English Book 01

LADO
ENGLISH
SERIES
by
ROBERT LADO
Dean, School of Languages and Linguistics
Georgetown University
bi
REGENTS PUBLISHING COMPANY, INC.

LIBRERIA STUDIUM S.A.
Illustrations by Bill Kresse
1 EDICION
DERECHOS RESERVADOS
PARA EL PERU FOR
LIBRERIA STUOIUM S.A.
LIMA - PERU
1975
IMPRESO EN EDITORIAL ROCARME S.A.

LIMA - PERU
PREFACE
This is the first of six volumes in an entirely new type of textbook

series for students of English as a second or foreign language. For
many years I had hoped to be able to give expression to my
teaching experience, my linguistic and psychological training, and
my insights into how to make the work of both teacher and student
more productive and rewarding by fashioning just such a series.
But the demands of a busy life — first developing the English Lan-
guage Institute at the University of Michigan with Dr. C. C. Fries,
and then organizing the School of Languages and Linguistics at
Georgetown University in Washington, D. C.— delayed until now
the realization of this project.
It was while I was in Spain on a Fulbright grant organizing a
new program to train teachers of English in that beautiful country
that my friend, Julio Andujar of Regents Publishing Company, sug-
gested that the time had come to write the LADO ENGLISH
SERIES,
After much work and many revisions, here is Book 1. It is inten-
tionally designed to be both clear — unlike the complicated texts of
my own high school days — and lively, But it is more than that; for
it embraces many features that are new and unique, combined with
the best of the traditional in a fully-integrated sequence of dia-
logues, pattern practises, study frames, exercises, dialogue varia-
tions, readings, pronunciation practises, and copy sections, devised
and arranged to lead the student to a secure mastery of the material
together with a firm confidence in his ability to use it.
The LADO ENGLISH SERIES has been designed to be simple
in makeup and transparent in structure, two qualities which have -
been implemented in the following ways:
1) Within each Unit, the heading of a section indicates in one
word what is to be done with the material: MEMORIZE, SUB-
STITUTE, STUDY, PRACTICE, SPEAK, READ, PRONOUNCE,
COPY. It is as, simple as that!
2) Dialogues to be memorized are short (usually just six lines).
They are conversational in form and chatty in content, with ex-
amples of the grammar of the Unit embedded in each. They are
carefully graded. None embodies any material beyond that already
learned or to be learned in the Unit.
In contrast, dialogues featuring conversational sentences found
in other current materials are, as a rule, not well graded. Those that
are often seem hardly conversational. The dialogues of the LADO
ENGLISH SERIES are both well graded and, at the same time,
natural and conversational. This is a unique achievement in text-
books of this type.
3) The intonation marks embrace the simple and effective lines
made famous by the Michigan materials, now further enhanced by
two additional features: a single dot on the line for the main stress
of the sentence, and terminal curves. Many different intonation and
stress markings were tested, and this facile combination proved by
far the most effective. In the example
This iIPhilip
the line under This is represents the mid-level intonation. The line
above the first syllable of Philip represents high intonation. The dot
pinpoints the main stress on this syllable. The line farther below the
last syllable represents low intonation, with the final descending
curve indicating a falling terminal border typical of most statements
of fact.
A terminal border may also denote a rising curve typical of yes/
no questions:
Is[Philip in class?
or it may be level, to extend a sustained intonation such as in an

unfinished utterance:
——o——
Philip, this is...
4) The STUDY section teaches grammatical structure, using the

tried and tested frames which help make a grammar principle under-
stood almost at a glance. Here they have been used not only to focus
attention on the significant element of the examples, but to introduce
as well an occasional concept of transformational grammar. The
goal of the LADO ENGLISH SERIES is not to teach grammar as
such (whether transformational or structural) but to help the stu-
dent use English sentences. My whole experience is that he does
this best when he masters the grammar — rules and patterns — at
the same time he uses English sentences.
5) The PRACTICE section is designed for oral group practice

of rapidly-moving exercises in which students apply the rule or
extend the pattern by analogy. Many allow a choice in the response
and must be answered individually. The exercises are conversational
in form and colloquial in content; they move regularly from one
topic to another to keep class interest high.
6) The SPEAK section suggests just one of the many creative

variations available with the material which has been learned. The
lines may be read aloud as in role-playing, or they may be used to
stimulate further independent possibilities by students, depending
on the degree of their creativity and the extent of their progress.
7) The READ section regroups and recombines the material in

order to reinforce audio-lingual skills at this level. Reading itself
does not become an objective until Book 2.
8) Under PRONOUNCE, the student is introduced to an illus-
trated key word to be utilized as a touchstone in the mastery of a
specific sound — plus a facial diagram (the equivalent of many
words of explanation) labeled with a minimal telegraphic descrip-
tion of the articulation. Individual words embodying the sound to
be studied have been selected for pronunciation practice from the
text, while sentences — written in a light and humorous vein — pro-
vide material for intensive drill in longer sequences.
In some units, a game-type exercise is presented in which the
student is asked to identify by number one of a pair of contrasting
sounds. Exercises such as these can be fun, while at the same time
proving both serviceable and profitable in the teaching of proper
pronunciation.
9) Finally, the COPY section directs the student simply to tran-

scribe the new words of the Unit. To make the exercise more chal-
lenging, the class can be asked instead to write the words from
dictation.
The illustrations in the LADO ENGLISH SERIES are certain
to delight and motivate both student and teacher. While cheerful
and attractive, they are, however, also functional, as an integral part
of the text, the illustrations conscientiously complement the dia-
logues and exercises.
I have every confidence that teachers of English as a second lan-
guage will find the LADO ENGLISH SERIES eminently usable
and highly effective, and that it will meet in every way their highest
expectations.
Rosert Lavo
Washington, D. C.
Table of Contents
UNIT1 Introductions: This is Philip. 00000000000. 1

Affirmative Statements: Philip is a student... .......... 4
Sound of [i]: ship 00.00 etter 8
UNIT 2 Is Philip in class? 0.0000 cette 10
Yes/no questions with IS ee 12
Sound of [iy]: sheep 0. eects 17
UNIT 3 Tm a student. 0ccccc cecersteetetenteneees 19

Forms of the verb BE: AM, ARE, IS ooo... 21
Contrast ship [i] and sheep [iy] 0.00 26
UNIT 4 Are you and Francis brothers? 0. 28
Forms of the verb BE: YOU ARE, THEY ARE,
WE ARE ce cccte tte tients 30
Personal pronouns with AM, ARE, IS oo. 32
Plural of nouns: students, teachers, classes ....... ...... 33
Sound of [2]: Zip occ cc tees ceteris 36
UNIT 5 Are you Paul Martin? 00000 38

Affirmative short answers with BE oo. 39
Sound of [8]: sip 0.0.00 teee ecetneentee 43
UNIT 6 Are you Helen Newman? ooo occ 45

Negative statements and negative short answers
with BE cece crettevenet netics 47
Contrast zip [z] and sip [s] 0.0.00. 52
UNIT 7 Who is her cee cet teste tesnenenees 54

Information questions with BE: WHO, WHAT,
WHERE, HOW ooo ccc ceeteeeettaenens 56
Sound of [d]: day 0.0.0... tesne ete 62
UNIT 8 Is John a good student? oor 64
The articles A and THE 000... cee 66
The articles A and AN 0000s 68
Articles with singular and plural nouns ...................... 69
Position of noun modifiers 020000000000 ee 70
Sound of [8]: they 000 eee 74
UNIT 9 Please listen. Don’t talk. 000 76
Requests 00 ete cece crete cteeetereseettes 78
Polite requests: PLEASE ooo. cee 80
Object pronouns: ME, HIM, HER, US,................... 81
Verbs with two objects: GIVE, WRITE, TELL,... 82
Contrast day [d] and they [8]... 86
UNIT 10 Philip speaks English. 0000 89
Third person singular -S of regular verbs ................ 91
Sound of third person singular -S [z, s, iz] ............. 96
UNIT 11 Do you want mi? cece 98
Yes/no questions with DO and DOES 0.000.000... 100
Sound of [%]: chim o.oo eee ceeceeerneeees 104
UNIT 12 Do you know Paul Jones? ooo. ees 106
Short answers with DO, DOES, DON’T, DOESN’T.... 108
Negative statements with DON’T, DOESN’T ............ Ill
Sound of [8]: shim 0.00 cece cette eens 14
UNIT 13 What's this? Is this a cat? 00 eee 116
Demonstratives THIS, THAT, THESE, THOSE ...... 118
Numbers 1 to 20 ce cece ceteteeenenten 120
Irregular plurals: MEN, WOMEN, CHILDREN, ... 122
Contrast chin [%] and shin [8] 0. ee 125
UNIT 14 Where’s my book? 00 ee 127
Possessive adjectives: MY, YOUR, HIS oe. 129
Possessive form of nouns: JOHN’S brother ...... .......... 132
Sound of the possessive: [z, 8, iZ] 0000s 137
PAGE
UNIT 15 Who reads the letter today? .020000..s 139

Subject questions with WHO, WHAT _............... 140
Sound of [f]: face 2000 cece cece 146
UNIT 16 Where do you live? oo eccecteee tte 147

Information questions with WHERE, WHAT,
WHO, HOW and DO... tte 150
Numbers 21 to 109 2000s 154
Sound of [v]: Vase 0.0ctect tereenees 158
UNIT 17 When do you eat Punch? ooo cece cceeeeeeecsseee 160

Information questions with WHEN and DO verbs... 162
Clock time ooo te ceeset csteenenercieietes 164
Parts of the day 00000000. ccc cetcette eset ttee 166
Contrast face [f] and vase [VJ] oo... ccc 169
UNIT 18 Do you usually listen to my TV program? .................. 171

The regular past: LISTENED, OPENED, ... ............. 173
Days of the week 0.00 tet ieteetentetses 175
Sound of the regular past: [d, t, id] 00.0. 178
UNIT 19 Did you read the paper yesterday? 0.0.2.0... 181

Irregular past: SPOKE, WROTE, .. 2000 183
Yes/no questions with DID ee. 185
The past of BE... Seb cb e ecetedecsevtsevetecscitsetceninesete: 188
Yes/no questions with BE in the past ..0000.0000000.. 189
Sound of [b]: base 0.0.00... tetteeee 192
UNIT 20 I didn’t get up early last Sunday. 0.0. 194

Negative statements with DIDN'T ooo... 196
Short answers with DID, DIDN'T 0. 198
Negative statements with WASN’T, WEREN’T ........ 199
Short answers with WAS, WASN’T, WERE,
WEREN'T 0... celts cette caesisteaestetiastitnsseeeaeenene: 200
Contrast vase [v] and base [Db] oo... 203
Unit 1
MEMORIZE
You: This is Philip.

Philip is a student.
He’s American.
Philip, this is Helen.
Helen is a nurse.
She’s English.
This is|Philip.
—
Philip is a[student.
—>
He’s[American.
—o——
Philip, this is[Helen.
tH
Helen is a[nurse.
She’s [English.
———s\
SUBSTITUTE
1. This is . 2. Philip, this is
Alice
Vincent
David
Victor
3. Philip is a student. 4. Helen is a nurse.
Robert Ann
John Mary
Paul Alice
James Jane
Francis Rose
5. He’s > She’s
American English
a student a nurse
a teacher a doctor
a doctor === a secretary
a tourist
a tourist a teacher
STUDY
Affirmative statements: Philip is a student.
Notice the NOUN PHRASE and VERB PHRASE:
NOUN PHRASE + VERB PHRASE
is Philip.
*s American.
is Helen.
is a nurse.
’s English.
HE’S is the contraction of HE IS.
SHE’S is the contraction of SHE IS.
Use the contractions in conversation.
AFFIRMATIVE STATEMENT = NOUN PHRASE

+ VERB PHRASE
PRACTICE
1. Substitute the noun phrase or verb phrase into the state-

ment.
He
~— He’s a student.
Alice
— Alice is a student.
She
— She’s a student.
is English
— She’s English.
is a nurse.
Alice
Sylvia
is a teacher.
Victor
He
Charles
Continue with the names, nationalities, and occupations of

students in class.
2. Substitute HE or SHE into the statement.
— He’s a student.
Helen is a nurse.
— She’s a nurse.
David is American.
— He’s American.
Alice is a student.
Charles is a doctor.
Rose is a tourist.
Victor is a boy.
Charles is a man.
Ann is a nurse.
Mary is a teacher.
Vincent is American.
3. Make introductions.
Philip, this is Alice.

— Alice, this.is Philip.
John, this is Helen.
— Helen, this is John.
James, this is Mary.
~» Mary, this is James.
David, this is Rose.

Robert, this is Alice.
Francis, this is Ann.
Charles, this is Sylvia.

Paul, this is Ann.
Victor, this is Rose.
Vincent, this is Mary.
The students should continue introducing each other, using

their own names or invented ones.
SPEAK
This is Charles.
He’s American.
He’s a teacher.
This is Sylvia.
She’s English.
She’s a secretary.
This is
He’s
He’s
Continue with real or invented names, nationalities, and oc-

cupations.
READ
Philip is American. He is a student. Charles is a teacher.

He is English. Alice is a student. She is American. Mary is
American. She is a teacher. Bill is English. He is a tourist.
Sylvia is English. She is a secretary. Ann is American. She is
a nurse. Charles is a doctor. He is American. Helen is Eng-
lish. She’s a nurse.
PRONOUNCE
front, open, lax
this Philip English

Victor Vincent Biil
Sylvia Alice is
This is a ship.
This is Philip.
This is Bill.
This is Alice.
This is English.
This is Vincent.
COPY
Alice Charles Robert student

David Vincent teacher
Helen Edward Victor tourist
Jane Francis American he
Mary John English she
Rose James doctor this
Sylvia Philip nurse is
Bill Paul secretary a
MEMORIZE
Teacher: Is Philip in class?
John: Yes, sir (ma’am).
Teacher: Is Helen in class?
John: No. She’s absent.
Teacher: Is she sick?
John: No. She’s fine.
Yes,|sir (ma'am).
No. She’s{absent.
t—
Is she|sick?
—o
No. She’s|fine.
10
SUBSTITUTE
I. Is Philip in class? 2. Yes, sir, Philip is in class.
Peter John
Steven Peter
Eugene Paul
Vincent James
Victor Steven
3. Is Helen in class? 4. Yes, ma’am, Helen is in class.
Alice Ann
Edith Mary
Kathleen Christine
Christine Jane
Jeanne Edith
5. Is Philip sick? 6. Is Helen sick?
John Edith
Joseph Margaret
Edward. Jeanne
Peter Kathleen
Steven Alice
7. No, sir. David is fine. 8. No, ma'am. Peter is fine.
Francis Christine
Edith Steven
Kathleen Alice
11
STUDY
Yes/no questions with IS: Is Philip in class?
Notice the position of IS in the questions:
Philip is in class.
Philip in class?
Helen in class?
sickP
Philip?
a student?
American?
Helen?
a nurse?
English?
Put IS in first position in the question.
PRACTICE
1. Change these statements to yes/no questions.
Philip is in class.
~» Is Philip in class?
Helen is in class.
~— Is Helen in class?
12
She’s sick.
— Is she sick?
This is Philip.
He’s American.
This is Alice.
She’s a nurse.
Christine is a student.
Peter is sick.
Steven is absent.
Continue with real or invented names, nationalities, and oc-

cupations.
2. Substitute the cue word into the question.
Is Philip in class?
John
— Is John in class?
he
— Is he in class?
absent
— Is he absent?
she
— Is she absent?
in class
Christine
13
Peter
sick
he
absent
Steven
a student
3. Substitute the new phrase and change the statement to

a yes/no question.
She is in class.
a nurse
— Is she a nurse?
He is a student.
American
— Is he American?
He is in class.
a student
— Is he a student?
She is English.
a secretary
He is absent.
sick
She is fine.
absent
14
She is American.
a student
She is a nurse.
English
He is sick.
in class
She is a student.
absent
4. Answer with HE or SHE.
Is Philip sick?
No, sir (ma’am), he’s fine.
Is Helen sick?
No, sir (ma’am), she’s fine.
Is Victor sick?
Is Alice sick?
Is Mary sick?
Is Peter sick?
Is Kathleen sick?
Is Christine sick?
Is Steven sick?
Is Edith sick?
15
SPEAK
1. Is Kathleen a nurse? Is Ann absent?
No, she’s a teacher. No, she’s in class.
2. Is Mary in class? Is Edward a teacher?
No, she’s absent. No, he’s a doctor.
3. Is John in class? Is Helen a secretary?
No, he’s absent. No, she’s a nurse.
4, Is Philip sick? Is Vincent a tourist?

