.

15. She's going to cook — fish.

16. Don't you want — salad?

17. No, I don't want — salad.

18. Are there — restaurants in the suburbs?

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19. Yes, there are — good restaurants.

20. But there aren't — cafeterias.

Note: The words salad, dessert, and fish are both mass nouns and

count nouns. The plural of the count noun fish is also fish.

IV. Much, many, and a lot of.

A. Repeat these examples after your teacher.

Lesson Seventeen 220

Does (Doesn't) he have much time?

Yes, he has a lot of time.

No, he doesn't have much time.

or Yes, he has a lot.

or No, he doesn't have much.

Do (Don't) you write many letters?

' Yes, I write many letters. or Yes, I write many.

Yes, I write a lot of letters. or Yes, I write a lot.

No, I don't write many letters. or No, I don't write many.

B. Much, many, and a lot of indicate a large quantity.

i. Much is used with singular mass nouns. It is used in questions

and negative statements, but rarely in affirmative statements.

2. Many is used with plural count nouns. It is used in questions

and statements, affirmative and negative.

3. A lot of is used with singular mass nouns and plural count

nouns. It is used especially in affirmative statements.

C. In the answer to a question, these words are often used alone, as

shown by the examples at the right in A.

D. (1) Read each group of questions with the word indicated. (2) Then

answer the questions in the affirmative and in the negative. Follow

the examples in A above.

much

1. Does she buy — meat?

2. Do they eat ■— ice cream?

3. Do you drink — coffee?

4. Do you use — sugar in it?

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5. Don't they drink — tea?

6. Does she do — housework?

7. Does he sell — insurance?

8. Do they have — money?

9. Is there — paper there?

10. Isn't there — chalk?

many

1. Do you eat — vegetables?

2. Doesn't she buy — eggs?

3. Does he eat — hamburgers?

4. Do they have — sandwiches?

5. Does she make — pies?

6. Aren't there — students?

7. Do they ask — questions?

8. Do you read — books?

9. Do you meet — people?

10. Do you know — Americans?

221

Lesson Seventeen

V. How much and how many.

A. Repeat these sentences after your teacher.

i. How much water do you drink every day?

I drink a lot of water. or I drink a lot.

I drink six glasses of water. or I drink six glasses.

I don't drink much water. or I don't drink much.

I don't drink any water. or I don't drink any.

2. How many restaurants are there on that street?

There are many restaurants. or There are many.

There are several restaurants. or There are several.

There are a lot of restaurants. or There are a lot.

There are five restaurants. or There are five.

There aren't many restaurants. or There aren't many.

There aren't any restaurants. or There aren't any.

3. How much is that apple?

It's five cents. ($.05)

How much are those oranges?

They're six for twenty-nine cents. ($.29)

How much is Mr. Dawson's lunch every day?

It's usually ninety cents or a dollar. ($.90 or $1.00)

B. In sections 1 and 2, how much and how many are used in questions

that refer to quantity. How much is used before a singular mass

noun. How many is used before a plural count noun.

C. Several answers are often possible. They may be long, complete

answers or short answers like those at the right in sections 1 and 2.

D. In section 3, how much is used with the verb be in questions that

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refer to price. Examples: How much is it? How much are they?

E. (1) Fill the blank with how much or how many as you read each

question. Then give a long answer or a short answer.

Example: — time does he have for lunch?

How much time does he have for lunch?

He has an hour for lunch. or He has an hour.

Lesson Seventeen 222

I

2

3

4

5

6

7

8

9

io

ii

12

13

14

15

16

I?

l8

IQ

20

— meals do you have every day?

— milk does Ann drink every day?

— glasses of milk do you drink?

— coffee do Americans drink?

— cups of coffee do you drink every day?

— tea do Americans drink?

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— cups of tea do you drink in a week?

— eggs does Mrs. Dawson use in a week?

— sugar does she need for a cake?

— pieces of cake can you eat for lunch?

— hamburgers can Bill eat?

— toast does he usually eat for breakfast?

— cars do the Dawsons have?

— people do they know in the city?

— shopping does Mr. Dawson do?

— hours does he work every day?

— hours are there in a day?

— papers does Mr. Dawson read every day?

— paper is there on the desk?

— time do we have for our class?

(2) Answer these questions in complete sentences. Use the American

prices as given.

Example: How much is soup? ($.15 or $.20)

It's fifteen or twenty cents.

1. How much is a cup of coffee? ($.10 or $.15)

2. How much is a glass of milk? ($.10 or $.15)

3. How much are hamburgers? ($.35 or $.40)

4. How much are meat sandwiches? ($.50 or $.60)

5. How much is a fruit salad? ($.40 or $.50)

6. How much is a piece of cake? ($.20 or $.25)

7. How much is a lunch at that restaurant? ($1.00)

8. How much is a dinner there? ($2.00 or $3.00)

VI. Prepositions: inj at, for. Read each sentence with the preposition

indicated.

223 Lesson Seventeen

A. In (time)

i. They have a good breakfast — the morning.

2. Mrs. Dawson can get it — ten minutes.

3. They often eat it — a hurry.

B. At (time)

1. They have a light lunch — noon.

2. They always have dinner together — night.

C. For (purpose)

1. Are you ready — breakfast?

2. The bread — the toast is on the table.

3. Who's ready — a piece of toast?

4. Is there some cream — the coffee?

5. Mr. Dawson can't go home — lunch.

6. What does he usually have — lunch?

7. What do you want — dinner?

8. We have some cake — dessert.

VOCABULARY Do you know these new words and expressions?

a lot of cent cup

[9 lat av] [sent] [kap]

any cereal dear

[em] [sfrral] [dir]

bread choose dessert

[bred] [t$uz] [dizaH]

butter coffee dollar

[bSta-] [k5fi] [date]

cafeteria cook drink

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[karfatfra] [kuk] [drirjk]

cake cook egg

[kek] [kuk] [eg]

can (auxiliary) counter find

[kaen, kan] [kduntar] [fjaind]

carry cream fish (pi. fish)

[ken] [krim] [fi$]

Lesson Seventeen 224

food meat sandwich

[fud] [mit] [ssen(d)witS]

fork milk some

[fork] [milk] [sam]

fruit much soup

[frut] [matS] [sup]

glass napkin spoon

[glaes] [naepkin] [spun]

hamburger pancake sugar

[luembargar] [psenkek] [Sugar]

ice cream pay (for) tea

[aiskrim] [pe] [ti]

including person tired

[inkhidin] [p&sn] [taird]

in front of pie toast

[in frant av] [pai] [tost]

juice pour tray

[d3us] [par] [tre]

knife (pi. knives) put vegetable

[naif] [naivz] [put] [v£d3tab]]

light ready water

[kut] [r£di] [w6tar]

line restaurant wonderful

[lain] [r£starant] [wa'nda*fal]

make salad

[mek] [sselad]

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Note: Verb forms are shown in italics.

Idioms

three meals a day in season

get breakfast be s6rry

be sleepy All right

how much? be thirsty

How much is it? at night

225 Lesson Seventeen

be hungry in line

at noon self-service

PRONUNCIATION

I. Vowel Sounds.

A. Read these words (1) horizontally and (2) vertically. Imitate your

teacher.

[e] egg any bread carry ready breakfast vegetable

[ae] have can't salad napkin pancake sandwich Saturday

[a] cup much some front butter hungry wonderful

Note: For the formation of these sounds, see the section on

American English Pronunciation, pp. xxi-xxii.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

r—r

1. Breakfast is ready, and Ann is hungry

2. Many men like pancakes for breakfast.

3. There isn't much for lunch today.

4. We can have some salad and a sandwich.

5. We can't have any eggs. There aren't any.

6. The bread and butter are in front of you.

II. Consonant Sounds.

A. Read these words (1) horizontally and (2) vertically. Imitate your

teacher.

[p] pie put pay pour piece soup spoon person

[b] buy book black bread butter table about hamburger

[k] cake cook make milk drink cream coffee cafeteria

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[g] g° good girl egg big glass grass together

Lesson Seventeen 226

Note: For the formation of these sounds, see the section on

American English Pronunciation, p. xxv.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

i. Can we go to a good cafeteria?

2. Can I buy a big piece of pie there?

3. Can't you drink a cup of coffee now?

4. Does a good cook use a cook book?

5. Do little boys like big hamburgers?

6. Are big glasses of milk good for little girls?

DICTATION (Comprehension, Repetition, and Writing)

A. Close your books and listen. Your teacher will read some sentences,

at normal conversational speed, from the Oral Practice of this lesson.

B. Listen carefully as your teacher reads each sentence again, as in

normal, slow conversation. Repeat each sentence after your teacher,

and then write it.

C. Check your written work as your teacher reads all the sentences once

more, at normal conversational speed.

CONVERSATION

I. Conversation with Your Teacher.

Close your books. Your teacher will ask the following questions for

you to answer. Give two answers whenever possible.

1. What time do the Dawsons have breakfast?

2. Where do they always eat it?

3. What do they often have for breakfast?

4. Who makes the coffee? . . . the toast?

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5. Does Mr. Dawson like cream in his coffee?

227 Lesson Seventeen

6. Where does he go for lunch?

7. What time does he have lunch?

8. What do the Dawsons eat for dinner?

9. Why do they have their big meal at night?

10. Why do some Americans like to eat in cafeterias?

11. Do you have three meals a day?

12. Do you eat all your meals at home?

13. What time do you have breakfast?

14. Do you eat much for breakfast?

15. Are you sometimes sleepy in the morning?

16. When can you sleep late?

17. When do you have dinner, at noon or at night?

18. Do you like to eat at a restaurant?

19. What are the names of some restaurants here?

20. Are there any cafeterias here? (in your country)

21. Do you drink much coffee? . . . tea? . . . milk?

22. Do you like eggs? . . . meat? . . . vegetables? . . . fruit?

23. Can you cook? Are you a good cook?

24. What can you make? (tea, coffee, pies, cakes, bread, toast,

soup, pancakes, sandwiches, salads, desserts, ice cream)

II. Conversation with Other Students.

Use the questions in I above or make original questions. (1) One

student asks a question; a second student answers. (2) The second

student then asks a question, and a third student answers. Continue

around the class in this manner.

COMPOSITION

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Choose one of these topics. Be prepared to write two paragraphs about

it in class. Use short sentences and the vocabulary that you know. Your

teacher will give you some new words, if necessary.

1. Breakfast with the Dawsons 2. The Meals in My Country

Lesson Seventeen 228

THE EIG

ESSON EIGHTEEN 1 V

HTEENTH LESSON 1 U

School Days

** *,

rfr

s>J+

ORAL PRACTICE

A. Tom is talking with Ann about her school work. He wants to

know more about American schools.

Tom: Whatisubjects are you taking this semester?

i .__ .

r,_,|,

Ann: I'm taking English, Spanish, chemisjtry, and'government. Next

i

r1||

semester * I'm going to take economics in place of 'government.

t

Tom: Which classes do you have in the'morning?

