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Danielle Pelletier DePinna
MustKnow_ESL_PASS4.indb 1 3/28/22 10:03 AM

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Contents
Introduction xiii
The Flashcard App—with Audio! xv
Author’s Note xvii
Meeting People 1
Greetings 2
Responding to Greetings 3
Eye Contact and Facial Expressions 6
Introducing Yourself 7
Expressions to Use When Introducing Yourself 7
Body Language to Use When Introducing Yourself 9
Saying Goodbye 10
Small Talk 11
Topics for Small Talk 11
Success Strategy: Naming the Elephant 13
Simple Present Tense: Asking and Answering Questions 14
Forming Yes/No Questions 14
Forming Contractions 17
Answering Yes/No Questions 18
Forming Information Questions 21
Dialogues: Greeting and Meeting People 24
Lecture: Time Zones in the United States 25
Success Strategy: Strengthen Your Listening, Speaking,
and Pronunciation 26
Exercises 27
iii

iv Contents
Talking About Habits, Routines,

Customs, and Schedules 31
Simple Present Verb Tense 32
Simple Present Tense: Forming the Affirmative 34
Pronunciation: Three –s Ending Sounds 36
Simple Present Tense: Forming the Negative 38
Simple Present Tense: Forming Contractions
with the Negative BE Verb 38
Indicating Frequency 41
Expressions of Time 42
Simple Present Tense: Using Tag Questions 45
Using Intonation with Tag Questions 45
Using Affirmative or Negative with Tag Questions 46
Forming Tag Questions with a BE Verb 48
Forming Tag Questions with All Other Verbs 48
Answering Tag Questions 49
More on Tag Questions 49
Using the Simple Present Tense for Schedules 51
Vocabulary: Public Transportation and Schedules 53
Vocabulary: Expressions of Time Used for Schedules 54
Dialogue: Clubs in School 55
Lecture: Holiday Customs in the United States 56
Success Strategy: Shadowing—a Listening Technique 59
How to Shadow 60
Helpful Tips 60
Exercises 61
Describing People, Places,

and Things 69
Describing Location and Quantity with There Is / There Are 70
Forming the Affirmative 71
Forming the Negative 77

Contents v
Forming Yes/No Questions 78

Forming WH Questions of Location 79
Forming WH Questions of Quantity 80
Using Adjectives to Describe People, Places, and Things 81
Word Order 82
Comparatives and Superlatives 83
Using -ed and -ing Forms of Adjectives 86
Using Adverbs to Intensify 87
Using Adverbs to Limit 89
Using Imperatives 91
Forming Imperatives 91
Forming Negative Imperatives 93
Requesting and Giving Instructions and Directions 94
Asking for Instructions 94
Asking for Directions 95
Checking Your Understanding 98
Asking for Repetition 98
Paraphrasing to Check Your Understanding 101
Dialogue: At the Bus Station 104
Lecture: Languages in the United States 106
Success Strategy: Reading Comprehension Through
Context Clues of Contrast 108
Exercises 111
Nouns and Pronouns 125

Nouns 126
Common Nouns vs. Proper Nouns 127
Count vs. Noncount Nouns 128
Nouns That Can Be Either Count or Noncount Nouns 130
Quantifiers with Noncount Nouns 130
Determiners with Nouns 131
How Many vs. How Much 133
Plural Count Nouns 134

vi Contents
Definite vs. Indefinite Articles 135

A vs. An 136
When to Use Definite and Indefinite Articles 137
Pronouns and Possessive Adjectives 139
Subject Pronouns 140
Object Pronouns 141
Possessive Adjectives 144
Possessive Pronouns 146
Reflexive Pronouns 148
Demonstrative Adjectives 151
Demonstrative Pronouns 153
Dialogue: The Science Lab 155
Lecture: Star Wars 157
Exercises 158
Talking About Ongoing Activities 173

Present Progressive Verb Tense 174
Forming the Present Progressive Tense 174
Present Progressive Tense: Forming the Affirmative 175
Present Progressive Tense Timeline 176
Present Progressive Tense: Forming the Negative 178
Forming Negative Contractions 179
Present Progressive Tense: Forming Yes/No Questions 181
Active vs. Stative Verbs 184
Verbs That Can Be Stative or Active 185
Present Progressive Tense: Forming WH Questions 187
Forming Who Questions 188
Present Progressive Tense: Using Tag Questions 189
Forming Affirmative and Negative Tag Questions 190

Contents vii
Using Articles 192

Dialogue: The Internship 193
Lecture: Carhenge 194
Success Strategy: Using Tracking 195
How to Track 195
Exercises 197
Talking About Past Activities 211

Simple Past Verb Tense 212
Simple Past Tense Timeline 213
Simple Past Tense: Regular vs. Irregular Verbs 215
The Most Common Irregular Verbs 216
Simple Past Tense: Forming the Affirmative 218
Forming Regular Verbs 219
Three Different Sounds for –ed Endings for Regular Verbs 220
Simple Past Tense: Forming the Negative 223
Forming Negative Contractions 223
Simple Past Tense: Forming Yes/No Questions 224
Simple Past Tense: Forming WH Questions 226
Simple Past Tense: Using Tag Questions 228
Dialogue: What Did You Do Last Weekend? 231
Lecture: The California Gold Rush 232
Success Strategy: Building Your Vocabulary 234
Exercises 236

viii Contents
Simple Sentences 247

Subject-Verb-Object (SVO) 248
How to Identify the SVO 249
Direct vs. Indirect Objects 252
Transitive vs. Intransitive Verbs 254
Subject-Verb-Complement (SVC) 257
How to Identify an SVC Sentence 258
Simple Sentences 260
Compound Subjects and Predicates 264
Patterns of a Simple Sentence 264
Simple Sentences vs. Compound Sentences 265
Lecture: The Grand Canyon 266
Success Strategy: Discovering Meaning with
Context Clues for Examples 267
Exercises 269
Talking About Future Activities 277

Simple Future Verb Tense 278
Simple Future Tense Timeline 279
Choosing Which Form to Use 282
Simple Future Tense: Forming the Affirmative 283
Simple Future Tense: Forming the Negative 285
Forming Negative Statements and Contractions
with BE going to 286
Simple Future Tense: Forming Yes/No Questions 287
Simple Future Tense: Forming WH Questions 291
Simple Future Tense: Using Tag Questions 294
How to Use Tag Questions 295
Future Progressive Verb Tense 297
Choosing Between Simple Future and Future Progressive 298

Contents ix
Future Progressive Tense: Forming the Affirmative 300

Future Progressive Tense: Forming the Negative 301
Future Progressive Tense: Forming Yes/No Questions 301
Future Progressive Tense: Forming WH Questions 303
Answering WH Questions 304
Future Progressive Tense: Using Tag Questions 304
Success Strategy: Asking for Repetition 306
Dialogue: Project Planning 308
Exercises 309
Connecting the Past and

the Present 327
Present Perfect Verb Tense 328
Deciding When to Use the Present Perfect Tense 329
Choosing Among Present Perfect and Other Verb Tenses 332
Present Perfect Tense: Forming the Affirmative 341
Forming Past Participles: Regular Verbs 341
Forming Past Participles: Irregular Verbs 342
Present Perfect Tense: Forming the Negative and Contractions 344
Present Perfect Tense: Forming Yes/No Questions 344
Present Perfect Tense: Forming WH Questions 347
Present Perfect Tense: Using Tag Questions 349
Present Perfect Progressive Verb Tense 351
Deciding When to Use the Present Perfect Progressive Tense 352

x Contents
Present Perfect Progressive Tense: Forming the Affirmative 355

Present Perfect Progressive Tense: Forming Yes/No Questions 356
Present Perfect Progressive Tense: Forming WH Questions 358
Present Perfect Progressive Tense: Using Tag Questions 360
Choosing Among Present Perfect Progressive and
Other Verb Tenses 361
Success Strategy: Agreeing and Disagreeing Politely 365
Success Strategy: Supporting Your Ideas 368
Dialogue: Class Discussion on School Uniforms 369
Lecture: School Uniforms 371
Exercises 373
Compound, Complex, and

Compound-Complex Sentences 389
Compound Sentences 390
How to Identify a Compound Sentence 391
Complex Sentences 396
How to Identify a Complex Sentence 397
Adverb Clauses 399
Adverb Clauses of Time 402
Adverb Clauses of Condition 409
Modals 417
Adjective Clauses 420
How to Form Adjective Clauses 423
Relative Pronouns 427
Noun Clauses 436
Compound-Complex Sentences 439
Success Strategy: Talking About Similarities and Differences 442
Exercises 444

Contents xi
Writing Paragraphs and Essays 457

The Writing Process 458
Considering Purpose 458
Prewriting 459
Drafting 460
Revising 461
Editing 462
Publishing 462
The Classic Five-Paragraph Essay Structure 463
Introduction 463
Body Paragraphs 464
Conclusion 465
Transitions 465
Example Writing Assignment 466
Example: Five-Paragraph Essay 467
Exercises 470
Answer Key 473

