An intensive course in English.

University of Michigan.
Ann Arbor, : University of Michigan Press, [1958-59, c1954-58]

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UNIVERSITY OF PIICHIGQN DEQRBORN
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an intensive course in English

ENGLISH SENTENCE PATTERNS

understanding and producing

English grammatical structures
AN ORAL APPROACH

ENGLISH LANGUAGE INSTITUTE STAFF

Robert Ludo, director

Charles C. Fries, consultant

ANN ARBOR‘ The University of Michigan Press

Copyright © by the University of Michigan 1957, 1958

Revised edition

First printing, June, 1958

Second printing, September, 1958
Third printing, September, 1959

Published in the United States of America by

the University of Michigan Press and simultaneo Hsl Y
in Toronto, Canada, by Ambassador Books, Ltd.

THE UN|VERblTY OF MICHIGAN

DEARBORN CENTER LIBRARY

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EDWARDS BROTHERS, INC.
Ann Arbor, Michigan, U.S.A.
 Foreword

These are linguistically graded lessons to teach students to speak

and understand English sentences.

These lessons begin with simple but important patterns (I-X), build
up cumulatively through intermediate patterns (XI-XX), and proceed in
to advanced patterns (XXI-XXXV).

The lessons are well adapted to intermediate students, who may pro
ceed at the rate of one lesson per teaching hour. Beginning students, on
the other hand, should proceed at no more than half a lesson per hour.
Advanced students move rapidly through the first twenty lessons, omit
ting those exercises which do not challenge them, but working through
the frames to understand better what they already know in part. Les
sons XXI through XXXV challenge even the advanced students.

The lessons are most effective when used simultaneously with ENG
LISH PATTERN PRACTICES, which provides additional drill for the
patterns introduced here. Advanced students may not need the extra
practices as much as intermediate or beginning students.
The set which together constitutes the INTENSIVE COURSE IN ENG
LISH of the English Language Institute, University of Michigan, includes
the following four titles: ENGLISH SENTENCE PATTERNS, ENGLISH
PATTERN PRACTICES, ENGLISH PRONUNCIATION, and ENGLISH VO
CABULARY.
Robert Lado
 Contributors to the Revised Edition

The Third Revised Edition adds Lessons XXI through XXXV and
completes the set of “grammar” lessons. GERALD DYKSTRA in close
co-operation with ROBERT LADO had revised these lessons to their
previous stage. THEODOSIA COPLAS helped with the exercises and
prepared Lesson XXXV. The chief contributors to the revision of the
lessons as they now appear are the following:

WILLIAM H. BUELL, who revised Lessons XXI through XXXV in

the light of suggestions and criticisms made by the English Language
Institute Staff and CHARLES C, FRIES, and made minor changes in
Lessons Ithrough XIX.
EDWARD T. ERAZMUS, who revised and expanded the exercises in
these lessons, made valuable contributions to other aspects of the re
vision and prepared the review lessons X, XX, and XXX.
All revisions were thoroughly discussed at regular meetings of the
revision staff, which included the above two and RUTH CARTER HOK,
BRYCE VAN SYOC, MARY JANE MASLOOB, and myself as Director.
Final copy for the printer was read and corrected by me, on whom falls
ultimately the responsibility for any errors or inadequacies in the con
tent and form of the lessons.

Robert Lado
 Preface

Considerable controversy has for more than a half century centered

upon the usefulness of “grammar” for the practical mastery of a for
eign language. Part of the difficulty in reaching agreement in such con
troversies arises from the fact that “grammar” means very different
materials to different persons. To some it means memorizing para
digms of declensions and conjugations; to some it means recognizing
and naming the “parts of speech” and diagraming sentences; to others
it means learning and applying rules of “correctness” based upon “log
ic” or the “laws of thought.” “Knowing” grammar has most often

~he
meant the ability to use and res_pfil'd"to*some1 fifty or sixty technical
names and to talk I§BoutWse—fitences ih"t§rTn§“6TTHé§?T¢a_€liHicTl“‘name§.

~$_;’
chief reasons offered for learning the grammar of a

cerning “correct” usage.

M" ‘ ' -§__.,-
language is that it provides a vocabulary to facilitate explanations con
-

The materials of the English Language Institute rest upon the view
that learning a foreign language consists not in learning about the lan
guage but in developing a new set of habit; One may have a great deal
of information about a language without being able to use the language at
all. The “grammar” lessons here set forth, therefore, consist basi
cally of exercises to develop habits, not explanations or talk about the
language.

$The habits to be learned consist of patterns or molds in which the

“words” must be grasped. “Grammar” from the point of view of these
materials is the particular system of devices which a language uses to
signal one of its various layers of meaning--structural meaning (see
Charles C. Fries, The Structure of English, Chapters 4 and 13).
“Knowing” this grammar for practical use means being able to produce
and to respond to these signals of structural meaning. To develop such
habits efficiently demands practice and more practice, especially oral
\ actice. Tlreselessons provide the exercises for a sound sequence of
such practice to cover a basic minimum of production patterns in Eng
lish.
Charles C. Fries

THE SECOND EDITION

This book is part of the 1953 revision of An Intensive Course in

English for Latin-American Students. Although built especially for
Spanish speakers, the materials have also been used with some selec
tion and shift of emphasis for students of other linguistic backgrounds.

Although many of the staff of the English Language Institute have

contributed to the making of this revision, development of the exercises
and the form of the materials presented here has been the contribution
of Dr. Robert Lado, the Associate Director of the Institute, assisted by
Gerald Dykstra. Mary Jane Masloob contributed suggestions throughout.
Gloria Goldenberg in the typing and the proofreading, and Jack Logan al
so in the proofreading, rendered services of the highest quality.

_)
Charles C. Fries

vi
 Contents

Teachers’ Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Students’ Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii

Lesson I
Statements, questions, and answers with IS, ARE, AM (forms
of BE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
la Word order of questions contrasted with word order of
statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1b. Full and contracted forms of IS, ARE, AM, with THE
STUDENT, THE STUDENTS, I, YOU, HE, etc . . . . . . . . 4
1c. Short answers to questions with IS, ARE, AM . . . . . . . . 6
1d. Some uses of IS, ARE, AM . . . . . . . . . . . . . . . . . . . . 7
1e. HE, SHE, IT, THEY used and repeated with IS, ARE . . . 8
Plural contrasted with singular . . . . . . . . . . . . . . . . . . . 9
2a. “A” with singular, zero with plural, of Class 1 words. . 9
2b. Invariable forms: THE and Class 3 words . . . . . . . . . . 10

Lesson H
Statements, questions, and answers with Class 2 words
(BEGIN, STUDY, HAVE) other than BE . . . . . . . . . . . . . . 12
1a. Word order of questions with DO contrasted with word
order of statements . . . . . . . . . . . . . . . . . . . . . . . . . 12
1b. -S forms with HE, SHE, IT, JOHN, etc. . . . . . . . . . . . 14
1c. DOES with HE, SHE, IT . . . . . . . . . . . . . . . . . . . . . . 15
1d. Short answers to questions with DO, DOES . . . . . . . . . . 16
Position of USUALLY, ALWAYS, NEVER, SOMETIMES,
OFTEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2a. The position of USUALLY, etc., with BE contrasted with
the position of USUALLY, etc., with other Class 2 words 17
2b. NEVER in statements. EVER in questions . . . . . . . . . . 19

Lesson IH
1. The position for expressions of “place” and expressions
of “time” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2. Forms of BE correlated with expressions of past time. . 23
3. Forms of other Class 2 words correlated with expressions
of past time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
4. Short answers to questions with expressions of past
time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Lesson IV
1. Word order of questions with WHAT, WHEN, WHERE,
WHO(M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
2a. AM, IS, ARE + the -ING form of a Class 2 word in
statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
2b. AM, IS, ARE + the -ING form of a Class 2 word in
questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3. Single word modifiers before Class 1 words . . . . . . . . . . . 37

Lesson V
1. IS, ARE, AM + GOING TO + Class 2 in expressions of
future time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
2. NOT in negative statements . . . . . . . . . . . . . . . . . . . . . . 43
3. Negative statements with NEVER, RARELY and
SELDOM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4. Distribution of SOME and ANY . . . . . . . . . . . . . . . . . . . . 46

Lesson VI
1a. Non-countable Class 1 words without A and without plural
forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
1b. Distribution of A FEW, MANY, A LITTLE, MUCH, A LOT OF
with countable and non-countable Class 1 words . . . . . . . . 49
2. Use of THE contrasted with absence of THE . . . . . . , . . . . 51
3. Singular-plural contrast with THIS and THAT, but not
with MY, YOUR, etc . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
4. Expressions like ALL OF, NONE OF, MANY OF, NOT MANY
OF, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Lesson VIH
1. Request sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
2. Irregular Class 1 words . . . . . . . . . . . . . . . . . . . . . . . . 59
3. OTHER as Class 1 and as modifier of Class 1 . . . . . . . . . 60
4. ME, HIM, THEM, etc. . . . . . . . . . . . . . . . . . . . . . . . . . 62

Lesson VIII
Some forms and positions for expressions that indicate a
“receiver” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
la. TO ME with Class 2 words like SAY, SPEAK, EXPLAIN,
and ME with ASK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
1b. TO ME and ME with other Class 2 words like GIVE, TELL,
SELL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
1c. FOR ME with Class 2 words like ANSWER, PRESCRIBE,
CASH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Class 2 forms that have a vowel or consonant contrast
but never have -ED . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
2a. Class 2 words with a vowel contrast . . . . . . . . . . . . . . . . 70
2b. Class 2 words with a consonant contrast . . . . . . . . . . . . . 72
2c. Class 2 words with a vowel and a consonant contrast. . . . . 73

viii
Lesson IX
la. Position for expressions of manner . . . . . . . . . . . . . . . . 77
1b. Form for expressions of manner . . . . . . . . . . . . . . . . . . 78
2. Position of word-group modifiers of Class 1 words
contrasted with position of single word modifiers . . . . . . . 80
3. Question order and statement order in questions with
question words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Lesson X
Review Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Lesson XI
1. CAN, SHOULD, MUST, WILL, MIGHT, MAY . . . . . . . . . . . 95
la. Statements and questions . . . . . . . . . . . . . . . . . . . . . . . 95
lb. Short answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
2. A pattern of connected statements . . . . . . . . . . . . . . . . . 100
2a. . . . AND. . . TOO contrasted with . . . AND. . . EITHER . 100
2b....BUT... . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..102
Lesson XII
1. Combinations like CALL ON, CALL UP . . . . . . . . . . . . . . 105
2a. IN ORDER TO + Class 2 contrasted with FOR + Class 1 . . . 107
2b. Answers to questions with WHY . . . . . . . . . . . . . . . . . . . 108
3a. BY + the -ING form of Class 2 or Class 1 . . . . . . . . . . . . 109
3b. Answers to questions with HOW . . . . . . . . . . . . . . . . . . . 111

Lesson X111
Class 2 + TO + Class 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
1a. Class 2 + TO + Class 2 in statements . . . . . . . . . . . . . . . 114
1b. Class 2 + TO + Class 2 in questions and short answers . . . 116
1c. Class 2 + TO + Class 2 with a negative . . . . . . . . . . . . . . 117
1d. Class 2 + TO + Class 2 in a pattern of connected
statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
2. Easy (LESSON) (FOR OUR CLASS) (TO UNDERSTAND) . . 120
3. Positions of VERY, TOO, ENOUGH . . . . . . . . . . . . . . . . . 121
4. Class 2 + Class 1 + TO + Class 2 . . . . . . . . . . . . . . . . . 123

Lesson XIV
la. IT in subject position . . . . . . . . . . . . . . . . . . . . . . . . . . 125
lb. THERE in subject position . . . . . . . . . . . . . . . . . . . . . . 127
2. Distribution of the OF and the 'S patterns . . . . . . . . . . . . 130
3a. WHOSE? MINE, YOURS, JOHN’S, etc . . . . . . . . . . . . . . . 131
3b. ONE and ONES as substitutes . . . . . . . . . . . . . . . . . . . . 133

Lesson XV
la. Comparisons with LIKE, THE SAME AS, DIFFERENT
FROM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
lb. Comparisons with THE SAME . . .AS, AS . . . AS . . . . . . . 138
2. Distribution of -ER THAN and MORE . . . THAN . . . . . . . . 140
3. Distribution of THE . . . -EST and THE MOST . . . . . . . . . 143

ix
Lesson XVI
1. Included sentences as modifiers of Class 1 . . . . . . . . . . . 147
2a. Distribution of FOR, DURING, WHEN, WHILE . . . . . . . . . 152
2b. Distribution of BEFORE, UNTIL, AFTER . . . . . . . . . . . . 154

Lesson XVII
1. Included sentences with WHO, WHAT, WHEN, etc., in
object position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
2. Included sentences of independent statement pattern in
object position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Lesson XVIII
1. HAVE (HAS) + the -ED/-EN form of a Class 2 word. . . . . 165
2. HAVE (HAS) + BEEN + the -ING form of a Class 2 word . . 169
3. HAD in these patterns . . . . . . . . . . . . . . . . . . . . . . . . . 171
4. Short answers with these patterns . . . . . . . . . . . . . . . . . 173
5a. Irregular Class 2 words with a form after HAVE like the
form with YESTERDAY . . . . . . . . . . . . . . . . . . . . . . . . 174
5b. Irregular Class 2 words with a form after HAVE
different from the form with YESTERDAY . . . . . . . . . . . 177

Lesson XIX
1. BE + the -ED/-EN form of a Class 2 word . . . . . . . . . . . . 181
2. Use ofSTILL, ALREADY, ANY MORE, YET . . . . . . . . . . 183
3. -ED/-EN and -ING forms as describing words . . . . . . . . . 186
4. BE + USED TO, etc., + -ING forms or Class 1 words . . . . 188

Lesson XX
Review of Lessons XI-XDC . . . . . . . . . . . . . . . . . . . . . . . . . 190

Lesson XXI
1. Certain Class 2 + Class 1 + Class 2 . . . . . . . . . . . . . . . . 205
2. WISH (THAT) + statement pattern . . . . . . . . . . . . . . . . . 208
3. Class 2 + HOW, WHERE, etc., + TO + Class 2' . . . . . . . . . 210

Lesson XXII
1. SHOULD, COULD, MIGHT, MUST + HAVE + the -ED/-EN
form of Class 2 words . . . . . . . . . . . . . . . . . . . . . . . . . 213
2. SHOULD, COULD, MIGHT, MUST + HAVE BEEN + the
-ING form of Class 2 words . . . . . . . . . . . . . . . . . . . . . 216
3. Short answers and connected statements with these
patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
4. WISH (THAT) + statement pattern with past-time
expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Lesson XXIII
1. Sequences of statements connected with BECAUSE,
ALTHOUGH, IF, etc . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
2. BECAUSE OF, IN SPITE OF + Class 1 . . . . . . . . . . . . . . 227

X
Lesson XIHV
1. Correlations of Class 2 words and expressions in
sequences of statements cormected by IF, etc., in
present and future time situations . . . . . . . . . . . . . . . . . 230
2. Class 2 expressions in sequences of statements
connected by IF, etc., with past-time expressions . . . . . . . 235

Lesson XXV
1. SO. . . THAT, SUCH. . . THAT + statement pattern . . . . . 239
2. Responses to negative questions . . . . . . . . . . . . . . . . . . . 242
3. Attached questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243

Lesson XXVI
1. -SELF forms as receiver and as emphasizer . . . . . . . . . . 246
2. Certain Class 2 + the -ING form of Class 2 . . . . . . . . . . . 248

Lesson XXVII
1. Certain Class 2 words followed by two Class 1 words
with the same referent . . . . . . . . . . . . . . . . . . . . . . . . . 252
2. Class 2 words followed by an object and one or two
describing words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
3. Class 2 words followed by an object and a describing
word or word group in the -ING form . . . . . . . . . . . . . . . 256

Lesson XXVIII
1. -ING expressions in the position of subject . . . . . . . . . . . 258
2. -ING expressions at the beginning of sentences and
referring to the subject . . . . . . . . . . . . . . . . . . . . . . . . .259

Lesson XXIX
1. Sequences of sentences related by THEREFORE, ALSO,
HOWEVER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
2. Sequences of sentences related by initial expressions of
time or place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
3. Sentences of restatement introduced by IN OTHER WORDS. 270

Lesson XXX
Review of Lessons XXI-XXIX . . . . . . . . . . . . . . . . . . . . . . . 273

Lesson XXX!
Summary of Question Patterns . . . . . . . . . . . . . . . . . . . . . . 285

Lesson XXXII
Summary of Subject and Subject Modification . . . . . . . . . . . . . 295
1. The Position of the Subject . . . . . . . . . . . . . . . . . . . . . . 295
2. Subject Modification . . . . . . . . . . . . . . . . . . . . . . . . . . . 300

Lesson XXXIII
Summary of Class 2 Expressions and Class 2 Modification . . . 305
1. Class 2 Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . 305
2. Class 2 Modification . . . . . . . . . . . . . . . . . . . . . . . . . . 312

Xi
Lesson XXXIV
Summary of Object Structures . . . . . . . . . . . . . . . . . . . . . . 315

Lesson XXXV
Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321

'
xii
 TeacherIs Introduction

This introduction for teachers describes briefly the organiza

tion of the lessons and gives instructions on how the materials can
be most profitably taught.

The Parts of the Lessons.

Each lesson consists of the following parts:

(1) Q outline which presents the contents of the lesson. The

outline consists of key examples followed by statements in brackets
which describe briefly the pattern being presented. The state
ments are intended primarily for the guidance of the teacher, while
the key examples are for student use.

(2) A
frame that presents the materials to be taught to the
student. The frame is preceded by a key example. Each frame
presents a new p'attern in three steps as follows:

(a) attention pointer. A sentence directing the atten

tion of the student to the point to be emphasized. For example,
“Observe the position of T0 ME and ME.”

(b) The structural pattern. The pattern to be taught is

given in examples, often in the form of minimal contrasts
that show the essential signaling elements of the pattern. A
previously taught pattern will often be included for further
contrast.

(c) Comments. One or more comments are‘ provided to

summarize and to verbalize the structural changes involved.

(3) Illustrative examples. Often a pattern shows minor varia

tions in different environments. The illustrative examples show
the pattern in a variety of such environments.

(4) Practice. Exercises in which the student learns to use

the pattern.

(5) Notes. The notes are sometimes directed to the teacher,

giving hints on teaching or on problems. Often they comment on
some additional pattern which is not taught for production but
which the student should learn to recognize.
Review the key examples at the end.
(if

(6)
 c_>_f
Presentation the Parts the Lessons.

of
Completely oral presentation has proved its value for oral
mastery. Completely oral presentation, with books closed, per
mits also more practice per student per hour, helps maintain

it
the unified attention of the class, and gives the student practice in
listening as well as in speaking. The usual lesson follows these
steps:

(1)The teacher may begin with oral presentation of the KEY

EXAMPLES of the OUTLINE of the lesson. The class repeats the
key examples. The formulas are not given at this time.

(2) The class proceeds to the first section of the lesson and
again repeats the KEY EXAMPLES, this time only those for this
section. Several repetitions will usually be required. Books are
closed.

(3) The teacher then gives the ATTENTION POINTER very

clearly. Sometimes it is advisable to repeat the attention pointer
later.
(4) Immediately come the EXAMPLES, given orally by the
teacher, repeated by the class in chorus, several times neces

if
sary. Often the teacher selects from the FRAME minimally

a
contrasting pair of examples. This is good procedure.

(5) When the class can repeat the minimal pair of examples
in chorus, the teacher writes the pair of examples on the black
board, or presents them on a poster large enough for the whole
class to see comfortably.
(6) Other examples like the ones in the minimal pair are
given orally from the frame. The class repeats them. The teacher
often repeats the attention pointer to guide the class toward the
particular point being taught.
(7) The teacher then uses leading questions or incomplete
statements to draw out the inductive COMMENTS from the class.
There is usually bright pupil who discovers the contrast cor
a

rectly. The teacher then tries to get other members of the class
to discover the contrast also. When the teacher is convinced that
most of the students in the class have got the point, the teacher
then restates the point to reassure the students and help the ones
who for some reason did not grasp the point but are too timid to
admit it.

(8) The entire process so far should not take much more than
15 per cent of the time devoted to that pattern. The remaining 85
per cent of the time should be devoted to PRACTICE.

(9) In the PRACTICE part, instead of explaining what the

exercise consists of and how is to be worked, it is better to say,
it

xiv
“Let’s practice. Observe the examples and continue when you
understand. Examples:” Then the teacher goes ahead with three
or more of the examples, rather deliberately. The class will begin
to practice cautiously after about the third example and will gain
confidence as the exercise progresses.

(10) When the class is doing the exercise at normal conversa

tional speed as a group, and no gross errors are detected by the
teacher, the class goes into individual practice to check for individ
ual errors. With a class of approximately ten students it is poss
ible and desirable for each student to recite individually at least
once for each exercise.

(11) With larger classes the teacher may have to be satisfied

with group practice and a spot check of individual practice. With
even larger classes, it may be necessary to practice by rows, re
ducing individual recitation to a minimum. Even with large classes,
however, when the students are trained to keep the same rhythm
in group recitation, it is often possible for the teacher to detect
individual errors and correct them.

(12) A number of the exercises permit more than one answer

to each stimulus. Group recitation is, therefore,notpossible. The
entire exercise must be practiced through individual recitation in
such cases.
(13) Other exercises require very long responses which would
be difficult to pronounce with uniform rhythm by the entire class.
Individual practice may be preferable in these cases.

(14) As a rule, when partial substitutions or changes are given,

they have been carefully selected to produce responses that are
both relevant to the practice and result in normal English sen
tences. In such cases the substitutions have to be taken in the
order in which they appear, or the result might be a nonsensical
construction.

(15) Normal conversational speed should always be the ultimate

goal. When the teacher begins an exercise slowly, it should not
remain so but should be gradually speeded up until it is rendered
at somewhat normal speed. Even in slow rendition, distortions
should be avoided so that the student may get a maximum of prac
tice that will transfer to his actual use of the language in conver
sation.

(16)When the FRAME is followed by ILLUSTRATIVE EXAM

PLES, these examples are presented orally by the teacher and
repeated by the class.

(17) When all the frames and practices have been taught in a
lesson, the teacher then summarizes the lesson by giving the KEY
EXAMPLES at the end. These will readily be repeated by the
students.
XV
 (18) When the teacher wishes to reinforce the lesson by having
the students read parts of it, they may be asked to open their books
to the particular frame or exercise and to read aloud with the
teacher or after the teacher. When a class knows the material
well, it may be read without an immediate oral model.

(19) Homework is usually assigned as oral practice at home,

using the book as the guide. Homework is checked by the teacher
the following class period.

(20) Written homework consists of writing out the responses

to particular exercises performed orally in class. The teacher can
correct such exercises quickly and find out those who have not got
the point of the pattern or are unable to apply it.

(21)Some notes found at the bottom of the page contain patterns

for recognition. These are simply read aloud by the teacher, or
better, presented aloud from memory by the teacher.

(22) Review lessons contain more exercises than any one class
will want to do. The teacher should select those exercises that
will help the particular class involved. It should be remembered
that patterns are constantly being reviewed, since larger patterns
often make normal use of the simpler ones taught earlier.

(23) Variety increases interest. Variety can be achieved in a

thousand different ways by the resourceful teacher who lives each
class with artistic vividness through the learning experience of
the students.

xvi
 \

StudentIs Introduction

(1) These lessons are different from most language lessons.

You must expect to use them differently for best results.
(2) Remember, it isn’t necessary for you to explain the gram
mar; it isn’t necessary for you to learn the terminology. You have
to UNDERSTAND the patterns and USE them. The real test is in
doing the exercises rather than in discussing the frame.

(3)Learning about the problem is not your goal. You must

become so familiar with the pattern that you can use it auto
matically. In order to attain this goal you must practice orally.

(4) Do not look at the books in class. Listen to the teacher.

Listen to and repeat the examples and observe the important
points. Then do the exercises with the teacher, keeping your
books closed. After an exercise or lesson is finished you may
want to study the book to make sure you can do the exercises
orally yourself.
Sometimes an exercise may be very easy for you. Use
(5)
this opportunity to practice normal English intonation, speed,
and rhythm.

(6) If you forget the meaning of a word in an exercise,

continue the exercise and ask the teacher when it is finished.

(7) If you have questions about grammar or about the possi

bility of using certain words in the pattern, ask the question after
the exercise has been completed. Frequently you will find that the
exercise itself will have answered the question.

(8) In doing the exercises, follow the suggested sequence of

substitutions as it occurs in the book. This will prevent nonsensical
combinations of the material, and will permit rapid repetitions,
which are so necessary to learning a second language.
Get as much practice as you can in each pattern as it
(9)
comes up. If the teacher asks for group practice, practice with
the group. It is of little or no value simply to listen to these exer
cises.
(10) In individual practice, have the response ready even when
it is not your turn to recite.
(11) Practice the exercises aloud after class by yourself or
with a friend. Practice in the language laboratory if there is one.
(12) Use the patterns with people you meet. In short, practice
as much as possible.
 Lesson I

1. Statements, questions, and answers with IS, ARE, AM (forms

of BE).

la. THE LESSON IS INTERESTING. IS THE LESSON IN

TERESTING?
fWord order of questions contrasted with word order of
statements]
lb. IT'S INTERESTING. YOU'RE BUSY. I'M BUSY.
fFull and contracted forms of IS, ARE, AM with THE
STUDENT, THE STUDENTS, I, YOU, HE, etc.]
1c. IS THE LESSON INTERESTING? YES, IT IS.
fShort answers to questions with IS, ARE, AM]
1d. HE'S HUNGRY. HE'S IN CLASS. HE'S A DOCTOR.
fS0me uses of IS, ARE, AM]
1e. MARY IS INTERESTING. SHE'S FROM MEXICO. SHE'S
A STUDENT.
:HE, SHE, IT, THEY used and repeated with IS, ARE]
2. Plural contrasted with singular.
2a. I'M A STUDENT. WE'RE STUDENTS.
[“A” with singular, zero with plural, of Class 1 words]
2b. THE STUDENTS ARE INTELLIGENT.
_ [Invariable forms: THE and Class 3 words]
_a-Key examples: The lesson IS interesting. IS the lesson interesting?
Observe the position of IS.

STATEMENTS QUESTIONS
1 2 3 2 1 3

The lesson eresting the lesson eresting?

The lesson importan IS the lesson important?
The class important. IS the class important?
The student intelligent. IS the student intelligent?
COMMENTS
(1) Use IS after THE LESSON, THE CLASS, THE STUDENT, etc.,for
statements.
(2) Use IS before THE LESSON, THE CLASS, THE STUDENT, etc.,
for questions.
(3) Use a falling intonation [INEERESTING] for questions. Use the
same intonation for statements and for questions.

NOTE: LESSON, CLASS, STUDENT, etc., are Class 1 words. IS is a

Class 2 word. INTERESTING, IMPORTANT, INTELLIGENT,
etc., are Class 3 words.
*NOTE TO THE TEACHER. The student will often hear questions with a ris
ing intonation in certain situations. He should use the falling intonation for ques
tions now to learn the word order signal for questions in English. The falling
intonation'[is]i'n|teresting] first rises to a high pitch on “in-" (often the last
stressed syllable of t e sentence) and falls to alow pitch at the end of the sentence
2 SENTENCE PATTERNS

PRACTICE
INSTRUCTIONS TO THE TEACHER: The examples illustrate the
exercises. The words in small letters are the teacher's part. The
words in CAPITAL LETTERS are the student's part. The teacher
says both parts in the examples. The students repeat their part after
the teacher in the examples. The teacher then continues the exercise,
saying only the teacher's part. The students continue by producing
the student's part on the pattern of the examples. The student incor
porates in his responses the promptings supplied orally by the teacher

EXERCISE 1a.1 .* (For production of the word order of statements.)

Substitute the words INTERESTING, GOOD, BAD, etc., in the proper
position at the end in statements. For example:
The lesson is good.
bad THE LESSON IS BAD.
necessary THE LESSON IS NECESSARY.
interesting THE LESSON IS INTERESTING.
(Continue the substitutions:)
1. good 4. necessary
2. bad 5. correct
3. interesting 6. important

Substitute THE ALPHABET, THE LESSON, THE ANSWER, etc., in the

proper position at the beginning. For example:
the alphabet THE ALPHABET IS IMPORTANT.
the lesson THE LESSON IS IMPORTANT.
(Continue the substitutions:)
7. the alphabet 10. the class
8. the lesson 11. the symbol
9. the answer 12. the spelling
Substitute GOOD, THE LESSON, IMPORTANT, THE SPELLING, etc., in
the proper positions (beginning or end). For example:
good THE SPELLING IS GOOD.
the lesson THE LESSON IS GOOD.
important THE LESSON IS IMPORTANT.
the spelling THE SPELLING IS IMPORTANT.
(Continue the substitutions:)
1
13. good 18. interesting 23. necessary
14. the lesson 19. the alphabet 24. the alphabet
15. important 20. the lesson 25. important
16. the spelling 21. good 26. the class
17. the answer 22. bad

*The exercises are numbered to show the frame within the lesson. For ex
ample, Exercise 1a.1. is the first exercise under Frame 1a. Exercise 1b.2
is the second exercise under Frame 1b.
 LESSON I

The responses for exercise 1a.l. are:

The lesson is good. 14 The lesson is good.
The lesson is bad. 15 The lesson is important
The lesson is interesting. 16 The spelling is important
@I~‘lO>U1|§O3l\')>II
The lesson is necessary. 17 The answer is important
The lesson is correct. 18 The answer is interesting
The lesson is important. 19. The alphabet is interesting
The alphabet is important. 20. The lesson is interesting
The lesson is important. 21 The lesson is good.
9. The answer is important. 22 The lesson is bad.
10. The class is important. 23 The lesson is necessary
11. The symbol is important. 24 The alphabet is necessary
12. The spelling is important. 25 The alphabet is important
13. The spelling is good. 26. The class is important.
EXERCISE la.2. (For production of the word order of questions.) Sub
stitute INTERESTING, GOOD, BAD, etc., in the proper position (at the
send) in questions. For example:
Is the lesson interesting?
good IS THE LESSON GOOD?
bad IS THE LESSON BAD?
necessary IS THE LESSON NECESSARY?

(Continue the substitutions:)

interesting 3. bad correct
2. 1.

5.
good 4. necessary 6. important

Substitute THE ALPHABET, THE ANSWER, etc., in the proper position

(after IS). For example:
the alphabet IS THE ALPHABET IMPORTANT?
the lesson IS THE LESSON IMPORTANT?

(Continue:)
7. the alphabet the answer ll. the symbol
9.

8. the lesson 10. the class 12. the spelling

Substitute GOOD, THE LESSON, IMPORTANT, THE SPE LLING, etc in

,

the proper positions (after IS or at the end). For example:

good IS THE SPELLING GOOD?
the lesson IS THE LESSON GOOD?
important IS THE LESSON IMPORTANT?
the spelling IS THE SPELLING IMPORTANT?
(Continue:)
13 good 18. interesting 23 necessary
14 the lesson 19. the alphabet 24. the alphabet
15. important 20. the lesson 25 important
16 the spelling 21 good 26 the class
17 the answer 22. bad
4 SENTENCE PATTERNS

EXERCISE 1a.3. (To contrast statements and questions.) This is a

conversation exercise. The teacher makes a statement with INTER
ESTING. The student asks a question with GOOD. For example:
The lesson is interesting. IS THE LESSON GOOD?
The alphabet is interesting. IS THE ALPHABET GOOD?
The class is interesting. IS THE CLASS GOOD?

(Continue the conversation:)

1. The lesson is interesting. 6I The symbol is interesting
2. The alphabet is interesting. 7l The book is interesting
3. The class is interesting, 8. The conversation is interesting
4. The spelling is interesting. 9l The e0tirse 15 interesting
5. The answer is interesting, 10. The exercise is interesting.

._bo Key examples: IT’S interesting. YOU’RE busy. I'M busy.

Observe the correlation of IS, ARE, AM, with IT, THEY, I, etc.
Contracted Forms
THE LESSON IS interesting. THE LESSON'S interesting
IT IS interesting. IT'S interesting
THE TELE- THE TELE
PHONE IS busy. PHONE’ S busy.
IT IS busy. IT’S busy.
JOHN IS busy. JOHN'S busy.
HE IS busy. HE'S busy.
THE SECRE- MARY'S busy.
TARY IS busy.
SHE IS busy. SHE'S busy.

THE STU— THE STUDENTS’RE busy.

DENTS ARE busy.
THEY ARE busy. THEY’RE busy.
THE TELE- THE TELE
PHONES ARE busy. PHONES'RE busy.
THEY ARE busy. THEY’ RE busy.
YOU (one or YOU'RE (one or
more) ARE busy. more) busy.
WE ARE busy. WE’RE busy.

I AM busy. I'M busy.

COMMENTS
(1) UB8 IS with IT, HE, SHE; THE TELEPHONE, JOHN, THE SEC
RETARY, etc.
(2) Use ARE with THEY, YOU, WE; THE STUDENTS, THE TELE
PHONES, etc.
(3) Use AM with I.
(4) HE'S, THEY’RE, I'M, are contractions of HE IS, THEY ARE,I AM
 LESSON I 5

PRACTICE

EXERCISE 1b.1. (To correlate IS, ARE, AM, with IT, THEY, I, SHE,
etc., in statements.) Substitute MARY, SHE, I, THE STUDENTS, THEY,
etc., in the correct position and use the proper contracted form of BE
('S, 'RE, ’M). For example:

John’s tired.
Mary MARY’S TIRED.
She SHE’S TIRED.
The students THE STUDENTS’RE TIRED.
They THEY’RE TIRED.
(Continue:)
1. Mary 7. he 13. they
2. she 8. you 14. the girls
3. I 9. we 15. they
4. the students 10. the dog 16. the students
5. they 11. it 17. they
6. John 12. the dogs 18. the teacher

EXERCISE lb.2. (To correlate IS, ARE, AM, with HE, THEY, I, etc.,
in questions.) Substitute MARY, SHE, YOU, THE STUDENTS, THEY,
etc., in the correct position and use the proper form of BE (IS, ARE,
AM). For example:
Is John happy?
Mary IS MARY HAPPY?
She IS SHE HAPPY?
You ARE YOU HAPPY?
The students ARE THE STUDENTS HAPPY?
They ARE THEY HAPPY?
(Continue with the substitutions in Exercise 1b.1.)
6 SENTENCE PATTERNS

-0. Key example: Is the lesson interesting? YES, IT IS.

Observe the short answers

QUESTIONS T SHORT ANSWERS

Is John busy? Yes, he IS.
Is Mary busy ‘? Yes, she IS.
Is the lesson important? Yes, it IS.
Are you busy? Yes, we ARE.
Am I right? Yes, you ARE.
Are John and Mary busy? Yes, they ARE.
Are you sleepy? Yes, I AM .
Is John tired? No, he ISN'T.
Is Mary tired? No, she ISN'T.
Is the lesson bad? No, it ISN'T.
Are you tired? No, we AREN'T
Am I wrong? N0, you AREN'T,
Are John and Mary tired? No, they AREN'T.
Are you hungry? No, I'M NOT.
I
COMMENTS
(1) Use the complete form of BE (IS, ARE, AM) in the short answers
except in I'M NOT.
(2) IT ISN'T, YOU AREN'T, etc.,are contractions of IT IS NOT, YOU
ARE NOT, etc. I'M NOT is the contraction of I AM NOT.

PR AC TIC E

EXERCISE lc.1. (To produce affirmative short answers.) Answer the

questions with YES, HE IS; YES, SHE IS; YES, IT IS; YES, YOU ARE;
YES, WE ARE; YES, THEY ARE; YES, 1 AM. For example:
ls John busy? YES, HE IS.
Is the secretary busy? YES, SHE IS.
Is the telephone busy? YES, IT IS.
Am I right? YES, YOU ARE.
Are you and John busy? YES, WE ARE.
Are the students homesick? YES, THEY ARE.
Are you busy? YES, AM.
I

(C ontinue: )

. Is John busy? 9. Is she hungry?

Is the secretary busy? 10. Are you tired?
Is the telephone busy? ll. Is the teacher right?
®~‘lO'>Ul>kCI7l\')l—I

. Are you and John busy? 12. Are the students busy?
. Are the students homesick? 13. Is the answer correct?
. Are you busy? 14. Am right?
I

. Is the alphabet important? 15. Is Mr. Brown doctor?

a

. Is Mary tired?
 LESSON I 7

EXERCISE 1c.2. (To produce negative short answers.) Use the ques
tions in Exercise 1c.1. Answer the questions with NO, HE ISN'T; NO,
SHE ISN'T; NO, IT ISN'T; NO, YOU AREN'T; NO, WE AREN'T; NO,
THEY AREN'T; NO, I'M NOT. For example:
Is John busy? NO, HE ISN'T.
Is the secretary busy? NO, SHE ISN'T.
Am I right? NO, YOU AREN'T.
Are you busy? NO, I'M NOT.