No, he’s fine. No, he’s a student.
5. Is Vincent absent? 10. Is Helen sick?

No, he’s in class. No, she’s fine.
16
READ
Vincent is a student. He is in class. Mary is absent. She
is sick. John is absent. Is he sick? No, he is fine. Helen is a
nurse. Kathleen is a teacher. She is in class. She is American.
Helen is English. Sylvia is a secretary. Mary is a student.
She is absent. Is she sickP She is sick. Ann is a student. She
is in class. Is Edward a student? No. He is a doctor.
PRONOUNCE
high front,
close, tense
he she Jeanne
Edith Peter teacher
Eugene Kathleen Christine
Steven, this is Jeanne.
Kathleen, this is Edith.
Peter is a teacher.
He’s a teacher.
Kathleen is a teacher.
She’s a teacher.
17
This is a sheep.
This is Peter.
COPY
Christine Margaret Steven in

Edith Edward absent sir
Jane Eugene fine ma’am
Jeanne Joseph sick yes
Kathleen Peter class no
18
Unit 3
MEMORIZE
Student: I’m a student.

Teacher: Is he a student?
Student: Yes. Francis and I are students.
We're from Washington.
Teacher: Is Washington in the United States?
Student: Yes. It’s the capital.
I’m alstudent.
—
Is| he a student?
oo
Yes. Francis and I are|students.
—,
We're from{Washington.
nm,
Is| Washington in the United States?
Yes. It’s the| capital.

Lu,
19
SUBSTITUTE
1. I’m a student.
teacher.
doctor.
nurse.
secretary.
tourist.
2. Francis and I are students.
Bill and I
Alice and I
Peter and I
We
3. We're from Washington.
Paris,
London.
Madrid.
Rome.
4. Washington is in the United States. It’s the capital.
Paris France.
London England.
Madrid Spain.
Rome Italy.
20
5. It’s in the United States. 6. Is it in America?
France. Europe?
England. Africa?
Spain . Asia?
Italy.
STUDY
Forms of the verb BE: AM, ARE, IS: I’m a student.
AM
I AM _ astudent. I’M a student.
Use AM with I. *M is the contraction of AM.
ARE
PAUL andI ARE students.
WE ARE students. WE'RE students.
Use ARE with WE, PAUL and I (first person plural).

’RE is the contraction of ARE.
a city. IT’S a city.

a student. HE’S a student.
a nurse. SHE'S a nurse.
a city. LONDON’S a city.
a student. PAUL'S a student.
a nurse. HELEN'S a nurse.
Use IS with HE, SHE, IT, LONDON, PAUL, HELEN

(third person singular). ’S is the contraction of IS.
21
PRACTICE
1. Answer with IT.
Is Washington in Canada?
— No, it’s in the United States.
Is London in the United States?

— No, it’s in England.
Is Lima in Germany?
— No, it’s in Peru.
Is Berlin in the United States?

Is Miami in Mexico?
Is Buenos Aires in Chile?

Is Paris in Spain?
22
Is Madrid in France?
Continue with other cities on the map or with another map.
2. Substitute the cue word or phrase into the statement. Use

the correct form of BE.
Vincent and I are students.
I
— I'm a student.
English
~— I’m English.
We
— We're English.
doctors
American
He
a secretary
She
American
3. Change to questions. Put IS, AM, or ARE in the first

position.
I'm a doctor.
— Am I a doctor?
He’s sick.
— Is he sick?
We're from Washington.

— Are we from Washington?
23
We're in London.
She’s from Paris.
Paul is from New York.

He’s American.
Paris is in France.
It’s the capital.
It’s in Europe.
It’s a city.
I'm in Paris.
We're from New York.
SPEAK
Mary: Peter, this is Christine.
She’s a student.
She’s from San Francisco.
Peter: Hello, Christine.
Christine: Hello, Peter.
Peter: Is San Francisco in America?
Christine: Yes. It’s in the United States.
Peter: I'm a student.
Pm from Mexico City.
Christine: Is Mexico City in America?
Peter: Yes. It’s in Mexico.
It’s the capital.
READ
Francis and I are students. We are in Washington. Wash-

ington is in the United States. It is the capital. Francis is from
New York City. New York is in the United States. Francis
is American. I am English. I am from London. London is
a city in England. It is the capital. England is in Europe.
Mexico City is in America. It is in Mexico. It is the capital.
Peter is from Mexico City. He is Mexican. He is American.
He is a student.
25
PRONOUNCE
1. Contrast [i] and [iy]
ship Philip sheep she
Victor Vincent Edith Peter

Sylvia _ Alice Eugene Kathleen
Bill English Jeanne _— Christine
The ship is English.
The sheep is English.
This is Philip.
This is Peter.
Is this Jean?
Is this Bill?
Victor is American.
Edith is American.
26
It’s a ship.
It’s a sheep.
This is Christine.
This is Sylvia.
2. Identify the sounds. Listen to the words. Write 1 for [iy]

and 2 for [i].
1. Bill 2. English
3. she 4. he
5. this 6. is
7. Steve 8. Philip
9. Pete 10. Victor
COPY
Berlin Washington Spain city

Buenos Aires Canada United States am
Lima Chile America are
London England Africa it
Madrid France Asia from
Miami Germany Europe if
Paris Italy capital we
27
Unit 4
MEMORIZE
Teacher: Are you and Francis brothers?

Student: We're cousins.
Teacher: Are John and Vincent brothers?
Student: No. They’re friends. nya |
Teacher: Are they in school?
Student: Yes. They're in class.
A,
AreJyou and Francis brothers?
We're |cousins.
—s~
Are[John and Vincent brothers?
No They're friends.
Are they in|school?
Yes. They’re in{class. \
28
SUBSTITUTE
1, Are you brothers?
teachers?
cousins ? 2. We're cousins.
friends? brothers.
students? friends.
teachers.
3. Are John and Vincent brothers? students.
Paul and Francis
Bill and David 4. No. They're cousins.

John and Paul friends.
Philip and John brothers.
Sisters.
5. Are Mary and Rose sisters? students.
Alice and Ann
Sylvia and Jane 6. Are they in school?
Ann and Mary in class?
Helen and Ann brothers?

cousins?
7. Yes. They’re in class. sisters?
in school.
brothers. 8. Are you and Vincent friends?
sisters .
John and Vincent
cousins. Mary and Rose

you and I
we
STUDY
YOU ARE, THEY ARE, WE ARE: They're friends.
Notice the use of ARE with YOU, THEY, and WE:
Singular:
YOU ARE astudent. YOU'RE a student.
YOU _ ARE students. YOURE students.
THEY
ie
ARE students. THEYRE students.
a4
ARE
{ WERE students.
Use ARE with the second person singular: YOU.

YOU _ ARE a student.
Use ARE with plurals: YOU, THEY, WE, JOHN AND

PAUL, etc.
YOU ARE students.
THEY ARE students.
WE ARE students.
JOHN AND PAUL ARE students.
HE AND SHE ARE students.
PRACTICE
Answer with YOU, THEY, or WE.
Are John and Vincent brothers?
— Yes. They are brothers.
Are you and Paul friends?

—» Yes. We are friends.
Are you and I friends?

— Yes. We are friends.
Are she and Mary sisters?
— Yes. They are sisters.
Are Vincent and Edith brother and sister?

— Yes. They are brother and sister.
Are Mary and Rose sisters?
Are you and Bill cousins?

Are John and Francis cousins?
Are Francis and I students?
Are he and I friends?
Are he and she friends?
Are Mary and John in class?
31
REVIEW
Personal pronouns with AM, ARE, and IS.
Singular Plural
AM WE ARE
ARE YOU ARE
THEY ARE
PRACTICE
Answer with the appropriate personal pronoun.
Are you a student or a teacher?

— I am a student.
Am I a teacher or a student?
— You are a teacher.
Is Edward a doctor or a nurse?

— He is a doctor.
Are you and John cousins or friends?
— We are cousins.
Are John and Francis brothers or cousins?
Are Mary and Rose sisters or friends?
Are you and Victor cousins or brothers?

Is Victor a friend or a brother?
32
Are you a student or a teacher?
Am I a teacher or a student?
Are you and he friends or brothers?

Are she and Helen nurses or secretaries?
Are you and I friends or cousins?
STUDY
Plural of nouns: students, teachers, classes.
Notice the differences:
The plural of |a student | is | students.

a pilot pilots
a tourist tourists
a teacher ! teachers
a doctor doctors
a lawyer lawyers
a city cities
a secretary secretaries
a class | classes
a nurse nurses
Omit the “a” in the plural.
He is ASTUDENT. | — | They are STUDENTS.
PRACTICE
1. Substitute the pronoun and make the necessary changes.
I’m a student.
She
— She’s a student.
33
They
— They're students.
He
— He’s a student.
We
She
I
He
You (singular)
They
We
I
You (plural)
She
2. Change to the plural.
He's a doctor.
— They're doctors.
She’s a student.
— They’re students.
I’m a student.
— We're students.
It's a problem.
— They're problems.
She’s a nurse.
34
He’s a tourist.
It’s a city.
He’s a lawyer.
It’s a class.
I’m a tourist.
You're a teacher.
He’s a pilot.
SPEAK
it)
parents | |
mother & father
Elizabeth Edward Ch ~_-*

5
© & sisters ial

& sister
Mary Vincent Alice

Francis Rose Pg | |
2.
Teacher: | Are Edward and Charles brothers or cousins?

Student: They are brothers. D
Teacher: Are they parents?
Student: No. Elizabeth and Edward are parents. @)
Edward is a father. Elizabeth is a mother.
Teacher: Are John and Francis parents?
Student: No. They are brothers. (3)
Teacher: Are they sisters?
35
Student: No. Rose and Mary are sisters. (4)
Teacher: Are Mary and Alice sisters or cousins?
Student: They are cousins.
Teacher: Are they brother and sister?
Student: No. Vincent and Alice are brother and sister. ©)
Vincent is the brother. Alice is the sister.
Teacher: 9
Student: __. @
READ
Edward and Elizabeth are parents. He is a father. She
is a mother. John and Francis are brothers. John and Vincent
are cousins. Mary and Rose are sisters. They and Alice are
cousins. Vincent and Alice are brother and sister. He is the
brother. She is the sister. Vincent and Mary are cousins. He
is a cousin. She is a cousin. Charles and Sylvia are parents.
He is a father. She is a mother. Charles and Edward are
brothers.
Answer these questions.
1, Are Edward and Elizabeth parents?
2. Are John and Francis parents?
3. Are John and Vincent parents?
4. Are Vincent and Mary cousins?
5 . Are Charles and Edward cousins?
PRONOUNCE
voiced, alveolar
36
is he’s memorize
please Rose easy
doctors teachers — busy
Please memorize.
Zip the zipper.
Plurals are easy.

He’s busy.
Charles and James are doctors.
Rose and Elizabeth are teachers.
COPY
they sisters father zip
you cousins mother zipper
Elizabeth friends problem busy
brothers parents school memorize
37
Unit 5
MEMORIZE
Charles: Are you Paul Martin?

Paul: Yes, I am.
Charles: Are you and Alice friends?
Paul: Yes, we are.
Charles: Is English easy?
Paul: Yes, it is.
Are| you Paul Martin?
Yes, Iam. |
ee
Are|you and Alice friends?
Yes, wel are.
Is{English easy?
Yes, itfis.\
38
STUDY
Affirmative short answers with BE (AM, ARE, IS): Yes, I am.
Notice the omission in the short answers:
Are you Paul Martin? YES, I AM.
Am I Victor? YES, YOU ARE.
Is Philip in class? YES, HE IS.
Is Helen a nurse? YES, SHE IS.
Is English easy? YES, IT IS.

Are you and Alice friends? YES, WE ARE.
Are Paul and I students? YES, YOU ARE.

Are Paul and Helen in class?) YES, THEY ARE.
The verb BE (AM, ARE, IS) completes the short

answers.
PRACTICE
1. Answer with HE IS, SHE IS, IT IS, THEY ARE.
Is John hungry?
— Yes, he is.
Is Mary sick?
— Yes, she is.
Are Mary and Jane absent?
— Yes, they are.
39
Is English difficult?
— Yes, it is.
Are Peter and Francis ugly?

Are they useless?
Is Jane beautiful?
Is she dull?
Is Washington a capital?
Is it small?
Are Alice and Peter friends?
Are they thirsty?
2. Answer with I AM, YOU ARE, or WE ARE.
Am I a doctor?
~» Yes, you are.
Are you a nurse?

— Yes, I am.
Are we students?
— Yes, you are.
Are you teachers?
— Yes, we are.
Are you and Frank friends?
— Yes, we are.
Are you a lawyer?
40
Are you Paul Martin?
Are you and he pilots?
Am I a tourist?
Am [ a secretary?
3. Give the correct affirmative short answer.
Are Spanish and French difficult?

— Yes, they are.
Am I American?
— Yes, you are.
Are we in France?
— Yes, we are.
Is English easy?
Are you Americans?
Are you a tourist?
Is he a pilot?
Are he and she cousins?
Are you and he brothers?
Are we and she students?
Are she and Jane sisters?
Is she beautiful?
Are he and I friends?
41
SPEAK
Joseph: I’m Joseph Newton. This is Edward Jones.
Are you Charles Collins?
Charles: Yes, I am.

Are you English?
Joseph: Edward is. ’m German.

Are you American?
Charles: Yes, I am.

Edward, are you from London?
Edward: Yes, I am.

Are you from Washington?
Charles: No, I’m from Boston.

Is London big?
Edward: Yes, it is.

Charles: Are you from Berlin, Joseph?
Joseph: Yes, I am.
Charles: Is it the capital?
42
Joseph: No. Bonn is the capital.
Charles: Are you and Edward students?
Edward: I am. He’s a doctor.

We're tourists in the United States.
READ
Francis Johnson is American. He is from Chicago. He is

a pilot. Francis is intelligent. He is interesting.
David Martin is Mexican. He is from the capital. It is big.
It is beautiful. It is interesting. David is a lawyer. He is tall.
He is intelligent. .
Elizabeth Rogers is English. She is from London. She is
a secretary. Elizabeth is beautiful. She is intelligent.
Patricia Rubin is Colombian. She is from the capital. She
is a teacher. Patricia is tall. She is beautiful. She is intelligent.
Answer the questions.
Is Francis Johnson from Chicago?

Is David Martin a lawyer?
Is Elizabeth Rogers a secretary?
Is Patricia Rubin a teacher?
oe
ol
a
a Are Elizabeth and Patricia beautiful?
PRONOUNCE
this class yes
it's students sir
pilots city sick
It’s a class.
Sip the soup.
The students are sick.
They sip the medicine.
Vincent and Joseph are absent.

They are tourists in Spain.
COPY
Martin Patricia important small
Collins Frank difficult big
Hill Spanish interesting intelligent
Jones German ugly Boston
Newton Mexican useless Bonn

Johnson Colombian _ beautiful Chicago
Rubin hungry thirsty soup
Rogers tall dull medicine

MEMORIZE
John: Are you Helen Newman?

Alice: No, I’m not.
John: Are you and Henry friends?
Alice: No, we’re not.
John: Is English easy?
Alice: No, it’s not.
Are you Helen Newman?

No, V’'m|not.
Arejyou and Henry friends?

No, we're| not.|
Is[English easy?
No, it’s[not.
45
SUBSTITUTE
1. No, I’m not. 2. She’s not Helen.
youre French.
he’s a nurse.
she’s short.
it’s sick.
we're ugly.
they're
4, He’s not John.
3. It’s not easy. a student.

early. English.
good. tall.
big. boring.
interesting. from Boston.
5. They're not sick. 6. I’m not Helen Newman.

absent. a student.
countries. sick.
easy. English.
good. a teacher.
important. Paul Martin.
7. You're not cousins. 8. We're not cousins.

brothers. brothers.
sisters. sisters.
students. tourists.
tourists. friends.
STUDY
Negative statements and negative short answers with BE:
No, I’m not. I’m not Helen Newman.
Notice the position of NOT:
AFFIRMATIVE NEGATIVE
I’m Alice. I’m NOT Helen.

Are you Helen Newman? No, ’'m NOT.
You're fine. You're NOT sick.
Am I sick? No, you're NOT.
Philip is fine. Philip is NOT sick.
Is Philip sick? No, he’s NOT.
Helen is fine. Helen is NOT sick.
Is Helen sick? No, she’s NOT.
English is difficult. English is NOT easy.
Is English easy? No, it’s NOT.
We're students. We're NOT tourists.
Are you tourists? No, we're NOT.
You're English. You're NOT French.