Arm: I have English andjchemistry, and then ajstudy period.

229

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Lesson Eighteen

Tom: When do you have Spanish andlgoyernment?

Ann: Those classes come after Hunch.

V...

i—,-~\

Tom: Where do youieatiyour lunch?

i . .......

Ann: Usually at;home. Sometimes I eat in the cafeiteria at. school.

. _- ! \ ... i i -j V

V— V

r ... _*

Tom: Do you have those j same classes every day?

Ann: Yes. And the last hour in the afternoon, from two-thirty to

three-jthirty, I also havejgym;twice a week, orchestra twice a

week, and chorus on Fridays. j J

Tom: Don't you have any classes on I Saturdays?

Ann: No, there isn't any i school ion Saturdays.

Tom: Do you have to'study much in high school?

Ann: Yes, wefdo. We have a long asjsignjment for everyiclass.

Tom: Are you going to study tojnight?

Ann: No, this isjFrijday. Iinever study onjFrijday nights.

Tom: Good! . Do you want to go to a j movie tonight?

Ann: Yes, Fdjlikejto. Thankjyou for the invijtation.

LL

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Lesson Eighteen 230

B. Were youjlate for school yesterday?

No, IJwasn't. I was onjtime.

Was your (English test hard?

Yes, ittwas. It wastvejy hard.

\-. I

Was [Mary in school yesterday?

No, shejwa&n't. She wasjabjsent

Was George in the|l£brary after school?

No, bejwasn't. He was in thejlaboratory.

Were the other boys in the audijtorram?

No, they (weren't. They were in the gymjnasium

C. Was there ajnew student in class yesterday?

Yes, theretwas. His name was Dick|Wheeler.

r------ ______ *

Was there a meeting of the]Spanish Club last week?

No, therejwasn't. The meeting isfthisjweek.

ii

Was there a P.T.iA. meeting last night?

Yes, there jwas. It was in the auditorium.

*l

Tom: If it doesn'tirain. What time does the game beigin?

Bill: At two o'clock. We have to leave here at one-ithirity.

Note: 500 Fahrenheit = io° centigrade.

243

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Lesson Nineteen

_____ ,— _—

Tom: Alljright. Is John going jwith us?

r * p--- -—--i i-^

Bill: I don't i know, but let's not j wait i for him. He's often i Tate. - j \ —• ; i \

\-_ I— „ i

I* — "I

Don't forget youriticket, Tom.

B. On Monday, John asked about the game.

John: Did you go to the j game last Saturday?

Tom: Yes, I;cud. I went with [Bill.

John: Did you j walk to the stadium?

Tom: Yes, we j walked. It wasn't very j far.

John: Did you have good'seats?

Tom: Yes, wejdid. We hadivery good seats near thejcenjter.

John: How was the:weather? j i

i

Tom: Fine. It was aibeautiful afternoon, cool butisuniny.

\ _. J ' I ' *

\IL

John: Did the game begin on j time?

Tom: Yes, itjdid. It began at two o'clock;sharp.

John: Did you enjjoy the game?

Tom: Yes, Ijdid. I enjoyed it very j much.

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Lesson Nineteen 244

C. Last Saturday I went to my first football game. It was American

football, not soccer. The game started at two o'clock and ended at

four-thirty. The big college stadium was full. There were sixty

thousand (60,000) people there. Some people walked to the stadium,

some went on the bus, and others drove. The weather was fine that

afternoon; it wasn't cloudy, and it wasn't windy. It was a beautiful

fall day.

Each team had eleven men on the field. Each team defended its

own goal. Each team also tried to cross the other goal line with the

ball. Sometimes they ran with the ball, sometimes they threw the

ball, and sometimes they kicked it. The game was very exciting.

But when do they run? When do they throw the ball? And when

do they kick the ball? I don't understand all the rules of the game.

There are two halves in a football game. In the first half, our

team crossed the other goal line once and made a touchdown. The

other team made two touchdowns. The band played between the

halves, and we cheered for our team. During the second half, we

made another touchdown, and then another. The final score was

21 to 14. Of course, we were very happy because we won the game.

245

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Lesson Nineteen

Tom's Impressions

Americans like sports very much. In the fall,

the popular sport is football. All the high schools and

universities have their teams. The boys on the teams

practice after school every day. The games with other schools are

usually on Saturday afternoons. Thousands of people, young and

old, watch these football games in September, October, and November.

In the winter, the popular sport is basketball. There's usually

a game every Friday night in one school gymnasium or another.

Some parts of the United States have a lot of snow and ice during the

winter. Many people there like to ski or skate.

In the other seasons, spring and summer, millions of Americans

enjoy baseball. The schools have their games in the spring, but the

important professional teams play during the summer. Some people

go to these big games. The majority, however, listen to them on the

radio, watch them on television, or read about them in the news-

papers. Of course, a lot of people go swimming in the summer, too.

Some also play tennis or golf, and others go fishing. They like to be

outdoors because it's warm during the months of June, July, and

August.

C.

ANSWERS

What did

you

forget?

When did

you

have them?

How many did

you

have?

Where did

you

put them?

What time did

you

go to bed?

I forgot the tickets.

I had them last night.

I had two tickets.

I put them on our radio.

I went to bed at 11:3c

Note: put — put [put]. The past tense is like the simple form.

B. An interrogative word precedes the auxiliary verb did the same

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as it precedes do or does.

C. Each sentence below is the answer to a question. (1) Make the question

with the interrogative word in place of the words in italics. Change

the words I, we, my, and our to the second person. (2) Then read

the answer as given.

Example: Where . . . ? Tom learned English in his country.

Where did Tom learn English?

Tom learned English in his country.

1. When . . . ?

2. Where . . . ?

3. What... do .

4. When . . . ?

5. What time . .

.?

6. What . . . ?

7. How much . .

.?

8. How many . .

.?

9. What . . . ?

10. What time . .

.?

n. How long . . .

?

12. Who . . . ?

13. Which . . . ?

14. Whose . . . ?

15. Why . . . ?

16. Where . . . ?

He came here last year.

Bill met him at the university.

They played tennis yesterday morning.

They swam in the afternoon.

We had dinner at seven o'clock.

My mother made a pie for dessert.

I drank two cups of coffee.

I wrote three letters last night.

My sister read a good book.

She went to bed at two o'clock.

She slept only five hours.

Mr. Lee taught our class yesterday.

He knew all the students.

I used Betty's book.

I forgot my book because I was in a hurry.

VI. Other, another, and others.

A. Repeat these examples after your teacher.

i. There are two boys in this picture.

One boy is Bill.

The other boy

The other

is Tom.

^f. *£, 2. There are three boys in this picture.

frM CT The first boy is Bill.

3. I have one ticket for the game.

I need another ticket for my sister.

I need another for a friend, too.

One boy ran with the ball.

Another boy threw the ball.

Another kicked the ball.

UkU

3

5. Some people walked to the game.

Other people went on a bus.

Others drove. „ /™^

B. Other is sometimes an adjective and sometimes a pronoun.

1. As an adjective, it has only one form, other, before a singular

noun or a plural noun.

2. As a pronoun, it has a singular and a plural form. The other

and the others refer to specific persons or things. Others, with-

out an article, refers to persons or things in general.

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C. Another (an + other) is an indefinite adjective or pronoun. It

means one more or a different.

1. As an adjective, it is used only with a singular count noun.

2. As a pronoun, it replaces a singular count noun.

Lesson Nineteen

254

D. Other and others are often used in contrast to the word some.

E. Complete these sentences with other, another, or others.

Example: Tom went to a football game last Saturday.

He's going to — game this week.

He's going to another game this week.

i. Our team made three touchdowns. The — team made two.

2. Some people like to skate in the winter. — people like to ski.

— like to watch basketball games.

3. There's a game in one gymnasium or — on Fridays.

4. The boys on the team practice every afternoon. They play

with — school teams once a week.

5. In the — seasons, spring and summer, millions of Americans

enjoy baseball.

6. Some people go to the big games. — people watch them on

television. — listen to them on the radio.

7. The Dawsons have one radio, but they want to buy — .

8. My two uncles like sports very much. One often plays tennis,

but the — prefers to play golf.

9. There are five in our family. I like to go fishing, but the —

prefer to go swimming.

10. What do you know about the — students in your class? One

student is (wants to be) a doctor, — student is a lawyer, — is

a chemist, — is an engineer, — is a secretary, and — is a

librarian. I don't know much about the — .

VII. The Weather.

A. Repeat these sentences after your teacher.

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It's cold today. It's cloudy today. It rains every day.

It's cool today. It's sunny today. It's raining now.

It's warm today. It's windy today. It rained yesterday.

It's hot today.

It was cloudy and cool yesterday morning.

It rained a little, too.

It was very sunny in the afternoon.

It wasn't cloudy, and it wasn't windy.

255 Lesson Nineteen

B. In sentences about the weather, the word it is often used as subject,

either with the verb be or with a verb like rain. The words cold,

cool, hot, warm, cloudy, sunny, and windy are all adjectives after

the verb be.

VOCABULARY Do you know these new words and expressions?

another forget rain

[anaSar] [farg&t] [ren]

ball full rule

[bol] [ful] [rul]

beautiful goal score

[byutafol] [gol] [skor]

between golf seat

[bitwin] [golf] [sit]

center half (pi. halves) skate

[s£ntar] [haef] [haevz] [sket]

centigrade however ski

[s£ntagred] [hau£var] [ski]

cheer (for) ice snow

[tSir] [ais] [sno]

cross if soccer

[kros] [if] [sdkar]

defend kick sport

[difend] [kik] [sport]

degree million stadium

[digri] [mflyon] [stediom]

each once start

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[itS] [wans] [start]

exciting outdoors team

[iksditirj] [autd5rz] [tim]

Fahrenheit plan television (TV) .

[f£renhait] [plaen] [t£l8vi38n] [ti vi]

field popular temperature

[fild] [pdpyalar] [t£mp(o)ratSar]

final professional thousand

[fdin]] [prafeSan]] [0duznd]

Lesson Nineteen 256

threw wait (for) weather

[dro] [wet] [we Sar]

ticket watch win

[tikit] [watS] [win]

touchdown

[t6tSdaun] Note: Verb forms are shown in italics.

Idioms

make a plan be windy

be cloudy make a touchdown

sixty thousand people of course

How was the weather? go swimming

be sunny go fishing

PRONUNCIATION

I. Vowel Sounds.

A. Read these words (i) horizontally and (2) vertically.

[o] warm fall George score sport before football

[9] was club sunny summer public another touchdown

[9*] were hurry thirsty dessert forget soccer weather

Note: For the formation of these sounds, see the section on

American English Pronunciation, pp. xxii-xxiii.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

i. Is it warm and sunny in the summer?

2. Did George play golf this morning?

3. Is football the popular sport in the fall?

4. Did Robert forget to buy another ticket?

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5. Were those girls in a hurry before the game?

