FREFACE

The American Lanounoe coureo (ALO ís designed primarily for an

intensive language training program- Howeverj these materials can
also be used. in nonintensive programe, The course will prsvide
students with a sufficient level of fluency and communicíitive
in American English to eoable them to successfully pursue
or professicmal crainiog in schoola conducted by the
Department of Defense.

General English Phase of the ALC consísts of gix progressive

levéis o£ languags proficiency training. Levéis I through V CQftsist
of six sepárate instructional packages each. Level VI concains
four.

L&vel I Books 1 - 6
Level II Books 7-12
Level III Books 13 - 13
Level IV Book& 19 - 24
Level V Books 25 - 30
Level VI Books 31 - 34

The coordinated instructional packages for Books 1-30 consist o£ the

followingt

1. Instructor Text
2. Student Text
-j, Audio Recordinga
4. Langua^e Laboratory ActivitieG instiucto^
5. Lar.yuagí? Laboratory Actlvicles Stud«nt
G. Ouia Kits
7. Opcional training alds

inquiries concerning these materials, including parchase

ahould be addrcssed to
CLIELC/LESL
2235 Andrews Avenue
L^chland Air Forcé Base, Texas 73336-5259
E-mail: LE5L@lackland.af.mil

Copyright© 2003 by Defense Language iris ti tu te English I

and ite licensors. Notice of Rights: All rights resetved. Ho part of
this book may be reproducid or transmitted in any fonri oc by any
means, electronic, rnechanical, photocíjpying, recording, or otherwíge,
without the prior written pennission of the publisher.

Dictionary entries from Webster'5 Hew Morid DíctJQTiary (c) 1984 by

Simón & SchusCer, Inc. Used by perroission.
 NOTES TO THE STUDENT

The Student Text for Sook 20, Level IV, has four íessons and one
review lesson, daily evaluations and homework assignments, and
various appendixes.
The homework and evaluation exercises are at the back of this
text, The evaiuation exercises are short quizzes and will be
given after each lesson is compieted. The daily homework
assignments will require about two hours to complete.
The appendixes are after the fifth lesson. Appendix A, part One,
Is an alphabetical llst of "the new vocabulary presented in thie
book. Next to the word is the number of the lesaon where the
word is introduced. Appendix A, Part Two, is a GLossary of the
vocabulary presented in the book. It is divided into lessong.
You are to use thia Glossary in order to prepare for ths lesson.
Appendix B is a list of the grammar structures presented In this
boofc. Next to the gtructura is the number of the lesson where
the structure is presented. The rest of the appendixes are
reference materials.
The American Language Course focuses on four áreas:
1.
The functions are the ways we use a language to
communicate . Ther© are e^ercises in the lessons that
show you how and when to use certaln words, phí-ases, and
aentences in a particular situatlon.
2• ^)- Grammar

The graimnar structures in the lesson are the f orms you

need to speak and write correctiy.
3, Skllls
o
There are eítercises in the leasons to help you improvc
your skill or abillty in listening, speaking, reading or
writlng.

The words and exprgssions presentad in the lesson are

those you will need to do the functions and the grammar
exercises.
The first page of each lesson is the focus page. It provides a
Summary of the material that will be presented in the lesson.

iii
 CONTEHTS

__ Title _ L __ Page

Lesson 1 T Need Three Cans of Oil . 1

Lesson 2 Combat Rsady 47

Lesson 3 I'd Like Hy Brakes Adjusted, 95

Lesson 4 Oil Reduces Fríe t ion. 135

Lesson 5 Hsve You Forgotten Anything? 171

Appendix A Word List and Glossary A-l

Appendix B Structure List B-l

Appendix C Principal Parts o£ Irregular Verbs C-l

Appendix D Four imporcanC Spelling Rules D-l

Appendix E Punctuation and Capitalization E-l

F Conditiojial sentences F-l

Appendix G Fomis G-l

HW-1

ÉE-L
I NEED THREE CANS OF OIL BOOK 20 LESSON 1

-FUNCTIQH-
Mike: How many eggs do you need?
Mary; Just get a couple of dozen.

GRAMMAR
Cid you buy any gas? How much sugar dld you buy?
I bought only H few galiong. About fiva pounds of sugar.
Most of Ihe calce was eaten.

-SKILLS-
Mark th© stressed word.
Refin© thes© notes. Listen and paraphrase.

-VOCABUI.ARY-
become/became/becQme apart bag
bet/bet/bet apart fcom bet
cali íor most cost
combine mostly groceries
créate raw ingredient
depend on sepárate jar
give/gave/given away thus label
liat list
mix mix
purchase a good deal o£ mixture
put/put/put off a great deal of property
sepárate can h t help purchase
Stir feel like guantity
tear/tore/torn fup) from time to time recipe
on hand set
 CQNTENTS OF BOOK 2O LESSQN 1

ST Page

VQCABULABY: planning a party and 3

purchasing food
L1STENING SKILL:
oral text (write connectives ) 8
VQCABULARY: recipe ingredients and
Instruetitms; party conversations 9
GRAMMAR; review of adjectiu©
quanttfiers uaed with count and
noncount nouns 15
WRITIKG SKILL; refina notes 18
GRAMMAR: review of how much/how many
end unít noutia wlth partitive of 22
WRITING SKILL; oral nsrrative
in writing} 27

GRAMMAR; partitiva of and review of

pronoun quantiflers 2S
FUNCTIOH; Inquiring about and
expressing quantity 31
SPEAKING SKILLS; supra segmentáis 35
ENR1CHMENT 39
 Vocabuíary

M1KE AND MARÍA ARE HAKING LISTS

Repeat the underlined words; then read the paragraphs.

Mitce- and María Martin are planning e party. They've

bought a TV set with a large aereen, and they're going to ask
some o£ their friends to watch a football game with them.
They've felt like giving a party for quite a while, but they've
had to gut it gff for aeverai reasons.

Mike and María are each mafcing a list. Mike's the

ñames anfl teiephone numbers of the peopie they want to invite.
Some of them are neighbors, but most of them are peopie that both
he and María work with. Since they're employed by th© same
company, they have the same set of frienda there.

Maria'a making a sepárate list. She's chíicking to see what

they already havG on hand for the party. Then she'S listing the
grocerías that they need to buy*. They warit to have plenty to
serve their guests, so they111 prepare a large quantity of food.
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 3. Gregí Has the meeting been pos ¡-.poned?
Beth; Yes, it's been ___ __ __ until tomoírow.

4. Jane: D±d all the students do well on the test?

Cari: No, but __^_ __ of them did.

5. Bill: Do you have a lot of things to do today?

Jlll: Ves. In fact, I've made a ______ of things
to do. I don't want to forget anything.

6. Lynn: I need a battery for my radio. Do you have one?

Mark: Yes, I think 1 have an extra one ____ _^.

7> Larry: Do w© have anythlng to eat at horne?

Caroi: No, we rieed to buy gome ______ today.

8. Howard: Do you Know Jim Benson's telephone number?

Denise: No, but l T m sure it's ___ __ in the
telaphone booX.

9. Waiter: Do you want me to put everything orí one check?

Martin: No, please put our orders on _____

10- Petient: Thers's not much medicine In this bottle. Will I

need more?
Doctor: No( a small will be sufficient.
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 María filled out a check but wrote tho wrong amount on it.
Thus, the cashier couldn't accept it. she had to tear it up and
write another one. Whil© she filled out the second check, the
clerk put her purcha3e3 into sacks. He used a plástic bag for
the frozen food and paper bags for everythlng else.

Ons of the bags tore as the cl^rk waa loading it into the
car. Haría was worrled about the Jar of mustard, but only a j
of plckles broke. Apart from that, nothing was damaged, The
Clerk brought María a new Jar of pickles and another bag to
replace the one that was torru
 MARÍA PURCHASED SQME GROCEPTBS.

Tell the story of Maria's trip to the grocery Store again. Use
the word(s) in parentheses Ínstese! of the underlined words.

EXAMPLE: María read the part of thg package that had

Information about the product on it. t
María read the label.

1. María went to the store to bu^ some groceries, (parchase)

2. Maria needed to bjy a Igt of food. (a good deal of)
3. She didn't have much money. ía great deel of )
4. She triad te get the largest gmount for the lowost price,
( guantlty/cost )
5. She noticed a small jar of muatard that was not _wlth the
others . ( apart f rom )
6. Maria wrote the wrong amount on the check; thergforef the
cashier couldn't eccept it, (thusj
7. She had to pulí that check into plecas. (tear up)
8. She wrote another check to pay for what she had bought_<
(her parchases)

9. One of th© grocery bags pulled_ apart. (tore)

0, Ejccept_for a Jar of pickles, nothing broka- ( apart frorn)

Ustening
CONNECTIVES

Listen to ©ach paragraph and «rite the connectlves you hear

1. a. 2. a.

c
d
 J Vocabulary
MAHIA'S SNACK MIX

Repeat the untlerlinea words. Then read this dialog about a

speclal recipe.

Kathy: Thls anack is deliclous. What'S it nadó of?

Maria: It'a a mixtuye of nuts, cereal, and cheese crackers.
Kathy: is it difficult to prepare?
Maria: No, it'g very easy. First I combine the cereal, tiuts,
and crackers in a big bowl. Then I add some butter and a
littls salt to th© other three ingredierits.
Kathy: What kind of cereal do you use?
María: The cereal I use dep.e_nds__on what 1 have on hand- I use
rice cereal if that's what I have on handH but I prefer
corn cereal.

Kathy: How much of each ingredient do you need?

Maria: The directions calj. for five cupa of cereal, three cups
of crackers, two cups of riuts, eight tablespootis of
butter, and two teaspoons of salt.
Kathy: How do you cook all of that?
María: I heat the oven to 350 degrees and cook the mixture for
une hour. I stir it twice to mix euerything together.

Kathy: Does thls recipe have a ñame?

Maria: Well, since I created it, some of my friends cali it
"Maria's Mix."
 "MAHIA'S HIX" IS A COMBINATION OF FIVE INGREDIENTS*

Choose the correct statement, Circie a or b.

1. María mlxed crackers, nuts, and cereal,

a. She put them aside.
b, She put them together.
2. Tha snack is a mixture.
a, It's made of several different things.
b. It's made by several different people.
3. Kathy asked about the snack's ingredienta,
a. Shs wanted to know what was in It.
b. She wanted to know how much it cost.
4. Haría gave Kathy the recipe for the snack.
a. Sha told Kathy how to make it.
b. She told Kathy where to buy it.
5. Ñuta, cereal, crackers, butter, and salt wece combinad to
make the snack.
a. rhey were prepared.
b. They were put together.
6. The kind of cereal Maria uses depends on what sha has on
hand.
a. She always uses the same klnd.
b, She uses tha fcind that's available.
7. Two teaspoons of aalt were oalled for.
a. They were requlred.
b- They were picked up,
8. María stlrred the snack mlx while it was cooking.
a. She mixed it in the pan,
b. She tasted it several times,
9. Maria created the recipe.
a. She produced it herself.
b. She got it from a friend-

10
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 3. Stan: I don't know many of the other guests. Who are they?
Sara: They're mostly people who work with the Martina,

4. Mack: Do you and Maria llke your new neighbor?

Mike: Yes, but not hie dogs. We had to build a feflCe to
sepárate his yard from ours.

5. Edith: Did you and Edna come to the party together?

Eddie: No, we carne ggparateiy.

6. Dawn: Can I give you a ride to the meeting Monday night?

Dana: Yes, thanks. What time ahould I be ready to go?
Dawn: It starts at 7:30, so T'll cali for you ot 7:15.

7. Vickie: I wonder what's happened to Valerie. I haven't

seen her for quite a while,
Víctor; I haven't either. I don't know wíiat's become of
her.

B. Vickie: Do you talk to Valeria occasionally?

Violót: Yes, I run intü her downtown from time to time.

9. Bruce¡ Are you looping forward to your vacat±on7

Betty: Yes, I am. in £actr my h i;j ís alreacfy paoked.
Bruce: Why are you taking just one suitcaae?
Betty: So I won't have a lot of dirty clothes to wash
when T get back.

10. Caroi Why do you laugh at Cari when he tries to dance?

I'm su re that you hurt hlS feelings.
Cathy I'm sorry. I try not to laugh, but he looks ao
funny, I can't help laugfting at hlm.

12
11. Lou: What's thot on your píate?
Lee: It's a piece of fish.
Lou: it doesn't look like it's been coaked.
Lee; It hagn't. It'a raw.

12. Marty: This certalnly i& a nlce houss. How long have you
and Mike awned it?
María: OhT it floegn't belong to us, Tt's my unció'a
property, We plan to build our own home.
Marty: Have you already found the land to builfl it on?
Maria: Yes, we've purchased a small piece of prop^rtv ±n
th© country.

DID ANYONE BET ON THE GAME?

Ask and answer these questiong about the converaations

1. What did Dick and Dave do while they were watching the
football
2. What did Mark and Maria do with their oíd TV set?
3. Are the other party guests relatives of the Martins?
4. Why did Kike and Maria build a fence?
5. Did Edna and Eddle come to the party together?
6. Why should Dana b© ready to leave her house at 7:15?
7. What do Víctor and Vicki© want to know?
8. Does Violet run into Valerie frequentiy?
9. Can Cathy stop herseif from laughlng at Cari?

10. How many auitcases Is Betty taking with her?

11. Is Lee eating something that hasn't been cooked?
12. Doea the house belong to Mike and María?

13- Have they bought some land?

13
 COMBINE AND MIX HAVE THE SAME MEANING.

Match the words with their meanings. Writ© the corr&ct letter
beslde the

1. property a. not cooked

2. from time to time b. or

3. separateiy C» divide or keep apart

4. bag d. land or what someone owns

5. become of Q, require or go and get

6. give away f, chlefly

7. to sepárate g, sometimes, occasionally

8. cali for h. make a gift of

9- raw i. happen to

0. mostly j, apart

14
 Grammar
REVIEW OF INDEFINITE ADJECTIVE QUANTIFIERS

Soma adjective quantifierg are used only with nouns which neme
things that can be counted. Others are used only wlth noune
naming things which cannot be counted, Many, however, can be
üged with both types of riouns.

QUANTIF JEEHS

tisso IÍITH

NONCOUNT NOUTiS BOTH COUNT

. AND NONCOUNT NOUHS

a good doal of
a gi^oat doal of
moro a Xot of
•ost iota of
snough planty of
ali

THERE WILL BE PLENTY OF FOOD AT THE PARTY,

Read these psragraphs.

Patty is having a big party the day after tomorrow- She's

expecting a lot of people, so she needs plenty of food. Ehe haa
several thlnga to do before the party. She still has to buy gome
grocerieg, She's gpent a good deal of money on food,
Sh© still needg more chairs. She's going to borrow a few
£rom her neighbor, Because her hugband Bob has added on to the
patio, she'll have enough rtsom for all the guesta. She hasn't
taken any time off frora worlí to prepare for the party. A great
deal of her time has been spent on cooking. She has gotten lots
Of help frop her husband but only a little help from her sister.