Appendix: Supporting Material 557

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Introduction
elcome to your new English as a Second Language book! Let us

explain why we believe you’ve made the right choice. You may
have found that a lot of books make a lot of promises about all
the things you’ll be able to accomplish by the time you reach the end of a given
chapter. In the process, those books can make you feel as though you missed
out on the building blocks that you actually need to master those goals.
With Must Know High School ESL, we’ve taken a different approach. When
you start a new chapter, you will immediately see the must know ideas.
These are the essential concepts behind what you are going to study, and
they will form the foundation of what you will learn throughout the chapter.
These must know ideas will be your guide as you make your way through
each chapter.
To build on this foundation you will find easy-to-follow discussions of the
topic at hand, accompanied by comprehensive examples and lots of useful
charts that will increase your ability to communicate in English. And because
we know ESL is special kind of learning, we’ve even deviated from our normal
Must Know books in this case. We give you thoughtful Success Strategies,
exercises and more practice throughout the chapters (with answers in the
Answer Key), and occasional Pop Quizzes to make sure you understand the
material as you move through the book. That repetition and learning support
will come in handy as you get to the more challenging chapters. Each chapter
ends with review questions—more than 800 combined throughout the
book—designed to instill confidence as you practice your new skills. Whether
you are a beginner or more advanced, we’ve got you covered. With this book,
you not only get what you must know, you get all you need to know!
xiii

xiv Introduction
This book has other features that will help you on your ESL journey. It has
a number of sidebars that will provide helpful information or just serve as a
quick break from your studies. The sidebars (“by the way”) point out
important information as well as tell you what to be careful about English-
wise. Other times, an IRL sidebar (“in real life”) will tell you what the
material you’re studying has to do with the real world; other IRLs may just
be interesting factoids.
In addition, this book is accompanied by a flashcard app that will give you
the ability to test yourself at any time. The app includes 100-plus “flashcards”
with a review question on one “side” and the answer on the other. You can
either work through the flashcards by themselves or use them alongside
the book. To find out where to get the app and how to use it, go to the next
section, “The Flashcard App.”
Before you get started, however, let us introduce you to your guide
throughout this book. In addition to over 20 years’ experience as an ESL
educator, Danielle Pelletier DePinna has written Easy English Step-by-Step for
ESL Learners. Having had the opportunity to work together before, we know
that Danielle is unmatched in her enthusiasm for and knowledge of English
language training and culture education. She understands what you should
get out of an ESL course and has developed strategies to help you get there.
Danielle has also seen the kinds of trouble that students run into, and she
can show you how to overcome these difficulties. In this book, she applies
her teaching experience to show you the most effective way to learn a given
concept. We are confident that we are leaving you in good hands (Danielle
knows her stuff!) as you develop new English skills.
Good luck with your studies!
The Editors at McGraw Hill

The Flashcard App—with Audio!
his book features a bonus flashcard app to help you test yourself
on what you have learned as you work through the book. The app
includes 100-plus “flashcards,” both “front” and “back,” featuring
exercises covering topics in the book. The book gives you two options on
how to use it. You can jump right into the app and start from any point that
you want. Or you can take advantage of the handy QR Codes near the end of
each chapter in the book; they will take you directly to the flashcards related
to what you’re studying in that part of the book.
To access the flashcard feature, follow these simple steps:
Search for the McGraw Hill Must Know App from
either Google Play or the App Store.

Download the app to your smartphone or tablet.

Once you’ve got the app,
you can use it in either of two ways.

Just open the app and Use your phone’s QR code reader
you’re ready to go. to scan any of the book’s QR codes.
You can start at the beginning, You’ll be taken directly to the flashcards
or select any of the chapters listed. that match your chapter of choice.

Be ready to test your
English knowledge!
xv

xvi The Flashcard App—with Audio!
ESL Audio
The app also includes a ton (to use the technical term) of ESL audio. It has
been designed to help with both your pronunciation and listening skills. On
the app, you’ll find extensive English dialogues and helpful mini lectures,
along with the text so you can read along.
Look for the audio icon, , at the end of each applicable chapter. Use the
QR code, also at the end of the chapter, to get to that chapter’s app content.
Or you can look at the app’s easy-to-follow Contents and choose the section
that interests you the most. Listen closely, and we’re confident your English
skills will improve fast!

Author’s Note
elcome to Must Know High School ESL! I’m so glad you have
this book. If you’re a high school student, this is the perfect
book for you. It gives you the language you need to speak
English confidently, and it has cultural notes so you can understand
Americans better. If you’re an instructor, this book will guide your students
toward skillful use of English. You can go through the book sequentially
or jump around to customize your lessons. Each chapter contains a variety
of expressions we use in daily life in the United States as well as grammar
lessons, cultural guidelines, useful vocabulary, and success strategies for
effective listening, speaking, pronunciation, reading, and writing. You’ve
made a great choice with this book. Enjoy learning this wild and crazy
English language!
For English Language Learners:

Tips to Help You Learn English Quickly
Learning and using a language to communicate is a very creative process.

Although you learn many English grammar rules in this book, I recommend
you “play” with the language. Take what you learn and try it out in the real
world as if the world is your laboratory and you are a scientist experimenting
with the language. See what works and what doesn’t. Take what works and
expand on it. Tweak what doesn’t work to improve your communication
skills. This will help improve your confidence.
xvii

xviii Author’s Note
Ways to Improve Your Listening Skills

■ Watch shows or movies in English with English subtitles (also known
as closed captions, or cc) for 15 to 60 minutes every day. You can watch
shows on TV, the internet, or social media. Find a favorite show and
watch the whole series!
■ Listen to podcasts, talk shows, news shows, and advertisements for 15
minutes every day in your car, at home, or anywhere.
■ Listen to an audio book and read the book at the same time. This is one
of my favorite strategies because you can follow along in the book while
listening to someone speak the words you’re reading. This not only
improves your listening skills, but it also improves your vocabulary,
spelling, pronunciation, and reading skills. If you have to read a book
for a class, do this!
■ Listen to local people chatting at school, in line at cafés, at the bus
stop, and anywhere there are people. It’s okay if you do not understand
much at the beginning. The more you listen, the more you will learn
and the faster your English will improve.
Ways to Improve Your Speaking and Pronunciation

■ Create reasons to speak English: ask questions in class, at the market,
at a restaurant—everywhere you go.
■ Make a goal to ask two questions every day. As you build your
confidence, ask more questions.
■ Practice speaking English aloud in the shower, while driving, and when
you are alone at home, at work, or at school.
■ Challenge yourself by calling a store or company to ask for the price of
a product or service. This is a good way to measure your listening and
speaking skills. As you increase your fluency, this task will become
easier. Use the “elephant-in-the-room” strategy to help you. Learn more
about this Success Strategy in Chapters 1 and 3.
■ Practice the pronunciation tips in the book silently anytime in public:
while walking down the street, riding on the bus, or waiting in line. Even
singing in your mind is an effective strategy for practicing pronunciation.

Author’s Note xix
Ways to Improve Your Reading and Vocabulary

■ Read something every day. Choose a topic you enjoy such as sports,
food, or fashion and read for 10 to 20 minutes at a time.
■ Read aloud every street sign you see.
■ Read menus at restaurants to learn food vocabulary.
■ Read one children’s book every day. If you have children, read
with them!
■ Keep a notebook or make flash cards of new vocabulary. Review these
words and expressions every day. Use each new vocabulary term five
times to learn it well.
If you’d like to see how a vocabulary word, verb tense, phrase, or expression
is used in everyday English, check out a linguistic corpus. It will show you
how your search term is used in regular American dialogue. An example
of one of these free search databases is Corpus of Contemporary American
English (COCA), and there are multiple others.
Ways to Improve Your Writing and Grammar

■ Practice writing the alphabet (both capital and lowercase letters) in
your notebook.
■ Write five sentences in your notebook every day. Use a period at the
end of each sentence.
■ Write five questions in your notebook every day. Use a question mark
at the end of every question.
■ In your written sentences, use the grammar and verb tenses you are
learning in this book.
■ Check the subject-verb agreement in every sentence.

xx Author’s Note
For Instructors
This book works systematically through verb tenses, sentence structures,

and cultural conventions so your students can optimize their use of English
in the classroom and in life. A large percentage of the vocabulary from the
Academic Word List (AWL) is used throughout the book, which can help
your students acquire understanding of common academic vocabulary.
Expansion Activities
Speaking expansion activity suggestions:
When introducing a new topic, ask students to share with each other (pair
share or small groups) what they already know about the topic. This activates
their schema. Some students may know more than others, and they can
learn from each other. It also gives the students an opportunity to use
English in an informal way with peers.
Verb tense expansion activity suggestions:

■ Get the students involved by having them find images of people in
action (from magazines, advertisements, photos on their phone gallery,

or the internet). Then they can formulate, write, and speak one or more
sentences to describe the image.
■ Alternatively, invite students to write yes/no and WH questions on the
board. Then elicit descriptive answers from the class about an image.
For example, for the present progressive verb tense, a student might
write the question “What is the girl doing?” and answer with “She is
playing tennis.”
■ For the simple present, images of routines, habits, traditions, customs,
and bus schedules can be used.

■ Use a linguistic corpus to show students how a vocabulary word,
verb tense, phrase, or expression is used in American conversation or

written material. An example of one of these free search databases
is COCA (Corpus of Contemporary American English), and there are
multiple others.

Author’s Note xxi
Writing expansion activity suggestions:

■ Have students create dialogues based on the specific skill and/or topic
they’re learning. See the example dialogues in the chapter for guidance.
■ Students can create conversations based on their personal experience.
If it’s more comfortable for them, students can create characters for
their dialogue. For instance, students can create avatars and write
a short biography about their avatar using vocabulary, verb tenses,
expressions, and any other language item from the chapter. As a
teacher, you could prepare avatars beforehand on index cards with
images of the avatar and let the students choose their own. Images can
be of real people or they can be animated characters.
■ Students can engage in discussions through pair, small group, or
even large group conversations. Scenarios can be given to students

or they can come up with their own. Students can also script
their conversation before performing them, or they can converse
spontaneously.
■ Students could write a classic academic paragraph on a topic and
employ the vocabulary, phrases, verb tenses, expressions, and other

grammar and language lessons learned in the chapter.
Reading expansion activity suggestions:

Employ the three strategies for reading effectively:
1. Pre-read: The purpose of pre-reading activities is to prepare the mind for
the reading. Activating schema helps students understand the reading
passage more easily. There are myriad ways to do this, some of which
are to:
■ Predict what the reading will be about based on the passage title and
images.
■ Read subtitles and the first and last sentence (or paragraph) of the
passage and predict what it’s about.