Are we French? No, you're NOT.
They're tourists. They're NOT students.
Are they students? No, they're NOT.
Use NOT after the verb BE in the negatives.
PRACTICE
1. Answer with IT’S NOT, HE’S NOT, or SHE’S NOT.
47
Is it a country?
— No, it’s not.
Is he Francis Stewart?
— No, he’s not.
Is she Margaret Graham?

-> No, she’s not.
Is it a city?
Is it interesting?
Is he a pilot?
Is it big?
Is she tall?
Is it important?
Is he Colombian?
2, Answer with WE’RE NOT, or THEY'RE NOT.
Are you teachers?

— No, we're not.
Are they from Mexico?

— No, they’re not.
Are they tall?
Are you from Germany?

Are Mary and Rose sick?
Are English and Spanish difficult?
Are you and Daniel pilots?
48
Are London and Paris small?
Are Peter and Kathleen friends?
Are you and Victor Colombian?
3. Give the correct negative short answer.

Is London in the United States?
— No, it’s not.
Are you from London?

— No, I’m not.
Are you and John students?

~— No, we're not.
Am [ tall?
Is John in class?
Is Helen sick?
Are David and Edith in school?
Are you Helen Newman?

Is the class difficult?
Are Henry and I friends?
4, Answer the questions with negative and affirmative state-

ments.
Is Mary short or tall?
— She’s not short. She’s tall.
49
Is England big or small?
— It’s not big. It’s small.
Are Vincent and Joseph present or absent?

—> They’re not present. They’re absent.
Is it late or early?
Are they good or bad?
Is English difficult or easy?
Is James well or sick?
Is the United States small or big?
Are John and David lawyers or teachers?
Are Ann and Barbara nurses or doctors?
San Francisco
*
CD) Margaret: Good morning, John. nad Miami

(2) John: Hello, Margaret.
Margaret, this is David.) He’s from Chicago.
Margaret: Hello, David.
Are you a student?
50
David: No, I’m not. I’m a lawyer. I’m a tourist
in Washington.
Are you a student?
Margaret: Yes, I am.
David: Are you from Washington?
Margaret: No, I’m not. I’m from San Francisco.
David: Ts San Francisco ugly?
Margaret: No, it’s not! It’s beautiful!
Are you and John friends?
David: Yes, we are.
Margaret: Is he from San Francisco?
David: No, he’s not. He’s from Miami.
READ
London, Paris, and Madrid are not countries. They are

cities. They are capitals. They are important. They are not in
America. They are in Europe. London is not in Spain. It is
in England. Madrid is in Spain. Paris is not in England. It is
in France. London, Paris, and Madrid are not small. They are
big. They are interesting. They are not ugly. They are beau-
tiful. Buenos Aires, Lima, and New York are cities. They are
not in Europe. They are in America.
1. Are London, Paris, and Madrid countries?
2. Are they in Europe?
3. Is Paris in England?
4, Are Buenos Aires and Lima in America?
5. Are they countries?
5]
PRONOUNCE
1, Contrast [z] and [s].
zip [z] Zip the zipper. sip [s] Sip the soup.
is he’s this class

please Rose it’s students
doctors teachers pilots city
easy. memorize yes sick
Please memorize.
Practice this.
Plurals are easy.
It’s a class.
He’s busy.
The students are sick.
Rose and Elizabeth are teachers.
Vincent and Joseph are absent.
52
2. Identify the sounds. Listen to the words. Write 1 for [z]
and 2 for [s].
. this 11. memorize
is 12. practice
he’s 13. Paris
. students 14. easy
. please 15. sip
. cousins 16. absent
. tourists 17. Charles
. Alice 18. soup
CD
»
DO
Ww
P
A . busy
OAD 19. plurals
be—) . lawyers 20. class
COPY
Henry boring country present
Daniel difficult Miami short
Graham early San Francisco small
Newman French Good morning ugly
Stewart good not unimportant
Chicago late bad well
53
MEMORIZE
Vincent: Who is he?

Ann: He’s Mr. David Coleman.
Vincent: What is he?
Ann: He’s a lawyer.
Vincent: Where is he?
Ann; In Berlin.
Vincent: How is he?
Amn: He’s sick.
Who is[he?
He’s Mr. David|Coleman.

UH,
Whatlis he?
He's
aflawyer.
He’s allawyer.
Where] is he?
In Berlin.
SUBSTITUTE
1. WHO is he? 2. WHO are they?
Mr. David Coleman? Paul and Mary?
she? weP
Mrs. Johnson? you?
3. WHAT is she? 4, WHERE is he?

the boy? the doctor?
Mrs. Rubin? London?
it? itP
5. WHAT are they?
we?
you and John?
Washington and Paris?
6. WHERE are you?
Boston and WashingtonP
Mr. Collins and Mrs. Jones?
they?
7. HOW is Miss Hill? 8. HOW are they?
she? Jane and Ann?

the nurse? you?
he? the sisters?
55
STUDY
Information questions with BE: Who is he?
Notice the question words WHO, WHAT, WHERE, and
He is Mr. Coleman. (statement)

Is he Mr. Coleman? (yes / no question)
|
who
----s
3. WHO. is he? (information question)
He is a doctor.
Is he a doctor?
1
what
3. WHAT is he?
He is in Paris.
Is he in Paris?
|
where
3. WHERE is he?
He is sick.
Is he sick?
|
how
is he?
REMEMBER: Use the appropriate question word in the

first position.
56
Use WHO + BE for identification.
WHO < Mr. David Coleman
Mrs. David Coleman
Miss Helen Newman
Paul Martin
Use WHERE + BE for location.
WHERE S&S in Paris
in class
in Spain
Use WHAT + BE for classification.
WHAT & a lawyer

a doctor
a student
a tourist
Use HOW + BE for quality or state.
HOW s_ sick
well
fine
57
PRACTICE
1. Give the information question (WHO, WHAT, WHERE,
HOW) from the yes / no question.
Is he David Coleman?
— Who is he?
Are they sick?
— How are they?
Are you in WashingtonP

— Where are you?
Is Mr. Collins a doctor?
— What is Mr. Collins?
Is Washington a capital?
Is Miss Hill well?
Are you in Boston?

Are they Mr. and Mrs. Martin?
Are Peter, Jane, and Edith sick?
Is it in England?
Are New York and Boston cities?
Are you Miss Hill and Mr. Davids?
Is he in class?
2. Give the information question.
He is Paul Martin.
— Who is he?
58
John and Mary are in Berlin.
— Where are John and Mary?

You are sick.
— How are you?
He is a lawyer.
— What is he?
He is a doctor.
Mrs. Johnson and Mary Jones are well.
I am American.
Paul Collins is in Bonn.
She is Alice.
You are fine.
We are in Montreal.
They are Mr. and Mrs. Charles Newton.

Jane and Peter are sick.
3. Give thé information question.
They / in Boston
— Where are they?

John / sick
— How is John?
Mr. Coleman / a teacher

— What is Mr. Coleman?
You / Paul Martin
— Who are you?
59
The doctors / in Argentina
They / tourists
We / Robert and Peter
The nurse / sick
She / in the hospital

Paul and Mary / in Madrid
He and Paul / students
They / Mr. and Mrs. Martin
You / fine
It / the ship
Washington / in the United States
SPEAK
(1) Edward: Hi, Susan. Hi, Martha. How are you?
60
Were fine, thanks. How are you?
: Fine, thank you.
: Where's Henry? (4)
Edward: He’s not in class. He’s in Philadelphia.
Martha: Is he from Philadelphia?
Edward: No, he’s not. He’s from New York. G)
Susan: Are you and Francis Martin 6) friends?
Edward: Yes, we are.
Susan: How is Francis?
Edward: He’s fine.
Martha: What is Francis?
Edward: He’s a lawyer.
Martha: Is he American?
Edward: No, he’s not.
Martha: What is he?
Edward: He’s British. 7)
READ
What is it? It is a city. Where is it? It is in Europe. Is it
big? Yes, it is. Is it beautiful? Yes, it is. Is it interesting?
Yes, it is. Is it a capital? Yes, it is. Is it in Germany? No. Is
it in France? Yes. Is it Paris? Yes, it is.
What is itP It is a country. Is it in Europe? No, it is not.
Where is it? Is it in America? Yes, it is. Is it in North Amer-

ica? No. Is it in South America? Yes, it is. Is it big? Yes, it is.
Is it beautiful? Yes, it is. Is it Brazil? No. Is it Chile? No. Is
it Argentina? Yes, it is.
61
1. What is Paris?
Where is it?
What is Argentina?
Where is it?
Are Chile and Brazil beautiful?

Are they cities?
RF
ot
aD
Wf Where are they?
PRONOUNCE
exploded between tongue
tip and gum, voiced
day David doctor

Edward Edith London
good bad difficult
Edward is a doctor.
David is in London.
A difficult day.
A good doctor.
62
Edith isn’t bad.
David isn’t good.
London, Edward, Edith, doctor

Do, does, day, David
COPY
who how Montreal day

what Coleman New York do
where Argentina Philadelphia does
63
MEMORIZE
Mr. Collins: Is John a good student?

Miss Hill: Yes, he is. He’s an excellent student.
Mr. Collins: How is the English class?
Miss Hill: It’s interesting. It’s an interesting class.
Mr. Collins; Is the book difficult?
Miss Hill: No, it’s not. It’s an easy book.
Is|John a good student?
Yes, helis. He's anfexcellent student.

Lo
How is the|English class?
LH,
It’s|interesting. It’s anjinteresting class.
Is the|book difficult?
No, it’s not.) It’s anjeasy| book.
64
SUBSTITUTE
1. He’s a student. 2. Is the book difficult?
a tourist . short?
a doctor. good?
a teacher. interesting?
a father. easy?
a lawyer. important?
3. It’s an easy book. 4, How is the English class?
an interesting the Spanish
a good the French
an important the big
a short the history

an English
5. It’s a good class. 6. It’s a book.

book . a class.
school a school .
city. an apple.
zipper. an ear.
problem. an eye.
7. They're good students.

intelligent
excellent
Mexican
interesting
65
STUDY
The articles A and THE: The teacher is in a meeting.
Notice the use of A and THE:
A What is this? It’s A BOOK. (classified: a book,

not a boy)
A BOY and A MAN are in school. (classified)
THE THE BOY is short. (identified)
THE MAN is tall. (identified)
THE MOON is in THE SKY. (unique: one

moon, one sky)
THE PEOPLE are good. (identified as a
group)
Use A to indicate “classified,” “categorized” (A book, not

a ship).
Use THE to indicate “identified,” “specified,” “unique.”
PRACTICE
1. Answer the questions. Use the cue word.
What is this?
~» It’s a book.
What is she?
~—> She’s a nurse.
What is this?
— It’s a school.
66
What is he?
What is she?
What is this? soe What is this? B
2. Use the information in two sentences.

A boy and a man are in class. student teacher
— The boy is a student.
— The man is a teacher.
A boy and a girl are in school. tall short
— The boy is tall.

— The girl is short.
A doctor and a nurse are in the house. old young
A pilot and a lawyer are on a ship. English American
A brother and a sister are in London. student tourist
A teacher and a student are absent. sick fine

Weare ina city andinacountry. Lima Peru
They are in a city and in a country. London England
67
STUDY
The articles A and AN: A book and an apple are here.
Notice the sound after A and AN:
It’s A school.
It’s A problem.
It’s AN eye.
It’s AN ear.
Use A before consonants. Use AN before vowels.
PRACTICE
Answer the questions. Use the cue word.
What is it? book
— It’s a book.
What is it? ear

— It’s an ear.
What is it? class

— It’s a class.
What is it? apple

What is it? school
What is itP eye
What is it? zipper

What is itP ship
What is he? doctor
68
STUDY
Articles with singular and plural nouns: He’s a pilot. They're
pilots.
Notice the articles A, AN, and THE with singular

and plural nouns:
A, AN He’s A STUDENT.
Were STUDENTS.
It's AN APPLE.
They're APPLES.
Use A and AN with singular nouns only.
THE THE STUDENT is intelligent.
THE STUDENTS are intelligent.
THE BOOX is short.

THE BOOKS are short.
Use THE with singular and plural nouns.
PRACTICE
Change to the plural.
The student is interesting.
— The students are interesting.

The doctor is intelligent.
—> The doctors are intelligent.

He's a lawyer.
— They're lawyers.
69
The school is big.
The girl is beautiful.
She’s a nurse.
The class is interesting.
It’s a problem.
It’s a city.
It’s an eye.
STUDY
Modifiers of nouns: He’s a good student.
Notice the position of the modifiers GOOD, EASY,

ART, etc.:
The student is good.
He’s a GOOD STUDENT.
The book is easy.

It’s an EASY BOOK.
The class is in art.
It’s an ART CLASS.
The class is at night.

It’s a NIGHT CLASS.
The modifier (GOOD, EASY, ART, NIGHT) precedes

the noun modified.
70
PRACTICE
1. Change to modifiers of nouns.
This is a class in art.

— This is an art class.
This is a class in history.
— This is a history class.
This is a class in geography.
— This is a geography class.
This is a class in science.
This is a class in Spanish.
This is a class in music.
This is a class in English.
This is a class in literature.
This is a class in mathematics.
This is a class in philosophy.
2. Change to modifiers of nouns.
The class is interesting.

— It’s an interesting class.
The book is long.
— It’s a long book.
7]
The city is big.
The country is beautiful.
The class is excellent.
The books are easy.
The students are intelligent.
The classes are difficult.
The countries are big.
The cities are important.
SPEAK
John: Good morning, Is this the English class?
Helen: Yes, it is.
72
John: Who is the teacher?
Helen: It’s Mr. Graham.
John: Is he a good teacher?
Helen: Yes, he’s excellent. He’s an excellent teacher.
John: Is this an English book?

Helen: Yes, it is. It’s the textbook.
John: Is it difficult?
Helen: No, it’s an easy book.
John: Is Margaret Newman in

this class?
Helen: No, she’s in the art class.
John: Is she a good student?

Helen: Yes, she’s an excellent student.
READ
This is the music class. It is an interesting class. The
teacher is Miss Smith. She is an excellent teacher. She is tall
and beautiful. Peter and Alice are in the music class. They
are late. They are bad students. Paul and Ann are early.
They are good students.
This is a night class. The teacher is a good teacher. It is
a long class. The book is difficult. It is not an interesting
book. The students are all intelligent. They are all good
students.
1. How is the music class?
2. Who is the music teacher?
73
3. How is she?
4, Where are Peter and Alice?
5. How are they?
6. How are Paul and Ann?

7. Is this a long class?
PRONOUNCE
this they the

father mother brother
74,
This is the father.
This is the mother.
The father is old.
The mother is young.
The brothers are John and Paul.

They are brothers.
COPY
excellent apple people history

long book sky literature
new ear textbook mathematics
old eye art music
young night geography philosophy
15
MEMORIZE
Teacher: Please listen.
Be quiet. Don’t talk.
Memorize the conversation.
Practice the exercises.
Repeat, please.
Give me the book, please.
Please|listen.
Be quiet. Don’t|talk.
‘
: eo,
. . N
Practice the|exercises.
U—_.
Repeat,|please. ,
Give me the|book,|please.,
76
SUBSTITUTE
1. Please listen. 2. Memorize the conversation, please.
be quiet. Be quiet
don’t talk. Listen
be good. Repeat
repeat. Study the conversation
study. Practice it
3. Don’t talk. 4. Give me a book.
talk to him. a pencil.
answer him. a pen.
eat. the book.
eat it. the big book.
the English book.

5. Give me the book.
John 6. Write a letter to John.
him him.
her me.
us her.
them uS.
7. Give Mary the letter. 8. Please write Helen a letter.
her her
us me
me us
him John
them him
77
STUDY
Requests: Please listen. Don’t talk.
Notice the form of the requests:
Affirmative
LISTEN.
BE quiet.
STUDY the lesson.
GIVE me the book.
The simple form of the verb (LISTEN, BE, STUDY)

begins the affirmative requests.
Negative
DON’T talk.
DON’T study the lesson.
' DON’T give me the book.
DON’T (DO NOT) begins the negative requests.
PRACTICE
1. Substitute in the proper position.
Study the conversation.

memorize
— Memorize the conversation.
practice
— Practice the conversation.
78
the exercises
— Practice the exercises.
study
memorize
repeat
write
the conversation
the exercise
remember
2. Change to the negative.
Open the door.
— Don’t open the door.
Close the book.
— Don't close the book.
— Don’t memorize the conversation.
Practice the exercise.
Talk.
Repeat.
Listen.
Answer the question.

