Robert Lado, Charles C. Fries, and the Staff of the English Language Institutean intensive course in English ad ENGLISH PATTERN PRACTICES se SRT SEIN establishing the patterns as habits ENGLISH LANGUAGE INSTITUTE STAFF Robert Lado and Charles C. Fries ANN ARBOR| The University of Michigan PressContents Preface to Previous Editions ........- xiii Introduction: What is Pattern Practice? .. . ov Instructions for the Use of This Book .... + xvii The Special Alphabet... ....-.++ e000 «xxiv Lesson I 1 1, Statements, questions and answers with IS, ARE, AM. (forms of BE).... see oe pee eeeee 1 2, Plural contrasted with singular .......eeeeeee 4 Lesson II 9 1, Statements, questions, and answers with class 2 words (BEGIN, STUDY, HAVE) other thenBE.......-+-+-+- 9 2. Position of USUALLY, ALWAYS, NEVER, Ce OFTEN woes cece cece cece Obc 17 Lesson Il 26 1, WESTUDY HERE EVERY DAY. [Position of expressions “of place” and expressions of “‘time”] .......+...- 28 2, IWAS HERE LAST NIGHT. WERE YOU HERE LAST NIGHT? [Forms of BE correlated with expressions of past time] oe. eee eee ee ee eee eee ee tee eee wee BL 3, TSTUDIED LAST NIGHT. DID YOU STUDY LAST NIGHT? [Forms of other Class 2 words correlated with expres- sions of past time] .... 0. cess eee eee eee eeeee 33 4, WERE YOU HERE? YES, I WAS. DID YOU STUDY? YES, I DID. [Short answers to questions with expressions of past time] 6... eee e eee ee eee eee ++ + 31,33 Lesson IV 38 1, WHEN DID YOU ARRIVE? [Word order of questions with WHAT, WHEN, WHERE, WHO(M)] ...-.....+.. 41 2, PM STUDYING GRAMMAR. WHAT ARE YOU STUDYING? [AM, IS, ARE + the -ING form of a Class 2 word in state- ments and questions] ....seseeerercecrerseees 46 3, IPS A GOOD CLASS. IT°SA GRAMMAR CLASS. [single word modifiers before Class I words] .... sees 49 Lesson V 53 1, WE’RE GOING TO STUDY TOMORROW. ARE YOU GOING TO STUDY TOMORROW? [IS, ARE, AM + GOING TO + Class 2 in expressions of future time] ......... 54 iii(Lesson V Continued) 2. 3. WE AREN’T GOING TO STUDY, WE DON’T STUDY IN THE MORNING. [NOT in negative statements] ..... 57 I NEVER STUDY IN THE AFTERNOON. [Negative state- ments with NEVER, RARELY, SELDOM] ........ 62 4, I DON’T NEED ANY BOOKS, I NEED SOME PENCILS. [Distribution of SOME and ANY] - , . 64 Conversation I (Lessons I-V). nee . 67 Lesson VI 69 Ja, IHAVE INK, [Non-countable Class 1 words without A and without plural forms] .......... Eero 1b, I DIDN’T WANT MANY PENS, I DIDN'T WANT MUCH INK, [Distribution of A FEW, MANY, A LITTLE, MUCH, A LOT OF, with countable and non-countable Class 1 WOFdE] oo eevee ccccesccesccecccvescees 7m 2, DR. BROWN ALWAYS DISCUSSES PHILOSOPHY WITH STUDENTS. THE STUDENTS LIKE THE PHILOSOPHY OF ARISTOTLE, [Use of THE contrasted with absence of THE] . Pee an 2) 3. IWANT THIS BOOK. 1 WANT THESE PENCILS. MY BOOKS ARE IN MY ROOM, [ Singular-plural contrast with THIS and THAT, but not with MY, YOUR, etc.] . 73 4, NONE OF MY FRIENDS SPEAK ENGLISH. [Expressions like ALL OF, NONE OF, MANY OF, NOT MANY OF, ete] eevee eee ee Seer oer . 76 Conversation II (Lesson VI) . er - 79 Lesson VII 82 1, OBSERVE THE PATTERN, LET’S REPEAT THE EX- AMPLES, [Request sentences] ....... ee eer - 85 2, THE MEN ARE TIRED, THE PEOPLE ARE HUNGRY. THE NEWS IS GOOD. [irregular Class 1 words]...... 87 3, THE OTHER BOOKS ARE OLD. I SEE THE OTHERS NOW. [OTHER as Class 1 and as modifier of Class 1] .. 88 4, I VISITED HIM YESTERDAY, [ME, HIM, THEM, etc.].. 89 Lesson VIII 92 1, Positions and forms for expressions that indicate a “receiver”? ...[Link] eee eee eee eens 93 2, Class 2 forms that have a vowel or consonant contrast but never have -ED oo. eee ee eee e ee ee ee eeee 95 Lesson IX 101 la, JOHN SPEAKS ENGLISH RAPIDLY. [Position for expres- sions of manner] . eer eloe lb, JOHN PRONOUNCES ENGLISH CORRECTLY. [Form for expressions of manner].......2.2+2e0c0+ sence e 108(Lesson IX Continued) 2, THE TALL MAN WITH BLOND HAIR Is A DOCTOR. [Position of word-group modifiers of Class 1 words contrasted with position of single word modifiers] .... . 3. WHO STUDIED? JOHN STUDIED. WHEN DID HE STUDY? HE STUDIED LAST YEAR. [Question order and statement order in questions with question words] . . Conversation HI (Lessons VI-IX) .. 6. ee eee eee eeee Lesson X Review: Based on Lessons I-IK... ee eee ee see eeeeeee Lesson XI 1, CAN, SHOULD, MUST, WILL, MIGHT, MAY... OD 2, A pattern of connected statements... . oe = Lesson XI 1, ICALLED ON HER, I CALLED HER UP. [Combina- tions like CALL ON, CALL UP] ...---eeeeer eee 2a, HE CAME IN ORDER TO GET THE BOOKS, HE CAME. FOR THE BOOKS. [IN ORDER TO + Class 2 contrasted with FOR + Class 1] ......-.- Beer 2b, WHY DID HE COME HERE? IN ORDER TO GET THE BOOKS. [Answers to questions with WHY] ....++++++ 3a, I LEARNED ENGLISH BY STUDYING HARD. [BY + the -ING formof Class 2 or + Class 1] .....e+e-e+ eee 5 3b, HOW DID YOU LEARN IT? BY PRACTICING CON- STANTLY. [Answers to questions with HOW] ... : Lesson XII 1, JOHN LEARNED TO SPEAK ENGLISH. [Class 2+ TO + Class 2Joc eee c eee eet e cece eee ner ee eeeee 2, THIS LESSON IS EASY FOR OUR CLASS TO UNDER- STAND, [FOR + Class 1 and TO + Class 2 as modifiers of Class 3 or Class 3+ Class 1] .. eee. eee eee e cree 3. THESE SHOES ARE VERY BIG, THEY’RE BIG ENOUGH FOR ME. [Positions of VERY, TOO, ENOUGH] ....-.sceeeeeeerers Peer 4, THE TEACHER WANTS THE STUDENTS TO LEARN ENGLISH. [Class 2 + Class 1+ TO+ Class 2]........ Lesson XIV ja, IT’S IMPORTANT FOR US TO SPEAK ENGLISH. {IT in subject position] ..... wee ceveee ib, THERE'S A BOOK ON THE TABLE, [THERE in subject position]... Breer estele tna 2, THE WORK OF A MACHINE, THIS MAN'S WORK. [Distribution of the OF and the 'S patterns].........+ 107 115 117 120 124 128 148 151 152 154 159 165 166(Lesson XIV Continued) 3a, WHOSE BOOK Is THIS? IT’S JOHN’S. YOUR’S IS ON THE DESK. [WHOSE, MINE, YOURS, JOHN'S, eic.].... 167 3b, I NEED A BLUE ONE AND SEVERAL WHITE ONES. [ONE and ONES as Class 1 substitutes] +. 168 Conversation IV (Lessons XI-XIV) ...... 2.171 Lesson XV 173 la, JOHN IS LIKE HIS FATHER. [Comparisons with LIKE, THE SAME AS, DIFFERENT FROM]... oe. 173 lb, JOHN IS THE SAME HEIGHT AS PAUL, HE IS AS TALL AS PAUL. HE WALKS AS SLOWLY AS PAUL. [Comparisons with THE SAME... AS, AS... AS]... 175 2, JOHN IS OLDER THAN PAUL. HE IS MORE INTER- ESTING THAN PAUL. [Distribution of -ER THAN and MORE... THAN]...... - 178 3. JOHN IS THE OLDEST. HE Is THE ‘Mos INTERESTING [Distribution of THE . . . -EST and THE MOST. . e] oe. 182 Lesson XVI 185 1, A MAN THAT TEACHES IS A TEACHER, A MAN THAT I TEACH IS A STUDENT. [Included sentences as modifiers of Class 1]... eee eee eee e eee eee e 185 2a, HE CAME WHEN ICAME, HE WAITED FOR TWO HOURS, [Distribution of FOR, DURING, WHEN, WHILE]. 187 2b, HE CAME AFTERI LEFT. HE CAME AFTER DINNER. [Distribution of BEFORE, UNTIL, AFTER].......... 190 Lesson XVII 197 1, I KNOW WHO TEACHES THE CLASS. I KNOW WHEN HE TEACHES IT, [Included sentences with WHO, WHAT, WHEN, etc., in object position]... . . : 2, KNOW (THAT) MR. SMITH TEACHES THE CLASS. [Included sentences of independent statement pattern, in object position]... aoe 204 Conversation V (Lessons XV-. “XVID . 206 Lesson XVII 208 1, I HAVE LIVED IN THE UNITED STATES FOR SEVERAL YEARS NOW. [HAVE (HAS) + the -ED/-EN form of a Class 2word] ......... sence cece cence een es 208 2, IHAVE BEEN STUDYING GRAMMAR FOR THIRTY MINUTES NOW. [HAVE (HAS) + BEEN + the -ING form of a Class 2Word] vo. sees cece eee ee see eec ee 210 3. IHAD INTENDED TO GO, BUTI HAD AN ACCIDENT. [HAD in these patterns] ........ceeeceeceees 212 4, NO, IHAVEN’T. [Short answers with these patterns]... 214 vi(Lesson XVIII Continued) 5a, WE HAVE MET A GIRL FROM MEXICO TODAY, [Irregular Class 2 words with a form after HAVE like the form with YESTERDAY] .....-+-++eeeeees 5b, WE HAVE BEGUN TO PRACTICE LESSON XVII TO- DAY, [Irregular Class 2 words with a form after HAVE different from the form with YESTERDAY].......... Lesson XIX 1, WE ARE ASKED TO SPEAK ENGLISH. [BE + the -ED/ -EN form of a Class 2 word] . err 2, JOHN IS STILL STUDYING ENGINEERING, HE HASN’T FINISHED YET. [Use of STILL, ALREADY, ANYMORE, YET].... oe 3, JOHN IS BORED. PAUL IS BORING. a ED/- EN ant -ING forms as describing words] .......... EvReraeT 4, JOHNIS USED TO SMOKING. (BE + USED TO, etc. + -ING forms or Class 1 words]... .« : Conversation VI (Lessons XVIII-XIX), . oe Lesson XX Review: Based on Lessons XI-XIX .....++.4 Peers Lesson XXT 1, HE MAKES THEM PRACTICE. [Certain Class 2+ Class 1+ Class 2] ........ Beer Peer 2, IWISH (THAT) YOU SPOKE ENGLISH. [WISH (THAT) + statement pattern] .... 20. e ee eee eee e eee eee 3, IKNOW HOW TO SPEAK ENGLISH, [Class 2+ HOW, WHERE, etc., + TO + Class 2]. . oer ar ee Lesson XXII . SHOULD HAVE PRACTICED. [SHOULD, COULD, MIGHT, MUST + HAVE + the -ED/-EN form of Class 2 Words]... se cece eect ect e cette eee nees 2, SHOULD HAVE BEEN PRACTICING, [SHOULD, COULD, MIGHT, MUST + HAVE BEEN + the -ING form of a Class 2 word] ....secceceeeceseceeeoeeceees 3, YES, ISHOULD HAVE. [Short forms of these patterns] . 4, I WISH (THAT) WE HAD PRACTICED YESTERDAY. [WISH (THAT) + statement pattern with past time ex- pression] .....----66 arvereretr everett tetet trast Pra Lesson XXII 1, 1AM STUDYING BECAUSE I HAVE AN EXAMINATION. [Sequences of sentences connected with BECAUSE, AL- THOUGH, IF, etc.] 2.22 eee eee eae necccvece BECAUSE OF MY EXAMINATION. [BECAUSE OF, IN SPITE OF + Class 1].... vii 215 215 219 222 223 225, 227 232 255 252 257 259 260 264Lesson XXIV 1, IWILL HELP YOU IF YOU NEED HELP. I WOULD HELP YOU IF YOU NEEDED HELP, [Correlations of Class 2 words and expressions in sequences of sentences connected by IF, etc., in present and future time situations] 6... 0. cece ee eee cee ences oe 2, I WOULD HAVE HELPED YOU LAST WEEK IF YOU HAD NEEDED HELP THEN, [Class 2 expressions in sequences of sentences connected by IF, etc., with past time expressions]. . . Lesson XXV 1, THE PROFESSOR IS SO BUSY THAT HE CAN’T LEAVE HIS OFFICE. HE IS SUCH A BUSY MAN THAT HE CAN'T LEAVE HIS OFFICE, [SO, SUCH (A)... THAT + statement pattern] .......e cess ee eee 2, ISN’T THE PROFESSOR BUSY? YES, HE IS. [Response to negative questions]...........4+0+5 3. THE PROFESSOR IS BUSY, ISN’T HE? YES, HE IS. [Attached questions] . ; Lesson XXVI 1, I1SEE MYSELF IN THE MIRROR, I SEE THE MIRROR/ MYSELF, [-SELF forms as receiver and as emphasizer] ........4. EEE EEE Eee eee 2, THE TEACHER ENJOYS WORKING WITH THE STUDENTS. [Certain Class 2 + the -ING form of Class 2 eee ee eit tetera ar seeeee Lesson XXVII 1, WE ELECTED TOM SECRETARY. [Certain Class 2 words followed by two Class 1 words with the same referent EEE EEE eee eee eee ere eee 2. WE WANT OUR HOUSE PAINTED WHITE. [Class 2 words followed by an object and one or two describing words] ....cceseses Bree ade teeter D 3, WE PASSED THE GIRL STANDING ON THE CORNER. [Class 2 words followed by an object and a describing word or word-group in the -ING form] Lesson XXVIII 1, WORKING ALL DAY MADE HIM TIRED, [-ING ex- pressions in the position of performer] 2, WORKING ALL DAY/JOHN GOT TIRED. [-ING ex- pressions at the beginning of sentences and referring to the performer]........ Seer tla ire viii 267 270 273 ~ 279 « 282 285, « 289 292 « 293Lesson XXIX 1, [HAVEN'T TALKED TO MY ADVISER YET. THEREFORE, MY PLANS ARE STILL INDEFINITE. [Sequence of sentences related by THEREFORE, ALSO, HOWEVER]. ..ecceeeceteeeseeese se csteeees 298 2. I WILL FINISH THIS COURSE FIRST. THEN, I'M GOING TO STUDY BUSINESS ADMINISTRATION, [Sequence of sentences related by initial expressions of time and place]. 6.0... ses eec eres essere eee BOL 3. BUSINESS ADMINISTRATION REQUIRES ECONOMICS, IT REQUIRES MATHEMATICS. IN OTHER WORDS, IT IS A COMPLEX SUBJECT. [Sentences of restatement 298 introduced by IN OTHER WORDS] ......--.0++++++ 304 Lesson XXX Review: Based on Lessons XXI-XXIX... 400-2 eeee+-- 306 Lesson XXXI Summary of Question Patterns ...[Link] eee ee S12 Lesson XXXII ‘A Review of the Various Subject Patterns and Their Modifications... . eee ce ceee ee 920 Lesson XXXII 1, A Review of Class 2 Types. ...--+eeee 00% 1. 326 2, A Review of Class 2 Modifications.....+.+++ +» 330 Lesson XXXIV Review of Object and Object Modification....... . 333Contributors to the Third Revised Edition of English Pattern Practices The materials of the English Language Institute are produced cooperatively. It would be difficult if not impossible to give exact credit for the specific contributions that each member of the English Language Institute staff has made in the course of the sixteen years since it was founded. For major contributions to earlier editions see the ‘‘Preface to Previous Editions’? by CHARLES C, FRIES, un- der whose directorship and stimulus the whole idea of pattern prac- tice developed. For this Revised Edition, each of lessons 21 through 35 was prepared by a different member of our staff. Those who contributed at that stage of development were: Frederick Bosco, Maxine Guin Buell, William H. Buell, Edward Erazmus, Ruby Ferguson, Daniel Glicksberg, Ruth Carter Hok, Samuel Keehn, Robert Lado, Alfred Monks, Robert Parslow, Betty Jane Wallace Robinett, Bryce Van Syoc, John Weir, David W. Wolfe. DR. RUTH CARTER HOK had the difficult task of unifying, grading, and revising these separate efforts to achieve close coordination with the companion volume, English Sentence Patterns, and in- sure maximum effectiveness, interest, and teachability. BRYCE VAN SYOC contributed significantly to the same task and re- vised and simplified the instructions throughout. Cooperative discussion by the Staff accompanied all the work. Ultimate responsibility for any errors and inadequacies in these materials, however, rests with the Director. Robert Lado xiPreface to Previous Editions Pattern practice forms the most important activity of learning a foreign language. All classes of the English Language Institute de- vote considerable time to the types of practice that will make the language patterns of English automatic responses. One special class each day, however, is devoted wholly to practices that combine and integrate the patterns taught in classes of Pronunciation, Gram= mar, and Vocabulary. Materials and instructions for this special class called Pattern Practice have grown out of experiments and discussions carried on ever since the organization of the English Language Institute in 1941. Many members of the staff have made contributions that have proved valuable. Margaret I. Moye (del Barrio) put the first mate~ rials into usable classroom procedures, In 1947 Robert Lado, Betty J. Wallace Robinett, Ann Terbrueggen Anthony, and Edward M, An- thony revised and enlarged the practices, especially in the second part of the materials. ‘A volume of pattern practice materials with an entirely ORAL procedure was developed in 1949 by Robert Lado, This volume by Robert Lado, besides applying a technique which dispensed with written materials, was built upon the principle that to establish new language habits the practice must shift from exercises in which the attention is centered upon simple imitation and a repetition of the pattern through a conscious choice of the elements of the structure to be learned to exercises in which the attention centers upon a va- riety of lexical meaning substitutable in the structural frame. The present revision of the pattern practice materials attempts to conserve the successful procedures of the former books and to incorporate a variety of new features. They make use of a new type of picture sequence exercises which can be used not only for prac~ tice directed by a teacher but also for practice by students outside of class. This special use of pictures was developed primarily by Maxine Guin Buell (see Language Learning, 3, No. 1 and 2 (Jan. -June, 1950); 14-32 p.) The book contains also carefully graded conversations for memorization. All the materials are coordinated closely with the materials of the companion volumes in grammar, vocabulary, and pronunciation which constitute the newly revised edi~ tion of the Intensive Course in English for Latin-American Students of the English Language Institute. This lithoprinted edition contains twenty lessons paralleling Pat- terns of English Sentences. Maxine Guin Buell began the final ad- justment to the order of presentation and materials in that volume, xiiiand Wanda Chroback, who had cooperated in the pattern practice work for several years made additional adjustments. These adjust- ments involved the preparation of additional exercises, correlation of order of presentation, reworking of exercises, checking the charts for errors and making minor changes in them, and revising the Index. The new table of contents corresponds to that of Patterns of English Sentences. Lily Luna typed the plates as they appear in this edition. Gerald Dykstra undertook the burden of final proof- reading. Charles C. FriesIntroduction: What is Pattern Practice? This newest revision of our “Pattern Practice Materials’’ as we often call them, completes the series of thirty-four units from our Intensive Course in English. We offer them with confidence in their extraordinary effectiveness, They represent a new theory of lan- guage learning, the idea that TO LEARN A NEW LANGUAGE ONE MUST ESTABLISH ORALLY THE PATTERNS OF THE LANGUAGE AS SUBCONSCIOUS HABITS. These oral practices, are directed specifically to that end. The practices represent sixteen years of intensive experimenta~ tion, discussion, and revision under the closest observation and con~ trol in the English Language Institute. Each unit has been tried and revised countless times to bring it to its present effective form. It is a mistake to think that mere listening to a language is enough for anyone but a child to learn it. One must practice the pat- terns of the language until he can use them with little or no effort. It is perhaps a greater mistake to think that understanding the rules of the constructions in a language will result in ability to use the language for communication. It is not sufficient, either, to repeat a sentence over and‘over again as the end practice in language learning. Little or no learning occurs after a sentence has been repeated three or four times the same way. And repeating a sentence the same way does not teach the pattern; it merely teaches the particular sentence as if it were a single word. In PATTERN PRACTICE as developed at the English Language Institute and as embodied in these lessons, the student is led to practice a pattern, changing some element of that pattern each time so that normally he never repeats the same sentence twice. Fur- thermore, his attention is drawn to the changes, which are stimu- lated by pictures, oral substitutions, etc., and thus the PATTERN ITSELF, THE SIGNIFICANT FRAMEWORK OF THE SENTENCE, rather than the particular sentence, is driven intensively into his habit reflexes. It would be false to assume that Pattern Practice, because it aims at habit formation, is unworthy of the educated mind, which, it might be argued, seeks to control a language through conscious un- derstanding. There is nodisagreement on the value of having the hu- man mind understand in order to be at its learning best. But nothing xvcould be more enslaving and therefore less worthy of the human mind than to have it chained to the mechanics of the patterns of the language rather than free to dwell on the message conveyed through language. It is precisely because of this view that we discover the highest purpose of PATTERN PRACTICE: TO REDUCE TO HABIT WHAT RIGHTFULLY BELONGS TO HABIT IN THE NEW LAN- GUAGE, so that the mind and the personality may be freed to dwell in their proper realm, that is, on the meaning of the communication rather than the mechanics of the grammar. We know that for a given native language background the diffi- culty of the patterns will vary greatly. Some patterns will be quite easy while others are unbelievably difficult to master. The difficult patterns for a particular language background should receive much greater emphasis than the easy ones. The emphasis in these prac- tices is on the difficult patterns for Spanish speakers. All the major patterns are included, however, and thus the book may be used with classes where a variety of native languages are represented. Also, because of the linguistic skill and experience behind these practices, they will usually be found superior to avail- able material for other linguistic backgrounds and those that ignore the native language factor. Linguistic training on the part of the teacher and fruitful teaching experience constitute the most impor- tant tools for the necessary adaptation of the materials to the spe- cific native language background of a particular class. Having thus emphasized the importance and great value of Pat- tern Practice, we must also point out its limitation. These practices are not intended for use without previous presentation of each pat- tern in English Sentence Patterns. Only very young children might be able to learn a new language effectively by the exclusive use of Pattern Practices such as these. It is our clear experience that the student needs to bring to conscious understanding the linguistic problem he faces, first. Conscious understanding and practice are the aim of English Sentence Patterns. Robert Ladons for the Use of This Book Instru The Practices in this book are designed for oral practice in