■ Skim and scan the reading for repeated words, phrases, and ideas.
■ Ask and answer questions about the images, title, charts, and so on.
■ Let the students discuss what they already know about the topic.

xxii Author’s Note
2. Actively read: When we actively read, we stay more focused and engage
with the material, which helps students better understand the subject
matter. Here are some ways to read actively:
■ Highlight key words.
■ Underline important ideas.
■ Circle new vocabulary.
■ Write definitions, questions, and notes in the margins.
3. Understand the reading: There are a variety of ways students can check
their understanding of a passage. Have your students:
■ Summarize the reading—in speaking and/or by writing a paragraph.
■ Write and ask yes/no and WH questions about the content of the
passage and discuss the answers.

■ Give their opinions and discuss by agreeing or disagreeing politely.
■ Act out the passage. They can get creative by playing charades or
writing the skit and acting out the dialogue.

■ Read about a current event and check comprehension with yes/no
questions. They can discuss it in small groups, forming and asking

opinion questions.
■ Use newspaper articles to formulate, ask and answer WH questions in
pairs, triads, or small groups.

Meeting
People
In the United States, good communication

skills help you succeed, so meeting people is
important. “It’s who you know” is a popular
expression because the people you surround
yourself with may be able to help you succeed.
Handshakes, fist bumps, and elbow bumps are

ways to meet and greet people.
Looking people in the eye when you meet and

greet them is important, so make eye contact.
“How’s it going?” and “How are you?” are

questions we often use to say “hello.”

2 MUST KNOW High School ESL
n this first chapter, you will learn common expressions for greeting
and meeting people and using small talk to get to know someone in the
United States. You will also learn body language and facial expressions
typically used by Americans. By the end of this chapter, you will understand
how to meet people, and you will have the language you need to speak
confidently even if you are just starting out.
Greetings
We always greet people we know, and we sometimes greet people we don’t

know. To greet someone is to say “hello.” There are different ways to greet
others. Neutral greetings can be used in any situation, so learn those first.
Use informal greetings with people in your peer group (they are your age or
in your grade). Very informal greetings are usually used with good friends
and others you know really well. Formal greetings can be used with teachers,
parents, and others who are older than you to show respect and to be polite.
Common greetings we use are shown in the following table.
Neutral Informal Very Informal Formal
• Hello • Hi • Yo! • Good morning

• Hello there • Hi there • What’s up? • Good afternoon
• How are you?* • Hey • Good evening
• How are you • Hey there
doing?* • Howdy
• What’s
happening?
• Long time no see!
*Note: Americans often use questions as greetings, and they don’t always expect an answer..

CHAPTER 1 Meeting People 3
IRL • “Howdy” is commonly used in the southern states of the United States, but it
is sometimes used elsewhere as a friendly, informal greeting.
• “Long time no see” is used when people know each other and they haven’t
seen each other in a long time.
• We often combine a short greeting with a longer one. For example, we
might say “Hi, how’s it going?” or “Hey, what’s up?”
• “Yo” is very informal and should only be used with people you know well,
like good friends.
To understand when to use “good morning,” “good afternoon,” and “good

evening,” use these time tips:
■ Morning: before 12:00 p.m. (noon)
■ Afternoon: 12:01 p.m. to approximately 5:00 p.m. or 6:00 p.m.
■ Evening: Approximately 5:00 p.m. or 6:00 p.m. to 12:00 a.m.
(midnight)
■ “Good night” is not a greeting. It means “good-bye” or “I’m going to
sleep.”
Responding to Greetings
How do you respond to someone that greets you? A rule of thumb, or a
generally accepted rule, is to respond with the same or similar greeting
if you’re not sure what to do. For example, if someone greets you by saying,
“Hello,” you can respond with “Hello.” In most situations, it depends on your
relationship with that person. If you know the person and he or she is from
your peer group, then you can respond informally. If you know the person
really well, you can respond very informally. With your friends, you can mix
the informal and very informal expressions. For someone you don’t know or
someone you want to show respect to, use neutral or formal responses. See a
variety of common responses and examples in the following table.

Neutral Questions Responses Examples
Note: The adjectives in the

responses below are in order
of best (you are happy) to worst
(you are not happy).
It’s common and polite to say
“thank you” and then ask the
question back.
How are you? I’m . . . I’m great! You?

excellent! / great! / very good! Pretty good.
/ really good! / good. / pretty Good, thanks. And you?
good. / fine. / okay.
Note: Sometimes, we use fine
when things are not fine. Listen
for the tone of voice to give you
a hint whether fine means good
or not.
How are you doing? I’m doing . . . I’m doing okay.

well. / good. / fine. / okay. Fine. And you?
How are things? Things are . . . Things are pretty good.

pretty good. / fine. / okay. / all All right. How are you things
right. / not bad. with you?
Note: The expression not bad
can mean “good!”
How’s it going? It’s going . . . It’s going well.

very well! / well. Very well! What about you?
Good, thanks.
Note: To answer this question,
you should use an adverb;
however, most people
incorrectly use an adjective.
It’s common to hear these
responses, too:
Excellent! / Great! / Very
good! / Really good! / Good. /
Pretty Good. / Fine. / Okay.

Informal Questions Responses Examples
What’s happening? Not much. / Nothing. / Nothing Not much. What about you?
What’s been much. Nothing. You?
happening?
What’s new?
What’s going on?
What’s been going
on?
Very Informal Questions Responses Examples
What’s up? Nothing. / Nothing much. / Not Nothing much. You?

Note: This question much. Not much.
is often pronounced Note: Nothing is usually
/Wassup / or even pronounced without the final
reduced to the single /g/ sound like this: /nuthin/.
syllable /sup / like
this: ’Sup?
Formal Questions Responses Examples
How are you today I’m doing well. / very well. I’m doing very well, thank you.
/ this morning / Well, thank you.
this afternoon / this
evening?
Additional Responses:
Add these two responses to be polite and continue the conversation:
1. Thank you. / Thanks!
2. What about you? / And you? / You?

Eye Contact and Facial Expressions

Now that you know different ways to greet people, let’s learn about eye
contact and the best facial expression to use, too. The two most important
things to learn are these:
1. Make eye contact.
2. Smile.
Making Eye Contact

When you see or meet someone, look that person directly in the eyes. Eye-
to-eye contact is called making eye contact. This is very important because it
builds trust. See the DOs and DON’Ts below for making eye contact.
Tips for Making Eye Contact

DOs DON’Ts
• Look this person directly in the eyes • Do not look away

• Hold a steady gaze • Do not look at someone’s forehead
• Do not look down
Smiling
When you meet someone for the first time or you see someone you already
know, smile! It’s an easy facial expression to make and it helps to build
relationships. Smile often. =) There are times, however, when smiling isn’t
appropriate. These include:
■ When you hear bad news
■ When you have to tell someone bad news
■ When you apologize

Introducing Yourself
Now that you know how to greet people and what body language and facial
expression to use, it’s time to learn how to introduce yourself. There are
many ways to do this. Let’s talk about the most common ways to introduce
yourself, specifically expressions and body language. The rule of thumb is to
smile whenever you meet someone.
IRL In the United States, it’s customary to introduce yourself to people you do not
know when you are in a shared situation, such as sitting next to someone in
class or being on the same sports team. It’s not common to introduce yourself
to strangers in public.
Expressions to Use When Introducing Yourself

What are the things we say when we introduce ourselves? In the following
table, see the expressions we often use.
Common Less Common
I’m (say name). My name is (say name).
(Say name.)
Note: If it’s an informal situation, your first
name is all you need to say. If it’s a more
formal situation, say your first and last name.
Usually, if you introduce yourself first, the other person will voluntarily
reciprocate with their name. It’s generally not necessary to ask someone
what their name is.

Tips on Names
In the United States, there are many people from all over the world.
Everyone’s name is unique and important to them, so be sure you hear and
understand another person’s name clearly. If you don’t understand the name
they said, ask for clarification. You can do this politely by smiling and:
■ Repeating back the name you heard with a rising intonation to check if
you heard it correctly
■ Asking for repetition if you’re uncertain with rising intonation, using
expressions like these:
• Could you repeat your name, please?
• I’m sorry, what was your name?
• Did you say (repeat what you heard) . . . ?
A good practice is to repeat back the name you heard so you remember it.
People like to hear their names, so it’s perfectly acceptable to do this.
Saying Your Name Clearly

Here are some tips for saying your name clearly. These are tips for saying
your first and last names:
■ Say your first and last names slowly. Slow down a lot! Say it slower
than you’re used to.
■ Pause for a moment between your first (given) and last (sur or family)
name, so people can hear each name clearly.
■ Use rising pitch on your first name and falling pitch on your
last name.
■ Pronounce each syllable of your name. Don’t skip syllables or say
them too quickly.
■ Smile and give a helpful tip for pronouncing your name correctly.

IRL One of my friends knows her name is not common, so when I met her she gave
me a tip to help me remember her name and I’ve never forgotten it. She said,
“Hi! I’m Jana. Like banana.” She broke the ice*, we both laughed, and I’ve
pronounced her name correctly since that moment. You can do this, too. If you
have a unique name, you can create a quick way for people to remember it
with a rhyme or other tip to make it easy to remember.
*Note: To “break the ice” means to break the silence by speaking to make people feel more
comfortable in a new situation.
Body Language to Use When Introducing Yourself

The most common body language to use is the handshake. We use it for
people of any age and any sex. Anyone can initiate a handshake. It is
neutral and it can be used in most situations. Informal
alternatives to the handshake are a fist bump, a high
five, the elbow bump, and the “air hug” if you are In a time when many
practicing physical distancing. See the BTW sidebar for people are physically
distancing themselves
some tips on how to give “air” versions of these. from others, “air” fist
bumps, high fives,
How to Shake Hands and elbow bumps
are appropriate and
■ Shake with your right hand. acceptable. The “air”
part means that you
■ Extend your arm out so that you are one arm’s never make physical
contact with another
length away from the other person. person. Rather, you
■ Your elbow should be close to your body. show the gesture of a
fist bump, for example,
■ Put the palm of your hand firmly in the other without actually
bumping your fists
person’s hand and shake once or twice. together.
■ Shake firmly. Do not shake too quickly.
■ Hold his/her hand firmly—not too strongly and not too lightly.
■ Then, let go of the person’s hand.
■ Look the person in the eye and smile when shaking hands.