Write the exercise.
Study the lesson.
79
STUDY
Polite expression: Please.
Notice the position of PLEASE:
PLEASE listen. Listen, PLEASE.
PLEASE repeat. Repeat, PLEASE.
PLEASE be quiet. Be quiet, PLEASE.
PLEASE give me the book. Give me the book, PLEASE.
PLEASE don’t speak. Don’t speak, PLEASE.
Use PLEASE before or after the request.
PRACTICE
Change to the polite negative form. Use PLEASE at the

beginning.
Listen.
— Please, don’t listen.
Repeat.
— Please, don’t repeat.
Be quiet.
— Please, don’t be quiet.
Remember.
Practice.
Study the lesson.
Talk.
Write the exercise.
Ask the question.
80
STUDY
Object pronouns: Excuse me.
Notice the object pronouns ME, HIM, HER, US, etce::
Excuse ME. -— I excuse YOU.

HIM
HER
IT
US
PRACTICE
Substitute the appropriate object pronoun.
Excuse John.
— Excuse him.
81
Pardon John and me.
— Pardon us.
Study the lesson.

—> Study it.
Remember mother.
Please open the door.
Repeat the exercises.
Close the book.
Write Mary and me.

Answer Paul.
STUDY
Verbs with two objects, GIVE, WRITE, TELL: Give me
the book.
Notice the position of the second object:
GIVE the book to ME.

——____
GIVE ME the book.
WRITE a letter to HIM.
WRITE HIM a letter.
TELL a story to US.

—E——__—_—
TELL US a story.
The second object (ME, HIM, US) precedes the first object
(the book, a letter, a story).
82
PRACTICE
1. Substitute the object pronoun in the proper position.
Please give me the book.

him
—» Please give him the book.

us
— Please give us the book.
me
— Please give me the book.
her
them
us
him
her
us
2. Substitute the object noun or pronoun in the proper posi-

tion.
Write Mary a letter.

her
— Write her a letter.

John
~» Write John a letter.
him
— Write him a letter.
83
Helen
her
Mary and John
them
us
me
Vincent
him
3. Substitute the object pronoun.
Please give a pencil to John.
— Please give him a pencil.
Read the letter to Mary.
— Read her the letter.

Tell the story to the boys.
— Tell them the story.
Read the exercise to the students.
Write a letter to Victor.
Give the letter to Alice.
Tell the story to Alice and Mary.
Read the lesson to Miss Jones.
Write a letter to John and me.
Give the exercise to Mr. Coleman.
84.
SPEAK
Philip: Are you an English student?
Barbara: Yes, J am.
Philip: Is the English class interesting?
Barbara: Yes, it is.
Philip: Please speak Spanish to me.
Barbara: I’m not a Spanish student.
Philip: Write me a letter in French.
Barbara: I’m not a French student. I study English.
Philip: Is English difficult?
Barbara: No, English is an easy language.
Philip: Please tell me a story.
Barbara: In English?
Philip: Yes.
Barbara: { remember an interesting story.

Philip: Is it long?
Barbara: No, it’s short.
Philip: Please tell it to me.
READ
The English teacher is in the English class. This is the
English lesson: Good morning, class. Good morning, Mr.
Stewart. Listen to the new conversation. Repeat it. Study it.
85
Memorize the conversation. Practice the exercises. Write the
conversation. Repeat the old exercises. Study the old grammar.
Answer the new questions. Read the new lesson. Copy the
new words. Copy them from the English book. Be quiet,
please. Do not talk.
Peter and Alice are bad students. They are not quiet in
the English class. John and Mary are quiet in the class. They
are good students.
Who is the English teacher?

What is the class?
Where are the students?
Who are the bad students?
How are they in class?
Who are the good students?

RP
TH
NSP
bP
NK
© How are they in class?
PRONOUNCE
1. Contrast [d] and [d].
day David doctor

Edward study London
good bad difficult
86
this they the
father mother — brother
David and Edward are doctors.
They're brothers.
David is in London.
This is the brother.
This is David.
This is the father.
This is Edward.
This is the mother.
Identify the sounds. Listen to the words. Write 1 for [d]

and 2 for [3].
1. day 2, them
3. this 4, doctor
5. they 6. the
7. bad 8. brother
87
9. does 10. good
COPY
answer memorize talk question

ask open tell story
close pardon write me
don’t quiet conversation him
eat read exercise her
excuse remember lesson us
give repeat pen them
listen study pencil to
88
MEMORIZE
Carlos: Philip speaks English.

I speak Spanish.
The students speak English in school.
Alice writes excellent letters.
She reads the letters in class.
Francis: I listen.
Philip speaks|English.
——\
I speak [Spanish.
——s
The|students speak |English in school.
— OO
Alice writes excellent] letters.
L
She|reads|the letters in|class. \
—e
I listen.
——
89
SUBSTITUTE
1. He speaks English. 2. Philip speaks English in class.

Spanish. Alice
French. He
German. She
Portuguese. Ann
Japanese. The teacher
3. The students speak English. 4. Vincent speaks Spanish.
They writes
We studies
You reads
I practices
Alice and Mary understands
5. The students speak Spanish in school.
in Buenos Aires.
in Spain.
6. The students speak.
in class.
write. in Peru.
study. in Argentina.
read.
practice.
understand.
STUDY
Affirmative statement: Philip speaks English in class.
Notice the form of the verb:
they
Paul and Alice
Third person singular
Use the -s ending with third person singular.
PRACTICE
1, Change the request to an affirmative statement.
Listen. Albert and Ann
— Albert and Ann listen.
Speak. she
— She speaks.
Practice French in Paris. the students

~» The students practice French in Paris.
91
Speak Spanish in class. Paul
Tell a story. he
Write letters. you
Read a book. we
Memorize the conversation. they

Write letters in English. she
Speak Spanish in Argentina. Carlos
Practice the exercises. Mr. and Mrs. Martin
Listen in class. the students
Read the letters in class. they
2. Change the request to an affirmative statement.
Write the exercise in class. Philip

— Philip writes the exercise in class.
Speak Japanese in-school. [
Read English. John and Alice
Speak in class. she

Ask questions. the people
Write a letter. the teacher
Practice the exercises. we
Open the door. the students

Speak German. Mr. and Mrs. Gordo
Write letters in French. Mrs. Jones
Speak and read in class. you
Practice French in France. they
92
3. Change the request to an affirmative statement.
Speak English. Philip / Spanish
— Philip speaks Spanish.
Read the book. I / the letter

— I read the letter.
Close the door. he / the book

— He closes the book.
Practice English. Alice / German
Write a letter. I / in Spanish
Listen in class. we / in school
Read the exercise. they / in English
Speak French in France. you / in Montreal
Practice the conversation. the students / English

Read the bookin German. he / in French
Read the letter in French. Mr. and Mrs. Jones / the

book
Listen. he and she / understand
Write and speak in English. I / understand and listen
4, Complete the sentence with an appropriate object:

German, English, Portuguese, the exercise, letters, the
book, the teacher.
You understand German ,
Peter and John write _English_ in class.
Barbara reads _ in class.
The teacher speaks in school.
93
The students read in English.
We practice. _______—s in Germany.
James and Joseph understand and Italian.
Iread ___—s—_sin: Japanese.
They practice in class.
The people speak in Brazil.
You read books and in class.
SPEAK
Alice speaks about herself in the first person:
“T am Alice Hill. I speak English and French. I study

German now. I practice English in class. The teacher speaks
English. I understand the teacher. I write letters in English.
I read the letters in class.”
John speaks about Alice in the third person.

He speaks about himself in the first person:
“She is Alice Hill. She speaks English and French. She

studies German now. She practices English in class. The
teacher speaks English. Alice understands the teacher. She
writes letters in Spanish. She reads the letters in class.”
“I am John Stewart. I speak English and Spanish. I study

English. I speak English and Spanish. I read books in Eng-
lish. I write letters in Spanish. I practice English in class.
I understand the teacher.”
94
Other students continue in the same way:
“He is John Stewart. He speaks English and Spanish... .”

5
READ
Robert and Ann speak Spanish and Portuguese. They

study English now. The teacher speaks English in class. The
students understand English. They understand the teacher.
Ann listens to the teacher. Robert writes the exercises in
class. Ann writes letters in class. She writes letters in English.
She reads the book.
1.. Who speaks Spanish and Portuguese?

Who teaches English to Robert?
Who writes letters in class?

Who writes the exercises in class?
Who reads the book?
ek
ot
oa
be
© Who understands the teacher?
PRONOUNCE
Third person singular “s [z, s, iz]: He listens. He speaks.

»”
He practices.
95
Notice the pronunciation of the third person:
listens.
reads
studies
understands
Pronounce [z] with voiced final sounds [n, d, i, etc.]
[s|
The third person of|speak| is |speaks.
write writes
Pronounce [s] with voiceless final sounds [k, t, etc.]
The third person of practice is |practices.
memorize memorizes
wash washes
catch catches
change changes
Pronounce [iz] with final [s, z, 8, & y]
96
PRACTICE
Change to the third person with HE.

I listen to English.
— He listens to English.
The students ask questions.
— He asks questions.
They close the books.
— He closes the books.
We memorize the conversation.
John and I repeat the exercise.
Paul and Alice pronounce the sounds.
I read the story.
We speak English.
John and I practice the conversation.
Paul and Alice write the questions.
They tell the story in English.
COPY
Peru Portuguese letter

Brazil Japanese understand
97
Unit 11
MEMORIZE
Francis: Do you want milk?

John: No, I want coffee.
Francis: Do Mary and John drink milk?
Alice: No, they drink tea.
Francis: Does Mary want fish or meat?
Alice: She wants fish.
J
Dolyou want milk?
No, I want coffee.
Do[Mary and John drink milk?

No, they drink| tea.|
Does Mary_want}fishjor meat?
She wants] fish.
98
SUBSTITUTE
1. Do you want milk? 2. John and I want coffee.
coffee? We
teaP Paul and he
water? You
fish? I
meat?
3. Do Mary and John drink milk? 4. No, they drink tea.
they want coffee.
you like soup.
you and I eat meat.
we want fish.
John and I drink milk.
5. Does Mary like fish or meat? 6. Mary wants fish.
she She
John The cat
he It
the cat John
it He
7. Do Mary and John eat meat? 8. I want fish.
Do they John wants
Does John He eats
Does he We want
Does Mary They eat
Does she It likes

STUDY
Yes / no questions with DO and DOES: Do you want milk?
Notice the use of DO and DOES:
THEY
MARY AND JOHN
Use DOES with the third person singular: HE, SHE, IT,
JORN, etc.
Use the simple form of the verb: WANT, etc.
PRACTICE
1. Change to questions.
I want milk.
— Do you want milk?

They like coffee.
— Do they like coffee?
100
John wants tea.
— Does John want tea?
Mary wants fish.
T want fish.
Alice drinks coffee.
They want soup.

I drink water.
You like fish.
You eat meat.
2, Answer with YES.
Do you drink tea?
— Yes, I drink tea.
Does he drink coffee?

— Yes, he drinks coffee.
Do they drink milk?

— Yes, they drink milk.
Does she drink water?
Do you like soup?
Does Peter like meat?

Do Vincent and Edward drink milk?
Do James and Henry eat fish?
Does Alice eat bread?
Do you and Henry eat meat?
10]
3. Individual practice. Give either answer.
Do you want tea or coffee?

— I want tea.
(— I want coffee.)
Does he want water or milk?

— He wants water.
(— He wants milk.)
Does she want coffee or tea?
Do they want beer or wine?

Do you want fish or meat?
Does Virginia want rice or potatoes?

Do John and Helen want fish or meat?
Do you and Helen want soup or eggs?
Do you and Philip want water or milk?
Does the cat eat fish or meat?

Do you drink hot milk or cold milk?
SPEAK
102
Kathleen: Good morning, Vincent. How are you?
Vincent: Hello, Kathleen. I’m fine. And you?
Kathleen: Fine, thank you. It’s a beautiful day.
Vincent: Yes, it is.
Kathleen: Are you in the English class?
Vincent: Yes, I am.
Kathleen: Do you like the class?
Vincent: Yes, it’s an interesting class.

Kathleen: Does John like the class?
Vincent: — Yes, he likes it.

Kathleen: Do you like mathematics?
Vincent: No, I don’t like math. I like languages.
Kathleen: Does John like languages?
Vincent: Yes, he likes English and Spanish.

Kathleen: Do you speak Spanish?
Vincént: I speak English and French.
READ
Victor and Daniel are students in America. They are

tourists in Europe. They speak English and Spanish. They do
not speak French or German. They drink tea, coffee, and
milk. They like English tea, but they do not like English
coffee. Vincent and Daniel write letters from Europe. They
write letters in English. They write: “We like Europe. Eng-
land, Spain, France, and Germany are beautiful and interest-
ing countries. London, Madrid, Paris, and Berlin are big,
important cities.”
103
What are Victor and Daniel in America?
What are they in Europe?
Does Victor like English tea?
Does Daniel write letters?
Do they like Europe?
What is Spain?
NY
Ww
wk
no What is London?
PRONOUNCE
exploded with friction

between tongue and
upper gum, voiceless
chin Charles Chile

teacher French each
The teacher teaches French.
Charles teaches the teacher.
Charles understands the teacher.
The students listen to Charles.
104
I study French.
Charles speaks French.
Charles writes letters. in French.
The teacher is French.
COPY
beer potatoes rice want

bread eggs tea like
cat fish water cold
chin meat wine hot
coffee milk drink or
105
Unit 12
MEMORIZE
John: Do you know Paul Jones?

Francis: Yes, I do. I know him.
John: Do you and Paul like languages?
Francis: No, we don’t. We don’t like them.
John: Does Paul like the class?
Francis: Yes, he does. He likes it.
No,
we[don't
\We don’t[like|them
106
SUBSTITUTE
1. Do you know Paul Jones?

remember 2. I don’t know him.
understand remember
like understand
like
3. I write to him.
speak to 4, Does he know you?
listen to remember
talk to like
understand
5. Yes, he does. He likes me.
remembers 6. Do you write to him?

knows talk to
understands listen to
speak to
7. Yes, we do. We write to him.
talk to
listen to
speak to
8. No, he doesn’t. He doesn’t know me.

remember
like
understand.
107
STUDY
Short answers with DO, DOES, DON’T, and DOESN'T: I do.

He doesn't.
Notice the affirmative and negative short answers:
Affirmative:
DO or DOES completes the affirmative short answer.
Negative:
DON’T or DOESN’T completes the negative short answer.
DON’T and DOESN’T are the contractions of DO NOT

and DOES NOT.
108
PRACTICE
l. Give affirmative short answers.
Do you know Paul?

— Yes, I do.
Does he know Paul?

— Yes, he does.
Do they speak English?

— Yes, they do.
Do you like music?
Does she speak French?
Does she understand French?
Do they remember Paul?

Do they like Paul?
Does he know Francis?

Do you know Francis?
Does he speak Spanish?
2. Give negative short answers. Substitute the appropriate

pronouns.
Does Peter know Paul?
— No, he doesn’t.
Does Mary speak German?

— No, she doesn’t.
Do you drink coffee?

— No, I don’t.
Does Edith know him?
Does Vincent speak French?
109
Does he like it?
Do Francis and Jane like languages?
Do they study them?
Does Alice know Kathleen?

Do you and James drink milk?
Do Peter and I eat fish?
3. Individual practice. Give affirmative or negative short

answers.
Do you know Helen?
— Yes, I do.
(— No, I don't.)
Does she know you?

— Yes, she does.
(— No, she doesn’t.)
Do the students understand the teacher?

— Yes, they do.
(— No, they don’t.)
Do you like fish?

Does Paul drink coffee?
Does Helen want bread?
Do Paul and Helen eat meat?
Do they eat potatoes?
Do you want rice?
Do you like it?

Does Helen drink cold milk?
Do you want hot soup?
110
Do you and Paul want apples?
Do you remember Philip?
Does he write to you?
Does he write in English?
Do you understand the letters?
Does Alice write to him?
Does he write to her?

Does the cat eat meat?
Does it like bread?

STUDY
Negative statements with DON’T and DOESN'T: I
don't know him.
Notice the negative statements:
Affirmative:
I KNOW Paul.
HE KNOWS Paul.
Negative:
Use DON’T and DOESN'T for negative statements.
Use the simple form of the verb: KNOW, etc.
11]
PRACTICE
Change to the negative.
I know Paul.
— I don't know Paul.
We remember him.
— We don’t remember him.
He writes to us.
— He doesn’t write to us.
Helen likes him.

— Helen doesn’t like him.
He remembers her.
She answers the letters.
She opens them in school.
She reads them.

I ask her.
She tells me.

Francis listens to the teacher.
He studies the lesson.
He likes English.
He speaks Spanish.
We understand him.
The students study.