15
Answer tttese guestiong about the paragraphs.

1. How many people is Patty expecting?

2. How much food does ehe need?
3. Does she still have things to do?
4. Does ehe need any groceriss?
5. How much money has ahe spent on food?
6. Does she need to borrow a lot of chaire?
7. Is there going to be enough room?
8. How much time has she tafcen off £com work?
9. How much of her time haa been gpent on coo^ing?
10. Has her husband helped?

SHE CAN SPEAK SEVERAL LANGUAGES.

Answer the queations. Use tfie words in parentheses.

EXAMPLE: Are there a lot of children who Uve un thia

(no, not many)
No, there erenTt many children who Uve on thia
street.

1. How many kinds of aoft drinks did you buy? (several)

2. How much time did Lt Hogers spend ±n the hospital?
(a great deal of)

3. Do you have any more tickets? (yes, plenty of)

4. Does Jim usually have much money? (no, not any)
5. Ts there enough room for all of ue to stay at your house?
(sure, lots of)
S. Do you have some stampa I could borrow? (yes, a few)
7, Did a lot of people attend the meeting? fno, not many)
8. Has the major tafcen any leave lately? (yes, a great deal)

16
 STEVE'S BEEF SOUP RECIPE

Give tha directione far the recipe.

EXAMPLE; cut up potatoes (lots of)

Cut up lote of potatoes.

1* giice onions (a few)

2. cut up carrots (gome)

3. sllce tomatoes (several)

4. cut b@ef intO .mal" pleces (many)

5» brown* meat ln hot o±l tall tha)

6. add salt and pepper (a li'. lileí

7. mix Itigredlenta well (all the)

8. add wgter to cover everythlng. (enoughj

COOK ABOUT TWO AND A HALF HOURS. Bon

*To brown meat ci-.iaiis to cook it uritil the outside turna brotan.

17
 Writíng
TíEWRiT i NG NOTES

These notea ar© in ae.nte.nce outline form. Rewrite the sentones

outline as a topic outline. Include only important Information

EXAMPLE :
ÜTENSILS* AND DISHES

When we eat, we use both utensils and dishea.

A. Thrae utensilg that are used for eating are the knife,
fork, and spoon.
1. Thsre are two kinds of knitfSE that are often used.

a. Orie is the dinner knlfe.

b. The other ±s the steak knifa,

2. There are two klnds of forKe that are uaed moet

a. One ia the salad fork.

b, The otíier Is the dinner fork.

3. Spoons are the thlrd kind of utensil used for

eating.

a. The teaapoon is used mostly for drlnkg and

desserts.

b. The goup apoon is used when soup is gerved.

, There are £our baslc dishes that are put at each
person's place at the table.

1. The largest píate is a dinner píate.

2. ñ cup is uaed for a hot drink,
3. A glass ig used for a cold drink.

4. Sometlmea a soup bowl or salad píate is also

*uten9iis = tools used for eating -- knlves, forks, spoons

 UTENSILS AND DISHES

When we eat, we use both utensils an<3

A, Utensl-lg for_eatlng
1. Knives
Dinner
b. Steak
2. Forkg
Salad
Dintier
3, Sppons
a. Teaspoon

b, Soup

B. Dishes
1. Large dinner píate
2, Cup £or hotdrink
3. Glaes for cold drink
4, Soup bowi or salad píate

19
 COOKING IN THE UNITED STATES
Different sectians of the United States hav© different
klnds of cooking.
A. The northeastern section of the United States le known
for ita soups and deaserts.
1. There are two v*eil known kinds of soup.
a. New England clara chowder is very popular in
the state of Maine.
b. New York ciam chowder 3.3 also very popular.
2. Peaserta ar© sold at every bakery.

B. The Southeast has Its own special cookir_j.

1. It ls best known for its eouthern fried chicken.
2. Hot breads, such as corn bread, are eaten all
through the South.
3. Cajún cooking is found In the átate Of Louisiana,

C. The Southwest is best known for Mexican food and

barbecue.

1, Mexican food comes frojn th© country of México.

2. Barbecued meat is cooked over an open f±r©t
a. Beef is a favorite food ir the southweat-
b. Chicken is easy to fix end popular at barbecuea

20
 COOKING IN THE UNITED STATES

Different sections of the United States have different

kinds of cooking.

A.

b.
2.

B.

1.

2.

3.

C,

1.

2.

a.
b.

21
Grammar

REVIEtf OF HOlí HUCH/HOM MJSKY AND UNlT NOUNS WITH OF

inquire afaout the asount or guantity of .sojoethilriflv .we u»«.\"

a qucstion beíjinning with how much or how many. How mu oh la
with noncount nouns and how «sny
&XAMPLES: HÚW much gas does this tanK hold?
many gallons of gas dld you buy?

:Tcr expresa quanti'Cy OF amount, we use tho pattem

' ." - - --- ;
ÜNIT NOUN + OF + COUWT/WOtíCOtINT NOW
\ ~- "" ••

BXAMFLESi The recipe cal^s for a plnt Óf crea».

viere only tw> cana of aoup

22
 HOH MUCH MILK DID YOU BUY AT THE STORE?
I BOUGHT THREE QUARTS OP MILK.

Read these dialoga about quantities and amounts.

1. Waiter: Good morning, sir. May I take your order?

Mr. Burns: Yes. I'd like some eggs,
Waiter: How many eggs?
Mr. Burns: Give me three. pisase.
Waiter: Would you like anything else?
Mr. Burns: I'd glso like a bowl of cereal, a cup of
and a glass of orgnge juice.

2, Moni: Johnny, help me brlng in the groceries.

Sure, Mam. How many bags of groceries did you get?
Mom: I got three bags of groceries.
Johnny: What did you buy?
Mom: I bought two quarts of milk, £ive pounda of
potatoes, thr$e loaves of bread, a gallón of orange
juica, and some frult.
Johnny: Good! How much fruit did you buy?
Mom: Three bunches* of bananas anú a bag of

3, Mikeí I heard that Jake got a new car.

Larry: Yes, that's right.
Mike: Ho« mich did he pay for it?
Larry: HQ paid more than he had plianned to spend.

4. Waiter: What would y°u like for dessert?

Pete: I'd like a piece of apple pie.
Sid: A bowl of strawberry ice cream.
Palph: l'd like a sllce of chocolate caite.

bunch = a group of similar things

 HOW MUCH , . . 7 HOW MANY ... 7

QUANTITY/AMOUNT

a cup of an cur:r>' Of a pound of

3 glass of a pirvt of a kilo of
a bowl o£ a quart of
a gallón of
a teaspoon of a Jar of a bottle of
a tablespoon of a loaf of a can of
a box of a bag of
a bunch of a pack of
a bar of

Make questions with how much and how many.

EXAMPLES: Jan needs a poxmd of augar for the recipe, (how much)
How much silgar does sha need?
Roger bought two packs of cigarettes, fhow many)
How many packs of cigarettes did he buy?

1. Mary drank two glasses of milk, (how

2. Five jare of peanut butter broke. (how
3. She put a tablespoon of salt in the eoup. <how much)
4. Jim ordered three cups of tea. (how many)
5. Jane bought thre© poundg of potatoes. (how many)
6. Bob drank about a quart of juice thig morning. (how much)
7. Pat took a teaspoon of cough medicine. (how much)
S. We need about three dozen cans o£ soda. (how many)
9. Phil ate three slices of pie for dessert. (how many}
10. The recipe calis for fiv© cups of flour. (how much)
 A GROCERY LIST

ÍTEMS QUANTI TY/ AMOUNT

che e 3 e cigarettes pack pOund ( Ib. )

chican soap bar can
beans milk gallón box
cereal juice quart Jar
carrots soda bunch bottie
bread pot atoes bag kilo
peanut cooking loaf bottle
butter oil

Make a grocery list from the chart above. Use the Ítems and
amounts.

EXAMPLE: 2_ppunds_of cheese

1*

2.

3.

4.

5,

6.

25
 FRED GOES GHQCERY SHQPPING

Tfiis la a list of ítems that Fred purchasetf. Make questlons with

"ftow much" and "how many", and then answer them.

2 cigarettes 2 cheese
2 bread 1 ham
3 potato chips 1 mi IX
3 carrots
1 cereal 5 goap

EXAMPLE: How many bars of sogp dld Fred buy?

How rauch soap did Fred buy?
He bought £ive bara of

26
Wríting
PARAPHRASING

To paraphrase something mearig to say or write lt again in

differerit wordg, while keaplng ita original meaning. The
instructor wili read a paragraph two times. Listen carefuiiy to
each paragraph and then paraphrase lt,

EXAMPLE:

Jphn _^aikeg_ about Ms grqudmQther the other day> Shg

_ uged to make bread, pies^ and, cakeg. She would aiso make
delicious clinners, She used to wcite recipes and glve them
tp her frigndB. John loved his g^andmother^ery much. Sha
was a woridgrful person.

1-

27
 OF WITH PRONÜUN QUANTIFIERS

To express quantity or amount, tf© aften use a pronoun that

indlcates "how much" or "how many", followed by of.

EXAMPLES: All of the students went on th© tour.

I vas able to anawer most Of th© questions.

...
p - - PHONOUN QUANTIFIERS + OF
.... "• . ' - -

i • i u ch Of all of -aithe^'of ^. few af

many of mas t of nciLhííi" of a few of two of. xv
so«e of ftalf oí both of little of t ht o e Of Li •
.any of non e Q£ more of a little of ^ . h

• . :. -.4

MOST OF THE STUDENTS DID VERY WELL ON THE TEST

R a a d these s ente nce 3,

1. Much of Vu' i.v-k...- was eaten.

2. Ellen doean't like many of the new TV programa,
3. Soma of the people were caught in heavy traffic.
4. Sha didn't read any of the sclence booke.

5. Charley likes alJ of the chlldren in his ciass.

6. Moat of the people in the office brought an umbrella today
7. Half of the building waa destroyed In the stonn.

8. Non© of th© people saw the accident.

9. Either of thoge shirts wili b© fine.
10. Neither of the boys wanted to cut the grass,
11. Both of thelr cars are at tha mechanic'S-
12. I would like to hav© more of the apple pie.

13. The students ate Just 3 few of the bananas.

14. Few o£ the girls like dessert.
15. Jennifer ate a little Of the salad.
16. Six of the ten students will leave for their next
 ALL OF THE STUDENTS PASSED THE TEST.

Answer the questions; use the words in parentheses.

EXAMPLES: How many students passed the test? (ail of)

All of the students passeü the test.

How much of the pie was eaten? (none of)

None of the pie was eaten,

1. How much of the dessert did you eat? (a little of)

2, How many of your brothers Joined the mllitary? (both of)

3. How many of yout friends are golng to Jim's party?

(some of)

4, How many of the children sre going to the coast this

weekend? (none of)

5* How much of the town was damaged by the storm? (half ofJ

6. How raany of the employees agree with Mr. Jones? (most of)

7. How many of the workers attended the meeting? (not many of)

8. How much of the show did you watch? {aimost all of)
 COMPLETE EACH SENTENCE.

Complete the sentences. Use the words in the box

few of a few of neither of either of

raany of a little of little of much of

1. Tom disagrees wlth everyone. ___ ___ the other

llke him.

2. Charlie doesn't like pies or cakee- In fact, he doesnft

llke ^___ __ anything that ' s sweet.

3. Both of those shirts are nice. __fc__ _ them would match

your blue pants.

4. i stiJ-l have ^____ __ my notes from last year's higtory

class lf you want to borrow them.

5. I won't be calling anyone today. ___ the telephones

is

ó. Harry never knows when to believe his roommate,

hls stories are not true.

7- Tom is not a very good employee. _ hig time is

spent doing his Job.

8. There ' s not any cake left, and Ann'S very hungry. Can she

have your cake?

30
 Fuñe tfon
QUANTTTIBS AND AMQUNTS

Read these dialogs. All of them deal with quantitles and

amounts.

1, SI: How many ounces are In that jar?

S2: The lab^l says there are twelve ounces. That's pienty
for ny recipe.

2, SI: How many teaspoons of sslt does the recipe cali

for?
S2; It calla for one teaspoon. That doesn't seem like
much

3. SI: How much sugar should we buy?

S2: we only have a few dollars. Let ' s get a two-pound bag.

4. Si: How uiany cans of sofla should I get?

S2: we have aeveral now. Another sis-pack ought to do it

5. SI; What about eggs? Do we need

S2: No. We had a couple of dc-zen the last time I checked,

5. SI: How much potato salad should I make?

52 : Between two and three q jai: t s - We want to be sure to
have enough.

7. SI: Do you need any cigarettes?

S2: I still have soma, but l'll need another pack soon.

6. El: Hoet of the clase is coming to the party.

S2: Then we're going to need a great deal of food,

9. SI: Is that set of screwdrivers complete?

S2: No, there are ten in the set, but sevsral are migsing.

10. SI: You wanted me to get a large can of pepper, didn't you7
S2: YesT I did. We use lots of pepper In our fooa.

31
 HOW HUCEI SHQULD I GET?

Role play two roommates and malte a conversatí?" about a grocery

list. One student will lotfk at the list of things to get from
the grocery store and ask íiow many and how muCh of the ítems he
should get. Another student will look at the list of things on
hand and answer the questions.

GRQCERY LIST THINGS OH HAND

1 pint of milk
2 eggs
none
none

EXAMPLE: much milk ahould I get from the store?

Get a half gallón. W e h l l need aome for cereal

GROCERV LIST THINGS ON HAND

1. 1 pack cigarettes
1/4 Jar of mayonnais©
three glasses
1/2 box cereal

2.
1 onion
2 oranges
1/2 can of coffee

1/2 bottie
none
none
2 bottlea

1/2 bunch
none
none
1/2 bottie

32
 AT THE GROCERY STORE

Look at the pictures on the opposite page. One student wili

afclect an Itera and ask a question about it, Another student will
answer tha question. Use the worda in the box or your own words
ftjr your questlong and anawers.

a llttle ti great deal of plenty of a lot of

lots of a Jiew little many
se vero i enough none any
some both half few
more onich most all
dozen how much ... 7 how many , . -1

SXAMPLESí (bunch of carrots)

How much do you think that bunch of cacrots weighs?
I think it weighs about two pounds.
Do you thinh that's enough to make a salad?
Sure, that'a plenty.
 GROCEHY ÍTEMS

1|

y
I
CJCJJfÉHfi

G
í ™ Jj
BUNCH PACK BAG/SACK

BOX CAN BOTTLE

SET

JAR
 Speaking Skills [S
SENTENCE STRESS

At the beginning of a conversation, the most important

Information is usueiiy provided in the last word of the sentence
Because the main stress of the sentence is normally on this last
word, It is callad main-information stress.

EXAMPLES: Lt West was PROMOTED.

When do you go to WORK?

I go at EIGHT.

However, aftsr the beginning of a conversation, new Information

often comes in other parts of sentences. The main stress changas
to emphaslze this new information, which can b^ any word In the
sentence.

EXAMPLES: A; Who has an APARTMENT7 (main-information stress)

B: BILL has an apartment. (new-information stress)
Ai Is it a LARGE ona? (main-information, stress)
B; Yes, it's PRETTY big. (n^w-information stress)

WHO HADE THB CAKE?

Hepeat these dlalogs. Listen for the words that are

They are written in capital lettera. After you repeat the
dialoga, respond to the questions. Use correct stress.