6. Were their pictures in the paper on Thursday?

257 Lesson Nineteen

II. Consonant Sounds.

A. Read these words (1) horizontally and (2) vertically.

[3] usually television

[d3J gym June enjoy junior graduate education generally

[y] use year young senior million popular yesterday

Note: For the formation of these sounds, see the section on

American English Pronunciation, pp. xxvi, xxviii.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

1. Young people usually enjoy sports. J

2. Millions of Americans enjoy television.

3. It's William's junior year at the university.

4. The majority of seniors graduate in June.

5. Graduate students generally use the library a lot.

6. Public education is popular in the United States.

DICTATION (Comprehension, Repetition, and Writing)

A. Close your books and listen. Your teacher will read some sentences,

at normal conversational speed, from the Oral Practice of this lesson.

B. Listen carefully as your teacher reads each sentence again, as in

normal, slow conversation. Repeat each sentence after your teacher,

and then write it.

C. Check your written work as your teacher reads all the sentences once

more, at normal conversational speed.

CONVERSATION

I. Conversation with Your Teacher.

Close your books. Your teacher will ask the following questions for

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you to answer. Give two answers whenever possible.

Lesson Nineteen 258

i. What's the season for football in the United States?

2. Are the games usually on Saturdays?

3. What do you know about American football?

4. What time did the boys go to the game last week?

5. Did they walk to the stadium?

6. Did they have good seats?

7. Were there many people at the game?

8. How was the weather that afternoon?

9. When did the band play?

10. How many touchdowns did each team make?

11. What was the final score?

12. When is the basketball season in the United States?

13. Do Americans like baseball, too?

14. Do they often go to the professional games?

15. What other summer sports do they enjoy?

16. What are the popular sports here? (in your country)

17. Which sport or sports do you like?

18. Do you like to play games or do you like to watch them?

19. Do you ever go fishing? (When . . . ? Where . . . ?)

20. Do you often go swimming? (When . . . ? Where . . . ?)

II. Conversation with Other Students.

Use the questions in I above or make original questions. (1) One

student asks a question; a second student answers. (2) The second

student then asks a question, and a third student answers. Continue

around the class in this manner.

COMPOSITION

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Choose one of these topics. Be prepared to write two paragraphs about

it in class. Use short sentences and the vocabulary that you know. Your

teacher will give you some new words, if necessary.

1. An Exciting Game 2. Sports in My Country

259 Lesson Nineteen

20

LESSON TWENTY

THE TWENTIETH LESSON

Review

PRONUNCIATION

I. Consonant Sounds.

A. Read these words (1) horizontally and (2) vertically.

[m] meat from same game team stadium gymnasium

[n] need noon rain knife begin napkin government

[g] long spring drink uncle during morning exciting

sing doing going taking fishing writing shopping

Note: For the formation of these sounds, see the section on

American English Pronunciation, p. xxvii.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

1. Do we need knives and napkins? ..]

2. Is it beginning to rain now?

3. Is she doing her shopping this morning?

4. Does the same team play in every game?

5. Is the stadium far from the gymnasium?

6. Is Tom writing a long letter to his uncle?

7. Is he going fishing during his spring vacation?

II. Review of Sounds and Intonation.

A. Repeat each sentence several times. Imitate your teacher.

B. Copy the sentences in your notebook. Mark the intonation pattern

for each one.

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Lesson Twenty 260

Examples: Howjoldjare those boys? Are they all fourteen?

i ■■■■■■■■■■■■

i. An insurance company has to be efficient.

2. What time do those offices close?

3. Don't you usually go home at four?

4. Next Saturday is the tenth of January.

5. Wasn't the weather wonderful last Sunday?

6. Robert worked in the yard in his old clothes.

7. Are those beautiful yellow flowers from your yard?

8. Helen has her washing machine in the kitchen.

9. Does she put vegetables in her refrigerator?

10. Which vegetables does she generally choose?

11. Were the girls thirsty after dinner?

12. Yes, they wanted a glass of cold water.

13. Did they eat their dessert in a hurry?

14. That team crossed the goal line only once.

15. What was the final score of the game?

STRUCTURE

I. Count Nouns and Mass Nouns.

A. Read the words in this list with or without an indefinite article, as

required. Some words like cake may be count nouns and also mass

nouns.

Examples: an apple, bread, butter, a cafeteria, a cake or cake

apple

egg

soup

bread

fish

money

spoon

butter

food

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milk

napkin

sugar

cafeteria

fork

orange

supermarket

cake

fruit

pancake

tea

cereal

ice cream

paper

time

chalk

juice

pie

toast

coffee

knife

restaurant

tray

cream

meal

salad

vegetable

dessert

meat

sandwich

water

261

Lesson Twenty

B. Read all the nouns in A with the word some. Use the plural form

of each count noun.

Examples: some apples, some bread, some cakes or some cake

C. Repeat each sentence with each word in parentheses. Make the

necessary change for count nouns used in the plural.

Example: Do we have any (soup, fruit, apple) ?

Do we have any soup?

Do we have any fruit?

Do we have any apples?

i. I'm going to buy some (food, egg, bread, cereal).

2. We don't need any (butter, cream, sugar, orange).

3. Do you drink much (water, tea, milk, coffee)?

4. I don't eat much (fruit, fish, salad, dessert, ice cream).

5. Do you eat many (egg, apple, orange, vegetable)?

6. She makes a lot of (soup, coffee, pancake, sandwich).

7. How much (time, money, paper, chalk) is there?

8. How many (fork, knife, spoon, napkin, tray) are there?

9. Let's have a cup of (tea, coffee) now.

10. I prefer a glass of (milk, water, orange juice).

n. Who wants a piece of (bread, toast, meat, pie, cake)?

12. Are there some good (restaurant, cafeteria, supermarket)?

II. Some, any, much, many, and a lot of.

A. (1) Read these sentences with some or any, as required. (2) Read

the sentences again with a lot of and either much or many.

Example: There are — apples; there aren't — oranges.

There are some apples; there aren't any oranges.

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There are a lot of apples; there aren't many oranges.

1. We have — bread, but we don't have — butter.

2. We need — sugar, but we don't need — cream.

3. Let's have — toast, but let's not have — cereal.

4. She always buys — fruit, but she seldom buys — bananas.

5. She often makes — sandwiches; she never makes — hamburgers.

Lesson Twenty 262

6. He usually drinks — water, but he doesn't drink — milk.

7. He often eats — vegetables, but he doesn't eat — salad.

8. He wants — pie, but he doesn't want — ice cream on it.

9. There are — restaurants, but there aren't — cafeterias.

10. I have — time now, but I don't have — money.

B. (1) Make five original questions with how much and five with how

many. (2) Then answer your questions in complete sentences.

Examples: How much English does your friend know?

He knows (a little, a lot of) English.

or He doesn't know (much, any) English.

How many Americans do you know?

I know (two, several, many, a lot of) Americans.

or I don't know (many, any) Americans.

III. Negative Commands (Polite Form).

A. Fill the blank in each sentence with the expression please don't.

Example: — help me. I can do it.

Please don't help me. I can do it.

1

2

3

4

5

6

7

8

10

11

12

13

14

15

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9

— cross the street here. Cross at the corner.

— drive fast. We're not in a hurry.

— talk to me. I'm busy now.

— wait for me. I have to answer this letter.

— be late. The bus leaves at four-thirty.

— forget your umbrella. It's going to rain.

— be in a hurry. Let's enjoy our dinner.

— pour the coffee now. We aren't ready for it.

— be noisy. The children are sleeping now.

— watch television now. We want to talk.

— make plans for Saturday. We're going to the lake.

— shop this morning. Let's go together this afternoon.

— buy a lot of oranges. They're expensive now.

— put your books here. We're going to use this table.

— throw the ball. You're near a window.

263 Lesson Twenty

B. Practice these sentences in groups of three students, (a), (b), and (c).

Use i as an example.

i. (a) Let's listen to the radio.

(b) No, let's not listen to the radio. Let's watch TV.

(c) No, let's not watch TV. Let's go to a movie.

2. (a) Let's do our shopping tomorrow.

(b) No, — . Let's go fishing.

(c) No, — . Let's go swimming.

3. (a) Let's invite Bill.

(b) No, — . Let's invite Tom.

(c) No, — . Let's invite Ann.

4. (a) Let's take a streetcar.

(b) No, — . Let's take a bus.

(c) No, — . Let's walk. It isn't far.

5. (a) Let's study our chemistry now.

(b) No, — . Let's study our history.

(c) No, — . Let's study our English.

6. (a) Let's pronounce these words.

(b) No, — . Let's read this Oral Practice.

(c) No, — . Let's do these exercises.

7. (a) Let's go to a cafeteria.

(b) No, — . Let's go to a restaurant.

(c) No, — . Let's eat at home.

8. (a) Let's have some soup.

(b) No, — any — . Let's have some eggs.

(c) No, — any — . Let's have some sandwiches.

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IV. The Auxiliary Verb can.

A. Use can or can't according to the meaning of the sentence.

Examples: A small child — walk, but he — run.

A small child can walk, but he can't run.

A small child — read, but he — talk.

A small child can't read, but he can talk.

Lesson Twenty 264

i.I — sing, but I — play the piano.

2. Bill — skate, but he — ski very well.

3. Bill — drive a car, but Tom — drive.

4. Ann — cook, but she — make good pies.

5. She — speak Spanish very well, but she — read it.

6. We — swim, but we — watch you.

7. A child — ask a lot of questions, but he — answer them.

B. (1) Complete each question; use a verb from the list at the right and

add other words to complete the meaning. (2) Then give a short

answer in the affirmative or in the negative.

Example: Can you

? Can you walk home from here?

Yes, I can. or No, I can't.

1. Can you .

2. Can't you

3-

4-

5.

6.

Can Mary .

Can't Mary

Can John . .

Can't John . . . 1

7. Can your friends .

8. Can't your friends

?

play

come

sleep

eat

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answer

speak

get up

study

go

take

have

wait

leave

walk

(1) Change the statement to a question with the interrogative word

indicated. (2) Then complete the answer given.

Example: I can take a bus.

(a) Where . . . ? (b) ... at the next corner.

(a) Where can I take a bus?

(b) You can take a bus at the next corner.

1. We can't cross the street now.

(a) Why . . . ? (b) . . . because there's a red light.

2. I can buy some fruit.

(a) Where . . . ? (b) ... at that fruit store.

3. You can go swimming tomorrow.

(a) What time . . . ? (b) ... at three o'clock.

265

Lesson Twenty

4. John can't leave now.

(a) Why . . . ? (b) . . . because he's busy.

5. He can be ready (soon).

(a) When . . . ? (b) ... in twenty minutes.

6. The boys can't wait for him.

(a) Why . . . ? (b) . . . because they're late now.

7. Ann can help us.

(a) When . . . ? (b) ... on Saturday.

8. She can come here.

(a) What time . . . ? (b) ... at ten o'clock.