the patterns of English. The book is intended primarily to be taught in class by the teacher, but the teacher may find it desirable to supple- ment classwork by assigning Practices as homework after they have first been practiced in class. All assignments should first be done orally in class. The Practices follow the order of English Sentence Patterns. The introduction of vocabulary items follows the order of presenta- tion in English Vocabulary, but these Practices do not include all the vocabulary items presented in the vocabulary lessons. The les~ sons in English Pronunciation anticipate the pronunciation problems encountered in learning the grammatical patterns. The Charts There are 16 charts at the back of the book which are used nu- merous times throughout the lessons. This procedure has definite advantages. The student, while using the same charts repeatedly, learns to operate the language within a limited vocabulary. The ob- jects and actions pictured challenge him without at the same time placing on him a heavy load of vocabulary material. More important still, each chart covers at least one definite problem in connection with which it is first introduced. Later when the same chart is used with other lessons, the student not only receives practice in the new problems but constantly reviews the original problem. ‘A few examples will help clarify the above statements. Chart V, introduced in Lesson VI, is specifically designed to help the student understand the difference between singular words that we do not usually count (ink, soap, thread, etc.) and words that we usually count (a camera, a typewriter, a pen, etc.). Every time Chart V is used after that, it reinforces the distinction between the two kinds of words. For example: Practice 8 (Lesson VI) Does the store sell many cameras? Does the store sell many typewriters? Does the store sell much ink? etc. xviiPractice 11 (Lesson VI) They sell a few cameras every day. They sell a few typewriters every day. They sell a little ink every day. etc, Practice 23 (Lesson VII) ‘This camera isn’t good. I want another camera, This typewriter isn’t good. I want another typewriter. This ink isn’t good. I want some other ink. etc, Practice 8 (Lesson XV) This camera is different from that one. This typewriter is different from that one. This ink is different from that. etc. Chart III is introduced in Lesson III to help the student with the pronunciation of the -ed endings of verbs [wokt, atendid, opend], etc. When this chart is used again in Lesson XI (Who walked? Who attended the concert? and Who opened the window?), the student not only practices the word order of this type of question but reviews the pronunciation of the -ed endings of verbs. Thus we see that the repeated use of the same sixteen charts gives the exercise a cumulative effect. Procedure Classwork: The student leaves his book closed at all times during the class, and depends upon the teacher to give him the model and the stimulus which will evoke the pattern desired. However, before the teacher begins a Practice requiring the chart, the student unfolds the chart indicated at the beginning of the Practice. If a Practice does not require a chart the student leaves his book closed alto- gether. The following drawing illustrates the manner in which the charts are intended for use in class.The teacher presents the stimulus and at least the first three responses as examples for the class until the students understand the exercise and are sure of the pattern to be practiced. A mini- mum of three examples should be given to the average class, but sometimes more than three are required to show the variety of types for substitution that are possible in the pattern. When the students understand the pattern, they should continue the Practice with only the stimulus of the picture in the chart, or of the substitu- tion items pronounced by the teacher, or a combination of both, The teacher provides the model to be practiced, but does not explain the pattern. He does not explain the exercises, but demonstrates by giving models. Often the students will join the teacher spontaneously before the third example. This, of course, should be accepted and even en- couraged if their responses are accurate. In some of the Practices the teacher is expected to participate by giving a cue. In others, the students are expected to continue the Practice with promptings from each other or from the picture with- out continued promptings from the teacher. In those Practices in which the teacher is to participate, the les~ son is presented in two columns (See for example Practice 1, Les- son I). The column on the left is intended as the cue or stimulus to help the student produce the item directly opposite. Thus in each Practice of either type the teacher reads across the page from left to right until the necessary number of items has been presented as examples of how the Practice is to proceed. Many exercises may very profitably be done by the class in uni- son. Such a procedure not only helps to change the pace of the les- son but is helpful in presenting a pattern which can then be practiced by individual recitation. This will be particularly profitable in pre- senting the Conversations for Memorization. The substitution exer- cises may be done in unison first and then practiced individually. When a new chart is introduced in the Practices, the situation that each picture is to convey is given through a Practice using a pattern significant for that lesson. The items in this Practice are all to be given orally by the teacher and are to be repeated by the students. The names of the objects and actions represented in the charts are learned by the students in vocabulary class and they should be able to proceed with the Practice without referring to the text. Homework: For homework it is usually necessary for the student to keep his book open, together with the unfolded chart, in order to know what items are to be substituted into the Practice. He should cover the responses of the Practice to avoid reading the answers. After completing the Practice, he should uncover the responses and compare his own with those in the hook. The student should not do homework on the Practices until they have first been used in class with the help of the teacher. THE HOMEWORK MUST BE DONE ORALLY FOR EFFECTIVE LEARNING. xixThe following drawing shows how the book is to be used for homework: When the student is not sure of himself in a Practice he may use an intermediate variation of the above, He will cover the responses in the same manner, but will check each response after he says it by uncovering the responses in the book one by one instead of waiting to complete the entire practice before uncovering the responses. Use of the Keys For the convenience of the student or the teacher who may wish to refer back to the original complete introduction of a chart, the lesson in which the chart is first introduced will be found on the keys to each chart. Usually, however, the student will simple wish to check quickly the name of an object, the pronunciation involved, or the precise idea a picture is meant to convey. For this he will find it more convenient to consult the key which is at the left of each chart. KEY. CHART F je b—F zfz}elifo]-]- Pronunciation and Intonation Help In the beginning lessons, examples are given first in regular English spelling and then in the special alphabet as described in English Pronunciation, This alphabet, which is found on page xxiv is a simplified phonemic representation of the sounds of English. It symbolizes only those differences in sound which may produce xxcontrast in meaning in the variety of Standard English chosen for these materials. The special alphabet contains only a few symbols which are different from the ordinary letters of the spelling alphabet. The intonation sequences are also indicated in the examples. English uses four significant pitches or tones. For convenience we describe these pitches as follows: 1 . 1? extra high 2 22” high “3”? normal “4? low A vertical line indicates the pitch changes between syllables: la} la] la A diagonal line indicates that the pitch changes within a syllable: 1; 1; a Making Assignments The exercises included in the book were prepared with the idea of giving extensive practice on each of the structural patterns em- phasized in English Sentence Patterns. The teacher should not as- sign homework until the Practices have first been drilled orally in class. ‘The student should hear the teacher produce the exercises and have an opportunity to repeat after the teacher. The student should be urged to use the pronunciation and intonation guides given in the book when he practices at home. The teacher will use his own discretion as to which practices should be assigned as homework, The homework is to be done orally and should be checked in class orally the following day. xxiThe Conversations The conversations inthis volume have been carefully worked out so that they include the major patterns taught and practiced in a spe- cific group of lessons. For example, an analysis of Conversation I shows the following: Student A: Where are you from? (questions with question words, Lesson IV) Student B: I’m from Peru. (forms of be and contraction of I with am Lesson J) Student A: When did you arrive? (questions with did, Lesson II) (questions with question words, Lesson IV) Student B: I arrived here two months ago. (past forms with -ed ending, Lesson I) (position of place and tirae expressions, Les- son III) Student A: What are you doing in Ann Arbor? (be with -ing forms, Lesson IV) (questions with question words, Lesson IV) (position of place expressions, Lesson III) Student B: I’m studying English now. (be and -ing forms, Lesson IV) (position of time expression, Lesson Il) I’m going to study engineering later. (position of time expression, Lesson Il) (going to future, Lesson V) Student A: Is the course difficult? (questions with be, Lesson 1) Student B: Yes, it is. Pm always busy. (short answers with be, Lesson I) (position of always with be, Lesson Il)Student A: Student B: Student A: Student B: Do you study at night? (questions with do, Lesson Il) (position of time expressions, Lesson III) Yes, Ido. I usually study at night. (short answers with class 2 words other than be, Lesson II) (position of usually with class 2 words other than be, Lesson 1) (position of time expressions, Lesson Ill) Do you ever miss class? (questions with do, Lesson Il) (ever in questions, Lesson II) No, I don’t, I never miss class. (short answers with Class 2 words other than be, Lesson 1) (never in statements, Lesson II) Thus, Conversation I summarizes the content of the first five les- sons of the course. If the students memorize this conversation and practice it by making substitutions as suggested in the text, they can quickly review the first five lessons at any time simply by re- peating the conversation. At the same time, the conversations pro- vide model statement and question patterns in which the student can substitute other vocabulary items at will. xxiiiThe Special Alphabet’ CONSONANTS VOWELS ib] [bi be i] [it] eat id} [aw do rt] fat] it ff] [for] four fe] [let] late ie] [eo go e] [let] let fh] [hom] home 2] [men] man k] [kom] come a] [bat] but } let] late a] [nat] not m] [men] man ‘u] [du] do in} [no no 'u] [gud] good P) [pe pay 0] [no] no rt] [rum] room 9] [so] saw s] [se say tt] [tarm] time ar] fa} v] [vaval] vowel av] [nav] now iw] [wi we or] [bor] — boy vy) [vl you z] [zfro] zero *] accent 0. sip] sing e] [ork] think 5] [ve they hw] [hwat] what 3] [Bi she %] [yé2val] usual &] (feré] church i jo JoeLesson | 1. Statements, questions, and answers with IS, ARE, AM (forms of BE). 