( Continue with the questions of Exercise lc.1.)

EXERCISE 1c.3. (To recognize statements and to answer questions

with IS, ARE, AM.) Answer the questions with YES, IT IS; YES, THEY
ARE; NO, IT ISN'T; NO, THEY AREN'T, etc. Make no response to the
statements. For example:
Is the lesson important? YES, IT IS.
Is the lesson bad? NO, IT ISN'T.
Are you from Chile? NO, I'M NOT.
The alphabet is good. (No oral response.)
Is the alphabet necessary? YES, IT IS.
(Continue:)
Is the lesson imlpofltant? l1 Is important?
the alphabet
Are you from Venezuela? 12 Are the symbols important?
Are you from Spain? 13 Is thenumber correct?
Are you from Latin America? 14 Is the answer good?
The spelling is good. 15 The answer is correct.
QIO®-'|O§UIrbbJ!'.QrII

Is the spelling bad? 16 The students are intelligent.

The class is interesting. 17 Are the lessons interesting?
Is the lesson interesting? 18 Is John from Cuba?
Isthe lesson bad? 19 Is he from Mexico?
"' The lesson is scientific. 20. Are you from Colombia?

|
| an . Key examples: He'S HUNGRY. He'S IN CLASS. He'S D(fi—
A

TOR
.

Observe these uses of IS.

John IS HUNGRY.
He IS COLD.
He IS RIGHT.
He IS IN LASS.
C

He IS DOC TOR.
A

He IS TWENTY YEARS
OLD.
COMMENT
Use form of BE (IS, ARE, AM) —not HAVE—in all
a

these situations.
8 SENTENCE PATTERNS

PRACTICE
EXERCISE 1d.1. (To use a form of BE in these situations.) Substitute
the words in the proper position. For example:
John is hungry.
cold JOHN IS COLD.
a student JOHN IS A STUDENT.
in class JOHN IS IN CLASS.
John and Mary JOHN AND MARY ARE IN CLASS.
(Continue:)
1. tired 8. in class 15. homesick
2. cold 9. a student 16. you
3. hungry 10. in the United States 17. discouraged
4. from Michigan 11. I 18. nice
5. from Detroit 12. right 19. sleepy
6. John 13. busy 20. hungry
7. intelligent 14. a doctor 21. twenty years old

EXERCISE 1d.2. (To use a form of BE in these situations in questions.)

Substitute the words in the proper position. For example:
Is John hungry?
cold IS JOHN COLD?
a student IS JOHN A STUDENT?
in class IS JOHN IN CLASS?
John and Mary ARE JOHN AND MARY IN CLASS?
(Continue with the substitutions of Exercise 1d.1.)

16. Key examples: Mary is interesting. SHE's from Mexico. SHE’ s

a student. 1 _
Observe the presence of SHE, HE, IT, THEY, etc. _

Mary is from New York. SHE's a student. SHE's intelligent.

John is from Chicago HE's a student HE's intelligent
The lesson is interesting IT's important
Mary and John are students THEY’re nice THEY’re busy
I'm from New York. I'm a teacher. I'm busy.
i YOU’re students. YOU’re intelligent. Are YOU busy? ‘

COMMENT
SHE, HE, IT, THEY, YOU, I are expressed—not omitted—in
English (in statements and questions).
 LESSON I 9

PRAC TICE

EXERCISE (To practice the presence of SHE, HE, IT, THEY.)

1e.1.
The teacher gives the name and origin or place. (JOHN IS FROM CHI
CAGO.) Respond with the occupation or other information. (HE'S A
DOCTOR. HE'S INTELLIGENT. HE'S BUSY.) For example:
Mary is from New York. SHE'S A NURSE. SHE'S TIRED.
SHE'S HUNGRY.
Mary and John are from the THEY'RE INTERESTING.
United States. THEY'RE NICE. THEY'RE
HOMESICK.
I'm from New York. YOU'RE A TEACHER. YOU'RE
INTELLIGENT. YOU'RE
BUSY.
(Continue:)
1. John’s from Chicago. 6. The first lesson is here.
2. Mary's from New York. 7. I'm from the United States.
3. John and Mary are from the 8. You're from Latin America
U.S. (or Europe, or Asia).
4. Mr. and Mrs. Lane are from 9. The professor is from Cali
Texas. fornia.
5. The lessons are in the book. 10. The students are here.

23. Key examples: I'm A student. We're studentS.

Observe the forms A STUDENT, STUDENTS, etc.

I'm A student.
You're A student.
John’s A student.
He's A student.
She's A teacher.
It's A class.
We're studentS.
You're studentS.
They're studentS.
John and Mary are studentS.
They're teacherS.
They're classES.
COMMENTS
(1) Use “A"with STUDENT, TEACHER,
CLASS, etc., but not with STUDENTS,
TEACHERS, CLASSES, etc.*
(2) STUDENTS, TEACHERS, CLASSES, etc.,*
illustrate the formation of plurals."

*For use and pronunciation of A and AN see English Pronunciation, Lesson I.

**For pronunciation of plurals see English Pronunciation, Lesson II.
10 SENTENCE PATTERNS

PRACTICE

EXERCISE 2a.1. (To produce singular Class 1 words with A and plural
Class 1 words without A.) Substitute only the necessary parts. (A
DOCTOR, A LAWYER, HE'S, JOHN AND PAUL ARE, THEY'RE,
TEACHERS, MARY IS, etc.) For example:
I'm a student.

doctor I'M A DOCTOR.

lawyer I'M A LAWYER.
he HE'S A LAWYER.
John and Paul. JOHN AND PAUL ARE LAWYERS.
they THEY'RE LAWYERS.
teachers THEY'RE TEACHERS.
Mary MARY'S A TEACHER.
(Continue:)
student 7 . they 14. you
I 8. teachers 15. I
. doctor 9. Mary 16. they
. lawyer 10 . she 17. John
he ll . Mr. and Mrs. Black 18. JohnandMary
. John and Paul 12 . we 19. I
13 . he

2b. Key example: THE students are INTELLIGENT.

Observe the form of THE.
Observe the form of GOOD and INTELLIGENT.
THE lesson is GOOD.
THE girl is INTE LLIGENT.
THE lawyer is INTE LLIGENT.
THE lessons are GOOD.
THE girls are INTE LLIGENT.
THE lawyers are INTE LLIGENT.
COMMENT
THE, GOOD, INTELLIGENT, etc., are invari
able in form.

PRAC TIC E
EXERCISE 2b.1. (To produce THE, GOOD, etc., with singular and
plural.) Substitute the words and change the statement only if neces
sary. For example:
The student is hungry.

is intelligent THE STUDENT IS INTELLIGENT.

are intelligent THE STUDENTS ARE INTELLIGENT.
 LESSON I 11

is hungry THE STUDENT IS HUNGRY

doctor THE DOCTOR IS HUNGRY.
professors THE PROFESSORS ARE HUNGRY.
is intelligent THE PROFESSOR IS INTELLIGENT.

(Continue:)
1. student 6. class 11. is good
2. is interesting 7. alphabets 12. lesson
3. are interesting 8. secretaries 13. are good
4. lessons 9. are intelligent 14. is scientific
5. lesson 10. doctor 15. teacher

SUMMARY EXERCISE FOR LESSON I. (To review Lesson I.) Give a

question with the suggested word. Another student gives a short answer
to the question. For example:
necessary ISTHE LESSON NECESSARY? YES, IT IS.
practical ISTHE LESSON PRACTICAL? YES, IT IS.
interesting ISTHE LESSON INTERESTING? NO, IT ISN'T.
doctor ISTHE DOCTOR INTERESTING? YES, HE IS.
doctors ARE THE DOCTORS INTER— NO, THEY
ESTING? AREN'T.
(Continue:)
1. intelligent 7. interesting 13 bad
2. students 8. class 14 lessons
3. hungry 9. classes 15. lesson
4'.you 10. students 16 necessary
5. he 11. hungry 17 alphabet
6. good 12. sick 18 good

KEY EXAMPLES OF LESSON I

la. The lesson IS interesting. le. Mary is interesting.

IS the lesson interesting? SHE's from Mexico.
lb. IT'S interesting. SHE's a student.
YOU'RE busy.
I'M busy. 2a. I'm A student.
1c. Is the lesson interesting? We're studentS.
YES, IT IS.
ld. He'S HUNGRY. 2b. THE students are IN
He'S IN CLASS. TE LLIGENT.
He'S A DOC TOR.
 Lesson ll

1. Statements, questions, and answers with Class 2 words (BEGIN,

STUDY, HAVE) other than BE.
la. THE STUDENTS STUDY IN THE MORNING. no THEY
STUDY AT NIGHT?
[Word order of questions with DO contrasted with word
order of statements]
lb. JOHN STUDIES AT NIGHT.
[-S forms with HE, SHE, IT, JOHN, etc.]
1c. DOES HE STUDY AT NIGHT?
[DOES with HE, SHE, IT]
ld. DO THE STUDENTS STUDY AT NIGHT? YES, THEY DO.
DOES JOHN STUDY IN THE AFTERNOON? YES, HE DOES
[Short answers to questions with DO, DOES]
2. Position of USUALLY, ALWAYS, NEVER, SOMETIMES, OFTEN
2a. MARY IS USUALLY BUSY. SHE ALWAYS STUDIES AT
NIGHT.
[Position of USUALLY, etc., with BE contrasted with the
position of USUALLY, etc., with other Class 2 words]
2b. IS MARY EVER HOMESICK? MARY'S NEVER HOMESICK.
[Never in statements. Ever in questions]

_3. Key examples: The students STUDY in the morning.

DO they STUDY at night?
Observe the order of the words. Observe DO.
Previous pattern (Lesson I)
The lessons are easy.
New pattern:

I STUDY in the|mornIing.
We STUDY in the morning.
You STUDY in the morning.
The students STUDY in the morning.
The classes BEGIN in the morning.
The students HAVE coffee in the morning.
Previous pattern (Lesson I)

Are the lessons easy?

New pattern:

DO you STUDY in the mornling?

DO Mary and John STUDY in the morning.
DO they STUDY in the morning?
DO the classes BEGIN in the morning?
DO the students HAVE coffee in the morning?

12
 LESSON H 13

COMMENTS
(1) Use DO in questions with Class 2 words like STUDY, BEGIN,
HAVE .

(2) DO precedes YOU, THEY, THE CLASSES, THE STUDENTS, etc.,

in questions.
(3) Use the simple forms of Class 2 words (STUDY, BEGIN, HAVE,
etc.) in expressions of repeated occurrence.
(4) Use a falling intonation for questions. Use the same intonation
for the statements and the questions

PRAC TIC E

EXERCISE 1a.1. ( To practice questions with words like STUDY, BE

GIN, HAVE in contrast to questions with AM, IS, ARE.) Convert the
statements into questions. For example:

TheI students arrive at eight o'clock

DO THE STUDENTS ARRIVE AT EIGHT O'CLOCK?

They are intelligent.

ARE THEY INTELLIGENT?
The classes begin at eight o'clock.
DO THE CLASSES BEGIN AT EIGHT O'CLOCK?
They are interesting.
ARE THEY INTERESTING?

1 Mary and John study English. 10. They have coffee at 10 o'clock
2 Mary and John arrive at 1l. The doctors are tired.
8

o'clock. 12. They study in the morning.

They study in the morning. 13 They practice pronunciation.
The lessons are easy.
~'lO>O'In-#00

14. You know the answer.

They're important. 15. You are tired.
Mary and John have coffee. 16 You are busy.
The students understand 17 You speak English.
Spanish. 18 They serve breakfast.
They practice English. 19 Breakfast is good.
8

They are busy. 20 Sandwiches are good.

9
14 SENTENCE PATTERNS

_bo Key example: John STUDIES at night.

Observe the form of the Class 2 words (STUDY, STUDIES).

Previous pattern:
I study here.
John and Mary study here.
They practice English.
The classes begin at 8 o'clock.
The students have coffee at 10 o'clock.
New pattern:

John STUDIES here.

He STUDIES in the afternoon.
Mary STUDIES here.
She PRACTICES English.
The class BEGINS at 8 o'clock.
John HAS coffee at 10 o'clock.
COMMENTS
(1) Use the -S form* of Class 2 words (STUDIES, BEGINS, etc.)
with JOHN, MARY, THE CLASS, HE, SI-IE, IT, etc., in expres
sions of repeated occurrence.
(2) Use HAS (not HAVE) with JOHN, MARY, THE CLASS, HE, SHE,
IT, etc.

PR AC TIC E

EXERCISE 1b.1. (To produce the -S form of Class 2 words in contrast

simple form.) Substitute the words in the correct positions. For
to the
example:

I study English here.

Mary MARY STUDIES ENGLISH I-IERE.
Mary and John MARY AND JOHN STUDY ENGLISH HERE.
He HE STUDIES ENGLISH HERE.
has coffee HE HAS COFFEE HERE.
I I HAVE COFFEE HERE.
study English I STUDY ENGLISH HERE.
. Mary 8. he 15. John
Mary and John 9. eats lunch 16. he
. he 10. we 17. the student
. has coffee 11. they 18. John and Mary
I 12. Mary 19. the students
. study English I3. she 20. John
. John 14. practices English

*For pronunciation see English Pronunciation, Lesson H_.

 LESSON H 15

_C. Key example: DOES he study at night?

Observe the form of the Class 2 words (STUDY, STUDIES).

Observe DOES.
Previous patterns:
I study in the morning.
The students study in the morning.
Do you study in the morning?
Do the students study in the morning?
John studies in the morning.
He studies in the morning.

New pattern:

DOES John STUDY at night?

DOE S he STUDY in class?
DOE S Mary STUDY here?
DOE S she STUDY in the morning?
DOES the class BEGIN at 7 A.M.?
DOE S it BEGIN at 8 A.M.?
DOES the teacher HAVE coffee at 10 A.M.?

COMMENTS
(1) Use DOES in questions with HE, SHE, IT, JOHN, MARY, THE
CLASS, etc.
(2) Always use the simple form of the Class 2 word (STUDY, BEGIN,
HAVE, etc.) in these questions

PRACTICE
EXERCISE 1c.1. (To form questions with DOES in contrast to questions
with DO and with forms of BE.) Convert the statements into questions.
For example:
John studies at night. DOES JOHN STUDY AT NIGHT?
Mary studies in the after DOES MARY STUDY IN THE AFTER
HOOD NOON
?

They study in the morning. DO THEY STUDY IN THE MORNING?

The students are busy. ARE THE STUDENTS BUSY?
The class begins at 8 A.M. DOES THE CLASS BEGIN AT A.M.?
8

Mary arrives at A.M. 9. The student studies here.

8

A.M.
U'I»I>C»5§OvII

She has coffee at 10 10. He has a book.

John and Mary study at night. 11. He understands the lessons.
The class begins at A.M. 12. He is here.
8

The students eat breakfast at 13. The lessons are important.

7. 14. John lives at the English
The coffee is hot. House.
6

The students are homesick. 15. He comes from Peru.

7

The students study here. 16. He is student.

a
8
16 SENTENCE PATTERNS

_.do Key examples: Do the students study at night? Yes, they DO

Does John study in the afternoon? Yes, he DOES

Observe the short answers.

QUESTIONS SHORT ANSWERS

Previous pattern (Lesson I):
Is John a doctor? Yes, he is.

N11 pattern:
Do you like coffee? Yes, I DO.
Do the students study at night? Yes, they DO.
Do I pronounce well? Yes, you DO.
Do the classes begin at 7 A.M.? No, they DON'T.
Do they begin at 6 A.M.? No, they DON'T.
Do we have dinner at 5 P.M.? No, we DON’T.
Does John like the class? Yes, he DOES.
Does he like the lessons? Yes, he DOES.
Does Mary like the class? Yes, she DOES.
Does she eat lunch here? No, she DOESN'T
Does the class begin at 7 A.M.? No, it DOESN'T
Does it begin at 6 A.M.? No, it DOESN'T
COMMENTS
(1) DO, DOES complete the affirmative short answers to questions
with no, DOES.
(2) DON'T, DOESN'T complete the negative short answers to ques
tions with DO, DOES.

PRACTICE
EXERCISE 1d.1. (To produce short answers with DO, DOES.) Answer
the questions with YES, I DO; YES, HE DOES; YES, THEY DO; etc. For
example:

Do you like coffee? YES, I DO.

Does Mary study at night? YES, SHE DOE S

1. Do they drink coffee? 7. Does Mary understand the

2. Does he like the class? lesson?
3. Does the class begin at 9 A.M.? 8. Do we pronounce well?
4. Do you study in the morning? 9. Does she like the class?
5. Do they have class in the 10. Does he eat dinner here?
morning? 11. Does it begin in the morning?
6. Do they have class at night? 12. Do I pronounce well?

EXERCISE 1d.2. (To produce negative short answers.) Answer the

questions with NO, HE DOESN'T; NO, WE DON'T; etc. For example:
 LESSON H 17

D0 you like coffee? NO, I DON'T.

Does Mary study at night? NO, SHE DOESN'T.

(Continue with the items of Exercise 1d.1.)

EXERCISE 1d.3. (To recognize statements and to answer questions.)

Give short answers to the questions. Make no response to the state
ments. For example:
Isthe lesson interesting? YES, IT IS.
The lesson is important. (No oral response.)
Do you come from Cuba? NO, DON'T.

I
Does John like the class? YES, HE DOES.

The lesson is important. 12 The students study in the

Are you from Venezuela? morning.
Do you come from Venezuela? 13 Do they like the lessons?
Do you live here? 14 Does John like the lessons?
Do you like the class? Does Mary understand the
egress

15.
Does the class begin at lessons?
8

A.M.? 16 Does she like the classes?

Are the students busy? 17 She likes the students.
Are you student? 18 Do you understand English?
a
>I.QIOm~‘|

Is the class interesting? 19. Do the students understand

The lessons are good. it?
III4

John studies in the morning. 20 The students are intelligent.

2a. Key examples: Mary IS USUALLY busy. She ALWAYS STUD

IES at night.
Observe the positions of ALWAYS.
Mary is ALWAYS busy.
The classes are ALWAYS interesting.
Is Mary LWAYS busy
A

’?

Are the classes ALWAYS interesting?

Mary ALWAYS studies at night.
We ALWAYS have classes in the
morning .
Does Mary ALWAYS study at night?
Do we ALWAYS have classes in the
morning?

COMMENTS
(1) Use ALWAYS after forms of BE (IS, ARE, AM).
(2) Use ALWAYS before other Class words (STUDY, HAVE, etc.)
2

(3) Use SOMETIMES, OFTEN, USUALLY, in the same positions as

ALWAYS. See the Illustrative Examples.
18 SENTENCE PATTERNS

ILLUSTRATIVE EXAMPLES
Mary ALWAYS drinks milk in the Do you SOMETIMES eat in a
morning. restaurant?
John USUALLY has coffee at 10 John is ALWAYS tired.
A.M. He is USUALLY sleepy.
They OFTEN eat in a restaurant. He is OFTEN homesick.
I SOMETIMES have coffee. He is SOMETIMES discouraged.
Does Mary ALWAYS drink milk Are you ALWAYS tired?
in the morning? Are the students USUALLY
Does John USUALLY have coffee busy?
at 10 A.M.? Is John OFTEN sleepy?
Do they OFTEN eat in a restau Are you SOME TIMES homesick?
rant?
PR AC TIC E
EXERCISE 2a.1. (To use ALWAYS, USUALLY, OFTEN, SOMETIMES,
in correct positions.) Listen to the statement or question and the
word before it. Repeat the statement or question with the word in the
correct position. For example:
Always. Mary drinks milk in the morning.
MARY ALWAYS DRINKS MILK IN THE MORNING.
Usually. John is hungry.
JOHN IS USUALLY HUNGRY.
Often. Is Mary busy?
IS MARY OFTEN BUSY?
1. Always. Mary drinks milk in the morning.
2. Usually. . John is hungry.
3. Often. Is Mary busy?
4. Usually. I'm sleepy.
5. Sometimes. John and Mary study at night.
6. Always. Are the lessons easy?
7. Often. Do they understand the lesson?
8. Sometimes She understands the lessons.
9. Often. She is right.
10. Always. The classes begin at 8 o'clock.
11. Sometimes The students have coffee at 10 o'clock.
12. Usually. Do they have coffee at 10 o'clock?

EXERCISE 2a.2. (To use ALWAYS, USUALLY, OFTEN, SOMETIMES,

in correct positions.) Substitute the words in the proper positions and
make the necessary changes in form. For example:

John is always here.

studies JOHN ALWAYS STUDIES HERE.
the students THE STUDENTS ALWAYS STUDY HERE.
usually THE STUDENTS USUALLY STUDY HERE.
are THE STUDENTS ARE USUALLY HERE.
sometimes THE STUDENTS ARE SOMETIMES HERE.
 LESSON H 19

John 8. are 15. always

.
studies 9. the students 16. are

.
. always 10. usually 17

I
~1m§nn>wI.\1rII
. Mary 11. study 18 usually
often 12. eat 19. eat
. 13. sometimes 20. always
I
. we 14. we

2b, Key examples: Is Mary EVER homesick? Mary's NEVER

homesick.

Observe the use of NEVER and EVER.

QUESTIONS STATEMENTS
Is Mary EVER homesick? Mary's NEVER home sick.
Are you EVER discouraged? You're NEVER discouraged.
Do you EVER drink coffee? You NEVER drink coffee.
Does Mary EVER drink coffee? Mary NEVER drinks coffee.
Does John EVER arrive at 8? John NEVER arrives at 8.

COMME NTS
(1) Use NEVER in statements.
(2) Use EVER in questions.*
(3) Use NEVER and EVER in the same position as ALWAYS, USUAL
LY, etc.

PRACTICE

EXERCISE (To use NEVER and EVER.) Repeat the statements

2b.1.
and the questions. Include the word NEVER in the proper position in
the statements only. Include the word EVER in the proper position in
the questions only. For example:

have tomato juice for breakfast.

I

NEVER HAVE TOMATO JUICE FOR BREAKFAST.

I

I'm busy.
I'M NEVER BUSY.
Do you have coffee for dinner?
DO YOU EVER HAVE COFFEE FOR DINNER?
Are you tired?
ARE YOU EVER TIRED?

Do you have coffee for dinner? . Mar 's om es'ck.

h
y

1
i

Are you tired? Are youhomesick?

!“$*’!°"‘

have tomato juice for breakfast. Do you eat fish?

@4UI
I

I'm busy. like breakfast.

I

*In certain special situations, you might hear EVER in statements or NEVER
in questions.
20 SENTENCE PATTERNS

9. They are hungry in the 11. We drink milk for breakfast

morning. 12. Are the students late for
10. Does John study at night ? class?

NOTE

Possible answers to questions with EVER are:

Is Mary ever homesick? NO, NEVER.
Are you ever discouraged? YES, SOME TIMES.
Do you ever drink coffee? YES, OFTEN.
Do you ever have coffee for dinner? YES, USUALLY.
Do you ever arrive at 8 A.M.? YES, ALWAYS.

Key Examples of Lesson II

la. The students STUDY in the 2a. Mary IS USUALLY busy.

morning. She ALWAYS STUDIES at
Do they STUDY at night? night.
lb John STUDIES at night. 2b Is Mary EVER homesick?
lc DOES he study at night? Mary's NEVER homesick.
1d. Do the students study at night?
Yes, they DO.
Does John study in the after
noon?
Yes, he DOES.
 Lesson Ill

1. WE STUDY HERE EVERY DAY.

[Position of expressions 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. I STUDIED 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 expressions of past time]

_O Key example: We study HERE EVERY DAY.

Observe the position of expressions of place and expressions of time

We study HERE.
We have coffee AT A RESTAURANT.
We study EVERY DAY.
We have coffee AT 10 A.M.
We study I HERE EVERY DAY.
We have coffee AT A RESTAURANT AT 10 A.M.

COMMENTS
(1) Use expressions of “place” and “time” (HERE, AT A RESTAU
RANT, EVERY DAY, AT 10 A.M., etc.) at the end in this
pattern.
(2) Use expressions of “place” (HERE, IN A RESTAURANT, etc.)
before expressions of “time” (EVERY DAY, AT 10 A.M., etc.) .

PR AC TICE

EXERCISE 1.1. (To practice position of expressions of “place.")

Substitute the words in the correct position. For example:
I live in the dormitory.
here I LIVE HERE.
eat I EAT HERE.
we WE EAT HERE.
in the dormitory WE EAT IN THE DORMITORY.

1. live 5. at the restaurant 9. in that building.

2. I 6. John 10. we
3. here 7. there 11. live
4. eat 8. studies 12. in the dormitory
21
22 SENTENCE PATTERNS

EXERCISE 1.2. (To practice position of expressions of “time.") Sub

stitute the words in the proper position. For example:

We usually have lunch at noon.

at 1 o'clock WE USUALLY HAVE LUNCH AT 1 O’CLOCK.
coffee WE USUALLY HAVE COFFEE AT 1 O’CLOCK
in the morning WE USUALLY HAVE COFFEE IN THE
MORNING.
always WE ALWAYS HAVE COFFEE IN THE MORN
ING.

1. at noon 5. coffee 9. dinner

2. lunch 6. in the evening 10. always
3. at 12 o'clock 7. in the afternoon 11. tea
4. usually 8. at night 12. in the morning

EXERCISE 1.3. (To practice position of expressions of “place” and

“time.”) Substitute the words in the proper positions. For example:

The teacher has breakfast in the dormitory in the morning.

at 7 A.M.
THE TEACHER HAS BREAKFAST IN THE DORMITORY AT
7 A.M.

at home
THE TEACHER HAS BREAKFAST AT HOME AT 7 A.M.
I
every day
THE TEACHER HAS BREAKFAST AT HOME EVERY DAY.

1. at a restaurant 7. every day

2. coffee 8. we
3. at noon 9. at noon
4. here 10. lunch
5. in that building 11. there
O5. in the afternoon at 1 o'clock
I-5

E“
 LESSON IH 23

2; Key examples: I WAS here last night. WERE you here last
night?

Observe WAS, WERE. Observe the time expressions.

Previous pattern (Lesson I):

I am right. Am I right?
John is tired. Is John tired?
We are busy. Are _ we busy?

Epattern:
I WAS right yester- WAS I right yester
day. day?
John WAS tired yester- WAS John tired yester
day. day?
He WAS here last WAS he here last
night. night?
Mary WAS busy yester- WAS Mary busy yester
day. thy?
She WAS sleepy last WAS she sleepy last
night. night?
It WAS here yester- WAS it here yester
day. day?

We WERE busy last WERE we busy last

night. night?
You WERE right last WERE you right last
night. night?
They WERE busy yester- WERE they busy yester
day. day?

COMMENTS
(1) Use WAS, WERE for past time situations. WAS, WERE are forms
of BE
(2) Use WA S with I 9 HE 9 SHE 7 IT 9 JOHN 9 MARY 7 THE LESSON, etc.
(3) Use WERE with WE, YOU, THEY, THE LESSONS, etc.
(4) Use WA S, WERE before the Class 1 word HE, JOHN, etc.) in
(I,

questions.

PRACTICE
EXERCISE 2.1. (To use WAS and WERE, etc.) Substitute the words
and change WAS or WERE necessary. For example:
if

The boys were busy.

John JOHN WAS BUSY.

the students THE STUDENTS WERE BUSY.
WAS BUSY.
I

I
24 SENTENCE PATTERNS

the teacher 9. the class

5.
I
the boys 6. you 10. the doctor

uhwmI-I
John 7. we 11. John and Mary
the students 8. Mary 12. they

EXERCISE 2.2. (To use WAS, WERE for past and AM, ARE, IS for the
present time.) Substitute the words and change WAS, WERE, AM, ARE,
IS if necessary. For example:

We were here yesterday.

John JOHN WAS HERE YESTERDAY.

now JOHN IS HERE NOW.
the students THE STUDENTS ARE HERE NOW.
yesterday THE STUDENTS WERE HERE YESTERDAY.

Mary they now

5.

9.
1

now 6. now 10. last night

2

last night 7. yesterday 11. the books

3

8. the teacher 12. now

4
I

EXERCISE 2.3. (To form questions with WAS, WERE.) Listen to the
statement with present time. Make corresponding question with an
a

expression of past time. For example:

John is busy. WAS HE BUSY YESTERDAY?

I'm tired. WERE YOU TIRED YESTERDAY?
The new student is homesick. WAS HE HOMESICK YESTERDAY?
The students are here. WERE THEY HERE YESTERDAY?

Mary is busy. John is tired.

I'm tired. You are right.
The new student is homesick. The class is interesting.
§.n»8>wN|

.°S°9°T'.°’

The new student is discouraged. We are right.

The students are here. The teacher is here.
I-I
 LESSON III 25

O Key examples: I STUDIED last night. DID you STUDY last

night?

Observe the form of the Class 2 words. Observe the time expres
sions.
Previous pattern (Lesson H):
John studies every day.
Does John study every day?

New pattern:

John STUDI ED yesterday.

He WAN ED the book last night.
I PRONOUNC ED the words here yesterday.
You CONFUS ED the class yesterday.
The students REPEAT ED the exercise last night.
We ARRIV ED yesterday.

DID John STUDY yesterday?

DID He WANT the book last night?
DID I PRONOUNCE the words here yesterday?
DID You CONFUSE the class yesterday?
DID the students REPEAT the exercise last night?
DID we ARRIVE yesterday?

COMMENTS
(1) Use the -ED form of the Class 2 word (STUDIED, WANTED,
PRONOUNCED, etc.) * in statements with expressions of past
time.
(2) Use DID and the simple form of the Class 2 word (STUDY, WANT,
PRONOUNCE, etc.) in questions with expressions of past time.
(3) Use the same -ED form in statements and DID in questions
[no variation] with JOHN, I, HE, SHE, YOU, WE, THEY, THE
STUDENTS.

PRACTICE
EXERCISE 3.1. (To use the -ED form with
a past time expression.)
Change the time expression from “every day" to “last night” and
make the necessary change in the Class 2 word. For example:

I study every day.

I STUDIED LAST NIGHT.
John repeats the exercise every day.
JOHN REPEATED THE EXERCISE LAST NIGHT.
The doctor works every day.
THE DOCTOR WORKED LAST NIGHT.
*For pronunciation, see English Pronunciation, Lesson III.
26 SENTENCE PATTERNS

study every day.

I
John repeats the exercise every day.
We arrive at nine every day.
The students pronounce the words every day.
®~'lO§O'lrBOOlOII
the error every day.
You repeat
The teacher pronounces the words every day.
She serves orange juice every day.
The students repeat the intonation every day.
9. Mary wants coffee for dinner every day.
10. He studies pronunciation every day.
11. They visit John every day.
12. We walk to school every day.

EXERCISE 3.2. (To use DID and the simple form in questions with
past time.) Convert the statements into questions. For example:

The students arrived yesterday.

DID THE STUDENTS ARRIVE YESTERDAY?
They practiced the conversations.
DID THEY PRACTICE THE CONVERSATIONS?
The teacher presented the first lesson.
DID THE TEACHER PRESENT THE FIRST LESSON?

The students arrived yesterday.

They practiced the conversation.
The teacher presented the first lesson.
@~'lG>.U'luhQ3MbII

John repeated the words.

He entered the restaurant.
Mary passed the butter.
repeated the intonation.
I

We studied the second lesson.

They wanted coffee for breakfast.
9

10 The class waited for the teacher.

11 The teacher pronounced the words.
12 The doctor examined the student.

EXERCISE 3.3. (To contrast the use of the -ED form in statements and
the use of DID with the simple form in questions.) This is conversa
a

tion exercise. Listen to the statement with EVERY DAY. Make

a

corresponding statement with LAST NIGHT. Then convert the state

ment into question. Use the form YOU in the question. For example:
a

We study every day. WE STUDIED LAST NIGHT.

DID YOU STUDY LAST NIGHT?
We repeat the exercises WE REPEATED THE EXERCISES LAST
every day. NIGHT.
DID YOU REPEAT THE EXERCISES
LAST NIGHT?
We study grammar every WE STUDIED GRAMMAR LAST NIGHT.
day. DID YOU STUDY GRAMMAR LAST NIGHT?
 LESSON IH

We study every day.

We repeat the exercises every day.
. We study grammar every day.
. We repeat the words every day.
We practice the conversation every day.
. We arrive at seven every day.
. We pronounce the words every day.
. We practice the sounds every day.
9. We attend c1ass every day.
10 . We practice every day.
11 . We learn new words every day.
12. We practice pronunciation every day.

4. Key examples: Were you here? Yes, I WAS. Did you study?
Yes, I DID.
Observe the short answers.

QUESTIONS SHORT ANSWERS

Previous pattern (Lesson I):
Is John tired? Yes, he is.
New pattern:

Was John tired yesterday? Yes, he WAS.

Were you busy last night? Yes, I WAS.
Was I right yesterday? Yes, yo WERE.
Were the students here yesterday? Yes, they WERE.
Was John tired on Monday? No, he WASN'T.
Were you busy on Monday? No, I WASN’T.
Were we right yesterday? No, yo WEREN'T.
Were the lessons difficult? No, they WEREN'T.
Previous pattern (Lesson H):
Do you study grammar every day? Yes, I do,

New pattern:
Did you study grammar yesterday? Yes, I DID.
Did I
answer the question? Yes, you DID.
Did the students arrive on Friday? Yes, they DID.
Did Mary want the book? Yes, she DID.
Did you study last night? No, I DIDN'T
'
Did I confuse the class? No, Y ou DIDN'T
'
Did the students arrive on Monday? No, they DIDN'T .
Did the secretary want the book? No, he DIDN'T .

COMMENTS
(1) WAS, WERE, WASN'T, WEREN'T complete the short answers to
questions with the forms of BE for past time (WAS, WERE).
(2) DID, DIDN'T complete the short answers to questions with DID.
28 SENTENCE PATTERNS

PR AC TICE

EXERCISE 4.1. (To use IS, WAS, WERE in affirmative and negative
short answers.) Answer the questions with YES, I WAS; NO, I WASN’T,
YES, WE WERE; NO, THEY AREN'T; etc. For example:

Were the lessons important? YES, THEY WERE.

Was John here yesterday? YES, HE WAS.
Were you here yesterday? YES, I WAS.
Are John and Mary homesick? NO, THEY AREN'T.

Were the lessons difficult?

Was the teacher here yesterday?
Am I wrong?
Were you busy last night?
Were the students tired yesterday?
Was the dinner good last night?
Are you busy?
Was I right?
9 Is the teacher in the room?
10 0 Was the secretary here yesterday?
ll Were you in New York yesterday?
12 Were the students busy last night?
13 Was Mr. Brown here last night?

EXERCISE 4.2. (To use DO, DOES, DID in affirmative and negative
short answers.) Answer the questions with YES, I DO; NO, HE
DOESN'T; YES, HE DID; NO, HE DIDN'T; etc. For example:

Do you like tomato juice? NO, I DON’T.

Did you have tomato juice for dinner? NO, I DIDN'T.
Did the students have dinner in the YES, THEY DID.
dormitory last night?

Did you have tomato juice for dinner?

Did the students have dinner in the dormitory last night?
Does the restaurant have different menu every day?
a

Do you like the dormitory?

®~'IOlUI|§(‘.9l\'))II

Do you want different room?

a

Did you arrive on Friday?

Does the history class interest you?
Did the first lesson interest you?
Did answer the question?
9

10. Does the teacher live in the dormitory?

11 Did the new student arrive on Monday?
12. Did Mary study the second lesson last night?

EXERCISE 4.3. (To recognize statements and to practice short answers

)

This is summary exercise. Use affirmative or negative short answers

a
 LESSON IH 29

in response to the questions. Make no response to the statements. For

example:

Were you in New York last night? NO, I WASN’ T.

I was in Chicago yesterday. (No oral response.)
Were the students busy last night? YES, THEY WERE.
Are you hungry? NO, I'M NOT.
I studied last night. (No oral response.)
Did you visit the museum? YES, I DID.

1. Were you in Chicago yesterday? 10. Did Shakespeare live in

2. I like Chicago. England?
3. Do you like Chicago? 11. Does John understand the
4. Did you visit the art museum? question?
5. Did you like it? 12. Did he study last night?
6. Chicago is interesting. 13 I studied last night.
7. Is Caracas in Venezuela? 14 Are you homesick?
8. Is Paris in Italy? 15. Do you like Shakespeare?
5° Shakespeare was in England in 16 Was he here yesterday?
1586.