V. The Past Tense of be.

A. Fill the blanks with was or were as you read these sentences.

Examples: The Dawsons — tired last night.

The Dawsons were tired last night.

Mrs. Dawson — sleepy this morning.

Mrs. Dawson was sleepy this morning.

1. Breakfast — ready at seven-thirty.

2. The bread and butter — on the table.

3. There — some hot coffee on the stove.

4. There —n't any cream for the coffee.

5. Mrs. Dawson — sorry.

6. There —n't any classes last week.

7. There — a new student in class yesterday.

8. His name — Dick Wheeler.

9. Three students — absent.

10. There — a short test during the hour.

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11. There — several activities after school.

12. Some boys — in the gymnasium.

13. The seniors — in the auditorium.

14. That football game — very exciting.

15. There — many people at the game.

16. The big stadium — full.

Lesson Twenty 266

17. Some people — hungry between the halves.

18. It — a beautiful afternoon.

19. It —n't cloudy, and it —n't windy.

20. Tom and Bill — very happy after the game.

B. (1) Change each statement in A to a question. (2) Then give a short

answer, affirmative or negative, that agrees with the statement.

Example: The Dawsons were tired last night.

Were the Dawsons tired last night? Yes, they were.

C. Answer these questions in complete sentences.

Example: Where was Ann after school yesterday?

She was in the library (after school yesterday).

1. How was the weather yesterday?

2. How was the game last week?

3. What was the final score?

4. Why were you late for class today?

5. When was our last test?

6. How much time was there for the test?

7. How many questions were there?

8. Whose answers were very good?

9. Who was at the P.T.A. meeting yesterday?

10. What time was the meeting?

VI. The Simple Past Tense.

A. Pronounce the simple past tense of each verb with its subject. As

you pronounce the forms, write them in three columns according to

the pronunciation of the ending ed: [t], [d], or [id].

Example: I (ask, answer, need, play, rest, shop, study)

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[t] [d] [id]

I asked I answered I needed

I shopped I played I rested

I studied

267 Lesson Twenty

i. I (call, carry, cheer, clean, close, enjoy)

2. You (copy, erase, explain, help, learn, laugh)

3. He (defend, graduate, introduce, invite, kick, listen)

4. She (live, move, open, pour, practice, prefer, rent)

5. It (arrive, end, rain, seem, start)

6. We (pronounce, repeat, talk, try, use, visit, watch)

7. They (skate, ski, wait, walk, work, want, wash)

B. Choose two verbs from each group in A and make two affirmative

statements in the simple past tense. Use the subject given.

Example: study I studied my English last night.

need I needed to study before the test.

C. (1) Complete each question; use a verb from the list at the right and

add other words to complete the meaning. (2) Then give a short answer

and a long answer in the affirmative.

Example: Did you .

1. Did you . . . ?

2. Did your brother

3. Did he ... ?

4. Did your sister . .

5. Did she . . . ?

6. Did your teacher

7. Did we ... ?

? Did you forget your book today?

Yes, I did. I forgot it (today).

?

7. Did we ... r

8

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Did Bill and Tom .

9. Did they . . . r

-10. Did you and your friend . .

.?

begin

meet

come

put

drink

read

drive

sleep

forget

swim

go

teach

have

understand

know

win

make

write

D. Answer these questions in complete sentences.

Example: When did you meet Dick Wheeler?

I met him last week.

1. When did you begin to study English?

2. Whose class did you visit yesterday?

Lesson Twenty

268

3. Who came to class with you today?

4. Why did you come early?

5. Which exercise(s) did you write for today?

6. How much time did you have for lunch yesterday?

7. How many cups of coffee did you drink?

8. Where did you go after lunch?

9. What did you read last night?

10. What time did you go to bed?

VII. Other, another, and others. Fill the blanks with one of these

forms as you read the following sentences.

Examples: We don't like these seats.

Are there any — seats?

Are there any other seats?

Yes, but the — are more expensive.

Yes, but the others are more expensive.

1. Ann has — ticket for the play. Do you want it?

2. No, thank you. I have — invitation for Saturday.

3. I can't go because I have some — plans.

4. Some colleges are large, and — are small.

5. George is in the lab now. Where are the — boys?

6. Are we going to have — test? We had one last week.

7. Some subjects are easy for me; — are hard.

8. There's a meeting this week and — in two weeks.

9. This restaurant is very crowded. Let's go to — .

10. These sandwiches are fine. The — aren't very good.

n. We need two spoons, one for dessert and the — for coffee.

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12. I had one cup of coffee, but I want — .

13. Can you eat — piece of cake, too?

14. The oranges are good now; there isn't much — fruit.

15. Can you make some — sentences like these?

Vlil. Word Order. Arrange each group of words in the correct order

and read the sentence. Questions are indicated by a question mark (?)

below the words.

269 Lesson Twenty

i. be

2. in

3. you

4. I

class

don't

today

I'm

let's

your

go

no

for

please

can

busy

not

book

swimming

can't

late

write

?

very

5. a

7. we

8. you

three

at

why

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6. a

black

they

eat

some

can

day

light

don't

your

have

they

coffee

drink

always

noon

make

coffee

meals

lunch

?

?

9. a

10. in

n. Ann

12. we

in

was

year

can

was

an

taking

our

new

the

what

where

class

there

i. The bread and butter are — the table.

2. There isn't much fruit — season now.

3. He likes his toast — his eggs.

4. He has a light lunch — noon.

5. He goes — a restaurant — the office.

6. He usually goes — one or two friends.

7. He has dinner — his family — night.

8. What do they have — dinner?

9. — a cafeteria, a person walks — line — a

long counter.

10. He can see all the food there — him.

11. Does he carry his own tray — a table?

12. Tom likes American food, — the pie, the

pancakes, and the hamburgers.

13. Tom is talking — Ann — her school work.

14- How many subjects does she take — a time?

15. Does she have an assignment — every class?

16. Does she have a study period — lunch?

17. Does she eat — the cafeteria — school?

18. Can she take economics — government?

19. There are two semesters — a school year.

20. The majority — American children go —

public schools.

21. Education is free — kindergarten — high school.

22. — high school, many students go — college.

23. Are there any scholarships — good students?

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24. Football is the popular sport — the fall.

25. The boys — the teams practice — school.

26. Are the games usually — Saturdays?

27. Do many people watch them — television?

28. Tom went — Bill — his first football game.

29. The game started — time, — two o'clock.

30. The boys had good seats — the center.

31. Each team had eleven men — the field.

32. Did the band play — the halves?

33. Did the people cheer — their team?

34. The final score was 21 — 14.

about

after~

at .

before -

between

during -

for

from

in

including

in front of

in place of

near-

of

on

through

to

with

271

Lesson Twenty

CONVERSATION

One student asks a question; a second student answers. The second

student then asks a question, and a third student answers. Continue

around the class in this manner. Give two answers whenever possible.

i. When do Americans have breakfast? . . . lunch? . . . dinner?

2. What do they often eat for breakfast? . . . lunch? . . . dinner?

3. Why do they sometimes eat lunch in a hurry?

4. What's a cafeteria?

5. Why are cafeterias popular in the United States?

6. What time do you have your meals?

7. When does the school year begin in the United States?

8. When is the first semester? . . . the second semester?

9. Do the majority of children go to public schools?

10. How many subjects do they take at a time?

11. Do they have any study periods in school?

12. What are some of their school activities?

13. Do many schools here teach English? (in your country)

14. How much time do you spend on your English assignments?

15. Do you like sports?

16. Do you have much time for sports?

17. How much are those tickets?

18. How much is this book?

19. What's the temperature here today?

20. Does it rain very much here? (in your country)

ORAL COMPOSITION

Choose one topic from each group below. Be prepared to talk in class

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for two or three minutes about any one of your three topics.

1. An American Breakfast 2. American Schools

Lunch in a Cafeteria School Activities

Dinner with the Dawsons Ann's Senior Year

3. I Like Sports

Popular Summer Sports

Tom's First Football Game

Lesson Twenty 272

LESSON TWENTY-ONE ) J

THE TWENTY-FIRST LESSON &- A

Let's Go Shopping

ORAL PRACTICE

A. Are you going to wear ajcoat today?

No, but I'm going to take myirainicoat. It looks likeirain.

Whose .glovesiare these? Are theyjyours?

you.

Yes, they're imine. Thank;

You reiwelicome. Are wejready now?

L

Yes, let'sigo.

273

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Lesson Twenty-One

B. What did you do j yesterday?

L-—

f __-, ,_ ,

I went to thejdenjtist, and then I did someishopiping.

Ii

I—'

What time did you leaveihome?

I left at nine ofclbck.

Did youjdrive downtown?

No, ijdian't. I took ajbus.

f\

Did itirain during the day?

No, itjdidn't. I took my jrainjcoat, but I didn't jneed

it.

C. What did you ] buy?

I bought aj sweater and a pair of jglbves.

Did you look atisuits? —"""'^Sk

No, I'didn't. But I tried on somejhats and somejshoes.

■ \_

Did you meet your isister downtown? C^S^.

Yes, I met her atjnoqn, and we atejlunchitogether.

When did you getfhbme?

I got home at a quarter to ifour.

Lesson Twenty-One

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274

D. Mr. Dawson seldom goes shopping with his wife. He doesn't have

much time, and he doesn't like to go shopping. One Saturday, how-

ever, they decided to go together. Mrs. Dawson wanted a new dress,

and her husband needed a new winter coat. He wanted a brown coat,

but his wife said to him, "Why don't you get a gray coat, dear? Your

last coat was brown, you know."

They went to a large department store downtown. First, they

took an elevator to the men's department on the third floor. The

clerk offered Mrs. Dawson a seat. Then he showed Mr. Dawson sev-

eral brown coats. Mr. Dawson liked the first coat very much, but

he said that it was too expensive. The others didn't fit very well.

One was too big, another was too small, and another was too short.

Then he tried on some gray coats, and one fitted him very well.

He asked his wife, "Do you like this coat, Helen?"

"Yes, I do. It looks very good on you," she answered.

"Can I wear it with my brown suit?"

"Of course you can. You can also wear it with your blue suit or

with your gray suit."

Mr. Dawson thought about it for a. minute, and then he said,

"Yes, it's very practical. I'm beginning to like it now."

"And it's a good coat for the price," his wife said.

E. Five minutes later, they took an elevator to the dress department

on the fifth floor. Mr. Dawson found a chair and sat down.

Clerk: Do you want to look atiwool dresses orisilkidresses?

riii

»i

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i

Mrs. D.: Please show me somejwooljdresses. j

i

i w--i

Clerk: Whatisizeido you wear?

Mrs. D.: Size fouriteen.il think.

i '■

i

Clerk: Do you likejblack? It's jaljways a good color.

L__.„. ................ .......

275 Lesson Twenty-One

Mrs. D.: Yes, but Ijhave!a black dress. I'd like ajbright;color.