2. Plural contrasted with singular. 1. Statements, questions, and answers with IS, ARE, AM (forms of BE). Practice 1. Chart I. This Practice introduces the chart. Classwork: Open Chart I. Chart I is at the back of the book, Close the book. The chart is now at the right of the book. Repeat the state- ments after the teacher. Associate the statements with the pictures on the chart. Homework: Open Chart I. Read three examples. Cover the sen- tences. Continue the Practice. Uncover the sentences. Compare your sentences with the book. 1. It's afcomb. [Its a kom] eS 2. [its 9 wag] 3. [its 2 ki] 4. {its @ pénsal] 5. It's ajtoothprush. [tts 0 té@bras] 6. Its affork, [its a fork] 7. It’s anfapple. [its on £pel] 8. It's anfiron. [its an arn] 9. It's an umprelfia. [tts on ambréla] 10. Ws alknite. [tts a naif] 11. It’s afspoon. [its 9 spun} 12. It’s al fhaixforush. [its 9 hérbrod] Practice 2. Chart I. A conversation Practice. Classwork; Use Chart I as in Practice 1. Student A asks the ques- tion. Student B answers the question, etc. Imitate the intonation of the teacher. INSTRUCTIONS TO THE TEACHER: The teacher should give at least three examples for each Practice. In giving the examples the teacher gives both the teacher’s and the student’s part, reading from left to right across the page, but indicates with words or gestures which part is for the teacher and which is for the student. Homework is to be as- signed at the discretion of the teacher,LESSON I PATTERN PRACTICES Homework: Open Chart I. Read three examples. Cover the Prac- tice. Continue the questions and answers for the pictures in the chart. Observe the marks of intonation. 1, Student A: Student B: 2. Student B: Student C; 3. Student C: Student D: Is it aJebmb? ee itfis. It’s aJebmb. Yes, itfis. It’s aJedmb, Is it afWatch? Yes, itfis. It’s afwatch. u Res Is it afRey? vr Yes itfis. It's afkey. (Continue the Practice.) {iz tt 9 Kom] [yes it 12] [rts 9 kom] Practice 3. To practice I, YOU, HE, etc., with forms of BE. Classwork: The book is closed. Listen to the examples. The teacher pronounces the words at the left. Make sentences as at the right. Use contractions to approximate spoken English. Homework: Read three examples. Cover the sentences at the right. Continue the Practice. as at the right. Li Ben 13. 14, 15. 16. aoe . John he . John and I we you . you and John . Mary |. she 10. 1. 12. the book it the books they the students they the books and students lam from Metico. John is from| Meyico. He is from| Mexico. John and I are from Mexico. We are from Mexico. You are from Mexico, You and John are from Mexico. Mary is from Mexico. She is from Mexico. The book is from Mexico. It is from Mexico. ‘The books are from Mexico, They are from Mexico. The students are from Mexico. They are from Mexico. The books and students are from Mexico. Look at the words at the left. Produce sentences [arm fram mékstko] [Janz from méksrko] {hiz from méksrko] {Jan on ax or from méksrko] [wir fram mékstko] {yur from mékstko} [yu an jan or fram méksiko] [meriz from mékstko] [Siz fram mékstko] [50 buks fram mékstko] [rts fram méksrko] [6a buks ar fram méks1ko] [de or fram méksrko] [5a students ar fram mékstko] [Se ar fram mékstko] [de buks n students ar from mékstko]PATTERN PRACTICES LESSON I 3 Practice 4, Chart II. This Practice introduces the chart. Classwork: Open Chart Il, The charts are at the back of the book. Close the book. Repeat the statements after the teacher. Associate the statements with the pictures on the chart. Homework: Open Chart Il. Read three examples. Cover the rest of the sentences. Complete the Practice. Compare your sentences with the book. Observe the intonation marks. 1. He’s|thirsty. fhiz Odrsti] 2. They’refbupy. [der bfzi] 3. He’sfhungry. [hiz hdngri] 4, She's seven years[ald. [Biz séven yrrz old] 5. He’s[tlred. hiz tard] 6. She’s|sleepy. [Siz slipi] 1. They're happy. [der hepi] 8. He’s|edid. hiz. kold] 9. She’s|Sonry. [Siz ssri] 10. They’ref thirsty. [der Odrsti] 11. she’s [buby. [Siz bfzi] 12. esfndt. [its hat] Practice 5. Chart Il. A conversation Practice. Classwork: Use Chart Il as in Practice 4, The teacher gives the ex- amples. Student A asks the question. Student B answers the question and asks the next one. Imitate the intonation of the teacher. Homework: Open Chart Il. Read three examples. Observe the inton- ation marks. Close the book. Complete the Practice. Open the book. Compare your work with the book. 1, Student A: Is helthirgty? Student B: Yes, hefis. He’s|thirsty. 2. Student B: Are they[blsy? Student C: Yes, theyfare. They’refbuby. 3. Student C: Js hefhungry? Student D: Yes, hefis. He’sfhungry. (Continue the Practice.)4 LESSON I PATTERN PRACTICES 2. Plural contrasted with singular. Practice 6. Chart I. To practice plural forms. Classwork: Open Chart I. Close your books. The teacher pro- nounces three examples (the singular and plural forms of each item). Repeat after the teacher. Continue the Practice. Follow the pictures on the chart. The teacher gives the singular form of the sentence. Give the plural form. Homework: Read three examples. Cover the sentences at the right. Continue the Practice. Uncover the sentences. Compare your work. 1, It’s a comb. They’ re[c§mbs. 2. It’s a watch. They’re[watches. 3. It’s a key. They’ refkéys. 4, It’s a pencil. ‘They’ refpentils. 5. It’s a toothbrush. They’ re[toottiprushes. 6. It’s a fork, They’reffarks. 7. It’s an apple. They’refapples. 8. It’s an iron. They’reffrons. 9. It’s an umbrella. They’re umbrellas. 10, It’s a knife. They’ refknlves. 11. It’s a spoon. ‘They’re [SPons. 12. It’s a hairbrush. They’ refhairbrushes. Practice 7. Chart I. A conversation Practice. Classwork: The teacher gives the question at the left. Student A re- peats the question. Student B answers the question. Use the intonation of the teacher. Homework: Read three examples. Make questions and answers for the pictures in Chart I, Observe the marks of intonation. 1, Are they[cbmbs? Student A: Are they combs? Student B: Yes, theyre. 2, Are theyfkeys ? Student B: Are they keys? Student C: No, they/dren’t. 3. Are they|Reys? Student C: Are they fieeys? Student D: Yes, theyfire. Are they[pencils? Yes, they[hre. 4. Are they[peiPATTERN PRACTICES LESSON I 5. Are theyjhairbrushes? LC 10. 11. 12. . Are theyfsp . Are they| apples? ons ? saan Are they) rons? . Are they unfprellas? co Are theyspdons? amen Are they|spdons? al Are they|toothbrushes? Practice 8. Chart II. Classwork: Open Chart Il. The teacher pronounces the words at the left, Student A makes a sentence with the word and the picture. Student B substitutes HE, SHE, THEY, or IT, in the sentence. Homework; Open Chart I. Read three examples. Cover the sen- tences on the right. Continue the Practice. Make one sentence with the word on the left, Make another sentence with the corresponding substitute word. Compare your answers with the book. 1. the boy . the students Bob . the girl . the boy Student A: Student B: Student B: Student C: Student C: Student D: Are they[hairbrushes? a_i No, they[aren’t. Are they| 2 re they[spyons No, theyfAren’t. Are they arhples? Are they|irons? Are theyJspbens? No, theyJaren’t. Are they [Spoons? Yes, they fre a Are they footitbrushes? No, they jaren’t. as The boy is thirsty. He’s thirsty. The students are busy. They’re busy. Bob is hungry. He’s hungry. The girl is seven years old. She’s seven years old. The boy is tired. He’s tired.6 LESSON I PATTERN PRACTICES 6. the girl The girl is sleepy. She’s sleepy. 7. the boys The boys are happy. They’re happy. 8. the boy The boy is cold. He’s cold. 9. the girl The girl is sorry She’s sorry. 10. the girls The girls are thirsty. They’re thirsty. 11. the woman The woman is busy. She’s busy. 12. the coffee The coffee is hot. It’s hot. Practice 9. Chart Il. A summary Practice for this lesson. Classwork: Open Chart I. The teacher pronounces the word at the left. Student A asks a question. Student B answers the question. Homework: Open Chart II. Read three examples. Cover the ques- tions and answers at the right. Use the word at the left. Make a ques- tion for each picture. Answer the question. Uncover the questions and answers on the right. Compare your work. 1. thirsty Student A: Is the boy! thirsty? Student B: Yes, hefis. He’s|thirsty. 2. busy Student B: Are the students busy? Student C: Yes, they are. They’re busy. 3, thirsty Student C: Is the boy thirsty? Student D: No, he isn’t. He’s hungry. 4. seven years old Is the girl seven years old? Yes, she is. She’s seven years old. 5. tired Is the boy tired? Yes, he is. He’s tired, 6. sleepy Is the girl sleepy? Yes, she is. She’s sleepy. 1. happy Are the boys happy? Yes, they are. They’re happy. 8. cold Is the boy cold? Yes, he is, He’s cold.PATTERN PRACTICES LESSON I 7 9, happy Is the girl happy? No, she isn’t. She’s sorry. 10. hungry Are the girls hungry? No, they aren't. They’re thirsty. 11. busy Is the woman busy? Yes, she is. She’s busy. 12. cold Is the coffee cold? No, it isn’t, It’s hot. Practice 10. Classwork; The teacher pronounces the sentences and words at the left. Substitute the words into the previous sentence. Homework; Read the sentences and words on the left. Substitute the words into the previous sentence. 1, difficult Is the course difficult? easy Is the course easy? good Is the course good? interesting Is the course interesting? 2. course Is the course difficult? word Is the word difficult? lesson Is the lesson difficult? class Is the class difficult? Practice Is the Practice difficult? 