Key Examples of Lesson III

1. We study HERE EVERY DAY. 4. Were you here? Yes, I WAS.

2. I
WAS here last night. Did you study? Yes, I DID.
WERE you here last night?
3. I STUDIED last night.
DID you STUDY last night?
 Lesson IV

1. WHEN DID YOU ARRIVE?

[Word order of questions with WHAT, WHEN, WHERE, WHO( M)]
2a. I'M STUDYING GRAMMAR.
[AM, IS, ARE + the -ING form of a Class 2 word in statements]

2b. WHAT ARE YOU STUDYING?

[AM, IS, ARE + the -ING form of a Class 2 word in questions]

3. IT'S A GOOD CLASS. IT'S A GRAMMAR CLASS.

[Single word modifiers before Class 1 words]

_0 Key example: WHEN DID you ARRIVE ? A week ago.

Observe the word order of these questions.

QUESTIONS ANSWERS
Previous patterns ( Lessons I and H):

Does John study? Yes, he does.

Is John a student? Yes, he is.

New pattern:

WHAT DOES John STUDY? Grammar.

AWHEN DOES he STUDY? Every day.
WHERE DOES he STUDY every day? In class.
WHO(M) * DOES he VISIT every day? Mary.
WHAT DOES he DO every day? He studies.
WHAT IS John? A student.
WHERE IS he? In class.
WHEN IS he in class? Every day.
WHO IS he.? My friend.

COMMENT
Use WHAT, WHEN, WHERE, WHO + forms of DO or BE before the
first Class 1 word (JOHN, HE, etc.) in these questions. The order
of these words is question word order (DOES HE..., IS HE..., etc.)

*Use WHO or WHOM before DOES, DO, DID in this pattern. WHO is informal.
WHOM is formal.

30
 LE SSON IV 31

PRACTICE

EXERCISE 1.1.(To use WHAT with question word order.) This is a

substitution exercise. Ask about the meaning of these words. For
example:

What does “big” mean?

“intelligent” WHAT DOES “INTELLIGENT”MEAN?
"exist" WHAT DOES “EXIST” MEAN?
“actual” WHAT DOES “ACTUAL” MEAN?

1. “difficult” 4. “penny” 8. “entire”

2. “duplicate” 5. "dime" 9. “funny”
3. “simple” 6. “quarter” 10. “assist”
7. “tooth”

EXERCISE 1.2. (To use WHEN with question word order.) This is a
conversation exercise. Listen to the information about Paul. Ask
corresponding questions about John. For example:
Paul arrived in June. WHEN DID JOHN ARRIVE ?
Paul studied a year ago. WHEN DID JOHN STUDY?
Paul telephoned yesterday. WHEN DID JOHN TELEPHONE ?

1. Paul studied a month ago. 7 Paul practiced a year ago.

2. Paul telephoned yesterday. 8 Paul telephoned at 8 o’clock.
3, pau1 studied 3 year ago, 9 Paul returned a week ago.
4. Paul arrived yesterday. 10. Paul worked yesterday.
5. Paul called two hours ago. 11 P9111 (Billed 011 Wednefida-Y~

6. Paul arrived a year ago. 12I P31Ii1 Prafliced in the

morning.

EXERCISE 1.3. (To use WHERE with question word order.) This is a
conversation exercise. Listen to the information about Paul. Ask
corresponding questions about John and Mary. For example:

Paul lives in New York. WHERE DO JOHN AND MARY LIVE ?

Paul studies at the university. WHERE DO JOHN AND MARY
STUDY?
Paul eats lunch in the cafe- WHERE DO JOHN AND MARY EAT
teria. LUNCH?

1. Paul drinks milk in the cafe- 5. Paul

studies the lessons in class
teria. 6. Paul
teaches in New York.
2. Paul eats dinner in the res- 7. Paul
speaks in Chicago.
taurant. 8. Paul
studies medicine in
3. Paul lives on Main Street. Chicago.
4. Paul studied English in the 9. Paul eats at the English House.
university. 10. Paul lives in New York.
32 SENTENCE PATTERNS

EXERCISE 1.4. (To use WHO(M) with question word order.) This is a
conversation exercise. Listen to the statement. Form a corresponding
question using the form WHO. For example:

The teacher knows John. WHO(M) DOES JOHN KNOW?

I visitedthe student. WHO(M) on) THE STUDENT VISIT?
We talked to John. WHO(M) DID JOHN TALK TO?

She telephoned Paul. hear the professor.

I
9. 9°?‘
4. CD&>II

They see the teacher. Mary knows you.

The student wants John. We visited Mr. Smith.
The teacher assisted the 10. They looked at the teacher.
student. 11. Mr. Smith teaches John.
John called Paul. 12. The teacher asked Mary.
5.

6. He knows my friend.

EXERCISE 1.5. (To produce WHO(M), WHAT, WHERE, WHEN with

question word order.) This is conversation exercise. Listen to the
a

information about Paul. Ask corresponding questions about John with

the forms WHO(M), WHAT, WHERE, WHEN. For example:

Paul sees Mr. Black. WHO(M) DOES JOHN SEE

?.
Paul studies every day. WHEN DOES JOHN STUDY?
Paul is doctor. WHAT IS JOHN?
a

Paul was in New York. 11. Paul learned grammar.

1.

2. Paul was in Detroit. 12. Paul visited the university.

3. Paul is a doctor. 13. Paul visited friend.
a

4. Paul was student. 14. Paul studied last week.

a

Paul studied English. 15. Paul studies every day.

5.

6. Paul studied last year. 16. Paul studies English.

7. Paul studied in New York. 17 Paul studies in New York.
.

8. Paul arrived yesterday. 18. Paul lives in New York.

9. Paul studied yesterday. 19. Paul sees Mary.
10. Paul studied grammar. 20. Paul sees Mr. Black.

EXERCISE 1.6. (To establish the pattern of WHEN, WHERE, WHAT,

WHO in questions with DO.) Substitute the words in the proper positions.
For example:
What did John study?

eat WHAT DID JOHN EAT?

where WHERE DID JOHN EAT?
John and Mary WHERE DID JOHN AND MARY EAT?
study WHERE DID JOHN AND MARY STUDY?
when WHEN DID JOHN AND MARY STUDY?
what WHAT DID JOHN AND MARY STUDY?

eat 4. go 7. study
2. 1.

when 5. when where

8.

3. where 6. arrive 9. what

 LESSON IV 33

10. visit 14. learn 19. where

11. who(m) 15. he 20. study
12. see 16. she 21. what
13. what 17. you 22. John
18. eat

EXERCISE (To establish the pattern of WHAT, WH ERE, WHEN,

1.7.
WHO in questions with BE.) Substitute the words in the proper posi
tions. For example:
What were the boys?

where WHERE WERE THE BOYS?

are WHERE ARE THE BOYS?
is WHERE IS THE BOY?
who WHO IS THE BOY?

1. where 8. are 15. the boy

2. what 9. were 16. where
3. are 10. who 17. was
4. where 11. where 18. what
5. is 12. is 19. is
6. was 13. the doctor 20. are
7. the student 14. who 21. were

230 Key example: I'M STUDYING grammar.

Observe the Class 2 expressions.

Previous pattern (Lesson II):
go to class every day.
]I
New pattern:

I AM GOING to the door now.

I AM TEACHING grammar now.
You ARE STUDYING grammar.
Peter IS WALKING down the street.
He IS COMING to class now.

COMMENTS
(1) Use AM, ARE, IS + the -ING form of a Class 2 word for ‘ ‘action”
in progress at the present time (with NOW, etc.) . Use I GO for
repeated action (with EVERY DAY, etc.), but use I AM GOING for
action in progress at the present time.
(2) Do not use the -ING form of SEE, LIKE, BE, WANT, UNDERSTAND,
KNOW, in this pattern.
34 SENTENCE PATTERNS

PRACTICE

EXERCISE 2a.1. (To use IS plus an -ING form to indicate action in

progress.) Convert the statements with repeated or past action to
statements with action in progress at the present time. Use the word
NOW in the statement. For example:

I study every day. I AM STUDYING NOW.

He studiedA his lesson yesterday. HE IS STUDYING HIS LESSON
NOW.
John works every day. JOHN IS WORKING NOW.

1. She waits every day. 8. John studies pronunciation

2. They visited Mary yesterday. every morning.
3. Itelephoned the student 9. Peter walks to school every
yesterday. day.
4. We work every day. 10. He works in the cafeteria
5. They eat steak every day. every day.
6. The students write a letter 11. She studied in the library
every day. yesterday.
7. You studied grammar this 12. They come to class every day
morning.

EXERCISE 2a.2. (To practice correlation of Class 2 expressions with

time expressions.) Substitute the words and make necessary changes
in the Class 2 expressions. For example O

Mary is watching the play.

she SI-IE IS WATCHING THE PLAY.

yesterday SHE WATCHED THE PLAY YESTERDAY
every day SHE WATCHES THE PLAY EVERY DAY
now SHE IS WATCHING THE PLAY NOW.

John 8. they
we 9. now
studying 10 . watching
every day 11 . last night
he 12 . we
now 13 . now
last week 14 . you
 LE SSON IV 3 5

2b» Key example: WHAT ARE you STUDYING? Grammar.

Observe the word order in the questions.

Previous pattern:
STATEMENT
We are studying grammar.
New pattern:

QUESTIONS ANSWERS
ARE you STUDYING grammar? Yes, I am.
ARE you STUDYING in class? Yes, I am.
IS John LEARNING English? Yes, he is.
IS he VISITING a friend? Yes, he is.
AM I SPEAKING slowly? Yes, you are.
WHAT ARE you STUDYING? Grammar.
WHERE ARE you STUDYING? In class.
WHAT IS John LEARNING? English.
WHO(M) IS he VISITING? A friend.
WHAT IS he DOING now? Studying.

COMMENTS
(1) Use ARE, IS, AM before the first Class 1 word (YOU, JOHN, HE,
etc.) in these questions with the -ING form.
(2) Use WHAT, WHEN, WHERE, WHO(M) before ARE, IS, AM.

PRACTICE

EXERCISE 2b.1. (To recognize questions and statements with -ING

forms and to give short answers.) Answer the questions. Make no
response to the statements. For example:
Are you studying grammar? YES, I AM.
John’s working. (No oral response.)
Is John working? YES, HE IS.
I'm learning English. (No oral response.)
Are we practicing Spanish? NO, WE AREN'T.

Is John learning English? 6. Are we practicing Spanish?

Is he visiting a friend? 7. Is he teaching grammar?
.ui>hw§0oII

He's speaking slow1y. Is he practicing short answers?

9. 8.

Am speaking slowly? am asking questions.

I

Are you writing letters? 10. Areyou studying grammar?

36 SENTENCE PATTERNS

EXERCISE 2b.2. (To practice the question pattern with IS, ARE, and an
-ING form.) Substitute the word in the correct position and make the
necessary changes. For example:

Are you studying grammar?

he IS HE STUDYING GRAMMAR?
teaching IS HE TEACHING GRAMMAR?
English IS HE TEACHING ENGLISH?
they ARE THEY TEACHING ENGLISH?

1. you 5. grammar 10. Spanish

2. he 6. vocabulary 11. studying
3. learning 7. you 12. you
4. studying 8. she 13. grammar
9. teaching

EXERCISE 2b.3. (To produce the question pattern with WHAT, WHERE,
WHO(M), and IS plus an -ING form.) This is a conversation exercise.
Listen to the statement about Paul. Ask corresponding questions about
his brother. For example:
Paul is studying English. WHAT IS HIS BROTHER STUDYING?
Paul is living in New York. WHERE IS HIS BROTHER LIVING?
Paul is eating at a restaurant. WHERE IS HIS BROTHER EATING?
Paul is visiting a friend. WHO IS HIS BROTHER VISITING?

Paul is studying English. Paul is studying medicine.

8.

.
. Paul is living in New York. 9. Paul is telephoning John.
. Paul is visiting a friend. 10. Paul is living in the dormi
~‘l.G'3UIr|iOJ&II

. Paul is drinking coffee. tory.

. Paul is teaching in New York. 11. Paul is watching the teacher.
Paul is studying here. 12. Paul is eating sandwich.
a

. Paul is practicing a conversa

tion.
 LESSON IV 37

30 Key examples: It's a GOOD class. It's a GRAMMAR class.

Observe the position and form of GOOD, etc., and of STEAK, etc.

MODIFIER I—> HEAD

We have a GOOD dinner every day.
We have GOOD dinners.
We have a SMALL class.
We have SMALL classes.
It's a TALL building.
He's a TALL boy.
lShe's a TALL girl.
They're TALL buildings.
They're TALL boys.
They're TALL girls.
We have a STEAK dinner every day.
We have STEAK dinners.
We have a GRAMMAR class every day.
We have GRAMMAR classes.
It's a DRUG store.
They're DRUG stores.
He's a GRAMMAR teacher.
She's a GRAMMAR teacher.
They're GRAMMAR teachers.

COMMENTS
(1) Use Class 3 words (GOOD, SMALL, TALL, etc.) and Class 1 words
(STEAK, GRAMMAR, etc.) before the word they modify (not after
it). A STEAK DINNER is a dinner (not a steak). A GOOD DIN
NER is a dinner.
(2) Class 3 words (GOOD, etc.) are invariable in form for singular
and plural. Class 1 words (STEAK, etc.) as modifiers (before
other Class 1 words) are invariable in form for singular and
plural.
(3) The intonation of GOOD DINNER, etc., is usually different from
the intonation of STEAK DINNER, etc. (GOODIDININER,
STEAKIDINNER) .

PRACTICE

EXERCISE 3.1. (To use Class 3 words as describing words in the proper
position.) Substitute the words and make the necessary changes. For
example:

It's a good dinner.

lesson IT'S A GOOD LESSON.

they THEY’RE GOOD LESSONS.
steaks THEY’ RE GOOD STEAKS.
it IT'S A GOOD STEAK.
38 SENTENCE PATTERNS

1. dinner 5. they 9. interesting

2. lunch 6. big 10. they
3. breakfast 7. it 11. tall
4. sandwich 8. building 12. it

EXERCISE 3.2. (To practice recognition of the meaning in this pattern.)

Answer the questions as in these examples:
What's milk chocolate? IT'S CHOCOLATE.
What's chocolate milk? IT'S MILK.
What's a bus station? IT'S A STATION.
What's a station bus? IT'S A BUS.
What's a telephone book? IT'S A BOOK.
What's fruit juice? IT'S JUICE.

1. What's a milk bottle? 7. What's a car factory?

2. What's a bus station? 8. What's a factory car?
3. What's a station bus? 9. What's a telephone book?
4. What's a language problem? 10. What's a flower garden?
5. What's a pocket watch? 11. What's a garden flower?
6. What's a watch pocket?

EXERCISE 3.3. (To use a Class 1 word before another Class 1 word.)
Listen to the word given and the statement which follows it. Identify
the word as in these examples:

A cover. It's on a magazine.

IT'S A MAGAZINE COVER.
A watch. I carry the watch in a pocket.
IT'S A POCKET WATCH.
A pocket. I carry my watch in the pocket.
IT'S A WATCH POCKET.
A lesson. It teaches grammar.
IT'S A GRAMMAR LESSON.
Lessons. They teach grammar.
THEY'RE GRAMMAR LESSONS.
A class. It explains grammar.
IT'S A GRAMMAR CLASS.

lesson. It teaches English.

A A

. store. It consists of departments.

A watch. carry the watch in my pocket.
I
.

. A cup. use the cup for coffee.

I I

. Shoes. play tennis in the shoes.

:IQ¢.O®~1GUlnBh7l\3bII

watch. wear the watch on my wrist.

A

I
.

. A lamp. The lamp is on the desk.

. Spoons. We eat soup with the spoons.
. Dresses. wear the dresses in the evening.
I

class. We study pronunciation.

A A
.
DIlII

teacher. He teaches grammar.

 LESSON IV 39

Buses. They go to the station.

station. It's for buses.

A A A
light. It regulates traffic.

IO®-‘lG3U'1>J>!»7NI
vI4|IIInIIrI1»IIrIIvI
store. It sells groceries.
A store. It sells shoes.
Two stores. They sell shoes.
bottle. It's for milk.
A A A A A A A A A

tree. It has apples.

20 ticket. It is for a trip
on the railroad.
21 ticket. is for a baseball game.
It
22 store. It sells books.
23 room. It is for classes.
24 class. We study English.
25 factory. It produces automobiles.
26 class. We study grammar.

KEY EXAMPLES OF LESSON IV

WHEN DID you ARRIVE? 3. It's GOOD class.

1.

8.

week ago. It's a GRAMMAR class.

A

2a. I'M STUDYING grammar.

2b. WHAT ARE you STUDYING?
Grammar.
 Lesson V

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]
2. WE AREN'T GOING TO STUDY. WE DON'T STUDY IN THE
MORNING.
[NOT in negative statements]
3. I NEVER STUDY [N THE AFTERNOON.
[Negative statements with NEVER, RARE LY, SELDOM]
4. I DON'T NEED ANY BOOKS. I NEED SOME PENCILS.
[Distribution of SOME and ANY]

l. Key examples: We'RE GOING TO STUDY tomorrow.

ARE you GOING TO STUDY tomorrow?

Observe the position and form of ARE, AM, IS with GOING TO.

Previous pattern (Lesson IV):

They 're studying now.

Are they studying now? Yes, they are.

New pattern:

They ’RE GOING TO STUDY tomorrow.

We ’RE GOING TO PLAY baseball tomorrow.
You ’RE GOING TO BE late tomorrow.
GOING TO STUDY tomorrow.
GOING TO STUDY engineering.
GOING TO BE an engineer.
ARE they GOING TO STUDY tomorrow? Yes,
they are.
ARE we GOING TO PLAY baseball tomorrow? Yes,
we are.
ARE you GOING TO STUDY tomorrow? Yes, I
am.
AM I GOING TO BE late tomorrow? No, you
aren’t.
IS John GOING TO STUDY engineering? Yes, he
is.
IS he‘ GOING TO BE a dentist? No, he
isn’t.
WHAT IS he GOING TO STUDY? l Engineer
ing.
WHEN IS he GOING TO GO to New York? Next year.

40
 LE SSON V 41

COMMENTS
(1) Use ARE, AM, IS + GOING TO + the simple form of a Class 2
word in expressions of future time.
(2) Use ARE, AM, IS before the first Class 1 word (THEY, I, JOHN,
etc.) in questions with GOING TO. Use WHAT, WHEN, etc.,
before ARE, IS, AM.
(3) ARE, AM, IS, AREN'T, AM NOT, ISN'T complete the short
answers to questions with GOING TO.

PRACTICE

EXERCISE 1.1. (To practice correlation of I, HE, WE, STUDENTS

with the forms of BE + GOING TO.) Substitute the words and make
the necessary changes. For example:

I'm going to study tomorrow.

he HE'S GOING TO STUDY TOMORROW.
we WE'RE GOING TO STUDY TOMORROW.
I I'M GOING TO STUDY TOMORROW.

1. he 5. I 9. you
2. we 6. she 10. the man
3. the students 7. John l1. the doctor
4. they 8. John and Mary 12. I

EXERCISE 1.2. (To practice BE + GOING TO in questions.) Sub

stitute the words and make the necessary changes. For example:

Are they going to study tomorrow?

he IS HE GOING TO STUDY TOMORROW?
practice IS HE GOING TO PRACTICE TOMORROW?
the students ARE THE STUDENTS GOING TO PRACTICE
TOMORROW?
arrive ARE THE STUDENTS GOING TO ARRIVE
TOMORROW?

1. they 4. the students 8. they

2. he 5. next week 9. you
3. practice 6. study 10. she
7. Mary
42 SENTENCE PATTERNS

EXERCISE 1.3.(To form questions with GOING TO.) Listen to the

statements. Form corr esponding questions. For example:
They're going to study. ARE THEY GOING TO STUDY?
John’s going to play baseball. IS JOHN GOING TO PLAY
BASEBALL?
I'm going to teach gr ammar. ARE YOU GOING TO TEACH
_GRAMMAR?

The boys are goin g to be late. 8. They're going to study English.

III

2. He's going to be an engineer. 9. The girl is going to learn

3. I'm going to study. English.
4. John's going to study engineering. 10. She's going to visit the museum
5. He's going to be an engineer. 11. She's going to go to the uni
6. He's going to be here next week. versity.
7. The students are going to eat 12. The students are going to visit
lunch. the Ford factory.

EXERCISE 1.4. (To contrast the forms used with present and future time.)
Substitute the words and make the necessary changes. Use ARE, AM, IS
+ the -ING form for present time. For example:
I'm going to study tomorrow.
now I'M STUDYING NOW.
next week I'M GOING TO STUDY NEXT WEEK.
we WE'RE GOING TO STUDY NEXT WEEK.’
tomorrow WE'RE GONG TO STUDY TOMORROW.
practice WE'RE GOING TO PRACTICE TOMORROW.
now WE'RE PRACTICING NOW.

. he 6. next year 12. now (at the pres

they 7. we ent moment)
IJII8>In!.\1II

she 8. 13. he
I

tomorrow 9. study 14.

I

next week 10. he 15. tomorrow

11. they

EXERCISE 1.5. (T0 use BE GOING TO in questions with WHAT.) This

+

is conversation exercise. Listen to the statements. Form correspond

a

ing questions with WHAT at the beginning and TOMORROW at the end.
For example:
He's studying English today. WHAT IS HE GOING TO STUDY
TOMORROW
?

He's writing the assignment now. WHAT IS HE GOING TO WRITE

TOMORROW
?

They're writing the assignments WHAT ARE THEY GOING TO

now. WRITE TOMORROW?
I'm teaching Lesson now. WHAT ARE YOU GOING TO TEACH
V

TOMORROW?
 LESSON V

1. I'm studying questions now. Mary's studying Latin now

2. I'm writing the introduction She's learning the words today

.°$°9°.*"
HOw. He's buying book today

a
3. I'm learning vocabulary now. We're writing a composition

I-I
4. He's practicing grammar now.
They're studying pronuncia- 11. John’s reading a story now.
5.

tion now. 12. They're eating steaks today

6. She's learning the alphabet
HOW.

2O Key examples: We AREN'T going to study.

We DON'T study in the morning.

Observe the negative forms

Previous pattern:
'm busy. (Lesson

I)
I I I

'm studying. (Lesson IV)

m going to study. (Lesson V)
New pattern:
'M NOT busy.
I I I

'M NOT studying.

'M NOT going to study.
You AREN'T busy.
He ISN'T studying.
They AREN'T going to study.
You WEREN'T busy yesterday.
He WASN'T busy yesterday.
Previous pattern:
You study. (Lesson H)
You studied yesterday. (Lesson HI)
New pattern:

You DON'T study.

He DOESN'T study.
You DIDN'T study yesterday.
He DIDN'T study yesterday.

COMMENTS
(1) Use I'M NOT, YOU AREN'T, HE ISN'T, YOU WEREN'T, HE
WASN’T etc., in negative statements with forms of BE (I'M NOT
BUSY), BE + the -ING form (I'M NOT STUDYING), and BE
+

GOING TO + the simple form of the Class word (I'M NOT

2

some TO STUDY).
(2) Use DON'T, DOESN'T, DIDN'T + the simple form of the Class
2

word in other negative statements (YOU DON'T STUDY)

.

(3) AREN'T, ISN'T, DOESN'T, DIDN'T, etc., are contractions of

ARE NOT, IS NOT, DOES NOT, DO NOT, etc.
44 SENTENCE PATTERNS

PRACTICE

EXERCISE 2.1. (To practice the negative with AM, IS, ARE, WAS,
WERE.) Substitute the words and make the necessary changes. For
example:

I'm not in Detroit now.

he HE ISN'T IN DETROIT NOW.
last week HE WASN'T IN DETROIT LAST WEEK.
next week HE ISN'T GOING TO BE IN DETROIT
NEXT WEEK.
here HE ISN'T GOING TO BE HERE NEXT WEEK
now HE ISN'T HERE NOW.
they THEY AREN'T HERE NOW.

. Mary 9. tomorrow 17. yesterday

she 10. we 18. we
. in Detroit 11. I 19. you
. yesterday 12. you 20. they
you 13. he 21. last week
I 14. at home 22. I I

. they 15. Mary 23. they

. now 16. now 24. we

EXERCISE 2.2. (To practice the negative with DO, DOES, DID.) Sub
stitute the words and make the necessary changes. For example:

He doesn’t study engineering.

they THEY DON'T STUDY ENGINEERING.

last year THEY DIDN'T STUDY ENGINEERING LAST
YEAR.
I I DIDN'T STUDY ENGINEERING LAST
YEAR.
don't I DON'T STUDY ENGINEERING.

we Paul
1,,

8.

14
I

John
2.

9. we 15 he
3. he 10. 16 they
I

4. they 11. Mr. and Mrs. 17 Mary

you White Mary and Jane
5.

18
6. she 12. you 19. Paul
7. year ago 13. don’t 20 we
a
 LESSON V

3- Key example: I NEVER STUDY in the afternoon.

Observe these negative statements.

'
Previous p atte rn:

He isn’t here in the afternoon

He isn’t usually here in the afternoon
He doesn’t study here in the afternoon
He doesn’t usually study here in the afternoon

New pattern:
He IS NEVER here in the afternoon
He IS RARE LY here in the afternoon
He IS SE LDOM here in the afternoon
He NEVER STUDIES here in the afternoon
He RARE LY STUDIES here in the afternoon
He SELDOM STUDIES here in the afternoon

COMMENTS
NEVER, RARE LY, SE LDOM are negative. Do
( 1) Statements with
AREN'T, WASN'T, DOESN'T, DIDN'T, etc., with
not use ISN'T,
NEVER, RARELY, SELDOM.
(2) Use NEVER, RARELY, SELDOM after forms of BE (IS, ARE,
WAS, etc.) . Use NEVER, RARELY, SELDOM before other
Class 2 words (STUDY, PRACTICE, etc.) .

PRAC TIC E

EXERCISE 3.1. (To form negative statements with USUALLY, NEVER,

etc.) Use only negative statements in this exercise. Substitute the
words and make the necessary changes. For example:
He doesn’t usually smoke
often HE DOESN'T OFTEN SMOKE.
never HE NEVER SMOKES.
rarely HE RARELY SMOKES
always HE DOESN'T ALWAYS SMOKE
seldom HE SE LDOM SMOKES

. always . never
. often . rarely
Ul>¢~NNrII

seldom often
.°E°9°*'°’
.

rarely usually
.

DAI

. usually rarely
46 SENTENCE PATTERNS

EXERCISE 3.2. (To form negative statements with USUALLY, NEVER,

etc.) This is a conversation exercise. Listen to the statement. Re
spond with a corresponding negative statement with AT NIGHT. For
example:

He's usually here in the morn HE ISN'T USUALLY HERE AT

ing. NIG HT.
He's always in class in the HE ISN'T ALWAYS IN CLASS AT
morning. NIGHT.
They often study in the morning THEY DON'T OFTEN STUDY AT
NIGHT.
He's never here in the morning. HE'S NEVER HERE AT NIGHT.
He's seldom in class in the HE'S SE LDOM IN CLASS AT
morning. NIGHT.
I rarely study in the morning. I RARE LY STUDY AT NIGHT.

1. I often study in the morning. 9. Mary's often hungry in the

2. I never study in the morning. morning.
3. I usually sing in the morning 10. John’s never hungry in the
4. He usually sings in the morn morning.
ing. 1 1. He rarely smokes in the

5. I never run to class in the morning.

morning. 12. He seldom runs in the morning
6. I always study grammar in the 13. He's seldom late in the morn
morning. ing.
7. She never eats in the morn- 14. He's never busy in the morn
ing. ing.
8. She's usually absent in the 15. He's rarely absent in the
morning. morning.

4'0 Key examples: I don’t need ANY books. I need SOME pencils

Observe SOME and ANY.

Do you need some bread?

‘ Do you need any bread?

I need SOME bread. I don’t need ANY bread.

I need SOME fruit. I don’t need ANY fruit.
I need SOME stamps. I don’t need ANY stamps.
I need SOME books. I don’t need ANY books.

COMMENTS
1. Use SOME or ANY in questions.
2. Use SOME in affirmative statements.*
3. Use ANY after a negative.

*You will hear ANY in certain types of affirmative statements: “l would

give you some money if I had any.”
 LESSON V 47

EXERCISE 4.1. (To contrast the use of SOME in affirmative statements

withthe use of ANY after a negative signal.) Substitute the words and
make the necessary changes. For example:

I have some potatoes.

I don’t have I DON'T HAVE ANY POTATOES.

do you have DO YOU HAVE ANY POTATOES?
bread DO YOU HAVE ANY BREAD?
he doesn't have HE DOESN'T HAVE ANY BREAD.

1 did he have 13 the dog is eating

2 he has 14 John didn’t eat
3 coffee 15. Mrs. White has
4 do they have 16 does she have
5 do you need 17. she doesn’t have
6. Ineed 18 coffee
7. she needed 19. shoes
8 John doesn’t need 20 stamps
9. Mrs. White doesn’t have 21 she needs
10 I don’t need 22 fruit
11 we want 23 does she need
12 bread

NOTE: SOME and ANY are also substitutes for words like “bread,”
“stamps,” “fruit,” etc.
Do you have stamps? Did Mary buy fruit?
Yes, I do. Yes, she did.
Yes, I have SOME. Yes, she bought SOME.
No, I don’t. No, she didn't.
No, I don’t have ANY. No, she didn’t buy ANY.

KEY EXAMPLES OF LESSON V

1. We'RE GOING TO STUDY tomorrow.

ARE you GOING TO STUDY tomorrow?
2. We AREN’T going to study.
We DON'T study in the morning.
3. I NEVER STUDY in the afternoon.
4. I don’t need ANY books.
I need SOME pencils.
 Lesson Vl
la. I HAVE INK.
[Non-countable Class 1 words without A and without plural
forms]
lb. 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
words]
2. DR. BROWN ALWAYS DISCUSSES PHILOSOPHY WITH
STUDENTS.
THE STUDENTS LIKE THE PHILOSOPHY OF ARISTOTLE.
[Use of THE contrasted with absence of THE]
3. I WANT THIS BOOK. I WANT THESE PENCILS.
MY BOOKS ARE IN MY ROOM.
[Singular-plural contrast with THIS and THAT, but not with
MY, YOUR, etc.]
4. NONE OF MY FRIENDS SPEAK ENGLISH.
[Expressions like ALL OF, NONE OF, MANY OF, NOT
MANY OF, etc.]

_a. I need A PEN. I need PENS. I have INK.

Observe A PEN, PENS, INK, etc.
Previous pattern (Lesson I):
I need A PEN. I need PENS.
I have A PENCIL. I have PENCILS.
I want AN APPLE. I want APPLES.
New pattern:
1
I have INK.
I like COFFEE.
I drink MILK.
I eat FRUIT.
I like BREAD.
I want TOAST.
I need SOAP.
COMMENTS
(1) Do not use A* with Class 1 words like INK, COFFEE, MILK, etc

(“non-countable” Class 1 words).

(2) Do not use p lural forms for Class 1 words like INK, COFFEE,
MILK, etc. (“non-countable" Class 1 words).
(3) Use A with singular Class 1 words like PEN, PENCIL, APPLE,
etc. (“countable” Class 1 words) .

*A is different from ONE. A is not a number. ONE is a number: ONE PEN

TWO PENS, THREE PENS, etc. “I want ONE book” implies I do not want TWO
or THREE or FOUR, etc. “l want A book" implies I do not want a PEN, a
PENCIL, or an APPLE, etc.
48
 LESSON VI 49

ILLUSTRATIVE EXAMPLES

A STUDENT uses INK every day. He uses BLACK INK and BLUE
INK.
He drinks WATER every day.
WATER is A TRANSPARENT LIQUID. It contains OXYGEN and
HYDROGEN.
I have INK and I have A PEN.
I have WATER. I have A GLASS. I have A GLASS of water.
I need INK. I need TWO BOTTLES of ink.
I want TOAST. I want A PIECE of toast.
I'm going to visit A GROUP of friends.

A
PR AC TIC E

EXERCISE la.1. (To practice the use and omission of A, AN before

Class 1 words.) Substitute the words. Use A before CAR, BOOK, etc.,
and omit it before TOAST, FRUIT, ORANGES, etc. For example:

We see a friend.

apples WE SEE APPLES.

fruit WE SEE FRUIT.
book WE SEE A BOOK.
have WE HAVE A BOOK.

1. sandwich 11, car 21. are selling

2. are eating 12. pencils 22. insurance
3. toast 13. milk 23. house
4. banana 14. are drinking 24. radios
5. apple 15. cup of milk 25. ink
6. bread 16. glass of water 26. are using
7. oranges 17. tea 27. piece of paper
8. slice of bread 18. milk shake 28. chair
9. butter 19. water 29. soap
10. are buying 20. hot coffee 30. bar of soap

_b. Key examples: I didn’t want MANY PENS. I didn’t want MUCH
INK.
Observe A FEW, MANY, A LITTLE, MUCH, A LOT OF.
l
I wanted A FEW PENS.
I didn’t want MANY PENS.
I wanted A LITTLE INK
I didn’t want MUCH INK
I wanted A LOT OF PENS
I wanted A LOT OF INK.
50 SENTENCE PATTERNS

COMMENTS
(1) Use A FEW and MANY only with plural forms like PENS,
PENCILS, etc. (“countable” Class 1 words).
(2) Use A LITTLE and MUCH only with words like INK, COFFEE,
etc. (“non-countable” Class 1 words).
(3) Use A LOT OF with plural forms like PENS, PENCILS, etc., and
with words like INK, COFFEE, etc.
(4) Use MANY and MUCH in negative sentences.* Use A LOT OF in
negative sentences and in affirmative sentences.

ILLUSTRATIVE EXAMPLES

I want A FEW APPLES. I don’t want MANY APPLES.

SOME APPLES are red. SOME are yellow.
ALL APPLES are nourishing.
I have two apples. I'm going to eat BOTH APPLES.
My friend eats SEVERAL APPLES every day.
I want A LITTLE FRUIT. I don’t want MUCH FRUIT.
SOME FRUIT is rare. SOME is common.
ALL FRUIT is nourishing.
NOTE: Use BOTH and SEVERAL only with plural forms like APPLES.
Use SOME and ALL with plural forms like APPLES and with
words like FRUIT (non-countable Class 1 words) .

PRACTICE

EXERCISE 1b.1. (To practice the distribution of A FEW, A LITTLE,

MANY, MUCH, A LOT OF.) Substitute A FEW, MANY, A LITTLE, etc.,
in place of A SMALL QUANTITY, A LARGE NUMBER, etc. Use A
FEW, A LITTLE, to indicate a small quantity or number and MANY,
MUCH, A LOT OF, to indicate a large quantity or number1. For example
John drinks a large quantity of coffee.
JOHN DRINKS A LOT OF COFFEE.
I didn't see a large number of students.
I DIDN'T SEE MANY STUDENTS.
I need a small quantity of sugar.
I NEED A LITTLE SUGAR.
Mary has a small number of good friends.
MARY HAS A FEW GOOD FRIENDS.
He doesn’t eat a large quantity of fruit.
HE DOESN'T EAT MUCH FRUIT.

1. They have a small quantity of money.

2. He has a small number of dimes.
3. We don’t have a large number of classes today.

*You will hear MANY and MUCH in affirmative sentences in some situations.
But this is not natural English in many other situations.
 LESSON VI 51

We need large quantity of bread.

a
Do you drink large quantity of milk?

a
5° @~‘lO§U'1rb
Does John have a large number of ties?
Mary drinks small quantity of coffee.

a
We usually buy small quantity of soap.

a a
We usually buy small number of bars of soap.
10. He doesn’t usually buy large number of pencils.

a
l1. We don’t drink large quantity of tea in the United States.

a
12. Children need a large quantity of milk.
13. The students don’t bring a large number of books to school.
14. The students don’t drink large quantity of fruit juice in the

a
morning.
2o

Key examples: DR. BROWN always discusses PHILOSOPHY

with STUDENTS.
THE STUDENTS like THE PHILOSOPHY of
Aristotle.
Observe the examples with THE and without THE.
We invited STUDENT.
A

STUDENTS are usually intelligent.

COFFEE is good drink.
a
We are drinking COFFEE.
We are discussing PHILOSOPHY
THE STUDENT is from Mexico.
often invite THE STUDENTS in our class.
I

We like THE COFFEE here.

THE COFFEE from Brazil is good.
THE STUDENTS in our class are intelligent.
THE PHILOSOPHY of Aristotle is important.

We are speaking ENGLISH.