1 1 ---_- i 1

1i1j

Clerk: Here's a pretty j blue j wool. Or what about thisjredjdress?

Mrs. D.: Ijlike it, but myihusjband likesjblu'e.

Clerk: Why don't you tryjonjthese two dresses?

Mrs. Dawson tried on the blue dress, and then the red dress.

Mrs. D.: The blue dress wasjpretity, Bob. But look at;this!

Mr. D.: Red? It's a littlejbnght, don't youjthink?

Mrs. D.: But for fall and: winter? Is it j too bright?

Mr. D.: Perjhapsinot. Itjisjvery bejcorhing to you. II Wji

Mrs. D.: Itifitsjwell, and I like thejstylejof it, too.

Mr. D.: How much | is

it?

Mrs. D.: It's twenty-nine ninety-jfiye. ($29.95) 'v

Mr. D.: Alljright, dear. If youilikejit, why don't youjget

Clerk: Do you want tojcharge it or pay for itjnow?

Mrs. D.: Please; charge jit.

Note: $29.95 = twenty-nine dollars and ninety-five cents.

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Lesson Twenty-One 276

Then Mrs. Dawson gave the clerk her name and address, and the

clerk put the dress in a box for her.

Mr. D.: Are we ready to go j home now?

Mrs. D.: Alimbst. We need some j toothpaste and some j vitamins.

Ann wants a film for her [camera, too

Mr. D.: Then let's go to the j drugstore on the [corner. And what

about some iceicreamifor desjsertjtonight? I^^^^RfWl

Mrs. D.: Albright. They havejgoodiice cream at that drugstore.

Tom's Impressions

Some American women make their own dresses,

and many make clothes for their children. The majority

of Americans, however, buy their clothes ready-made.

Mrs. Dawson is always well-dressed. She says that she usually buys

her clothes. She also tells me that she doesn't spend a lot of money

for them.

There are several large department stores in most American cities.

There are other small stores, too; but people like the big stores because

they can usually do all their shopping in one place. Many department

stores also have a restaurant for lunch. They open at nine-thirty or

ten in the morning, and they close at five-thirty or six in the afternoon.

In a department store, there are generally many coats, dresses,

and suits alike. They come in all sizes. In some departments the

clothes are expensive, and in others they're cheap. Of course, the

price depends on the quality and the style.

277

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Lesson Twenty-One

STRUCTURE

I. Possessive Pronouns.

A. Repeat these examples after your teacher.

Whose book is that?

It's mine.

It's yours.

It's ours.

(my book)

(your book)

(our book)

Whose books are those?

Is this Bill's raincoat?

Are these Bill's gloves?

Is that Ann's raincoat?

Are those Ann's gloves?

Is this the boys' ball?

Are these the boys' coats?

They're mine.

They're yours

They're ours.

Yes, it's his.

Yes, they're his.

Yes, it's hers.

Yes, they're hers

(my books)

(your books)

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(our books)

(his raincoat)

(his gloves)

(her raincoat)

(her gloves)

Yes, it's theirs.

Yes, they're theirs.

(their ball)

(their coats)

B. The possessive pronouns are mine, yours, his, hers, ours, and

theirs. They replace a possessive adjective and the noun that

follows it.

i. Each pronoun ends in the letter s, except mine. The pronoun

his is the same as the adjective his.

2. Like the possessive adjectives, these pronouns always refer to

the possessor. They do not agree with the noun possessed,

which may be singular or plural.

C. As you read these sentences, fill each blank with the possessive pronoun

that refers to the word or words in italics.

Examples: Is that your camera? No, — is at home.

No, mine is at home.

I don't have my camera. Do you have — ?

Do you have yours?

Lesson Twenty-One

278

i. Is this your coat? No, — is in the other room.

2. Is it Mary's? No, it isn't. — is brown.

3. Is that Tom's ticket? No, it isn't. He has — with him.

4. Do you have your tickets? Yes, we have — .

5. Are these Ann's gloves? Yes, they're — .

6. Where are Betty's? She forgot — .

7. Which car is Mr. Scott's? — is the green car.

8. Which car is the Dawsons'? — is the blue car.

9. Ann likes to see her friends. Do you like to see — ?

10. I'm going to take my raincoat. Is Dick going to take — ?

11. I put my umbrella in the corner. Where did you put — ?

12. We always do our homework. Do they always do — ?

13. I studied my lesson last night. Did John study — ?

14. We understood their English. Did they understand — ?

15. Here's my telephone number. Can you give me — now?

II. The Simple Past Tense. (Negative)

A. Repeat these sentences after your teacher.

Did it rain yesterday?

No, it didn't. It was cloudy, but it didn't rain.

Didn't you take your raincoat?

No, I didn't. I didn't take it, and I didn't need it.

B. The negative form of the simple past tense is the same for all verbs,

regular and irregular, except be.

1. In all persons, the auxiliary verb did and the word not are used

with the simple form of the principal verb (sfv).

2. The contraction of did not is didn't [didnt]. This contraction

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is generally used in conversation, both in negative statements

and in negative questions.

C. A short answer has only a subject with the word didn't.

D. (1) Change each statement to a question. Then answer the question

in the negative; use contractions.

279 Lesson Twenty-One

Example: I went to the dentist yesterday.

Did you go to the dentist yesterday?

No, I didn't go to the dentist yesterday.

i. Bill and Tom went to the football game.

2. The boys drove to the stadium.

3. Tom met Bill at one o'clock.

4. The game began at one-thirty.

5. They watched it on television.

6. They listened to it on the radio.

7. Their team made a touchdown.

8. They won the game.

9. Tom enjoyed the game.

10. He understood all the rules.

(2) Answer these questions in the negative. Give a short answer and

then a long answer.

Example: Did (Didn't) you sleep well last night?

No, I didn't. I didn't sleep well last night.

1. Did Ann walk to school this morning?

2. Did she arrive on time?

3. Did she know her Spanish lesson?

4. Didn't she study last night?

5. Didn't she write any exercises?

6. Did the other students ask many questions?

7. Did they forget their homework?

8. Did they erase the blackboard?

III. Other Irregular Verbs in the Simple Past Tense.

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A. Repeat these new verb forms after your teacher.

buy — bought [bot]

get — got [gat]

choose — chose [t§oz]

leave — left [left]

do — did [did]

see — saw [so]

eat — ate [et]

take — took [tuk]

find — found [faund]

wear — wore [wor]

Lesson Twenty-One

280

B. An irregular verb has a special form for affirmative statements

in the simple past tense (Lesson 19). It is necessary to learn

each form. The negative and interrogative forms are regular.

C. (1) Read these questions and answers. Fill each blank with the

simple past tense of the verb in the question.

Example: Where did you find your gloves?

I — them in a chair. I found them in a chair.

1. Did you do any shopping yesterday?

Yes, I — some shopping.

2. Did you wear a coat?

Yes, I — my brown coat.

3. What time did you leave home?

I — home at nine o'clock.

4. Did you take a streetcar?

No, I didn't. I — a bus.

5. What did you see in the store windows?

I — a lot of suits, hats, and shoes.

6. Did you buy a new hat?

No, I didn't. But I — a sweater.

7. What color did you choose?

I — a pretty green sweater.

8. Did you meet your sister downtown?

Yes, I — her for lunch.

9. Where did you and your sister eat?

We — in one of the department stores.

10. What time did you get home?

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I — home at half past four.

(2) Use tlte subject she in place of you and I, and read the sentences

in (1) again. Make other necessary changes.

Example: Where did she find her gloves?

She found them in a chair.

281 Lesson Twenty-One

D. (1) Learn the simple past tense of these irregular verbs.

cut — cut [kat] sit — sat [saet]

give — gave [gev] speak — spoke [spok]

pay — paid [ped] spend — spent [spent]

say — said [sed] tell — told [told]

sell — sold [sold] think — thought [0ot]

A ux. can — could, couldn't [kud, ktjdnt]

(2) Fill each blank with the past tense of the verb in italics.

Example: I often think about you. I — about you last night.

I thought about you last night.

1. Mr. Dawson sells insurance. He — a lot of it last year.

2. He often cuts the grass. He — it last week.

3. Tom spends many weekends there. He — last weekend there.

4. We speak English in class. We — English in class yesterday.

5. I usually sit here. I — near the door yesterday.

6. Please tell us about the test. I — you about it last week.

7. Did you pay for the tickets? Yes, I — for them yesterday.

8. I can't wear that suit this year, and I — wear it last year.

9. Mr. Dawson always says, "I don't have time." Last night his

wife — , "Why don't we go on Saturday?"

10. He often gives some money to his wife. He — some to her this

morning.

11. Some people spend a lot of money for books. I — three dollars

for a book yesterday.

IV. Direct and Indirect Objects.

A. Repeat these sentences after your teacher.

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The clerk showed Mr. Dawson the brown coats. (him)

He showed the brown coats to Mr. Dawson. (to him)

He showed them to Mr. Dawson. (to him)

Mrs. Dawson bought Ann the red umbrella. (her)

She bought the red umbrella for Ann. (for her)

She bought it for Ann. (for her)

Lesson Twenty-One 282

B. Some verbs (like buy, get, give, make, show, and write) often

have two objects, a direct object and an indirect object.

i. In this case, the direct object is usually a thing (coats, umbrella),

and the indirect object is usually a person (Mr. Dawson, Ann).

2. The indirect object precedes the direct object. Examples: He

showed Mr. Dawson the coats. She bought Ann the umbrella.

C. Instead of an indirect object, the same verbs often have a phrase

with to or for after the direct object. Examples: He showed the

coats to Mr. Dawson. She bought the umbrella for Ann.

D. A few verbs, like explain and repeat, always have a phrase with to

or for instead of an indirect object. Examples: Explain that sen-

tence to me. Repeat that word for me. {not Repeat me that word).

E. Likewise, if the direct object is a pronoun, a phrase with to or for

is always used instead of an indirect object. Example: She bought

it for Ann. {not She bought Ann it.)

F. (1) Change the words in italics to indirect objects.

Example: The men offered their seats to the women.

The men offered the women their seats.

i. George offered his book to Ann.

2. Mrs. Dawson made a sweater for her daughter.

3. Ann showed her new sweater to Betty.

4. Mr. Dawson bought some meat for the dog.

5. He got a film for Ann for her camera.

6. The clerk sold a gray coat to Mr. Dawson.

7. Tom wrote a long letter to his family.

8. Miss Lee taught a lot of English to her students.

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9. She showed many interesting pictures to them.

10. Please buy some ice cream for us.

11. Please pour a cup of coffee for me.

12. Please give your name and address to the secretary.

(2) Change the first nine sentences in (1) to questions; use indirect

objects again instead of the words in italics. Then answer the ques-

tions; use a pronoun for each indirect object.

283 Lesson Twenty-One

Example: The men offered their seats to the women.

Did the men offer the women their seats?

Yes, they offered them their seats.