3. courses Are the courses difficult? easy good interesting difficult 4. words Are the words difficult? lessons classes Practices Practice 11. Classwork: The teacher pronounces the sentences and words at the left, Student A asks a question, Student B answers the question. Homework: Read three examples. Cover the questions and answers at the right. Use the word at the left. Ask a question. Answer the ques- tion, Uncover the questions and answers on the right. Compare your work. 1. course Student A: Is the course difficult? Student B: Yes, it is.Sewmnasadn LESSON I PATTERN PRACTICES |. courses Student B: Are the courses difficult? Student C: Yes, they are. . word Student C: Is the word difficult? Student D: Yes, it is. . lessons Student D: Are the lessons easy? Student E: Yes, they are. . lesson words course . courses . problem . PracticesLesson Il 1. Statements, questions, and answers with Class 2 words (BEGIN, STUDY, HAVE) other than BE. 2. Position of USUALLY, ALWAYS, NEVER, SOMETIMES, OFTEN. Review Practice 1. To review statements, questions and short answers with BE. Classwork: The teacher asks the questions at the left. Student A re- peats the question. Student B answers the question, etc. Note to the teacher: The class might be divided in half: one-half re- peats the questions, and the other half answers them. Homework: Read three examples. Continue the Practice. Compare your work with the book. Observe the marks of intonation. 1. Are you| jtifients ? Student A: Are we students? Student B: Yes, we} are. We are|students. 2. Is he anfarchitect? Student B: Is he an architect? Student C: Yes, he ls. He is an| jarchitect. 3. Are you a teacher’ 2? Student C: Are you a teacher? Student D: No, lam fmt. lama fstubient. Are you iodsy ? . Is ital book? Is she a| nurse? . Are they|tired? Are they[firea’ Are we| nappy? . Is she an engipeer? woaon ans 1. Statements, questions, and answers with Class 2 words (BEGIN, STUDY, HAVE) other than BE. *Practice 2. Chart I. Classwork: Listen to the examples. Observe the pictures on the chart. Continue the Practice. Imitate the intonation of the teacher. «NOTE TO THE TEACHER: Practices marked with an asterisk are in- tended for students of elementary level. Intermediate and advanced students might omit these Practices unless they have difficulty, in which case they should practice the marked Practices preceding the ones that they find difficult, Practices with no asterisk should be done by all stu- dents. ;10 Homework: Open Chart I. Read the examples, Continue the Prac- tice. Observe the marks of intonation. 1, He wants alcbmb. —_—___ 2. He wants alwatch. wena 3. He wants a} ikty. hi wants @ kom] hi wants 2 wat] hi wants 9 ki] (Continue the Practice. Follow the pictures on Chart I.) *Practice 3. Chart I. Classwork: Listen to the examples. Continue the Practice. Homework: Read the examples. Continue the Practice. 1, Lwant afebmb. 2. Iwant afwatch. Ye 3. I want afkby. ee *Practice 4, Chart I. 1, You need afcbmb. You nese aloo’ 2. You need afwatch. 3. You need aliky. *Practice 5. Chart I. 1, She wants a/chmb. ech 3. She wants aliey. 2. She wants “Practice 6. Chart I. 1. We need[combs. —n 2. We need[watchies. 3. We need| keys. *Practice 7. Chart I. 1, We want|combs. ——— 2. We want|watehles. 3. We want| keys. far want 9 kom] fat want 9 wad] jar want 9 Kt] yu nid 2 kom] yu nid 9 wat] yu nid a ki] Si wants 9 kom] wi nid komz] wi nid watz] wi nid kiz] wi want komz] NOTE TO THE TEACHER: In this and subsequent lessons when several Practices of the same type follow each other successively instructions for the use of the Practice will be given for the first one only.PATTERN PRACTICES LESSON II *Practice 8, Chart I. Classwork; Listen to the examples. The teacher pronounces the words at the left. Make statements as at the right. Observe the marks of intonation. Bee Homework: Read three examples. Cover the sentences. Continue the Practice. Uncover the sentences. Compare your work with the book. Observe the marks of intonation. 10. il. 12, SP Aone eonw she he I you she I you we he I she they She needs alebmb. me: He needs a[watch. i Lneed alkey. vw: You need alpentil. ——e She needs a} ftootRbrush. Ineed alfork. ‘You need an[apple. We need anfiton. He needs an umprel Lneed alknife. ~ She needs ajspbon. They need aJhairbrush. ~ ‘practice 9. Chart I. Classwork: Listen to the examples. The teacher pronounces the words at the left. Make sentences as at the right. Homework: Read three examples. Cover the sentences. Continue the Practice. Compare your work with the book, Observe the marks of intonation. 1, il. 12. Seonaae wo she they I they she he I we they I she he She wants afehmb. They want a[watch. janie I want afidy. [Si nidz o kom] [hi nidz 2 wag] [ar nid a ki] [yu nid 9 pénsal] [Bi nidz @ té@brad] [ax nid o fork] [yu nid on &pal] [wi nid an arrn] [hi nidz on ambréle} {ar nid 0 narf] [Bi nidz @ spun] [Be nid @ hérbrad] [Si wants 9 kom] [de want 2 wat] {ar want 9 ki]12 LESSON IT PATTERN PRACTICES *Practice 10. Chart I. 1. the woman She wants afehmb. 2. the boy He wants af Watch. 3. the boys They want a. fey. 4, the girls They want afpencil. te 5. the woman She wants affoothprush. 6. the man He wants affdrk. 7 8 9. . the teacher He (she) wants anfayple. 7 They want anfiron. the students nfiron, . the boy and girl They want an umprefla, 10. John He wants alf@m\fe. 11. Mrs. Lane She wants aJspoon. 12, Mary She wants afhainbrush. *Practice 11. Chart I. Classwork: Listen to the examples. Continue the Practice. Homework: Read the examples. Continue the Practice. 1. He has a comb. {hi heez 2 kom] 2, He has a watch. 3. He has a key. *Practice 12. Chart I. 1, Ihave a comb. [at hev 2 kom] 2. Ihave a watch. 3. Ihave a key. *practice 13. Chart I. 1, We have combs. [wi hv komz] 2. We have watches. 3. We have keys.PATTERN PRACTICES LESSON II 13 Practice 14. Chart I. Classwork: Listen to the examples. The teacher pronounces the words at the left. Make statements as at the right. Imitate the inton- ation of the teacher. Homework: Read three examples. Cover the sentences at the right. Continue the Practice. Compare your work with the book. Observe the marks of intonation. 1, he He has al eymb. I Ihave a watch. 7 h Rey. she She has alRey. you You have afpenfil. She has aJtoothbrush. er erna pee 2 & ® he He has alfork. you You have an! Japple. we We have anfiron. 9. they They have an umbrefia. 10. she She has alknife. coe ve alspoon. you You have alspoon. 12. he He has afhaiPbrush. cL Practice 15. Chart I. Classwork: Listen to the examples, The teacher pronounces the words at the left. Make sentences as at right. Imitate the intonation of the teacher. Homework: Read three examples. Observe the appropriate substi- tute words. Continue the Practice. Observe the marks of intonation. . the girl She has alebmb. . the man He has af watch. . the boys They have alkky. 1 2 3 4, the girls 5. the woman 6. the man 1, the teacher 8. the students 9. the boy and girl 10. the boy 11. the woman 12, the girl14 LESSON IL PATTERN PRACTICES Practice 16. Chart II. Classwork: Repeat the sentences after the teacher. Associate the sentences with the pictures on the chart. Imitate the intonation of the teacher. Homework: Read three examples. Observe the marks of intonation. Cover the sentences. Continue the Practice. Compare your work with the book. 1. Lsee thelbby. [ar si Be bor] . Lsee thefstuden [stédents] . [see thel]b« . Lsee the! é a] & 3} re [7 [eerl) . Lsee the. . Lsee thefg fe [borz] : k Fk EE EE ae 2 Ie ig 8 Eg i ae) re 10. Lsee thefgir’ [garlz] 11. [see the|woman [women] 12. see thefcotfee. [kstt] Practice 17. Chart Il. Classwork: Listen to the examples. Continue the Practice. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. le ft 1. He sees thefby. {hi siz 6a bor] 2. He sees thefstuflents. 3. He sees the[bhy. *Practice 18. Chart II. 1, She likes thelbby. [Si larks 09 bot] 2. She likes the/stu}lents. 3. She likes the| ey.PATTERN PRACTICES LESSON IT 15 *Practice 19. Chart II. Classwork: Listen to the examples. The teacher pronounces the words at the left. Make sentences as at the right. Imitate the intona~ tion of the teacher. Homework: Read three examples. Observe the intonation. Cover the sentences. Continue the Practice. Compare your work with the book. we We see thelbby. BY: he He sees the[student: 1 Lsee the bby. she She sees thefgirl. ‘They see the[boy. uy we We see thefgirl. Conon ee we = & 3 she She sees theJbbys. 1 see the[bby. “eee he He sees the[girl. 10. they They see thefgiris. 11. we We see the[worman. 12. she She sees theJcoffee. Practice 20. Chart II. 1, the girls They see the[bby. 2. the man He sees the/stiients, 3. the woman She sees the[Bay. 4. the boy 5. the girls 6. the man 7. Miss Lane 8. Mr. Lane 9, Mrs. Lane 10. Mr. and Mrs. Brown 11, the woman 12, the man16 LESSON IL PATTERN PRACTICES *Practice 21, Chart II. Classwork: Listen to the examples. Continue the Practice. Imi- tate the intonation of the teacher. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. 1. Does he see thefby? [doz i si So bor] 2. Does he see the[stutents? oes Ne see Ne sues 3. Does he see thefbby? *Practice 22. Chart Il. 1. Do they see the[boy? [du Ge si a bor] 2. Do they see the[stulients? — 3. Do they see thefbby? Practice 23. Chart Il. Classwork: Listen to the examples. The teacher pronounces the word at the left. Make a question as at the right. Imitate the intonation of the teacher. Homework: Read three examples. Observe the marks of intonation. Continue the Practice. Compare your work with the book. 1. you Do you see the{Boy? 2. he Does he see thefstulients? Boss he see hel stupents 3. she Does she see the{Bby? 4, they Do they see thefeir1? 5. you Do you see the boy? 6. she Does she see the girl? 7. they Do they see the boys? 8. you Do you see the boy? 9. they Do they see the girl? 10. he Does he see the girls? 11. you Do you see thefwoman? 12. she Does she see the[coffce? Practice 24. Chart Il. 1. the girls Do thefgirisisee the[bby? 2. the man Does thefman!see the[stulients? 3. the woman Does the{woman} see the/bby?PATTERN PRACTICES LESSON II 17 the boy the girls the man Miss Lane Mr. Lane Mrs. Lane 10. the students 11. John 12. Mr. and Mrs. Brown peroms 2. Position of USUALLY, ALWAYS, NEVER, SOMETIMES, OFTEN. Practice 25. Chart I. Classwork: Listen to the examples. Continue the Practice. Imitate the intonation of the teacher. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. 1, 's needs ajcomb. (hi Slwiz nidz 2 kom] ee 2, Helakways needs ajwatch, creas *Practice 26. Chart I. 1. Lfoften need afeqmb. {ar Sfan nid 9 kom] 2. Ljolten need afwatch. 3, Ljoiten need aiy. “Practice 27. Chart I. 1. shefsometimes needs afchmb, —_[8i sémtarmz nidz 9 kom] 2. Shefs She {sdnictimes needs afkby. étimes needs afwytch. Practice 28. Chart I. Classwork: Listen to the examples. Continue the Practice. Imitate the intonation of the teacher. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. 1, usually She usually needs afckmb. 2. sometimes She sometimes needs afwytch. 3. always She always needs aliby.18 LESSON II PATTERN PRACTICES 4. often 5. always 6. usually 1. never 8. never 9. sometimes 10. always 11, usually 12, never Practice 29. Chart I. Classwork: Listen to the examples. Continue the Practice. Imitate the intonation of the teacher. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. 1. Does he sometimes have aJehmb? [doz i sémtarmz hav 2 kom] 2. Does he sometimes have af watch? ri 3. Does he sometimes have aj key? Practice 30, Chart I. 1, Do you ever have a comb? [du ya évar hev 2 kom] 2, Do you ever have a watch? 3. Do you ever have a key? Practice 31. Chart I. A conversation Practice. Classwork: Listen to the examples. The teacher pronounces the words at the left. Student A asks a question. Student B answers the question and uses HE, SHE, THEY, etc., in the answer. Homework: Read the examples. Observe HE, SHE, THEY, etc., in the answers to the questions. 1, the woman Student A: Does the/wdman often want afchmb? Student B: Yes, she| dges. 2. the boy Student B: Does thefboyioften want a| watch? dent C: hefddes. Student C: Yes, he[des. 3. the girls Student C: Do the/girls often want afkey? Student D: Yes, they! ab. the man . the woman . the doctor oonPATTERN PRACTICES LESSON IT 19 1. 8. 9. 10. the boy the students the girl Miss Lane 11. Mr. Lane 12. Mary (Return to picture 1) 13. Mr. and Mrs. Jones 14, John Lane 15. Bob and Bill 16. Mary and Ruth 17. Bill 18. Mr. Jones 19. the student Practice 32. Chart I. Classwork: Listen to the examples. The teacher pronounces the word at the left. Ask questions as at the right. Imitate the intonation of the teacher. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. usually sometimes . always often always + usually ever ever . sometimes . always . usually . ever Does shefubually need aJébmb? Does shefs imes need afwatch? Does _shejalways need al key? “Practice 33. Chart II. Classwork: Listen to the examples. Continue the Practice. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. 1. He is often|thirsty. 2. They are otten[busy. 3. He is oftenfhurgry. [ht w Sten @Srett] [be ar Sfon bfzi] [hi rz Stan héngrt]20 LESSON IT * Practice 34. Chart II. 1. He's usually[thiraty. 2. They're usually[buby. 3. He’s usually[hurgry. * Practice 35, Chart II. 1. He's always|thirdty. 2. They're always[buby. 3. He’s always frurgry. * Practice 36. Chart Il. 1. The boy’s usually} thirsty. 3. The boy’s usuallyfhurgry. Practice 37, Chart II. 1, The boy’s never thirgty. 2. The students are never} busy. 3. The boy's neverfhurbgry. * Practice 38. Chart II. 1. Is hefthirsty? 2. Are theyfbasy? 3. Is hefhunry? * Practice 39. Chart IT. 1. Is he always[thiraty? 2. Are they always fbdsy? 3. Is he alwaysfhunry? * Practice 40, Chart II. 1, Is he often|thirsty? 2. Are they often Jousy? 3. Is he oftenfhunkry? PATTERN PRACTICES {hiz yézveli OSrsti] [Ser ydzvali bfzt] {hiz. yézveli héngrt] [hiz Slwiz @érsti] (Ser dlwiz bfzi] hiz. Slwiz héngrt] [6a borz ydzvali Oérsti] [59 stidents ar yazvali brzi] [80 bérz yazuali hongri] [be bor néver OSrsti] [6 stédonts or néver bfzi] [Be borz néver héneri} [iz i Slwiz Oérsti] [ar Se Slwiz bfzi] [iz i Slwiz hdngri] [rz i Sfon Osrsti] [ar be Sfon bizi] [1 i Stan hdngri]PATTERN PRACTICES *Practice 41. Chart II. 1, Is the boy} thindty? 2, Are the students| busy? Is the boyfhurigry? “practice 42, Chart II. Is the boy always|thirsty? 2. Are the students always] buby? 3. Is the boy always[hunkry? 3. 1. *Practice 43. Chart II. 1, Is the boy usually/ thirsty? 2. Are the students usuall; busy? 3, Is the boy usuallyfhungry? *Practice 44. Chart II. 1, Is the boy everfthirgty? 2. Are the students ever [oilsy? 3. Is the boy everfhunbry? Practice 45. Chart II. LESSON II 21 [iz 8a bor Slwiz Oérsti] [ar 3a stidants Slwiz bfzi] [iz 8a bor Slwiz héngrit] [ydzvali] [tz 6a bor évar Oérsti] [ar Be stidents éver bfzt] {tz Be bor éver héngrt] Classwork: Listen to the examples. The teacher pronounces the words at the left. Make questions as at the right. Imitate the intonation of the teacher. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. 1, often . always . ever 2 3 4, always 5. usually 6. sometimes 7. usually 8. 9. 10. rot 12, ever . often . sometimes . ever . always Is he often|thiraty? Are they always{buby? Is he everfhunbry?22 LESSON II PATTERN PRACTICES Practice 46. A summary Practice for Lesson II. Classwork: Listen to the teacher. Repeat the sentences of the story after the teacher. The teacher asks the questions at the left. Student A repeats the question. Student B answers the question, etc. Homework: Read the story. Read three examples of questions and answers. Cover the answers. Continue the Practice. Compare your work with the book. John Phillips is a student. He is twenty years old. He studies en- gineering. He likes the course. He enjoys the classes. They begin at eight o’clock. John has a brother. The brother is Richard. John and Richard are always happy. They often study at noon. They usually study all evening. They always go to class. They are never late. 1. Is John a student? Student A: Student B: 2, Is John twenty years old? Student B: Student C: 3. Does he study architecture? Student C: Student D: 4. Does he like the course? 5, Does he enjoy the classes? 6. Do the classes begin at eight o’clock? 7. Does John have a sister? 8. Are John and Richard brothers? Is John a student? Yes, he is. He is a stu- dent. Is John twenty years old? Yes, he is. He is twenty years old. Does he study architecture? No, he doesn’t. He stud- ies engineering. Does he like the course? Yes, he does. He likes the course. Does he enjoy the classes? Yes, he does. He enjoys the classes. Do the classes begin at eight o’clock? Yes, they do. They be- gin at eight o’clock. Does John have a sister? No, he doesn’t. He has a brother. Are John and Richard brothers? Yes, they are. They're brothers.PATTERN PRACTICES LESSON II 23 9. Are the brothers always happy? = Are the brothers always happy? Yes, they are, They are always happy. 10. Do they often study at noon? Do they often study at noon? Yes, they do. They often study at noon. 11. Do they usually study all evening? Do they usually study all even- ing? Yes, they do. They usually study all evening. 12. Do they always go to class? Do they always go to class? Yes, they do. They always go to class. 13. Are they ever late? Are they ever late? No, they aren’t. They are never late. Practice 47. A conversation for memorization. Classwork: (1-4) Repeat the sentences after the teacher. Imitate the intonation of the teacher. (5-10) Listen to the sentence pattern. Substitute the words the teacher pronounces into the pattern. (11) The teacher asks the questions at the left, Answer the questions. (12) Listen to the pattern. Substitute the words the teacher pronounces into the pattern. (13) Student A asks the questions. Student B answers the questions. Homework: Cover the examples at the right. Read the sentence patterns. Make similar sentences with the substitution items. Answer the questions in Number 11, Ask the questions and answer them in Number 13. 1, Is the course difficult? Is the course difficult? 2. Yes, itis, Iam always busy. Yes, it is. Iam always busy. 3. Do you study at night? Do you study at night? 4, Yes, Ido. I usually study at night. Yes, Ido. I usually study at night. *5, busy Iam always busy. hungry Iam always hungry. sleepy lam always sleepy. thirsty cold busy24 *6. *T, *8. *9, *10. he she you we they John Mary Mr. Lane I always usually sometimes often never always at night all evening at midnight on Saturday at noon work read write sleep practice study you they John we the students the boys she he the girls Mary the girl the boy LESSON I PATTERN PRACTICES He’s always busy. She’s always busy. You're always busy. Pm always busy. Pm usually busy. Pm sometimes busy. Do you study at night? Do you study all evening? Do you study at midnight? Do you work at night? Do you read at night? Do you study at night? Do they study at night? Does John study at night?PATTERN PRACTICES *LL. *12. 13. Does the boy study at night? Do you study at night? Do they study at night? Do we study at night? Does the girl study at night? Does the boy study at night? Is the course easy? Are the courses easy? usually always sometimes often never usually Student A: Is the course difficult? LESSON It 25 Yes, he does. Yes, I do. Yes, they do. Yes, we do. Yes, she does. Yes, he does. Yes, it is. Yes, they are. [usually study at night. Lalways study at night. I sometimes study at night. Student B: Yes, it is. I’m always busy. Student A: Do you study at night? Student B: Yes, Ido, I usually study at night.Lesson Ill 1. WE STUDY HERE EVERY DAY. [Position of ex- pressions of "place" and expressions of "time"'] 2, I WAS HERE LAST NIGHT. WERE YOU HERE LAST NIGHT? [Forms of BE correlated with expressions of past time] 3. ISTUDIED LAST NIGHT. DID YOU STUDY LAST NIGHT? [Forms of other Class 2 words correlated with expressions of past time] 4, WERE YOU HERE? YES, I WAS. DID YOU STUDY? YES, I DID. [Short answers to questions with ex- pressions of past time] Review Practice 1. Chart III. This Practice introduces the chart, Classwork: Open Chart III. Repeat the statements after the teacher. Associate the statements with the pictures on the chart. Homework: Read the sentences. Associate the sentences with the pictures on the chart. Cover the sentences. Repeat the Practice. Com- pare your work with the book. 1. Theyjusuall; wali. [Se yazvali wok] 2. They usually [Work [Se yézZuali wark] 3. He usually attends the concert. [hi yaZuali aténdz da kansert] 4. She usually opens thefwirtiow. [Si yGavali épanz 8e windo] 5. They usually wait for thefbhs. [8e yZvali wet for 8a bas] 6. She usually washes theJeitthes. [Si ydZveli w581z 8a kloz] 1. They usually play/terfus. [Se ydzuali ple ténis] 8. She usually closes the! or. [si yizvali kléziz Sa dor] 9. He usually[dresses. (hi ydzvali drésiz] 10. ‘They usvally[stuly. [de yazZuali stédi] 11, He usually listens to theJraltio. [hi yézueli IYsanz ta Go rédio] 12. She usually directs thefbbys. [Bi yzuali dorékts 89 boz] Practice 2. Chart II. Classwork: Listen to the examples. The teacher pronounces the words at the left. Make sentences as at the right. Imitate the intona- tion of the teacher. 26PATTERN PRACTICES LESSON III aT Homework: Read the examples. Observe the marks of intonation. Continue the Practice. 