1. A; who made this MIXTURE?

Bi MARY put it together.
2. A¡ How much butter should I USE?
B: Use half a POUND.
3. A: Do you always eat fish EÍAW?
B: It's NOT raw, It's cookefl with LEMON.
4. A: What do I combine FIRST?
B: stir the DRY ingredients together first.
5. A: What kinfl of bags would you LIKE?
B; l'd like PLÁSTIC bags.
 MARIC THE SENTENCE STRESS.

Listen to the dialoga. Put a stress marK (/) over the stressed
words- These words will contaln main-lnformation stress in the
question and naw-Information stress in the answer. After that,
listen to each question and then respond with the answer. Use
correct stress.

1. A: How many sets of sheetg did sha buy?

B: She bought two sets of sheets,

2. A: Did Rose get the Job?

B: Nor Fred got lt.

3. A: Did you makc a bet?

B: Yes, I made a blg bet.

4. A: Who bought the groceriee?

B: Linda bought them.

5. A: What kind of movies do you like?

B: I like exciting movies.

 MORE SENTENCE STRESS

Listen to the dialoga. Put a stress mark (/) over the streased
words, These words will contaln main-Information stress in the
question and new-Information stress In the answer. Then repeat
the dialoga after your Instructor.

1, A: which part of the chicken do you like best?

B: I like the dark raeat best.

2, A: Which klnd of bags does she prefer?

B: She prefers paper bags.

3, A: Do you see him every day?

B: Yes, T usually see hlm every day.

4, A: What'a your favorita kind of inuaic?

B: I like classlcal muaic the best.

5, A: Did he get a new set of toáis?

B; No, not a new set* He got a used set.

 MARK THE NEW-INFORMATION STRESS.

Pead the diaiogs to youcself. Put a stress mark (/) over the
new- Information word in each response. Then respond to each
Cuestión.

1. A: Is your apartment large?

Br Yes, It's very

2. A: Where are you moving?

B: To HOuston, early next month

3, A: Did Judy get the job?

B: No, John got it.

4, A: Where do they live?

B: In the north part of town.

5. A: Is SaHy happy in her work?

B: YQS, she likes it very much.

+ Enr/chme/jí
TROUBLESOHE EfJGLlSH

Hho vs. Whom ln Formal and Informal Engllah

Whom IB normally used ln formal English.

With whom are you speaking?
I'm apeaking with my sleter.
About whom are you readlng?
I'm reading about Abraham Lincoln*
In formal Engiish, the preposition ususlly comes before whom whnn
a question ls asked:
To whom are you giving your book?
My teacher.
From whorn did yoü get a letter?
My cousin.
In informal American English, who is often usad instead of whom.
The preposición is then placed st the end of the question:
Who are you speaklng to?
Who are you readlng about?
Who did you get a letter from?

39
 TDIOMS AND EXPRESSIONS

LET THE CAT OUT OF THE BAG

Meanlng

To "let the cat out of the bag"

means to tell information tnat
was supposed to remain secret.

1. MaJ Miller dldn't want

to tell everyon© about hiñ
new assignment until it was
officlai, but he di.d tell his
family. His chlldren soon let
the cat out of the bag by
telling all of thelr frlendg.

2. Alice hesnft told her best

frlend about her decisión to
marry Alian y©t. She's afrgid
her friend will let the cat out
of the bag before ehe can tell
everyone the news herself.

3. John didn't want his boss

to know that h© was considering
an offer froni another company,
but he let the cat out of the
bag when he asked for leave to
attend a Job interview.
ADDITIONAL ACTIVITIES

VQCABULARY
Match the question and answer. Write the correct letter in the
blank. Then read the dialogs.

would you like to No, I tore them up

parchase that book? threw them away.

2, Doea your Job require b. Yesí they are, They

much public speaking? don't tsar easily.

Do you thlnk John can No, but that Informa

do the Job well? tion should be on
label .

Did you keep any of the YesH I would^ Are

letters she sent you? the sales clerk?

5. Did you bring your e. No, apart frotn a few

lunch today? cuts, everyonc's QK.

6. Are you going to buy f. Yes, almost nothing can

the major's airplane? ksep them apart.

Are blue Jeans made of g. Yes, I have to do a

strong fabric? great deal of it.

Was anyone badly hurt h. Yes, he r s had a good

in the accident? deal of training for
it.

Do the girls spend a i. No, I can't afford the

lot of time together? cost of operating it.

10- Do you know how many j. Yes, that's what's in

servings of soup are this small brown bag.
in this can?

41
FUNCTION

HOW HANY7 HOW MUCH?

Use the words in the box to complete the sentenees There can
be more than one answer for some blanks.

a llttle much cup apples

Iota of a lew can tea
se ve ral enough pint milk
some plenty gal Ion eggs
more a lot bottle shampoo
dozen raany cartón cof£ee
both a great de al of teaspoon «renchas

EXAMPLE: SI: How many pinta are In that bottle 7

S2: The label says are two That's
enough for my recipe.

1. SI: How many does the recipe cali for?

S2: It calis for That doesn't eeem like

2. SI: How much should i buy?

S2: I only have money. Just get

3. Si: How many should 1 get?

32: We have Six more ought to do it.

4. SI: What about 7 Do we need

S2: No. We had the last time I checked.

42
5. SI: HOW rouch should 1 make?

S2; - We want to be sure to have

6, Si: Do you need any

S2; i still have , but I'll need

^_^ _ for next week.

7. Slt of the students are coming to the party.

S2: Then we're going to need of soda.

8. SI: Is that set of complete?

S2: No. There are ten in the set, but of

them are misslng.

9. SI: Wlll you get me a so that I can

wash my hair?
S2: Sure, I' 11 get a large of it when T buy
the other Ítems on the list.
SKILLS

Theae notes ere In sentence outline form. Rewrite the sentenca

outllne as a topic outline. Include only Important Information.

THUNDERSTQRMS

Thünderstorms are common In the United States, especlaliy in

the spring and surnmer.

A. Many peopla are afrald of thunderstorma , for good

reasons .

1. The dark clouds o£ a thunderstorm bring hlgh wind

and

2, They also bring the sound of thunder.

a. The thunder is so loud that it can be heard
for miles.

b, It may be frightening, but it is not dangerous.

3. Lightning is the worst part of a thunderatorm.

a. It can strike trees and houses and start fires.

b, Sornetimes lightning strikes a person and causes
an injury llke an electrical shock.

To stay safe, there are several things peopie should

avoid doing during a thunderstorm.

1. They should not go outdoors.

2. They ought to etay eway frorn windowa, water, and

things made of metal.

3. They shouldn't use the telephone or other electrical

eguipment.
 THUNDEHSTORMS

Thunderstorms are common in the United States, especially in

the spring and summer.

A,

1.

2.
a
b
3.
a
b

B,
1*
2.
3.

45
NO' ES

46
COMBAT READY BOOK 20 LESSON 2

Repórter: What else can you tell us about tha present aituation?
General: Besides going on alert. we've callad up the reserves.

-GRAMKAR-
The reserves are bcing calleó up.
couldn't us© our car yesterdey because it was being repaired
I can't get a taxi. How elae can I get to tbe airport?
1 don't kriGW where else to look for my

-SKILLS
word stress
uslng the dictlonary Listen and peraphrase

____ unfRpnr
V 1__H_ j ¿\[J U l_i ftRV
/ V !• E

alert additional aily

attack alert attack
authoriae neutral battle
can up nevertheless borde r
defend secura conibat
define defense
engage ftnemy
maintain on alert f reedom
notify take control of maintenanc©
settle take sides peace
take/toak/taken over take steps eecurity
threaten aituation
tbreat
War
 CQNTENTS OF eOOK 20 LES SUN 2

ST Page

VOCAEULARY: frlends and enemies 49

READING SKILL; guide words 56
VOCABULARY: combat ready 58
GRAMMAR: present progressive passive 64
GRAMMAR: past progressive passive 68
WRITING SKÍLL: paraphraslng 71
GHAMMAR: Interrogat i ve/ indefinito
pronouns and adverbs with else 72
FUKCTION: additional Information
and comments 77
SPEAKING SKILLS: suprasegraentais 83
VOCABULARY: instructiongl : dictionary/
grammar terms; define 86
READING SKILLS:
dictionary entriee (lócate and
write Information) 89
definitlons (write niirobfir) 91
ENRICHMEWr 92

48
 V Vocabulary
WE T RE ENEMIES, NOT FRIENDS,

Repeat the underlined words; then read the dialog.

Sgt Bolt: I thought you and Sgt Hill were friends, but he just
told me that he can't stand you. Wtiat

Sgt Holt: Ue had a big argurnent yesterday. I guess he's my

enemy now.

Sgt Bolt; What did you argüe about?

Sgt Holt: He eccuaed me of telling lies about him. He was

really ar^gry . In £act , he was yelling at me.

Sgt Bolt; Did he physicslly attack you?

Sgt Holt: NO, but he thr e atened to. I thought for a minute he
was going to hit me,
Sgt Bolt: Did Sgt Watts take sldes with elther one of you?

Sgt Holt: No, he was neutra^. He Just stood there and watched.

Sgt Bolt: Did you gtgfend yourself against Sgt Hlll's accusation?

Sgt Holt: Yes, T ttsid him that I hadn't told lies about him.

49
 SGT WATTS DIDN'T TARE SIDES. = HE DIDN'T SUPFORT ANYONE.

Circie the correct answer.

1. Sgts Holt and Hill are enemies now.

a- They're good íriends.
b. They'r© unfriendly to each other.

2. Sgt Hill threatened to hit Sgt Holt.

a. He said that he didn't want to hit hira.
b. He indicated that he intended to hit him,

3. Sgt Holt waan't physicaily attacked-

a. No one tried to injure him physically.
b. NO one tried to assist him phyeicaliy.

4. Sgt Watts didn't take eides in the argument.

a. He didn't particípate in it.
b. He didn't want the nien to argüe.

5. Sgt Watts took a neutral poeition,

a. He aupported one of the men and not the other.
b. He didn't say that he was for or against either man.

6. Sgt Holt defended himself against Sgt Jíill's accusation.

a. He protected himself against it,
b. He accused Sgt Hill of something.
 ALLIES ARE PAHTNERS

Repeat the underlined words. Then read the paragraphe.

Mogt nations, like most people, have both friends and

eneraies. An ally is a frierid, another country whose government

wlll provlde support l£ necessary, In times of peace, ají lies

traln together to develop their dafenses. In time of war, allies

go Into battle together to fight thelr common enemy.

Sometimes a country does not fight for or against other

countries. Nevérthe1e3g. It probably maintains a military forcé

Of some k±nd for its owri protection. if another country

threatens to attaclí, it can cali up its armed forcee and defend

itself against th© attack.

51
 THE BATTLE WAS FOUGHT AT SEA.

Match the questlon and answer. Write the correct letter in the
biank. Then read one of the dialoga.

1. When did the fight a. Yes, but I plan to be

start?
2_ Who keeps this vehicle lt,
in such good condition?
3. Why do you work out C- ftIrnost all o£ my
with weights every day?
1. It's going to be hard d-
for you to get to the
game on time, isn't it"?
ü. Why are the prices at e.
those two gas stations
so low?
How many people were £,
hurt when "the
shooting started?
7. Why doea Mías Grundy's
clñsgroom always seem
so calm?
S. How many other peopie h.
support youí position
in the argument??
there nevertheless.
Five people were hurt
in the attack,
neighbors are my aiiies.
I want to be able to
deferid myself if someonfi
starts a fight.
She insists on keeping
peace snd quiet among
her students.
I was called up two
mon~ths ago.
The battle begsn at
midnight.
Their mansgers are
havlng a price

9, When were you ordered i. The companyTs mechanic

to report for active maintains it.
duty?

*having a price war competing for buslness by lowering their

prices

52
 THE WAR BETWEEN THE STATES

Complete th© sentence. Use the correct form of the word in the
box.

aily cali iip maintain peace

attack ClOÍ C T l f l neutral take Bidés
battle def ens?e neverthe 1 BBS threat^n
enemy war

1. From 1561 to 1365, two sectlons of ths United States fought

on© another in the American Civil .

2. For several yeara, states in the Southern section of the

country had been to withdraw from th© U.S.

and form a sepárate governroent.

3. War finally began when southern forces ^^_ th©

U.S. troops that held Ft. Sumter, South Carolina.

4. For the n©xt four yeara, the soldierg of the North and

South, many of whom had been frienda, w©re

5. The Northern troops fought to ___ ____ the United

Etstes, whlle Southerners fought in _____ of

r new nation, the Confederacy.

6. Sometimes men who were members of the same fatnily

opposit© _ ____ in the war.

7. After the ___ _ on Ft, Sumter, th© United Status

President, Abraham Lincoln, called for 75,000 volunteers,

53
 S. Eecause msny more people lived in the North than in the
South, the North was able to a much stronger
army.

9. By 1865, th© South needed soldlera go bedly that oíd men and
boys were bslng for military gervice.

10. the South hed excellent military

l©adership and won nony .

11. The Southern States hoped that Erigland and France would
enter the war as their _, but those countries
remained .

12. At lest, the North «on the war and returned

to th© United States.
 tfHAT RECAME OF THE SOLDIERS AFTER THE WAfi?

HISTORY

Repsat the undsrlined words; then read the dialog.

Mary Anne: Why dld the North and South have to fight to solve
their probiems?

Ms* Garza: They tried to settie their differences by tslking,

but that didn't work.

Mary Arme: What happaned to ths aoldiera when th© Civil War
ended?
Ms. Garza: Well, most of them returnad to their hornea to BtayT
but some decided to settie somewhere else.

Mary Where did they go?

HS. Garza: Many went west, while a few crossad the U.S. border
establisheú new homes in other

Mary Anne: Why did they do that?

Ms- Garza: Moat wanted to begin new careers. Som© may just hgve
wanted more freedom to live as they

55
Mary Aune: How did they support themselves and their famliies?
Me, Garza: A lot of them engaged in fanning or ranching, Qthers
looked for gold and silver or helped build railroadg.

Answer tfte questions with the wordg underlined in the dialog.

1. Why did th© North and South go to war?

2. When th© war ended, did all of the soldiers Continua to live
they had lived before?
3. Did a few of the soldlers decide to l©av© th© United Statee'í
4. What might some of the ex-soldiers have wanted?

5. What did a lot of the ex-soldiers do in their new locatione?

Reading Skill |\
GUTDE HORDS

Th© words at th© top of a dictionary page are called guide words
Their parpóse is to make locatíng a word as ©asy as poseible.
The guide word on the left is the same as the flrst word on thet
page; th© guide word on th© right is the same aa the last word,
Instead o£ scanning an entlr© page to find a certain word, look
at the guide words. If the word you're looping for falls
alphabetically between the guide words, it is located on that
page,

Now find the exampl© In the dictionary and write the l©ft guide
word of th© page where you found it.