(3) Answer these questions in the affirmative. Use object pronouns in

place of the words in italics.

Example: Did Tom write that letter to his parents?

Yes, he wrote it to them.

1. Did George offer his book to Ann?

2. Did the clerk sell the gray coat to Mr. Dawson?

3. Did he also show the brown coats to Mr. Dawson?

4. Did Mrs. Dawson make that sweater for Ann?

5. Did Ann show her new sweater to Betty?

6. Did you get the meat for your dog?

7. Did you buy those vitamins for me?

8. Did Mary read her letter to you?

9. Did she show her pictures to you and John?

10. Did you give your name and address to the secretary?

V. The Verbs say and tell.

A. Repeat these examples after your teacher.

Please say the names of the months.

Please tell me the names of the months.

Tom says, "I have to study a lot."

Tom says that he has to study a lot.

Tom tells us that he has to study a lot.

Ann said (to Tom), "I have to write a letter."

Ann said that she had to write a letter.

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Ann told Tom that she had to write a letter.

B. The verbs say and tell have the same meaning, but they are used

differently in a sentence.

1. Say has only one object, a direct object. Tell usually has two

objects, a direct object and an indirect object. You say some-

thing, but you tell a person something.

Lesson Twenty-One 2S4

2. Say (not tell) is used when the exact words of a speaker are

given in quotation marks ("..."). In this case, a phrase with

to indicates the person to whom the words are spoken.

C. The words of a speaker are given indirectly (not exactly) after

say that or tell a person that.

i. In the examples in A, notice the change in pronouns (from

I to he or she), according to the meaning of the sentence.

2. In the last two examples, notice that the second verb after

said or told also indicates past time.

E. (i) Use say or tell in the blanks as you read these sentences. Follow

the first two examples in A.

i. Please — the numbers from one to twenty.

2. Please — me your telephone number.

3. Please — her your name and address.

4. Please — the names of the days of the week.

5. Please — us the final score of the game.

(2) Fill the blanks with the simple past tense of say or tell as you read

these sentences. Follow the last three examples in A.

i. Mrs. Dawson —, "We're going downtown."

She — that they were going downtown.

She — us that they were going downtown.

2. Mr. Dawson —, "I need a new winter coat."

He — that he needed a new winter coat.

He — his wife that he needed a new winter coat.

3. He — to her, "I want to get a brown coat."

He — that he wanted to get a brown coat.

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He — her that he wanted to get a brown coat.

4. She —, "Your last coat was brown."

She — that his last coat was brown.

She — him that his last coat was brown.

285 Lesson Twenty-One

5. She — to the clerk, "I'd like to look at wool dresses."

She — that she'd like to look at wool dresses.

She — the clerk that she'd like to look at wool dresses.

6. She — to her husband, "I like the style of the red dress."

She — that she liked the style of the red dress.

She — her husband that she liked the style of the red dress.

VI. The Words very and too.

A. Repeat these examples after your teacher.

This coat is very practical. I can wear it with all my suits.

That brown coat is too small. I can't wear it.

That brown coat is too small for me to wear.

Mr. Dawson speaks very fast, but I understand him.

Mrs. Dawson speaks too fast. I don't understand her.

Mrs. Dawson speaks too fast for me to understand her.

B. Very indicates a high degree which is desirable or acceptable.

C. In the examples above, the word too indicates a high degree which

is not acceptable to the speaker. Too is more personal in its applica-

tion than very.

D. Fill the blanks with very or too as you read these sentences.

Examples: He arrived — late, but we waited for him.

He arrived very late, but we waited for him.

He arrived — late. We couldn't wait for him.

He arrived too late. We couldn't wait for him.

He arrived — late to go with us.

He arrived too late to go with us.

i. This red dress is — bright, but I like it.

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That red dress is — bright. I don't like it.

2. This hat is — cheap, but it's a good hat for the price.

That hat is — cheap. The quality isn't good.

Lesson Twenty-One 286

3. This suit is — expensive, but I'm going to buy it.

That suit is — expensive. I can't buy it.

That suit is — expensive for me to buy.

4. The clerks are — busy now, but I'm not in a hurry.

The clerks are — busy now. I can't wait another minute.

The clerks are — busy to help us now.

5. It's — late, but we have time if we go now.

We can't go now. It's — late. The stores close at 5:3c

It's — late (for us) to go now.

6. It was — warm yesterday. We went swimming in the afternoon.

We can't go swimming today. It's — cold.

It's — cold (for us) to go swimming today.

7. Ann was — tired last night, but she did her homework.

Ann was — tired last night. She couldn't study.

Ann was — tired to study last night.

8. Our English lesson was — long, but I did it in an hour.

Our English lesson was — long. I couldn't do it in an hour.

Our English lesson was — long (for me) to do in an hour.

9. I'd like a glass of water. I'm — thirsty.

Can't you drink your coffee? No, I can't. It's — hot.

My coffee is — hot (for me) to drink now.

i0. I'm not — hungry. I ate — much ice cream this afternoon.

Let's not wait. There are — many people in that line.

VOCABULARY Do you know these new words and expressions?

alike camera decide (to)

[aldik] [ksemara] [disdid]

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Bob (nickname) charge department

[bob] [tSard3] [dipdrtmant]

bright cheap depend (on)

[brait] [tSip] [dip£nd]

box coat dress

[baks] [kot] [dres]

287 Lesson Twenty-One

drugstore pair style

[drSgstor] [per] [stall]

elevator perhaps suit

[elavetar] [parhsps] [sut]

film place sweater

[film] [pies] [swetff]

fit practical take

[fit] [pr&ktikj] [tek]

floor price tell (about). .

[flor] [prais] [tel]

get quality that

[get] [kwdlati] [Sat]

give raincoat think (about).

[giv] [renkot] [fiirjk]

glove ready-made too

[gtev] [rSdimed] [tu]

gray say (says) toothpaste. ..

[gre] [se] [sez] [tuflpest]

hat shoe try on

[hast] [$u] [traidn]

look (at) show vitamin

[luk] [$o] [vditamm]

meet silk wear

[mit] [silk] [wer]

mine sit down well-dressed.

[main] [sitddun] [weldrest]

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offer size wool

[dfar] [saiz] [wul]

open spend yours

[opan] [spend] [yurz]

Note: Verb forms are shown in italics.

Idioms

go shopping go to the d6ntist

It looks like rain get home

You're welcome department store

Lesson Twenty-One 288

It looks good on you It's becoming to you

What about _1? in most cities

I'd likeJL They come in all sizes

PRONUNCIATION

I. Vowel Sounds.

A. Read these words (i) horizontally and (2) vertically. Imitate your

teacher.

[u] new blue cool suit shoe through movie beautiful

[u] put good wool full look sugar during football

[a] one cup some glove month alike arrive drugstore

Note: For the formation of these sounds, see the section on

American English Pronunciation, p. xxii.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

1. I need some new shoes soon. j

2. Look at that beautiful wool suit.

3. These two blue gloves aren't alike.

4. It was cool through the month of June.

5. I saw some good movies during the summer.

6. Put one full cup of sugar in the cake.

II. Consonant Sounds.

A. Read these words (1) horizontally and (2) vertically.

[f] if half fit film fifth office Friday February

[v] of have five leave very halves vitamin vacation

\b] Bob box buy band club bright before baseball

Note: For the formation of these sounds, see the section on

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American English Pronunciation, p. xxv.

289 Lesson Twenty-One

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

i. Is Friday the fifth of February? i

2. Do you have a vacation in November?

3. Does that film fit a French camera?

4. Did Bob buy some vitamins at the drugstore?

5. Did he leave the office before half past five?

6. Is American football a very fast game?

7. Does the band always play between the halves?

DICTATION (Comprehension, Repetition, and Writing)

A. Close your books and listen. Your teacher will read some sentences,

at normal conversational speed, from the Oral Practice of this lesson.

B. Listen carefully as your teacher reads each sentence again, as in

normal, slow conversation. Repeat each sentence after your teacher,

and then write it.

C. Check your written work as your teacher reads all the sentences once

more, at normal conversational speed.

CONVERSATION

I. Conversation with Your Teacher.

Close your books. Your teacher will ask the following questions for

you to answer. Give two answers whenever possible.

1. What's a department store?

2. What are some of the departments in it?

3. Why do people like to shop in a department store?

4. Are there often many coats and suits alike?

5. Do they come in all sizes?

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6. What does the price depend on?

7. Do American women make their own clothes?

8. Does Mr. Dawson often go shopping with his wife?

9. Why did they go downtown together one Saturday?

10. Where did they go first?

n. Why did Mr. Dawson buy a gray coat?

Lesson Twenty-One 290

12. Where was the dress department?

13. Did Mrs. Dawson look at black dresses?

14. How many dresses did she try on?

15. What did her husband say about the red dress?

16. Why did she choose the red dress?

17. How much was it? Did she pay for it?

18. Where did they go after that?

19. What did they buy (get) at the drugstore?

20. Do you like to go shopping? . . . window shopping?

21. Are there many department stores in your country?

22. Do you have any stores like American drugstores?

23. What time do the stores open? What time do they close?

24. Did you wear a coat today? ... a hat? . . . gloves?

25. What did you do yesterday?

II. Conversation with Other Students.

Use the questions in I above or make original questions. (1) One

student asks a question; a second student answers. (2) The second

student then asks a question, and a third student answers. Continue

around the class in this manner.

COMPOSITION

A. Choose one of these topics. Be prepared to write two or three para-

graphs about it in class. Use short sentences and the vocabulary that

you know. Your teacher will give you some new words, if necessary.

1. Mr. Dawson's New Coat

2. Mrs. Dawson's New Dress

3. My New Hat (Suit, Shoes)

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B. Imagine that you are in a store. You want to buy either a hat, a

dress, a suit, a coat, a sweater, a pair of shoes, or a pair of gloves.

Write your conversation with the clerk, which begins as follows:

Clerk: What can I do for you?

Please show me some. . . .

I want to look at some.

291 Lesson Twenty-One

22

LESSON TWENTY-TWO

THE TWENTY-SECOND LESSON

Leisure Time

ORAL PI

A. Look! It'sjsnowing outdoors. Do youjlike the snow?

\1|j

%— i

Yes, it'sjpretity. But it'sjcbld, too—thirty-two dejgrees.

i \._ \...

■ \ i --i j 1

Of jcourse, this isjwiniter. We can go skating andiskiiing soon.

You jean go, butillprefer to stay injdobrs. I like to! read

or look at | television in my leisure time.

Note: 320 Fahrenheit = o° centigrade.

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Lesson Twenty-Two 292

B. Have you read any goodfbooks recently?

Yes, ijhqve. I've read j several this winter.

Have you seen anyjmovies recently?

"No, iihaven't. I haven't hadjtime.

Have you gone to thejart gallery recently? H}1 jlj^j ®3]

Yes^ ijhave. I've gone two or three itimes.

Have you ever been to anjopera? m£§#£| X

No, I'haven't. But I'vejlistened to some on theiradio.

ii[jL.i!