Note: In general, it is impolite to not shake hands if someone extends a

hand for a handshake. However, if you don’t want to shake hands, you can
smile and nod with your hands behind your back, or you can offer an “air”
handshake, a fist bump, an elbow bump, or a high five. You may also offer a
short explanation such as “I’m not feeling well today.”
How to Fist-Bump or Elbow-Bump

To fist-bump someone, you extend your right arm out at full arm’s length
with the knuckles of your fist pointing forward. The other person will do
the same and your fists will “bump.” For an elbow bump, extend your right
elbow forward instead of your fist. If you have a cold or you’re physically
distancing, you can also offer an “air” fist bump or elbow bump. In this case,
offer a smile and a fist or elbow at a distance.
Saying Goodbye
When we leave or when others leave, we say goodbye. In the following table
are some common expressions we use.
Bye. Bye-bye. Later. Goodbye.
See you later / soon. See you. / See you Later, Take care.
around / See ya. / (expression of
See ya ’round. friendship)
Example: Later,
dude.
Talk to you later. See you (day / time).

If you are saying goodbye to someone you just met, you can also add these
expressions:
Good / Great to It was nice / great /

meet you. good / a pleasure
Good / Great meeting / to meet
meeting you. you. / Pleasure
meeting you. / A /
My pleasure.
Small Talk
Small talk is the brief conversation we have when we first meet someone. It’s
usually light in tone, and it’s focused on simple, relevant, nonpersonal, and
noncontroversial topics such as the weather, shared situations, and physical
surroundings. It can start as a statement or a question directed at someone
near you. Small talk is helpful when you want to acknowledge another
person’s presence or to break the ice.
Topics for Small Talk

The expressions we use for small talk usually depend on the situation, but
there are some common topics that we use. See some of these types of
situations and examples of small talk on the following page.

Examples of Places/Situations
in the Same Physical or Virtual
Location Common Topics Examples of Small Talk
• Your physical / virtual

surroundings
• Topic relevant to why you
are in this place
• Technology or devices
• Weather
In a face-to-face class Topic: Homework Student 1: Did you finish the

homework?
Student 2: Yeah, but it was
hard.
At lunch (in the cafeteria or Topic: Food Student 1: This pizza is hot!
at a café) Student 2: Yeah, and good.
Outside school gymnasium Topic: Sports game after Student 1: Are you going to
school the game?
Student 2: Nah, I have
homework.
We say “no” in many different ways. Here are some informal ways
we say “no”: nope, no way, nah, nuh-uh, negative, and yeah, right (which is
sarcastic). Here are some ways that high schoolers say “no” to invitations:
I’ll let you know; probably not, maybe, and possibly.

IRL Text lingo: Students text each other using acronyms, icons, emoticons, and
emojis. In addition to the different ways that we say no listed on the last page,
the following are some alternative ways that high school students say no on
a text:
• These first three are sarcastic:
• LOL (LOL stands for Laugh Out Loud.)
• LOLLLLL (Multiple Ls indicate exaggeration.)
• HAAAAHAAA (Capital letters and multiple As also indicate
exaggeration.)
• idk or IDK (idk / IDK stands for I Don’t Know, but it is sometimes used to
say no politely, especially to an invitation.)
Success Strategy: Naming the Elephant
One strategy you can use to create successful communication is to “name

the elephant in the room.” This is an expression that means you are stating
something obvious that no one wants to talk about. To take control of your
communication and build your confidence, tell people you are learning
and practicing English. When you do this, you are taking responsibility for
your communication and you are helping to create effective communication.
Ultimately, you are showing people you care about understanding them
and being understood by them. This is a great way to achieve successful
communication. Here are some ways you can do that. Use one that is
appropriate for your situation. Smile when you say these sentences!
■ I’m practicing my English, so if I’m not clear, please let me know.
■ I’m working on my English pronunciation. Am I saying that correctly?
■ I’m working on my English. Is that the right word?
■ English is my second/third/fourth language. Did I say that right?
You can use any combination of these sentences. By using this name-
the-elephant-in-the-room success strategy, you can become an effective
communicator, and it makes a great impression!

Simple Present Tense:

Asking and Answering Questions
Being able to ask clear questions is a skill that every English learner needs.
There are two main types of questions: the yes/no question, which requires a
yes or no answer, and the information question, which usually begins with a
WH-word or phrase, such as when or where, and asks for specific information
about a topic, such as location, time, and manner. Note that when we meet
people, we often use the simple present verb tense in questions. You will
learn more about this verb tense in Chapter 2. Let’s take a closer look at
these two types of questions and how to form them.
Forming Yes/No Questions

Yes/no questions with the verb BE are formed differently than yes/no
questions with all other verbs. See how to form them and read examples of
each on the following page.

Yes/No Questions in the Simple Present Verb Tense

With the BE Verb With All Other Verbs
Example sentences: 1. Are you a student here? 2. Do you go here?*
Forming yes/no BE verb + subject + rest of Auxiliary verb DO / DOES +

questions—use this question + ? subject + base form of the main
formula: verb + rest of question + ?
Example sentence Are you a student here? [Do] you go here? *

illustrated: Notice that the BE verb—in Notice that the DO auxiliary
BE and main this case are—goes before verb goes before the subject,
verb bolded and the subject, you. Inverting the you. Then the main verb comes
underlined; subject and verb is required to after the subject. To form a yes/
[DO auxiliary form a yes/no question with the no question with every other
bracketed;] BE verb. verb, you must use the DO
auxiliary at the beginning, then
Subject circled use statement word order so that
the subject comes before the
main verb.
*Note: Do you go here? is an expression we use to ask, Do you attend this school?
PRONUNCIATION
▶ Note: When we ask yes/no questions, we usually say it with rising

pitch. This means that our voice uses a higher pitch at the end of the
question. When people hear a rising pitch, they know that you are
looking for an answer and they will respond. See the Appendix for
more about end-of-sentence pitches.
Notice that yes/no questions with the BE verb are simple to form: you
invert the order of the subject and BE verb to form a question. However,
with all other verbs, yes/no questions require the DO auxiliary verb and the
statement word order for the subject and main verb. See examples of both
kinds of questions.

Yes/No Questions in the Simple Present Verb Tense

Examples • Are you a student here? • Do you go here?

Note that the verb • Is she your teacher? • Does she give a lot of
in each question is • Are they your friends? homework?
underlined. • Do they complete the
• Is it a fun class?
Notice the subject-verb homework every day?
agreement of BE or Do • Are we late?
• Does the lecture help you?
with the subject of the • Are the tests hard?
sentence. • Do we sit in the front of the
class?
• Do they require essay
answers?
Notice that the BE verb and the DO auxiliary verb must agree with the
subject in the sentence. This is called subject-verb agreement. This is often
indicated with the acronym SVA. For sentences that use the DO auxiliary,
the main verb is always in its base form, which means there are no verb
endings. The only subjects that use does are she, he, and it. She, he, and it do
not agree with do. The following table shows how this works.
DO Auxiliary Verb Subject Main Verb
Singular subject Do I study every night?
Do you study every night?
Does she study every night?
Does he study every night?
Does it matter?
Plural subject Do we study every night?
Do you study every night?
Do they study every night?

Now that you know how to form yes/no questions in the simple present
verb tense, let’s consider typical short answer replies to these questions.
Forming Contractions
In natural speech, we use contractions. A contraction is two or more words
combined to make one word. We use apostrophes to indicate where letters
are omitted. For example, to make a contraction with do + not, we omit the o
in not and replace it with an apostrophe like this: don’t. Similarly, to contract
does + not, we omit the o in not and replace it with an apostrophe like this:
doesn’t. To make contractions with the BE verb, there are a couple of
different options. With the subject pronouns he, she, it, you, we, and they, we
can contract them in two ways:
1. Combine the subject pronoun with the BE verb in affirmative and
negative forms (they are = they’re / they are not = they’re not).
2. Combine the BE verb with the negative not (they are not = they aren’t).
There is only one way to contract I am not, and that is to make a
contraction with the subject pronoun I and the BE verb am whether it’s
affirmative or negative (I am = I’m / I am not = I’m not). See examples of
contractions with the BE verb.
Using Contractions with the BE Verb

Subject Pronoun BE Verb Negative Contraction
I am - I’m
I am not I’m not
You are - You’re
You are not You’re not / You

aren’t
She is - She’s
She is not She’s not / She isn’t

(continued)

Subject Pronoun BE Verb Negative Contraction
He is - He’s
He is not He’s not / He isn’t
It is - It’s
It is not It’s not / It isn’t
We are - We’re
We are not We’re not / We

aren’t
They are - They’re
They are not They’re not / They

aren’t
Answering Yes/No Questions

In conversations with teachers, parents, and other adults, we may answer
yes/no questions with complete answers or short answers. With classmates
and friends, short answers are more common.
Complete Yes Answer Complete No Answer

Yes/No Question with the BE Verb Short Answer Short Answer
Are you in class right now? Yes, I am in class right now. No, I’m not in class right
Yes, I am. now.
No, I’m not.
Is she on the soccer team? Yes, she is on the soccer No, she isn’t on the soccer
team. team. / No, she’s not on the
Yes, she is. soccer team.
No, she isn’t. / No, she’s not.
Are they tired? Yes, they are tired. No, they aren’t tired. /
Yes, they are. No they’re not tired.
No, they aren’t. /
No, they’re not.

Complete Yes Answer Complete No Answer

Yes/No Question with DO
Auxiliary Short Answer Short Answer
Do you study every night? Yes, I do study every night. No, I don’t study every night.
Yes, I do. No, I don’t.
Does it work? Yes, it does work. No, it doesn’t work.