They read the lesson.
They close the book.

John remembers the exercise.
He likes music.
M2
SPEAK
Patricia: Hello, Joseph.

Joseph: Hello, Patricia.
Patricia: Are you in the Spanish class?
Joseph: Yes, I am. Miss Gordon is the teacher.
Do you know her?
Patricia: No, I don't. Is she a good teacher?
Joseph: Yes, she is. I like her.
Patricia: Do you study French?
Joseph: Yes, I do. I understand it. I don’t speak it.
Patricia: I read French. I don’t write it.
Joseph: Do you like languages?
Patricia: Yes, I do. I like them. Do you?
Joseph: Yes, I do. I don’t like Latin.
Patricia: I like it. It’s interesting.
Joseph: Who is the Latin teacher now?
Patricia: It’s Mr. Connors. He’s a good teacher.
Joseph: I don’t know him.
Patricia: He knows you.
READ
Charles and Elizabeth are in a restaurant in New York.

They are students from England. They are tourists in the
United States. They like American food. Elizabeth likes fish.
She orders soup, bread, fish, and rice. Charles wants meat.
712
He orders soup, bread, meat, and potatoes. Elizabeth drinks
coffee, but she wants water today. Charles drinks tea. They
do not want wine or beer. Elizabeth and Charles like the
restaurant. They like the food. It is good. The waiter is
friendly. They like him.
Where are Charles and Elizabeth?

What are they?
Does Charles like American food?
Does Elizabeth order meat?
Does Charles order meat?

Do they want rice?
Do they like the restaurant?

oF
YP
SB
ante
Does Charles like the waiter?
PRONOUNCE
friction between tongue

and upper gum, voiceless
114
shin she sheep
ship short sharp
English Spanish Patricia
Patricia is English.
She is in Washington.
The ship is Spanish.
The sheep are English.
A short shin.
A short ship.
COPY
Connors language doesn’t friendly

Gordon restaurant know today
food waiter order shin
115
Unit 13
MEMORIZE
John: What's this? Is this a cat?

Paul: That’s a man,
John: What are these?
Paul: Those are hands.
John: Does he have eyes?
Paul: He has three eyes.
What’s| this? Is this alcat?

That’s a|man.|
What are|these? |
Those arefhands.\
o-—
Does he have|eyes?
He has|threeleyes.
116
SUBSTITUTE
1. Is this a cat? 2. That’s a man.

an ear? a boy.
an eye? a ship.
a chin? a sheep.
an apple? a fish.
a book? a potato.
a pen? a restaurant.
3. These are men. 4, Those are ships.
boys. sheep .
eyes. cats.
ears . fish .
apples, potatoes.
books. restaurants.
pens. men.
5. Do you have a pen? 6. I have two pens.
a pencil? three pencils.
a brother? one brother.
a sister? two sisters.
a cousin? six cousins.
a book? five books.
a friend? many friends.
117
7. He has two eyes.
a nose.
two ears.
many teeth-
a mouth.
a chin.
two hands.
ten fingers.
two arms.
two legs.
two feet —__ aN

ten toes._———_—
STUDY
THIS, THESE, THAT, THOSE: Is this a catP That’s a man.
Notice the use of THIS, THESE, THAT, THOSE:
NEAR ME
Singular: is an apple. is an apple.
118
Plural: are apples. are apples.
THIS and THESE indicate something near the speaker.
Singular: THIS Plural: THESE
THAT and THOSE indicate something away from

the speaker.
Singular: THAT Plural: THOSE
PRACTICE
You are far from the teacher. Answer according to dis-

tance.
What is this?
—> That’s a pencil.
What is that near you? ?:

~~
— This is a cat.
What are these? a
—> Those are apples.
What's that?
What are those?
i)
What are these?

What is this?
@®
119
What is that?
What is this?
_f
What are those?
What are these? g wr
Sim? by
STUDY
Numbers 1 to 20: one, two, three, etc.
Learn these numbers:
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
FF
oF
oO
want
oO
PS
W nineteen
b—jon) twenty
PRACTICE
1. Count from one to twenty.
120
2. Read these numbers aloud.
5, 10, 15, 20 3, 6, 9, 12
2, 4, 8, 14 1, 7, 11, 13
3. Use THIS or THESE and a number.
@® — This is one eye.

i.)
‘a
OY — These are four fingers.
Y — These are three toes.
121
STUDY
Irregular plurals: These are children.
Learn these irregular plurals:
MEN.
WOMEN
CHILDREN
FEET
TEETH
PRACTICE
Change to the plural.
This is a child.
— These are children.
That is a foot.
— Those are feet.
This is a cat.
— These are cats.
This is a tooth.
That is a man.
This is a boy.
This is a woman.
That is a girl.
This is a child.
This is a tooth.
122
This is a finger.
That is a foot.
That is a woman.
SPEAK
Charles: Hello, Helen.
Helen: Hello, Charles.
Charles: Do you like those pictures?
Helen: No, I don’t.
Charles: Those are interesting pictures.
Helen: Do horses have three legs?

Charles: No, they have four.
Helen: This horse has three legs.
Charles: That’s interesting.
123
Helen: Do tables have four legs?
Charles: Yes, tables have four legs.

Helen: This table has three legs.
Charles: Chickens have two legs.

Helen: This chicken has three legs.
Charles: Those are funny pictures.
READ
Horses have four legs. Tables have four legs. Chairs have
four legs. Men, women, and children have two legs and two
arms. Chickens have two legs. They do not have arms. They
have two wings. Those pictures are funny. The horse has
three legs. The table has three legs. The chicken has three
legs. The boy has three arms. The chair has three legs. The
cat has three eyes.
1. Do horses have three legs?
Do children have three legs?

Are those pictures funny?
Does the cat in that picture have eyes?

Does the chair in the picture have four legs?
Does the chicken have arms?
DS
&S
F
Tt
ae Does it have legs?
124
PRONOUNCE
1. Contrast (e] and [3].
chin Charles Chile shin she sheep

teacher French each ship short sharp
child children chicken English Spanish Patricia
The teacher is French.

Patricia is English.
The ship is in Washington.
Charles is in Chile.
The children like chicken.
She likes sheep.
2. Identify the sounds. Listen to the words. Write 1 for [¢]

and 2 for [8]).
1. sheep _ ship —__
2. teacher _ shin
3. children Charles
4, chin DB
Oo
ADchicken
5 . Washington___ short
125
COPY
that four seventeen leg

these five eighteen man
those Six nineteen men
have seven twenty mouth
has eight arm picture
far nine chicken nose
from ten child table
funny eleven children toe
many twelve finger tooth
near thirteen foot teeth
one fourteen feet wing
two fifteen hand woman
three sixteen horse women
126
MEMORIZE
Paul: |Where’s my book?

Victor: It’s in John’s desk.
Paul: That’s not my book. That’s his old dictionary.
Helen: Is this your book?
Paul: No. My book is new.
Helen: Does it have your name on it?
Paul: Yes. Look on its back cover.
Where’s my book?
It’s in{John’s desk. |
That’s|not my book. That’s his old|dictionary.
Is[this your book?

NO) My|book is|new.\
Does it have your {name on it?
Yes.\Look on its|back cover.

—
127
SUBSTITUTE
1. Where is my book?
pen?
pencil?
notebook?
2. It’s in John’s desk.
dictionary? ooo
Victor's
ruler? 4
Helen’s
the teacher’s
3. That’s not my book.
Miss Hill’s
your
his Peter's
her
4, That’s his old dictionary.
our
their my
your
her
5. Is this your book? our
his their
her
our
my 6. My book is new.
their Your
John’s
His
Helen’s
Her
128
7. Does it have your name on it?
Paul’s
his
, 8. What’s the cat’s name?
Alice’s
its
Joseph’s
your
John’s
his
her
the teacher’s
STUDY
Possessive adjectives: This is my brother.
Notice the possessive forms: MY, YOUR, HIS, HER,

ITS, ete.
This is }MY brother. These are |MY brothers.
They change for person:I — MY we — OUR

you > YOUR you -» YOUR
he — HIS
she — HER they — THEIR
it — ITS
They do not change for plural of the noun: MY BROTHER
MY BROTHERS
129
PRACTICE
1. Use the appropriate possessive in the answer.
I give you this book.

— It’s my book.
I give her this pencil.
~> It’s her pencil.
We give the cat a name.

— It’s its name.
I give him a pen.
They give us a table.
I give them a letter.
You give me a picture.
I give you a cat.

We give the horse a name.
2. Use the possessive.
He has big eyes.

— His eyes are big.
She has a beautiful mouth.
— Her mouth is beautiful.
Tt has short ears.
— Its ears are short.
130
I have a funny nose.
She has a friendly face.

They have big feet.
You have good teeth.
She has long hands.

He has short fingers.
3. Use the appropriate pronoun and the possessive.
John has two brothers.

— They’e his brothers.
Mary.has three cousins.
— They're her cousins.
I have a cat.
— It’s your cat.
Paul has a sister.
Helen has a sister.

John has a father.
Helen has a father.
You have two friends.
Francis has two parents.
Alice has two cousins.
The cat has a mother.
131
STUDY
Possessive forms of nouns: This is John’s brother.
This is Charles’ book.
Notice the two forms for the possessive: JOHN’S,

HELEN’S, PAUL’S; and CHARLES’, DICKENS’, ROSS’.
JOHN’S | brother.
HELEN’S
PAUL'S
ALICE’S
THE BOY’S
These are |JOHN’S | brothers.

HELEN’S
PAUL'S
ALICE’S
THE BOY’S
Add ’s to form the possessive when a noun ends in any
letter except s.
The |BOY’S NAME, is David.
Add only ’ to form the possessive

when a noun already ends in s.
BOYS >» BOYS’
CHARLES — CHARLES’
The |BOYS’ NAMES} are Paul and David.
CHARLES’ jbrother is my friend.
PRACTICE
1. Use the possessive of the noun.
I give John an apple.
— It’s John’s apple.
132
You give Helen some bread.
— It’s Helen’s bread.
Mother gives Charles some potatoes.
— They're Charles’ potatoes,
The waiter gives Victor some soup.
He gives Peter some food.
I give David some meat.
The waiter gives Mr. Hill some chicken.
He gives Miss Martin some fish.

You give Mrs. Newman some tea.
John gives Robert some coffee.
The doctor gives Francis some medicine.
2. Use the appropriate pronoun and the possessive.
I have two brothers.

— They're your brothers.
I give John a picture.

— It’s John’s picture.
The cat has good teeth.
— They've the cat’s teeth.
John has a sister.

— She's John’s sister.
Paul gives Helen a pencil.
You have good teeth.
133
You give Peter a ship.
You have two parents.
John has many friends.
Helen has a brother.
She has five cousins.

3. Use the appropriate possessive and modifier.
John has a book. It’s about geography.

— It’s his geography book.
Helen has a dictionary. It’s in Spanish.

— It’s her Spanish dictionary.
Paul has a book. It’s old.
— It’s his old book.
Alice has a class. It’s about music.
Francis has a class. It’s about art.

Margaret has a lesson. It’s about history.
Joseph has a pen. It’s new.
They have a textbook. It’s old.

He has a class. It’s in English.
WRITE
Write the possessive of the nouns.
The students have a picture. It’s the students’ picture.

A man has a nose. It’s the _man’s __ nose.
134
The boys have a cat. It’s the cat.
The girls have a house. It’s the house.
A boy has a book. It’s the book.
A girl has a pen. It’s the pen.

Helen has a sister. She's sister.
Charles has a friend. He's friend.

Francis has a father. He’s father.
Edward has a mother. She’s mother.
SPEAK
Helen: Where is my geography book?
Paul: It’s in your desk.
Helen: No, it’s not. This is my old book.
Vincent: Is this your book?
Helen: Yes, it is. It has my name on it.
Vincent: Do you like your new book?
Helen: Yes, I do.
Vincent: Where is our city on this map?
Helen: It’s here. And this is Paul’s city.
Paul: Is your geography teacher American?
Helen: No, he’s English. He’s from England.
Paul: Look. This is England. This is his country.
135
Vincent: My literature teacher is English.
Paul: Does he give you good books?
Vincent: Yes, he does. Look at this book. It’s our textbook.

Paul: Its pictures are good.
Vincent: And its stories are interesting, too.
READ
Mr. Newton says to his class: “Close your books. Mary,

write a sentence on the chalkboard.” Mary writes a sentence.
She gives her chalk to David. He writes a new sentence. Peter
and John write the sentences in their notebooks. Alice does
not write; she listens. She looks at the chalkboard.
Mr. Newton says: “Write your names on your notebooks.
Give them to me.” He reads the exercises. He gives the stu-
dents their grades. Helen’s grades are good. She is a good
student. Edward’s grades are not good. He is intelligent, but
he does not study his lessons.
Who is Mary’s teacher?

Who writes on the chalkboard?
Who writes in their notebooks?
Who listens?
Who reads the exercises?
Who is a good student?
wr
e
Nowa
Who has bad grades?
136
PRONOUNCE
Possessive ending of nouns: John’s, Robert’s, Alice’s.
Pronounce:
after voiced final sound:
John JOHN’S
Mary MARY'S
[s|] after voiceless final sound:
Robert ROBERT'S
Philip PHILIP’S
[iz]| after [s, z, G i]:
Alice ALICE’S
the Church THE CHURCH'S
the judge THE JUDGE’S
The possessive and the plural form ’s are pronounced the

Same;
THE STUDENTS’ = the students
THE BOYS’ = the boys
PRACTICE
Pronounce the possessive.

I give the book to John.
— It’s John’s book.
Robert has a dictionary.
— It’s Robert’s dictionary.
137
Alice writes the lesson.
— It’s Alice’s lesson.
Mary has a pen.
Philip has a cat.
I give Charles a pencil.
Paul has the chalk.

I give David some tea.
We give the doctor a pen.

We give the nurse a book.
COPY
my our desk name back

your their dictionary notebook but
his chalkboard face ruler some
her chalk grade sentence too
its cover map about look
138
Unit 15
MEMORIZE
Teacher: Who reads the letter today?

John: Alice reads it.
Teacher: But she’s absent. Who's at her desk?
John: Helen’s at her desk.
Teacher: What’s on Helen’s desk?
John: A big frog in a bottle!
Wholreads the letter today?,

2
Alice reads it.
1
But she’sjabsent. Who’s|at her desk? |

—e a
Helen’s at her desk.

~~
What’s on|Helen’s desk?
—
A big|frog]in albottle!
—~
139
SUBSTITUTE
1. Who reads the letter today? 2. What’s in the bottle?
likes the lesson? in your pocket?

wants coffee? in your hand?
’s absent? difficult?
’s in classP hot?
3. Who's at her desk? 4, Margaret is at her desk.
your Joseph
my Christine
Alice’s Kathleen
Peter’s Vincent
5. What’s on Helen’s desk? 6. A big frog is on her desk.
her My notebook
your His pencil
my Alice’s book
Peter's John’s pen
STUDY
Subject questions: Who reads the letter today?
Notice the use of WHO and WHAT as subject in questions:
reads the letter.
WHO reads the letter?
Helen
=n is at Alice’s desk.
WHO is at Alice’s desk?
140
The students
————rr listen.
WHO listens?
Use WHO for persons.
A big frog is on Helen’s desk.

j=
WHAT __ is on Helen’s desk?
The class
—— begins at nine.
WHAT begins at nine?
Use WHAT for things.
PRACTICE
1. Change to subject questions with WHO or WHAT.
John knows Mr. Thompson.

— Who knows Mr. Thompson?
A big frog is on Helen’s desk.

— What's on Helen’s desk?
Edward is at David's desk.
> Who is at David’s desk?
His books are on Peter’s desk.

— What is on Peter’s desk?
Charles is absent today.
Alice reads today.

Paul has my eraser.
Alice is sick.
14]
Her pencil is on John’s desk.
A big frog is in the bottle.

Vincent watches TV.
— Who watches TV?
This hand writes.
— What writes?
Alice and Ann eat fish.
— Who eats fish?
Robert studies French.
Kathleen speaks German.

The mouth eats.
Jane and Philip drink coffee.
The eye reads.
My father reads Portuguese.
My sister studies art.
The ear listens.

Your brother listens to music.
Peter studies art.
— Who studies art?

I have a big desk.
— Who has a big desk?

My book is red.
—> What is red?
142
Good students ask good questions. -
The questions are difficult.
We drink tea.
The tea is hot.
John is intelligent.
His new book is interesting.

Paul is a doctor.
4, Answer the questions individually.
Who watches TV, Paul or John?

— Paul watches TV.
(— John watches TV.)
What has four legs, a cat or a chicken?