1. always ‘Theyjalways] walk. eyes 2. usually They usually work, 3. often He often attends the| 4, sometimes 5. never 6. always 7. sometimes 8. never 9. always 10. usually 11. often 12. usually Practice 3. Chart II. A conversation Practice. Classwork: Listen to the examples. The teacher pronounces the words at the left. Student A asks a question. Student B answers the question, etc. Imitate the intonation of the teacher. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. Ask questions. Answer the questions. 1. always Student A: Do they ‘always) walk? Student B: Yes, they[d). They jaiiways fwatic. 2. usually Student B: Do they usually work? Student C: Yes, they do. They usually work. 3. often Student Does he often attend the concert? Student Yes, he does. He often attends the concert. 4. sometimes 5. ever 6. always 7. sometimes 8. ever 9. always 10. usually 11. often 12. usually28 LESSON Mt PATTERN PRACTICES 1, WE STUDY HERE EVERY DAY. [Position of expressions of "place" and expressions of "time''] Practice 4. Chart III. Classwork: Listen to the examples. The teacher pronounces the words at the left. Make sentences as at the right. Imitate the intonation of the teacher. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. 1, downfdwn They usually walk downtown. [dauntaun] 2, at[hhme They usually work. at[/home. [zt hom] 3. atl schgol He usually attends the conkert at. jschogl. {zt skul] 4, at[hgme [zt hom] 5. Frere [oer] 6. at{hdme [zt hom] — 7. in the[park {in Ba park] 8. atfschdol [zt sical] 9. in thefbedroom [mn Ba bédrum] 10. in the[liprary [m Be latbreri] 11. atfhome [zt hom} Eee 12. atfehurch [zt Gore] aoe Practice 5. Chart III. 1. in thefmorning They always walk in the| morphing. 2. onfTuesday They always work on[Tuesay. imal 3. at{might He always attends the|congert at! might. a . in thefmorhing . in the afterfioon 4, 5 6 7. infiine es 8. 9. : at[night . in thefmorhing 10. allfevehing 11. at eight ofelhck 12. onfSurfiay_PATTERN PRACTICES LESSON IIL 29 Practice 6. Chart Il. 1. 2. 10. i. 12. at{night ee Do they usually walk at{night? in the{morping Do they usually work in the[morhing? in thefevehing Does he usually attend the [concert in thejev: at{night in thefmorning on|TuesHiay in the afternoon on atfnight . in thefmoFhing theJevehing in the afteyngon on[Thurspay Practice 7. Chart III. 1, ear ernpeon 10. il. 12. To practice place and time expressions in statements. ‘They often {walkihere in theJmorning. in the[moPning eae on| Tuesday They often{work:here on|Tuesday. at[night in themorning in the afternbon aa onfMontiay infiine atfiight . in the morning ine all fevehing at eight ofelbek ck on|Sanpiay 5 He often attends the {concert here atJnight.30 Practice 8, Chart III. 1. in thefevenit LESSON III PATTERN PRACTICES To practice place and time expressions in questions. Do they ever[walk| there in thefevehing? tL ing ene) . in thef/moi 7 atfnight . in thefmorping eae eee see 2 fe 10. i li. 12. in the afternoon Practice 9. Chart III. Do they ever{worklthere i morning? Does he ever attend the[concert there at{nignt? To practice time and place expressions in statements and questions. Classwork: Listen to the examples. The teacher gives a place or time expression. Student A asks a question with the expression. The teacher gives the second place or time expression. Student B answers the question with both. Imitate the intonation of the teacher. Homework: Read the examples. Continue the Practice, Ask a question with the first group of words. Answer the question with both the first and second group of words. 1. dowrithwn Student A: Do they often walk downthwn? in thefmorping Student B: Yes, they[dy. They often walk downtown in the Jmorplng. 2. onfTuesHay Student B: Do they often work on[TuesHay? atfigme —‘Student C: Yes, they/do, ‘They often work at jhome onl Fuesay: 3. atfmignt Student C: Does he often attend the concert at{night? ath [schol Student D: Yes, he/ddes. He often attends the con- 4. at home cont atiséliool atfnight. in the morningPATTERN PRACTICES LESSON IIL 31 10. il, 12. there . on Monday at home . in the park in June . at night at school . in the morning in the bedroom in the library in the evening at eight o’clock at home at church on Sunday . in the afternoon 2. IWAS HERE LAST NIGHT. WERE YOU HERE LAST NIGHT? (Forms of BE correlated with expressions of past time] 4, WERE YOU HERE? YES, I WAS. [Short answers to questions with expressions of past time] *Practice 10. Chart II. Classwork: Listen to the examples. Continue the Practice. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. 1. 2. 3. He was} thirsty + They were| [busy. He was[hungry. *Practice 11. Chart II. 1. 2, 3. He was _usually/ = They were usually|busy. es He _was usually|32 LESSON III Practice 12. Chart II. 1. He ig thirsty today. They are[busy today. Cc . He is[hurigry today. . She is seven years[old]today. . He is[fired today. She is[sleepy today. They are[happy today. . He is[ebld today. . She is[sorry today. 10. The thirsty today. 11. She fbulsy today. 12. It isjhot today. eens eran won are’ *Practice 13. Chart II. 1. Was hefthirsty? Was helthirsty' 2. Were they[buby? es 3. Was hefhungry? ced Practice 14. Chart II. PATTERN PRACTICES He was thirstylyesterday. He was thirstylyesterday: They were busy fyesterday. He was hungrylyesterday. To practice WAS, WERE with OFTEN in the question pattern. 1. Was he oftenfthirsty? 2. Were they often{busy? 3. Was he oftenfhungry? *Practice 15. Chart Il. 1, Was hefthirsty lastnight? 2. Were they busy last[night? we 3. Was he hungry last| flight? Practice 16. Chart II. 1. Was the boy'thirsty/yedterday? 2. 3. Was the boy hungrylyesterday? Were the students busy/yesterday?PATTERN PRACTICES LESSON IIT 33 Practice 17. Chart II. Classwork: Listen to the examples. The teacher pronounces the phrases at the left. Student A asks a question. Student B answers the question, etc. Imitate the intonation of the teacher. Homework: Read the examples. Continue the Practice. Ask ques- tions with the phrases at the left. Answer the questions. 1, an hour ago Student A: Was he thirsty an|hour ago? Student B: Yes, he was. He was thirsty. 2. last night Student B: Were they busy last|night? Student C: Yes, they were. They were busy. 3. this morning Student C: Was he hungry this morning? Student D: Yes, he was. He was hungry. 4. yesterday 5. this afternoon 6. last night 7. a minute ago 8. last year 9. yesterday 10. this afternoon 11. yesterday morning 12. an hour ago 3. ISTUDIED LAST NIGHT. DID YOU STUDY LAST NIGHT? [Forms of other Class 2 words correlated with expressions of past time] * .DID YOU STUDY? YES, I DID. [Short answers to questions with expressions of past time] *Practice 18. Chart I. Classwork: Listen to the examples. Continue the Practice. Homework: Read the examples. Continue the Practice. 1, She needed afcbmb. [5i nidrd 9 kom] 2. She needed a[watch. She needed alwatch. 3. She needed afkey. She neceen aed: *Practice 19, Chart I. 1. Lused afcymb. [ar yuzd a kom] 2. Lused ajwatch. 3. Lused al key.34 LESSON II PATTERN PRACTICES Practice 20. Chart I. Classwork: Listen to the examples. The teacher pronounces the words at the left. Make sentences as at the right. Imitate the intonation of the teacher. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. 1, she She wanted a comb last/night. 2, he He wanted a watch last/night, tent. we We wanted a key last{night. you I John Mr. Lane . they . Mary 10, we 11, you 12, they Canoe w Practice 21, Chart I, Joymb. {nidrd] . wanted He wanted ajwitch. [wAntrd] used He used alkey, [yuza] liked wanted needed liked used . needed 10, used 11, liked 12. wanted 1, needed He needed a Seress ee Practice 22, Chart I. To practice pronunciation problems of -ED forms. Classwork; Listen to the examples. The teacher pronounces the words at the left. Student A makes a statement in the present, Student B makes a statement in the past. Each student uses "need, want, use, like".PATTERN PRACTICES LESSON III 35 Homework: Read the examples. Continue the Practice. Use the words, "need, want, use, like" for each picture. Observe the marks of intonation. 1, need A: She needs the/chmb. want She wants the comb. use She uses the comb. like She likes the comb. 2. need B; She needs the] watch. want She wants the watch. use She uses the watch. like She likes the watch. 3. need C: She needs the| Jikey. want She wants the key. use She uses the key. like She likes the key. B: She needed the comb} yesterday. She wanted the comb yesterday. She used the comb yesterday. She liked the comb yesterday. =, C: She needed the watch|yesterday. She wanted the watch yesterday. She used the watch yesterday. She liked the watch yesterday. Practice 23. Chart I. Classwork: Listen to the examples. Continue the Practice, Homework: Read the examples. Continue the Practice. 1. Did you want afebmb? 2. Did you want a[watch? ch 3. Did you want afkey? Practice 24, Chart I. 1. need 2. want 3. use 4. 5. like want 6. need 7. like 8. use 9. need 10, use 11. want 12, like D: She needed the key fyeskerday. She wanted the key yesterday. She used the key yesterday. She liked the key yesterday. [did yu want 2 kom Did he need a comblyesterday? Did he want a watch|yesterday? dhe use a keylyesperday?36 LESSON III PATTERN PRACTICES Practice 25. Chart III. Classwork: Repeat the sentence after the teacher. Imitate the intonation of the teacher. Homework: Read three examples. Cover the sentences. Continue the Practice. Compare your work with the book. 1, They walked|yesterday. [se wokt yéstardi] 2, They worked|yegterday. [se workt yéstardi] 3. He attended thefcongertlyesterday. aténdid] 4, She opened the/window fyesterday. lofand] 5. They waited for the bus yesterday. wétid] 6. She washed the clothes yesterday. woat] ‘1. They played tennis yesterday. pled} 8. She closed the door yesterday. klozd] 9. He dressed yesterday. jdrest] 10, They studied yesterday. jatédid] 11, He listened to the radio yesterday. ifsond] 12, She directed the boys yesterday. daréktrd] *Practice 26. Chart II. Classwork: Listen to the examples. Continue the Practice. Imitate the intonation of the teacher. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. 1, They walked last{night. [Se wokt lest nart] 2. They worked last{night. 3. He attended theJcontert last| night. *Practice 27. Chart IN. 1, Did they walk[yegterday? did te wok yéstardi] terday’ 2. Did they work|yesterday? 3. Did he attend the/concert[yesterday? Practice 28. Chart III. 1, Did they walk last{ight? 2. Did they work last{night? 3. Did he attend the{concert last{iight?PATTERN PRACTICES LESSON II 31 Practice 29. Chart III. A summary Practice for this lesson. Classwork: Listen to the examples. The teacher pronounces a place or time expression. Student A asks a question with the expression. ‘The teacher gives a second place or time expression. Student B answers the question with the first and second expression, etc. Imitate the inton- ation of the teacher. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. 1. downthwn A: Did they walk downtdwn? yesterday —_B: Yes, theyldid. They walked downtown! yesterday. 2. last/Saturday B: Did they work last /Saturday? at}hbme me 3. atfschdol Did he attend the concert at{schyol? c: last{might —-D:_ Yes, hefdid. last! night. 4, this |morping atfhkme .y y after 5. yesterday afte: don, there 9 : Yes they[dia. They worked at home last/Saturday. He attended the concert at school atfach! . thisfmorning in the 2 ‘oom com 10. in thefiibrary last/ night 11, at 8 offltck last night atfome 12, atfehurch Jast{ytarLesson IV 1. WHEN DID YOU ARRIVE? [Word order of questions with WHAT, WHEN, WHERE, WHO (M)] 2. PM STUDYING GRAMMAR. WHAT ARE YOU STUDY- ING? [AM, IS, ARE + the -ING form of a Class 2 word in statements and questions] 3. IT’S A GOOD CLASS. IT’S A GRAMMAR CLASS. [Single word modifiers before Class 1 words} Review *Practice 1, Chart Ill. Classwork: Listen to the examples. Continue the Practice. Imitate the intonation of the teacher. Remember to close your book. Homework: Read the examples. Continue the Practice. Remember to observe the marks of intonation. 1. in the] park They usually walk in the}park. . atl night They usually work atjni ight. He y attenc cert downtd dowrtdwn. He usually attends thefconcert downtown. at[schdol fal in thefmorping on)Monday ia atfschgol amine in thefbedroom 10. at theflibrary [zt 6e larbreri] 11. at{home ee 12. in the afterinbon ee *Practice 2. Chart III. 1. lastfitght ‘They walked last/night, 2. at{fbme They worked at/hbme. me Rae 3. yedterday He attended the[conert|yedterday. 4. last! night NOTE TO THE TEACHER: In this and subsequent lessons if the Prac- tices are of a type that has been used many times previously, no in- structions will be given. 38PATTERN PRACTICES 11. last{mght 12. yesterday LESSON IV [lest wik] fon aur 0g6] [tu aurz og6] [xt 50 Mibreri] *Practice 3. Chart II. *Pract' 1. . at{Mome ivan . in thefevening . at[Schbol . atfnight . in the| bedroom 10. il. 12, Cer aneene PARAS wp . in the i in the[morning Do they always walk in the/morning? fia in the{motning ei in thefphrk at thel Tibi rary in thefevening atfschgol ‘yest yesterday last[week vo at| jschool ice 4. Chart III. Do they always work at/home? 39 Does he always attend the{congert in thefevening? fet Se ldtbreri] Did they walk{ yesterday? rerey’ Did they work last) week? Did he attend the/corcert at{school? yesterday at/home ame - lastfweek . atfschdol40 LESSON IV PATTERN PRACTICES a 10. yesterda: 4. aig 12. at chook Practice 5. Chart Il. To review questions and answers with place and time expressions from Lesson III. Classwork: The teacher pronounces the first phrase at the left. Student A asks a question with the first phrase. The teacher pronounces the second phrase. Student B answers the question with both phrases. Homework: Read the examples. Ask questions with the first phrase at the left. Answer the questions with both the first and second phrases at the left. 1. in the morning A: Is he often thirsty in the morning? at school B: Yes, he is. He’s often thirsty at school in the morning. 2. all evening yesterday B: Were they busy all evening yesterday? in the library C: Yes, they were. They were busy in the library all evening yesterday. 3. at school C: Is he often hungry at school? during class D: Yes, he is. He is often hungry at school during class. 4, last year at home 5. yesterday in the park 6. this morning at breakfast’ 7. after dinner last night at the movie 8. yesterday afternoon at the game 9. this morning in the classroom 10. every day at school 11, last week at home 12. every day at the restaurantPATTERN PRACTICES LESSON IV 41 1. WHEN DID YOU ARRIVE? [Word order of questions with WHAT, WHEN, WHERE, WHO (M)] *Practice 6. Chart II. 1. When do they usual; f walk? hwen du de ydzvali wok] 2. When do they usually[Wwork? 3. When does he usually attead the[concert? 4. When does she usually open the[winflow? *Practice 7, Chart II. 1. When did they[walk? hwen did Se wok] onal 2. When did theyfwhyrk? ue 3. When did he attend thefconcert? *Practice 8, Chart Ill. 1. Where did they[walk? hwer did Se wok] 2. Where did they! work? 3. Where did he attend thefconcert? *Practice 9, Chart Ill. What did they do last {night ? hwat did Se du lest nart} What did they do last| night? . What did he do lastfaigit? ee . What did she do last night? Practice 10. Chart Ill. 1. What did the boys do last night? hwat did Se borz du lest nart] They walked last night. [de wokt lest nart] 2. What did the girls do last night? ‘They worked last night. 3. What did the boy do last night? He attended the concert last night. see *Practice 11. Chart I. 1. Where did you buy the comb? {hwer did ya bar 82 kom] 2. Where did you buy the watch? 3. Where did you buy the key?42 LESSON IV PATTERN PRACTICES *Practice 12. Chart I. 1. When did you buy the comb? [hwen did ya bar 6a kom] 2. When did you bay the watch? 3. When did you buy the key? Practice 13. Chart II. Classwork: Listen to the examples. Student A makes a statement of customary action, Student B asks a question with "do" or "does". Student C asks a question with "when do" or "when does", etc. Homework: Read the examples. Observe the marks of intonation. Continue the Practice. 1. Student Awad Student B: Dolthey|walk? Student C: When|do they walk? 2, Student Ifwork. Student DoJthey| work? Student D: When|do they work? 3. Student Lattend the[concert. Student Does|hel attend the|concert? Student E: Whenjdoes he attend the concert? Practice 14. Chart III. Classwork: Listen to the examples. Student A makes a statement with the past form of the Class 2 word. Student B asks a question with "did", Student C asks a question with "where did", etc. Homework: Read the examples. Continue the Practice. 1. Student 1 walkedlyesterday. Student Didjthey Jwalk yesterday? Student C: Where| id they walk yesterday? 2. Student B: I worked] yesterday. Student Did{they|work yesterday? Student D; Where |did they work yesterday? 3. Student I attended the concertfyesterday. Student Didfhe|attend the concert yesterday? Student E: Where |did he attend the concert yesterday? Practice 15. Chart I. 1. need Student A: What does he[nged? Student B; He needs a comb. 2. want Student B: What does he[want? Student C: He wants a watch.PATTERN PRACTICES LESSON IV 43 3. have Student C: What does he[have? Student D: He has a key. 4. see 5. use 6. want 7. like 8. need 9. have 10. see 11. use 12, like Practice 16. Chart I. 1. want Student A: What did they/want? Student B: They wanted a comb. 2. need Student B; What did theyfnged? Student C: They needed a watch. 3. use Student C: What did they[ise? [yuz] Student D: They used a key. [yuza] 4. notice 5. use 6. want 7, like 8. need 9. want 10. notice il. use 12. like Practice 17, Chart III. Classwork: Listen to the examples. The teacher pronounces the answers at the left. Ask the appropriate question with WHERE, HOW LONG, WHAT, etc. Imitate the intonation of the teacher. Homework: Read three examples. Observe the intonation. Cover the sentences. Continue the Practice. Answers Questions 1. In thefpark, Where did they[Walk? 2. Allfmorning. How long did theyfwork? 3. Thefcontert. What did he atfind? ees ae 4. Thelwintiow. What did shefopen? Eng wiry: 5 fous? ~ Downtown. Where did they wait for thelbis’44 6. 7 8. a. 10. ii. 12, *Practice 18. Chart II. 1. Sere epee 1. _ Seman po w 11. 12. Thefcldthes. Thefddor. Untilfmidhight. ts Athhome. ae Thef boys. Last| night. Auheme. » Last} week. Atfschbol. . Downtown. . At thefTiprary. - Last! night. : Thef boys. *Practice 19. Chart III. In the park. In the morning. . At night. ‘The window. Downtown. . On Monday. ~ In the park. The door. . In the bedroom. . At the library. At night. The boys. LESSON IV PATTERN PRACTICES What did she[ wash? When did they play[tempis? What did shefelbse? Where did hefdrbss? How long did they} stully 2 Where did he listen to the| radio? Who(m) did she direct? [hu] [hum] When did theyl walk? Where did they) work? When did he attend theJconcert? Where do they usually[walk? When do they usuallyfwork? When does hefugually attend thefconcert? What does she usually{qpen?PATTERN PRACTICES LESSON IV 45 Practice 20. Chart II. Classwork: Listen to the examples. Student A makes a statement with "Iam". Student B asks a question with "is he". Student C asks a question with "when is he", etc. Homework: Read the examples. Continue the Practice. 1. Student A: Iam thirsty. Student B: Is he thirsty? Student C: When is he thirsty? 2. Student B: Iam busy. Student C: Are they busy? Student D: When are they busy? 3. Student C: Iam hungry. Student D: Is he hungry? Student E: When is he hungry? Practice 21. Chart Il. Classwork: Listen to the examples, Student A makes a statement with "I was". Student B asks a question with "was he", Student C asks a question with "when was he", etc. Homework: Read the examples, Continue the Practice. 1. Student A: I was thirsty. Student B: Was he thirsty? Student C: When was he thirsty? 2. Student B: I was busy. Student C: Were they busy? Student D: When were they busy? 3. Student C: I was hungry. Student D: Was he hungry? Student E: When was he hungry? Practice 22. Chart II. Classwork: Listen to the examples. The teacher gives an answer. Askan appropriate question with WHO, HOW LONG, WHEN, etc. Homework: Read the examples. Continue the Practice. Answers Questions 1, John. Who was thirsty? 2. All morning. How long were they busy? 3. At noon, When was he hungry? 4, Last year. 5. After the game. 6. Inclass. 7. Peter and Paul.46 LESSON IV 8. All morning. 9. The girl. 10. At the movies. 11, Yesterday. 12. The coffee. PATTERN PRACTICES 2, PM STUDYING GRAMMAR. WHAT ARE YOU STUDYING? [AM, IS, ARE + the -ING form of a Class 2 word in statements and ques- tions] *Practice 23. Chart I, 1, I’m looking for a chmb. 2, I’m looking for a watch. 3. I’m looking for a key. *Practice 24, Chart I. 1. He’s buying afebmb. Amb. 2. He’s buying a watch. 3. He’s buying a key, “Practice 25. Chart I. 1, They’re looking for aj/comb. (aay 2, They’re looking for a watch. 3. They’re looking for a key. *Practice 26. Chart I. 1, We’re looking for afcomb. oe 2. We're looking for a watch. 3, We're looking for a key. *practice 27, Chart I. 1. John Mary the student . the students the boy the girl the boys the girls . the man OPN@aReD [arm l6k1y far 2 kom] {haz barn 9 kom] [der lk1y for 0 kom] [wir lékty far a kom’ John’s looking for afcymb. Mary’s looking for a watch. The student’s looking for a key,