Yes, it does. No, it doesn’t.
Do they enjoy their classes? Yes, they do enjoy their No, they don’t enjoy their
classes. classes.
Yes, they do. No, they don’t.
When answering yes/no questions with the BE verb or the DO auxiliary

in complete sentences, we usually do not contract the BE verb or the DO
auxiliary in affirmative answers. This is because we stress the BE verb
and the DO auxiliary in affirmative answers when speaking. When the
answer is negative, we stress the negative whether it’s contracted or not
(not or n’t).
Short Answers for Yes/No Questions

We often answer yes/no questions with short yes or no answers. See these
example questions and short answers.
Yes Short Answer

Yes/No Question with the BE Verb (Not Contracted) No Short Answer
Are you in the gym? Yes, I am.* No, I’m not.
Is he serious? Yes, he is. No, he isn’t. / No, he’s not.
Are they there? Yes, they are. No, they aren’t. / No, they’re
not.
*Note: I am is not contracted in an affirmative short answer. We don’t answer Yes, I’m
because it’s incorrect. We must say Yes, I am.

Yes Short Answer

Yes/No Question with DO
Auxiliary (Not Contracted) No Short Answer
Do you study every night? Yes, I do. No, I don’t.
Does he eat hamburgers for Yes, he does. No, he doesn’t.

lunch every day?
Do they like sports? Yes, they do. No, they don’t.
Quick Answers for Yes/No Questions

To answer someone we know very well, such as a friend or classmate, quick
answers are appropriate. These answers are as simple as saying yes, no, or
I don’t know. Young adults, however, often give these answers in a variety
of ways. Review some common ways to say yes, no, or I don’t know in very
informal situations.
Ways to Say Yes Ways to Say No Ways to Say I Don’t Know
Yes No I don’t know.
Yeah / Yah Naw / Nah I dunno.
Yep Nope Dunno.
No yeah Uh-unh No clue. (Short for I have no

clue.)
Yeah no for sure Yeah no No idea. (Short for I have no

idea.)
Sure Yeah, right (said Beats me.

sarcastically) = No
Yeah no yeah = I’m willing No yeah no = There’s no Who knows. (This is not a
to do it. way I’m doing it. question.)
Let’s review yes/no questions and answers in short conversations on the

next page. The answers are underlined.

Seamus and Joe don’t know each other. It’s Madison and Sari don’t know each other.
the first day of school and they are sitting They are in line at a fundraiser in the park
next to each other in math class. near the school.
Joe: Hi. I’m Joe. Sari: Hi! Do you go here?
Seamus: Seamus. Does the teacher give a lot Madison: Yeah.
of homework? Sari: Me, too. I heard the teachers are hard.
Joe: I dunno, but my friend said the tests are Madison: Yeah no for sure.
hard.
Seamus: Yeah.
Mike and Ethan are friends. Audrey and Arianna are friends at school.
Mike: Hey, Ethan. What’s up? Audrey: Are you ready for lunch?
Ethan: Nothing much. You? Arianna: Yeah no.
Mike: Gotta study for the math test. You Audrey: Whaaa?
ready? Arianna: I have homework.
Ethan: No yeah. I studied. Audrey: Okay. See you later.
IRL Per the conversations:

gotta = I have got to
Whaaa? = What? Expressing surprise
Forming Information Questions

Information questions (also known as WH questions) are formed using
WH question words, such as what, where, when, why, and how. We ask
these questions when we want specific information about someone or
something. Information questions with the BE verb are formed differently
than information questions with other verbs. See how to form information
questions and read examples of each on the following page.

Information Questions with the Simple Present Verb Tense

Example sentences Where is your class? Where do you go to school?
Forming information WH question word + BE verb WH question word +

questions—use this formula + subject + rest of question auxiliary verb DO + subject
+? + base form of the main verb
+ rest of question + ?
Example sentence illustrated Where is your class? Where [do] you go to
WH question word in italics Notice that the WH question school?
BE verb and main verb word starts the sentence. Notice that the WH question
bolded and underlined; Your class is the subject. You word starts the sentence.
can see this more clearly in The DO auxiliary verb goes
[DO auxiliary bracketed] the statement form: before the subject, you. Then
Subject circled My class is on the second the main verb (go) comes
floor. after the subject. To form an
information question with
My class is on the second every other verb in the simple
floor. present verb tense, you must
use the DO auxiliary, then
use statement word order so
that the subject comes before
the main verb.
See more examples of information questions in the simple present verb

tense using BE and other verbs in the following table.
Information Questions in the Simple Present Verb Tense

Examples: • How are you? • Where do you live?

Note that the WH • What’s up? • How much homework do we
question word or • When is the test? have?
phrase is in italics • What sport do you play?
and the verb in • Who is your teacher?
each question is • How long is football practice?
• When does the quiz begin?
underlined. • How does she calculate this
• Why is the class fun?
problem?
• How old are you?
• Which one do you like better?
• Which class is better?
• How far does he run in track?
• Why do they do it?