LEFT GUTDE WORD

EXAMFLE; lieutenant libérate

56
Use a dictionary to find the left guide word for each word.
Write them on the linee provided. You will have 3 1/2 minutes to
flnd the guide words for each group of words.
LEFT GUIDE WORD

Group A: 1. sergeant

2. colonel

3. handgun

4. rank

5. soldier

Group B: 6. defend

7. enemy

B. battle

9. peace

10. maintain

57
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 ON ALERT - HEADY FOR ANYTHING

Match the Word and its meaning. Write the letter in the blank

1. authorize a. warn to be prepared

2. secura b, extra, added

3, securlty c. condition; the way things are

4, to alert d. begin to act

5* threat e. fres from danger

6, situation . give power to

7. notify g, ready, cautious

8 . take ateps h. safety, protection

9, i. advise, tell

10- on alert J. danger; intention to demage

59
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Christopher: What did you do?
Mr. Andrews When tha firing started, I reached for my helmet
and gun and ran to mv battle station, Gur capt^
was killed ln the fitst attack, so I had to take
control of the situation.

Christopher: Were you scarsd?

Mr. Andrews: All of us were at fltst. We had been trained well

and thought w^ were ready £or combat, but we had
never engaged the enemy

Christopher: Why not?

Mr. Andrews: V/e were in the reserves, not the regular army. We
had been callad up and sent overseas just a few
weeks

Christopher: Where was 1 while you were fighting?

Mr. Andrews You hadnTt been born yet, son. Although it

soinetiiiies seems like it all happeried yesterday,
that war ended a long time ago.

61
 CHRISTOPHER*S DAD WAS A MAINTENANCE OFFICER.

Read the sentence; then make another sentence that means the same
thing. Change the underlined part of the sentence. Use the
correot form o£ one of the words in the box.

.11 CT-t combat take

border engago take control of
m aint enance

EXAMPL.E: Mr. Andrews was an officer who worked to keep the

helicopters in good condition.

Mr. Andrews was a hellcopter maintenance o

1. KQeping the helicopters ready to fly was the responsibility

of Mr. Andrews' group.

2. The enemy attempted to take control of the alr field.

3. There had been two warnings before the attack.

4. The enemy soldiers hid around the edges of the post.

5. Mr. Andrews assumed the reaponsitaillty of control ling the

af ter the captain was killed.

6. The men had been trained to fight.

7. Tney had never entered irito battle against the

 THE BASE WAS UNDER ALEfiT FQR 24 HOÜRS.

Circle the correct

1. Lt Millar told his man thgt their mission was to Lócate the
enemy's f orces but riot to __ them.
a- engage
b. take over

2. During the everyone on the post waited nervously for

to happen.
a, alert
b,

3. The etu^ent flew the helicopter aftar they took off, but the
instructor it again before they landed.
e. engaged
b, took control of

4. Equipment that raceives regular lasts longer and

is more dependable than equlpment that is i\ot welí
for.
a. combet
b. maintenance

5. When the president retired, his son the operation oí

the campany.
a. engaged
b. took ovar

6. Military personnel particípate in training exercises so that

they will be ready to go

a. Into combat
b. to the border

63
- Grammar

PRESENT PROGRESSIVE PASSIVE

The present progressive tense Is use<* to refer to an

activlty or evervt which ie currently in progresa.
EXAMPÍ.ES; ÍThe mechando is cepairing ffiy
They are offerlng cpwaae in Spaniah,
: - ' - _ • - _ ' - - - ' .

The passive form is usad uben the sgerit aither ia not

known or Is not considefed.aa iapor^ant as the aotlpii.
.Or event.
EXAMPLESí My car la lí^lJog repaired <by the roechanic)
ln Spaniñh aro belng offered.

Passive form cf the preserit progrese!ve tense:

^ ;.
+
ÍS . + ™^>f? paet participio
exa - . . .. -"A^

64
 A LOT OF CHANCES ARE BEING

Read these dialoga. They contaln the present progressive

passive.

1. Jim: What ' e happening In the clty?

Joo : A lot o£ changes are being nade.

2. Sue: I T d like tu know if my car is ready.

Sam: Not quite. It's belng work^d on right now

3. Bob: What time is the meeting this afternoon?

Ksni Didnft YUU hear? The meeting is being put of£ until
next week,

4. Jay: Are a lot of people betting on ths gama?

Bsn: Yeg. A lot of money is being bet.

5. Alan: Whsr© are your students?

Aune: They're belng tested in the lab riow.

6. Cari: Win the letters be ready aoon?

Mark: Ves. They're being typed

65
 QUR CLASSRQOM IS BEING FAINTED.

Complete the sentenc© with the present prograselve paaalve form

oí the ve.T;b in parentheses.

EXAMPLES: The classrooms are being painted

(paint)
A new bridge ls being built over tha
(build)

1, Air condltioners ______ ____ in the buliding

(install)
2, New teachers ciasaea.

3. Paul ____ ___ ___ by hie sister Mary*

(help)
4. The oíd spark plugs _______ ,
(take out)

5. The ingrediente c-f the misture

(combine)
6. Dogs by the military pólice.
(use)
7. Three lleutenanta to captaina.
(promote)
8. Flight 44 to Ronie becsuse Of snow.
(cancel)
9. The plans for the new library
(discuas)
10. Blood continually through
(circuíate)
the body by the heart.
 THE CHOPS ARE BE1NG HARVESTED.

Change the verb in each sentence to the passive volee- Use the
"by phrase" only if it contains important Information.

EXAMPLES: The Ace Home Company is building the red hous©.

The red house Í9 being buiít by the Ace Home Company
They are hacvesting ths crops.
The crops ate belng

1. They are barricadtng the

2. Thsy ate dividing the ciasa into two smaller ones.

3. The atete la increasing the speed llmit,

4. Hra, Johnston Is looking after the children.

5. Someons is notlfying Lt Blake about h±s proinotion.

6. Thsy are shutting down the computara.

7- Mike Is tektng the carburetor apart.

6, They are reaucing prisas on all the Iterne in the atore

9. The clty is gpending a lot of money on the new park.

10. Soiueone is preparlng dlnner.

67
 Gr animar

PAST PROGRESSIVE PASSIVE

The past progreasivs tense refera to actions or events

which are no longer la progrese,

; someane tras palnting their house yesterflay,

doctor VAS t:ceating the
;
The usa of the paesiva forxn emphasizea the receiver of
past action rather than ita agent. It can aiso. indicóte\ . J,j
that the agent ls not tsnown,
EXAMPLES: Thelr house was being palrited
patiants ITOCQ being treated (by the doctoirí* .

LL«
.
Paáfefve foxm of the paat progress

™S
* ^gj-ng * past participio
™_ . . •- ! \ ^L_^_ , U ^ --'.'• . • ' .

MUSIC WAS BEING PLAYED BY A SMALL BAND.

Read these sentences. They contain ths past progressive paaslve,

1. Music vas besiiuj pi ayecJ when we arrived at the weddlng

reception*
2. Whlle David was traveling in Europa for two weeks, hia house
beíng palnted.
3. Attendance was being taken as ñlice enterad the classrDom.
4. fioth English and Russlan ware being spoken as Mr. Frank aat
down at the table,

5. Mrs. Blacfe became angry when she learned tftat her car
wasn't being repaired.
6- The grammar was being explained when the bell rang.

68
 7. We couldn't use the language lab yesterday becauae new
Windows «ere being put in.
8. The reserves were being called up when thg enemy
9. Because it overheated, the engirie vea beíng
10. our team waa being beatón when we got to the gante.

_,BECAUSE OUR CAE kAS BEING REPAJRED.

Changa the verb in the firat aentence to the pasgive voice and
completa the aecond gentence. Use the "by phrase" oniy if it
Containa important Information.

EXAMPLES: We couldn't use our car yesterday because Mr. Fogs

waa repairing it ,
We couldn't use our car yest^rday hecause it was
being repaired by Mr. ftosg.

He waa cutting the graas when the etorm hit.

The grass was being cut when the storm hit.

1. The pólice carne because we were malcing a lot of

The pólice carne becauge

2» They were gelllng the crops before they uere even p

before they were even
planted.

3. Someone waa washing clothes in the washing machine when it

bogan to shahe.
when

it began to shake.
4, As Df, James spoke, hls gecretary wag wrltlng down the
Information,
As \ir. james spoke.

5. The Jack slipped as gomeone was lowering the car.

The jack slipped as

6. I couldn't eat breakfagt in the dining hell because they

fixing th© roof.
I couldn't eat breakfast In the dining hall beceuse

7. The tire burgt as ths méchenle was fllling It with alr.

The tire burst

S. Because of the thick ice, they were puttlng warning signs

on the highway.
Because of the thick ice,

70
Wríting

PARAPHRASING

To paraphraee meana to átate something we have read or heard in

illfferíjnt words in order to make its meaning clearer. The
Instructor will read a paragraph two times. Listen carefully to
paragraph and then '.,-rito a paraphrase of ¡t.

EXAMPLE:

^ __ Friday morning, Sgt SnUth had a pain in hia side. It

worse a few hours later. fíe called the doctor. Tha

doctor saj.fl that he should have an operation right away._

The doctor operated on him thst afternoon, .

1.

2.

71
 Grammar

EL SE

Notice these gentences that contaln word pairs with "else." They
ere question-words, pronouns, and adverbs. They mean a differant
or enother person, thing, time, place, reason, or manner.

Ouest1on-words

bs ^at, the party?

Whom oise ehoulá"w& aaH to the party?
What cao X flo?

Where can í look for my

Hhen do you have time?
el se
I gat thtíre?

hg do it7

Pronouna

He íioesn't who elso was

Tto you .fc?iow whon else sho apok0 to?

Can yóíi télí raa what olse he seifl?

Adverba

where sise ehd should look.

when sise to have the party
yoij tell tne how eise T can do it? .
why else he would say thatí

72
 WHAT ELSE CRN I DO?

Read this short scory. Hotice the word pairs with else and how they
are used.

Helen and Hank are having a get-together at thelr house

Saturday. Helen made a liat of the people she wants co invite and
aslced her husband Hank whom ci^e he thoughfc they should ask,

"Who else? i can1t think of anyone else, I think you've thought

of everyone, " Hank said.

That made Helen feel good. Then sh^ began to plan her menú, She
made a list of things she needed and the places she liad to go to get

"I don't know where else I can go to find the thinge I need( •• she
said to hetself ,

After she msde hec lists, she decidid oo a time to do her

shopping, she asked Hank if she could uae the car on Thursday.

"Do you have to use my car?" he asked.

else cao T get all this shopping done?" she aalced him.

"Well, when elae can you do it besides Thuraday? WouLd Fciday be

all tight?"

"Do you need the car Thursday?" Helen asJced him.

''Yea, I reaiiy do need it Thursday. why else would I asfc you to

take it Friday? will Friday be okay?"

"I guess so. What elee can I do?"

 WHERE ELSE.,.?

Complete the questiong. Use the questlon-words Indicated by the

«ords underlined In the gtatement.

who el se what else when elíin why

whom í:isc who re else liow

BXAHPLE: Jan has to go to th_e book store,

Where el se do es she have to go?

1. Jim asked all the people in hig office to come to the party,
should he ask?

2. Margaret went downtown on the

__ __ could she have gotten there?

3. Dan buys all his books at that book store.

_____ can he buy them?

d. Kurt went orí vacation with hls friends,

With _ __ _ could he have gone?

5- Katy went to the grocery store for the .groceries.

___ would she ha ve gone there?

6. They will go to the concsrt tonight or tornorrow>

__ _ can they go?

7- They are pianning to visit their famlly.

are they planning to do?

74
 8. The boga has a nlce blg car.

. . has ene?

9. They want to go to the theater tonight.

do they want to go?

10. He told them all about the transportation Qn the base

did they want to know?

I DQM'T KNOtf WHAT ELSE I CAN DO.

Complete the servtences below. Uee the "else" words in the box
and add other words If necessary.

who else what fclse when else why

whOffl else where else how

EXAMPLES: I've don© everything I can do.

I don * t know what eise i can do._

They traveled everywhere thia past summer,

They can't think of wh^re else to travel.

1, The librery is closed, and I need a book.

Can vou teil me ___________ to get

2. I made the appointmerit foc Wednesday morning

I didn't know

3. I remember seeing Bill and Linda at the party.

Can ycíu remember

4* I think I've pacKed everything for the picnic.

Can you think of

5, I have to go to New York, and i don't lijte going by plañe

Can you tell me

6. This is the list of peopls invited to our party.

Can you think of

7. I think th© reaaon John left hís apartment at 3 a.m. was to

see his sick mother.
DQ you know at that hour?

8. John must have called Linda to invite her to dinner

Do you know

9. Why dld Marilyn cali the emergency room?

She didn't know

10. The newspaper sayG the President wlll go to Englend

Does it say _^

76
 Functlon
WE'HE CGMBAT READY

The dialog belaw takes place during a n<?ws conference in a country

whose fllly, a neighboring natlon, has just been ettacked. Reed
the dialog; then answer your instructor's questions about th©
Information requested by the repórter and given by the general.

Repórter: Besidea going orí alert, have we taken any other steps to
malntain our security?
General: Yes, we've callad up the reserves-

Repórter: Have we moved additiorial equipment or men to the border?

General: Yes, we'v© called for attack hellcopters, as well as

additional ground f orces.

Repórter: Do you really think ±t T s necessary to these

now?
General: HOW else w±il we be combat resdy?

77
Repórter: Besldes gathering at our border, what_glss has the enemy
done?

General: In addltion to that, they have taken control of our

ally's communlcatlon center.

Repórter; Do you really thlítk the enemy plans to engage our ally

in battle?

General; Hhy elsg would théy take over the comniunicatlon cantee?

Repórter; The Fresident has spoken of e possible meeting in New

York to diBcugs the situation- Where elae do you think

they might meet?

General: They'11 consider any neutral country.

Repórter: Who else besides th© President has the authority to

authorize an attack?
General: At this time, no one. We're Still at peace and

neutral.

78
 WHERE ELSE ?

Match the question in column A with an answer in column B.

Have they attacked a. Mayba "to rnake them

anything besides the secure.
conunun i catión oenter?

2, Where eis^ have they Yea, they've attacked

attacked? several other places.

Are wa sending c. TheyTve hit the

additional men and brldge.
weapons to that área?

4. What about to the d, I don T t know if th&y'vs

other áreas? servt anything to the
other áreas, but they've
moved the helicoptfcrs.

Why elge would they No, we already h¿ivi> a

rnovs them? large group of men
stationed there.

79
 WHAT ELSE...?

Look at 3 sltuation; then aek for more information about it. Use
the word in parentheses. Another etudent will answer your
question, using the word given and one of the words in the box.

as well as besideB in addition (to) additional othar

EXAMPLE: The country is on alert.

SI: (besldes)
What els© hava we done besldes go on alert?
£2: (reserves)
In addition to thaty ws've called up the reserves

1. The enemy has attacked the northern border

SI: (wher@ else)
E2: (communications center)

2. The country Is defending itaelf with ground forcea.

SI: (how else)
S2: (attack helicopters)

3. The Fresident will meet with our allyTs leaders to discuss

the situaticn.
SI; (whom else)
S2: (hie chief advlsors)

4. The enemy attacked a military base.

SI: fwhat else)
S2: (placea on the border)

5. There is only a small maintenance forcé at the border now.

SI: (who else)

S2: (soldiers and maintenance personnel)

80
 HAS ANYTHING ELSE DEVELQPED?

Reed tnQ news report- Then hal£ I-he cla&s will ask questions about
the new developments listed. on the nest page, The otheir menibers of
the claga wili answer the questlons base^ on the new developments
or on developnxervts they créate. Use scnn" of the words ln the box
ln ycuí questlons and

who oise where else how alse besldes

what else why else whom sise in additlon

EXAMPLES : SI: What else have enemy forcee done besides

the communicatian center?
S2: TheyTve siso attacked and taken control of a
lailitary base.
S2: Where else have attack helicopters been sent?