SPANISH is an important language.
ARGENTINA is near_Brazil.
We are going to
visit DR. BROWN.
We are going to
visit BRAZIL.
MR. SMITH is teacher.
a a

MARY is student.
She lives on STATE STREET.
She goes to class at EIGHT O’CLOCK.
COMMENTS
(1) Use A STUDENT, STUDENTS, COFFEE, PHILOSOPHY, etc.,without
TlIIE to indicate “in general" or “not identified."
(2) Use THE STUDENT, THE STUDENTS, THE COFFEE, THE PHILO
SOPHY, etc.,t0 indicate “specific” or “identified.”
(3) Don’t use THE with the names of persons, languages, most countries,
streets, or the time of day. (See Illustrative Examples for ex
ceptions.)
52 SENTENCE PATTERNS

ILLUSTRATIVE EXAMPLES

I like SMALL COMMUNITIES.

SMALL COMMUNITIES are interesting.
We visited LARGE and SMALL COMMUNITIES.
THE SMALL COMMUNITIES were interesting.
RIVERS are interesting too.
THE MISSISSIPPI RIVER is in THE UNITED STATES.
THE AMAZON is in BRAZIL.
BRAZIL is a large country.
THE UNITED STATES is a large country too.
THE DOMINICAN REPUBLIC is in LATIN AMERICA.
THE NETHERLANDS is not in LATIN AMERICA.
THE REPUBLIC OF ECUADOR is in SOUTH AMERICA.
ARGENTINA and CHILE are in THE SOUTHERN PART of the
CONTINENT.
NEW YORK is in THE EASTERN PART of THE UNITED STATES.
NOTE: We use THE with the names of a few countries.
These names are often two words, like THE
UNITED STATES, or have an -S ending, like
THE NETHERLANDS.
DR. BROWN talked to MR. APPLETON about DEMOCRACY and
ECONOMICS.
They talked about CONTEMPORARY PHILOSOPHY.
COLUMBIAN COFFEE is good.

PR AC TIC E

EXERCISE 2.1. (To practice the omission of THE before certain Class
1 words.) Listen to the statement. Substitute the Class 1 word which is
given. Use the form THE before the Class 1 word. Don’t use THE with
the names of persons, languages, countries, streets, time of day and
when the Class 1 word has a “general” sense. For example:

Mathematics is interesting.
program THE PROGRAM IS INTERESTING.
New York City NEW YORK CITY IS INTERESTING.
student THE STUDENT IS INTERESTING.
California CALIFORNIA IS INTERESTING.
French FRENCH IS INTERESTING

A. Tom likes music. B. They arrived at three o'clock

1. lady 1. station
2. Italy 2. four fifteen
3 professor 3 airport
professor Appleton noon
O§U1>l>
O3UIvl>

South America apartment

young student Taylor House
I
 LESSON VI 53

C. John and I visited Canada. D. France is beautiful.

1. Detroit 1 painting
2. English class 2. Nicaragua
3. Mexico 3 flower gardens
4. sick student 4. Miss Smith
5. art museum 5. Pacific Ocean
6. University of Ohio 6. Pennsylvania Avenue
7. professor Brown

3. Key examples: I want THIS BOOK. I want THESE PENCILS.

MY BOOKS are in MY ROOM.
Observe THESE BOOKS, THIS BOOK, MY BOOKS, MY BOOK, etc.
THESE BOOKS are simple.
I need THESE BOOKS.
I want THOSE BOOKS.
THIS BOOK is interesting.
I need THIS BOOK.
I want THAT BOOK.
MY BOOKS are easy.
MY BOOK is easy.
I need MY BOOK.
I want MY BOOKS.
I washed MY FACE.
I washed MY HANDS.
You washed YOUR HANDS.

COMMENTS
1. Use THESE [oiz], THOSE [ooz], with plural forms (BOOK 5,
LESSONS); use THIS [DIs], THAT [net], with non-plural forms
(BOOK, STUDENT, COFFEE).
2. Use MY with plm'al forms and non-plural forms (BOOKS, L ES
SONS, BOOK, STUDENT, COFFEE). MY, YOUR, HIS, HER , OUR,
THEIR are invariable in form.
3. Use MY, YOUR, etc.,with parts of the body. Don’t use THE

ILLUS TRATIVE EXAMPLE S

I have MY BOOK.
You know YOUR TEACHER.
John has HIS BOOK.
Mary has HER BOOK.
The class likes ITS BOOK.
We like OUR CLASS.
The students study THEIR LESSONS.
This is THEIR ROOM.
The boys visited THEIR FATHERS.
The girls visited THEIR MOTHERS.
54 SENTENCE PATTERNS

PRACTICE

EXERCISE 3.1. (T0 use THESE and THOSE with plural forms and THIS
and THAT with non-plural forms.) Listen to the statements and the
words HERE and THERE. Repeat the statements and use THIS [bis],
THESE [biz] for objects that are HERE. Use THAT [oaet] THOSE
[1502] for objects that are THERE. For example:

The exercises are easy. There THOSE EXERCISES ARE EASY.

The university is large. Here THIS UNIVERSITY IS LARGE.
The lessons are easy. Here THESE LESSONS ARE EASY.
The book is green. There THAT BOOK IS GREEN.

. The chairs are comfortable. Here

. The ideas are new and interesting. Here
. The student comes from Peru. There
. The students come from Venezuela. There
The book has a green cover. Here
. The girl is beautiful. There
. I like the dictionary. There
. I like the pencils. There
I like the drug store. Here
. I need the books. Here

EXERCISE 3.2. (To produce MY, YOUR, HIS, HER, ITS, OUR, THEIR
with plural and non-plural forms including parts of the body and per
sonal clothing.) Substitute the forms and make other necessary
changes. For example:

Mary has your watch.

John JOHN HAS YOUR WATCH.
our JOHN HAS OUR WATCH.
watches JOHN HAS OUR WATCHES.
fixed JOHN FIXED OUR WATCHES.

their 13. their 25 their

.

. my 14. my 26 hdary and John

. his 15. collar 27 faces
. motor 16. ironed 28 car
its
l\7:I¢_O§OO5-1O>U1ah0Ol\‘)rII

17. her 29. our

. cover 18. Mary 30
I

. washed 19. dress 31 IHY

windows 20. washed 32 face
.

his 21. feet 33 neck

hands 22. hands 34 ears
DIInIInd

face 23. hair 35 sweater

shirt 24. his 36 your
 LESSON VI 55

4'. Key example: NONE of my friends speak English.

Observe the expressions of quantity.
MANY of your books are good
MANY are good
MUCH of this fruit is good
MUCH is good
ALL of this bread is good
ALL is good

NOT MANY of my books are good

NOT MANY are good
NOT MUCH of that fruit is good
NOT MUCH is good
NOT ALL of that bread is good.
NOT ALL is good.
NOT ALL of those books are good.
NOT ALL are good
NOT ANY of these books are good. (All are bad.)
NOT ANY are good. (All are bad.)
NONE of these books are good. (All are bad.)
NONE are good. (All are bad.)
NONE of that bread is good. (All is bad.)
NONE is good (All is bad.)

COMMENTS
(1) Use MANY, NOT MANY, NONE, etc., alone or before an expres
sion with OF.
(2) Use NOT for the negative form with MANY, MUCH, ALL, ANY.
(3) NONE is a negative form equivalent to NOT ANY.

PRACTICE

EXERCISE 4.1. (To use the negative forms NOT and NONE to indicate
quantity.) Listen to the questions which contain expressions of quantity.
Answer the questions with the negative forms, NOT MANY, NOT MUCH,
NOT ALL, NONE. Form two negative statements with each question.
For example:
Do many of the students write letters?
NOT MANY OF THE STUDENTS WRITE LETTERS.
NOT MANY WRITE LETTERS.
Are any of the students sick?
NONE OF THE STUDENTS ARE SICK.
NONE ARE SICK.
Is any of the dessert ready?
NOT ANY OF THE DESSERT IS READY.
NOT ANY IS READY.
56 SENTENCE PATTERNS

Are allthe teachers here?

Was much of the coffee hot?
. Do any of your friends want a ticket?
Do all of your friends speak English?
. Is much of the building complete?
. Is any of the milk good?

. Are any of the exercises difficult?

. Do many of the students live in a dormitory?

9. Was much of the program interesting?

10. Is any of the bread fresh?
l1. Are any of the children lost?
12. Were many of the students at the program?

KEY EXAMPLES OF LESSON VI

la. I need A PEN. I need PENS. I have INK.

1b. I didn’t want MANY PENS. I didn't want MUCH INK.
2. DR. BROWN discusses PHILOSOPHY with STUDENTS
THE STUDENTS like THE PHILOSOPHY of Aristotle.
3. I want THIS BOOK. I want THESE PENCILS.
MY BOOKS are in MY ROOM.
4. NONE of my friends speak English.
 Lesson VII

1. OBSERVE THE PATTERN. LET'S REPEAT THE EXAMPLES

[Request sentences]
2. THE MEN ARE TIRED. THE PEOPLE ARE HUNGRY. THE
NEWS IS GOOD.
[Irregular Class 1 words]
3. THE OTHER BOOKS ARE OLD. I SEE THE OTHERS NOW
[OTHER as Class 1 and as modifier of Class 1]
4. I VISITED HIIVI YESTERDAY.
[ME, HIM, THEM, etc.]

I Key examples: OBSERVE the pattern. LET'S REPEAT the

examples.

Observe the request sentences.

Statement pattern:

You speak English in class.

You don’t speak Spanish in class.
Request pattern:

SPEAK English in class.

OPEN the door.
BE here at 11 o'clock
DON'T SPEAK Spanish in class.
DON'T OPEN the window.
PLEASE SPEAK English in class.
PLEASE DON'T BE late.
Statement pattern:

We speak English in class.

Request pattern:

LET'S SPEAK English in class.

LET'S GO to the movies.
LET'S NOT GO to the restaurant.
PLEASE LET'S NOT BE late.

57
58 SENTENCE PATTERNS
I
COMME NTS
(1) Do not use YOU, WE before the Class 2 word (SPEAK, OPEN, etc.)
in request sentences.
(2) Begin request sentences with PLEASE as a polite form. *
(3) Request sentences with LET'S include the speaker. (Teacher:
OPEN YOUR BOOKS. The students open their books. Teacher:
LET'S OPEN OUR BOOKS.
The students _a_r_1g the teacher open their books.)
(4) Use DON'T in negative request sentences. But use NOT (without
DO) in negative request sentences with LET'S.

EXERCISE 1.1. (To practice the request pattern.) Form polite request
sentences with the suggested words. For example:

the door PLEASE OPEN THE DOOR.

your book PLEASE OPEN YOUR BOOK.
the door PLEASE CLOSE THE DOOR.
a pen PLEASE WRITE WITH A PEN.

1. your book 4. a pencil 8. the window

2. a pen 5. the paper 9. a letter
3. a good pen 6. the salt 10. English
7. the door

EXERCISE 1.2. (T0 practice the request pattern with LET'S.) Form
request sentences that include the speaker. For example:

some songs LET'S SING SOME SONGS.

to the movies LET'S GO TO THE MOVIES.
some letters LET'S WRITE SOME LETTERS.

1. English 5. to the movies 9. baseball

2. to class 6. to L'os Angeles 10. basketball
3. to the museum 7. some songs 11. tennis
4. to the new restaurant 8. some letters 12. ping pong

*Other polite formulas which may precede SPEAK ENGLISH, OPEN THE DOOR,
etc., are:
WOULD YOU WOULD YOU PLEASE
WON'T YOU WON'T YOU PLEASE
WILL YOU WILL YOU PLEASE
Useful expressions for invitations: WOULD YOU LIKE TO GO TO THE MOVIES?
WOULD YOU LIKE TO SEE THE MUSEUM?
 LESSON VII 59

EXERCISE 1.3. (To practice the request pattern with a negative.) Con
vert the statement into a negative request with DON'T or LET'S NOT.
Use the polite form. For example:

You speak rapidly. PLEASE DON'T SPEAK RAPIDLY.

We eat dinner at the PLEASE LET'S NOT EAT DINNER
restaurant. AT THE RESTAURANT.
You are late. PLEASE DON'T BE LATE.

l. You study in the morning 7. You are wasting time.

2. We are going to eat dinner 8. We are going to the game.
now. 9. We are waiting for John.
3. You sleep in the afternoon. 10. You use red ink in your pen.
4. You drive fast. 11. You miss class on Monday.
5. We talk Spanish to our friends. 12. We hurry to school after
O We are going to the concert. lunch.

2. Key examples: The MEN ARE tired. The PEOPLE ARE

hungry. The NEWS IS good.

Observe the plural forms:

SINGULAR PLURAL
Previous pattern (Lesson I):
The student is here The students are here.

New pattern:
The MAN [maen] s here The MEN [men] are here.
The GENTLEMAN ‘s here The GENTLENIEN are here.
[féntelmen] [jéntelmen]
The WOMAN ‘s here The WOMEN are here.
[women] [wfmen]
The CHILD is here The CHILDREN are here.
[mid] [eriareh]
The WIFE [waif] is here The WIVES [waivz] are here.
The KNIFE is here The KNIVES are here.
[Half] [naivz]
The FOOT [fut] is here The FEET [fit] are here.
The TOOTH [me] is here The TEETH [tiO] are here.
The MOUSE [maus] is here The MICE [mais] are here.
The SHEEP [sip] is here The SHEEP [sip] are here.
The PEOPLE are here.
[ pi’ pel]
The PEOPLE come every
The NEWS [nUZ] is here. day
The NEWS comes
every
day.
 60 SENTENCE PATTERNS

C OMMENTS

(1) MEN, GENTLEMEN, WOMEN, etc., are the plurals of MAN,

GENTLEMAN, WOMAN, etc.
(2) Use ARE, COME, etc., with PEOPLE.
(3) Use IS, COMES, etc., with NEWS. ]
i

PRACTICE

EXERCISE 2.1. (To use the forms MEN, TEETH, NEWS, etc.,in con
text.) Substitute the following words and make the necessary changes
For example:
The man is here.
are THE MEN ARE HERE.
eat THE MEN EAT HERE.
child THE CHILD EATS HERE.
people THE PEOPLE ARE HERE.
interesting THE PEOPLE ARE INTERESTING

news l1. happy 21. news

.

bad 12. are 22. here

. tooth 13. woman 23. man
are 14. women 24. were
. were 15. children 25. knife
sharp 16. is 26. children
.

. knives 17. wives 27. eat

. is 18. is 28. woman
good 19. people 29. eat
man child
I-4

20. good 30.

. Key examples: These books are new. The OTHER books are old
see the OTHERS now.
I

Observe the form of ANOTHER, OTHER, OTHERS.

Previous pattern:
An old automobile stopped on State Street.
Three old automobiles stopped on State Street.
An automobile stopped on State Street.
Three automobiles stopped on State Street.

New pattern:
AN- -OTHER* automobile stopped on Huron Street.
Three OTHER automobiles stopped on Main Street.
The OTHER automobiles stopped on Liberty Street.
AN -OTHER stopped on Huron Street.
Three OTHERS stopped on Main Street.
The OTHERS stopped on Liberty Street.

*Say and write AN + OTHER as one word: enécfer], ANOTHER.

[
 LESSON VII 61

COMMENTS

(1) Use AN with OTHER in ANOTHER AUTOMOBILE, ANOTHER

STOPPED, etc.
(2) OTHER is sometimes like OLD (a Class 3 word) . OTHER is in
variable in form in this use. l

(3) OTHER is sometimes like AUTOMOBILE (a Class 1 word).

OTHERS is the plural form in this use.
I

ILLUS TRATIVE EXAMPLES

A red book is on the table. I see ANOTHER BOOK on the desk.

ANOTHER is on the chair. I see ANOTHER RED BOOK on the floor.

Three students are studying in their rooms.

THREE OTHER STUDENTS are practicing in the laboratory.
THREE OTHERS are playing baseball.
Some of the new students are from Columbia.
SOME OF THE OTHER NEW STUDENTS are from Bolivia.
SOME OF THE OTHERS are from Ecuador.

PRACTICE

EXERCISE 3.1. (To use ANOTHER and OTHER as modifiers of Class

1 words.) This is a conversation exercise. Listen to the statements.
Repeat the statements with ANOTHER or OTHER and make the neces
sary changes for action at the present moment. For example:
We studied the old book a week ago.
WE ARE STUDYING ANOTHER BOOK NOW.
Mr. Brown visited Chicago a week ago.
HE IS VISITING ANOTHER CITY NOW.
John and Mary studied the yellow book a week ago.
THEY ARE STUDYING ANOTHER BOOK NOW.
The student learned the short conversation a week ago.
HE IS LEARNING ANOTHER CONVERSATION NOW.

. We studied the old book week ago.

a

Mr. Brown visited Chicago week ago.

a

. John and Mary studied the yellow book week ago.

a

. The student learned the short conversation a week ago.

He studied the first lesson week ago.
CI®4O5U1:§U~7E\')bII

. a
. John played nice game week ago.
a

. Mary practiced this conversation week ago.

a

. Mr. BTOWn explained this lesson a week ago.

. Mr. White answered this question week ago.
a

We studied the first book week ago.

I-4

.
a
62 SENTENCE PATTERNS

EXERCISE 3.2. (To use ANOTHER and OTHERS as substitutes.) Listen

to the statements.They are descriptions of something that occurs in the
morning. The same situation occurs at night. Describe the situation at
night by using ANOTHER or OTHERS. For example:
One automobile stops here in the morning.
ANOTHER STOPS HERE AT NIGHT.
Three hundred cars leave the factory in the morning.
THREE HUNDRED OTHERS LEAVE THE FACTORY AT NIGHT.
Four men work here in the morning.
FOUR OTHERS WORK HERE AT NIGHT.
Many people arrive in the morning.
MANY OTHERS ARRIVE AT NIGHT.

few students study in the morning.

A

Two men are going to work in the morning.

Sixteen people work here in the morning.
Three students eat here in the morning.
Three people sleep in this room in the morning.
Two doctors work here in the morning.
nurse helps them in the morning.
A

Many students study in the morning.

rPPP“°9*“P“

All of these children sleep in the morning.

All of the bad students write letters in the morning.
FI‘FI'

One man works in the morning.

4. Key examples: know John. visited HIM yesterday.

I
I

Observe the forms ME, YOU, HIM, etc.

He sees ME. He studied WITH ME .

He sees YOU. She is standing BESIDE YOU.
followed HIM. She is walking WITH HIM.
I

He understands HER. John is running PAST HER.

He received IT. They are INSIDE IT.
He visited US. They are coming NEAR US.
am teaching YOU. He is standing BETWEEN YOU.
I

He accepted THEM. We are walking UNDER THEM

COMMENTS
ME, YOU, HIM, etc., are the forms used after Class words.
1.

2. ME, YOU, HIM, etc., are used after words like WITH, BESIDE,
PAST.
 LESSON vii 63

PRACTICE

EXERCISE 4.1. (To practice the forms ME, HIM, THEM, etc.) Listen
to the sentences. Substitute the words that follow the Class 2 words
with ME, YOU, HIM, etc. For example:
John explains the question. JOHN EXPLAINS IT.
They asked Mary. THEY ASKED HER.
We followed John and Mary. WE FOLLOWED THEM.
The boys attended the class. THE BOYS ATTENDED IT.

1.The boys help the girls. 6. I

received my books yesterday.
2. They study word order. 7. I
helped the new students.
3. Mr. Black explains the custom. 8. I
am going to see Mary tonight.
4. Mary answers John. 9. He is going to visit John.
5. The class learned the word. 10. I followed their car.

EXERCISE 4.2. (To contrast the forms I, HE, THEY, etc., with ME,
I-HM, THEM, etc.) Listen to the questions and answer them. Sub
stitute the words that precede the Class 2 word with I, YOU, HE, etc.,
and substitute the words that follow the Class 2 word with ME, YOU,
HIM, etc. For example:
Does John see the boy? YES, HE SEES HIM.
Do you want the book? YES, I WANT IT.
Do you like this class? YES, I LIKE IT.
Are you learning English? YES, I'M LEARNING IT.

1.Does Mary speak English? 7. Do you hear the question?

2. Do you like Ann Arbor? 8. Do you know Mr. and Mrs. Black?
3. Does Paul know John? 9. Does he see Mary?
4. Do you do your homework 10. Do you like the movies?
every day? 11. Are you studying Lesson VII?
5. Do the students understand 12. Are you going to visit the class?
the lesson? 13. Are they going to visit Mr.
6. Do you see the teacher? Brown?

EXERCISE 4.3. (To contrast forms like I and ME in statements and

questions.) Listen to the statements and questions. Repeat the state
ments and questions. Substitute the forms HE, IT, THEM, SHE, etc.
as the position requires. For example:

John wants the books. HE WANTS THEM.

Children like ice cream. THEY LIKE IT.
Does the teacher see Mary? DOES HE SEE HER?
Are the books new? ARE THEY NEW?

1. Mary is reading her letters.

. Is the doctor with the students?
. The pens are on the desk.
Mary and he are going with John and me.
.@U\|kO9N
.

. Is the exercise difficult?

John and Mary are looking at you and me.
64 SENTENCE PATTERNS

The student is writing the exercise.

The students are attending the classes..

PQ-1
Do the students study pronunciation?
10 John and Paul are living with Mr. Black.
11 My brother is visiting the museum.
12 Mary is reading the vocabulary lesson.
13 Did Fred see the man?

KEY EXAMPLES OF LESSON VII

OBSERVE the pattern. 3. These books are new.

1

LET'S REPEAT the examples. The OTHER books are old

The MEN ARE tired. see the OTHERS now.
2.

I I I
The PEOPLE ARE hungry. 4. know John.
The NEWS IS good. visited HIM yesterday.
 Lesson VIII

1. Some forms and positions for expressions that indicate a

“receiver."
1a. HE ALWAYS SAYS “GOOD MORNING" TO ME.
HE ASKED ME A QUESTION.
[TO ME with Class 2 words like SAY, SPEAK, EXPLAIN,
and ME with ASK]
1b. I'M GOING TO GIVE A PENCIL TO MY BROTHER.
[TO ME and ME with other Class 2 words like GIVE, TELL,
SELL]
1c. SHE ANSWERED THE QUESTION FOR ME.
[FOR ME with Class 2 words like ANSWER, PRESCRIBE,
CASH]
2 Class 2 words that have a vowel or consonant contrast but
never have -ED.
2a. I ATE LUNCH HERE YESTERDAY.
[Class 2 words with a vowel contrast]
2b. I HAD BREAKFAST AT SEVEN O’CLOCK.
[Class 2 words with a consonant contrast]
2c. I FELT FINE.
[Class 2 words with a vowel and a consonant contrast]

_a. Key examples: He always says “Good morning" TO ME.

He asked ME a question.

Observe the position of TO ME and ME. Observe the Class 2 words.

He always SAYS “Hello” TO ME.
He's SPEAKING English TO ME.
He EXPLAINED the lesson TO ME.
He ASKED ME question.
]] na

COMMENTS

(1) Use TO ME, TO HIM, etc., after “HELLO,” ENGLISH, THE

LESSON, etc., with the Class 2 words SAY, SPEAK, EXPLAIN,
DESCRIBE, INTRODUCE, REPEAT, ANNOUNCE, REPORT,
TALK.
(2) Use ME, HIM, etc., immediately after the Class 2 word ASK.

ILLUSTRATIVE EXAMPLES
We TALKED TO JOHN yesterday
He INTRODUCED his father TO US.
His father ASKED US our names.
We REPEATED our names TO HIM.
He ASKED US a lot of
questions.

65
66 SENTENCE PATTERNS

We DESCRIBED our classes TO HIM.

The teacher ANNOUNCED the examina— TO THE STUDENTS.
tion
The students REPORTED their progress TO THE TEACHER.

PRACTICE

EXERCISE 1a.1. (To practice TO US and US as “receiver.”) Listen

to the statements and repeat them. Add US or TO US in the proper
position. For example:
He often speaks. HE OFTEN SPEAKS TO US.
He explained the lesson. HE EXPLAINED THE LESSON TO US.
He repeated it. HE REPEATED IT TO US.
He usually says “yes.” HE USUALLY SAYS “YES” TO US.
He asked, “Where are you HE ASKED US, “WHERE ARE YOU
going?" GOING?’ '
They asked some questions. THEY ASKED US SOME QUESTIONS.

II . Mary introduced it. 10. Mr. Castro described South

2. Mary usually says “Hello.” America.
3. Mary talked. 11 . She asked our telephone numbers
4. She described her home. 12 . The people explained their
5. She introduced John. customs.
6. John asked the way to Detroit. 13 . He repeated the words.
7. Mary asked our names. 14. The teacher asked some
8. She announced her plans. questions.
9. The director described the
English course.

EXERCISE 1a.2. (To practice ME, US, THE STUDENT, HIM, MR.
BROWN, etc., as “receiver.”) Listen to the words and the statements
after them. Include the words in the statements. For example:

The student. Mary asked some questions.

MARY ASKED THE STUDENT SOME QUESTIONS.
The student. John is explaining a problem.
JOHN IS EXPLAINING A PROBLEM TO THE STUDENT.
Him. I'm going to speak English.
I'M GOING TO SPEAK ENGLISH TO HIM.
Mr. Brown. I'm going to repeat the news.
I'M GOING TO REPEAT THE NEWS TO MR. BROWN.
Them. I asked some questions.
I ASKED THEM SOME QUESTIONS.

Us. He described South The boys. He asked their names.

1.

America. Me. She described her new dress.

403CJ'I\B

Us. She talked. The teacher. We asked question.

2.

3. The policeman. asked the Mary and me. They explained

I

direction to Detroit. their customs.

 LESSON VIII 67

8. John and Paul.

He asked some 11. Mr.
and Mrs. Brown. I'm
questions. going to ask a favor.
9. Mary. He always says 12. My father. I'm going to in
“Hello." troduce you.
10. The secretary. He repeated 13. Our friends. We're going to
the words. describe our house.

lb, Key example: I'm going to give a pencil TO MY BROTHER.

Observe the position of ME and TO ME. Observe the Class 2 words.

Previous pa tt ern:'

He always says “Hello" TO ME.

He's going to ask me a question.

New pattern:

He's going to GIVE a book TO ME

He's going to GIVE ME a book.

He's going to TELL the story TO ME

He's going to TELL ME the story.
He's going to WRITE a letter TO ME
He's going to WRITE ME a letter.

COMMENT
Use TO ME, TO THEM, etc., after A BOOK, THE STORY, etc., or
use ME, THEM, etc., immediately after the Class 2 words GIVE,
TELL, WRITE, SELL, PASS, TEACH, READ, LEND, SEND, BRING,
etc.

ILLUSTRATIVE EXAMPLES

Mr. Jones is SELL MARY his car.

going to
He's going to SE LL it TO HER
Her father is LEND HER some money.
going to
He's going to LEND it TO HER
Please PASS the butter TO ME.
Please PASS ME the bread.

Mr. Brown TEACHES US vocabulary.

Another teacher TEACHES pronuncia- TO US.
tion

Mrs. Brown often READS TO THE

CHILDREN
She READS THEM stories every day
68 SENTENCE PATTERNS

EXERCISE lb.1. (To use ME and/or TO ME.) Substitute the words and
make the other necessary changes. For example:

He's going to ask me a favor.

question HE'S GOING TO ASK ME THE QUESTION.

explain HE'S GOING TO EXPLAIN THE QUESTION TO ME
the letter HE'S GOING TO EXPLAIN THE LETTER TO ME.
read HE'S GOING TO READ THE LETTER TO ME.
me HE'S GOING TO READ ME THE LETTER.

1. send 11. some books 21. the answers

2. to me 12. to me 22. explain
3. give 13. to us 23. the questions
4. me 14. they 24. ask
5. the sugar 15. send 25. repeat
6. pass 16. us 26. send
7. to me 17. some letters 27. us
8. sell 18. some news 28. the lesson
9. his car 19. tell 29. explain
10. me 20. a story 30. give

I0. Key example: She answered a question FOR ME.

Observe FOR ME. Observe the Class 2 words.

Previous pattern:
He always says “Hello” to me.
He asked me a question.

New pattern:

;rne_|'a_lter PRESCRIBED ]me|dicine FOR ME.

The bank CASHED a check FOR ME.
The cashier CHANGED a $5 bill FOR ME.
She ANSWERED a question FOR ME.
COMMENTS
(1) Use FOR ME after the “direct object" with the Class 2 words
PRESCRIBED, CASH, CHANGE, ANSWER, PRONOUNCE, BUY,
GET, MAKE,* DO, OPEN.
(2) You are sometimes going to hear another pattern to indicate
“receiver” after the Class 2 words BUY, GET, MAKE: “I'm
going to buy HIM a sundae." Both patterns are correct with
BUY, GET, MAKE.

*“He’s going to read the lesson FOR ME” may also mean “He’s going to
read the lesson IN PLACE OF ME.” In this lesson, however, we are primarily
interested in FOR as any indicator of “receiver.” “I don't know the lesson.
He’s going to teach the lesson to me. He’s going to read it FOR ME. I'm going
to listen.”
 LESSON VIII 69

ILLUSTRATIVE EXAMPLES

_The]Q1]cher PRONOUNCES the mm. m31ggI~

Mr. Smith is
going to GET a new coat FOR MARY.
Mrs. Smith is
going to MAKE a new dress FOR HER.
She's going to BUY paper FOR THEM.
They always DO their homework FOR HER.
The man OPENED the door FOR THE WOMAN.

PRACTICE

EXERCISE 1c.1. (To practice the patterns for “receiver.") This is a

summary exercise. Listen to the words and the statements after them.
Include the words in the statements. Use the substitute forms HER,
HIM, HE, THEM, etc. For example:
The patients. The doctor prescribes medicine.
HE PRESCRIBES MEDICINE FOR THEM.
John. The teacher explained the lesson.
SHE EXPLAINED THE LESSON TO HIM.
Mary. The professor is going to ask some questions.
HE'S GOING TO ASK HER SOME QUESTIONS.
The professor. Mary's going to ask some questions.
SHE'S GOING TO ASK HIM SOME QUESTIONS.

John. The bank cashed large check.

a

John. Jane's going to make cake.

a

. Me. The doctor prescribed medicine.

Me. Mr. Jones is going to give book.
a
9. .°°*"?°$":‘*°'!°!"

Mr. Jones. I'm going to sell a house.

John. I'm going to buy sundae.
a

The director. asked favor.

a
I
.

The professor. asked question.

a
I

The children. I'm going to tell a story.

10. The new students. The teacher explained the lesson.
11. The patients. always say “How are you?"
I

12. The engineers. I'm going to speak.

13. The engineers. Mr. Wilson described Alaska.
14. My mother. I'm going to write letter.
a

15. Me. My mother is going to write letter.

a
70 SENTENCE PATTERNS

23. Key example: I ATE lunch here yesterday.

Observe the form of the Class 2 words with YESTERDAY.

Previous pattern (Lesson IH):
We practice English every day.
_
We practiced for five hours yesterday.
New pattern:

We eat a good dinner every day.

We ATE a steak dinner yesterday.

We drink fruit juice every day.

We DRANK orange juice yesterday.

We speak to people every day.

We SPOKE to Dr. Brown _
yesterday.

COMMENT
Use ATE, DRANK, SPOKE, etc., with past time expressions. Certain
Class 2 words (EAT, DRINK, SPEAK etc.) do not have an -ED ending.
They have a vowel difference.

NOTE : The comment “Use the -ED form of the Class 2 word" in the
frames in this book means “Use forms like PRACTICED,
STUDIED, WORKED or like ATE, DRANK, SPOKE.’ '

ILLUSTRATIVE EXAMPLES

What did you

22" lit] st] I ATE potatoes.
What did you give ? so/1 fssv] I GAVE some food.
When did you come? Pem] him] I CAME this morning.
What did he become? hbikém] _b1k§m] He BECAME a doctor.

Who did you meet? fmit] fnst] I ME T the director.

What did you read? frid] jP21] I READ the newspaper

Where did you Lit? Isltl fslet] I SAT here.

When did you begin ? j brgfn] higzlén] I BEGAN two weeks ago.
What did you drink '? idrmk] fdrwn k] I DRANK water .
What did you get? ggst] Qgat]
I GOT a coat.
What did you mT'get ? fergét] _ferg§t] I FORGOT my hat.
What did you lncuculQ fsil [s3] I SAW your car.
What did you tear ? jtsr] ttgr] I TORE my paper.
What did she wear ? fwsr] fwgr] She WORE her new dress.

When did he speak ? fsPi1<] YsPEKI He SPOKE after dinner.

When did it break ? _br ek] brgk] It BROKE yesterday.
When did you wake up? jwek ep] jwpk ep] I WOKE UP at 6 o'clock.
What did he write ? frwi fr2t] He WROTE a letter.
What did he choose ? fcuz] t coz] He CHOSE a brown hat.

What did he take ? ftek] jtgk] He TOOK the book,

What did he know ? 31°] F12]

He KNEW the lesson.
 LESSON VIII 71

PR ACTICE

EXERCISE 2a.1. (To recognize the forms CAME, ATE, MET, etc.)
This is a conversation exercise. Listen to the statements with YESTER
DAY. Make corresponding statements about repeated action with
EVERY DAY. For example:
They came yesterday. THEY COME EVERYDAY.
He ate breakfast yesterday. IIIE EATS BREAKFAST EVERY DAY.
I met him yesterday. I MEET HIM EVERY DAY.

1. He gave me a cigarette yester- 9 I saw your car yesterday.

day. 10 I tore my paper yesterday.
2. He read it yesterday. 11 I wore my new shoes yesterday
3. It became dark at six o'clock 12 I spoke English yesterday.
yesterday. 13 Mary broke some dishes
4. I sat here yesterday. yesterday.
5. I began to write yesterday. 14 I woke up at six yesterday.
6. I drank eight glasses of water 15. We wrote letters yesterday.
yesterday. 16 We chose a leader yesterday.
7. I got a letter yesterday. 17 He took his book yesterday.
8. I forgot my book yesterday. 18 He knew the lesson yesterday.

EXERCISE 2a.2. (To produce the forms CAME, ATE, MET, etc.)
Listen to the statements with DIDN'T. Make corresponding affirmative
statements about past time with THIS MORNING. For example:

He didn't come yesterday. HE CAME THIS MORNING.

He didn’t give it to me HE GAVE IT TO ME THIS MORN
yesterday. ING.
I didn’t eat the pie yesterday. I ATE IT TIIHS MORNING.

didn’t choose the flowers yesterday.

I I I I

didn’t break any dishes yesterday.

didn’t read it yesterday.
®~'IO\sJ'l|J>b9l\'))II

didn’t tear my shirt yesterday.

He didn’t become president yesterday.
didn’t meet him yesterday.
I I I

didn’t give him any money yesterday.

didn’t sit here yesterday.
They didn speak French yesterday.
tQ
9

10 didn't begin my work yesterday.

I

ll We didn't forget our books yesterday.

12 4 We didn't see his wife yesterday.
13 We didn’t drink the coffee yesterday.
14 didn’t get the letter yesterday.
I I I I I I

15 didn’t wear my new shoes today.

16 didn’t wake up at six yesterday.
17 didn’t write any letters yesterday.
18 didn't know any answers yesterday.
didn choose the correct answer yesterday
t7

19
'72 SENTENCE PATTERNS

EXERCISE 2a.3. (To produce ATE, MET, DRANK, etc.) Listen to the
questions with EAT, MEET, DRINK, etc. Give answers with ATE, MET,
DRANK, etc. For example:
What did you eat? I ATE AN APPLE.
What did you give? I GAVE SOME MONEY.
When did you come? I CAME YESTERDAY.
(Continue with the questions in the Illustrative Examples.)

2b. Key example: I HAD breakfast at seven o’clock.

Observe the form of the Class 2 words with YESTERDAY.
We spend some money every day
We SPENT five dollars yesterday.

We have a new lesson every day.

We HAD Lesson VII yesterday.

Our meals cost money every day.

They COST three dollars yesterday.

C OMME NT
Use SPENT, HAD, COST, etc., with past time expressions. Certain
Class 2 words without an -ED ending (SPEND, HAVE, etc.) have a
difference in the final consonant. A few Class 2 words (COST, etc.)
do not have a contrast.

ILLUSTRATIVE EXAMPLES

What did you send ? [send] SENT letter.

a

[sent]
I I I

Where did you spend $5? [spend] [spent] SPENT it in Detroit.

When did you lend it ? [lend] [lent] LENT it yesterday.
What did you make? MADE sandwich.
a

[mek] [med]
I I

What did you have? HAD fruit juice.

£1]

[haev] [h ae
What did you cut? CUT the meat.
[ket]

[ket]
I I

Where did you put it? [pvt] [pvt PUT on the table
it

How much did it cost? [kost] [kost] It COST $20.