— A cat has four legs.
Who wants milk, Helen or Alice?

— Helen wants milk.
(— Alice wants milk.)
What's on Helen’s desk, a frog or a cat?
What’s funny, the frog or the cat?
Who asks the questions, the teacher or John?
Who’s at Alice’s desk, Helen or Francis?
What has two legs and two wings, a chicken or a boy?
What has two legs and eats, a table or a chicken?

Who writes letters and is absent, Helen or Alice?
What has hands and does not write, John or a clock?
143
SPEAK
Helen: Who has a dictionary?

David: I have an English dictionary. Do you want it?
Helen: No, thank you. Do you have an English-Spanish dic-

tionary?
David: No, I don’t. Philip has an English-Spanish dictionary,
but he’s absent.
Helen: What's that book on the teacher’s desk?

David: That’s a literature book.
Helen: What's that book on John’s desk?
David: I don’t know. Look and see.
Helen: It’s a dictionary. It’s an English-Spanish dictionary.
David: Do you have a pencil?
Helen: Yes. Do you want it?
144
David: Yes, thank you.
Helen: Do you want an eraser?

David: Yes, I need it now. Thank you.
READ
Mr. Thompson teaches us English. He asks us many ques-

tions. They are difficult questions, but we answer them. He
writes the questions on the blackboard. He writes the ques-
tion: “Who reads the letter today?” We copy the question in
our notebooks and memorize it. Then we answer it. We say:
“Alice reads it. She reads well. She reads letters in class. But
she is absent.” We copy the answers and memorize them.
Mr. Thompson asks the class, “Who's at Alice’s desk?”
Helen answers, “I’m at her desk.” Mr. Thompson looks at
Helen’s desk. “What’s on Helen’s desk?” he asks. Peter says,
“It’s a frog. A big frog is on her desk.”
1. Who asks many questions in class?
2. Who reads the letter?
3. Who copies the questions?
4, Who reads well?
5. Who looks at Helen’s desk?
6. Who is at Alice’s desk?
7. What's on Helen’s desk?
145
PRONOUNCE
friction between lower lip
and upper teeth, voiceless
face finger foot

four five fifteen
food fish coffee
Philip has five funny fingers.
Francis has a fine friendly face.

Philosophy is difficult.
French food and coffee are fine.
A fish has no feet.

My father is far.
COPY
bottle frog answer again

clock pocket begin on
eraser television(TV) watch then
146
Unit 16
MEMORIZE
John: Where do you live?

Helen: I live at Twenty-four sixty-eight Kennedy Street.
John: What do you study?
Helen: I study English and history.
John: Who do you know in the class?
Helen: I know Paul and John.
John: How do you feel today?
Helen: I feel fine.
Whereldo you live?,
I live at Twenty-four sixty-eight|Kennedy Street.

———
What
eeedo you|study?
ve
1study English and[history.
Who
do you|knowjin the class?
1
know/Paul
jandJohn. \
How do you|feel]today?
1feel|fine °
147
SUBSTITUTE
1. Where do you live?
does John
does he
do the boys
does the teacher

does Mr. Coleman
2. I live at Twenty-four sixty-eight Kennedy Street.
Two fourteen
Three twenty
One twenty-six
Two twenty-nine
Sixteen
3. He lives on Kennedy Street.
on New York Avenue.

in New York City.
in Mexico City.
on Virginia Avenue.
on Hill Street.
4, What do you study?
read?
like?
want?
have?
eat?
148
5. I study English.
read Spanish.
like apples.
want an apple.
have a friend.
eat meat.
6. Who do you know in the class?
see
watch
remember
understand
talk to
7, I know John.
see
watch
remember
understand
talk to
8. How do you feel?
does Mary
does John
do they
does he
does she
149
STUDY
Information questions with WHERE, WHAT, WHO,
HOW, and DO: Where do you live?
Notice the position of the question words WHERE,

WHAT, WHO, and HOW:
DO YOU live at Two fourteen
Kennedy Street?
WHERE DO YOU live?
DOES HELEN ssread a book?
WHAT DOES HELEN read?
DO YOU know Paul?
WHO(M) DO YOU know?
DO YOU feel fine today?

DO YOU feel today?
Use the appropriate question word — WHERE,

WHAT, WHO, HOW — at the beginning of a
question.
WHERE >= place (at Two fourteen Kenn
WHAT = thing (a book)
WHO(M) = person (Paul)
HOW -> manner (fine)
150
PRACTICE
1. Change to information questions with WHERE or HOW.
Do you live at Two fourteen Kennedy Street?
— Where do you live?
Does Helen feel fine? .
— How does Helen feel?
Does Paul live in New York?
Does Alice feel sick now?
Does she speak well?
Do you study in school?
Do you read clearly?
Does John eat lunch at home?
Does he eat slowly?
Do the boys read fast?
Do they read in the library?
Do the girls speak carefully?

Does Alice read in class?
2. Change to information questions with WHAT or WHO(M).
Do you study history?

~ What do you study?
Do you know Paul?

— Who(m) do you know?
151
Does Mr. Smith speak English?
Does he know Paul?
Does Paul like history?
Does he understand the teacher?
Does the teacher ask questions?

Does he ask you?
Do you answer the questions?

Do you answer the teacher?
3. Change to information questions with WHAT, WHO(M),

WHERE, or HOW.
Does Mr. Rogers live in New York?

— Where does Mr. Rogers live?
Does he know the teacher?
— Who does he know?
Does the teacher know English?
—> What does the teacher know?
Does he speak clearly?

— How does he speak?
Do I study at home?
Does John know me?
Does he remember the lesson?
Does he write well?
Does Helen write well?
152
Does she write letters?
Does the teacher watch her?
Does Helen read in the library?
4, Listen to the paragraph. Then answer the questions.
John Jones studies English. He lives at 316 Hill Street.

He reads stories. He pronounces carefully. The students like
John. They listen carefully. John eats lunch in school. He
likes his father. He studies at home.
What does John study, English or Spanish?

— He studies English.
Where does he live, at 316 Smith Avenue or 316 Hill

Street?
— He lives at 316 Hill Street.
What does he read, letters or stories?
How does he pronounce, carefully or badly?

Where does he eat lunch, home or in school?
Who do the students like, John or Helen?
How do they listen, badly or carefully?
Where does he eat lunch, at home or in school?
Who does he like, his father or his doctor?
Where does he study, at home or in the restaurant?
153
5. Answer individually.
Where do you live?
What do you study?
How do you read?
Who do you know?
STUDY
Numbers 21-109: I live at Twenty-four sixty-eight Kennedy

Street.
Notice the rule for numbers 21-109.
‘20 twenty 36. thirty-six 52 fifty-two

21 twenty-one 37 thirty-seven 53 fifty-three
22 twenty-two 38 thirty-eight 54 fifty-four
23 twenty-three 39 thirty-nine 55 fifty-five
24 twenty-four 40 forty 56 fifty-six
25 twenty-five 41 forty-one- 57 fifty-seven
26 twenty-six 42, forty-two 58 fifty-eight
27 twenty-seven 43 forty-three 59 fifty-nine
28 twenty-eight 44 forty-four 60 sixty
29 twenty-nine 45 forty-five 61 sixty-one
30 thirty 46 forty-six 62 sixty-two
31 thirty-one 47 forty-seven 63 sixty-three
32 thirty-two 48 forty-eight 64 sixty-four
33 thirty-three 49 forty-nine 65 sixty-five
34 thirty-four 50 fifty 66 sixty-six
35. thirty-five 51 fifty-one 67 sixty-seven
154
68 sixty-eight 82 eighty-two 96 ninety-six
69 sixty-nine 83 eighty-three 97 ninety-seven
70 seventy 84 eighty-four 98 ninety-eight
71 seventy-one 85. eighty-five 99 ninety-nine
72 seventy-two 86 eighty-six 100 one hundred
73 seventy-three 87 eighty-seven 101 one hundred one
74 seventy-four 88 eighty-eight 102 one hundred two
75 seventy-five 89 eighty-nine 103 one hundred three
76 seventy-six 90 ninety 104 one hundred four
77 seventy-seven 91- ninety-one 105 one hundred five
78 seventy-eight 92 ninety-two 106 one hundred six”
79 seventy-nine 93 ninety-three 107 one hundred seven
80 eighty 94 ninety-four 108 one hundred eight
81 eighty-one 95. ninety-five 109 one hundred nine
Use the tens plus the units for numbers above twenty.
seventy
eighty
ninety
PRACTICE
1. Read these numbers.

24, 36, 49, 52, 60, 75, 88, 91, 100, 101.
2. Read these sentences.
I want 6 apples.
155
We have 32 teeth.
Please give me 18 eggs.
A dollar has 100 cents.
A month has 30 days.

A week has 7 days.
A day has 24 hours.
12 is a dozen.
An hour is 60 minutes.
A minute is 60 seconds.
3. Addresses. Say the numbers in groups of two. Divide from

the end.
2468 — 24 68 — twenty-four sixty-eight
214 > 214 > two fourteen
320 > 320 - three twenty
308 — 308 — three o eight
4, Read these addresses.
I live at 2468 Kennedy Street.
John lives at 6692 Hill Street.
Helen lives at 214 New York Avenue.
What’s Paul’s address? It’s 853 Coleman Street.
Vincent lives at 2238 Boston Avenue.
His cousin lives at 209 Johnson Street.
5. Answer these questions individually.
Where do you live?
Where do your friends live?
156
SPEAK
Peter: Good morning, John.
John: Hello, Peter.

Peter: How are you?
John: I’m fine, thank you. Where’s Mary?
Peter: She’s at home. She’s sick.
John: Where does she live?

Peter: She lives on Martin Street.
John: Do you know her address?

Peter: No, I don’t know her address. But I know her
phone number.
John: Are you good friends?
Peter: Yes, we are.
John: Is she in your class?

Peter: Yes, she is. We're in Mr. Coleman’s class.
John: Do you like him?

Peter: Yes, we do. He’s a good teacher.
157
READ
My name is David Horgan. I live at 257 Kennedy Street.
I live with my family. We live in a big house. I have. two
brothers and two sisters. My father is an airline pilot. My
mother is a nurse. We eat breakfast at home. I study history
in school. I eat lunch and dinner at home:
My friend’s name is Virginia Phillips. She lives on Hill
Street. She lives with her family. They live in an apartment.
She has one brother and no sisters. Her father is a lawyer.
Her mother is a teacher. They eat breakfast at home. She
studies at school Virginia is a good reader. She reads care-
fully and well. She eats lunch in school. She does not eat
lunch at home.

1, What is the boy’s name?
2. Where does he live?
3. What does he study in school?
4. Does he have a friend?
5. Who is his friend?
6. Where does she live?
7. How does she read?
PRONOUNCE
friction between lower lip
and upper teeth, voiced
158
vase Victor Vincent
Virginia cover avenue
have live give
Victor lives at Seventy seventeen Virginia Avenue.
Vincent gives Virginia a vase.

Victor and Vincent have conversations.
Virginia lives on Television Avenue.
COPY
lunch breakfast number sixty
badly cent phone seventy
clearly dinner second eighty
carefully dollar Street ninety
fast dozen vase hundred
slowly home week Horgan
address library thirty live
apartment minute forty with
159
Unit 17
MEMORIZE
Paul: When do you eat lunch?

Francis: I eat lunch at twelve o'clock.
Paul: What time is it now?
Francis: It’s eleven-thirty.
Paul: Do you eat alone?
Francis: No. I usually eat with John.
When|do you eat lunch? ,
I eat lunch at twelve o'clock. |
What time is it| now?

It’s eleven-thirty |
re—~
Do you eat alone?
Ng.I usually eat with|John.
160
SUBSTITUTE
1. When do you eat lunch?
go home?
study?
go to school?
eat dinner?
2. I eat lunch at twelve o'clock. 3. What time is itP

go home day
study week
read month
go to school year
4, It’s eleven-thirty. 5. Do you eat alone?
twelve o'clock. study
one-fifteen. read
Monday. practice
January. live
6. TI usually eat with John. 7. I go home at 6 o'clock.
study in the morning.
read in the afternoon.

practice after school.
talk before dinner.
in the evening.
161
STUDY
Information questions with WHEN and DO: When do you
eat lunch?
Notice the use of WHEN:
DO YOU eat lunch at twelve o'clock?
WHEN DO YOU eat lunch?
DO YOU study in the morning?
WHEN DO YOU study?

DO YOU read after school?
WHEN DO YOU read?
Use WHEN for time information.
PRACTICE
1. Change to information questions with WHEN or WHERE.

Do you eat lunch at twelve?
— When do you eat lunch?

Do you eat lunch at home?
— Where do you eat Junch?
Do you study in the morning?
Do you study in the library?

Does Francis go home at six o'clock?
Does he read at home?
Does he eat dinner at home?
162
Does he eat dinner after school?
Does he study in the afternoon?
Does Francis eat lunch at twelve o’clock?

Does he eat lunch at school?
When do you study, in the morning or after school?

— I study in the morning.
(— I study after school.)
Where do you eat lunch, in school or at home?

—> I eat lunch in school.
(— I eat lunch at home.)

How do you eat lunch, alone or with friends?
— IT eat lunch alone.
(> I eat lunch with friends.)
What do you want, water or milk?

—> I want water.
(> I want milk.)
When does Vincent go home, at twelve o'clock or after

school?
Where does he go after school, home or to the library?
How do you go home, alone or with your friends?
What do you study after school, English or history?
When do we study history, in the morning or in the

afternoon?
Where do we study it, in class or at home?
163
When do you read English, in school or after school?
What do you read after school, English or Spanish?
3. Change to information questions with WHEN, WHERE,

WHAT, WHO, or HOW.
Francis eats lunch at twelve o'clock.
— When does Francis eat lunch?
He eats lunch at school.

— Where does he eat lunch?
Vincent studies alone.

He studies after school.
He studies at home.
He studies English.
I eat breakfast before school.

I study in school.
I study Spanish.
I read slowly.
STUDY
Time: What time is itP It’s 11:30.
Notice the use of WHAT TIME:
IS IT 12 o'clock?
WHAT TIME IS IT?

IS IT 11:30?
WHAT TIME IS IT?
Use WHAT TIME for clock time.
164
Notice the answers:
What time is it?
It’s Lo’clock.
2 o'clock.
3 o'clock.
etc.
Use O'CLOCK for the hours.
What time is it?
It’s 1:05 (one-five)
1:10 ((one-ten)
1:15 ((one-fifteen)
1:20 ((one-twenty)
1:25 (one-twenty-five)
1:30 ((one-thirty)
1:35 ((one-thirty-five)
2:35 ((two-thirty-five)
etc.
Use the hour and minutes.
PRACTICE
1. Read the times.
What time is itP

It’s 2:30.
165
It’s 12:30.
It’s 5:15.
It’s 8:10.
It’s 3:25.
It’s 10:55.
2. Read these sentences with clock time.
John gets up at 7:15.
He eats breakfast at 8.
He goes to school at 8:30.

He studies history at 9:05.
He eats lunch at 12.
He studies English at 1:15.
He goes home at 3:30.
He studies at 5.
He eats dinner at 6:45.
He goes to bed at 9.
STUDY
Parts of the day: We go to school in the morning.
We eat breakfast IN THE MORNING.

We eat lunch AT NOON.
We study IN THE AFTERNOON.
We eat dinner IN THE EVENING.

We sleep AT NIGHT.
166
PRACTICE
1. Answer the questions with parts of the day.
When do we sleep?
— Wesleep at night.
When do we eat lunch?
When do we study?
When does John eat dinner?

When does he sleep?
When does Helen eat breakfast?

When do you eat lunch?
When does Alice study?

When does she eat dinner?
When does Paul get up?

When does he sleep?
2. Answer the questions individually with clock time and

parts of the day
When does John get up?

— He gets up at 7:15 in the morning.
When does he eat dinner?
— He eats dinner at 6:45 in the evening.
When do you get up?

When do you eat breakfast?
When do you go to school?

When do you study?
When do you eat lunch?
167
When do you eat dinner?
When do you go to bed?
SPEAK
An interview: John is a famous man. Paul is a reporter. He

asks questions with WHAT, WHO, WHERE, WHEN, and
HOW.
Paul; Where do you live? YIN |

i
John: I live at Twenty-six forty-two New York Avenue:
Paul: What do you read?
John: I read books-and letters.
Paul: When do you read?
John: I read in the evening.
Paul: Who do you know in this school?
John: I know Mr. Coleman.