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forward they reached a little ground swell, behind which they
dropped like dead men, while skirmishers were sent forward to
silence the troublesome battery. The skirmishers crept forward till
they gained a little knoll, not more than seventy-five yards from the
battery. Of course the guns opened on them. They replied to some
purpose. In a few minutes the battery was driven off, the artillerists
killed, the horses shot down, and badly crippled every way. But the
affair cost the Union cause a brave man—Lieutenant-Colonel Garber,
who could not control his enthusiasm at the conduct of the
skirmishers, and in his excitement incautiously exposed himself. All
this time rebel regiments were pouring on to attack the audacious
brigade that was supporting the skirmishers, but fresh regiments
from Wallace’s division came up in time to defeat their purpose.
The battery was silenced. “Forward” was the division order.
Rushing across the cornfields under a heavy fire, they now met the
rebels face to face in the woods. The contest was quick and decisive.
Close, sharp, continuous musketry drove the rebels back.
Here unfortunately Sherman’s right gave way. Wallace’s flank was
exposed. He instantly formed Colonel Wood’s Seventy-sixth Ohio in
a new line of battle, in right angles with the real one, with orders to
protect the flank. The Eleventh Indiana was likewise contesting a
sharp engagement with the enemy, who made a desperate attempt to
flank it, and for a time the contest waxed furious. But Sherman soon
filled the place of his broken regiments. Wallace’s division came
forward, and again the enemy gave way.
By two o’clock the division was in the woods again, and for three-
quarters of a mile it advanced under a murderous storm of shot.
Then another contest, and another with the batteries, always met
with skirmishers and sharpshooting—then by four o’clock, two hours
later than on the right, a general rebel retreat—a sharp pursuit—from
which the triumphant Union soldiers were recalled to encamp on the
old ground of Sherman’s division, in the very tents from which those
regiments were driven that hapless Sunday morning.
With great thanksgiving and shouts of triumph the Union army
took possession of the camps. They had repulsed the enemy in one of
the most hardly contested battles of the war, under many
disadvantages, and with a heroism that fills a glorious page in the
history of nations. The enemy was near, yet retreating—his columns
broken and altogether defeated. His cavalry still hovered within half
a mile of the camps, but it was allowed to depart, and the battle of
Pittsburg Landing, written by more than a hundred thousand
bayonets, was at an end.
AFTER THE BATTLE.
The sight of that battle field was horrible. The first approaches,
occupying the further range of the enemy’s guns, bore fearful witness
of the wild devastation made by the ball and shell which had over-
shot the mark. Large trees were entirely splintered off within ten feet
of the ground; heavy branches lay in every direction, and pieces of
exploded missiles were scattered over the forest sward. The carcasses
of horses and the wrecks of wagons strewed all the woods and
marked every step of the way.
Half a mile further on, and the most terrible results of the struggle
were brought to view. Lifeless bodies lay thickly in the woods; the
dead and dying lay close together in the fields, some in heaps on
their backs, some with clenched hands half raised in air—others with
their guns held in a fixed grip, as if in the act of loading when the
fatal shaft struck them dead. Others still had crawled away from
further danger, and, sheltering themselves behind old logs, had sunk
into an eternal sleep. Here were the bodies of men who had fallen the
day before, mingled with those from whose wounds the blood was yet
warmly trickling.
Around the open space known as “The battalion drill ground,” the
scene was still more appalling. This spot had been desperately
contested on both sides; but the dead on the rebel side were four to
one compared to the Union losses. It was horrible to see in what wild
attitudes they had fallen. Here a poor creature appeared in a sitting
posture, propped up by logs, on which the green moss had been
drenched with blood, and with his hands rigidly locked over his
knees, sat still as marble, with his ashen face drooping on his breast.
One poor wretch had crept away to the woods, and ensconcing
himself between two logs, spread his blanket above him as a shield
from the rain of the previous night. He was a wounded rebel, and
asked pitifully of those who searched among the dead if nothing
could be done for him.
In the track of the larger guns terrible havoc had been made, and
scenes of revolting mutilation presented themselves. The field of
battle extended over a distance of five miles in length, and three-
quarters of a mile in width. This space was fought over twice in
regular battle array, and many times in the charges and retreats of
the different divisions of the two armies. Every tree and sapling in
that whole space was pierced through and through with cannon-shot
and musketballs, and it is reported that there was scarcely a rod of
ground on the five miles which did not have a dead or wounded man
upon it.
On Sunday, especially, several portions of the ground were fought
over three and four times, and the two lines swayed backward and
forward like advancing and retreating waves. In repeated instances,
rebel and Union soldiers, protected by the trees, were within thirty
feet of each other. Many of the camps, as they were lost and retaken,
received showers of balls. At the close of the fight, General
McClernand’s tent contained twenty-seven bullet-holes, and his
Adjutant’s thirty-two. In the Adjutant’s tent, when the Union forces
recaptured it, the body of a rebel was found in a sitting position. He
had evidently stopped for a moment’s rest, when a ball struck and
killed him. A tree, not more than eighteen inches in diameter, which
was in front of General Lew. Wallace’s division, bore the marks of
more than ninety balls within ten feet of the ground.
THE ARTILLERY AND REGIMENTS
ENGAGED.
A record of the dead, wounded and missing in that fearful battle,
bears sure evidence of the almost superhuman bravery with which it
was contested.
The Illinois men, already famous at Donelson, fought like tigers to
sustain their well-earned reputation. Missouri, Ohio, Indiana,
Wisconsin, and some of the Iowa regiments, won imperishable
laurels. The First and Second Kentucky were gloriously brave in the
fight. They, as well as the Sixth, were under fire more than five
hours, yet when the enemy turned their faces toward Mississippi,
they were ready and eager to follow. The Ohio Fifty-fourth, Zouave
regiment, were at their post in the thickest of the fight. Also the Fifty-
seventh, who remembered well that Ohio expected her buckeye sons
to do their duty.
Taylor’s and Waterhouse’s batteries were first in the fight. Two
regiments that should have supported the last broke and ran.
Waterhouse was wounded in the thigh by a minie ball. Taylor’s
battery continued to fight, supported splendidly by the Twenty-third
Illinois, until he and his support were outflanked on both sides.
Waterhouse, with his three guns, took up a second position,
supported by the second brigade of McClernand’s division, Colonel
Marsh commanding. During the forenoon they were compelled to
retire through their own encampment, with heavy loss, into the
woods. There a second line of battle was formed, when McClernand
ordered an advance. A hundred rods brought the solid columns
within sight of the rebels, and then followed one of the most fiercely
contested and sanguinary engagements of that desperate field. It
resulted in the repulse of the rebels, who were driven back through
the Union encampments. Then the enemy was reinforced, and
Colonel Marsh, finding his ammunition nearly expended, was
compelled to retreat before the overwhelming forces of the enemy.
On Monday a fine Michigan battery, captured by the enemy the
day before, was retaken by the Sixteenth Wisconsin, at the point of
the bayonet. The fight, after taking this battery, was conducted by
General Beauregard in person. In his efforts to recover it he was
wounded in the arm. He was successful in taking it, but it was again
wrested from him. This battery was retaken and recaptured no less
than six times.
Company A of the Chicago Light Artillery, so severely handled on
the first day, was only able to man three guns on Monday; but with
these, after a desperate contest, they succeeded in silencing and
capturing a rebel battery of six guns. They were, however, compelled
to abandon it from want of horses.
The report of General Lew. Wallace especially commended the
Nebraska First, the Twentieth, Fifty-eighth, Seventy-sixth and
Seventy-eighth Ohio, and the Twenty-third Indiana. The Indiana
Twenty-fifth literally covered itself with glory. The Indiana Sixth,
Ninth, Eleventh, Thirty-first, Thirty-second, Twenty-fourth, Forty-
third and Fifty-seventh all performed most honorable parts in the
terrible drama.
Of the United States regulars, there was a fine representation.
They were used at those points where the utmost steadiness was
demanded, and fought with consummate skill and determination.
The losses of the Illinois regiments in McClernand’s division were
very heavy, in officers and men. On Sunday, company A, of the
Forty-ninth Illinois, lost from one volley twenty-nine men, including
three officers; and on Monday morning the company appeared on
the ground commanded by a second sergeant. General McClernand’s
third brigade, which was led by Colonel Raith until he was mortally
wounded, changed commanders three times during the battle. On
Monday morning, one of General Hurlbut’s regiments (the Third
Iowa) was commanded by a first lieutenant.
General Grant is an illustration of the fortune through which some
men, in the thickest showers of bullets, always escape. He has
participated in skirmishes and fourteen pitched battles, and is
universally pronounced, by those who have seen him on the field,
daring even to rashness; but he has never received a scratch. At four
o’clock on Sunday evening, he was sitting upon his horse, just in the
rear of the Union line of batteries, when Carson, the scout, who had
reported to him a moment before, had fallen back, and was holding
his horse by the bridle, about seven feet behind him. A six-pound
shot, which flew very near General Grant, carried away Carson’s
head, passed just behind Lieutenant Graves, volunteer aid to General
Wilson, tearing away the cantle of his saddle and cutting his clothing,
but leaving him uninjured. It then took off the legs of a soldier in one
of General Nelson’s regiments, which was just ascending the bluff.
About the same hour, further up to the right, General Sherman,
who had been standing for a moment, while Major Hammond, his
chief of staff, was holding his bridle, remounted. By the prancing of
his horse, General Sherman’s reins were thrown over his neck, and
he was leaning forward in the saddle, with his head lowered, while
Major Hammond was bringing them back over his head, when a rifle
ball struck the line in Major Hammond’s hand, severing it within two
inches of his fingers, and passed through the top and back of General
Sherman’s hat. Had he been sitting upright it would have struck his
head. At another time a ball struck General Sherman on the
shoulder, but his metallic shoulder-strap warded it off. With a third
ball he was less fortunate, for it passed through his hand. General
Sherman had three horses shot under him, and ranks high among
the heroes of that nobly won battle.
General Hurlbut had a six-pound shot pass between his horse’s
head and his arm; a bullet hurtled through the animal’s mane, and
one of his horses was killed under him.
The statement has gone forth that General Prentiss was made
prisoner at the first early onslaught of the enemy, when his division
was driven in upon Sherman’s lines. But this is an error. Prentiss’
men fought well even in retiring. They retired to reform, and pursued
the conflict up to late in the afternoon, under Prentiss’ personal lead.
They maintained a stand on McClernand’s left and Hurlbut’s right.
In the thick underbrush where they made their last stand, almost
every shrub and bush was struck by bullets; no spot on the entire
field evidenced more desperate fighting. The last time General
Prentiss met General Hurlbut, he asked him: “Can you hold your
line?” General Hurlbut replied, “I think I can.” Not long after he sent
a messenger to General Prentiss, to inform him that he was forced
back, but the man was probably killed, as he never returned or
delivered the message. About the same time, McClernand was forced
back on his right, and Prentiss, without knowing that his supports on
each side were gone, held his line. The enemy, both on his right and
left, was half a mile in his rear before he discovered it, and his
capture was inevitable.
Of General Buell’s conduct in battle, one of his men wrote, “I wish
you could have seen the gallantry, the bravery, the dauntless daring,
the coolness of General Buell. He seemed to be omnipresent. If ever
man was qualified to command an army, it is he. He is a great, a very
great General, and has proved himself so; not only in organizing and
disciplining an army, but in handling it. He had his horse shot under
him.”
LOSSES.
The official reports of losses are given in the following tabular
statement:
GRANT’S ARMY.
DIVISIONS. KILLED. WOUNDED. MISSING. TOTAL.

1—General 251 1,351 236 1,848
McClernand,
2—General W. H. L. 228 1,033 1,163 2,424
Wallace,
3—General Lew. 43 257 5 305
Wallace,
4—General Hurlbut, 313 1,449 223 1,985
5—General Sherman, 318 1,275 441 2,034
6—General Prentiss, 196 562 1,802 2,760
Total, 1,349 5,927 3,870 11,356
BUELL’S ARMY.
2—General McCook, 95 793 8 896

4—General Nelson, 90 591 58 739
5—General Crittenden, 80 410 27 517
Total, 265 1,794 93 2,152
Grand Total, 1,614 7,721 3,963 13,508
The official report of General Beauregard states the rebel loss to be

1,728 killed, 8,012 wounded, and 959 missing; which is far below the
estimated losses of the enemy given by the Federal officers, who
buried the dead on the field.
Bravely was that battle contested on both sides. We have described
the way in which the Federal Generals fought and won a victory. But
the South was gallantly represented—so gallantly, that a victory over
such men was worth a double conquest over a meaner foe.
Beauregard seemed omnipresent along his lines throughout that
memorable day, striving by expostulation, entreaties, command,
exposure of his own person, to stem the tide of defeat; but it was in
vain. The steady flank advances of the Federal wings—the solidity of
their centre, rendered it necessary to “retreat,” if he would not be cut
off entirely. His baffled and somewhat dispirited brigades fell back
slowly upon the Corinth road, which, in all the fortunes of the two
days’ fight, had been carefully guarded from any approach of the
Unionists. The retreat was neither a panic nor a rout. Some
regiments threw away their arms, blankets, etc., from exhaustion;
great numbers of killed and wounded crowded the army wagons, and
much camp equipage was necessarily left behind.
The pursuit was kept up with but little energy. The nature of the
woods rendered cavalry movements extremely difficult, and though
three thousand splendidly mounted fellows had waited two days for
an order to ride into the fray, it came too late for much service. The
infantry pushed onward only a mile or two, for being unacquainted
with the topography of the country, General Buell considered it
dangerous to pursue his advantages any farther.
In giving a record of this contest, one thing is assured—the Union
victory was won by the heroic fortitude of men, many of whom never
before had been under fire; and the field is written all over with the
records of soldiers whose unfaltering heroism gave the name of
Pittsburg Landing to the hardest fought and noblest won battle of the
American continent.
GENERAL SHERMAN’S RECONNOISSANCE
TOWARD CORINTH.
April 8, 1862.
The fatigue and suffering experienced by the victorious army at