PRACTICE
EXERCISE 2b.1. (T0 recognize SENT, SPENT, MADE, CUT, etc.) This
is a conversation exercise. Listen to the statements with YESTERDAY,
MONTH AGO, and THIS MORNING. Use EVERY DAY, EVERY MONTH,
A

EVERY MORNING in the responses. For example:

They sent letter yesterday. THEY SEND LETTER EVERY
A
a

DAY.
Mrs. Brown spent $500 month SHE SPENDS $500 EVERY MONTH
a

ago.
cut the papers this morning. CUT THE PAPERS EVERY MORN
I

ING.
 LESSON VIII 73

l. I made a sandwich this morning. 4. I lent him fifty cents yester

2. I had breakfast this morning. day.
3. He put the book here yesterday. 5. Tickets cost $1 a year ago.

EXERCISE 2b.2. (To produce the forms SENT, HAD, CUT, etc.) This
is a conversation exercise. Listen to the negative statements with
past time expressions. Respond with affirmative statements and other
past time expressions. For example:

They didn’t send the letter THEY SENT THE LETTER TUES
Monday. DAY.
She didn't spend the money SHE SPENT THE MONEY YESTER
today. DAY.
I didn’t cut the papers this week. I CUT THE PAPERS A WEEK AGO.

1. Ididn’t make breakfast this 3. We didn't put the papers here today.
morning. 4. I didn’t lend him any money this week.
2. We didn’t have lunch at 1 5. Tickets didn’t cost $10 this year.
o'clock.

EXERCISE 2b.3. (To produce SENT, HAD, CUT, etc.) Listen to the
questions with SEND, HAVE, CUT. Give answers with SENT, HAD, CUT,
etc. For example:

What did you send? I SENT A BOX.

Where did you spend $5? I SPENT IT IN CHICAGO.
When did you lend it? I LENT IT THIS MORNING.

1. What did you make? 8. How much did you lend?

2. What did you have? 9. When did you make it?
3. Whatdid you cut? 10. When did you have it?
4. Where did you put it? 1l. When did you cut it?
5. How much did it cost? 12. When did you put it there?
6. Where did you send it? 13. When did it cost $5?
7. How much did you spend?

2c. Key example: I FELT fine.

Observe the form of the Class 2 words with YESTERDAY.

We buy something every day.
We BOUGHT some new clothes yesterday.

We sleep after lunch every day.

We SLE PT for an hour yesterday.

We tell stories every day.

We TOLD some good stories yesterday.

COMMENT
Use BOUGHT, SLEPT, TOLD, etc., with past time expressions.
Certain Class words without an -ED ending (BUY, SLEEP, TEL L,
2
etc.) have both a vowel difference and a consonant difference. The
final sound is or
[t]

[d].
74 SENTENCE PATTERNS

ILLUSTRATIVE EXAMPLES

When did you _d£ this? 31"] IE] DID it yesterday.

How did you fllzl_? ffill tau FE LT fine.
Where did you sleep? fslip] fslgpfl SLE PT in hotel.

a
What did you mean? fmin] Imsnfl MEANT “beautiful.”
When did you leave? 11"] j129] LE FT a year ago.
What
Where
did
did you K
you say? I88]
E0]
@529]
W593]
SAID
WENT
“Hello.”
to New York.

I-lIlIlI1l—lII1OIbI1|I‘IllliIII
What did you hear? hr] HEARD 03.i‘.

3.
bare]
When did you think tha t? Bunk] I901] THOUGHT that yesterday
What did you bring? ibrllj] BROUGHT an old book.
What did you buy? BOUGHT new book.

a
7°11] .521]
What did you Eicn? tic] jtgt] TAUGHT mathematics.

Who did you tell? ftel] TOLD my father.

I I
ft_t_J_1Q]
What did you sell? jssl] fs2ld]
SOLD my car.

Where did you stand? jstaend] :stLd] STOOD here.

I I
When did you understand UN DE -

R
it? STOOD it yesterday.

PR AC TIC E

EXERCISE 2c.1. (To recognize the forms DID, FELT, SLEPT, etc.)
This is conversation exercise. Listen to the statements with WEEK

A
a

AGO, THIS MORNING, YESTERDAY. Use EVERY WEEK, EVERY

MORNING, EVERY DAY in responses. For example:
They did the exercises a week ago.
THEY DO THEM EVERY WEEK.
felt fine this morning.
I

FEEL FINE EVERY MORNING.

I

He meant that yesterday

HE MEANS THAT EVERY DAY.

They left school at noon yesterday.

They said “Thank you” yesterday.
John went to class this morning.
heard the speeches yesterday.
I I

thought about it yesterday.

We brought some books yesterday.
We bought some books yesterday.
Mr. Brown taught mathematics yesterday.
He told me the answers yesterday.
10. sold him some books week ago.
a
I I

11. stood here this morning.

The students understood this morning.
it

12.
13. slept well last night.
I
 LESSON VIII 75

EXERCISE 2c.2. (To produce DID, FELT, SLEPT, etc.) This is a

conversation exercise. Listen to the negative statements with TODAY.
Form corresponding affirmative statements with YESTERDAY. For
example:

They didii’t do the exercises today. THEY DID THEM YESTERDAY.

I didn’t feel well today. I FELT WELL YESTERDAY.
He didn't mean that today. HE MEANT THAT YESTERDAY.

1. They didn’t leave school at 8. Mr. Brown didn’t teach math

noon today. ematics today.
2. They didn’t say “Thank you" 9. He didn't tell me the answers
today. today.
3. He didn’t go to class today. 10. I didn’t sell him those books
4. We didn’t hear the speeches today.
today. l1. I didn’t stand there today.
5. I didn’t think about it today. 12. The students didn’t understand
6. We didn’t bring our books today. today.
7. We didn't buy the books today. 13. I didn’t sleep today.

EXERCISE 2c.3. (To produce DID, FELT, SLEPT, etc.) Listen to the
questions with DO, FEEL, SLEEP, etc. Give answers with DID, FELT,
SLE PT, etc. For example:
When did you do this? I DID IT LAST WEEK.
How did you feel? I FELT BAD.
Where did you sleep? I SLEPT AT HOME.
(Continue with the questions in the Illustrative Examples of Frame 2c.)

SUMMARY EXERCISE. (For additional practice with the Class 2 forms

ATE, FELT, HAD, etc.) Substitute the words and make the necessary
changes. For example:
I wanted breakfast yesterday.
ate IATE BREAKFAST YESTERDAY.
every day IEAT BREAKFAST EVERY DAY.
make IMAKE BREAKFAST EVERY DAY.
coffee IMAKE COFFEE EVERY DAY.
we WE MAKE COFFEE EVERY DAY.

yesterday 8. yesterday 15. he

had 9. bought 16. every year
. every day 10. a car 17. chooses
. drink l1. every year 18. several days ago
. yesterday 12. I 19. saw
. every morning 13. sell 20. every 5 minutes
. bring 14. a year ago
76 SENTENCE PATTERNS

For more complete practice continue the exercise with these sub
stitutions: a letter, writes, 2 weeks ago, got, every week, reads, a
book, yesterday, the book, forgot, every morning, I, the answer, yester
day, knew, now, a week ago, heard, the speech, every month, yesterday,
understood, now, all speeches, every speech, a year ago, English,
spoke, every day, teach, a year ago, wrote, a letter, began, every day,
send, yesterday, some paper, lent, every day, cut, yesterday, tore, this
shirt, every week, wear, a week ago, took, my friend, every day, meet,
a year ago, left, New York, they, every day, see, a lot of money, give
a year ago, spent, every year, lend, cost, it, a year ago, meant, every
year, a lot of food, needs, he, eats, yesterday, we, some food, I, had,
a pain, felt, every day, have, a problem, study, do, yesterday, had, a
typewriter, broke, every month, yesterday, saw, a desk, a doctor, told,
a lawyer, every year, a year ago, became, they, were, he.

(Continue the exercise with this sentence, “We come here every day )

yesterday 7 every night 14. put it

sat 8 there 15. a week ago
. every morning 9 go 16. thought it
wake up 10 yesterday 17. every day
a week ago 11 stood 18. say it
. slept 12. every day 19. a week ago
13 I

KEY EXAMPLES OF LESSON VIII

la. He always says “Good morning” TO ME.

He asked ME a question.
1b. I'm going to give a pencil TO MY BROTHER.
lc. She answered a question FOR ME.
2a. I ATE lunch here yesterday.
2b. I HAD breakfast at seven o’clock.
2c. I FELT fine.
 Lesson IX

la. JOHN SPEAKS ENGLISH RAPIDLY.

[Position for expressions of manner]
lb. JOHN PRONOUNCES ENGLISH CORRECTLY.
[Form for expressions of manner]
2. THE TALL MAN WITH BLOND HAIR IS A DOCTOR.
[Position of word-group modifiers of Class 1 words con
trasted 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 ques
tion words]

la. Key example: John speaks English RAPIDLY.

Observe the position of RAPIDLY and CORRECTLY.
'
Previous patter n (Lesson IH).l

[John
speaks English every day.

New pattern:

John speaks English RAPIDLY.

He speaks it RAPIDLY in class.
He speaks it in class CORRECTLY.
He spoke English to me RAPIDLY yesterday,
He is speaking it CORRECTLY now.

COMMENTS
(1) Use expressions of manner (RAPIDLY, CORRECTLY, etc.),
after the object (ENGLISH, IT, etc.).
(2) Use expressions of manner before expressions of time (EVERY
DAY, YESTERDAY, NOW, etc.).*

PRAC TIC E
EXERCISE 1a.l,. (To use expressions of manner, RAPIDLY, CORRECT
LY, etc., in the proper position.) Substitute the words in the proper
positions. For example:
John spoke English rapidly last year.
correctly JOHN SPOKE ENGLISH CORRECTLY LAST YEAR
Pronounced JOHN PRONOUNCED ENGLISH CORRECTLY
LAST YEAR.

*Use expressions of manner before or after expressions of place: RAPIDLY IN

CLASS and IN CLASS RAPIDLY are both proper.

77
78 SENTENCE PATTERNS

these words JOHN PRONOUNCED THESE WORDS CORRECTLY

LAST YEAR.
ye ste rday JOHN PRONOUNCED THESE WORDS CORRECTLY
YESTE RDAY.
he HE PRONOUNCED THESE WORDS CORRECTLY
YESTERDAY.

rapidly 11. I 21. explained (to me)

a week ago 12. you 22. the answer
. this morning 13. the story 23. repeated
correctly 14. yesterday 24. told me
. this word 15. the lesson 25. gave
. the sentence 16. the lesson to me 26. the book
. read [rsd] 17. me the lesson 27. quickly
. an hour ago 18. the words 28. this morning
. rapidly 19. the question 29. at 8 o'clock
Mr. White 20. asked 30. promptly

lbo Key examples: John pronounces English CORRECTLY.

He has a CORRECT pronunciation.
Observe the fo rms CORREC TLY, CARE FULLY, etc.
New pattern: Previous patterns (Lessons I and IV):
John answered CORRECTLY. The answer
was CORRECT.
It was a CORRECT HJiswGI‘.
He described He was CAREFUL.
the room CAREFULLY.
It was a CAREFUL description
Mary arrived PROMPTLY. She's PROMPT.
She's a PROMPT girl.
She speaks SLOWLY. She's a SLOW speaker.
Paul arrived PUNC TUALLY He's a PUNC TUAL man.
Mary pronoun She has a GOOD pronuncia
ces English WELL. tion.
She walks FAST. She's a FAST walker.
She works HARD. She's a HARD worker.
She doesn’t She doesn't like
like sugar VERY MUCH. VE RY MUC H sugar.
She likes milk A LOT. She likes A LOT OF milk.
COMMENTS
(1) Add -LY to Class 3 words (CORRECT, CAREFUL, etc.) to form
words of manner (CORRECTLY, CAREFULLY, etc.).
(2) Use WELL, FAST, HARD, VERY MUCH, A LOT in the position
of the -LY words.
 LESSON IX 79

Note: The -LY words (CORRECTLY, CAREFULLY, PROMPTLY,

etc.) are Class 4 words. WELL, FAST, HARD, etc., in this
position are Class 4 words. Some expressions of time (NOW,
etc.) and some expressions of place (HERE, THERE, etc.) are
Class 4 words.

PRACTICE

EXERCISE 1b.1. (To contrast the use of CAREFULLY, SLOWLY,

QUIETLY, etc., with CAREFUL, SLOW, QUIET, etc.). Listen to the
statement with a Class 3 word (QUIET, SLOW, etc.) . Form two cor
responding statements, one with an -LY form and one with the Class
3 word after a form of BE. For example:
The careful student is studying.
THE STUDENT IS STUDYING CAREFULLY. HE IS CAREFUL.
The quiet doctor worked.
THE DOCTOR WORKED QUIETLY. HE WAS QUIET.
The sincere doctor is speaking.
THE DOCTOR IS SPEAKING SINCERELY. HE IS SINCERE.

1. The quiet student studies. 8. The slow teacher is talking.

2. The loud student is talking. 9. The quiet boy is reciting.
3. The careful doctor is working. 10. The careful girl is answering
4. The prompt girl is coming. questions.
5. The punctual student arrived. 11. The prompt student wrote a letter
6. The careful teacher is writing. 12. The intelligent teacher answered
7. The sincere man spoke. the questions.

EXERCISE 1b.2. (To form and use a variety of Class 4 words.) Listen
to the statements. Form additional statements with SPEAKS, WALKS,
FLIES, etc., and -LY forms. For example:
Mary's formal. SHE SPEAKS FORMALLY.
Her English was excellent. SHE SPOKE EXCE LLENTLY.
Our friend's slow. HE WALKS SLOWLY.
An airplane is fast. IT FLIES FAST.

1.The new student's intelligent. 8. Ed's a good teacher.

2. John’s loud. 9. Paul's a clear speaker.
3. Mary's careful. 10. His answer was respectful.
4. Her dress is colorful. 11. John wore a formal suit.
5. Peter's formal. 12. His letters are formal.
6. His answers were acceptable. 13. John’s a fast runner.
I30 He's a fast swimmer. 14. Paul's a good speaker.
80 SENTENCE PATTERNS

2. Key example: The TALL man WITH BLOND HAIR is a doctor.

Observe the position Of WITH BLOND HAIR, FROM MEXICO, ON

STATE STREET.
MODIFIER HEAD MODIFIER
Previous pattern (Lesson IV):
The blond man isa doctor.
The Mexican student speaks French.
The State Street shoestore is good.

New pattern:

The man WITH BLOND HAIR is a doctor.

The TALL man WITH BLOND HAIR is a doctor.
The student FROM MEXICO speaks French.
The TALL student FROM MEXICO speaks French.
The shoestore ON STATE STREET is good.
The NEW shoestore ON STATE STREET is good.

COMMENTS
(1) Use groups of words like WITH BLOND HAIR, ON STATE STREET,
etc., after the Class 1 word they modify.
(2) Use words like BLOND, TALL, NEW, etc., before the Class 1
word they modify (Lesson IV) .

PRAC TIC E

EXERCISE 2.1. (To use single word modifiers and word-group modifiers
in proper position.) Listen to the statements. Combine them to form
one statement. Use the words TALL, SHORT, FROM SAN FRANCISCO,
FROM MEXICO, etc., as modifiers. For example:
The girl is studying. She's tall.
THE TALL GIRL IS STUDYING.
The girl is studying here. She's from San Francisco.
THE GIRL FROM SAN FRANCISCO IS STUDYING HERE.
The student is practicing English. He's short. He's from Mexico.
THE SHORT STUDENT FROM MEXICO IS PRACTICING
ENGLISH.

That store is very good. It's large.

The shoestore is very good. It’ on State Street.
s

The bookstore is good. It’s large. It's on State Street.

The man is intelligent. He's from Brazil.
I7QO1UIrl>\'A7l\DlI

That man is Mr. White. He's beside Mr. Black.

The student is my roommate. He's beside the window.
The student is from the English Language Institute. He's tall.
a..l..c.

The doctor is learning English. He's with Mr. Black.

 LESSON IX 81

9. The bookstore is small. It's on the corner.

10. The bookstore is good. It's small. It's on the corner.
11. The girl is friendly. She's tall. She's from New York.
12. The boy speaks loudly. He's short. He's from Chicago.
13. The student knows the answers. He's thin. He's in my class.
14. The lawyer speaks English very well. He's at that table.
15. The man gave me a book. He's in my class.
16. That car is mine. It's red. It's on the corner.
1'7. The store is interesting. It's big. It's near the bank.
18. The story is interesting. It's short. It's about baseball.
19. The students speak formally. They're in my class.
20. The doctor came with his wife. He's young. He's at that table.

3. Key examples: WHO studied? JOHN studied.

WHEN DID he study? He studied LAST YEAR.
Situation: This is John. This is Mr. King.

John sees
Ni
Mr. King.
Mr. King doesn’t see John.
John is in back of Mr. King.

Observe the question patterns with WHO(M) and WHERE. Observe

the answers.

QUESTIONS ANSWERS

WHO(M) DOES John see? MR. KING.

A
WHERE IS John 9. IN BACK OF
MR. KING.
WHO sees Mr. King? JOHN.
B
WHO is in back of Mr. King? JOHN.
COMMENTS
(1) Use WHO(M) , WHERE, WHAT, etc., before question word order
(Pattern A) when you want to know something other than the
subject (Lesson IV).
John sees MR. KING. WHO(M)DOES John see? MR. KING.
John is IN BACK OF WHERE IS John? IN BACK OF MR.
MR . KING. KING I
82 SENTENCE PATTERNS

(2)Use WHO, WHAT, etc., in subject position in statement word order

(Pattern B) when you want to know the subject.
JOHN sees Mr. King. WHO sees Mr. King? JOHN
JOHN 1s in back of Mr. King WHO iS in back of Mr. King? JOHN
(3) Illustrative Examples for other words in the positions of
See the
WHO, WHERE in these question patterns.
‘ '

ILLUSTRATIVE EXAMPLES

WHO, etc., with question word order (Pattern A) :

WHO(M) DID you talk to last night?

(We talked to) JOHN.
WHAT DOES J0hn do?
(H6) WORKS IN A STORE.
WHAT DOES he sell?
(He sells) BOOKS.
WHICH book DO you want?
(I want) THE HISTORY BOOK.
WHICH DOES Paul want?
(He wants) THE PHILOSOPHY BOOK.
HOW MUCH money DOES the history book cost?
(It costs) FIVE DOLLARS.
HOW MUCH DOES the philosophy book cost?
(It costs) TWO DOLLARS.
HOW MANY books DO you need?
(I need) FIVE BOOKS.
HOW MANY DOES Paul need?
(He needs) THREE.
WHEN ARE you going to see John tomorrow?
(We're going to see him) AT THREE O’CLOCK.
WHERE DOES John live?
(He lives) ON STATE STREET.
HOW FAR IS his house from the store?
(It's) FIVE BLOOKS (from the store).
WHO, etc., with statement word order (Pattern B) :

WHO talked to John last night?

PAUL AND I (talked to him).
WHAT is his business?
BOOKS (are his business).
WHICH book costs five dollars?
THE HISTORY BOOK (costs
five dollars).
WHICH costs two dollars?
THE PHILOSOPHY BOOK
(costs two dollars).
HOW MUCH money is in your pocket now?
TWO DOLLARS (is in my pocket).
HOW MUCH is in John’s pocket?
ONE DOLLAR (is in his pocket).
 LESSON IX 83

HOW MANY books are in the store?

TWO THOUSAND BOOKS (are
in the store).
HOW MANY are in your room?
SEVEN (are in my room).
NOTE: Do not use WHEN, WHERE, HOW FAR with statement word
order.

PRAC TIC E

EXERCISE 3.1. (To use question patterns with WHO, WHAT, etc.)
Listen to the statements. They give a situation. Form questions from
the situation with WHO, WHAT, WHERE, etc. For example:

Situation: John sells cars in Texas.

Who: WHO SELLS CARS IN TEXAS?
What: WHAT DOES JOHN SELL?
Where: WHERE DOES JOHN SELL CARS?
Situation: John sold a car to me.
What: WHAT DID JOHN SELL TO YOU?
Who: WHO SOLD A CAR TO YOU?
Who(m): WHO(M) DID JOHN SELL A CAR TO?

§ituation: John saw Mary.

Who: WHO SAW MARY?
Who(m): WHO(M) DID JOHN SEE?
Sit. A: John saw Mary in Detroit. Sit. E: Fifteen students visited
1. who the museum yesterday.
2. who(m) 13. how many
3. where 14. who
15. what
Sit. B: This car cost $2000 a 16. when
year ago. Sit. F: Some of these doctors
4. what learned English here
5. how much a year ago.
6. when
17. how many
18. who
Sit. C John visited the museum
19. what
yesterday. 20. where
7. who
21. when
8. what
9. when Sit. G: My teacher read the
sentences to me this
Sit. D: A lot of coffee grows in morning.
Brazil. 22. who
1l0. how much 23. who( m)
11. what 24. what
12. where 25. when
84 SENTENCE PATTERNS

EXERCISE 3.2. (To practice HOW MUCH, WHAT, WHICH, etc., with
question patterns.) Listen to the statements. Notice the words with
stress in the statements. Form questions and ask for similar information
about THE OTHER CAR, THE OTHER WORD, THE OTHER MAN, etc.
Another person answers the question. For example:

This car cost $2000.

HOW MUCH DID THE OTHER CAR COST?
IT COST $3000.‘
This word me ans I'1C h I
WHAT DOES THE OTHER WORD MEAN?
IT MEANS POOR.
The student was in Detroit.
WHERE WAS THE OTHER STUDENT?
HE WAS IN NEW YORK.
This teacher writes with his left hand.
WHICH HAND DOES THE OTHER TEACHER WRITE WITH?
HE WRITES WITH HIS RIGHT HAND.

These students read 500 pages. Some of this coffee comes

8.
.
These people left years ago. from Brazil.
~'|0>U1»I-‘~w|.\'.mI~

2
.

That student studies at night. Twenty of the students studied

9.

One student said “poor.” last night.

. This book cost $§. 10. That teacher lives in Boston.
~ These boys went to Detroit. 1l. These doctors arrived yesterday.
These girls went to the 12. This student is studying English.
museum. 13. These students came from Mexico

KEY EXAMPLES OF LESSON IX

1a. John speaks English RAPIDLY.

1b. John pronounces English CORRECTLY.
The TALL man WITH BLOND HAIR is doctor.
3. 2.

WHO studied? JOHN studied.

WHEN DID he study? He studied LAST YEAR.
 Lesson X

REVIEW OF LESSONS I-IX*

l. (To review questions with BE.) Convert the following statements

into questions. For example:

He is a good man. IS HE A GOOD MAN?

It is interesting. IS IT INTERESTING ?
John was a good player. WAS JOHN A GOOD PLAYER?

1 He was a good man. 8. You are late.

2 These tests were hard. 9. They were doing Lesson V
3. The teacher was with the today.
students. 10 . We are in Detroit now.
4 Those books were new. 11 . That man is a professor.
5 She is an interesting girl. 12 . I am the winner.
6 They are going to buy some 13 . He is going to Detroit with
books. Paul.
7. Mr. Smith was an important 14 . The plane is coming this
man. afternoon.

20 (To review questions with DO.) Convert the following statements

into questions. For example:
John works every day. DOES JOHN WORK EVERY DAY?
He worked in the factory. DID HE WORK IN THE FACTORY?
They never walk home with John. DO THEY EVER WALK HOME WITH
JOHN
?

Mary teaches in school. She never takes her book home.

7.

They work every afternoon. 8. He waited until one o'clock.

You frequently work at night. We recited this morning.
9.
mcnIhulurI'

He often studies at night. 10. Paul talked to Mary yesterday.

He ate here regularly. 11. They always want coffee.
study in the afternoon. 12. My brother taught in high school.
I

*NOTE TO THE TEACHER: The exercises in this lesson attempt to review all
of the patterns presented in Lessons I-IX. Patterns for which there is no specifi
cally designated exercise are reviewed in exercises on other patterns. For example,
there is no designated exercise on irregular Class words, but these forms are
2

practised in Exercise 11 and other exercises.

The teacher should feel free to practice all of the exercises given here, or to
practice only those which review patterns that have proved especially difficult for
his class. He may wish to supplement these exercises by repeating exercises from
the previous lessons.

85
 SENTENCE PATTERNS

3. (To review questions with BE and DO.) Convert the following

statements into questions. For example:

He listens carefully. DOES HE LISTEN CAREFULLY?

He is my uncle. IS HE YOUR UNCLE?
They had eggs for breakfast. DID THEY HAVE EGGS FOR
BREAKFAST?

1 They are eating at the cafeteria. 8. The news is good.

2 They ate chicken for dinner. 9. They are going to visit the
3. Iam going to fly to Mexico. museum in Toledo.
4 He sees a movie every week. 10. The students are waiting
5 She is practicing a difficult for their teacher.
pattern. 11. He answered the questions.
6 Those students are his friends. 12. Mr. Black is going to sell
7. Iheard the news about John. his car.

4. (To review questions introduced by question words.) Convert the

statements into questions. Use question words which correspond to the
final items in the statements. For example:
Mary worked yesterday. WHEN DID MARY WORK?
She saw him at the movie. WHERE DID SHE SEE HIM?
He bought a hat. WHAT DID HE BUY?
I met John. WHO(M) DID YOU MEET?

1. They asked me yesterday. 7. You know the story.

2. They asked John. 8. They ate steaks.
3. They bought a car. 9. We found it in New York City.
4. We drove to Cleveland. 10. He visited me last week.
5. We returned from Cleveland ll. The student wanted Mr. Smith
yesterday. 12. He met the doctor on Main
6. I saw Mary. Street.

5. . . .
(To review questions with WHO _ ) Convert the statement into two
.

questions. Use the question word WHO. In the first question ask for the
subject; in the second ask for the object or receiver. For example:

Mary saw John.

WHO SAW JOHN? WHO(M) DID MARY SEE ?
They are talking to John.
WHO IS TALKING TO JOHN? WHO(M) ARE THEY TALKING
TO?
She told John.
WHO TOLD JOHN? WHO(M) DID SHE TELL?
 LESSON X 87

Paul knows John. 7. Jane waited for her.

Mr. Smith visited him. 8. My sister saw them.
They saw Mary. 9. The student asked the teacher.
John heard the teacher. 10. We told Paul.
Paul met me. 11. Mary understands him.
They are visiting John today. 12. The teacher questioned Jane.

6. (To review short answers to questions.) Answer the questions

with short answers. Use the forms YES, HE IS; NO HE DOESN'T; YES,
HE DID; etc. For example:
Does she like her class? YES, SHE DOES.
What does she study? ENGLISH.
Was she in class yesterday? YES, SHE WAS.

Ishe busy? What are they studying?

9
Do you like oranges? 10 When were you sick?
Does she sing well? 11 Does Mary speak French?
Did John answer the question? 12 Who sent you that letter?
®IJG>U'lrhO3l\')bI

Does John know the answer? 13 Were the students tired?

Where do you live? 14 ls he going to see the game?
Are you an artist? 15. What are you going to do
Is she an engineer? after class?
7.

To review answers with various question types.) Answer the

(

questions with full answer. Supply an appropriate answer to questions

a

with WHO, WHEN, etc. For example:

Did John eat his dinner? YES, HE ATE IT.

Was Fred at the program? YES, HE WAS AT THE PROGRAM.
Who is with John? MARY IS WITH HIM.
When did he arrive? HE ARRIVED YESTERDAY.

Did they see the play? 10 Were they at the party?

1

Do the students know the way? ll Where are they living?

2.

How many people are coming? 12 When did he come?

3

Does Mary like milk? 13 Was John with you?

4

Who did Mary see? 14 Were we usually late?

5

Do you like the book? 15 Is he her friend?

6

7. Did you like the book? 16 What did he eat?

Who saw Mary? 17 How much did he pay?
8

Are you student? 18 Does the bank close at three?

a
I

80 (To review the formation of past time statements.) Convert the

statements with present time action into statements with past time
action. For example:
usually buy sandwich. USUALLY BOUGHT SANDWICH.
A
a

I
I

She is making dress. SHE MADE DRESS.

A
a

She is homesick. SHE WAS HOMESICK.

88 SENTENCE PATTERNS

They want a book. They never eat steak.

9
John and Paul are friends. 10 Those ties are expensive.
e She needs pencil. ll He has cold.

a
The watch is on the table. 12 She always knows the answer.
His book costs $5. 13 It is on the desk.
He sits in the first row. 14 She is taking course in

a
He writes a letter every day. English.
0

We like the program. 15. He wears hat in winter.

a
90

(To review the formation of future time statements.) Convert

the statements with present or past time action to statements with
future time action. Use BE + GOING TO + Class word. For

2
example:

He works every day. IIIE IS GOING TO WORK EVERY

DAY.
He ate toast for breakfast. HE IS GOING TO EAT TOAST FOR
BREAKFAST.
He is taking philosophy. HE IS GOING TO TAKE PHILOSOPHY.

1. Paul has a headache. 9They asked him a lot of questions.

2. Professor Rok is telling a 10. Fred and Bill were in the same
joke. class.
3. She made a cake for dinner., 11 We eat lunch at twelve.
4. They are good students. 12 The class had a good time.
5. The pencil broke. 13 John woke up at 6 o’clock.
am writing letter. 14 drank a glass of milk for
a
I

I
IJG}

Mary told us an interesting breakfast.

I0

story. The concert began at

8.
15
We went downtown in a taxi. 16. They walk to school with me.
@

10- (To review the formation of statements with action in progress.)

Convert the statements from past or future time action to statements
with action in progress. Use BE + the -ING form of the Class word.
2

For example:
She walked to school with John. SHE IS WALKING TO SCHOOL
WITH JOHN.
She is going to buy a hat. SHE IS BUYING A HAT.
watched good play. AM WATCHING GOOD PLAY.
A
a
I

They have dinner at home.

He found the books.
They went to concert in the auditorium.
.~‘|OIUl>|>CI3l\’JII

We are going to wait for her.

The director talked to the students.
The store on State Street had a sale.
practiced my pronunciation this morning.
I
 LESSON X 89

It stood by the window.

8.
9. We are going to bring a friend.
10. He thought of his home this morning.
11. Paul taught mathematics at the University.
12. I did the first lesson.
13. She felt fine today.
14. He is going to sell his car.

llo (To review the formation of statements with repeated or habitual

action.) Convert the statements with past or future time action to state
ments with repeated or habitual action. Use the simple or the -S form
of the Class 2 word. For example:

He did a lot of exercises every day. HE DOES A LOT OF EXERCISES

EVERY DAY.
He lived in the dormitory. HE LIVES IN THE DORMITORY.
We are going to like English. WE LIKE ENGLISH.

1. She ate with her friends.

2. He took a walk every day.
3. She usually came to school early.
4. He met me in the cafeteria.
5. He got tired of the class.
6. He took an interest in baseball.
7. Paul drank a glass of milk for breakfast.
8. The student worked for his tuition.
9. The birds went south in the winter.
10. The trees lost their leaves in the fall.
11. Mary read the newspaper in the evening.
12. It cost 50 cents.
13. He spent a lot of money for clothes.

12. (To review expressions of frequency and manner.) Substitute the

words in proper position. Use expressions of frequency (USUALLY,
SELDOM, etc.) before the Class 2 word. Use expressions of manner
(QUICKLY, CARE FULLY, etc.) at the end of the statement. For
example:

He usually learns the lessons quickly.

rapidly HE USUALLY LEARNS THE LESSONS RAPIDLY.

never HE NEVER LEARNS THE LESSONS RAPIDLY.
reads HE NEVER READS THE LESSONS RAPIDLY.
newspaper HE NEVER READS THE NEWSPAPER RAPIDLY.

always completely never

5.

9.

his lesson 6. seldom 10. immediately

|l>CI9lOlI

carefully does 11. rarely

8. 7.

studies his assignment 12. his work

....
90 SENTENCE PATTERNS

13. efficiently 16. his grammar 19. usually

14. often 17. sometimes 20. badly
15. well 18. an exercise

130 (To review expressions of frequency, place and time.) Substitute

theexpressions of frequency (SOMETIMES, NEVER, etc.), of place
(HERE. IN THE GARDEN, etc.), and of time (IN THE EVENING, FOR
ONE HOUR, etc.) in proper positions. For example:

He usually works at home in the evening.

always HE ALWAYS WORKS AT HOME IN THE EVENING.

here HE ALWAYS WORKS HERE IN THE EVENING.

1. in the morning 13. in the library

2. sometimes 14. often
3. never 15. on State Street
4. at night 16. at noon
5. in the office 17. seldom
6. frequently 18. here
7. in the factory 19. at the restaurant
8. in town 20. now
9. in the evening 21. here
10. at home 22. often
l1. always 23. in New York City
12. for one hour

14'. (To review the distribution of A, AN with Class 1 words.) Sub

stitute the words. Omit A, AN before non-countable Class 1 words and
plural forms. For example:
John ate an orange.

toast JOHN ATE TOAST.

had JOHN HAD TOAST.
piece of toast JOHN HAD A PIECE OF TOAST.
peaches JOHN HAD PEACHES.

l. tea 13. two glasses of water

2. sandwich 14. used
3. coffee 15. sugar
4. party 16. teaspoon
5. milk 17. potatoes
6. chocolate milk 18. napkin
7. glass of milk 19. cream
8. fruit 20. likes
9. water 21. salt
10. drank 22. books
ll. cold water 23. easy assignment
12. glass of cold water 24. red ties
 LE SSON X 91

I5. (To review the use and omission of THE.) Substitute the words.
Use the form THE before Class 1 words when possible. Do not use A
in this exercise. Omit THE before names of people, countries, time
of day, streets, etc. For example:

They visited the museum.

Canada THEY VISITED CANADA.

saw THEY SAW CANADA.
professor THEY SAW THE PROFESSOR.

Professor Smith 17. grammar book

art gallery 18. English
Spain 19. inst.ructions
@~‘IC'>U‘l>PbDl\7DI

Mississippi River 20. Shakespeare

New York City 21. discussed
old city 22. mathematics
football game 23. Mexico
In.--e

Paris 24. art

9. subway 25. president
10. Paul 26. house
11. student 27. arrived at
12. book 28. two o'clock
13. read 29. Miami
14. philosophy 30. railroad station
15. books 31. noon
16. philosophy of Aristotle

I6. (To review the use of THIS, THAT, THESE, THOSE.) Listen to
the statement with HERE or THERE. Use THIS, THESE to indicate
objects HERE. Use THAT, THOSE to indicate objects THERE. For
example:

The water here is fresh. THIS WATER IS FRESH.

The water there is clear. THAT WATER IS CLEAR.
The houses there are old. THOSE HOUSES ARE OLD.
The houses here are new. THESE HOUSES ARE NEW.

The trees there are pine trees.

The problem here is difficult.
The apples here are ripe.
@~‘lC>U'|rhOOl\DI*

The man there is my cousin.

The student here is from Nicaragua.
The lady there is teacher.
a
..oe..nn

The light here is bright.

The men there are engineers.
9. The books here belong to Mary.
10. The house there is fifty years old.
11. The boys there are my nephews.
12. The flower here is violet.
a
92 SENTENCE PATTERNS

(To review modifiers of Class 1 words ) Modify the Class 1

word in the first statement with a Class 3 word or a word group from
the second statement. For example:

The house is on Winter street. It is old.

THE OLD HOUSE IS ON WINTER STREET.
The house was old. It was on Winter Street.
THE HOUSE ON WINTER STREET WAS OLD.
The red pencil is new. It is on the desk.
THE RED PENCIL ON THE DESK IS NEW.

on the desk. It is new.

My pencil is
The big house is on the hill. It is old.
He built house. It is large.
a
oo_I.1c><.nu>wi\av

He has dog. The dog is small.

a

They have an apartment. It is luxurious.

We ovm home. It is on Main Street.
a

My friend has a car. He is from Panama.

study literature. It is American.
I

9. We know the students. They are Brazilian.

10. The cafeteria serves good meals. It's on Burn Avenue.

s
11 She bought hat. It was expensive.
a

12 read book. It was about politics.

a
I

13 He took test. It was important.

a

14 He wrote a check. It was bad.

18. (To review the use of Class words as modifiers.) Combine the
1

statem ents. Modify the Class word in the first statement with Class
a
1

word from the second statement. For example:

1

He works in factory. It makes cars.

a

HE WORKS IN CAR FACTORY.

A

He is eating grapes. They come from Michigan.

HE IS EATING MICHIGAN GRAPES.
The are students. They take engineering.
y

THEY ARE ENGINEERING STUDENTS.

is
student. She studies biology.
She
a

store. It sells shoes.

He went to
a

They went to restaurant. They went on Main Street.

®.~‘|O>U1>§b8h3>II

know the book. It deals with physics.

I

We read the book. It discusses birds.

John is student. He goes to the University.
a

They are workers. They work on the railroad.

We ate dinner. We had steak.
a

The students gave program. They gave on Friday night.

9.

it
a

10. We played game. It was baseball.

a

11 They like fishing. They fish in the river.

12 The building is on William Street. It is bank.
a
 LESSON X 93

19. (To review Class 1 words as modifiers.) Convert the Class 1

words in the statements to modifiers. For example:

He works on automobiles. HE IS AN AUTOMOBILE WORKER

He fights fires. HE IS A FIRE FIGHTER.
It dries dishes. IT IS A DISH DRIER.
It cuts glass. IT IS A GLASS CUTTER.