1I

r- \M\%

C. Has Tom gone to thejtheater recently? JRlK!=^r'j£

No, heihasn't. But he went twice last j month

—-_i i | -_. j *

l

Has he heard many I concerts this winter?

Yes, he[has. He heard thejsymphony orchestra ajweeklago

Has he seen a balilet this year?

Yes, he [has. He saw one twoiweeks:ago. 1—i \ j j °

\._ t

Have there been any good TiV programs recently?

«E

p6.

v.. p^

H

>—

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Yes, thereihave. There were several lastiweek.

293 Lesson Twenty-Two

D. Mrs. Dawson has a brother in New York. He moved there a year

ago. His name is James Smith, but his family call him Jim. In

February this year, he came to visit the Dawsons. They were glad

to see him again, and they asked him many questions about New York.

Mrs. D.: Has it beenicold in New York?

i

Jim: Yes, it'has. But it's jnever as cold as it is j here. And we

haven't had much;snow:this winter.

.1,

i

i

Mr. D.: Have you seen many] shows?

Jim: Yes, I've seen several iplays and two musicalicomedies.

i

l'i

Mrs. D.: Were they|good? Did youilike them?

Jim: Yes, but the j plays; were more interesting than theimusicals.

Onejplay was veryifunjny; theiothers were moreisehous.

Ann: I'd like aimusical better than aiplay,iI think. I've heard

a lot of theisongs;from the new shows.

i

r ; — ■; ; >

Mr. D.: We want to go to New York ini March orlAjpril. Is it j hard

--- 1 —' : j

i

to get theater tickets?

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Jim: Yes, it lis. People i of ten get them weeks in advance.

**

v- \

Mrs. D.: Is it easier to get seats downjstairs than in the j balcony?

Lesson Twenty-Two 294

Jim: Somejtimes. They're expensive downstairs, and more people

i

prefer thejcheaper seats in thejbalcony.

Mr. D.: Perhaps you can get some tickets forius.

J^iw: I'd beigladito. I'm near the theater district every!day.

r—i —\ r 1

Mrs. D.: We'd like to see an j opera, too. We've never i been \ to the

J A| ' \ 4 i >

\__

l1

MetropolitaniOpera House.

Mr. D.: But we often hear theibroadcasts from there on'Saturdays.

i -_.

—i —^ , 1

Jim: I;listen, too, but I also]seeian opera now and then.

\_. i

Ann: When are weigojing to New York?

i

i

r*f

Mr. D.: Did you sayj"We"? Aren't you going to j Washington during

your spring vaication?

Ann: Yes. But I'd like to go to New j York, too.

ii

Mrs. D.: Washington is veryipretity in the spring. You can visit

i

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r~---\

New York some jother time.

Mr. D.: Yourjmotner and I are going to have ajspecial vacation.

Mrs. D.: Our secondjhoneymoon, Bob?

295 Lesson Twenty-Two

Tom's Impressions

We've had a very cold winter here. Mr. Dawson

says that it's been colder this year than it was last year.

But the houses and public buildings are always warm

because they have central heating. For this reason, there are many

activities indoors during the winter.

The Dawsons usually spend the winter evenings at home. They

like to read, listen to the radio, and look at television. There have

been a lot of good programs this winter. Sometimes they go to a

movie, but they prefer a concert or a play now and then.

Of course, there's more to do in New York than in any other city

in the United States. However, it isn't the only place for good plays

and good music. Many smaller cities, too, have theaters, art galleries,

and symphony orchestras. In fact, the majority of Americans live in

other parts of the country, often very far from New York. A lot of

them have never been to New York. The Dawsons have been there

only once, and that was several years ago.

STRUCTURE

I. The Present Perfect Tense of Regular Verbs.

A. Verb Forms. Repeat these examples after your teacher.

STATEMENTS

I have talked.

You have listened.

He has worked.

She has played.

It has rained.

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We have waited.

They have moved.

I (You, We, They) have not decided.

He (She, It) has not arrived.

[aiv] I've

[yuv] You've

[hiz]

EH

[its]

[wiv]

He's

She's

It's

We've

[tSev] They've

talked.

listened.

worked.

played.

rained.

waited.

moved.

I haven't decided.

He hasn't arrived.

Lesson Twenty-Two

296

QUESTIONS SHORT ANSWERS

Have you tried? Yes, I have. No, I haven't.

Haven't they helped? Yes, they have. No, they haven't.

Has he learned it? Yes, he has. No, he hasn't.

Hasn't she studied? Yes, she has.- No, she hasn't.

B. To form this tense, use the verb have as an auxiliary verb with

the past participle of the principal verb.

i. The past participle of a regular verb ends in ed. It is like the

simple past tense, both in spelling and pronunciation.

2. In the affirmative contraction, the apostrophe replaces the

first two letters of have or has. Examples: I've talked (I have

talked); he's worked (he has worked). Compare the form

he's working (he is working).

3. The negative contraction is haven't [ha^vnt] or hasn't [h£znt].

Examples: I haven't decided (I have not decided); he hasn't

arrived (he has not arrived).

4. A short answer has only a subject with the auxiliary verb have.

C. Use of the Tense. Repeat these sentences after your teacher.

Have you (ever) played tennis with Bill?

Yes, I've played tennis with him. I've often played with him.

I've played with him many times, {recently, this week)

No, I haven't played with him. I've never played with him.

D. The present perfect tense refers to an action in the past, but no

definite past time is mentioned.

1 i. It may be a single action or a repeated action.

2. It may be in the recent past or at any time in one's fife, up to

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the present.

E. If a definite past time is mentioned, use the simple past tense

and not the present perfect. The word ago in expressions of time

is used only with the simple past. Example: I played with him

a week ago. (last week, yesterday)

297 Lesson Twenty-Two

F. (1) Answer these questions in the affirmative or in the negative, as

indicated. Give a short answer and then a long answer.

Examples: Have you looked at those pictures? Yes, ....

Yes, I have. I've looked at those pictures.

Have you visited New York? No, ....

No, I haven't. I haven't visited New York.

i. Have you studied your lesson? No, ....

2. Has your teacher explained it? Yes, ....

3. Have the students asked any questions? Yes, ....

4. Have they copied the sentences? No, ....

5. Has Ann graduated from high school? No, ....

6. Has it rained here this afternoon? Yes, ....

7. Has it snowed here recently? No, ....

8. Have you enjoyed the concerts this year? Yes, ....

(2) Complete the short answer with have or has. Then use the

simple past tense of the principal verb in the long answer.

Example: Have you looked at those pictures?

Yes, I — . I — at them before dinner.

Yes, I have. I looked at them before dinner.

1. Has Ann learned to ski?

Yes, she — . She — to ski last winter.

2. Have her parents visited New York?

Yes, they — . They — New York several years ago.

3. Has your cousin arrived?

Yes, he — . He — a week ago.

4. Have you introduced him to your friends?

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Yes, I — . I — him to my friends last week.

5. Have you and Mary studied this lesson?

Yes, we — . We — it yesterday afternoon.

6. Has your teacher explained it?

Yes, he (she) — . He (She) — it in class yesterday.

7. Has it rained here recently?

Yes, it — . It — yesterday morning.

Lesson Twenty-Two 298

8. Have you watched television this week?

Yes, I — . I — it last night.

9. Have the new programs started?

Yes, they — . They — two weeks ago.

10. Have you moved recently?

Yes, we — . We — a month ago.

II. The Present Perfect Tense of Irregular Verbs.

A. Repeat these verb forms and sentences after your teacher.

SIMPLE FORM

SIMPLE PAST

PRESENT PERFECT

read [rid]

read [red]

have (has) read [red]

see

saw

have (has) seen [sin]

have

had

have (has) had [haed]

be

was, were

have (has) been [bin]

go

went

have (has) gone [gon]

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Have you read any good books recently?

Yes, I have. I've read two or three.

Have you seen many movies?

No, I haven't. I haven't had time.

Have there been any good programs on TV?

Yes, there have been several good programs.

Haven't you gone to the art gallery recently?

No, we haven't gone this winter.

B. The present perfect tense is always formed in the same way.

Each irregular verb, however, has a different past participle;

there is no regular ending.

1. The past participle is sometimes like the irregular past tense.

Example: have, had, had.

2. The past participle is sometimes different from the other forms

of the verb. Examples: go, went, gone; see, saw, seen.

3. In a few verbs, the past participle, the past tense, and the

simple form of the verb are all the same. Examples: cut, put.

Read has the same spelling, but two different pronunciations.

299 Lesson Twenty-Two

(1) Learn the past participle of each irregular verb below. Then use

the present perfect tense of that verb in the sentence at the right. Use

contractions.

Example: understand, understood, understood

I— never — that.

I've never understood that.

I.

buy, bought, bought

1.

2.

find, found, found

2.

3-

hear, heard, heard [herd]

3-

4-

leave, left, left

4-

5-

make, made, made

5.

6.

meet, met, met

6.

7-

7-

8.

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pay, paid, paid

say, said, said

8.

9-

sell, sold, sold

9-

IO.

sit, sat, sat

10.

ii.

sleep, slept, slept

11.

12.

spend, spent, spent

12.

13-

teach, taught, taught

13-

14.

tell, told, told

14.

15-

think, thought, thought

15.

16.

win, won, won

16.

I a new hat.

— you — your pen?

We that orchestra.

He —n't — the house.

She another sweater.

— you — her brother?

I —n't — for the book.

He— often — that.

They their car.

— you — in this chair?

— she — this afternoon?

We —n't — much money.

— he ever — mathematics?

You me that many times.

We— often — about you.

— they — all their games?

Note: There are two past participles of get: got and gotten. They

are generally used only in conversation. I've got = / have;

I've gotten = I've gone to get or I've obtained, implying action.

(3) Change each statement to a question. Give a short affirmative

answer, and then a long answer in the past tense with the definite

time indicated.

Example: The concert has begun. (ten minutes ago)

Has the concert begun?

Yes, it has. It began ten minutes ago.

1. There have been some good concerts recently. (two last week)

2. The Scotts have been in New York. (a year ago)

3. They've driven their new car. (yesterday)

4. You've given them your new address. (last night)

5. Your friends have come. (two days ago)

6. You've spoken to them about the ballet. (yesterday)

7. They've gone to a movie tonight. (an hour ago)

8. Mrs. Dawson has worn her new dress. (to church last Sunday)

9. She's done her shopping today. (this morning)

10. She's eaten her lunch. (at twelve o'clock)

11. Mr. Dawson has been busy recently. (very busy yesterday)

12. The Dawsons have seen Jim Smith recently. (two weeks ago)

13. He's written to them this week. (on Friday)

14. He's gotten some theater tickets for them. (last week)

15. Ann has studied history and mathematics. (last year)

16. She's forgotten her notebook today. (yesterday, too)

III. Comparisons with more, -er, and as.

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A. Repeat these sentences after your teacher.