Paul: How do you study?
John: I study alone.
READ
John Coleman is a famous man. He reads stories on tele-
vision. He writes interesting stories and reads them well. He
reads them at 3:15 in the afternoon. Many children listen to
168
his stories and like them.
Mr. Coleman has an interesting family. He has four chil-
dren: two boys and two girls. Paul knows his children. He
talks to Mr. Coleman. Paul asks him many questions. Mr.
Coleman answers them carefully. Paul writes a story about
him.

What does Mr. Coleman write?
Where does he read stories?
When does he read them?
Who does Paul know?

What does Paul ask Mr. Coleman?
How does Mr. Coleman answer?

NS
w@
SS
SPWhat does Paul write?
PRONOUNCE
1, Contrast [f] and [v].
face finger foot vase Victor Vincent

four five fifteen Virginia cover avenue
food fish coffee have live give
169
Philip has five funny fingers.
Victor and Vincent have seven conversations.
French food and coffee are fine.

Vincent gives Virginia a vase.
2. Listen to the words. Write 1 for [v] and 2 for [f].
1. fine 6. cover
2. face 7. seven
3. fast 8. vase
4. vase 9. fish
5. coffee 10. face
COPY
alone bed morning time

after before o'clock get up
afternoon famous reporter go
170
Unit 18
MEMORIZE
Mr. Coleman: Do you usually listen to my TV program?

Paul: Yes. We liked your talk yesterday.
We listened to it at home.
John writes excellent notes.
We studied the notes in class.
The students wanted the complete story.
ce
Do you usually|listen to my TV program?
Ygs. We liked your| talk]yesterday.
Wejlistened to it at/home.|
John| writes excellent notes. |
Welstudied the notes in|class. |
The|students wanted the complete|story.
171
SUBSTITUTE
I. Do you usually listen to my program?
like
study
member
rememe! 2. I liked your talk yesterday.
look at
listened to
studied
remembered
3. We listened to it at home. .
memorized
J
He
She 4. We studied the notes in class.
They liked
You wanted
memorized
remembered
looked at
5. The students wanted the complete story.
liked
studied
memorized
remembered
looked at
repeated
practiced
172
STUDY
The regular past: We listened. I liked your talk. They wanted

the story.
Notice the ending:
The past of LISTEN i LISTENED.
OPEN OPENED
MEMORIZE MEMORIZED
STUDY STUDIED
The past of LIKE LIKED.
ASK ASKED
PRACTICE PRACTICED
PRONOUNCE PRONOUNCED
The past of WANT i WANTED.
REPEAT REPEATED
INVENT INVENTED
The regular past ends in -ed, pronounced [d], [t], or [id].
PRACTICE
1, Change to the past ending in [d]. Use YESTERDAY.
I listen to your program.

— I listened to your program yesterday.
173
John studies the notes.
— John studied the notes yesterday.
We close our books in class.

We answer many questions.
The teacher excuses John.

I memorize the notes.
We open our books and remember.
I order the notes for you.
You live for television.
2. Change to the past ending in [t]. Use LAST WEEK.
John practices the answers.

— John practiced the answers last week.
You like the class.
— You liked the class last week.
Mr. Coleman talks to the students.

You look at my program.
Helen watches this program.

John asks many questions.
He listens to Mr. Coleman.
They like his program.
We look at the notes.
174
3. Change to the past ending in [id]. Use LAST MONTH.
He repeats this program every month.

~ He repeated this program last month.
We want this program.
He invents a new program every month.
He repeats this story.

The students want Mr. Coleman’s program.
He invents a new story every month.
LEARN
The days of the week: This is Sunday.
Memorize the days of the week:

Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
PRACTICE
Change to the past. Use LAST MONDAY, LAST TUES-

DAY, etc.
John studies English every Monday.
— He studied English last Monday.
175
He memorizes a conversation every Tuesday.
~—> He memorized a conversation last Tuesday.
Helen asks questions every Wednesday.
She practices the exercises every Thursday.
Paul answers the questions every Wednesday.
He remembers the lesson every Friday.

Francis repeats the conversation every Tuesday.
He wants a new lesson every Monday.
Alice talks to her friends every Sunday.
She listens to their conversations every Saturday.
SPEAK
Give some activity for each day of last week. Use verbs
from this list.
practice remember order
ask open watch
answer study excuse
listen talk pardon
memorize want live
repeat close like
176
John: I practiced the exercises last Monday.
I asked many questions last Tuesday.
I answered a letter last Wednesday.

I listened to music last Thursday.
I memorized a story last Friday.
I repeated the questions last Saturday.

I liked the food last Sunday.
READ
Paul studied an interesting Jesson last week. He studied

the frog. He opened the book at nine oclock on Monday
morning. He closed it at 10 o’clock Monday evening. He
looked at the pictures carefully. He talked to the teacher in
the morning. The teacher answered Paul’s questions clearly.
The teacher asked ten questions. Paul answered nine well.
He answered one badly.
1. Who studied an interesting lesson last week?
2 . Who answered Paul’s questions?

3 . Who remembered the answers?
4. Who asked ten questions?

5. Who answered one question badly?
6 . Who talked to the teacher in the morning?
177
PRONOUNCE
Regular past: I opened it. I liked it. I wanted it.
Notice the rules for the pronunciation of the past:
[a] Add [d] to a voiced final sound.
listen > listened
open opened.
memorize memorized
study studied
learn learned
Add [t] to a voiceless final sound.
like - liked
ask asked
practice practiced
pronounce pronounced
look looked
Add [id] toa final [t] or [d].
want > wanted
repeat repeated
invent invented
add added
Pronounce the regular past of these verbs.
like order add
listen talk watch
178
want close remember
learn excuse substitute
answer notice live
look pardon sip
PRACTICE
Write the past of these verbs according to the rules.

Add -d to the final letter e.
like > liked
memorize
practice
pronounce
receive
serve
smile
Add -ed to final consonants.

listen > listened
open
ask
want
repeat
add
wait
look
179
learn
answer
invent
Change y after a consonant to i and add -ed.
study > studied
reply
try
cry
COPY
add substitute last Tuesday
cry talk usually Wednesday
invent try yesterday Thursday
notice each Sunday Friday
reply every Monday Saturday
180
Unit 19
MEMORIZE
John: Did you read the paper yesterday?

Paul: No, I slept. Was it important?
John: Yes. A scientist invented a new motor.
Paul: Did he see it somewhere?
John: No. He invented it. Did you understand?
Paul: Yes. You said, “Edison invented the electric light.”
Did you read the|paper yesterday?

_—*_,
No, I/slept.\Was it important?
Yes.| Alscientist invented a new] motor.
—
Did he[see it somewhere?
oe
No) He inverted it. Did you understand?
Yes. You said, “Edison invented the electric]light.
18]
SUBSTITUTE
1. Did you read the paper yesterday?
see
understand
2. No. f slept.
wrote letters.
went to school.
spoke to Edward.
3. Was it important?
he
she
4, A scientist invented a new motor.

saw
began
understood
told about
wrote about
spoke about
182
5. You said, “Edison invented the electric light.”
gave you a motor.
knew you.
ate fish.
drank milk.
had a new motor.
STUDY
The irregular past: I saw it. He slept.
Learn these irregular past forms:
The past of SPEAK SPOKE.
WRITE WROTE
TELL TOLD
EAT ATE
DRINK DRANK
GIVE GAVE
KNOW KNEW
UNDERSTAND UNDERSTOOD
SEE SAW
BEGIN BEGAN
GET GOT
GO WENT
HAVE HAD
183
PRACTICE
1. Change to the past with YESTERDAY.
I speak English every day.

— I spoke English yesterday.
John writes a letter every week.
He tells me a story every Sunday.
He eats lunch every day.
He drinks milk every day.
I give him an apple every day.

He sleeps after lunch every day.
I read the paper every day.
He says hello every morning.
2. Change to the past with LAST WEEK.
I know the answer now.
— I knew the answer last week.
I understand the problem now.
I see you every day.
You begin the lesson on Monday.
You get up at 7:30 every day.

You go to school at 8:30 every morning.
You have friends in school now.
184
STUDY
Yes / no questions with DID: Did you read the paper
yesterday?
Notice the question in the past:
Present: DO you read the paper every day?
Past: DID you read the paper YESTERDAY?
DO you speak English every day?
DID you speak English YESTERDAY?
DOES he write every day?

DID he write YESTERDAY?
Use DID for yes / no questions in the past.
Use DID for all persons: DID YOU READ
DID HE READ
DID SHE READ
DID I READ
DID THEY READ
PRACTICE
1. Change to yes / no questions in the past with LAST SUN-
DAY.
Do you read the paper every day?
— Did you read the paper last Sunday?
Do you understand it?
Do you tell stories?

Does he write home?
185
Does he go home every week?
Do you see your family every week?
Does Helen understand the paper?
2. Change to yes / no questions with YESTERDAY, LAST

WEEK, LAST MONTH, or LAST YEAR. Then answer
the questions in the past.
I speak English every day.

— Did you speak English yesterday?
— Yes, I spoke English yesterday.
I see you now.
— Did you see me last week?

— Yes, I saw you last week.
He reads the letter today.

We write exercises today.
He appears on television every week.
I go home at 5:30.
They give me their notes after class.
She sees her friend every day.
3. Change to yes / no questions with LAST WEEK. Answer

the questions in the past. Use object pronouns when ap-
propriate.
I know the answer now.
— Did you know it last week?

— I knew it last week.
186
I understand the problem now.
I say hello to you every day.
You begin a lesson every week.

He gets up at 7:30 every day.
You eat lunch at school every day.
You drink milk at school.
You sleep well every night.
I have many friends in school now.
4, Answer individually in the past.

Did you read the paper or your lesson?
— I read the paper.
(— I read my lesson.)
Did you go home at five or at six?
— I went home at five.

(— I went home at six.)
Did you give John the book or the letter?
Did you speak to Mr. Coleman or to John?

Did John know the lesson or the questions?
Did you see Mrs. Gordon or Helen?

Did he understand the exercise or the lesson?
Did they eat fish or meat?

Did Miss Smith drink water or milk?
Did Paul sleep in the afternoon or at night?
187
STUDY
The past of BE: He was late yesterday.
Notice the use of WAS and WERE:
late yesterday.
Use WAS with I, HE, SHE, IT, JOHN, ete. (first and third
person singular).
Use WERE with the other persons.
PRACTICE
Change to the past with YESTERDAY, LAST YEAR,
LAST WEEK, LAST MONTH, or LAST SUNDAY.
You are fine now.
~—» You were fine yesterday.
I am your friend now.

— I was your friend last year.
John is in Mexico this year.
He is absent today.
188
Helen is in New York.
She is a student.
The coffee is good.

It is famous.
We are late for lunch.

You are early.
They are friendly.
STUDY
Yes / no questions with BE in the past: Was he late yesterday?
Notice the position of WAS and WERE:
late YESTERDAY?
PRACTICE
1. Change to questions.
I was late.
— Were you late?
189
You were early.
— Was I early?
The man was famous.

The meat was excellent.
We were hungry.
I was thirsty.
The potatoes were good.
The tea was hot.
They were at the table.
You were funny.
Were you early or late?
—> I was early.
(— I was late.)
Was John hungry or thirsty?
— He was hungry.
(— He was thirsty.)
Was he your brother or your cousin?

Was she your sister or your cousin?
Were they your parentsor your cousins?
Was the food hot or cold?

Was I early or late?
Were they brothers or cousins?

Were they sisters or cousins?
Were you good or bad?
190
SPEAK
Robert: Hello, Patricia. Did you see Barbara?

Patricia: She went home yesterday.
Robert: Where is her home?

Patricia: It’s in Chicago.
Robert: Was she sick?
Patricia: No, she was fine, but her father was sick.
Robert: Did she know about it?
Patricia: Yes, he wrote her a letter and told her.

Robert: But I saw her in class yesterday.
Patricia: Yes, she was in class. She went home at four o'clock.
Robert: Did she go home by car?

Patricia: She usually goes by car. But yesterday she went by
plane.
READ
We got up early yesterday. We went to the art museum.
We began at ten o'clock. We saw the paintings. We read a
book about paintings and understood it. We knew some paint-
ers and wrote notes. At one o'clock we ate lunch. I drank
cold milk with my lunch. I was thirsty. We went home at five
191
o'clock. We were hungry. I ate dinner at home. I slept well.
Today we gave the notes to our teacher. He read them in
class. We spoke to the class. We told them about the museum.
They wrote notes too.
Did they get up early or late?

Did they go to the art museum or to school?
Did they see paintings or horses?
Did they write a book or some notes?
Was he sick or thirsty?
Were they hungry or cold?
oR
WN
ES Did they speak to the class or to the teacher?
PRONOUNCE
exploded between lips,

voiced
192
base bottle —_book
bread begin _ breakfast
before __ table library
Bill began breakfast before Robert.

Elizabeth began a book about numbers.
The boy was bad.

The bottle was beautiful.
The books are in the library.
The bread is on the table.
COPY
Barbara painting ate saw
by news began slept
did painter drank spoke
light paper got told
motor plane gave understood
museum scientist had went
193
Unit 20
MEMORIZE
John: I didn’t get up early last Sunday.

Paul: It wasn’t a school day.
John: I didn’t study and I didn’t speak English.
Paul: Did you watch television?
John: No, I didn’t. Was it interesting?
Paul: No, it wasn’t. I didn’t like it.
I didn’t get upjearly last Sunday.

oof
It wasn't alschooljday.
I didn’t|study and J didn’t speak|English.

i= te
Did you}watch television?

o—_“~”
No, Ifdidn’t. Was itlinteresting?

L \
No, itiwasn’t. I didn’t bkelit.
Ly
194,
SUBSTITUTE
1, I didn’t get up early. 2. Yes, we were.
You you
He the men
She they
We you and I
They
I wasn’t in school. 4, We weren't in school.
He You
She They
It John and Mary
The teacher You and I
John
5. 1 didn’t study. 6. No, I didn’t.
speak English. you
go to school. he
like the program. she
get up early. it
watch television. we
they
7. Yes, I did.
you 8. No, it wasn’t.
he he
Anne
she
I
Robert
195
9. Yes, it was. 10. No, you weren't.
Mr. Newton we
he Robert and Helen
she they
I the students
Helen
STUDY
Negative statements with DIDN'T: I didn’t study.
Notice DIDN’T and the verb form in the negative:
Affirmative: 5 STUDIED.
Negative: DIDN'T STUDY.
Use DIDN’T and the simple form of the verb in the

negative. DIDN’T is the contraction of DID NOT.
PRACTICE
1, Change to the negative with LAST SUNDAY.
I got up at seven o'clock last week.
— I didn’t get up at seven o'clock last Sunday.
196
John ate breakfast early during the week.
— He didn’t eat breakfast early last Sunday.
He went to school during the week.
He spoke English during the week.
He studied a new lesson on Monday.
He read the textbook on Tuesday.
He wrote many exercises on Wednesday.
He repeated them on Thursday.
2. Give one affirmative and one negative sentence.
Did you watch television or read?

— I watched television. I didn’t read.
Did you get up early or late?
— I didn’t get up early. I got up late.
Did you go to school or sleep late?
Did you give her the book or a letter?
Did he know Alice or Helen?
Did he want a vase or a base?
Did he have a nice vase or a nice face?
Did he drink tea or coffee?
197
STUDY
Short answers with DID and DIDN'T: Yes, I did. No,
I did't.
Notice DID and DIDN'T in the short answers:
Affirmative:
Negative: DIDN'T.
DID and DIDN'T complete the short answers.
PRACTICE
Give a short answer with DID or DIDN’T.

Did you read the paper on Sunday?
— Yes, I did.
(— No, I didn’t.)
Did John go home at six?
— Yes, he did.
(— No, he didn't.)
Did he give you my letter yesterday?
Did you give him the answer?

Did he speak to Mr. Coleman?
198
Did you remember the name?
Did Alice like the cat?
Did she invent the electric light?
Did the scientist invent a new motor?
Did Edison invent the electric light?
STUDY
Negative statements with WASN’T and WEREN'T: It
wasn’t a school day. We weren't in class yesterday.
Notice WASN’T and WEREN'T in the negative:
Affirmative:
in class yesterday.
Negative: WASN'T
Affirmative: WERE
in class yesterday.
Negative: a WERENT
Add N’T (NOT) to WAS and WERE for the negative.
PRACTICE
Answer first in the negative and then in the affirmative.
Were you in class or home yesterday?
— I wasn’t in class. I was home.

Was Helen sick or well?
— She wasn’t sick. She was well.
199
Were you late or early yesterday?
Was John absent or present?
Was the TV program bad or good?
Was Mr. Coleman old or young?
Was the program old or new?