1. He plays baseball. It makes noise.

-1-1
2. He plays football. He publishes textbooks.

I|
It dries clothes. He advises students.

9.
3.
4. He washes windows. 10. She studies French.
5. It washes clothes. 11. They speak Spanish.
6. It heats water. 12. He teaches English.

200 (To review Class words in object position.) Substitute the

1

words in proper position. For example:

John gave me present.
a

her JOHN GAVE HER A PRESENT.

watch JOHN GAVE HER A WATCH.
bought JOHN BOUGHT HER A WATCH.
his father JOHN BOUGHT HIS FATHER A WATCH.

tie 11. him 22. book

1.

a
a

2. me 12. the picture 23. him

3. Paul and me 13. them 24. you
4. them 14. their picture 25. me
brought 15. you 26. her
5.

6. book 16. me 27. our book

7. _his picture 17. your picture 28. their book
8. her 18. you 29. Mary
9. her picture 19. us 30. him
10. me 20. our book 31. Fred
21. the book

2].. (To review ANY, SOME, OTHER, ANOTHER, OTHERS, ALL,

MUCH, MANY, NONE, FEW, A LITTLE, LOT.) Substitute the
A

following words in the request statements. Correlate ANY, MUCH,

MANY with the negative form DON'T. For example:
Buy some apples.

peaches BUY SOME PEACHES.

few BUY FEW PEACHES.
A A
a

get GET FEW PEACHES.

any DON'T GET ANY PEACHES.
many DON'T GET MANY PEACHES.
coffee DON'T GET MUCH COFFEE.
some GET SOME COFFEE.
94 SENTENCE PATTERNS

a lot of 15. none 29. books

any 16. some 30. read
drink 17. a few 31. all of the
all of the 18. little 32. the other
P°2"?’S*“:“$*'E°!“

a
much 19. sugar 33. another
use 20. any 34. others
dishes 21. lot of 35. study

a
buy 22. much 36. any
9. any 23. apples 37. many
10. car 24. some 38. all
ll. another 25. few 39. another

a
12. the other 26. bread 40. any
13. cars 27. coffee 41. lesson
14. the others 28. pencils

22- (To review the use of ME, TO ME, FOR ME, etc.) Listen to the
words and the statements. Include the words in the statements. For
example:

Me She talked about music.

SHE TALKED ABOUT MUSIC TO ME.
Them He asked some questions.
HE ASKED THEM SOME QUESTIONS.
John The teacher pronounced the word.
THE TEACHER PRONOUNCED THE WORD FOR JOHN

Us. He talked about Ann Arbor.

Me. He visited in Miami.
®I~'IG>U'l>IPO~9l\')I1

Them. They waited.

Me. He told story.
a

John. She made cake.

a

Her. He explained the program.

IOQIIQII

Him. asked for cigarette.

a
I

Mary. John pronounced the sentence.

Him. We bought present.
9.

10. Me. John did the work.

11. Bill. Mary introduced us.
12. Them. He got some pencils.
13. His mother. He wrote letter.
a

14. The class. He is going to speak about language.

15. Her. He always says kind thing.
a
 Lesson XI
1. CAN, SHOULD, MUST, WILL, IVHGHT, MAY.
la. I CAN READ ENGLISH. CAN YOU READ IT?
[Statements and questions]
1b. CAN YOU PRACTICE NOW? YES, I CAN.
[Short answers]
2. A pattern of connected statements.
2a. JOHN CAN'T GO AND I CAN'T EITHER.
MARY CAN GO AND BETTY CAN TOO.
[AND . . . TOO contrasted with . . . AND . . . EITHER]
2b. MARY CAN GO BUT JOHN CAN'T.
[...BUT...]

la. Key examples: I CAN READ English. Can you READ 1:?

Observe the position of CAN, SHOULD, etc

Observe the form of the Class 2 words.

Previous pattern (Lesson IV):

John is speaking English.
Is John speaking English?
New pattern:

John CAN SPEAK English.

He SHOULD STUDY every day.
You MUST SPEAK English in class.
The class 'LL FINISH the book next
month.
I MIGHT GO to Chicago next
week.
You MAY SMOKE in the dormitory.
John CAN'T SPEAK Chinese.
He SHOULDN'T GO to the movies
every night.
You MUSTN’T SPEAK your native
language here.
The class WON'T FINISH the book this
month.
I MIGHT NOT GO to Chicago next
week.
You MAY NOT SMOKE in the classroom.
CAN John SPEAK English?
SHOULD he STUDY every day?
MUS'I‘ we SPEAK English in class?
WILL we FINISH the book next
month?
When WILL we FINISH the book?
Where MAY the students SMOKE?

95
96 SENTENCE PATTERNS

COMMENTS
(1) Use CAN, SHOULD, MUST, WILL (’LL), MIGHT, MAY in the
positions of BE: after the subject (JOHN, HE, etc.) in statements;
before the subject in questions. Don’t use D0 in questions with
CAN, etc.
(2) Use the simple form of the Class 2 word (SPEAK, PRACTICE,
etc.) with CAN, SHOULD, etc.
(3) Use CAN, SHOULD, etc., with I, YOU, WE, THEY and HE, SHE,
IT. Do not add -S to words like CAN.
(4) CAN’T, SHOULDN’T, MUSTN’T, WON’T, MIGHT NOT, MAY NOT
are the negative forms.

ILLUSTRATIVE EXAMPLES

Paul studied French for five years.

He CAN speak it well.
Betty never practices her piano lessons.
She CAN’T play well.
Paul is young and strong.
He CAN work hard all day.
Peter is old and weak.
He CAN’T work hard.
Mary is going to have an examination next week.
She SHOULD study for it this week. She SHOULDN’T go to the
movies.
Automobiles are dangerous.
We SHOULD drive carefully. We SHOULDN’T drive fast.
Mrs. Smith is sick.
She MUST stay in bed. She MUSTN’T get up.
A red light means “stop.”
Drivers MUST stop. They MUSTN’T go.
We're going to have a program next week.
We’LL have it Friday night. All of the students WILL be there.
They WON’T go to the movies that night.

NOTE: WILL is equivalent to BE + GOING TO in most

situations.
John invited me to his house tonight.
I MIGHT go, but I MIGHT stay home. I don’t know.
I sometimes see Mary in the library.
I MIGHT see her tomorrow. I MIGHT NOT see her. I don’t know.
Betty asked, “MAY I open a window?”
Her mother answered, “No. You MAY NOT open a window. I’m cold.”
 LESSON XI 97

Betty asked her father, “MAY I go to the concert tonight?”

He gave her permission. He said, “Yes, you MAY go.”

PRACTICE

EXERCISE la.1. (To practice MAY, CAN, etc. in proper position.)

Substitute the words. For example:
I can play the piano.
speak Spanish CAN SPEAK SPANISH.

I
they THEY CAN SPEAK SPANISH.
may THEY MAY SPEAK SPANISH.
ask for visa THEY MAY ASK FOR A VISA.
a

should 17. should

she 18. must
write home 19. practice every day
.®-'|U>U'lJ>©Ol\'Jl—l

20 John and Mary

I

might 21 they
go to the dance 22 should
John 23 we
will 24 will
we 25 go to Detroit
9

10 study tonight 26 might

11 must 27 they
12 he 28. visit the museum
13 speak English 29 can
14 can 30 return tomorrow
15 finish the lesson 31 should
16 you 32 must

EXERCISE 1a.2. (To practice questions with CAN, MUST, MIGHT, etc
Convert the statements into questions. For example: )

can hear the band. CAN YOU HEAR THE BAND?

I

They may miss class tomorrow. MAY THEY MISS CLASS TOMORROW?
Professor Brown will give WILL PROFESSOR BROWN GIVE A
a

speech today. SPEECH TODAY?

Mary should answer the letter.

She may use my pen.
The students must practice every day.
(.O®'~'|O>O'I|§bOl\2)II

They should study in the evening.

John can play the organ.
He will play tonight.
We must report to the office now.
We can go to lunch later.
Mr. Brown will explain the lesson to you.
98 SENTENCE PATTERNS

10. You should wait for him.

1 l. Paul must see a doctor immediately.
12 . He might have pneumonia.
13 . Mary may keep the book for seven days.
14 . She should return it next Monday.

EXERCISE 1a.3. (To produce the negative forms of CAN, MAY, etc.)
Listen to the affirmative statements about John. Produce correspond
ing negative statements about Mary. For example:

John can go. MARY CAN'T GO.

John may go. MARY MAY NOT GO.
John should go. MARY SHOULDN’T GO.

1. John must study hard. 7. John will go to Chicago Saturday.

2. John will go tomorrow. 8. John must wait for his brother.
3. John may smoke. 9. John can pronounce the words.
4. John can play the piano. 10. John should come to the program
5. John might visit us. 11. John might attend the concert.
-1 . John must practice every day. 12. John may live in an apartment.

EXERCISE la.4. (To practice comprehension of SHOULD, CAN, etc.,

and to produce statements with SHOULD, CAN, etc.) Answer the
questions. For example:
John’s a pianist. What can he do?
HE CAN PLAY THE PIANO.
A South American is going to study in United States. What should
he do?
HE SHOULD LEARN ENGLISH.
Paul and Jim permit John to play their piano. What may John do?
HE MAY PLAY THEIR PIANO.

Peter goes to the movies. His mother permits it. What may he do?
John doesn’t speak English. He needs it. What must he do?
|-I>t.oMII

John needs lot of practice in English. What should he do?

a

Paul is going to take train to Washington, D.C. What might he

a

see there?
Paul is going to take train to Washington, D.C. Who might he see
a
I

there?
<7A

We had presidential elections in 1944, 1948, 1952, and 1956. What

will we have in 1960?
Women may vote in the United States. The Constitution gives
I4|

them permission. What should they do?

. Mary is bad student. What should she do?
a a
8

. Mary is singer. What can she do?

9

10 The students drive cars on the campus. They have permission.

What may they do?
ll Fred is sick. Who must he see?
12 Mr. Smith is Professor of English. What can he do?
a
 LESSON XI 99

lb, Key example: Can you practice now? Yes, I CAN.

Observe the short answers.

QUESTIONS SHORT ANSWERS

Previous pattern (Lesson IV):
Is John studying?|
New pattern:

Can Jolui go ? CAN'T

May he go ? MAY NOT
Might he go ? MIGHT
Must he go ? MUST
Should he go ? SHOULD
Will he go ? WON’ T

COMMENTS
(1) CAN, MAY, MIGHT, MUST, SHOULD, WILL complete the affirm
ative short answers to questions with CAN, MAY, etc.
(2) CAN'T, MAY NOT, MIGHT NOT, MUSTN’T, SHOULDN'T, WON'T
MAY,
complete the negative short answers to questions with CAN,
etc .

PRACTICE

EXERCISE lb.l. (To recognize questions with CAN, SHOULD, etc., and
to produce short answers.) Give short answers to the questions. Make
no response to the statements. For example:
Can you play the piano? NO, I CAN'T.
Can you play baseball? YES, I CAN.
We should practice English. (No oral response.)
May you speak Spanish in Class? NO, WE MAY NOT.

1. May you speak Spanish? 10. Must we practice constantly?

2. May John take money from 11. You can answer this question.
other people? 12. Must you answer this question?
3. Will you be here tomorrow? 13. Can you answer this question?
4. Might you go to the picnic? 14. May you take that watch?
5. John should study hard. 15. Can you read English?
6. Should John study hard? 16. Will the next lesson be difficult?
7. Can we learn a new language? 17. Can you go with me?
8. Can we co-operate with other 18. Should we go to the next
countries ? exercise now?
5° Scientists can control diseases.
1 O0 SENTENCE PATTERNS

28. Key examples: John can’t go AND I CAN’T EITHER.

Mary can go AND Betty CAN TOO.
Observe . . . AND. . . TOO; . . . AND . . . EITHER. Observe IS, CAN,
DID, etc.
Previous pattern:
John’s a student. Mary 's a student

New pattern:

John ’s a student AND Mary IS TOO.

John ’s going to go AND Mary IS TOO.
John can play the piano AND Mary CAN TOO.
John should study hard AND Mary SHOULD TOO.
John studied AND Mary DID TOO.
John plays every day AND Mary DOES TOO.
John isn’t a teacher AND Mary ISN’T EITHER.
John wasn’t there AND Mary WASN’T EITHER.
John can’t go AND Mary CAN’T EITHER.
John shouldn’t go AND Mary SHOULDN’T EITHER.
John didn’t go AND Mary DIDN’T EITHER.
John doesn’t study hard AND Mary DOESN’ T EITHER.

COMMENTS
(1) Use TOO when AND connects affirmative statements in this
pattern.* Use EITHER when AND connects negative statements
in this pattern.
(2) Use the forms that complete the short answers (MARY §, MARY
CAN, MARY DOESN’T, etc.) after AND in this pattern.

PRACTICE

EXERCISE 2a.1. (To connect statements with . . . AND . . . TOO or

. . .AND. . .EITHER.) Listen to the statements and combine them.
Use AND . . . TOO in affirmative statements. Use AND . . . EITHER
in negative statements. For example:

John came to the meeting. Mary came to the meeting.

JOHN CAME TO THE MEETING AND MARY DID TOO.
John played the piano. Mary played the piano.
JOHN PLAYED THE PIANO AND MARY DID TOO.
I won’t see him. My brother won’t see him.
I WON’T SEE HIM AND MY BROTHER WON’T EITHER.
*NOTE:They are students AND we ARE TOO.
They are students AND SO ARE we.‘
I can go AND John CAN TOO.
I can go AND SO CAN John.
The meanings of these pairs of sentences are the same. You will hear both
patterns.
 LESSON XI 1 O1

can’t go. My brother can’t go.

I
John isn’t studying. Mary isn’t studying.
John can play the piano. Mary can play the piano.
®'~'JO>U‘lrl>COlOII4 We became tired. You became tired.
We aren’t tired now. John isn’t tired now.
They will be here tomorrow. We will be here tomorrow.
You can’t read Chinese. can’t read Chinese.

I
I You should write to the University. Mary should write to the
University.
John may go to the movies. Mary may go to the movies.
9

10 John reads every day. Mary reads every day.

11 We shouldn’t arrive late. The teacher shouldn’t arrive late.
12 John should always be early. Mary should always be early.
13 arrived late. My friend arrived late.
I I

14 can’t remember all of the rules. You can’t remember all of the
rules.
15 John is going to visit Canada. I’m going to visit Canada.
16 My shoes were expensive. My suit was expensive.
17 They will go to the dance. will go to the dance.
I

18. I’m not a doctor. He isn’t doctor.

a

19. can play the piano. John can play the piano.
I

20. Mrs. Black isn’t here. Her friends aren’t here.

21 Mary won’t be here. won’t be here.
I

22 will begin at 8. You should begin at 8.

I

23 We must always be polite. They must always be polite.

24 went to Detroit. John went to Detroit.
I

EXERCISE 2a.2. (To practice the correlation of EITHER with negative

statements and TOO with positive statements.) Substitute the following
words in the statements and make the necessary changes. For example

John’s going to study and Mary is too.

either JOHN ISN’T GOING TO STUDY AND MARY ISN’T
EITHER.
didn't sing JOHN DIDN'T SING AND MARY DIDN'T EITHER.
too JOHN SANG AND MARY DID TOO.
played JOHN PLAYED AND MARY DID TOO.
either JOHN DIDN'T PLAY AND MARY DIDN'T EITHER.

too 11. shouldn’t speak to me

remembers me 12. too
either 13. must listen to me
didn’t forget me 14. must write to me
too 15. should write to me
saw me 16. can write to you
either 17. either
can’t help me 18. isn’t writing
too 19. too
either 20. either
I-I
1 O2 SENTENCE PATTERNS

EXERCISE 2a.3. (To use TOO and EITHER in a conversation situation )

Listen to the statement about one student. Make a corresponding short
statement with TOO or EITHER about another student. Omit the word
AND in this exercise. For example:
John’s a student. MARY IS TOO.
John can play the piano. MARY CAN TOO.
John isn’t going to study. MARY ISN'T EITHER

John
1. wants that book.
2. John went to the movies last night.
3. John didn’t come to class yesterday.
4. John likes engineering.
5. John read the book.
6. John needed a lot of practice.
7. John got two letters.
8. John didn’t speak to the professor.
9. John doesn’t eat breakfast.
10. John wasn’t here Sunday.
l1. John won’t be here Saturday.
12. John should write a letter to the registrar.
13. John isn’t a doctor.

2b. Key example: Mary can go BUT John CAN'T.

Observe the use of BUT. Observe ISN'T, CAN’T, DID, etc

Previous pattern:
John ’s a doctor. Mary isn’t a doct

New pattern:

John ’s a doctor BUT Mary ISN'T.

John 's going to go BUT Mary ISN'T.
John can play the piano BUT Mary CAN'T.
John may play baseball BUT Mary MAY NOT
John went BUT Mary DIDN'T
John goes every day BUT Mary DOESN’T
Mary isn’t a doctor BUT John IS.
Mary wasn’t here BUT John WAS.
Mary can’t play the piano BUT John CAN .
Mary may not play baseball BUT John MAY.
Mary didn’t go BUT John DID.
Mary doesn’t go every day BUT John DOES.

COMMENTS
(1) Use BUT between a negative statement and an affirmative
statement.
(2) Use the forms that complete short answers (MARY ISN T
CAN’T, JOHN DOES, etc.) after BUT in this pattern.
 LESSON XI 103

PRACTICE

EXERCISE 2b.l. (To use AND and BUT to connect statements.) Listen
to the statements and combine them. Use . . . AND . . l. TOO to connect
affirmative statements. Use . . . AND . . . EITHER to connect negative
statements. Use BUT to connect an affirmative and a negative statement
For example:
John came to the meeting. Mary didn’t come to the meeting.
JOHN CAME TO THE MEETING BUT MARY DIDN'T.
Mary can’t play the piano. John can play the piano.
MARY CAN'T PLAY THE PIANO BUT JOHN CAN.
I can go. My friends can go.
I CAN GO AND MY FRIENDS CAN TOO.
I don’t understand you. He doesn’t understand you.
DON'T UNDERSTAND YOU AND HE DOESN'T EITHER.
I

John is studying English. Mary isn’t studying English.

He is from Peru. She isn’t from Peru.
arrived early. My friends didn’t arrive early.
I
.®Q¢>U'IrbbJl\9l—*

John was here yesterday. Paul was here yesterday.

They weren’t in Detroit. Mary was in Detroit.
Paul should go every day. Mary shouldn’t go every day.
Mary can’t go tomorrow. John can go tomorrow.
John went to Detroit. didn’t go to Detroit.
I

Mr. and Mrs. Black will come. Their children will come.
9

10 Mr. and Mrs. Brown can’t come. Their friends can’t come.
11 understand you now. He doesn’t understand you now.
I I

12 didn’t understand you yesterday. She didn’t understand you

yesterday.
13 They don’t know the answer. know the answer.
I

14 John can't understand Mr. Black. can understand him.

I

15 Uruguay isn’t very big coimtry. Brazil is a very big country.

a

16 Not all of our coffee comes from Brazil. Most of it comes from
Brazil.
17 never go to the movies. John goes to the movies.
I I

18. frequently go to the movies. John frequently goes to the movies.

19. He often sees John. rarely see John.
I

20. John is early. We are early.

21 They arrived yesterday. We didn’t arrive yesterday.
22 He can usually do it. can’t usually do it.
I

23 You should see that dramatization. Your friends should see it.
24 Mr. Brown isn’t here. John isn’t here.
104 SENTENCE PATTERNS

EXERCISE 2b.2. (To practice BUT in a short answer.) Listen to the

question about one student. Give a corresponding short answer about
another student with NO + BUT. For example:

Is John a student? NO, BUT MARY IS.

Can John play the piano? NO, BUT MARY CAN .
Did John go to the movies? NO, BUT MARY DID.

Does John come to class every day‘?

Is John going to study?
Does John like literature?
£b~'lG>CJ1|bO\3l\9DI

Did John read the book?

Can John read Italian?
Did John speak to the professor?
Should John write letter to the registrar?
a

Is John doctor?
a

9'. Was John here yesterday?

10. May John read the letter?
11. Did John talk to the director?
12. Should John practice his pronunciation?
13. Was John absent last week?

SUMMARY EXERCISE. Substitute the following words in the statements

and make the necessary changes. For example:

can help you but he can’t.

I

too CAN HELP YOU AND HE CAN TOO.

I I I I

either CAN’T HELP YOU AND HE CAN’T EITHER.

shouldn’t SHOULDN’T HELP YOU AND HE SHOULDN’T EITHER
won’t WON’T HELP YOU AND HE WON’T EITHER.

0 too 6. may not ll. but

I but 7. too 12. too
U'>J>oom|

0 should 8. but 13. might

s too 9. either 14. must
. either 10. can’t 15. either

KEY EXAMPLES OF LESSON XI

1a CAN READ English. CAN you READ it?

I

1b Can you practice now? Yes, CAN.

I

2a. John can’t go AND CAN’T EITHER.

I

Mary can go AND Betty CAN TOO.

2b. Mary can go BUT John CAN’T.
 Lesson Xll
1. I CALLED ON HER. I CALLED HER UP.
:Combinations like CALL ON, CALL UP]
2a. HE CAME IN ORDER TO GET THE BOOKS. HE CAME FOR
THE BOOKS.
IN ORDER TO + Class 2 contrasted with FOR + Class 1]
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 form of Class 2 or + Class 1]
3b. HOW DID YOU LEARN IT? BY PRACTICING CONSTANTLY.
:Answers to questions with HOW]

1. Key examples: I CALLED ON her. I CALLED her UP.

Observe CALLED ON, CALLED UP, etc.
John CALLED ON Mary. He CALLED ON her.
John LOOKS LIKE his father. He LOOKS LIKE him.
John GOT OVER his cold. He GOT OVER it.
John CALLED UP Mary. * He CALLED her UP
John LOOKED UP the word.* He LOOKED it UP
John PUT ON his coat.* He PUT it ON

COMMENTS
(1) Use the separated pattern (CALLED her UP) with the Class 1 sub
stitutes I-IIM, HER, IT, THEM, YOU, ME, US, in the combinations
CALL (her) UP, LOOK (it) UP, PUT (it) ON, TRY (it) ON, PUT
(him) UP, WAKE (him) UP, PUT (it) DOWN, TAKE (them) OFF,
TAKE (it) OUT, BREAK (him) IN, GIVE (them) OUT. You will
learn other combinations like these later.
(2) Do not use the separated pattern for CALL ON, LOOK LIKE, GET
OVER, GET ALONG WITH, LOOK OUT FOR, RUN INTO, RUN OUT
OF. You will learn other combinations like these later.
(3) Use any of these combinations (CALL ON, LOOK LIKE, GET OVER
CALL UP, LOOK UP, PUT ON, etc.) together before MARY, HIS
FATHER, HIS COLD, THE WORK, HIS COAT, etc. (Class 1 words
and expressions).

‘You will also hear: John CALLED Mary UP.

John LOOKED the word UP.
John PUT his coat ON.

105
106 SENTENCE PATTERNS

ILLUSTRATIVE EXAMPLES OF THE SE PARATED PATTERN

John heard the alarm It WOKE him UP.

clock. It GOT him UP.
He telephoned Mary. He CALLED her UP.
He went to class. The
teacher returned some
examinations. He GAVE them OUT.

John had a question. He

raised his hand. He PUT it UP.
He didn’t know the meaning
of a word. He LOOKE D it UP in the
dictionary.
He went to a clothing store
in the afternoon.
He saw a nice brown suit.
He PUT it ON.
He TRIED it ON in front of
the mirror.
He did.n't buy it. He TOOK it OFF.
He PUT it DOWN on the
‘
counter.
He bought some new shoes. He is BREAKING them IN now.

ILLUSTRATIVE EXAMPLES OF THE NONSEPARATED PATTERN

John walked down the

street. He saw Mary
and her sister. He RAN INTO them.
Mary resembles her sister. She LOOKS LIKE her.
John likes both girls. He GETS ALONG WITH them very
well.
There were a lot of cars. They LOOKED OUT FOR them.
They visited Paul at his _
apartment. They CALLED ON him.
Paul served coffee, but
there wasn’t much
cream. They RAN OUT OF it.

PR AC TIC E

EXERCISE 1.1. (To practice the combinations CALL ON, CALL UP,
etc.) Repeat the statements. Use the substitute forms HIM, HER, IT,
THEM. For example:
I looked up the word. I LOOKED IT UP.
I put on my shoes. I PUT THEM ON.
I ran into Mr. Black. I RAN INTO HIM.
He called up Mr. and Mrs.
Black. HE CALLED THEM UP.
 LESSON XII 1 07

ran into Mary.‘ 13. She didn’t put on her new dress.

I I
called up Mary. 14. I'm going to call up my teacher.
Your sister looks like Mary. 15. I'm going to call on some
@-‘lOiU'lrl>O\7lQbII
She put on her coat. friends.
looked up the answer. 16. He gets along with all people.
I
We ran out of paper. 17. You must look out for children.
Mary called up her friends 18. John is breaking in his new pipe
.l...nc.

This child can put on his 19. Mary broke in her new shoes.
shoes. 20. He's going to take out the spot.
This looks like our lesson. 21. must look up his record.
0. 9.

I
1 We must look up the first 22. You should put on your hat.
lesson. 23. John’s going to call up the man.
We are going to call up Mr 24. John looks like the president.
1.

Black. 25. He ran out of sugar.

1 2. John ran into Mr. Black
yesterday.

2a. Key examples: He came IN ORDER TO GET the books.

He came FOR THE BOOKS.
Observe IN ORDER TO and FOR, and the words after them.

He came IN ORDER TO GET the books.

He came DI ORDER TO BUY the coat.
He came IN ORDER TO HEAR the concert.
He came H\I ORDER TO LISTEN.
He came IN ORDER NOT TO MISS the concert.
He came IN ORDER TO TELL me the news.

He came FOR THE BOOKS.

He came FOR THE COAT.
He came FOR THE CONCERT.

COMMENTS
(1) Use IN ORDER TO* before Class words (GET, BUY, HEAR,
2

etc.). Don’t use FOR TO.

(2) Use FOR before Class words (BOOKS, COAT, IT, etc.). Don’t
1

use Class words after FOR.

2

PRACTICE
EXERCISE 2a.1. (To use IN ORDER TO with GO, HEAR, etc. and FOR
with BOOK, THE CONCERT, etc.) Substitute the following words and
A

make the necessary changes. For example:

*You will often hear TO (without IN ORDER) in the position of IN ORDER TO:
HE CAME TO GET THE BOOKS. The meaning is the same.
108 SENTENCE PATTERNS

He came in order to get the books.

for HE CAME FOR THE BOOKS.

the concert HE CAME FOR THE CONCERT.
hear the concert HE CAME IN ORDER TO HEAR THE CONCERT
study English HE CAME IN ORDER TO STUDY ENGLISH.

cash the check 11. matches

.

. meet me 12. lunch

get cigarettes 13. in order to
.

for 14. find chair

.c<.ooo~'|dAo1»J>wi\'mI~

a
his coat 15. for
.

. all of his books 16. hear the radio program

. in order to 17. for
tell me the news 18. a book
buy some matches 19. get book

a
.

rI buy matches 20. for

2b,Key example: WHY did he come here? IN ORDER TO GET the

books
.

Observe the questions with WHY. Observe the answers.

QUESTIONS ANSWERS
Previous pattern (Lesson IV):
When did he come |Yesterday.
here?|
New pattern:

WHY did he come here? FOR THE BOOKS.

WHY did he come here? FOR THE CONCERT.
WHY did he come here? IN ORDER TO GET the books.
WHY did he come here? IN ORDER TO HEAR the concert.
WHY did he come here? IN ORDER NOT TO MISS the concert.

COMMENTS
(1) Use question word order in questions with WHY.*
(2) FOR THE BOOKS (FOR + Class and IN ORDER TO GET THE
2) 1)

BOOKS (IN ORDER TO + Class are answers to questions with

WHY.

*WHAT. . . FOR is equivalent to WHY:

WHY did John come here? In order to get his books.
WHAT did John come here FOR? In order to get his books.
 LESSON XII

PRACTICE

EXERCISE 2b.1. (To practice short answers with IN ORDER TO and

FOR in response to questions with WHY.) Listen to the question and the
suggested word. Use the suggested word in the short answers. For
example:

Why did you come here? learn IN ORDER TO LEARN ENGLISH

Why did John come here? for FOR HIS BOOKS.
Why do people go to the bank?
for FOR MONEY.
Why do people go to the bank?
cash IN ORDER TO CASH CHECKS.
Why did Mrs. Black buy the
meat? make IN ORDER TO MAKE SANDWICHES

Why did Mrs. Black buy the meat? for

.

. Why are you looking for chair? sit

a

Why do you want cigarette? smoke

a
.
@4OJIJ1>I>¢Ol\')>I

. Why did John go to the store? buy

Why did John go to the store? for
. Why did you get up at 7? study
Why did Mary go to the shoestore? for
Why did Mary go to the shoestore? buy
Why did you go to the movie? see
9.

10. Why must we practice constantly? learn

11. Why did he go to Detroit? buy
12. Why did he go to Detroit? for
13. Why did you go to the barbershop? for
14. Why do other people go there? get

33. Key example: learned English BY STUDYING hard.

I

Observe BY and the words after BY.

John called BY TELEPHONE.
He sent letter BY AIRMAIL.
a

He went BY TRAIN.
He arrived early BY TAKING taxi.
a

He finished early BY TELEPHONING his friends.

He surprised his family BY COMING home early.
He pleased them BY NOT COMING late.

COMMENTS
(1) Use TRAIN, TELEPHONE, etc. (Class words) or TAKING,
1

TELEPHONING, etc. (the -ING form of Class words) after BY

2

(2) UseBY (not FOR) with “communication” words like TRAIN,

TELEPHONE, etc
.
110 SENTENCE PATTERNS

PRACTICE

EXERCISE 3a.1. (To use BY with Class 1 words and with the -ING form
of Class 2 words.) Use BY and the proper form of the following words in
a statement. For example:

answer . . . airmail HE ANSWERED BY AIRMAIL.

answer . . . smile HE ANSWERED BY SMILING.
send the letter . . . airmail HE SENT THE LETTER BY AIRMAIL.
come . . . train HE CAME BY TRAIN.
learn English . . . practice HE LEARNED ENGLISH BY PRACTIC
ING IT.
learn English . . . go to the
movies HE LEARNED ENGLISH BY GOING TO
THE MOVIES.

send the package airmail

.
.
.

learn the words . . . repeat

go downtown bus
.
.
.
@~'IG5UIv>COl\'IbII

begin the lesson . . give examples

.

earn money sell radios

.
.
.

answer draw diagram

a
.
.
.
0l¢qn.q

go to New York . . plane

.

learn the words write them

.
.
.

9. come to the university . . car

.

10. find your address . look in the telephone book

ll.
.
.

learn the answer . . . ask the teacher

12. learn the pronunciation . . imitate
.

13. learn a lot . listen carefully

.
.

14. go to the station . taxi

.

15. go to Europe ship

.
.
.

16. answer smile

.
.
.

17. find my street . ask a policeman

.

18. learn English . practice constantly

.

.
 LESSON XII 111

3bo Key example: HOW did you learn it? BY PRACTICING

constantly.

Observe the questions with HOW. Observe the answers.

QUESTIONS ANSWERS
Previous pattern (Lesson IV):
When did he go?

New Pattern
HOW did he go? BY TRAIN.
HOW did he call Mary? BY TELEPHONE .
HOW did he go? BY TAKING the train
HOW did he anger Betty? BY NOT CALLING
HOW did he answer Jane? BY SMILING.
HOW did he answer her? WITH A SMILE .
HOW does he like his coffee? WITHOUT SUGAR.
HOW does he speak? CLEARLY.

lher
HOW does he sing? SOFTLY.
‘

COMMENTS
(1) Use question word order in questions with HOW.
(2) In answers to questions with HOW use
(a) BY Class (BY TRAIN).
+

(b) BY the -ING form of Class (BY SMILING).

+

WITH or WITHOUT + Class (WITH SMILE).

A

(C)
1

(d) Class (CLEARLY).

4

PRACTICE

EXERCISE (To use BY, WITH, and -LY words in answers to

3b.1.
questions with HOW.) Listen to the questions and the suggested words
Give short answers with BY, WITH or -LY words. For example:

How did you get here? take taxi BY TAKING A TAXI.

a

How did she answer you? smile BY SMILING.

or WITH A SMILE.
How did you call her up? telephone BY TELEPHONE.
or BY TE LE PHONING
How did they speak? soft SOFTLY.
How did he close the door? his
foot WITH HIS FOOT.

How did he earn money? sell radios

1.

2. How did he send the money? telegraph

3. How did you get here? plane
112 SENTENCE PATTERNS

How did you get here? take plane

a
How did you graduate? study

®~'lO>Ulr>
How did John find your address? look in the telephone book
How did they sing? quiet
How did he read it? rapid
How did he write it? his left hand
9

10 How can we learn these words? repeat them

11 How did he open the box? his hands
12 How can I learn English? practice constantly
13 How can we go to Canada? bus
14 How did you go? train
15 How did he go to California? car

SUMMARY EXERCISE. Listen to the questions and give full answers

Use the suggested words and the substitutes HIM, HER, IT, THEM

if
possible in the answers. For example:
How can talk to Mary? telephone
I

YOU CAN TALK TO HER BY TELEPHONE.

How can call up Mary? telephone
I

YOU CAN CALL HER UP BY TELEPHONE .

Why did you call up Mary? ask her question
a

CALLED HER UP IN ORDER TO ASK HER QUESTION.

A
I

Why did John go to the store? for

HE WENT TO THE STORE FOR CIGARETTES.
How did he put on his coat? quick
HE PUT IT ON QUICKLY.
How did he answer the question? nodding his head
HE ANSWERED IT BY NODDING HIS HEAD.

Why did Mary go to Detroit? see movie

a
l

How did John learn the meaning of that word? looking up in

it
2

the dictionary
Why did he look up the word? use it
Why did he go to New York? visit friend
a

did he get here? running fast

@-‘|U>U1rhOO

How
How did she thank her mother? smiling
How did she thank her mother? smile
a

Why did he go to Europe? see Paris

Why did he go to the store? for
9

10 Why did he put on coat? be warm

a

1l How can go to Niagara Falls? boat

I

12 How can we find the museum? asking policeman

a

13 Why must you go to the bank? cash check

a

14 How did the child put on his shoes? correctly

15 How can get good pronunciation? imitating native speakers
a
I
 LESSON XII 113

KEY EXAMPLES OF LESSON XII

1. I CALLED ON her.
I CALLED her UP.
2a He came IN ORDER TO GET the books.
He came FOR THE BOOKS.
2b WHY didhe come here? IN ORDER TO GET the books.
3a. I
learned English BY STUDYING hard.
3b. HOW did you learn it? BY PRACTICING constantly.
 Lesson XIII

1. Class 2 + TO + Class 2
1a. JOHN LEARNED TO SPEAK ENGLISH.
[Class 2 + TO + Class 2 in statements]
1b. DID MARY LEARN TO SPEAK ENGLISH? NO, SHE DIDN'T.
[Class 2 + TO + Class 2 in questions and short answers]
lc. MARY DIDN'T LEARN TO SPEAK ENGLISH.
JOHN TRIES NOT TO SPEAK SPANISH IN CLASS.
[Class 2 + TO + Class 2 with a negative]
1d. SHE CAN'T SPEAK ENGLISH, BUT SHE'S LEARNING TO.
[Class 2.+ TO + Class 2 in a pattern of connected statements]
2. THIS LESSON iS EASY FOR OUR CLASS TO UNDERSTAND.
[EASY (LESSON) (FOR OUR CLASS) (TO UNDERSTAND)]
3. THESE SHOES ARE VERY BIG. THEY’RE BIG ENOUGH FOR ME
[Positions of VERY, TOO, ENOUGH]
4. THE TEACHER WANTS THE STUDENTS TO LEARN ENGLISH.
[Class 2 + Class 1 + TO + Class 2]

13. Key example: John LEARNED TO SPEAK English.

Observe the forms and positions of the Class 2 words.
Observe the position of TO.

Previous pattern (Lesson XI):

John can speak English '

New pattern:

John LEARNED TO SPEAK English

He INT E NDS TO SPEAK English
He is PLANNING TO SPEAK English
He is going to NE ED TO SPEAK English
He would LIKE TO SPEAK English
He must TRY TO SPEAK English.
He HAS TO SPEAK English
I H

COMMENTS

(1) Use TO between certain Class 2 words (LEARN, INTEND, PLAN,

NEED, LIKE, TRY, HOPE, EXPECT, PROMISE, WANT, HAVE, etc.)
and the simple form of another Class 2 word (SPEAK, etc.).
(2) HE HAS TO SPEAK is similar in meaning to HE MUST SPEAK.
The usual pronunciations of HAS TO and HAVE TO in this pattern
are [héste, ha'efte].