S3: They've been sent to our embassy in that country

81
New Developinejvtg

1. The enemy has attacked and taken control Of a military base

2. A group of attack heUcopters has been sent to our borders.

3. Commanders have been ordered to be on alert,

4. Qur President is meeting with the leaders of both countrlea

at war-

5. The presidenta will travel to a neutral country by plañe.

 Speaking Skltts
"T
LISTEN AND MARK THE STRESS.

Listen to the dialogs. Fut a stress mark (/) over the stressed
words, Theae words wlll contain both main-Information stress and
new-information stress. Then repeat the dialogs,
,
1, A: Did you lose your hat?
B: Yes, the white one.
A: Where did you see it last?
B: Xt waa on the sofá.

2. A: Have you unpacked

B: NO, I haven't had time.
A: When wiil yon?
B: Sometlme

3- A: Have you called the doctor?

B: No, T havan't.
A: Has anyone?
B: Yes, my wife has-

4. A: I neea a shirt.
B: What color shirt?

A: A white one.
B: Howfs thie one?

5. A: Where heve YOU been?

B: At the library.
A: How did you get there?

B: i took the bus.

B3
 MARK THE STRESS.

Read the dialoga to yourself, Notice the words that aíe stressed.
Put a stress mark (/) over th© other words in the dialoge that nead
to be stressed. The words will contain either main-infoxmation or
new-informatlQn stress. Then read the reeponse to your
instructor's question. Be sure to use the corract streas.

/
1. A: Who got the Job?
B: I think John got it-

2, A; Did they buy a house?

B: No, they're rentlng one.

3, A; What caused the accident?

B: The car's brakes failed.

4, A: Do you like American food?

B: Not very much.

A: I think it's good.

B: You'll eat anything.

5_ A: Jim bought a new car.

B: What kind o£ car?

A: A small sports car.

B: I bet it was expensive.

84
 MAHK THE STRESS AND READ,

Head the dialoga to yourgelf. Notice th© words in the dialoga that
are stressed. Put a stress mark (/) over the other words that necd
to be fitressíid. The worde will contain naw-inf arma t ion stress.
Then rñad thft dialogs with another student. Be sur© to use correct
stress.

EXAMPLE: Do you need a pen?

vos. I need 3 red one.

/
1. A: Ts that realiy fish?
B; Yes, it's raw fieh.

/
2. A; Who had to taks the test?
B: Aii of the students had to,

/
3. Ai What doea Al do for a living?
B: He's a truch driver.

4. A: Are those two riationa aur al

B: No, they're both neutral countries.

5. A: Wher© do your chlldren attend school?

B: They go to the elementary school.
 V Vocabulary
DICTIONARY TERMS, ABBREVIATIQNS, AMD SYMBOLS

Tn order to benofit from uslng a dlctioiiary, you mu9t know the

íneaning of certain terms, abbreviations, and syrnbols, Read the
Information below and discusa it with your instructor. You will
need to know It to complete the dictionary skills exercise which
followa this explanation.

Parts of
Words are divided into groups called pa^ts of speech. The group
to which a woíd belongs depends on the way the word ie uBed in e
sentence, There are eight parta of speech; noun, pronoun, verb,
ádjective, advarb, conjunction, pceposition, and

1. noun (n. J : A noun ia a word that ñames e person, placa,

thlng, cr idea. A noun can be singular fsing.) or plural (pl.J
A singular noun ñames one; a plural noun ñames mora than one,
eXAMPLES: Table, idea, mllk, John, and Jan are singular nouns
Books, pena, meáis, women, and men are plural nouns

2, pronoun (pron.): A pronoun is a word that can be used in

placa of a noun.
EXAMPLES; Has Mary told Jim about the meeting? NQ( she hasn't
told him yet.

Did you sea the new Jet? Yes/ I saw it.

3. verb (v.j: A verb is a word that tells or describes an

action, being, or state of being. A verb has four principal
(rnain) parLs:
EXAMPLES : is/am/are being was/were been
work workiíig uorked worked
eat eatlng ate eaten
go going went gone
put putting put put
The letter Is on the small table.
She works more than fifty hours a week
David put his chair near the fireplace.
He ' s eating his lunch in the cafetería.
went into military service after high school

86
A transitivo verb (v.t.) requires an object to complete ita
meaning. The Ctbject ig a noun or pronoun whlch tells who Qr what
received or w.jf. affected by the action of the verb.
EXAMPLES: Alan scored three goalg during the garué.
I watched an interesting T.V-. program last nlght.
An intrangitlve verb (v.i-) do es not ne^d an
He drove to the beach last
Dan works out a~t the 9ym aimost every day.

4. adjectlve ( adj , ) : An adjective is a word that telia which,

what klnd of, or how many. It modifies a noun.
EXAMPLES: The young woman worc a blue uniform.
He became cold aa he walked down the icy path.
That customer wants to return several ítems.

5. adverb (adv.J: An adverb la a word that tells how, when,

«here, how rauch, or how often.
EKAMPLES: Boh drove alowly.
We le£t ciass early.
He slept luure.
She often goes to a F^ench restaurant.

6. conjunctlon (conj.)- A conjunction is a word that Joins

connects words or groups of words.
EXAMPLES: The sergaant ond the lieutenant left-
The captain signad th^ letter, but the m^jor didn't
We canceled the picnic becauae the weather was bad,

7' prepoaitlon (pcep. ): A prepositlon is a word that ¡ •,

with a noun ot pronoun to show its conriection with another word
EXAMPLES: Th& cat ia under the table.
This gift ia for Tora.
He usually wakes up at OGOO.

8. interjsction í interj . ) : An interjectlon is a word that

«xpresses a strong feeilng.

EXAMPLES: Wowl Have you taated the soup?

Oh; i didn't aee you.

87
Abbreviations and Symbols

1. Abbreviatians for parts oí speech

noun = n.
pronoun = pron.
verb = v.
trangitive verb - vt.
intransitive verb = vi.
adjective = adj-
adverb ~ adv.
conjunction = conj.
preposition = prep.
interjaction = interJ,
singular = sing.
plural = pl.

2. Abbreviations for foreign languages

EXAMPLES: Arabic = Ar.
Chínese * Ch.
Germán = G.
Greek = Gr.
Latín = L.
Oíd English = OE-
Oíd French = OFr.
Spanlsh = Sp.
Malay = M.

3. Syrobois
/ This a symbol that is ueed to indicate which ayllable
or syllabieñ recelve stress when a word ig pronounced.

/
EXAMPLES: at tack

/
con fi dence

< This is a symbol that means "comes from".

EXAMPLES: jar < Ar. "Jarran" (the word "Jar" comea
the Arabic wo^d "Jarran")
quantity ¿ L. "quantua" (the word "quantity Comes
from the Latin word "quantus")
Dftfinltions of «ards

Words are defined in the dictionary; that is, the dlctionary

gtves the meanings, or definitiona, Of words, Many worOs have
múltiple meanings and can be used as more than one part of
speech.

EXAMPLE: bank n. 1. a place £or receiving, keeping, or lending

monay 2. the high part of land along a
v, 1. to sav© or put money in a bank.

Reedtog Skltt [%
USING THE DICTIONARY

Look at the word as it is found in the dictionary; then write the

answer to each o£ the questions about the word. If you need to,
you can rafer to the information you've just

aftack ( e tak' ) vt. [< OFr. a

ATTACH] 1. to uee forcé against in
order to harm 2. to speak or write
against 3. to undertake vigorously
4. to begin acting upon hannfullY--vi,
to make an aasault—-n, 1> an attac^í-
ing 2. an onset of a distase 3, a
beginning of a ta£k, undertaking, etc.
—at'tack er n.

EXAKPLE: How many syllables are in the word

1. Is the word "attack11 a noun or a verb?

2. How many definitions are given for "attack?"

 what word comes from the word "attack11.

bar'be'cue (bar'bsKyoo ) n. [Sp.

barbacoa ] i. a) a jiog, steer, etc.
raasted whole ovar ati open fire ¿'Jan
msat broiled on a spit 2. a party,
picnic, or rastaurant featuring thig
—vt- -cued', -cu '±nfj to roast or
over an open flre, often with a highly
sauce (barbacuá sauce)

1- From what language does the word "barbecue" come?

2. la "barbecue" a rioun or a verb?

3- What Is the past tense of "barbecue"?

d. How many syliables does the word haveT

Which syllabie In the word "barbacuá" rece±ve3 the most

stress?

Dictionary entries from Webster^s New World Dictlonary (c?1984 by

Simón £ Schuster, Inc. Used by permistión.

90
Readlng Sklll
o HOW KANY DEFINITTONE?

When your instructor tells you to begin, use your dictionary to

find the number of definitions for each word. Write the total
number on th© line. You wlll have 3 1/2 minutes for eech group
of wcsrds.

EXAMPLE: attack

GROUP A: 1. alert
2. authorize
3. defend
4- ingredlent
5. purchaee

GROUP B: 1. notify
2. Uet
3. neutral
4. property
5. quantlty
 Enrichment
TROUBLESOME ENGLISH

A or An?

Th© adjective "a" appears before a singular count noun that

begins uith a consonant sound:
e book a candi© a dlamond ñ fence a guard

"An, " another form of 1la,M is used before a singular count

that begins with a vowel sound:

an exampl© an actress an inch an onion sn hour

"A" and "an" ar© not used before plural count nouns.

actors horses jackets keys letters magazines

 IDIOHS AND EXPGESSIONS

QN THE TIP OF ÜNE'S TONGÜE

To be "on the t±p of one's tongue"

:ne¿j.ns to ba about to remembre-
a word, ñame, or anythlng else.

1, I T m sure I can tell you

Milce's last ñame In juat a
EScond, It's on the tip of my
tongue.

2m John could almost remember

his friend's phone number. it
was on the tip of his tongue.
3. Wait! DonTt tell rae the
angwer. It'g on the tip of my
tongue.
NOTES
I'D LIKE MY BRAKES ADJUSTED BOOK 20 LESSON 3

Máchenle: What would you like Gene to<3ay, ma'ain?

Customer: I'd lilte the olí changed and the fluida checked-
-GRAMMhR-
I need the englne tuned up. Suffix -ive/-tive/^ative

what did she ten you? What did you have done to your car?
saicl she hact sof^n hlm. I got the spack plugs
-SKILLS
the diagrain. Mark the word stress. Listen and summarlz©.

altogether carbure toe

alígn automatic clutch
estímate defective defect
funetIon hydraulic
ignite manual exterior
Ic-Qk over standard fluid
próvida used fuñe ti Orí
pump worn (out) gear
reléase ignitioTí
service interior
shift -ive/-tive/-ative le ver
3Upply liquid
transmit pedal
wear/wore/worn OUt pipe
pump
have a look at
step on the gas spark
take a look at eparlí plug
system
transmission

95
 CQNTENTS OF BOOK 20 LESSON 3

ST Page
VOCABULARYr systems in an automobile 97
LISTENING SKILL:
oral text (write connectives) 103
VOCABULARY; servicing a car 104
WRlTIttG SKTLL: diagtam (labeJ partS J 109
GfiñMMAH: di^ect objact + paesive
infinitive/past participie Í11
GRAMMñR: passive causative with
have and get 114

WBZTIMG SKILL: refine notes 118

GRAMMAR: ceported simple peet tense
(indirect spaech) 120
FUNCTION: inquiring about and
indlcating aervlce/repaira 124
SPEAKING SKlLLSi supraaegmentals
word stress) 128
GRAMMAR: -ive/-tive/-ativs euffix 129
WRÍTING SKILL: oral narrativa
In writing) 131
ENBICHMENT 132

96
 Vocabulary
AUTOMOBILE SYSTEMS

Repeat the underlined words and listen to the paregraphs. Then

the paragraphs.

automobile has different sygt&rns. Each one of the

aystema has 3 different Job, or function, We will learn about
i";omc of these systems in thls lesson.

1. The Ignltion Syatem

The electrlcal systeni of an automobile IB divided into two
parta. The Ignition sYs^6Jn is one of those parts. It pro vi de g
the apark that Is uged to ígnita the mixture of air and gas.
This sperk la suppiied by the spark pj.ug.

spmk pkig (I)

sparh
«Irlng
ttpark plugs (3]

ignllion

battery

97
2. The Hydraulic Brake System

brake peclaf

All modern cars have a hydraulic frrake system. The word

"hydro" means "water, or liquid," Hydrsullc means "operated by
the movement of liquida." The brake fluid is the liquit? that la
used In this system. The fluid forcee the syatem to opérate when
you step on the brake pedal.

CLLJTCH BRAKE
PEDAL PEDAL /
ACCELERATOR/
GAS PEDAL

STEP ON RELÉASE
3. The Fuel System

The fuel system of an automobile has four parts: a fuel

tank, a fuel pumg, rubber pipes, or hoses, and a carbúrete!". The
carbufetor mixeg the gasoline «ith the air. The fuel pump, whose
action is very much like that o£ a toy water gun, pumps fuel from
the tgnk to the carburetor. The accelerator controla the amount
of gaeoline used by the carburetor. The driver controla thia
actlon with the gas pedal. When you accelerate or step on the
gas, you allow more gaaoline-air mixture to enter the engine.
This ¿n turn makes the car run fáster.
4. The Transmission , or Gear Box
The transmission, or the gear box, próvidas the engine with
a system °f gears. Thes© gears pass on, or tranamit, mechanical
power from the motor to tha other parts. There are two types of
transmiasion eyatenis: standard transmission and automatic
transmlssioii. In a standard transmigsiori, the geara are shifted,
or moved, manually (by hand) using the gear shift lever. ThiS
type Of transrnlsaion ls aiso called manual transmission. The
gear shift lever ailows the driver to ahift gears. In an
autcnnatic transrnission, the gears aren't shlfted manually;
re shlfted automatically.

Tn a standard transmission, the clutch connects or

disconnects the engine to the transmission. The driver contfols
this action by stepping on and releasing the clutch pedal.

el

gears

100
 TRUE OR FALSE

Circie, T if the statement is true. Circle P if the statement

falae.

EXAMPLE: Automatic and manual transmissiona are

the sama.

The sparlí plug supplies the spark that ignitee

0
gasollne-air mixture.
2. The sparK plug is part of th^ hydraulic brake
system. T F
3. The carburetor Is [jart of the fuel aystem. T F
4. When you accelerate, you stop the flow of
the gasoline-air mixture in the engine. T F
5. A fuel pump pumps gasoline from the gas
tank to the carburetor, T F
6- In an automatic transmiasion, you shift gears
manually, T F
7, The clutch is part of the ignition system. T F
8- The gears are used to tranamit power from
the motor to other parts of the automobile, T F

1Q1
 PUMP/AIR

These words go together: eat/food, read/book. BelOW are words

from the leason. Writ© a word on the Une that gees with each
word. Then make a sentence that uses both words.