Was the coffee hot or cold?
Were we home before or after the program?
STUDY
Short answers with WAS, WASN’T, WERE, and
WEREN'T: I was. He wasn't. We were. They werent.
Notice the completion of the short answers:
WAS, WERE, WASN’T, and WEREN'T complete the short

answers.
PRACTICE
1. Answer first in the affirmative and then in the negative.
Were you and John in class?

— I was. John wasn't.
200
Was Bill or Edward sick?
— Bill was. Edward wasn’t.
Was the frog or the cat in the bottle?
Was John or the horse a student?

Were he and the boys good?
Were you and they thirsty?

Was Helen or Edward a nurse?
Was the tea or the coffee cold?
Was Helen a nurse?
— Yes, she was.

(— No, she wasn’t.)
Were you in class yesterday?
— Yes, I was.
(— No, I wasn't.)
Were you and Helen friends?

Was she absent yesterday?
Was she sick?
Was the food good?
Were the waiters friendly?
Was the soup cold?
Was the coffee hot?
201
SPEAK
Kathleen: Did you watch TV yesterday?
Victor: Yes, I did. I watched it at nine o’clock.
Kathleen: Did you listen to the news?
Victor: No, I didn’t. Was it important?
Kathleen: Yes, it was. They spoke about schools.
Victor: Is this news in the paper today?

Kathleen: Yes, it is.
Victor: I saw a program about science. It was interesting.

It was about space.
Kathleen: Was the program difficult?
Victor: No, it wasn’t. I understood it.

Kathleen: Did you go to science class yesterday?
Victor: Yes, I did.
Kathleen: Were James and Helen in class?
Victor: Yes, they were. I talked to them.
Kathleen: Where are they today?
Victor: I don’t know. I didn’t see them.
READ
Mr. Newton went home from his office at six o'clock. He

was home by six-thirty. He talked to his family. He was hun-
202
gry. He ate dinner. He ate soup, bread, meat, and potatoes.
He drank water and coffee. Then Mr. Newton read the paper
and listened to some music. He listened to the radio. He wrote
a letter to a friend. He watched television. Then he was
tired. At eleven o'clock he went to bed and slept.
He had a funny dream that night. He saw cats, horses,
and sheep in his room. A horse talked to him in English. He
didn’t understand. “Please repeat,” he said. But the horse
didn’t repeat.
1. Did Mr. Newton go home at six o'clock?

2. Was he home by six-thirty?
3. Did he eat lunch or dinner?
4. Did he drink coffee or milk?

5. Did he go to bed at eleven or twelve? -
6. Did the horse speak English or Spanish?
7. Did he understand?
PRONOUNCE
1, Contrast [v] and [b].
vase Victor Vincent

Virginia cover avenue
have live give
203
base bottle book
bread begin __ breakfast
before table library
Vincent gave Virginia a vase.
Bill began before Robert.

Victor lives at Seventeen seventy-seven Virginia Avenue.
Elizabeth’s boy begins a book about library problems.
Bill’s books have covers.

Victor’s vases are beautiful.
2. Listen to the words. Write 1 for [v] and 2 for [b].
1. vase _ 6. book
2. boy _ 7. base __
3. absent 8. cover __
4, about __ 9. invent _
5. library _ 10. have _

COPY
bed during science tired
a dream radio space before
205
Word Index
These are the words introduced in Book 1. The first number

after a word indicates the page where it is introduced. Other num-
bers after some words indicate the page or pages where they are
presented for study.
a 1, 66 ate 183 but 103

about 134 avenue 148 by 191
absent 10 away 118 Canada 22
add 178 back 127 capital 19
address 156 bad 50 car 191
Africa 21 badly 153 carefully 151
after 161 Barbara 93 cat 99
afternoon 161 base 192 catch 96
again 146 be 21 cent 156
airline pilot 158 beautiful 40 chair 124
Albert 91 bed 166 chalk 136
Alice 2 beer 102 chalkboard 136
all 73 before 161 change 96
alone 160 began 182 Charles 5
am 21 begin 141 Chicago 43
America 21 Berlin 22 chicken 124
American 1 big 42 child 129
an 64, 68 Bill 2 children 124
and 19 blackboard 145 Chile 22
Ann 2 Bonn 43 chin 104
Anne 195 book 64 Christine 11
answer 77 boring 46 church 137
apartment 158 Boston 42 city 21
appear 186 bottle 139 class 10
apple 65 boy 6 clearly 152
are 19 Brazil 61 clock 143
Argentina 60 bread 101 close 79
arms 118 breakfast 158 coffee 98
art 70 British 61 cold 102
Asia 21 brothers 28- Coleman 54
ask 8&0 Buenos Aires 22 Collins 42
at 70 busy 37 Colombian 43
207
complete 171 eighty 154 from 19
Connors 113 electric 181 funny 124
conversation 76 eleven 120 gave 183
copy 85 Elizabeth 35 geography 71
country 46 England 20 German 42
cousin 28 English 1 Germany 22,
cover 127 eraser 14] get 183
cry 180 Eugene 11 getup 166
Daniel 48 Europe 2] girl 67
David 2 evening 161 give 76, 82
Davids 58 every 175 go 161
day 62 excellent 64 good 46
desk 127 excuse 81 good morning 50
Dickens 132 exercise 76 Gordon 92
dictionary 127 eye 65 got 183
did 18], 185 face 131 grades 136
didn’t 194, 196 family 158 Graham 48
difficult 40 famous 168 grammar 85
dinner 158 far 146 had 183
do 63, 100 fast 151 hand 116
doctor 3 father 35 has 116
does 63, 100 feel 147 have 116
doesn’t 107, 108 feet 118, 122 he 4
dollar 156 fifteen 120 Helen 1
don’t 76, 78 fifty 154 hello 25
door 79 fine 10 Henry 45
dozen 156 finger 118 her 77, 81
drank 183 fish 98 here 68
dream 203 five 117, 120 he’s 1
drink 98 food 113 Hi 60
drill 40 foot 122 Hill 55
during 197 for 174 him 77, 81
each 104 forty 154 his 127 |
ear 65 four 120 history 65
early 46 fourteen 120 home 151
easy 37 France 20 Horgan 158
eat 77 Francis 2 horse 123
Edison 181 Frank 40 hospital 60
Edith 11 French 41 hot 102
Edward 7 Friday 175 hour 156
egg 102 friend 28 house 67
eight 120 friendly 114 how 54, 56
eighteen 120 frog 139 hundred 154
hungry 39 listen 76 name 127
I 19, 21 literature 71 near 118
I'm 19 live 147 need 145
important 46 London 20 new 85
in 10 long 71 Newman 45
intelligent 43 look 127 Newton 42
interesting 43 lunch 151 New York City 25
interview 168 ma’am 10 New York State 61
invent 173 Madrid 20 night 70
is 1, 12, 21 man 6 nine 120
isn’t 63 many 117 nineteen 120
it 21, 81 map 135 ninety 154
Italian (lang.) 94 Margaret 11 no 10
Italy 20 Martha 60 noon 166
it’s 19 Martin 38 North America 6]
its 127, 129 Mary 2 nose 118
James 2 mathematics 71 not 45, 47
Jane 2 me 76, 81 notebook 45, 47
January 161 meat 98 notes 171
Japanese (lang.) 90 medicine 44 notice 179
Jeanne 11] meeting 66 now 94
John 2 memorize 37 number 157
Johnson 43 men 117 nurse 1
Jones 42 Mexican 25 o'clock 160
Joseph 11 Mexico 22 office 202
judge (noun) 137 Mexico City 25 old 67
Kathleen 11 Miami 22 on 139
Kennedy Street 147 milk 98 one 117, 120
knew 183 minutes 156 open 79
know 106 Miss 55 or 32
language 85 Monday 161, 175 orders 113
last 174 month 156 our 128, 129
late 50 mother 35 pardon 82
Latin 113 Montreal 59 parents 35
lawyer 33 moon 66° painters 191
learn 178 morning 161 paintings 191
leg 118 motor 181 paper 181
lesson 78 mouth 118 Paris 20
letter 77 Mr. 54 Patricia 43
library 151 Mrs. 55 Paul 2
light 181 museum 191 pen 77
like 99 music 71 pencil 77
Lima 22 my 129 people 66
209
Peru 22 Saturday 175 speak 80
Peter 11 saw 182 spoke 182
Philadelphia 61 say 145 Steven 11
Philip 1 school 28 Stewart 48
Phillips 158 science 71 story 82
philosophy 71 scientist 181 street 147
phone 157 seconds 156 student 1
picture 123 secretary 3 study 77
pilot 33 see 144 substitute 179
plane 191 sentence 136 Sunday 175
please 37, 80 serve 179 Susan 60
plurals 37 seven 120 Sylvia 2
pocket 140 seventeen 120 table 124
Portuguese 90 seventy 154 talk 76
potatoes 102 sharp 115 tall 43
practice 52 she 8 tea 98
present 50 sheep 17 teacher 3
problem 65 she’s 1 teaches 104
program 171 shin 114 teeth 118
pronounce 85 ship 8 television 159, 168
question 79 short 46 tell 82 |
quiet 76 sick 10 ten 118, 120
radio 203 sip 43 textbook 73
read 84 sir 10 thanks 61
reader (noun) 158 sister 29 thank you 61
receive 179 six 117, 120 that 116, 118
red 142 sixteen 120 that’s 127
remember 79 sixty 154 the 19, 66
repeat 76 sky 66 their 128, 129
reply 180 sleep 167 them 77, 81
reporter 168 slept 181 then 145
restaurant 113 slowly 151 these 116, 118
rice 102 small 40 they 28, 81
Robert 2 smile 179 they're 28
Rogers 43 Smith 73 thirsty 40
Rome 20 some 133 thirteen 120
room 203 somewhere 181 thirty 154
Rose 2 sounds 97 this 1, 118
Ross 132 soup 44 Thompson 141
Rubin 43 South America 61 those 116, 118
ruler 128 space 202 three 116, 120
said 181 Spain 20 Thursday 175
San Francisco 25 Spanish 41 time 160
210
tired 203 useless 40 when 160, 162
to 77 usually 160 where 56
today 114 vase 158 where’s 127
toes 118 Victor 2 who 54, 56
told 182 Vincent 2 whom 150
tooth 122 Virginia 148 wine 102
tourist 3 wait 179 wing 124
try 180 waiter 114 with 158
Tuesday 175 want 98 woman 122
TV 142 was 18], 188 women 122
twelve 120 wash 96 word 85
twenty 120 Washington 19 write 72
twenty-four sixty-eight wasn’t 194 wrote 182
148 watch 142 year 161
twenty-six 148 water 99 yes 10
twenty-nine 148 we 20, 81 yesterday 171
two 117, 120 Wednesday 175 you 28, 81
ugly 40 week 156 young 67
understands 90 well 50 your 127, 129
understood 182 went 182 youre 30
us 77, 81 were 19 zip 36
United States 19 what 56 zipper 37
211
Index
adjective negative
modifier of noun 70 requests 78
possessive pronoun 129 short answers with DON’T,
answers DOESN’T 108
short with BE 39 short answers with WASN'T,
short with DO, DOES, DON’T WEREN'T 200
DOESN’T 108 statements and short answers
short with DID, DIDN’T 198 with BE 47
short with WAS, WASN'T, statements with DON’T,
WERE, WEREN’T 200 DOESN’T 111
statements with WASN’T,
article WEREN’T 199
Aand THE 66
Aand AN 68 noun
omission of A in plural 33 modifier of 70
with singular and plural regular plural of 33
nouns 69 numbers
BE 1 to 20 120
AM, ARE, IS 21 21to109 154-155
ARE 30 objects
pastof 189 verbs with two 82
contractions past tense
of BE 4, 21, 30 regular 173
pronunciation of 178
clock time 164-165
irregular: SPOKE,... 183
days of the week 175 of BE 188
demonstratives 118-119 plural of nouns
intonation regular 33
borders irregular 122
levels possessive
marks of pronouns 129
and stress of nouns 132
(see Preface) pronunciation of 137
modifiers pronouns
of nouns 70 subject 32
213
object 81 [b] base 192
possessive 130 [v] : [b] 203-204
regular past 178
pronunciation
possessive of nouns 137
(see ‘sounds’)
third person of verbs 96
questions
statements
yes/no withIS 12
affirmative with BE 4
yes/no with DO, DOES 100
affirmative with DO verbs 91
yes/no with DID 185
negative with DIDN’T 196
ves/no with BE in the past 189
negative with BE 47
information with BE, WHO,
negative with DON’T,
WHAT, WHERE, HOW 56
DOESN’T 111
information with WHO, WHAT,
negative with WASN’T,
WHERE, HOW and DO 150
WEREN’T 199
information with WHEN and
DO 162 time expressions
clock time with WHAT parts of theday 166
TIME 164-165 clock time 164-165
subject with WHO,
third person singular of verbs
WHAT 140-141
in—-S 91
requests pronunciation of 96
affirmative and negative 78
THIS, THAT, THESE,
polite 80
THOSE 118-119
short answers
verb(s)
(see ‘answers’)
with two objects 82
sounds BE 21, 30
[i] ship 8 third person singular in—S 91
[iv] sheep 17 pronunciation of third person 96
[i} : [iy] 25 regular past 173
[z} zip 36 irregular past: SPOKE, ... 183
[s| sip 43
fz]: [s] 52 WHAT TIME
[dj] day 62 clock time 164-165
[S| they 74 WHEN
[d]: [0] 86-87 in questions with DO 162
[c] chin 104
WHO, WHAT, WHERE, HOW
[s] shin 114
in questions with BE 56-57
[ey
:[3] 125 in questions with DO 150
[f] face 146
[v] vase 158 WHO and WHAT
[f]:[v] 169 in subject questions 139-140
214
17863
TOR
(zr)
vot AR”

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English Book 01

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LADO

REGENTS PUBLISHING COMPANY, INC.

IMPRESO EN EDITORIAL ROCARME S.A.

This is the first of six volumes in an entirely new type of textbook

or it may be level, to extend a sustained intonation such as in an

Philip, this is...

4) The STUDY section teaches grammatical structure, using the

5) The PRACTICE section is designed for oral group practice

6) The SPEAK section suggests just one of the many creative

7) The READ section regroups and recombines the material in

9) Finally, the COPY section directs the student simply to tran-

UNIT1 Introductions: This is Philip. 00000000000. 1

UNIT 3 Tm a student. 0ccccc cecersteetetenteneees 19

UNIT 5 Are you Paul Martin? 00000 38

UNIT 6 Are you Helen Newman? ooo occ 45

UNIT 7 Who is her cee cet teste tesnenenees 54

UNIT 15 Who reads the letter today? .020000..s 139

UNIT 16 Where do you live? oo eccecteee tte 147

UNIT 17 When do you eat Punch? ooo cece cceeeeeeecsseee 160

UNIT 18 Do you usually listen to my TV program? .................. 171

UNIT 19 Did you read the paper yesterday? 0.0.2.0... 181

UNIT 20 I didn’t get up early last Sunday. 0.0. 194

You: This is Philip.

1. This is . 2. Philip, this is

3. Philip is a student. 4. Helen is a nurse.

a doctor === a secretary

Notice the NOUN PHRASE and VERB PHRASE:

NOUN PHRASE + VERB PHRASE

HE’S is the contraction of HE IS.

SHE’S is the contraction of SHE IS.

Use the contractions in conversation.

AFFIRMATIVE STATEMENT = NOUN PHRASE

1. Substitute the noun phrase or verb phrase into the state-

Continue with the names, nationalities, and occupations of

2. Substitute HE or SHE into the statement.

Philip, this is Alice.

John, this is Helen.

— Helen, this is John.

James, this is Mary.

~» Mary, this is James.

David, this is Rose.

Francis, this is Ann.

Charles, this is Sylvia.

Vincent, this is Mary.

The students should continue introducing each other, using

Continue with real or invented names, nationalities, and oc-

Philip is American. He is a student. Charles is a teacher.

front, open, lax

this Philip English

Alice Charles Robert student

I. Is Philip in class? 2. Yes, sir, Philip is in class.

3. Is Helen in class? 4. Yes, ma’am, Helen is in class.

5. Is Philip sick? 6. Is Helen sick?

7. No, sir. David is fine. 8. No, ma'am. Peter is fine.

Notice the position of IS in the questions:

Put IS in first position in the question.

1. Change these statements to yes/no questions.

Continue with real or invented names, nationalities, and oc-

2. Substitute the cue word into the question.

3. Substitute the new phrase and change the statement to

4. Answer with HE or SHE.

No, sir (ma’am), he’s fine.

1. Is Kathleen a nurse? Is Ann absent?

No, she’s a teacher. No, she’s in class.