114
 LE SSON XIII 115

PRACTICE

EXERCISE 1a.1. (To contrast LEARN TO SPEAK, LIKE TO SPEAK, etc.,

with CAN SPEAK, MUST SPEAK, etc.) Substitute the following words and
make the necessary changes. For example:
He learned to speak English.
tried HE TRIED TO SPEAK ENGLISH.
should HE SHOULD SPEAK ENGLISH.
SHOULD SPEAK ENGLISH.

I I I I I
I

read the lesson SHOULD READ THE LESSON.

have HAVE TO READ THE LESSON.
should try SHOULD TRY TO READ THE LESSON.
must MUST READ THE LESSON.

they 16 . intend 30 is learning

.

need 17 . promise 31 has

. like 18 . like 32 would like
try
®~'lO>U'l|§(.s'lN)II

19 . write letters 33 must

.

. should 20 . will 34 must try

. we 21 . plan 35 can learn
. all of the students 22 . might 36 will
. study grammar 23 want 37 decided
.

. you 24 . can 38 is going to learn

9

10 . must 25 we 39 needs
.

11 . need 26 should 40. needed

.

12 . 27 . tried 41 is going to try

I

13 . hope 28 . she 42. will try

14 . expect 29 speak clearly 43 can
.

15 . write the words

116 SENTENCE PATTERNS

lb. Key example: DID Mary LEARN TO SPEAK English? No, she
DIDN'T.
Observe DOES, DID, SHOULD, IS in the questions and in the short
3.Ilsw€I‘s.

QUESTIONS SHORT ANSWERS

Previous patterns (Lessons H, IV, XI):
Does he write? Yes, he does.
Should he write? Yes, he should.

‘
Is he writing? Yes, he is.
New pattern:

DOES he TRY TO WRITE? Yes, he DOES.

DOES he HAVE TO WRITE? N0, DOESN’T.
he
DID he LEARN TO WRITE? Yes, he DID.
SHOULD he TRY TO WRITE? Yes, he SHOULD.
IS he TRYING TO WRITE? Yes, he IS.
WHAT DID he LEARN TO WRITE? His name

COMMENTS

(1) Use a form of DO, or CAN, SHOULD, etc., in questions with TRY
TO, HAVE TO, etc.
(2) Use a form of BE (IS, AM, ARE) in questions with TRYING TO,
GOING TO TRY TO, etc.
(3) DO, DOES, DID, SHOULD, IS, etc., complete the short answers with
YES or NO.

PRACTICE

EXERCISE lb.l. (To ask questions with CAN, WILL, etc., and with Class
2words connected by TO; to give short answers.) Make questions with
the following words and READ. Use TO if necessary. A second student
answers the questions with a short answer. For example:

Does he try to read?

can CAN HE READ? YES, HE CAN.
like DOES HE LIKE TO READ? YES, HE DOES.
have DOES HE HAVE TO READ? YES, HE DOES.
is trying IS HE TRYING TO READ? YES, HE IS.
should learn SHOULD HE LEARN TO READ? YES, HE SHOULD
 LESSON XIII 117

. plan 10. must 19 will try

expect 11. like 20. should try
. will 12. prefer 21 can learn
. can 13. refuse 22. should learn
. may 14. might 23 will learn
sD®§_1|Pb.'>.&II

. intend 15. need 24 promise

. need 16. want 25 expect
should 17. have 26 try to learn
.

try 18. is trying 27 must learn

]_c . Key examples: Mary DIDN'T LEARN to speak English.

John tries NOT TO SPEAK Spanish in class.
Observe the negatives.

Previous pattern (Lesson XI):

Mary can’t speak English.
New patterns:

Mary DOESN'T PLAN to speak English.

She CAN’T LEARN to speak English.
She ISN’T TRYING to speak English.
John plans NOT TO SPEAK Spanish.
He can learn NOT TO SPEAK Spanish.
He is trying NOT TO SPEAK Spanish.

COMMENTS

(1) Use DOESN’T, CAN’T, etc., before the simple form (ISN’T, etc.,
before the -ING form) in order to make the first Class word
2

negative.
(2) Use NOT before TO in order to make the second Class word
2

negative.

PRACTICE

EXERCISE 1c.1. (To practice the negative expressions DOESN’T TRY

TO WRITE, ISN’T TRYING TO WRITE, CAN’T WRITE, etc.) Listen to
the statement about John. Make corresponding negative statement
a

about Mary. For example:

John tries to write. MARY DOESN'T TRY TO WRITE.

John is trying to write. MARY ISN’T TRYING TO WRITE.
John tried to write. MARY DIDN’T TRY TO WRITE.
John might write. MARY MIGHT NOT WRITE.
John should try to write. MARY SHOULDN’T TRY TO WRITE
118 SENTENCE PATTERNS

John expects to write. 14 John would like to go.

John must write. 15 John decided to go.
Jolm needs to write. 16 John should go.
@~'lOUIvPOOI.\DbII John plans to write. 17 John planned to go.
John planned to write. 18 John is planning to do it.
John should write. 19 John should learn to write.
John wants to write. 20 John is going to promise to go.
John wanted to write. 21 John likes to study.
.

John expected to write. John intends to go.

9.

22.
10. John can write. 23 John is intending to go.
11. John can learn to write. 24 John must learn to write.
12. John must try to write. 25 John will learn to speak clearly.
13 John should continue to write. 26. John is beginning to work.

EXERCISE 1c.2. (To practice the negative pattern TRY NOT TO SPEAK,
MUST TRY NOT TO SPEAK, etc.) Listen to the statements about John.
Make corresponding negative statements about Mary. Use the negative
pattern TRY NOT TO SPEAK, MUST TRY NOT TO SPEAK, etc. For
example:

John tried to speak loudly. MARY TRIED NOT TO SPEAK LOUDLY

John is planning to go. MARY IS PLANNING NOT TO GO.
John expected to be here. MARY EXPECTED NOT TO BE HERE.
John must try to work hard. MARY MUST TRY NOT TO WORK HARD

John promised to go.

.

John prefers to do it now.

.

. John can learn to speak loudly.

.®\'lO'>U1Dl>3>NlII

John tries to pronounce correctly.

.

John must promise to do again.

it

. John will continue to answer

. John is planning to go.
John expected to go.
. John hopes to take vacation.
a
9

10 . John should try to take nap every afternoon.

a

11 . John tried to be early.

12. John hopes to work hard.
 LESSON XIII 119

Id o Key example: She can’t speak English, but she’s LEARNING TO.
Observe PLANS TO, HAS TO, LEARNING TO, etc.
Previous pattern (Lesson XI):
[He

doesn’t study every day, but he should.

E11 pattern:
STATEMENTS
He didn’t go, but he PLANS TO.
He doesn’t want to go, but he HAS TO.
He can’t speak English, but he’s LEARNING TO
He didn’t have to study last night, but he WANTED TO.
He plans to go, but he doesn’t WANT TO.
He might help us, but he doesn’t HAVE TO.
He should study tomorrow, but he isn’t PLANNING TO
He got letter, but he didn’t EXPECT TO.
a

QUESTIONS ANSWERS
Did he go? No, but he PLANS TO.
Did he get letter? Yes, but he didn't EXPECT TO.
a

COMMENT

PLANS TO, HAS TO, LEARNING TO, etc., complete the sentences in this
pattern. Do not repeat GO, SPEAK, etc.

PRACTICE

EXERCISE 1d.1. (To contrast the WANTS TO pattern with the CAN
pattern in connected statements after BUT.) Substitute the following
words after BUT. Use TO when necessary. For example:
He didn’t go, but he plans to.
wants HE DIDN'T GO, BUT HE WANTS TO.
wanted HE DIDN'T GO, BUT HE WANTED To.
can HE DIDN'T Go, BUT HE CAN.
is planning HE DIDN’T GO, BUT HE'S PLANNING To.

. plans should 16 is hoping

8

intends will 17 must

9

. hopes 10 is intending 18 might decide

-'lO5€.J'l|bCIDMbI

. might 11 hoped 19 is going to try

. expects 12. would like 20. wanted
. expected 13 will try 21 can
. is expecting 14 needs 22 wants
15 has
120 SENTENCE PATTERNS

EXERCISE 1d.2. (To practice HE PLANS TO, HE SHOULD, etc., as

answers to questions.) Answer the questions with NO, BUT HE PLANS
TO; NO, BUT HE SHOULD, etc. For example:

Does he have to go? NO, BUT HE PLANS TO.

Does he want to go? NO, BUT HE SHOULD.
Did you meet the president? NO, BUT WOULD LIKE TO.

I I
Do you study every day? NO, BUT SHOULD.

Did you go to Chicago?

.

Do you like to get up at seven o’clock?

. Did you get letter?
a

Do you want to study tonight?

.®-'|U>U'lo§OOl\')Il
.

Must you take four year course?

a
.

Do you have to take four year course?

a

Are you going to go to movie to night?

a
.

Did he pay for the ticket?

. Does Mary play temiis?
9

10 Did you see the new play?

.

11 . Did John talk to his teacher?

12 . Does she understand French?
2

Key example: This lesson is easy FOR OUR CLASS TO UNDER

O

STAND.
Observe FOR HIM, FOR HIM TO UNDERSTAND, TO UNDERSTAND, etc.

i
Previous patterns:
This lesson is easy. (Lesson
I)

This is an easy lesson. (Lesson IV)

New pattern:
HEAD MODIFIER
This lesson is EASY FOR HIM.
This bread is GOOD FOR HIM.
This is AN EASY LESSON FOR OUR CLASS.
Monday is GOOD DAY FOR HIM.
A

This lesson is EASY FOR HIM TO UNDERSTAND.

This bread is GOOD FOR HIM TO EAT.
This is AN EASY LESSON FOR OUR CLASS TO UNDERSTAND.
Monday is GOOD DAY FOR HIM TO GO.
A

This lesson is EASY TO UNDERSTAND

This bread is GOOD TO EAT.
This is AN EASY LESSON TO UNDERSTAND.
Monday is GOOD DAY TO GO.
A

COMMENT

Use FOR HIM, FOR HIM TO UNDERSTAND, TO UNDERSTAND, etc.,

as modifiers after words like EASY, GOOD, etc. (Class 3), and after com
binations like EASY LESSON, GOOD DAY, etc.
 LE SSON XIII 12 1

PRACTICE

EXERCISE 2.1. (To use groups like FOR HIM, FOR HIM TO UNDER
STAND, and TO UNDERSTAND, after EASY, etc.) Substitute the follow
ing words. For example:
This lesson is difficult for him.
for him to understand THIS LESSON IS DIFFICULT FOR HIM TO
UNDERSTAND.
to understand THIS LESSON IS DIFFICULT TO UNDER
STAND.
easy THIS LESSON IS EASY TO UNDERSTAND.
this exercise THIS EXERCISE IS EASY TO UNDERSTAND
for us THIS EXERCISE IS EASY FOR US.
for us to write THIS EXERCISE IS EASY FOR US TO
WRITE.

. to do 14. for themto remember

this lesson 15 to remember
. for us to understand 16 to forget
. for us 17 to write
@§OflU'l‘>(.Ol\7II

these words 18 for me to write

difficult 19 for you
for us to remember 20. for you to learn
to remember 21 these lessons
to write 22 to learn
9

10 to spell 23 this exercise

11 . for our students to spell 24 to do
12 . for our students 25 to practice
13 easy
3

0 Key examples: These shoes are VERY big. They're big ENOUGH
for me.
Observe the positions of VERY, TOO, and ENOUGH.
John is VERY weak.
He is TOO weak to work.
“TOO

He speaks VERY rapidly.

He speaks rapidly for us to understand.
K

Paul is strong ENOUGH.

He speaks slowly ENOUGH.
‘

COMMENTS

Use VERY and TOO before words like WEAK, STRONG (Class
3)

(1)
and RAPIDLY, SLOWLY (Class 4).
(2) Use ENOUGH after these words.
122 SENTENCE PATTERNS

ILLUSTRATIVE EXAMPLES

These shoes are size twelve.

They are VERY big.
Your feet are size nine.
The shoes are TOO big for you.
John’s feet are size thirteen.
The shoes are VERY big, but they are TOO small for him.
My feet are size twelve.
The shoes are big ENOUGH for me. They aren’t TOO big.
We had sixty minutes to write an examination. You didn’t finish the
examination.
You wrote TOO slowly.
John finished in thirty minutes, but he made a lot of mistakes.
He wrote TOO fast.
He didn’t write carefully ENOUGH.
I finished in fifty-five minutes. I didn’t make many mistakes.
I wrote VERY carefully, and I wrote fast ENOUGH.

PRACTICE
EXERCISE 3.1. (To practice the positions of VERY, TOO, and ENOUGH.)
Substitute the following words. For example:

These shoes are very big.

too THESE SHOES ARE TOO BIG
enough THESE SHOES ARE BIG ENOUGH.
strong THESE SHOES ARE STRONG ENOUGH.
these boys THESE BOYS ARE STRONG ENOUGH.
formal THESE BOYS ARE FORMAL ENOUGH.
speak THESE BOYS SPEAK FORMALLY ENOUGH.
very THESE BOYS SPEAK VERY FORMALLY.
carefully THESE BOYS SPEAK VERY CAREFULLY.
are THESE BOYS ARE VERY CAREFUL.

1. too 9. speaks 17 too 24 enough

2. enough 10. very 18 works 25 fast
3. old 11 enough 19 enough 26 carefully
4. John 12. Mrs. Black 20 rapidly 27 is
5. very 13 carefully 21 very 28 tall
6. Mr. Black 14 very 22. quietly 29. too
7. too 15 is 23 walks 30. short
8. slow 16. enough

EXERCISE 3.2. (To summarize Frames 2 and 3.) Substitute the follow
ing words. For example:

This exercise is easy enough for us.

for us to remember. THIS EXERCISE IS EASY ENOUGH FOR
US TO REMEMBER.
 LESSON XIII 123

to remember THIS EXERCISE IS EASY ENOUGH TO

REMEMBER.
to write THIS EXERCISE IS EASY ENOUGH TO WRITE
to write in class THIS EXERCISE IS EASY ENOUGH TO WRITE
IN CLASS
too difficult THIS EXERCISE IS TOO DIFFICULT TO
WRITE IN CLASS.
long THIS EXERCISE IS TOO LONG TO WRITE IN
CLASS.
for me to write THIS EXERCISE IS TOO LONG FOR ME TO
WRITE.
for me THIS EXERCISE IS TOO LONG FOR ME.
these shoes THESE SHOES ARE TOO LONG FOR ME.

enough 19 big
good 20 too
too 21 that car
old 22 for John to drive
p§ooo-1cr=uiu>¢..I.~5o»

me to wear for 23 old

me (without “to wear”)for 24 to drive (without “for John”)
you for 25 to use
John to wear for 26 these books
to wear (without “for John") 27 this coffee
this coat 28 to drink
1

11 for you to wear 29 hot

12. for you (without “to wear”) 30 for us to drink
13 for Mary 31 enough
14 long 32. for us (without “to drink”)
15 that dress 33 too
16. enough 34 old
17 that suit 35 these books
for John 36 to read
4

Key example: The teacher wants THE STUDENTS to learn

English.
Observe the position of THE STUDENTS, THEM.
Previous pattern:
The students wanted to learn English.
New attern:
p

The teacher wanted THE STUDENTS to learn English.

He asked THEM to practice every day.
He expected THEM to learn quickly.
124 SENTENCE PATTERNS

COMMENT

Use words like THE STUDENTS, HIM, THEM (Class 1) after WANT,
ASK 3 EXPECT, LIKE, TELL, PERMIT, TEACH, INVITE, CHOOSE 7
URGE, and GET, and before TO

PRACTICE

EXERCISE 4.1. (To practice Class 1 words beforé TO GO, etc.) Sub
stitute the following words. For example:
I wanted you to go.
asked ASKED YOU TO GO.

I I I
expected EXPECTED YOU TO GO.
to have breakfast here EXPECTED YOU TO HAVE BREAKFAST
HERE.
we expected _WE EXPECTED YOU TO HAVE BREAK
FAST HERE.I

asked 8. us
wanted 9. does he expect
they wanted 10. did he ask
~'|daU'»l=-w!_uI

to become an engineer 11. to be here early

your father wants 12. them
does he want 13. her
to study engineering 14. you

KEY EXAMPLES OF LESSON XIII

1a John LEARNED TO SPEAK English.

1b DID Mary LEARN TO SPEAK English? No, she DIDN’T.
lc Mary DIDN’T LEARN to speak English.
John tries NOT TO SPEAK Spanish in class.
‘Q She can’t speak English, but she’s LEARNING TO.
. This lesson is easy FOR OUR CLASS TO UNDERSTAND.
ihcolorII

These shoes are VERY big. They’re big ENOUGH for me.
.

The teacher wants THE STUDENTS to learn English.

.
 Lesson XIV

1a. IT'S IMPORTANT FOR. US TO SPEAK ENGLISH.

[IT in subject position]
1b. THERE'S A BOOK ON THE TABLE.
[THERE in subject position]
2. THE WORK or A MACHINE.
THIS MAN’S WORK.
[Distribution of the OF and the ’S patterns]
33.. WHOSE BOOK IS THIS? IT'S JOHN'S. YOURS IS ON THE TABLE
[WHOSE? MINE, YOURS, JOHN’S, etc.]
3b. I NEED A BLUE ONE AND SEVERAL WHITE ONES.
[ONE and ONES as substitutes]

la . Key example: IT’s important for us to speak English.

Observe the use of IT.
Previous pattern (IT as a substitute):

The lesson is short.

It ’s easy.
New pattern

IT ’s nine o'clock.
IT ’s Monday.
IT ’s May.
IT ’s summer.
IT ’s my birthday today.
IT ’s getting late.
IT isn’t early.
IT ’s nice weather.
IT seems warm.
IT was cloudy yesterday.
IT snows here in the winter.
IT gets hot in the summer.
IT will be hot next month.

IT ’s a long way to Alaska.

IT ’s two blocks from here to the store.

IT ’s Mr. Black on the telephone.

IT ’s John (at the door).

IT ’s easy for the teacher to speak English.

IT ’s difficult for us.
IT ’s important to speak clearly.
IT ’s necessary.
Is IT easy to speak English? Yes, IT is.
ls IT late? Yes, IT is.
Does
I
IT get hot here in the summer? Yes, IT does

125
126 SENTENCE PATTERNS

COMMENTS

(1) Use IT in subject position in all these situations. (Time, weather,

distance, identification of persons, existence of qualities, etc )
Never omit the word IT in this pattern
'
(2) Use IT with IS , SEEMS , GETS ,1 BECOMES, and words of weather
I I
like SNOWS, RAINS, etc , in this pattern

PRACTICE

EXERCISE 1a.1. (To use IT in questions and short answers.) Use the
following words in questions with IT. Another student gives the short
answers, NO, IT ISN'T; YES, IT WAS; etc. For example:

early IS IT EARLY? YES, IT IS.

Sunday IS IT SUNDAY? NO, IT ISN'T
far IS IT FAR TO ST. LOUIS? YES, IT IS.
rain tomorrow IS IT GOING TO RAIN
TOMORROW? NO, IT ISN'T
a student at the door IS IT A STUDENT AT THE
DOOR? YES, IT IS.

1. summer 11 about two blocks

2. 1956 12. Mr. Black at the door
3. April 13 another man
4. ten o'clock now 14 a woman
5. cold yesterday 15 Mary Jones
6. warm 16 John on the telephone
7. snowing 17 the president on the radio
8. bad weather 18 Tuesday today
9. far 19. Monday yesterday
10. thirty-five miles 20. warm last year

21 ealsy for you to speak English

22. easy for the teacher to speak English
23 necessary to speak correctly
24 easy for you to study at night
25 difficult for John to learn English
26. necessary to write the assignment yesterday
27 easy to answer the questions tomorrow
28 important to study this lesson
29. easy for you to learn English a year ago
30. correct to say, “It’s warm today"

EXERCISE 1a.2. (To use IT in statements.) Listen to the statements

with -ING forms. Change the statements and use IT in subject position
These two patterns have the same meaning. Use IT + BE for production
For example:
 LESSON XIV 127

Arriving on time is important.

IT'S IMPORTANT TO ARRIVE ON TIME.
Coming early will be necessary.
IT WILL BE NECESSARY TO COME EARLY.
Studying here is going to be easy.
IT'S GOING TO BE EASY TO STUDY HERE.
Writing this exercise isn’t difficult.
IT ISN'T DIFFICULT TO WRITE THIS EXERCISE.
Arriving early is necessary.
.

Understanding this exercise is easy.

. Reading this lesson is easy for you.
®-'lO'>U'I\><».'Il\')rII

. Learning new alphabet isn’t very interesting.

a

. Getting up early is good idea.

a

. Speaking English is easy for us.

Speaking correctly is very important.
.

. Studying every day is usually necessary.

. Beginning at eight o'clock was necessary last night.
9

10 . Beginning at eight o'clock will be necessary.

11 . Beginning at nine o'clock might be necessary.
12 . Beginning at eight o'clock shouldn’t be necessary.
13 . Beginning at eight o'clock won’t be necessary.
14 Learning this lesson won't be difficult.
.

15 Learning new language can be very interesting.

a
.

lb. Key example: THERE's book on the table.

a

Observe the use of THERE.

Previous pattern (Lesson
I):

book is on the table.

_A

New pattern‘ .

THERE ’S on the table.*

THERE ’S STUDENT in the room.
a

THERE 'S some COFFEE in the cup.

THERE WAS PEN on the desk yesterday.
a

THERE ARE some BOOKS on the table.

THERE WERE several PENS on the desk yesterday.
IS THERE BOOK on the table? Yes, THERE IS.
a

ARE THERE any BOOKS on the table? Yes, THERE ARE

*You will sometimes hear THERE'S SOME BOOKS ON THE TABLE in in

formal situations.
1 28 SENTENCE PATTERNS

COMMENTS

(1) Use THERE IS, THERE WAS with BOOK, STUDENT, COFFEE,
PEN etc (singular Class 1)
(2) Use THERE ARE, THERE WERE with BOOKS, STUDENTS, PENS,
etc (plural Class 1)
(3) THERE occupies the position of subject in this pattern
THERE IS (WAS, etc.) indicates ‘existence’ in this pattern.

NOTE: THERE is also used to indicate place.

He eats at that hotel. He eats THERE.

The book is on the table. The book is THERE.
Where is the book? is. the book.
THERE|it THEREE
THERE, meaning place, is usually stressed at the beginning of
the sentence. There are no examples of THERE meaning place
in the following exercises.

PRACTICE

EXERCISE 1b.1. (To practice the use of THERE IS, THERE ARE.)
Give sentences with the following words. Use THERE IS or.THERE ARE
For example:
man THERE’S A MAN IN THE ROOM.
chairs THERE ARE SEVERAL CHAIRS IN THE BUILDING.
sugar THERE’S A LOT OF SUGAR IN THE BOWL.

1. books 7 doctors 13 interesting books

2. teacher 8. intelligent student 14 old buildings
3. toast 9. difficult words 15 good restaurant
4. bread 10. tall buildings 16. money
5. meat 1l. white sugar 17 good movie
6. dentist 12. very good coffee

EXERCISE 1b.2. (To use THERE IS, THERE ARE in negative state
ments.) Use the following words with THERE ISN’T or THERE AREN’T.
For example:
man THERE ISN’T A MAN FROM FRANCE IN OUR CLASS.
chairs THERE AREN’T MANY CHAIRS IN THIS ROOM.
sugar THERE ISN’T MUCH SUGAR IN THE BOWL.

1. papers 8 meat 14 white sugar

2. students 9. dentist 15 good coffee
3. coffee 10 doctors 16 interesting books
4. books 11 intelligent student 17 old buildings
5. teacher 12 difficult words 18 money
6. toast 13 tall buildings 19 good movies
7. bread
 LESSON XIV 129

EXERCISE 1b.3. (To use THERE IS, THERE ARE, etc., in questions
and short answers in past, present, and future situations.) Use the fol
lowing words in questions with IS THERE, IS THERE GOING TO BE,
WAS THERE, etc. Another student gives a short answer. For example:

man . . . now IS THERE A MAN IN THE ROOM NOW?

YES, THERE IS.
man . . . yesterday WAS THERE A MAN IN THE ROOM
YESTERDAY?
NO, THERE WASN'T.
examination . . . tomorrow IS THERE GOING TO BE AN EXAMIN
ATION TOMORROW?
NO, THERE ISN'T.

1. students. . .a week ago 7. dentist. . .now

2. errors. . .yesterday 8. doctor. . .a month ago
3. errors. . .today 9. books. . .yesterday
4. improvement. . .today 10. coffee. . .yesterday
5. doctor. . .now 11. good movie. . .now
6. dentists. . .a week ago 12. good movie. . .a week ago

EXERCISE 1b.4. (To use THERE in questions and statements.) Form

statements and questions with the following expressions containing the
form THERE. For example:

was there WAS THERE A MOVIE HERE LAST NIGHT?

there was THERE WAS A CONCERT IN THE AUDITORIUM
is there IS THERE A TICKET ON MY DESK?
there’s going to be THERE IS GOING TO BE A BANQUET NEXT
WEEK.
is there going to be ISTHERE GOING TO BE AN EXAMINATION?
there should be THERE SHOULD BE MANY EXERCISES IN
THE LESSONS.

1. there is 8. there isn’t going to be

2. there were 9. was there
3. there aren’t 10. there wasn’t
4. are there 11. there is going to be
5. is there going to be 12. there should be
6. there isn’t 13. is there
7. weren’t there 14. there was
130 SENTENCE PATTERNS

2 0 Key examples: The work OF A MACHINE.

THIS MAN'S work.
Observe OF, -’S, and -S’.

The back OF THIS CHAIR is strong.

The work OF A MACHINE is precise.
THIS MAN- work is precise.
THE DOG- back is strong.
OHN- work is good.
DAY- work is good for us.
HIS STUDENT- paper is good.
THIS STUDENT- papers are good.
HESE STUDENT- papers are good.
THESE STUDENT- paper is good.

COMMENTS

(1) These two patterns, the OF pattern (THE WORK OF A MACHINE)

and the -’S pattern (THIS MAN'S WORK), have the same meaning.
(2) The OF pattern is usually used with names of things. The-'S
pattern is usually used with names that refer to people or animals.
-’S is also used with time words (A DAY'S WORK).*
(3) In writing, -’S and -S’ indicate different meanings.

STUDENT'S PAPER refers to one student.

STUDENTS’ PAPER refers to more than one student.
There is no difference in pronunciation. The pronunciation of both
-’S and -S’ is the same as for plural -S.

NOTE: The -’S word precedes other describing words:

This man’S grammar book.

This man’S interesting letter.
John’S two new suits.
John’S other new suit.

PRACTICE
EXERCISE 2.1. (To practice the choice between OF and -’S.) Listen to
the words and the statements. Identify the words by using them in a
statement with IT'S, THEY'RE, HE IS, etc., and the form OF or -’S.
For example:
Chair . . . Mary often sits in it. IT'S MARY'S CHAIR.
Friend . . . She is with Mary. SHE'S MARY'S FRIEND.
Cover . . . It's on my book. IT'S THE COVER OF YOUR BOOK.
Vacation . . . It's for a week. IT'S A WEEK'S VACATION.
Toys . . . The children play
with them. THEY'RE THE CHILDREN'S TOYS
*You will sometimes hear expressions like THE FATHER OF THE BOY or
THE WORLD'S PROBLEMS.
 LESSON XIV 13 1

1. letter...John sent it. 11. books...The boy has them.

2. letter...John received it. 12. books...The boys have them.
3. speech...Mr. Black gave it. 13. book...The boy has it.
4. legs...They're on a chair. 14. wife...She married Mr. Brown
5. legs...They're on a dog. 15. books...John studied them.
6. top...It's on this desk. 16. desk...'I‘he teacher uses it.
7. color...It's on my car. 17. two coats...Mary wears them.
8. friend...He is with John. 18. old car...John bought it.
9. paper...It came today. 19. other car...John bought it.
10. problems...JoIm has them. 20. other new house...John bought it

33. Key example: WHOSE book is this? It's JOHN'S. YOUR'S is

on the table.

Observe MINE, YOURS, WHOSE, MARY'S, etc.

This is my book. It's MINE.
These are my books. They're MINE.
This is your book. It’ s YOURS.
These are your books. They're YOURS.
This is his book. It’ s HIS.
These are his books. They're HIS.
This is her book. It's HERS.
These are her books. They're HERS.
This is our book. It's OURS.
These are our books. They're OURS.

book is on the table? It's THEIRS.

WHOSE books are on the table? They're THEIRS.
WHOSE is on the table? It's MARY'S.
WHOSE are on the table? They're MARY'S.
COMMENTS
(1) MINE, YOURS, HIS, HERS, OURS, THEIRS complete the short
statements. Never use words like BOOK, BOOKS, with these
forms.
(2) Use the same form of names like MARY'S, JOHN'S with or
without words like BOOK and BOOKS.
(3) Use WHOSE in questions with or without words like BOOK,
BOOKS, etc.
(4) Never use THE with MINE, YOURS, MARY'S, etc.
(5) MINE, YOURS, HIS, HERS, OURS, and THEIRS are invariable
in form.

PRAC TIC E
EXERCISE 3a.l. (To use MINE, YOURS, HIS, etc.) This is a conversa
tion exercise. Listen to the statements with I, MY, etc. Form similar
statements about JOHN, MARY, YOU, etc., and use the appropriate sub
stitute forms HIS, HERS, YOURS, etc. For example:
132 SENTENCE PATTERNS

I have my books. John JOHN HAS HIS.

My books are on the desk. Mary MARY'S ARE ON THE DESK.
I brought John's book and my
book. John JOHN BROUGHT HIS AND MINE.

. brought my books to class. John

I I I
. brought my paper to class. Mary
. mailed my letters this morning. Mary
I This is my book. Fred
@§O>U'l|§CI'll\')lII

don’t like my car. Mr. and Mrs. Black

I I
.

1 visited my brothers. Mr. Smith

My composition isn’t good, but your composition is very good. Jane
I

I bought my tickets. We
I I

9. read my letter before class. You

10. My books are green and John's books are too. Mary
11. read my assignments last night. You and John
I I I I I I

12. showed John my books. They

13. wrote my composition this morning. We
14. am going to sell my car this week. Professor Brown
15. finished my lesson, but Mary didn’t finish her lesson. Fred
16. saw John's paper and my paper. John

EXERCISE 3a.2. (To ask and answer questions with WHOSE.) Listen to
the two words, WHOSE + Class word. Ask a question using these
a

words. Then ask similar question using WHOSE without Class word
a

1
Another student answers both questions with MINE, JOHN’S, YOURS, etc.
For example:

whose books WHOSE BOOKS ARE THOSE? THEY’RE JOHN’S.

WHOSE ARE THESE? THEY’RE OURS.
whose composition WHOSE COMPOSITION IS THIS? IT’S HERS.
WHOSE IS THAT? IT’S MINE.
whose pencil WHOSE PENCIL IS ON THE TABLE
?

IT’S MARY’S.
WHOSE IS ON THE DESK? IT’S YOURS.

whose letter whose papers 9. whose pens

6. 5.
.

whose dogs whose pocketbook 10. whose shoes

|l>(dl\7lI

whose sister 7. whose tickets 11. whose coats

whose brother whose pen 12. whose hat
8.

.
 LESSON XIV 13 3

3b , Key examples: Do you need some shirts?

Yes, Ineed a blue ONE and several white ONES

Observe ONE, ONES.

Previous pattern:

I want some shirts.

New pattern:

I want this
I want that
I want a small
I want a good
I want the red

I want these.
I want some.
I want a few.
I want several.
I want five.

I want these red

I want some good ONESl.
I want a few nice ONES.
I want several new ONES.
I want five green ONES.

COMMENTS

(1) Use ONE (plural ONES) as substitute for SHIRT, PENCIL, etc.
(Class 1).
(2) Use ONE after THIS, THAT, A SMALL, THE RED, etc.
(3) Use ONES after THESE RED, SOME GOOD, FIVE NICE, etc.
(4) D0n’t use ONES immediately after THESE 7 THOSE 9 SOME 7 A FEW 7
SEVERAL, FIVE, etc.

PRAC TIC E

EXERCISE 3b.1. (To practice the use and omission of ONE and ONES.)
Imagine this situation. You are going to buy some notebooks at a book
store. Make statements with I WANT + the following words. Use ONE
or ONES when necessary. For example:
134 SENTENCE PATTERNS

this WANT THIS ONE.

I I I I I I I I
that WANT THAT ONE.
five WANT FIVE.
new WANT NEW ONE.

A
a
some new WANT SOME NEW ONES.
your new WANT YOUR NEW ONE.
yours WANT YOURS.
these WANT THESE.

these new several some good

9.
. 17
. those 10. a few 18 few other

a
. those black 11. very good 19. some other

a
several black 12. three 20. a big
.@-'|O‘:UlbFCI3N|I1

. that red 13. three good 21 this big

this old 14. this green 22. this
.

. ten 15. five new 23 these

ten red 16. new 24 those new
a

EXERCISE 3b.2. (To practice ONE, SOME, ONES, etc., in statements

withTHERE IS, THERE ARE.) Answer the following questions with
THERE IS, THERE ARE. Use the expressions ONE, SOME, LOT,

A
GOOD ONES, etc., in the answers. For example:

Where can find some matches?

I

THERE ARE SOME IN THE OTHER ROOM.

Where can we find pencil?
a

THERE'S ONE ON MY DESK.

Where can used car? get
a
I

THERE'S
GOOD ONE NEAR MY HOUSE.
A

Where can get some paper?

I

THERE'S LOT ON THE TABLE.

A

Where can find some apples?

I

THERE ARE SOME FRESH ONES IN THE BASKET.

. Where can find restaurant?

a a
I I

. Where can see movie?

Where can we hear lectures?
qA~‘lO>U'lIJ>wioII .

. Where can go to program on Friday?

a
I I I I I I I I I I I

. Where can get some good books?

. Where can find few poems?
a

. Where can find a short story?

. Where can find a pen?
Where can find book about European geography?
9.

a a a a

10 Where can buy new suit?

.

11 Where can find telephone?

.

12 . Where can find comfortable chair?

13 . Where can get some shoes?
14 . Where can get a lot of money quickly?
 LESSON XIV 135

KEY EXAMPLES OF LESSON XIV

la IT’s important for us to speak English.

1b1 THERE’s a book on the table.
2. The work OF A MACHINE.
THIS MAN'S work.
3a WHOSE book is this?
It’s JOHN'S.YOURS is on the table.
3b. Do you need some shirts?
Yes, I need a blue ONE and several white ONES.
 Lesson XV

1a. JOHN IS LIKE HIS FATHER.

[Comparisons with LIKE, THE SAME AS, DIFFERENT FROM]
1b. 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]
2. JOHN IS OLDER THAN PAUL. HE IS MORE INTERESTING THAN
PAUL.
[Distribution of -ER THAN and MORE. . .THAN]
3. JOHN IS THE OLDEST. HE IS THE MOST INTERESTING.
[Distribution of THE. . .-EST and THE MOST. . .]

13 . Key example: John is LIKE his father.

Observe LIKE, THE SAME AS, DIFFERENT FROM.
Situation: My coat is brown. Your coat is brown.
Pattern:
My coat is LIKE yours.
John looks LIKE his father.
He works lLIKE a horse.

Situation: Nine times three is twenty-seven. (9 x 3 = 27)

Three times nine is twenty-seven. (3 x 9 = 27)

Pattern:
Nine times three is THE SAME AS three times
nine.
My pronunciation book is THE SAME AS yours.
I This book costs THE SAME AS that one.

Situation: John’s coat is large. Mary’s coat is small.

Pattern:

John’s coat is DIFFERENT FROM Mary’s.

A notebook is DIFFERENT FROM a book.
Mary dresses DIFFERENTLY FROM Jane.

COMMENTS

(1) Use LIKE, THE SAME AS, DIFFERENT(LY) FROM to compare two
persons or things.
(2) Use AS (not THAT) in THE SAME AS. Use FROM (not OF) in
DIFFERENT FROM.*

*You will also hear: “A notebook is DIFFERENT THAN a book.”