EXAMPLE: transmit gears

The gears transmit power

1. pump

2. step on ^___

3. provlde

4. reléase

5. accelerate

6. shift

102
 SYSTEMS

Circle the word which couia be the nams of the category.

1, brake gas pedal ciutch

2, ignition plug battery wire

3, pipes fuel system tank carburetor

4. clutch shift gears transrniasion

5. hydraulic brske fluid brake systetn brake pedal

6. automobile brake system fuel syatem ignition system

listenlng Skills
o CQNNRCTIVES

Listen íor and writs the connective words iri the paragraph yon

103
J
THE MECHANIC SERVICED THE CAH,

First repeat the underlined wo^ds and the sentences. Then read
the seiitences.

1. A used car is not new.

2. A defect is a fault or mlstake.

3. Jack will take a look at my report, He'll loo)t my report

oyer.

4. Jc>hn didn't know the exact distance. He estimated that it

was about 20 miles.

5. Pisase align all your books on the top shelf. Make them
straight.

6. My oíd shoes are very

7. The mechanic se r vi ce d my car yesterday. He repaired it

104
 JOHN BOUGHT A USED CAR.

EXTERIOR INTERIOR

Repeat th© underlined words. Listen to the dlalog; then read it

John: I bought a used car.

David: Really? What kind?

John: It's a G5000,

David: Does it have a standard or an eutomatic transmission?

John: A standard, The interior of the car looks very

The exterior looks likg new,

David: Don't y°u prefer an automatic transmission?

John: No. My last car had a defective automatic

I triad fixing it manv times, but I Could never get rid

of the defect. After that, X decided never to buy

another car with an automatlc transmission.

105
David: Did you have a mechanic take a look at the car?

John: yeah, I took it to Jody's Garage and aaked him to look

it over. Jody found that a few thlngs were warn out, but
altogether the car was ln great shape. Even the radio
functlons like new.

David: D±d he giv© you an eatimate for the repalra?

John: Yes, not only did he estímate the repairs, but fte alsa

did the repeirs for me. The amount I ended up paylng

very cióse to his estimate.

Davidí That remlnds me, I need to get my car aerviced, The

wheels need to be aligned. The tread* on the iiiside of

the tires ls wearing_out much faster than the tread on

the outgide.
John: Tak© it to Jody, I'm aure he*ll do a great Job for you,
too.

*tread = the part of a tire that touches the road

106
Answer these queation about the di

1. Did John buy a new car?

2. How're the interior and exterior of the oar?

3- Why doesn't John like an automatic transmission?

1. Did a mechanic take a look &t che car?

5, What did Jody say abouc the car?

S- Did he give John an estimate for the repaics?

i - What doee David need to do?

a. Why does he need co get his wheels aligned?

Id1?
 WHAT'S THE BEST ANSWER?

Listen to a questlon or statement, and choose the best answer

1. a. Yes, I T 11 glve it to them.

b. Yeg, I'll step on the gas.
c. Yes, I'll put them in Une

2. a. Yes, they're defective

b, Yes, they were used.
c. Yes, they're allgned.

a. John wlll bring them.

b. John will service them
c. John will step on it.

4, a. Yes, they provided a spark.

b. No, they need gas.
c. Yes, they shifted easiiy.

5. a. Okay, I won't step on the nlutch.

b, Okay, I'll reléase the pedal.
C» Qkay, but I won't be able to ehift gears

6. a. No, I didnTt look it over.

b. No, but Tony can give you one.
c. Yes, I'll have a look at It-

7. a, Here, use my alr pump.

b. Thia is a fuel pump.
c. rt needs to be aligned.

a. more than a thousand

b. about two-hundred and fifty
c. only twenty-fiva

108
 Wrttlng SMII
LABEL THE FAflTS.

Label ths different parte in the diagrama below

EXAMPLlí:

a. brake pedal
b, brake fluid

109
<D O
-P
S 0)

(E
M
/
X
H I
• • • •
tO fl O T3
 Grammar

DIRECT OBJECT + PAS9IVE IRFINITIVE/PAST PARTICIPLE

orm a o or us, we often use

a verb of volition {like, want, naedr or expect), followed by
a direct object and eit-her a passive infíniLivÉr ot a past
participle.
Lik*, weuit, needx and axpect can be followed by either a past
participle or a paasive infinitive,
EXAMPLES: I'd lik« tha olí changad this mornirig.
Pete wants hic brakes checkfld befor^ bis trip.
He neads the wh.eelB alignad as soon as
The librarían wants tha books to be returned in
good condición.
We'd like the pictures to bs t«k»n by a ptofesB
photographer.
Expect is usually followed by a paesive infinitiva.
The boas axpoctfi thia job to ba done today.
Mal Garza doann't *xp*ct his ordsrs to ba changad

I'D LIKB THE OIL CHftNGED IN MY CAR,

Read the dialoga -

1, Pvt Winters : Good mQrningH sir. Prívate Winters reportiug for
duty.
Sgt Powers : Goo6 roorníng. Privare wincers . Firat, I ne^d
these windo«s to be washed. And T expact the
íloors to be cleaned, too.
Pvt Winters: ^65, air. When do you «ant the Job
Sgt Powers: I expect you to be finialiad by 1730.
2. Mechante: Helio, what would you like dona todayH ma
Sara: I'd like the oil changad in my catH and I want my
chacked-
Mechanic ; Okay. Would you like anything elee done?
Sara: Not right now. Thanks.

111
 3. Alien: Mr. ñnderson demands a lot f rom ua.
Jimmy: That's not true. He just eipects thinga to be done
on time.

Alien: He told me he wanted these maps redrawn befors noon.

Jimmy; Well, you' d better atart right away.

I'D LIKE IT PAINTED BLUE.

Answer the questions. Uae the word or worde in parentheses

EXAMPLE: What color would you lihe your car palnted? (blufi)
i'd lik© It painted blue.

1. Do you wsnt your sliirt washed?

(yes)
2. When do you expect thia work to be
(two weeks)

3. How would you like your steak cooked?

(médium)

4. What does Sam want done to his car?

( transmission

5, Does Lori like all the Windows closed?

(no)

6, What else would you like done to the houge?

( inaide of the house painted)

7, When do you expect the next meeting to be held?

( aometime next month)

S. Where do you want these papers put?

( on that deak when you finiah)

112
 DO THE JOB OVER. I WANT IT DONE QVEH.

Change the statement. Use the words in parentheses and 8 passlve

infinitiva or past participio,

EXAMPLE: Rewrite the letter. (she wants)

She wanta th© letter rewritterj.

1. Charge the battery, (he'd llke)

2. Put air In the tlrca. (she wants)

3. Deliver the newspapers by thia evening. {he expects)

4. Tighten the screws. (he needs)

5. Give rae an answer by noon. fshe expectsJ

6. ñlign the tires. (we need)

7. Adjust the picture on the TV. (they'd

8. Wash her car. (she likes/every week)

113
 Grammar
CAUSATIVE HAVE AND GET

Read the example.

Yesterday Joe went to the doctor. He

feelirig «eli. The doctor gave him a preecription.
He then went to the drugstore.
f:£ had hia presea1-i.pt.ion filled.
He got his prescription filled.

When we cause someone to do something, we use have and get aa

causative verba to ejrpress the Idea. If what ±& done Is more
important than the person who is doing it, or if the egervt is
unknown, we use the passive causative.
Active volee: I hed Mr. James repair my roof last week.
(have someone do something)
I got the pharmacist to fill my prascriptlon.
(have someone do something)
Passive volee: I had my roof repaired.
(have something done)
I got my prescription filled.
(have something done)

114
Have anca get are foilowed by a direct object and a past
participie. The sentences below show the pattern.

had Ma filied.

NV; '-:-- Unda got her ietter approved

my transraiseton checke d,

your laundry

heve your halr cut?

have her car

the olí In your changad?

I HAD THE TRANSMISSION FIXED LAST MONTH.

fiead the questions and answers with causativa have and gat.

1. When will you get your passport pictures taken7

W&'n get them taken next week.

2. Doesn't Sam usuaiiy get his hair cut on the base?

Yes, he gets It cut thers every two weeks.
3. Where do you have your brakes serviced?
I heve them aervicad at the brake shop down the street.
4. HQW often do you get your olí changed?
I get it changed every thre© thousand miles.
5. What did Jan hava done to her car?
She had a new battery installed.
6. When was th© last time you had your uniform Cleaned?
I had ± i. cleaned about a week ago-

115
 7. When was the last time he had hls teroperature taken?
He had it taken an hour ago.

0. Has Jack gotten his car repaired?

No, he hasn't gotten It repaired yet.

SHE HAD THE FÜRNITURE DELIVERED TO THETR HOUSE,

Anawer the question. USB tiavQ or geí. and the words in

parentheses.

EXAMPLE: What did the captain havs delivered to hls house?

t eome furni tu re )
He had some furniture delivered to his house.

Did you get your battery checKed? (y&$, yesterday)

Yes, I got it checked yesterday.

1. What dld BQb have done to his car?

(repair/clutch)

2. Has the captain had ths letters typed yet?

(no, not yet)
3. When did they get their pictures taken?
(a year ago)

4. Where did Mlke get his tires aligned?

(Frank's Garage)
5. When was the last time Nancy had the oil in her car changad?
(3 months ago)
6. Did she have the air condltioner installed?
(yes, thie morning)

7. Where did Terry have her eyes checked?

(at Dr. MartinTs office)
8. Did Hank have the ignition fixed last Saturday?
(no, last month)

116
 HE HAD HIS EYES CHBCKED.

The second sentence in each pair of sentences below corvtains

causativa nave or get. Complete it using the underlined parts Of
the first sentence.

EJíAMPLEí He asked the doctor to check hig eyea.

He had his eyes checked,

•

1. Pat asked Mr. Browri to gut dojyn some trees^

She had

2. The sergeant will order his m^n to ciean up the

The sergeant will get

3. John told the mechanic to replace the fuel pump.

John got

4. Mra. Smith told the phone company to insta11 a phons in her

kitchen.

She had

5. Bill asked the mechanic to put a new enging^into his car.

Bill had

6. Col Hill needs to nave everyone review the new regulations

Col Hill needs to have

7- Saily asked her brother to change the fíat tire.

Saiiy had

8. Ed is going to ssk the company to replace the defective

carburetor,

Ed is golng to get

117
 Wrltlng
REHRITE THESE NOTES.

The notes Uelow are lo sentence outlin© form. Refina them by

removing the unnecess^ry Information and rewriting the
using single worda or phrasea.

EFFECTS OF THE AUTOMOBILE

Th© automobile has changad cur world a great

A. The automtsbil© has caused cities to grow.

1, Th©y have brought the farmers to the cltiee.

2. When the cities became too crowded, they have taken

people to the suburbs.

B. The automobile has created inillions of Jobs.

1. It has ¡nade jobs in factories.

2. It has raade Jobs at gaa statlons.

3. It has made Jobs in road building.

4. It has roa.de Joba for rnechanice.

C. The automobile hag caused problems.

1. It haa caused dirty air.

2. Accidente have caused Injuries and deathe.

118
 EFFECTS QF THE AUTOMOBILE

The sutomobil© haa changed our world a great deal

A. _ _________
1. __ ___^_ _______

2. __ _____

B,

2.

3.

C.

1.
2.

119
 INIJJREC:1!1 SPEFCIt: REPQRTRIJ SIMPLE P/VST TRNSK

When 0 statement or queation in thci psfit tenae ia reported,

bwo changes occur:

i. The tense of the verb changes fcotn simple to post

pecfect.

KXAMPLES: Jane said, "Jim joined the Army. "

Jane said Jim had joined the

"Dld Aune attcnd the meeting?11 Al

Al aaíced if Aune had attended the meeting.

2- First aml second pereon pronouns change to thft

person tunless someone IB reporting his own wo^ds J .
EXAMPLES: Jim gaid, "I Joined the Army."
Jim aaid that he hed joined the Anriy.
Al asked, "Did you ettend the moeting, Ann?
Al asked Ann whether she had attended the meeting,
Al aaked Ann if she had attended the meeting.
Ann eaid, "Yes, 1 went to the meeting, Al."
Ann: I told Al that I had gone to th© meetlng.

L20
 JIM SAID THAT HE HAD GQNE TO THE MEETING.

The dialoga below contain reported past tense speech. Reaü the
dialoga; then learn a part in one of them well enough to say it
without depsnding on your

1. Capt Lewis v.1,-- spent four hours in that meeting with the
general.
******

Lt Rogers What did Capt Lewis tell you this afternoon?

Lt Evans He said that he had spent four hours in that

meeting with th© general.

2, Sgt ftmes: Did you 5ee Sgt Kline at the meating?

Sgt Hgrris: Mo, I didn't.
******

Sgt Green: What did Sgt Ames ask Sgt Harris?

Sgt Clark: He asked him If (or whether)
he had seen Sgt Kline at the meeting.
3, Major Kelly: When did you receive your orders?
Capt Alien: yesterday.
******

Capt Davis: What did Hajor Kelly ask you thia morning?
Capt Alien: He asked me when I had received my orders.

121
 JANE SAID THAT THEY J-IAD BEEN AT THü HALL

Verb irt the ;;i.'n Loru;i: the sentence that

origlnally spoken: U?i ";? what was said:

was/were had been

spent hsd spent
•:¿V,T had seen
received had raceived

Answer the questions using reported speech.

EXAMPLES: Jane: We were at the malí all mornirig,

What did Jane say just before lunch?

She sald that they had been at the malí all morning.
* * * * * *

Jane: Were you at home all niorning?

What did Jane ask you?
She asked us if (or whether), we had been at home all
morning
* * * * * *

when did you get home?

What did Jane ask you?
She asked us when we had gotten home.

1. Fred: Did Frank deliver the furniture to the right

address?
What did Fred ask?

2. Charlie: Where did Jack go last night?

What did Charlie ask?

122
3. George: J drove about 400 miles yesterday
What Üld Georgn tell you?

4. Ellen: Did Nancy meet my cousin?

What Hld Ellen aak?

5- Susie: What cities did you visit on your trip to

California?
What did 3usie ask you?

6. Jos: I waited ovet an hour for the bus.

What did Joe say?

7. Walter: Did you recelve th© package from Tom?

What did Waiter ask you?

8. Lt Adacns: When did Lt Smith start hia

What did Lt Adams esk about Lt Emith?

123
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 3.
A: Can you work on ray car today? it makes a terrible noise
when I shift gears.

B: I think we can do It today.

A: What do you think it is?

B: The transmission fluid could be low. Qn the other hand,

you might need a new clutch or transmission.
A: Can you givs me an estímate?

B: Not until I check it out.

4.
A: What can I do feo: you today?

B: Ky car needa to be servlc^d. I want the oil changad and the

fluide checkcd.

A: We have a $peciai on a tune-up '!._:. week.

B: No, not right now. How much will the oil change be?

A: Fifteen dollars and ninet^-five cents, plus tax.

5.
A: My car isn't accelerating properiy. When I step on the gas,
lt still doesn't accelerate.
B: l'll look it over and see what needs to be done.

A: What do you think it might be?

B: It might be the acceierator pump system.

A: Will the repairs ruii* a lot?