Pittsburg were too severe for an immediate pursuit of Beauregard’s
forces on their retreat from the battle field on the 7th of April. On the
morning of the 8th, however, General W. T. Sherman was ordered by
General Grant to follow up the enemy, with a small force. With two
brigades of infantry, and Colonel Dickey’s Illinois cavalry, he
advanced on the Corinth road, to the forks, several miles beyond the
battle field. The abandoned camps of the enemy lined the road, in all
of which were found more or less of their wounded with hospital
flags thrown out for their protection. At that point, reconnoitering
parties were sent out on both roads, which reported the enemy’s
cavalry in force in either direction. A Federal brigade under General
Wood, which had been stationed in that vicinity, was ordered to
advance on the left hand road, while General Sherman led the third
brigade of his division up the right. About half a mile from the forks
was a clear field, through which the highway passed, and
immediately beyond it a space of two hundred yards of fallen timber;
beyond that an extensive camp of the enemy’s cavalry could be seen.
After a reconnoissance, the two advanced companies of the Ohio
Seventy-seventh, Colonel Hildebrand, were ordered to deploy as
skirmishers, and the regiment itself to move forward into line, with
intervals of one hundred yards. In this order they advanced
cautiously until the skirmishers were engaged.
Taking it for granted that this disposition would clear the camp,
Gen. Sherman held Colonel Dickey’s Fourth Illinois cavalry ready to
charge. The enemy’s cavalry came down boldly, breaking through the
line of skirmishers, when the regiment of infantry wavered, threw
away its guns and fled. The ground was admirably adapted to a
defence of infantry against cavalry, it being miry and covered with
fallen timber. As the regiment of infantry broke, Colonel Dickey’s
cavalry began to charge with their carbines, and fell into disorder.
General Sherman instantly sent orders to the rear for the brigade to
form in line of battle, which was promptly executed. The broken
infantry and cavalry rallied on this line, and as the enemy’s cavalry
came up to it, the Union cavalry in turn charged and drove them
from the field. General Sherman then advanced the entire brigade
upon the same ground, and sent Colonel Dickey’s cavalry a mile
further on the road. On the ground which had been occupied by the
Seventy-seventh Ohio, were fifteen dead and about twenty-five
wounded. Two hundred and eighty Confederate wounded and fifty of
the Federals were found in the camp from which the enemy were
driven.
General Halleck attributed the victory at Pittsburg greatly to the
bravery and skill of General Sherman, and recommended that he
should be promoted to a Major-Generalship, which rank was
conferred upon him by the President.
OCCUPATION OF HUNTSVILLE, ALA.
April 10, 1862.
On the same day that General Buell left Nashville for Pittsburg, he
dispatched General Mitchell’s division on a hazardous expedition
through Tennessee, to Huntsville, Ala.
Leaving Murfreesborough, Tenn., on the 5th of April, they
marched to Shelbyville, twenty-six miles, in twelve hours, amid a
cold, drizzling rain. They experienced a warm welcome from the
inhabitants of that beautiful city. Here they were obliged to remain
two days, awaiting the arrival of their supply train; and on the 8th,
after a march of twenty-seven miles, they reached Fayetteville,
Lincoln Co., a town where the secession sentiment was almost
universal. Fifteen miles beyond they crossed the State line and
entered Alabama, continuing their course due south. A Northern
journal says:
“It stirs the blood with enthusiasm to read the exploits of General
Mitchell, in Alabama—so full are they of dash, enterprise and daring.
When the General was on his way to Bridgeport, he met a ‘native,’
whom he asked to show him a point where a certain stream could be
forded. The Alabamian declined to furnish the information. ‘Bind
him and march him to the head of the column,’ said the General.
Then every man of three thousand in the ranks was ordered to take a
rail from the adjacent fences, and these were thrown into the river,
extemporizing a bridge on which the troops crossed. At another
place, they came upon a stream three hundred feet wide, and twenty
feet deep. ‘Never mind,’ said the General, ‘I have a pontoon bridge;’
and he ordered his men to roll down the bales from a load of
abandoned cotton near by. Some of the officers laughed at the idea of
making a bridge of such materials, but he told them he had
calculated the buoyancy of cotton, and found it to be four hundred
and eighty-six pounds to a bale. The bridge was made, and the
calculation proved correct.
“On reaching a bridge near Sunrise, it was found to be on fire, with

a piece of rebel artillery stationed to command it. General Mitchell
entered the bridge and asked who would volunteer to save it. A
sergeant of the Thirty-third Ohio sprang after him. ‘You are my man!’
said the General. In a moment the bridge was thronged with
volunteers, and they saved it. At another place the General himself
was found in the mud with his coat off, working at a bridge on which
his command crossed a swamp.”
As the army advanced, an eager curiosity became manifest to know
the point of destination. On the way, the General met a man
travelling on foot. He asked him how far it was to Huntsville.
“Eleven miles.”
“Do they know we are coming?”
“No; they have not the least idea of it.”
Huntsville, then, was the desired haven. Ten miles from the place
the General called a halt, to wait for the artillery and infantry to come
up. No tents were pitched, but for miles away the impatient invaders
could be seen around their camp-fires. The General flung himself
down by an old log, overrun with moss, and on this novel bed
snatched two hours’ rest. Just as the moon was going down, the
bugle call was sounded. The soldiers sprang to their feet, and in a few
minutes they were ready to move.
The Simonson battery led the way, supported by Kennett’s and
Colonel Turchin’s brigade. The army passed a magnificent
plantation, with many negroes, owned by the rebel ex-Secretary
Walker. Four miles from Huntsville, the shrill whistle of a locomotive
was heard. In a few moments the train hove in sight, and was
stopped by the outbreak of Simonson’s brass guns. The train was
captured, together with one hundred and fifty-nine prisoners.
On to the town was the cry. Daylight was dawning, and the citizens
quietly sleeping as the foe entered the silent streets. The clattering
noise of the cavalry aroused them from their slumbers, and they
flocked to the doors and windows, exclaiming, with blanched cheeks
and sinking hearts, “They have come—the Yankees have come!”
Never in the history of any military movement was a surprise so
complete. Men rushed into the street half dressed, women fainted,
children screamed, the negroes laughed, and for a short time a scene
of perfect terror reigned. This state of affairs soon subsided, when
these startled people realized that the Union soldiers were disposed
to treat them kindly.
Colonel Gazley, of the Thirty-seventh Indiana, was appointed
Provost-Marshal, and his regiment occupied the city as Provost-
Guard.
At the extensive depot was found seventeen first-class locomotives,
and a great number of passenger and freight cars. At the foundry,
two or three cannon with several small arms. The General soon made
good use of the engines. Ere the close of the night, one hundred miles
of the Memphis and Charleston railroad was in his possession,
stretching in one direction as far as Stevenson, in the other as far as
Decatur, capturing at the latter place the entire camp equipage of a
regiment, which left very hastily on the approach of the Union
troops.
Making Huntsville his headquarters, where he remained for six
weeks, General Mitchell rendered essential service by intercepting
the enemy’s communications, and capturing or destroying his
supplies. He evinced marked ability, and met with uniform success in
fitting out many smaller expeditions through that region of country.
He extemporized a gunboat on the Tennessee, which aided him
materially when visiting the eastern side of the river.
CAPTURE OF FORT PULASKI, GA.
April 11, 1862.
Fort Pulaski, the key to the city of Savannah, stands on Cockspur Island, at the
mouth of the Savannah river, about fourteen miles below the city. It was built by the
United States Government at a cost of nearly one million of dollars. It is of a
pentagonal form, and covers several acres of ground. The walls are forty feet high,
presenting two faces towards the sea, the ranges of fire radiating at opposite angles. It
was a position of immense strength, being constructed for a full armament, on the
lower tier, of sixty-five 32-pounders, and the upper tier for fifty-three 24-pounders,
four 18-pound flanking howitzers, one 13-inch mortar, twelve 8-inch columbiads, and
seven 10-inch mortars—altogether, one hundred and fifty guns. The interior of the
fort was well supplied with large furnaces for heating shot, quarters, barracks,
ammunition, etc.
Tybee Island, and the lighthouse, had been previously evacuated by the rebels. The
investment of Fort Pulaski was a work of great magnitude, and long and careful
preparations for its reduction were necessary. Batteries were erected at several points,
after severe labor on the part of the Federal forces, and at the end of the month of
March the final arrangements were drawing to completion.
Cockspur Island, on which Fort Pulaski stands, is low and marshy, and the nearest
solid land is Tybee Island, lying to the seaward, and within three-quarters of a mile
distant. Tybee Island stretches out from a point known as Goat Point, two or three
miles to the sea—the nearest point to the fort being that just named. General Q. A.
Gillmore took command at Tybee Island on February 20th, which had been
previously evacuated by the rebels, and here were built the heaviest breaching
batteries; but others were erected at intervals along the shore for a distance of nearly
two miles. The subjoined table gives their strength and armament:
NO.
WEIGHT.
BATTERY. OF SIZE. KIND. RANGE. COMMANDER.
LBS.
GUNS.
Stanton 3 13 inch. Mortar. 17,120 3,476 Captain Skinner.
Grant 3 13 „ „ 17,120 3,256 „ Palmer.
Lyon 4 10 „ Columb’d 15,059 3,256 „ Pelouze.
Lincoln 3 8 „ „ 9,240 3,045 „ Pelouze.
Burnside 1 13 „ Mortar. 17,120 2,760 Sergeant Wilson.
Sherman 3 13 „ „ 17,120 2,677 Captain Francis.
Halleck 2 13 „ „ 17,120 2,407 „ Sanford.
2 10 „ Columb’d 15,059 1,777
Scott „ Mason.
1 8 „ „ 9,240
Part’s
5 30 lbs.
Sigel s.c’r „ Seldenkirk.
1 24 „ James
2 42 „ „
McClellan „ Rogers.
3 32 „ „
Totten 4 10 inch. Mortar. 1,852 1,643 „ Rodman.
These works were erected wholly at night, as they were all within range of Fort
Pulaski. Their faces were bomb-proof, while in the rear of those most exposed lay a
long wide swamp, into which it was supposed that a great portion of the shot and
shells from Fort Pulaski would fall. The supposition proved correct. The magazines
were bomb-proof, and trenches connected the batteries on Goat’s Point; besides this,
splinter-proofs were provided for the reliefs, so that every protection possible was
secured to the men. The result proved with how great success these preparations were
made; during the bombardment of thirty hours the gunners lost but one man killed or
wounded. The work occupied six weeks, and was chiefly performed by the Seventh
Connecticut, Colonel Terry, the Forty-fifth New York, Colonel Ross, and a detachment
of Volunteer Engineers, under Lieutenant-Colonel Hall. When the guns were nearly
all in position, a battalion of the Third Rhode Island Volunteer Artillery was sent to
Tybee to assist in manning the guns, and later the Eighth Maine regiment, Colonel
Rust.
The mounting of ordnance was executed under the direction of Lieutenant Porter,
of the U. S. army; he also assumed the entire charge of all duties connected with the
ordnance department on the island, supervised the landing of ammunition and
implements, and directed the transportation of all the guns. This was a task of infinite
labor. The transportation of heavy guns, always difficult, was here rendered peculiarly
so. They had to be landed through a bad surf on an open beach, and thence dragged
by the soldiers for nearly two miles through a yielding sand. The works were placed so
as to be hidden from the enemy until they opened fire. Battery Totten was nearly
1,700 yards from the fort; Batteries Sigel and McClellan 1,620; Battery Scott nearly
1,677; Battery Halleck 2,400; Battery Burnside and others were all more than 3,000;
Battery Grant 3,500 yards away. Breaching casemated forts at this distance had never
been supposed practicable in modern warfare; indeed, 800 yards is the greatest
distance at which it was ever attempted.
On the 9th of April the batteries were completed, the guns placed, and the
magazines filled. General Viele had constructed a co-operating battery on the
southern extremity of Long Island, in the Savannah, and not more than two miles, if
so far, from the fort. The purpose of this was to obtain a reverse fire during the
bombardment, which otherwise would proceed entirely from Tybee Island. This
battery was not completed in time to engage in the first day’s action, but opened fire
on the second.
A day or two before the bombardment actually commenced, General Hunter (who
had superseded General Sherman in command of the land forces at Hilton Head) and
his aids, and General Benham with his staff, came down on steamers from Hilton
Head to be present during the engagement, though the command was left with
General Gillmore.
On the 9th of April General Gillmore issued orders when the bombardment should
be opened, and the part which each of the batteries should take in the work. General
Hunter sent a letter to Colonel Charles H. Olmstead, First Regiment Georgia
Volunteers, demanding an unconditional surrender of the fort to the United States;
and representing the loss of life which would occur if resistance were made to the
numerous batteries with which he was surrounded. Colonel Olmstead replied briefly,
saying in language worthy of a more sacred cause, “I am here to defend the fort, not to
surrender it.” When Lieutenant J. H. Wilson returned with this reply, orders were
given to open fire from the batteries, and at half-past seven A. M., the first shot was
fired from Battery Halleck. The other batteries followed, and Fort Pulaski promptly
responded.
The guns for some time not obtaining the proper range, were ineffective. The
Federal gunners after a little time learned to distinguish the various shot fired by the
enemy, and the range they had. When a gun was fired, and the shot was seen
approaching, the cry of “casemate” or “barbette” was given, and they sheltered
themselves accordingly. Still later in the engagement they distinguished the shot by
the cry “barbette” and “rifle,” and when the latter was fired they protected themselves
under cover, as far as possible. The same skill was attained by the rebels in the fort.
The bombardment had continued several hours, when two mortar batteries along
the shore outside of the fort, on Goat’s Point, opened, and to them the enemy directed
his hottest fire.
About one o’clock the halyards attached to the flagstaff were shot away, and the flag
came down, but was immediately raised in a less conspicuous place. During the
afternoon an embrasure in the pancoupe, on the south-east angle of the fort, was
struck repeatedly, and pieces of the brick work gave way. This angle was the nearest
point to the batteries, and in a direct line with the magazine of Fort Pulaski—a fact
well known to the Federals from plans of the work in their possession. Afterwards all
efforts to effect a breach were directed to this spot. Several of the most important
guns, however, were out of order; the mortar shells were observed to fall mostly wide
of the mark; and no great result could be noticed even when one fell within the fort.
Numerous marks, however, all along both faces of the work which were exposed, told
the force and accuracy of the firing. By nightfall, the breach was so far effected that it
was evident it could eventually be converted into a practicable one. The
bombardment was discontinued at dark, three mortar batteries firing one shell each
at intervals of five minutes all night long, worrying the enemy, and preventing any
attempt to stop the breach, but without any idea of doing material harm. Several of
his guns had evidently been dismounted, and others silenced, during the day. The
breach had been commenced, but on the whole the result did not seem especially
encouraging. The men and officers were very thoroughly tired with the severe work
they had undergone, and the still more fatiguing excitement; few had found time to
eat or drink. Many, however, had night duties to perform. Strong infantry pickets
were placed, and still stronger supports, in expectation an attempt would be made to
relieve the garrison.
Shortly after daybreak all the batteries were opened again. The reply was more
vigorous than on the day before. On the Federal side every gun was in readiness, and
did good service. The great columbiads under Captain Pelouze were especially
effective; they certainly shook the walls of old Pulaski, and damaged them to a
considerable extent. All along the line the firing was more rapid and more accurate,
five shots striking the walls within as many seconds. Rebel officers said that, on an
average, one out of three shots that were fired took effect, and that during all of the
second day one shot or shell every minute was the average they received. Early in the
morning Captain Seldenkirk, of Battery Sigel, was relieved, and Captain C. P. R.
Rodgers, of the frigate Wabash, with a portion of her crew, worked several of the guns
of this battery during the remainder of the fight. At the same time Captain Turner,
Chief of Commissary on General Hunter’s staff, and Lieutenant Wilson, undertook to
drill a detachment of the Eighth Maine Volunteers (Colonel Rust). These men went to
work, were drilled under fire, and in ten minutes were able to serve their guns with
more than tolerable accuracy, and did some of the most effective service rendered
that day. This same regiment lay not more than half a mile in the rear of Battery
Halleck, for more than half of the entire engagement, covered only by some
brushwood, but perfectly content with their exposed position.
Early on the second day, especial attention was directed to the breach. Every gun
that could be brought to bear upon the pancoupe was trained that way, and directly
the aperture began to show the effects. In an hour it became large enough for two
men to enter abreast, and the nearest embrasure on its left was also considerably
enlarged. Meanwhile, all the other effects of the day before were enhanced; shots
struck all over the two exposed faces of the fort; the mortar batteries on the shore of
Cockspur Island were silenced, and several of the casemate guns were struck through
the embrasures. The battery put up by General Viele, on Long Island, opened fire that
morning, and received repeated replies, rendering good service by the destruction it
occasioned. The gunboat Norwich, laying on the right of the fort, also became
engaged—the distance, however, was too great for her to render any special
assistance,—still she got an occasional answer from the garrison. On this day clouds
of red dust were seen to rise more frequently from the fort, indicating that the
brickwork of which it is constructed was breaking up, and after a while, the great
breach became so large that the propriety of a storming party was discussed. The
lower part of the aperture was partly filled by the debris that fell from above; the arch
of the casemate was laid bare, while evidently shaken, a gun in barbette, immediately
over the breach, was tottering and ready to tumble below. The breach by its side was
also momentarily becoming wider, and just as General Benham was questioning
whether a messenger should not be sent to demand a surrender, before risking so
great a loss of human life as must be incurred in an assault, the rebel flag on old
Pulaski was lowered half way, and a final shot fired from a casemate in the fort. As the
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Must Know High School ESL - eBook