A is taller than B.

B is shorter than A.

C is as tall as B.

C isn't as tall as A.

B and C aren't as tall as A.

301 Lesson Twenty-Two

That brown coat is more expensive than this gray coat.

That brown coat is as expensive as that blue coat.

Those two coats aren't as practical as this gray coat.

There are more plays in New York than in Washington.

Some plays are better than others.

Does Jim like plays better than musical comedies?

Does Ann play the piano better than Betty?

B. The expressions -er than and more . . . than compare two persons

or things that are different. The word than is used before the

second part of a complete comparison.

i. The suffix -er [ar] is the comparative ending for one-syllable

adjectives and adverbs. Examples: taller than, faster than.

Notice the spelling of larger, bigger, and hotter.

2. The word more precedes adjectives and adverbs of three or

more syllables. Examples: more expensive than, more recently

than. The word more before a noun is the comparative of much,

a lot, and many. Examples: more music than, more plays than.

3. The comparison of two-syllable words is irregular. Some end

in -er, some are used with more, and some have both forms.

a. Words that end in y: easy, easier than; pretty, prettier than;

early, earlier than.

b. Words with more: more active than, more crowded than.

c. Words with both forms: quieter than, more quiet than;

friendlier than, more friendly than; oftener than, more often

than.

4. Better is the irregular comparative of good and well. Better is

much.

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also used after the verb like, as the comparative form of very

C. The expression as ... as compares two persons or things that are

alike. Examples: as tall as, as expensive as, as fast as. The nega-

tive form is usually not as . . . as.

Lesson Twenty-Two 302

D. (1) As you read these sentences, change the words in parentheses to

the comparative form with more or the ending -ex. Add the word

than in a complete comparison.

Examples: This coat is (practical) that coat. It's (warm), too.

This coat is more practical than that coat.

It's warmer, too.

Clothes are (cheap) in this store — in that store.

Clothes are cheaper in this store than in that store.

i. One play was (interesting) the other play. It was (serious).

2. Some musicals are (funny) others.

3. The seats are (expensive) downstairs — in the balcony.

4. It's (hard) to get seats in the balcony — downstairs.

5. The Scotts have been to New York (recently) the Dawsons.

6. Washington is (beautiful) New York.

7. There are (many) shows in New York — in any other city.

8. Some people are (efficient) others.

9. Boys are often (active) girls. They're often (noisy), too.

10. Ann is (young) her brother.

n. A small town is (quiet) a big city.

12. The people there are often (friendly), too.

(2) Read each sentence with three comparative forms. Follow the

example.

Example: This suit is (pretty) that suit.

This suit is prettier than that suit.

This suit is as pretty as that suit.

This suit isn't as pretty as that suit.

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1. Baseball is (popular) football.

2. The game today was (exciting) the last game.

3. Our team played (well) the other team.

4. Our boys ran (fast) the others.

5. It's been (cold) this year — it was last year.

6. It's been (hot) today — it was yesterday.

7. It was (windy) yesterday — it is today.

8. Your green dress is (long) your blue dress.

303 Lesson Twenty-Two

g. My brown shoes are (old) my black shoes.

i0. His new coat is (warm) his old coat.

ii. I'm (busy) today — I was yesterday.

i2. I'm (sleepy) this morning — I was last night.

i3. Their house is (big) ours.

i4. This meeting is (important) the last meeting.

i5. This theater is (crowded) the others.

VOCABULARY Do you know these new words and expressions?

again downstairs reason

[agen] [daunsterz] [rizn]

ago funny recently

[ago] [fani] [risntli]

any hear serious

[em] [hir] [sfrias]

art honeymoon show

[art] [hanimun] [So]

art gallery indoors Smith (proper name).

[art gselari] [md5rz] [smi0]

as... as James (proper name)... snow

[az ... az] [d3emz] [sno]

balcony Jim (nickname) song

[baMkani] [d3im] [sorj]

ballet leisure time special

[baele] [113a- taim] [speSal]

better music stay

[beta-] [myuzik] [ste]

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broadcast musical (comedy) symphony orchestra. .

[br5dkasst] [myuzikl kdmadi] [simfani drkistra]

building New York than

[bildirj] [nuyork] [San]

central heating only theater

[sentral hitirj] [onli] [0iata-]

concert opera time

[kdnsart] [dp(a)ra] [taim]

district program Washington, D.C

[dfstnkt] [pr6graem] [WdSirjtan di si]

Lesson Twenty-Two 304

Note i: Verb forms are shown in italics.

Note 2: Washington, D.C. = Washington, District of Columbia.

Idioms

go skating I'd be glad to

go skiing Metropolitan Opera House.

Have you been to _L? now and then

go to the th6ater some 6ther time

a week ago for this reason

(weeks) in advance more to do

in the balcony in fact

PRONUNCIATION

I. Vowel Sounds.

A. Read these words (1) horizontally and (2) vertically.

[i] see seat meet cheap please reason theater recently

[e] say stay play rain place James ballet raincoat

[o] ago know snow show cold home only program

Note: For the formation of these sounds, see the section on

American English Pronunciation, pp. xx-xxii.

B. Repeat each sentence several times. Imitate your teacher. Use the

same general intonation pattern for each sentence.

1. James saw that show a week ago.

2. Please meet me at the theater.

3. These are cheap seats, but we can see.

4. What did they say about the ballet?

5. We stayed at home because it rained.

6. That isn't the only place for good plays.

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305 Lesson Twenty-Two

II. Consonant Sounds.

A. Read these words (1) horizontally and (2) vertically.

[v] TV [vi] have glove very visit elevator invitation

[w] Y [wai] want wait wear wife watch William

[hw] why what when where white which Wheeler

Note: For the formation of these sounds, see the section on

American English Pronunciation, pp. xxv, xxviii.

B. Repeat each sentence several times. Imitate your teacher. Use

the same general intonation pattern for each sentence.

1. Why is Y hard to pronounce? i

2. What do you want to watch on TV?

3. Which woman is Mr. Wheeler's wife?

4. When did William visit Washington?

5. Where did you wear your white gloves?

6. We've waited a long time for the elevator.

7. We have a very nice invitation from the university.

DICTATION (Comprehension, Repetition, and Writing)

A. Close your books and listen. Your teacher will read some sentences,

at normal conversational speed, from the Oral Practice of this lesson.

B. Listen carefully as your teacher reads each sentence again, as in

normal, slow conversation. Repeat each sentence after your teacher,

and then write it.

C. Check your written work as your teacher reads all the sentences

once more, at normal conversational speed.

CONVERSATION

I. Conversation with Your Teacher.

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Close your books. Your teacher will ask the following questions

for you to answer. Give two answers whenever possible.

Lesson Twenty-Two 306

i. Who's James Smith?

2. When did he visit the Dawsons?

3. What does he do in his leisure time?

4. Does he like musical comedies?

5. Are there many theaters in New York?

6. Is it hard to get theater tickets there?

7. Which seats are always more expensive?

8. When are the Dawsons going to New York?

9. How many times have they been there?

10. What do they want to do there?

11. Is Ann going with her parents?

12. Do you have four seasons in your country?

13. Is it cold in the winter?

14. Do you ever have snow in your city? ... in your country?

15. What do you do in your leisure time?

16. Do you like to read? Have you read a good book recently?

17. Do you like movies? Have you seen a good movie recently?

18. Do you like plays? Have you seen a play recently?

19. Do you like opera? Have you ever been to an opera?

20. Do you like ballet? Have you ever seen a ballet?

21. Do you like music? Have you heard a good symphony orchestra?

22. Do you like art? Have you gone to an art gallery recently?

23. Do you like to look at television?

24. Is television popular in your country?

II. Conversation with Other Students.

Use the questions in I above or make original questions. (1) One

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student asks a question; a second student answers. (2) The second

student then asks a question, and a third student answers. Continue

around the class in this manner.

COMPOSITION

Choose one of these topics. Be prepared to write two or three paragraphs

about it in class. Use short sentences and the vocabulary that you know.

Your teacher will give you some new words, if necessary.

1. The Dawsons' Plans 3. A Good Movie (TV Program)

2. My Leisure Time 4. Television in My Country

307 Lesson Twenty-Two

23

LESSON TWENTY-THREE

THE TWENTY-THIRD LESSON

Let's Take A Trip

^-rr^pa

ORAL PRACTICE

A. May ithird! What aibeautiful spring iday!

Yes, it'sjniceiafter the rain—sixty-five degrees.

Look at the green jgr'ass * and the new leaves on thejtrees.

And listen to theibirds. They're back from thejSouth.

. j vv --

Spring is my favoriteiseason. Is itiyours?

i

I i like | it, but I prefer j sumimer. It's really j warm j then.

1i

Note: 65° Fahrenheit = i80 centigrade.

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Lesson Twenty-Three 308

B. How long has Mr.jDawjson worked for that insurance company?

He's worked there for manyjyears—since 1940.

How long have the Dawsons lived in the [suburbs?

l_.

They've lived there for seven i months—since last Ocjtoiber.

._...■■« . . j \ i ;

How long has Ann studied j Spanish?

i

She's studied Spanish for two'years—since 19--.

C. Have the Dawsons been to New • York recently? |"

EEB

No, they haven't been there for ajlongitime, not since 1946.

Have they bought a new j car this year? ^-==^R^^s=>.

1 i— -i

Nq, they haven't bought one for jthree years, not since 19 ■

Have theyjdriven their car very much?

Yes, theyj have. They've taken a lot of j trips lin it.

Do Americans j like to travel?

Yes, theyj do. They go by plane and by] boat, by train and

by j bus, but more often by j car. ■^^"•flli^)

Note: 1940=nineteen if ority; i946 = nineteen forty-isix. — i 1 - ' \

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Generated for alum (Columbia University) on 2014-05-25 22:57 GMT / http://hdl.handle.net/2027/inu.32000000865990 Public Domain, Google-digitized / http://www.hathitrust.org/access_use#pd-google

309 Lesson Twenty-Three

D. New York is the largest city in the United States. Perhaps it's

the noisiest city, too. It has the tallest buildings and the most crowded

subways. It has some of the biggest department stores. It has the

most offices and the most telephones of any city. In New York,

people can hear the best music and see the newest plays. Broadway

and Fifth Avenue are two of the most famous streets in New York.

Yes, it's really a city of superlatives.

Washington, D.C. is much smaller than New York. In fact,

several cities in the United States are larger than Washington. Some

Americans say that it's the most beautiful city in the country. Others

say that it's the cleanest city. There are many national monuments

in Washington, and the most important government buildings are

there. Why? Because it's the capital of the United States.

E. Ann has gone to Washington this week for her spring vacation.

It's her first trip to the capital. She's been there for two days now,

but she hasn't seen her friend Sue. She's going to call her on the

telephone tonight.

Ann: Heljlo, Sue? This is AnnjDawison.

Sue: Heljlo, I Ann! What are you doing in j Washington?