B: They shouldn't, but I can't give you an estímate until I
check It out.

*run = cost

125
 WHAT WAS DONE TO THE CAR?

Match the problem with a possible Service or repair.

1. Water is leaking from The carburetor nesds to

the car. be cleaned.
2. The car stailíi Hydraulic fluid haa to
frequently. be added.
3. The car pulla to one Automatic
si de. fluid has to Ee added.
4, The gears do not The front end should be
shift smoothly- aligned.
5, The starter won1t A radiator hose
work. replacing.
6. The brake pedal gees The ignition ayatein
down to the floor. be checked.

HKAT WOULD YOU LIKE DONE TODAY?

You want your car aerviced. One student will be tbe customer.
He will tell the service station empioyee what he wants done and
ask how much ±t will cost. Another student will be the service
station employee. He will take the customer'e instructions and
tell him the cost or give an estimate. Use the toplcs that are
given.

126
Two students will listen to the conversation. One studsnt wlll
ask the other student what the custorner had done to his car snd
how much it cost. The other student will give him the
información.

EXAMPLE changad
Employee: What would you liks done today, sir?
Cuatomer: I'd like to nave niy oil
Do you want anything elae done"?
Customer: NO, thaVs ali, How much will it be?
Employee: We heve a thirteen dollar special today on
oil changes.

Stuflent 1: Did he have his car worked on today?

Stuíient 2: YeB( he did,
Student 1: What did he have done?
Student 2: He had the oil changed.
Student 1: Do you know how much it cost?
Student 2: Yes, it ran him ten dollars.

1. radiator repaired
2. add fluid to transmission
3 . carburetor f inced
4. battery recharged
5. water hos© repiac^d

5. spark plugs repiaced

7. brake fluid checksd

8. tires replaced

127
Speaking Skll/s
V
MARK THE STRESS ANn PEAD.

Bead the dialogs to yourseif. Notice the word¡3 that are stressed
in the dialogs. Put a stress mark (/) over thé other words that
need to be stressed. The words will contain either main-
Information or new-inf arma t ion stress- Respond to th© question
that your instructor reads; then read the dialoga with another
student , B© sure to use corree t stress.

1. A: Did Sam checlr the

B: No, Joe checked it.

/
2. A: I need a pen.
B: What color pen?

/
A: A black ofJQ.

B: Here1 s one.

3. A: Did Joan buy a used car?

B: No, she bought a new one

4. A: I need . i r - oil.
B: What weight oil?

A: Thirty-weight,

5. A: Where are you going this summer?

B: To Chicago.

A: la your family going with you?

B: No, I 1 ™ traveling alone.

12G
 Grammar

-IVE/-TIVE/-ATIVE SUFFIX

Sometimos we can add the suffixes -ive, -tlve, or -ative to a

verb or noun to make an adjective. ñdjectiveg formed in thig
way indícate a certain tendency, character, or quality.

EXAMPLES: Linda talks all the time. She' s very talkative.

This watch has a defect. It's a flefective watch.
Our farm produces latge crops. The land is very
productivo.
A change in the spelling Of the verb or nouri is required in
some cases. When eithar -ive or -tivo is added to a word
that ende with the letter e, that letter Is omitted.
EXAMPLES: cammmunicate/coinmunicative
create/creative
defense/defensive
pro du ce/product i ve
Jn other cases, letters in the stem are changed,
EXftHPLES: destroy/destructive
persuade/persuasive

TONY CAN PERSUADE ANYONE, HE'S VERY PERSUASIVE,

Pead these sentences, Notice the -ive, -tive( or -ative suffix

that has been added to a verb or noun to make an adjective,

1. Those weapons are used for defense. They're defensivo

weapons.
2. Having your car serviced regularly prevents trouble. Tt's
preventivo malntenance.
3. Harvey creat&s a lot of good cartoons for the newspaper.
He's very creative.
4. Ted cDmmunicates very well. He has good communicative
skills.

129
 5. The storm destroyed a lot of buildinga. It was very
destructiva-
6. The effects of the cold medicine veré good. The medicine
was quite effective.

7. My grandfather talks from morning to night about the time he

spent in the military. He' s very taikative.
0. Mr. Rogers protects all his pets from ccld weather, HS
is very protective of them.

JOHN IS A VERY PRGDUCTIVE WORKBR.

Complete the sentences. Add tfte -iveH -tive, or -ative suffix to

the underiined word. Some words will require a spelling

EXAMPLE: John produces a lot of work. Hefs a very

productive

1. Isabel has a lot of secretg and hides Information from

everyone. She ' s very ____ .

2. What are the effects of water in putting out fires? Water

is ___ in stopping some fires,

3. John can persuade anybody to do anything. He ' s very

4. Checking your car regularly to prevent future trouble ia

called maintenance.

5' Howard doesn't communicate much with his co-workerg* íie's

not very ^ .

6- Tornadoes csii destroy almos t anything In the ir way_

They are very .

130
 7, Mary ereatad a new design for a jet engine. She's quite a

person.

8. Jim found some defects in the new machine*. It's

, anti we'll have to sentí ±t

WritSng Skill [N
SUMMARIZE THE PARAGRAPH.

Listen to the paragraph, and then wxite a summary of it,

EXAMPLE: John wag tired after ^ long hard day at

work. The phone rang as he was leaving. but he

was too tirad to answ&r it.

SUMMARY OF PARAGRAPH:

131
+ Enrichment
THOUBLESOME ENGLISH

For and Since

A time expression that begins wlth for teils us how long an

action oí" event has lasted.
Col Roberto has been in th& milltafy for tWfinty-five yeara,
My son has been talking on the phone for o long

A time expression that begins with since tells the time when the
actlon or event began , Since : r..i'v_. f roifl an exact time iri the
past up to the present. After since, you can use e single wortí,
a phrase, or a Clause (Sentence).
has worked here elnce 1934.
Fred hasn't vlsited us aince last emnmer.
My sister has been living in Chicago since she got married.

132
 IDIOMS AND EXPRESSIONS

ALL SHOOK UP

M^anlng

A person who has been very

disturbad or upset by something
is "ali ahook up."

1, He almost had a car accident

this morning. He's all shook up.
2. Don't get all shook up.
The newa might not be as bad as
you think.
3- She gets all shook up when
the children don't come home on
time»

133
ADDITIOHAL ACTIVITY

GHAMMAR

Complete each dialog by «riting a sentence that reporte what

the speaker said.

EXAMPLE:
Arnold: Dld you Jog yesterday?
What did Arnold ask you thia mornlng?

He asked me if/whether I had -jogged yesterday.

I. Lt Col Harris: Did Col Evans leave an envelope for me?

What did Lt Col Harris ask you?

2, Larry: Where did you put my new sweater?

What did Larry ask you?

3. Roger: Did you give Mrs. Jones S15.00

What did Roger ask you?

4, steve: I ate at that new French reataurant last night

What did Steven tell Bill this morning?

134
O1L REDUCES FRICTION. BOOK 20 LESSON 4

FDHCTION
Why are you adding
So the car won't overheat.

I've had leas troubla with my car than Joe hae.

We've been aaving BO we could buy a new car,
I don't hnow «a ajiany paople as you do.
David doesn't do nmch worfc aroxuid the house-
SKILI.S
Hew-infonnation word stress
Using the dictionary Listening and summarizing

circuíate combustible coolant

extemal cylinder
filter for the purpose of exhaust
lubrícate in order to filter
malfunction friction.
overheat least malfunction
rebai Id/ r^built/rebui It overheated ovcrhaul
regúlate so 1that) pistón
rub useful presgure
tear/tore/torn down procesa
purpose
aiitifr-eeze speedometer
combustión surface
and componeos
 CONTENTE OF BOOK 20 LESSON 4

ST Pege
VQCABULARY: combustión i3'/
READING SKILL: guide words 141
vQCABULARY: cooling system, engine
overhaul 142
GKAMMAR: comparisons of quantifiers 144
WRITING SKILL; diagram (label parts ) 149
GRAMMñR; adverb clause of purpoee
introduced by ao (that> 150
FUNCTION; Inquiring about and
expressing reasons and pucposes 154
SPEAKTNG SK1LLS: supr a segmenta la
( new-inf ormation word stress) 159
GRAMMAR: as much/nxany (+ noun) * as 160
HEAD1NG SKILLS:
dictionary entrles í lócate and 162
write Information)
definitions twrite number) 163
GPAMMAR; adverb comparlsons
a llttle, more/lees, the most/
the l e o G t i 164
WRITING SKILL: oral narrativo
(SummarlZB In writlng) 166
ENRICHMENT 16?

136
J Vocabulary

MORE ABÜUT AUTOMOBILES

Repeat the underlined words* Listen to the paragraphs, and then

read them.

Let's continué our study of automobiles. In this lesson we

will learn about the combustión process in the engine, the
lubrication system, and the cooling system.

inlakc
manllald

1. The Combustión Process

We have studied that the carburetor supplies the mixture of

gasolina and air to the engine, We have al so learned that the
spark plugs¿ which are part of the ignition system, provide tha
spark to Ignite the gasoline and air mixture. Before wa eKamine
the combustión process, let ' s take a look at some o£ the
or parts, of an engine.

The two most Important componente of the process of

combustión are the cylinder end the pistón. All autotnobile
engines have a certain number of cylinders and pistons. For this
reason, we talk about eight-cylinder engines, slx-cylinder
engines, and four-cylinder engines.

137
 Eecause combustión takes place inslde the cylinder, we cali
this type of engine Ínternal combustión engine. In an externa!
combustión engine, such as a stearn engine, combustión tekes place
outside the cylinder. In all automobile engines combustión taJíes
place internally.
During the combustión procesa, a combustible mixture of eir
and gasoline enters the cylinder. The sparlí ignites the mixture.
The heated air pushes the pistón down, This movement of the
pistón uncovers an opening through which the enhaust leavea,
When the hot gasees are gliminated, or removed, the pistón moves
up and the process is repeated.

Read the question, Another student will answer it.

1. What are the two most important componente of an engine

for the process of combustión?

2. Why is the automobile engine called internal combustión

engine?

3. What is left after combustión takes place?

4. How is this exhaust eliminated from the cylinder?

133
2 . The Lubrication System
The lubrication eystem has three purposes, or uses. First,
it reduces the friction between parts that move. Secondly, it
takes heat away from the engine. And lastly, it cleans engine
parts as it lubrica te_s thenu
Friction is severa along the surface of the pistón where it
touches, or rubs, against the cylinder wall. Pistons and
cylinders must be wall lubricated in order to prevent overheating
and reduce wear. There are many other parts of the engine that
must also have lubrication in order to reduce wear and tear.
An oil pump, an oil gauge (gage), and an oil filter, or
cleaner, are parts of the lubrication system. The oil pump
circulates, or moves, the oil to the various engine parts that
need lubrication. ñn oil gauge is used for the purpose of
showing the pressure of the oil. An oil filter cleang, or
filters. the oil.

pressure r^-,^ p i s t ó n
gauge

goar

olí pan

139
 HHAT CLEANS THE OIL IN THE ENGTNE?

Complete tfte gentences with the worda from the

1. Where is there a lot of friction?

Where the surface of the pistón agalnst the
cylinder wall. is severe at thig point.

2. Why do the pistorig and cylinders need to be lubricated?

In order to prevent them fíom and wearlng
out too quickly.

3. What's the pulpóse c?f lubrication?

It reduces the of engine parts,

4. What does the oil pump do to the Oil?

It the olí to the various englne parts.

5. What does the oil gauge indícate?

It indicates the ___^__ °f the oil in tha syatem.

6. What part of the system cleans the oil?

The oil cleans the oil.

140
 CUIDE WORDS

Guide words are at the top of each dictionary page. There

left and rlght guide words on each page. When you want to find a
word in the dictionary, look at th© guide words to find the pag©
wh^r© a word is located. Th© word that you want to find will b©
found, aaphabstically, between th© two guide words.
Use a dictionary to find the left guide word for each word.
Write them on the lines provided- You will have 3 1/2 minutes to
find the guide words for sach group of worde.

LEFT GUIDE WORD

Group ñ: 1- combustión

2, exhaust

3, externa1

4, filtet

5, internal

Group B; 6, friction

7. malfunctiorv

8. overhaul

9. pistón

10. surface

141
 Vocabulary

QTHER AUTOMOBILE SYSTEMS

pepeat the underlined words. Listen to the paragraphs; then

tnem.

3. The Cooling Syatem

All internal combustión engines
ha ve some type of cooling system
bócause of the high temperaturas they
genérate during operation. Water is
often used as a coolant. When a
vehicle is operated in htst or cold
weather, antifrgeze should be added
to the water in order to prevent
or overheating,
A simple liquid-cooling system
is composed o£ a radiator, a coolant
pump, rubber hoses, a fan, and a
thermostat. The coolant circulates
through the system removing heat
from the hot metal. A thermostat
rsgulates, or contrals, the entine
temperature. lt automatlcally
controis the fiow of the cooiant WATER
froni the radiator to the engine.

4. Maiivtaining ¿-m Automobile

The life of an automoblle engine depends largely on

preventive maintenance. Frequgrvt tune-ups, oil changas, and the
quick repair of fnalfunctions help keep an automobile uaeful for
longer periods of time. Engines with more than 100,000 miles
often need a major overhaul. In_order to overhaul the engine,
it'e eometimes necessary to tegr it down (disaseembie it) and
then rebuild it.
The gauges Inside the car need to be working properiy in
order for the owner to keep th© car in good condition. The fuel
gauge, teniperature gauge, oil pressure gauge, and speedometer
should be fixed immediately if they malfunction. You don't want
to run out of gas, fiave an overheated engine, or travel faster
than the speed límit.
 A K A L F U N C T I O N

Complete the word; then read the sentence.

1. I didn't have enough coolant in the radiator. The engine

0 this mornirig.
2. Don't ever take the cap off of a hot radiator. The
p inside it is very high and th© coolant
may burri you.
3. I had some a left from last winter, so
1 put it in the radlator.
4_ I drove my car to the nearest garage. I told the cnechanic
about the m _.
5. Ha adviaed me to keep pienty of c in the
systern.
6. The olí pump c the olí in the system.
7. The olí 1 _ the engine. It helps keep
the engine cool. It aleo reduces f anQ
the wear and tear on the engine.
8. The exhaust pipe e the exhaust fron
the engine.
9. A f cleans the olí.
10. After the engine was t d _, ±t was
r
_ _•

11. A s indicatea the epeed at which a

car is traveling.

143
 SOHE QUESTIONS

Read a question aloud. ftnother student wiH answer it.

1, Why must internal combustión engines have a cooling system?

2. What is often used aa a coolant in automóviles?

3- What ' s the parpóse of antifreeze?

d. What does a thermostat cío?

5. What is it called when you tsar down an engine and then
rebuild it?

Grammar
QUANTITY AND AMOUNT

1. We use much snd little with noncount (mass) nouns to state

guantity and amount:

much water much time little power little money

2- We use niany and few with plural courit nouns alao to state
quantity and amount;
many people many houses few friends few books
3- We use more and the niosi. with both noncount (mass) noung and
plural count nouna:

more cof f ee more pencils the most energy the inost pene

4. Much is prlmarily used In questions and negatlve sentencee:

George didn't say much.
Pam doesnTt put much sugar in her tea.
Has Ed saved much money?