MustKnow_ESL_PASS4.indb 1 3/28/22 10:03 AM

eBook conversion by codeMantra

MustKnow_ESL_PASS4.indb 3 3/28/22 10:03 AM

Talking About Habits, Routines,

Describing People, Places,

MustKnow_ESL_PASS4.indb 4 3/28/22 10:03 AM

Forming Yes/No Questions 78

Nouns and Pronouns 125

MustKnow_ESL_PASS4.indb 5 3/28/22 10:03 AM

Definite vs. Indefinite Articles 135

Talking About Ongoing Activities 173

MustKnow_ESL_PASS4.indb 6 3/28/22 10:03 AM

Using Articles 192

Talking About Past Activities 211

MustKnow_ESL_PASS4.indb 7 3/28/22 10:03 AM

Simple Sentences 247

Talking About Future Activities 277

MustKnow_ESL_PASS4.indb 8 3/28/22 10:03 AM

Future Progressive Tense: Forming the Affirmative 300

Connecting the Past and

MustKnow_ESL_PASS4.indb 9 3/28/22 10:03 AM

Present Perfect Progressive Tense: Forming the Affirmative 355

Compound, Complex, and

MustKnow_ESL_PASS4.indb 10 3/28/22 10:03 AM

Writing Paragraphs and Essays 457

Answer Key 473

MustKnow_ESL_PASS4.indb 11 3/28/22 10:03 AM

READ_THINK_ITALIAN.indd 2 11/19/21 1:12 PM

elcome to your new English as a Second Language book! Let us

MustKnow_ESL_PASS4.indb 13 3/28/22 10:03 AM

MustKnow_ESL_PASS4.indb 14 3/28/22 10:03 AM

MustKnow_ESL_PASS4.indb 15 3/28/22 10:03 AM

MustKnow_ESL_PASS4.indb 16 3/28/22 10:03 AM

For English Language Learners:

Learning and using a language to communicate is a very creative process.

MustKnow_ESL_PASS4.indb 17 3/28/22 10:03 AM

Ways to Improve Your Listening Skills

Ways to Improve Your Speaking and Pronunciation

MustKnow_ESL_PASS4.indb 18 3/28/22 10:03 AM

Ways to Improve Your Reading and Vocabulary

Ways to Improve Your Writing and Grammar

MustKnow_ESL_PASS4.indb 19 3/28/22 10:03 AM

This book works systematically through verb tenses, sentence structures,

Verb tense expansion activity suggestions:

action (from magazines, advertisements, photos on their phone gallery,

and bus schedules can be used.

verb tense, phrase, or expression is used in American conversation or

MustKnow_ESL_PASS4.indb 20 3/28/22 10:03 AM

Writing expansion activity suggestions:

even large group conversations. Scenarios can be given to students

employ the vocabulary, phrases, verb tenses, expressions, and other

Reading expansion activity suggestions:

passage and predict what it’s about.

MustKnow_ESL_PASS4.indb 21 3/28/22 10:03 AM

■ Underline important ideas.

■ Circle new vocabulary.

■ Write definitions, questions, and notes in the margins.

passage and discuss the answers.

writing the skit and acting out the dialogue.

questions. They can discuss it in small groups, forming and asking

pairs, triads, or small groups.

MustKnow_ESL_PASS4.indb 22 3/28/22 10:03 AM