5- Sometimos too and ao are used with much in affirmative

sentences:

We're spending too much money.

He eats too much!
She spends so much time in the hitchen.

144
6. Little and few usually nave a negativa Idea. Sometimes we
use very wíth them,

She has little time and money to waste. (not much time and
money)
They eat very little.
Few of Us can epeak Germán as well as Frank can. (not many
of ua)
There were very few children there.

7. Compsratives and superlatives:

COHPARISOHS OF QUANTJFIERS: LITTLE, FEW, KUCH, MANY

" ' ' -^ :• í' "fi'.TÍ 1 '.• ' — . __- ; -,—

:
. fcpfilMVE COMPABATIVE SUPERLATIVA

üttlfe less (thart) t.ho 1 rsast

; few . fat*er (than) thc f ewost
;
much more íthan) tha mos t
weny mace (than) . the most
i '
^^^^¿•SJ~i;f^fa'l^L-•* -^ . r^"j

The comparatlve of little Is leas; the superlativo is the

leaat,

The compsrative of íew is fewcj?; the auperlative is the

feweflt.

The comparativo of much and many is more; the superlativa

is the most.

145
 WE1VE HAD LITTLE RAIN-

Read these sentences that contaln quantlfiers.

1. We've had very littie rain this year.

We've had less rain thia year than last year.
In fact, this year has had the leaat amount of rain in the
past flve years.
2, There were vdry few peopla on the beach.
flacause of the heat, there w^re fewar people on the beach
today than yesterday.
Our beach, I think, had the fewest people of all,
3, Mr3- Davls gave her class too rouch
Heí class had more homework than any other
In f act, Mrs- Davis 'e class always gets the most
4, Did you tahe many picturea on your vacetion?
I wish you had taken more plctures during your vacatlon
took the most plctures of all .

MUCH AND MANY

sentences with much or many. Use the words in

EXAMPLE: We need to stop at a gas station. (have/gaaj

We jjon't haye much gag.

1. We have to hurry. (have/time)

We

2. she never talks to anyone. (hava/friendaJ

Sha

3. The car is very inexpensive to opérete, (use/gaE)

It

146
 4. It was very crowded. (peopie/at the party)

The*e were

5. John has traveled all over the «orld. (can speak/languages)

He

6. She is a very quiet person. (say)

She

LITTLE AND FEW

Make sentences wlth llttie c>r lew- Use the words in

EXAMPLE: We canTt spend a lot. fhave/money)

We have (very) little money^

1. The bus WQS aimost empty. (people/on it)

There

2. We can't waete water, (rain/this year)

VJe' ve had

3. Jaaon is often ruda and selfish. (has/friends)

I imagine that he

4. Pisase hurry up! (time/to get there)

You have

5, John tries to flx his own cat, but he usuaily fails

(succeas/as a
He has

147
 COMPARATIVES AND SUPEKLATÍVES

Make statements about the situations with the words in

parentheses.

EXAMFLES: Jack has three children. Tom has two. (fewer)

Tom hag fewer children than JacK.

Sd spent 550 to repair his car. Carol apent $100 to

hers. Bill spent S75. (the moat)

speot the most money to repsir heí car.

1. Peter smokes three cigarettes a day. John smokes five, and

Linda gmokes a pack a day. (the mostJ

2. Lerry spent S25 for groceries. Lucy spent $17' (less)

3. Al drank a couple of cups o£ coffee. Louis drank one cup,

and ;:,an had thrr-'. (the least)

. John spent one day to complete hls work. Bill spent two
days, Bob spent five days. fthe feweet)

5. Eteve bought three new suits. Fre(í bought two.

6. David put fifteen gallóos of gas in his car. Mary put

twenty gDllons in hers. {more í

148
E-
CS

TJ
01
J ¿1
H •P

ai-q

-I-1
c

4-1
-H
-o

CfJ

0)
 Qrammar
SO (THATJ

The conjunctlon so (thatj is used to introduce clauses thflt

state the purpose for which something ls done.

f Mary takes . so* (that> eho won't get sick.

i- •.' - ..' - •
He hurriga ao (that) h& woutcbí't: be lote
- . ' -- - " " -" • ." . i • ' n" .-
^ Ehfi's Htudyirtg «ore " so (that) sho can gradúate,on
-? _ •- r*

" moved to Romo . so (that) ha could luarn

„.

C1NDY SAVED HER MONEY SO SHE COULD BUY A NEW CAR.

Read thes© aentences about purpose. They all contain ao tthat)

1. I saved my money so T 2. l'm working through lunch

could go on vacation. so 1 can play golf tilla
afternoon.

150
in
 7. John is adding antifreese 8. Tom changad the air fiíter
to his radiator so the so that the carburetor
engine won't overheat. would stay deán.

WHY?

Answer these Why-guestions. Use so (that) and the words in

parentheses ín your answers. Answer in complete sentenceg.

EXAMPLE: Why did you leave him a message?

(could cali me back)
I left him a rnessage so he could cali me back

1- Why is John saving his money?

(cari buy a new car)

2. Why is he adding coolant to the radiator?

(car won't overheat)
3- Why ar© you leaving so early?
(won't be late for work)
4, Why tUd Tojn go to the bank?
(could cash a check)
5- Why dld Sarah go to the drugstore?
(could get her prescriptlon filled)

152
 6. Why did they atudy late last night'
(wouldn't £ail the test today)

7» Why do you always drive so fast?

(cari get to work on time)
8, Why should I eat freah vegetables?
(won't get sick)

COMBINE THE SENTENCES.

Combine th© two sentences irito one sentence* Use so (that) and
wan't, wouldn't, can, could, or

EKAMPLE: Ve wore sweaters. We di^n't want to get coid.

We wore sweeters so we wouldn't get coid-

1. Ws lowered the thermostat. We didn't want to get too warní

2. He puts aritifreeza in the radiator. He doesn't want the

engine to overheat.

3. She's learning French. Sha wants to traveí in Ftance.

, Aren't you going to take the extra money? Don't you want
to buy some things?

5. I woke up at 0600- I wanted to get to work early.

5. Frank speaks Spanish slowly. He wants others to

him.

7. I siowed down. I wanted to make the turn smoothly

G, Try to get here early. We want to begin on time.

153
 HEASQNS AND PÜRPOSES

Read siiently.

Wheri we inquire about the reason or purpose for something,

use expressions like these:
Why? Why did you . . ,7 What for? For whot
To give the feason o:c purposs for SCL.IC bhing, we can use

since ao that The reason ig ....

(o£ ) ln order to for the purpo^e of

THE REASON I CALLEO WAS TO ASK YOU A QUESTION.

Read these questions and answers about reasona.

1. Why dld you quit school?

I qult because I got marrled.
2. What did they cancel the gama for?
It was cancelled becauae of the rain.
3. Where did you go yesterday?
Since we didn't have class, we went to the movies
4. I tried to cali you last night.
What for?
To ask you about our homework asaignment.

154
 BECAUSE THE HOVIE HAS SO EXCITlNG, HE SAW IT TWICE

Complete the sentences. Give a reason.

1, My family enjoya eating at thls restaurant

2. Because he bought a
used car.

3. Sirica , T ' m going to

study medicine.

4. W© have to wear our winter coats because of

5, She Oecided to maJíe a cake since

6. He chose that college because of

155
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 REASQNS AND PUHPOSES

Ask and answer questions about automobiies- One Btudent will

Why or What.-.for and one of the wOrds in Box 1 in a question
BOX 1

antifreeEe coolant cyiiriclor exhaust ¡r.i ' tor

thermostat pistón carburetor clutch fluid
brake pedal ignition transmlssion epark plug pump

Another student will answer the queatlon by using the words in

Box 2,

BOX 2

since büt;ouse of so f L U ü t ) in orcloi" to

for the purpos© of to +• (verb) for + (noun)

EXAMPLES : why exhaust

Si: Why does a car nave an exhaust?

in order to

S2: lt has an exhaust in order to elimínate the hot

alr from thr

what, . .for filter

Si: what is a filter used for?

foí the purpose of

S2: A filter is used for the parpóse of cleaning the
fuel, air, or oil .

158
 Speaking Sfc/í/s P>
MARK THE STRESS AND READ

ths dialoga to yourself. Notice the worda in the dialogs

that ara stressed. Put a stress mark (/) over the other words
that nfced to be atressed. The words will contaln either ma±n-
information or new- Information stress. Respond to your
instructor, and then read the diaiogs with another student. Be
sure to use correct stress.

1. Ai Did you get the engine overhauled1?

B; No. I just got a tune-up.

2. A: I'd like to buy a filter for my car

/
B: An oil filter?
A: No( an air filter.

3. A: Can i help you?

B: Yes. I need a set of spark plugs.

A: What kind do you need?

/
B: They're for an T89 Starfire.

J.59
 Grammar

AS MLTCH/MANY AS

the Itjea a£ equality or the lack of it, we^éaiv a

much «g -oc as many as ln the following patteraj
ftS MUCS/MANY (* noun) + AS + noun/pronoun
Hita imows as many peopl© as Sarah
Fd Soesn1^ earn as much money as Boh.

•tany as í s used with count

Wa toóle as raany pictures as we could.
much as is used with noncount (mass) nouns.
I don** get aa much malí as you do*.

EAT AS MUCH FOOD AS YOU LIKE!

Read these Hentences with as much/many as.

1. There's plenty of food. Eat as much as you like!

2. Jimmy puts only a little sugar in his tea. Hie brotlier
likes a lot moce. Jimrny doesn't put as muoh sugar in his
tea as his brother does.
3. Helen haa S25, and so does Margaret, Helen has os much
inoney as Margaret does.
4. EcJ d - O n ' t serve as many customers as Jim served.
5. Jim drove ten nours today, and Pete did also,
Jim drove as many hours as Pete.
6. My son ate as much as i did last night.
7. I really don't know as many important people as you do.
B. Even after the overhaul, the engine makes as much noiss as
it did before.

160
 SHE ATE AS MANY CQOKIES AS I DID,

Read the aituatlons. Make statements like the, example. Use

ati ... as and the words in parentheses.

EXAMPLES: Farmer Jonss has thirty cowg. Farmer Smith has

thirty-five. (many cows)

Fannsr Jones doesn't have as jnany cows as Farmer

Smith.

My son and I ate a lot last night at th$ party. (much)

In fact, my son ate as muoh as I ate,

1. Petar ha$ three good suits, and so does Ralph,
(many good sults)
Peter
2. Ed earns S400 3 week. Chariey earns $500 a
(rouch money)
i- rl doesn' t
3. Sgt Andrews Jogs fivft miles a day, and Sgt Evans jogs 2
a day. (many miles)

Sgt Evans doesn't

4. Room 222 has two typewriters; so does Room 215,
(many typewriters)

Room 215 has

5. Jane ate five cookies, but Sarah ate oniy ona. (many)

Sarah didn't
6, George bought three new shirts. Harry bought fotir.
ímany shirts)
George didn't

7. Joe rebuilt three engines this month, and Jack did, too,
engines)

Jack rebuilt ____________

5- Fred smokes. He used to smoke a lot more. ímuch)

Fred doesnft

161
 Resdíng Sfr///,
USIKG THE DICTIQNARY

Look at each word as it is found In the dictionary. Angwer each

of the questions about the word. Write the answera on the Unes
that are provided. If you need to, you can look at ~the
explanation of dictionary terms that you studied in Lesson 2.

kin'der'gar'ter» (kin'dsr gar t n) n

[G. < kinder children +
garden] a achool or ciaea o£
dren, usually four to slx years oíd, that
dfivelops basic skills and social be-
havior by games, handicraft, etc. --
kin'der'gart'ner, kin'der'gar'ten-
er n.

1. What part of speech is "kindergarten"?

2. Can "kindergarten" be a verb?

3. From what language does "kindergarten" come?

How many syllables are in the word "kindergarten"?

Dictionary entries from Webster's New World Dictionary (c)1984

by Simón & Schuster, Inc. Used by permiasion.

162
 Reading Skitl
o HOW MANY DEFINITIGNS7

When your instructor says to begln, use your dictionary to find

the number of definitions for each word. Write the total number
on the litis. You will have 3 1/2 minutes for ©ach group of
words-

GROUP A: 1. circuíate

2. elimínate

3. filter

4. lubrícate

5. rub

GROUP B: 1. combustible

2. least

3. stationary

4. component

5. process

163
 Grarnmar

ADVBRS COMPARISONS

1
.POSITIVE, COMPARATIVE SUPERLATIVA

inuch more {than) . thñ moet

- a littie Ie06 < than ) : the laost
-' " "".. " ^J " -:-^- • '- Ilí:

GRANDFATHER DRIVBS LESS THAN HE USED TO.

Read these sentences, Thay contain edverb comparisons.

1. John doesn't like Ice cream much.

2. George Jogg Just a llttle.

3. Patty works more than Pets does. She worka thitty houra e
week, and h© works twenty.

4. My cousln just moved to a new house. He now driveg lesa to

work than h© used to.

5. Now that he's retired, Grandpa worka lesa than he usad to.

6. Qf all the peopl© in th© office, Ray worka the moat. He

wo^ks fifty hours a week.

7. Of 311 the sports h© participates in, he likes t>asketball

the most.
8. I like thig room the least. The paint is oíd, and it'a
too hot.

164
 SHE DQESN'T SLEEP MUCH AT NlGHT.

Make sentences with adverb comparlsons. Use the cues

EXAMPLE: sleep/much
Jgnet doesn't eleep much at night.

1. read/a littl,
Susan

2. drive/the l
Qf aLl th© people in the office, Peter

3. eat/iess than
Jim

4. swlm/more than
Terry

5. exercise/a little evety day

Sam

6. talk/the mQst of
Carmen

7. work/rnuch around the yard

Rudy

8. write/more than
Your brother

165
 Wrlting
"V
SUMMARIZE THE PARAGRAPHS,

Listen to each paragraph- and then write a suironary of it

1.

166
 THGU&LESQME ENGLISH

Qmitting "to" before the words "home" and "dowrvtown"

The words home and downtown are used without the preposition to
when they are used with verbs of motion or direction.
Roger is driving me home after work,
The childten ran home to see if their grandfathec was there
He left home when he was a child.
That bus will take you downtown.
Mr. Nelson walka downtown aimost every day.
Bob and Sally went downtown last night,

167
 IDIOMS AND EXPRESSIQNS

HOLD YOUR HORSES

"Hold your horses" nieans

"Be patient", or "Walt a
minute. "
Example

1. Hold ytJur horses! We

haven't firiished fixing the
brakes.
2. Hold your horses1 Let
me explain first.

3. Hold your horsesí The

food will be ready in a few
minutes.

168
ADDITIQNAL ACTIVITIES

VOCABULARY

Circle T if the stateraent Is true. Gírele F if it'a false.

1. A coQling system is necessary for all

internal combustión engines. T F
2- Gaaollne ±a a coolant. T F
3, Antifreez© is necessary in hot
weather. T F
4, A thermoatat regulates the temperature
of the engine. T F
5, You need to overhaul the engine every
time a car malfunctions* T F
6, Sometimes it's necessary to tear down
an engine and rebulla it. T F

169
 0¿T

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