136
 LESSON XV 137

PRACTIC E

EXERCISE 1a.1. (To use the expressions of comparison LIKE, THE

SAME AS, DIFFERENT FROM.) Listen to the descriptive statements.
Then form statements with LIKE, THE SAME AS, and DIFFERENT
FROM. For example:

My house is large and white and yours is too. There is no difference

MY HOUSE IS THE SAME AS YOURS.
John’s book and Mary’s book are very similar. All parts of the
books are similar.
JOHN’S BOOK IS LIKE MARY’S.
This book is red. It’s very small. That one is black. It’s big.
THIS BOOK IS DIFFERENT FROM THAT ONE.

These shoes are size ten.l Those are size ten too. There is no
I-1

difference.
My coat is warm and yours is too. Both coats are blue.
John is intelligent and his father is too.
He works hard and a horse does too.
IO®40>UI>J>f.Ol\'>

Four times three is twelve and three times four is too.

My family consists of four sons, but yours consists of two daughters.
This radio is small and cheap, but that one is large and expensive.
Mary’s address is 11') North Division Avenue. Jane lives there too.
John’s address is 1014 East Washington Street. Paul’s address is
1410 West Jefferson Street.
10 John is short. He’s always happy. Paul is tall and he’s seldom
happy
11 My pen is blue. His pen is green.
12. Paul looks intelligent. His father looks intelligent.
13 Your father works very hard and mine does too.
14 Paul’s eyes are blue and his mother’s are too.
138 SENTENCE PATTERNS

lb 0 Key examples: John is THE SAME HEIGHT AS Paul.

TALL
He is
AS AS PAUL.
Observe the words between THE SAME and AS, and between AS and AS
My coat is THE SAME COLOR AS yours.
It is THE SAME SIZE AS yours.
John isn’t THE SAME AGE AS Paul.
My coat is AS BROWN AS yours.
‘r is
It AS LARGE AS yours.
John isn’t ' AS OLD AS Paul.
Mary speaks AS CLEARLY AS John.
The professor spoke AS RAPIDLY AS possible.
You have AS MANY BOOKS AS John.
You have AS MANY AS Paul.
I work AS MUCH AS you.

COMMENTS

(1) UsS THE SAME. . .AS with words like COLOR, SIZE, AGE (Class
1) preceded by MANY, MUCH, LITTLE, FEW.
lot
(2) Use AS. . .AS with words like BROWN, LARGE, OLD (Class 3) and
like CLEARLY, RAPIDLY (Class 4), and with the quantity words
MANY, MUCH, LITTLE, FEW.
Notice that AS is used Aafter all of these. Don’t use THAT in this
case.
(4) Use AS RAPIDLY AS POSSIBLE. Don’t say “the most rapidly
possible."

NOTE: The modifiers JUST, ALMOST, EXACTLY, JUST EXACTLY,

ALMOST EXACTLY, ABOUT, MORE OR LESS precede LIKE,
THE SAME AS, THE SAME. . .AS, and AS. . .AS.
My coat is JUST LIKE yours.
This chair i s ALMOST THE SAME AS that one.
My book is EXACTLY THE SAME SIZE AS yours.
John is JUST EXACTLY AS TALL AS Paul.

PRAC TIC E

EXERCISE 1b.1. (To practice the choice between THE SAME. . .AS
and AS. . .AS.) Use the following words with THE SAME. . .AS or AS
. . .AS. For example:

length THIS PENCIL IS THE SAME LENGTH AS THAT ONE.

long THIS PENCIL IS AS LONG AS THAT ONE.
thickness THIS BOOK IS THE SAME THICKNESS AS THAT ONE.
thick THIS BOOK IS AS THICK AS THAT ONE.
 LESSON XV 139

price THIS SUIT IS THE SAME PRICE AS THAT ONE.

big THIS CHAIR IS AS BIG AS THAT ONE.

expensive easy length 24. distance

9.
17.
.

. cheap 10. good 18. width 25. far

short 11. late 19. quality 26. near
.®~'|O5U'ln¢~l'.A7MII
.

quiet 12. color 20. type 27. beautiful

.

. quietly 13. price 21. hard 28. age

slow 14. size 22. hardness 29. tall
.

slowly 15. height 23. style 30. old

.

serious 16. weight

EXERCISE 1b.2. (To use THE SAME. . .AS and AS. . .AS in situations
ofcomparison.) Listen to the statements. Combine them to form

a
statement of comparison. For example:

The color of your suit is blue. The color of mine is blue too.
YOUR SUIT IS THE SAME COLOR AS MINE.
The size of your suit is thirty-six, but the size of mine is forty.
YOUR SUIT ISN'T THE SAME SIZE AS MINE.
(or) YOUR SUIT ISN'T AS BIG AS MINE.
Your books are interesting and mine are too.
YOUR BOOKS ARE AS INTERESTING AS MINE.
John writes carefully and Mary does too.
JOHN WRITES AS CAREFULLY AS MARY.

Mary speaks clearly and John does too.

.

John’s height is five feet. Paul’s height is five feet.

John’s weight is 150 pounds. Paul’s weight is 150 pounds too.
aAui»l=~wmo

John’s age is twenty-four. Paul’s age is twenty-two.

John speaks rapidly. The professor speaks rapidly.
The color of John’s hat is gray. The color of the professor’s is
gray too.
My family has two cars. Your family has two cars.
7

Mary is nineteen years old. James is nineteen years old too.

8

The price of the grammar book is three dollars. The price of the
9

vocabulary book is three dollars too.

10 John is big. Paul is big too.
11 Mary is beautiful. Jane is beautiful too.
.

12 Peter ate three hamburgers. Paul ate three hamburgers too.

.

13 John works slowly. Paul works slowly too.

14 The quality of this shirt is excellent. The quality of that one is
excellent too.

EXERCISE 1b.3. (To use some common expressions with AS. . .AS.)
Use the following word groups containing AS. . .AS in statements. For
example:
140 SENTENCE PATTERNS

as quick as a wink JOHN IS AS QUICK AS A WINK.

as hard as a rock OUR BREAD IS USUALLY AS HARD AS A
ROCK.
as sharp as a razor MY KNIFE IS AS SHARP AS A RAZOR.
as quiet as a mouse JOHN IS AS QUIET AS A MOUSE.

1. as green as grass 7 as pretty as a picture

2. as red as fire 8 as old as the hills
3. as white as snow 9 as weak as a kitten
4. as sweet as honey 10 as light as a feather
5. as round as a ball 11 as red as a rose
6. as cold as ice 12. as free as the wind

2 0 Key examples: John is OLDER THAN Paul.

He is MORE INTERESTING THAN Paul.

Observe the comparisons with MORE. . .THAN and -ER THAN.

Previous patterns:
A big car is expensive. (Lesson I)
You speak carefully. (Lesson IX)

Ni’ pattern:
A big car is MORE EXPENSIVE THAN a small one.
You are MORE CAREFUL THAN John.
You speak MORE CAREFULLY THAN John.
You speak MORE CLEARLY THAN John.
You have MORE MONEY THAN John.
I have MORE THAN you.
You are TALL- -ER THAN John.
You are OLD- -ER THAN Paul.
Paul works HARD- -ER THAN you.
He is HAPPI- -ER THAN you.
Mary is FRIENDLI— -ER THAN Betty.
Your paper is BETTER THAN George’s.
His is WORSE THAN yours.

COMMENTS

(1) Use MORE (a) with long words like EXPENSIVE, CAREFUL (Clas s3)
(b) with words like CAREFULLY, CLEARLY (Class 4
ending in -LY).
(c) with w0rds like MONEY, FOOD, BOOKS, FRIENDS
(Class 1),
(d) as substitute for MONEY, FOOD, etc. (Class 1).
(2) Use -ER (a) with words of one syllable like TALL, OLD, HARD
(Class 3).
(b) HAPPY, HEAVY, EASY, LAZY, PRETT Y.
with BUSY,
EARLY, FRIENDLY (Class 3 ending in -Y or in -LY).

I
 LESSON XV

(3) Use BETTER as the -ER form of GOOD and of WELL.

Use WORSE as the -ER form of BAD and BADLY.
(4) Use THAN (not THAT) in all these comparisons

NOTE 1: LESS is the contrary of MORE.

A small car is LESS expensive than a big one.
John is LESS careful than you
John speaks LESS carefully than you
John speaks LESS clearly than you.
John has LESS money than you.
You have LESS than I.

NOTE 2: The modifiers MUCH, EVEN, STILL, A LOT, A GREAT DEAL,

SOMEWHAT, A LITTLE, SLIGHTLY, precede MORE EXPEN
SIVE, MORE CAREFUL, TALLER, etc.
A big car is MUCH MORE EXPENSIVE THAN 8. small one
You are EVEN MORE CAREFUL THAN John.
You speak STILL MORE CAREFULLY THAN John.
You are A LOT TALLER THAN John.
You are A GREAT DEAL OLDER THAN John.

NOTE 3: You will sometimes hear IS, DO, DID, CAN, etc., at the end of
the sentences found in Frames 1a, 1b, and 2.

My book is the same as yours IS.

My book is the same color as yours IS.
John is as tall as Paul IS.
John speaks as rapidly as I DO.
John spoke as rapidly as I DID
John speaks more rapidly than I DO.
John spoke more rapidly than I DID.
John speaks as rapidly as he CAN.

PRACTIC E

EXERCISE 2.1. (To practice the choice of MORE. . .THAN and -ER
THAN.) Use the following words in statements with the expressions of
comparison MORE. . .THAN and -ER THAN. For example:
slow JOHN IS SLOWER THAN PAUL.
slowly JOHN WALKS MORE SLOWLY THAN PAUL.
interesting JOHN IS MORE INTERESTING THAN PAUL.

old 5. careful important 13. rapidly

9.
IPOQKOFI* .

short carefully 10. busy 14. short

6.

. good 7. fast 11. cold 15. tall

happy successful 12. frequently
8.

.
142 SENTENCE PATTERNS

EXERCISE 2.2. (To practice the choice between the expressions of

comparison AS. . .AS, and MORE THAN or -ER THAN.) Listen to the
statements and form equivalent statements with expressions of compar
ison. Use the expressions AS. . .AS, MORE. . .THAN or -ER THAN
For example:

John is six feet tall and Paul is too.

JOHN IS AS TALL AS PAUL.
John is six feet tall. Mary is five feet tall.
JOHN IS TALLER THAN MARY.
Jane’s sister is interesting. Jane is very interesting.
JANE IS MORE INTERESTING THAN HER SISTER.
This car is costly. The other car is very costly.
THE OTHER CAR IS COSTLIER THAN THIS ONE.
Mary is interesting and Jane is too.
MARY IS AS INTERESTING AS JANE.

. Mr. Black is nice. Mr. Brown is very nice.

. Mary is happy. Jane is very happy.
. This lesson is easy. The other one is very easy.
The post office is near. The bookstore is very near.
@'-'|O>U'I|§OOl\9lI

. Mary talks fast. John talks very fast.

. Mary speaks rapidly. John speaks very rapidly.
. This book is expensive. The other one is very expensive.
They entered quietly. We entered very quietly.
. Mr. Brown walks slowly. Mary walks very slowly.
9

10. Mary is five feet tall and Jane is too.

11 Mary is twenty-two years old and Jane is too.
1

12. John is happy and Paul is too.

13 . John is happy. Jane is very happy.
14 . The second lesson was easy. The first one was very easy.
15 . The other exercise is difficult. This one is very difficult.
16 . The other exercise is difficult and this one is too.
17 . This chair is comfortable. That one is very comfortable.
18 small city is interesting. large city is very interesting
A
A

19. Mary is friendly. Jane is very friendly.

20 . John’s car is costly. Paul’s car is very costly.

EXERCISE 2.3. (To use some common expressions with -ER THAN)
Use the following expressions with -ER THAN in statements. The mean
ings of these expressions are equivalent to VERY HARD, VERY SHARP,
VERY QUIET, etc. For example:
harder than rock OUR BREAD IS HARDER THAN ROCK
A A
a a a

sharper than razorMY KNIFE IS SHARPER THAN RAZOR

quieter than mouse JOHN IS QUIETER THAN MOUSE.
A

. greener than grass 3. whiter than snow

1

. redder than fire 4. sweeter than honey

2
 LESSON XV 143

5. rounder than a ball 9. weaker than a kitten

6. colder than ice 10. lighter than a feather
7. prettier than a picture 11. redder than a rose
8. older than the hills 12. freer than the wind

3, Key examples: John is THE OLDEST. He is THE MOST INTER

ESTING.
Observe MOST and -EST.
Previous pattern:
All of these cars are very expensive.

New pattern:

This one is THE MOST EXPENSIVE.

That one is THE MOST BEAUTIFUL.
The small ones go THE MOST RAPIDLY.
The big ones cost THE MONEY.
This one is THE BIGG- -EST
That one is THE SMALL- -EST
These are THE BEST.
Those are THE WORST.

COMMENTS

(1) Use THE MOST with the same words as MORE (Frame 2): [long
words like EXPENSIVE (Class 3); words like CAREFULLY (Class
4) ending in -LY; words like MONEY, FOOD (Class 1); as substi
tute for MONEY, FOOD, etc. (Class 1).]
(2) Use THE -EST with the same words as -ER (Frame 2): [words of
one syllable like TALL, OLD (Class 3); BUSY, HAPPY, etc. (Class
3 ending in -Y or —LY).]

(3) Use BEST as the “-EST form" of GOOD and WELL. Use WORST
as the “-EST form" of BAD and BADLY.
(4) Use THE before MOST and before -EST forms.

NOTE: LEAST is the contrary of MOST.

This one is the cheapest. It is the LEAST expensive.
That one is the oldest. It is the LEAST beautiful.

PRAC TIC E

EXERCISE 3.1. (To practice the choice of MOST or -EST.) Produce

statements with the following words. Use the forms MOST or -EST.
For example:
144 SENTENCE PATTERNS

easy THIS IS THE EASIEST LESSON.

difficult THIS IS THE MOST DIFFICULT LESSON.
long THIS IS THE LONGEST LESSON.
quickly JOHN ANSWERED THE MOST QUICKLY.

1. long 6. careful ll. easy 16. interesting

2. big 7 carefully 12. easily 17. clearly
3. tall 8 comfortable 13. quietly 18. near
4. beautiful 9. busy 14. expensive 19. fast
5. important 10 rapidly 15. intelligent 20. hard

SUMMARY EXERCISES FOR LESSON XV. 1. Imagine the following sit

uation. You are to compare one tree with several other trees. Use the
following words and the expressions of comparison AS. . .AS and SAME
. . .AS. For example:
size THIS TREE IS THE SAME SIZE AS THOSE.
type THIS TREE IS THE SAME TYPE AS THOSE.
big THIS TREE IS AS BIG AS THOSE.
tall THIS TREE IS AS TA LL AS THOSE.

1. beautiful 4. old 7. age 10. tall

2. color 5. height 8. big 11. good
3. short 6. shape 9. size

2. Look at the pictures and listen to the instructions. Form statements

with expressions of comparison.

I7 77

\\

“Q -4’
MARY JOHN PETER PAUL

For example:
Tell about John and Peter. Use the word HAPPY.
JOHN IS HAPPIER THAN PETER.
Tell about Mary and John. Use the word HAPPY.
MARY IS AS HAPPY AS JOHN.
Tell about Paul. Use the word HAPPY.
PAUL IS THE HAPPIEST.
Tell about John and Paul. Use the word SLOWLY.
JOHN IS WALKING MORE SLOWLY THAN PAUL.
 LESSON XV 145

. Tell about John and Mary. Use the word TALL.

. Tell about Peter and John. Use the word TALL.
Tell about Mary and Peter. Use the word SMALL.
. Tell about John and Paul. Use the word SHORT.
9. ®4@UIrbOOl\3Il

. Tell about Paul and John. Use the word HAPPY.

. Tell about Paul and Mary. Use the word RAPIDLY
. Tell about Mary and John. Use the word SLOWLY.
. Tell about Peter and John. Use the word FAST.
Tell about Paul. Use the word RAPIDLY
10. Tell about Paul. Use the word FAST.
11 . Tell about Paul and John. Use the word OLD.
12. Tell about Mary and Paul. Use the word YOUNG.
13 . Tell about Paul. Use the word OLD.

Look at the pictures and listen to the instructions. Produce statements

3.

with expressions of comparison. Use the patterns of this lesson.

'E;{EE>\=\ ‘H,1 @’i‘%\~\~lIgr

<1
_)
vs

s‘£~.=.

~
,_;-@
tat?

_~
~—%+

(John bought 1950 model car (Mr. White bought (Mr. Brown
a

yesterday and Mary did too.) 1940 model car.) bought 1960
a
a

model car.)

Tell about Mr. White’s car and John’s car. Use the word OLD.
MR. WHITE'S CAR IS OLDER THAN JOHN'S.
Tell about Mary’s car and Mr. White’s car. Use the word RAPIDLY.
MARY’S CAR GOES MORE RAPIDLY THAN MR. WHITE’S.
Tell about John’s car and Mary’s car. Use the word MODEL.
JOHN'S CAR IS THE SAME MODEL AS MARY’S.
. Tell about Mr. Brown’s car and Mr. White’s car. Use the word NEW.
Tell about Mr. Brown’s car and Mr. White’s car. the word OLD.
U'ln¢~Ol‘JN1IA

Use
. Tell about Mary’s car and John’s car. Use the word OLD.
. Tell about Mr. Brown’s car and Mary’s car. Use the word FAST
. Tell about Mr. Brown’s car and Mr. White’s car. Use the word
BEAUTIFUL.
. Tell about Mary’s car and John’s car. Use the word
O

BEAUTIFUL.
. Tell about Mr. White’s car and John’s car. Use the word
Q

EXPENSIVE.
Tell about John’s car and Mary’s car. Use the word
@

STYLE.
146 SENTENCE PATTERNS

9. Tell about Mr. White’s car and Mr. Brown’s car. Use the word LONG.
10. Tell about Mr. White’s car and John’s car. Use the word SHORT
11. Tell about John’s car and Mary’s car. Use the word LONG.
12. Tell about Mr. Brown’s car and Mr. White’s car. Use the word NICE.

KEY EXAMPLES OF LESSON XV

1a. John is LIKE his father.

1b. John is THE SAME HEIGHT AS Paul.
He is AS TALL AS Paul.
2. John is OLDER THAN Paul.
He is MORE INTERESTING THAN Paul.
3. John is THE OLDEST.
He is THE MOST INTERESTING.
 Lesson XVI

1. A MAN THAT TEACHES IS A TEACHER.

A MAN THAT I TEACH IS A STUDENT.
[Included sentences as modifiers of Class 1]
2a. HE CAME WHEN I CAME. HE WAITED FOR TWO HOURS.
[Distribution of FOR, DURING, WHEN, WHILE]
2b. HE CAME AFTER I LEFT. HE CAME AFTER DINNER.
[Distribution of BEFORE, UNTIL, AFTER]

1 . Key examples: A man THAT TEACHES is a teacher.

A man THAT I TEACH is a student.

Situation:
T 2
'5.‘
":7
§‘>f-12>»?

I
p
JOHN MARY MR. KING
Observe the word order of Pattern and of Pattern B.
A

Previous pattern:
John is young man. John sees Mary.
a

Mr. King is an old man. Mary sees Mr. King.

New patterns:

HEAD MODIFIER
is the young MAN THAT SEES MARY
A

John is the young MAN THAT IS LOOKING AT MARY

Mr. King is the old MAN (THAT) MARY SEES.
‘John
B

Mr. King is the old MAN (THAT) MARY IS LOOKING AT.

COMMENTS

(1) You may use included sentences (THAT SEES MARY, THAT MARY
SEES) to modify words like MAN (Class 1).
The difference in word order between Pattern and Pattern
A

(2)
indicates an important difference in meaning.

In Pattern A, “the man (John) sees Mary."

In Pattern B, “Mary sees the man (Mr. King)."

(3) In Pattern A, THAT is in subject position in the included sentence

(THAT SEES MARY).
In Pattern B, MARY is in subject position in the included sentence
(THAT MARY SEES).
(4) Illustrative Examples for other words inlthe positions of
See the
THAT in Patterns and B.
A

147
148 SENTENCE PATTERNS

ILLUSTRATIVE EXAMPLES OF PATTERN A

The book THAT CONTAINS those exercises is at the bookstore
The books THAT CONTAIN those exercises are at the store.
The books WHICH CONTAIN those exercises are in the office.
The book WHICH CONTAINS those exercises is in the library.
The professor THAT TEACHES your class is from Michigan.
The professors THAT TEACH your class are very good.
The professor WHO TEACHES your class is, my friend.
The girl WHOSE
FATHER TEACHES your class is in the office.

NOTE: Use THAT for persons and things.

Use WHICH for things.
Use WHO for persons.
(Do not use WHOM in Pattern A)

ILLUSTRATIVE EXAMPLES OF PATT.ERN B

The student (THAT) YOU VISITED is feeling fine.

The student (WHO[M]) YOU VISITED is feeling fine.
The books (THAT) YOU ORDERED came yesterday.
The books (WHICH) YOU ORDERED came yesterday.
The place (THAT) I LEARNED ENGLISH is near here.
The place (WHERE) LEARNED ENGLISH is near here.
The time (THAT) PRACTICE ENGLISH is in the morning.
I-lIIII

The time (WHEN) PRACTICE ENGLISH is in the morning.

The student WHOSE
FATHER YOU VISITED is in the office.
Observe these informal statements:

The man (THAT) TA LKED TO is from Cuba.

I

He’s the man (THAT) WE TA LKED ABOUT.

This is
the house (THAT) LIVE IN.
I

This is
the book (THAT) JOHN WAS
LOOKING AT.
Now observe these more formal statements with the same meanings:

The man TO WHOM TALKED is from Cuba.

I

He’s the man ABOUT

WHOM WE TA LKED.
This is the
house IN WHICH LIVE.
I

This is the
book AT WHICH JOHN WAS LOOKING.
 LESSON XVI 149

NOTE: EVER may mean “in all time” when it is used after -EST forms
in this pattern.

John is the man that I saw.

John is the biggest man that I EVER saw.
John is the biggest man that EVER entered this room.
The best book that I EVER read was an old one.

PRAC TIC E

EXERCISE 1.1. (To contrast included sentence Patterns A and B at the

end of statements.) Listen to the statements and combine them by using
an included sentence. For example:

I know the boy. The boy spoke to you.

I KNOW THE BOY THAT SPOKE TO YOU.
I know the boy. You spoke to the boy.
I KNOW THE BOY THAT YOU SPOKE TO.
I saw the man. The man helped us.
I SAW THE MAN THAT HELPED US.
I saw the man. We helped the man.
I SAW THE MAN THAT WE HELPED.

1. I read the book. The book describes our federal government. A

2. I read the book. You described the book. B
3. This is the building. The building is 500 1years old. A
4. This is the building. We like the building. B

5. Mr. Brown is the man. The man spoke to you. A

6. Mr. White is the man. You spoke to the man. B
7. I read the book. The book tells about the history of medicine. A
8. I read the book. You told me about the book. B
9. This is the exercise. The exercise is the most important. A
10 . This is the exercise. We must write the exercise. B
11 . I saw the man. The man wrote the book. A
12. I saw the man. You described the man. B

EXERCISE 1.2. (To produce included sentence Pattern B in various

positions.) Listen to the statement and the question. Answer the ques
tion and include the information of the statement in the answer, or add
appropriate information. For example:

Mary sang a song. Was it beautiful?

THE SONG THAT MARY SANG WAS BEAUTIFUL.
You heard the program. Did you like it?
I LIKED THE PROGRAM THAT I HEARD.
You listened to the program. Did you like it?
I LIKED THE PROGRAM THAT I LISTENED TO.
150 SENTENCE PATTERNS

Paul visits class. How many students does the class have?

a
THE CLASS THAT PAUL VISITS HAS LOT OF STUDENTS.

A
visited the boy’s home. Did you meet the boy?

I
MET THE BOY WHOSE HOME YOU VISITED.

. I
John lives in a new house. Is this the house?
. John lives in new house.Where is it?

a
. bought the man’s dog. Do you know the man?
I I I
®~'lO5Ul|§39l\9>AI

. met the boy’s father. Did you talk to the boy?

. am studying famous writer’s book. Do you know the writer?
a
. That is the boy’s book. Do you know the boy?
John described the beautiful park. Did you see it?
.

The teacher pronounced the words. Did you repeat them?

You read the book. Was interesting?

it
.
9

10 saw the letter. Was from your mother?

it
I I I I

11 described the book. Did you read it?

.

12 spoke to the boy. Do you know him?

13 spoke about the man. Do you know him?
14 . Professor Brown wrote the book. IIIow much does cost?

it
15 Professor Brown wrote the book. Should buy it?

I
.

EXERCISE 1.3. (To practice included sentence Patterns and B.)

A
Listen to the statement and question. Answer the question or add
appropriate information. Include the information of the statement in
your answer. For example:
The boy spoke to me. Do you know the boy?
NO, DON'T KNOW THE BOY THAT SPOKE TO YOU.
I

spoke to the boy. Do you know the boy?

I

KNOW THE BOY THAT YOU SPOKE TO.

YES,
I

The car stopped at your house. Did you see the car?
YES, ISAW THE CAR THAT STOPPED AT MY HOUSE.
John bought a car. Did you see the car?
NO, DIDN'T SEE THE CAR THAT JOHN BOUGHT.
I

The book describes the government of my country. Did you read

.
|I

the book?
A

Professor Black described the book. Did you read the book?
B

. The building is 500 years old. Is this the building?

A

Professor Black likes the building. Is this the building?

-‘lO5Ul\BO~JlQ

B
.

The man spoke to you. Is Mr. Brown the man?

A

. You spoke to the man. Is Mr. White the man?

B

. The book tells about the history of medicine. Did you read the
book?
A

told you about the book. Did you read the book?
B
8
I

The exercise is the most important. Should we omit the exercise ?A

9 :

10 We practice the exercises. Do we usually forget the exercises?

B

11 . The man wrote the book. Did you see the man?
A

12. described the man. Did you see the man?

B
I
 LESSON XVI 151

13 The girl speaks French. Did you meet the girl? A

14 The boy lives in this house. Do you know the boy? A
15 The boy’s father lives in this house. Do you know the boy? B
16 The girl’s father is a lawyer. Do you know the girl? B
17 The professor teaches your class. Does he want to talk to me? A
18 Some problems are too difficult for you to do. Do you have some
problems? A
19 The professor’s daughter is in our class. Is he the professor? B
20 The doctor’s work is very prominent in your country. Is he the
doctor? B
21 The boy’s father is living in Europe. Did you talk to the boy? B
22 The students work hard. Is it easy to teach the students? A

EXERCISE 1.4. (To practice Patterns A and B.) Answer the questions
and add the information contained in the statement. For example:

The girl spoke to me. Where is she from?

THE GIRL THAT SPOKE TO YOU IS FROM NEW YORK.
The man has the papers. Who is he?
THE MAN THAT HAS THE PAPERS IS MR. BROWN.

The professors teach your class. Where are they?

A
.

The books need new covers. How much do they (those books) cost?

A
The student can speak five languages. Who met him?

A
.
cost? B
@I-1'|OUl|BCI'Jl\3II"

need book. How much does

it
a
I
.

room is big enough for two people. Who found it?

A

. A
The knife is sharp enough to cut this. Who has it?
A

The professor teaches your class. Where is he?

A

The books contain these exercises. Where are they?

A

EXERCISE 1.5. (To produce the included sentence patterns in free

composition.) Listen to the statements. Repeat them and add additional
information that will identify OPERATION, ROOM, etc. For example:

The operation was successful.

THE OPERATION THAT DR. GREEN DESCRIBED WAS SUCCESS
FUL.
The room is cheerful.
THE ROOM THAT STUDY IN IS CHEERFUL.
I

The doctor is my brother.

THE DOCTOR THAT GAVE THE PRESCRIPTION IS MY BROTHER.
know the gap.
I

KNOW THE MAN THAT BOUGHT THE HOUSE.

I

This is the house.

THIS IS THE HOUSE THAT HE BOUGHT.
Mr. Black is the map.
MR. BLACK IS THE MAN THAT SOLD THE HOUSE.
152 SENTENCE PATTERNS

. want to speak to the man. 8. The books were expensive.

I I I
.2DI
met professor. The gywas' very hot.

9.
a
3. bought book. 10. The lesson is easy .

a
4. Let’s go to store. 11. The room is mile from here.

a
5. I I Imust go to a university. 12. The story is very interesting.
6. met 13. The question is an important one.

a
_g_iQ.
don’t remember the day. 14. The program was interesting.
-'|

23. Key examples: He came WHEN CAME. He waited FOR TWO

I
HOURS.
Observe the expressions after FOR and DURING, WHEN and WHILE.
We studied FOR TWO HOURS.
We studied FOR EIGHT WEEKS.
We studied DURING THE EVENING.
We studied DURING THE COURSE.
We studied WHEN THE COURSE BEGAN.
We studied WHEN WE CAME.
We studied WHILE THE COURSE WAS PROGRESSING.
We studied WHILE WE WERE COMING HERE

COMM ENTS

(1) Use FOR with expressions like AN HOUR, TWO HOURS, EIGHT
WEEKS, etc.
(2) Use DURING with expressions like THE EVENING, THE COURSE,
THE CONCERT, etc.
(3) Use WHEN and WHILE with included sentences like THE COURSE
BEGAN, THE COURSE WAS PROGRESSING, etc.

ILLUSTRATIVE EXAMPLES WITH FOR AND DURING

HOW LONG did you study?

We studied FOR ONE HOUR.
We studied FOR TWENTY MINUTES.
We studied FOR SEVERAL DAYS.
We studied FOR FEW MINUTES.
A

We studied FOR AN HOUR.

We studied FOR LITTLE WHILE.
A A

We studied FOR LONG TIME.

WHEN did you study?
We studied DURING DINNER.
We studied DURING THE PROGRAM.
We studied DURING THE ENTIRE EVENING.
We studied DURING THE AFTERNOON.
We studied DURING THE DAY BEFORE THE EXAMINATION.
 LESSON XVI 1 53

NOTE: Use FOR with expressions that indicate number or quantity.

Use FOR in answers to questions with HOW LONG.
Use DURING with expressions that do Qt indicate number or
quantity.
Use DURING in answers to questions with WHEN.
You may omit FOR. It doesn’t change the meaning.
You may not omit DURING.

ILLUSTRATIVE EXAMPLES WITH WHEN AND WHILE

I was studying WHEN the phone rang.

I was studying WHEN my friends arrived.
I usually study WHEN my roommate sleeps.

The phone rang WHILE I WAS STUDYING.

My friends arrived WHILE I WAS STUDYING.
My roommate sleeps WHILE I STUDY.
The phone rang WHEN I WAS STUDYING.
My friends arrived WHEN I WAS STUDYING.
My roommate sleeps WHEN I STUDY.

NOTE: Use WHEN to indicate the occurrence of the action that follows.
Use WHILE to emphasize the duration of the action that follows.
You may use a form of BE + the -ING form of the Class 2 word
to emphasize the duration of the action.
You may use WHEN in all situations. You may use WHILE only
when the action that follows has duration.

PRACTICE

EXERCISE 2.1. (To use FOR and DURING with expressions of time.)
Use the following expressions in the sentence I WORKED HARD. For
example:

two hours I WORKED HARD FOR TWO HOURS.

the summers I WORKED HARD DURING THE SUMMERS.
several days I WORKED HARD FOR SEVERAL DAYS.
the course I WORKED HARD DURING THE COURSE.
a little while I WORKED HARD FOR A LITTLE WHILE.

1. the night 4 the concert 7. six years 10. two days

2. three weeks 5. a few minutes 8. the day 11. several hours
3. many years 6. the war 9. my vacation 12. the school year

EXERCISE 2.2. (To use FOR and DURING in answers to questions with
WHEN and HOW LONG.) Answer the following questions with FOR and
DURING. For example:
 1 54 SENTENCE PATTERNS

When do you usually study?

I USUALLY STUDY DURING THE EVENING.
How long did you study?
I STUDIED FOR ONE HOUR.
When did John take a nap?
JOHN TOOK A NAP DURING THE LECTURE.

When did Mary see John? 6. How long are you going to study
.

How long did you work? tonight?

you go to New York?
U'lI§OOl\J)II

. When did you do it? When did

How long can you work today? How long did rain last night?

it
.

@€D®I
. When was Mary here? When did you lose your pen?

DI5
How long did you practice?

EXERCISE 2.3. (To contrast the structures used with FOR, DURING
and WHEN, WHILE.) Complete the following parts of sentences with
included sentences or Class words. For example:
1

He came during HE CAME DURING LUNCH.

He stayed for HE STAYED FOR THREE HOURS.
He came when HE CAME WHEN CALLED HIM.

I I
He came while HE CAME WHILE WAS EATING.

He spoke for
1. 7. He worked for
He studied for
2. 8. He waited for
3. He studied during 9. He worked during
4. He studied while 10. He was working while
5. He entered while 11. saw him when
I I

6. He began to study when 12. talked to him for

2b. Key examples: He came AFTER LEFT. He came AFTER

I

DINNER.
Observe the expressions after BEFORE, UNTIL, AFTER.
John arrived BEFORE THE COURSE.
He stayed UNTIL SEVEN O’CLOCK.
He left AFTER DINNER.
He arrived BEFORE THE COURSE BEGAN.
He stayed UNTIL WE WASH ED THE DISHES.
He left AFTER WE ATE DINNER.*

*Be especially careful with the word AFTER. is different from AFTERWARDS
It

Compare for example,

John left AFTER dinner.
He arrived at o'clock. AFTERWARDS, (not AFTER) he left.
5

He ate dinner. AFTERWARDS, (not AFTER) he left.

 LESSON XVI 1 55

COMMENTS

(1) Use BEFORE, UNTIL, AFTER with THE COURSE, SEVEN O’CLOCK,
. . .
DINNER , etc _ (Class 1 expressions) and with included sentences
(THE COURSE BEGAN , etc . ) .
(2) Never say “before to go,” “before to eat breakfast,” “after to eat,”
etc **

PRACTICE

EXERCISE 2b.1. (To use BEFORE, UNTIL, AFTER with Class 1 words
Answer the questions and use the words
and included sentences.)
BEFORE, UNTIL, AFTER. For example:
Where did you live before you came to the United States?
LIVED IN MEXICO BEFORE CAME TO THE UNITED STATES.
I

I
Who did you meet after you came to the United States?
MET MY TEACHERS AFTER CAME TO THE UNITED STATES.
I

What did you do

I
after dinner yesterday?
PLAYED BASEBALL AFTER DINNER.
I

How long are you going to stay here?

I’M GOING TO STAY UNTIL GET HOMESICK.
I

When did you see John?

SAW JOHN BEFORE THE PROGRAM.
I

How long are you staying here?

AM STAYING HERE UNTIL MONDAY.
I

How long are you going to study English?

How long did you practice the question patterns?
. When are you going to play baseball?
%-'|d'}U'|“>OJl\J-11

Are you going to wait until the sun shines?

Are you going to wait until it rains?
Are you going to wait until you graduate?
.

. Are you going to wait until summer?

. What did you do before you came to the United States?

. Which languages did you study before you studied English?
9

10 Which languages did you learn before you studied English?

11 . When did you get your first haircut?
12. What did you do after breakfast?
13 . What did you do before breakfast?
14 . What did you do after you got up this morning?

~_
KEY EXAMPLES OF LESSON XVI

man THAT TEACHES is teacher.

1.

A A

man THAT TEACH is a student.

I

2a. He came WHEN CAME. He waited FOR TWO HOURS.

I I

2b. He came AFTER LEFT. He came AFTER DINNER.

**You will hear, and you may use, BEFORE GOING, BEFORE EATING, AFTER
GOING,AFTER EATING, etc. [BEFORE (AFTER) the -ING form of Class
+

.
2]
 Lesson XVII
1. I IQIOW WHO TEACHES THE CLASS. I KNOW WHEN HE TEACHES
IT.
[Included sentences with WHO, WHAT, WHEN, etc., in object
position]

2. I KNOW (THAT) MR. SMITH TEACHES THE CLASS.

[Included sentences of independent statement pattern in object
position]

1. Key examples: I know WHO TEACHES THE CLASS. I know

WHEN HE TEACHES IT.
Situation: 0,

W) »=§s;,.3

Effia
JOHN MARY MR. KING
Observe the word order of Pattern and of Pattern B.
A

Previous pattern:
know Mary.
I I

know Mr. King.

New patterns:

A
Iknow WHO SEES MARY.
Iknow WHO IS LOOKING AT MARY.
Iknow WHO MARY SEES.
B

know WHO MARY IS LOOKING AT.

I

COMMENTS
(1) You may use included sentences with WHO, WHAT, etc., (WHO
SEES MARY, WHO MARY SEES, etc.) in object position after
Class words like KNOW, REMEMBER,UNDERSTAND, BELIEVE
2

EXPLAIN, ASK, etc.

The difference in word order between Pattern A and Pattern
B

(2)
indicates an important difference in meaning:
In Pattern A, “A person sees Mary. Iknow the person (J0hn).”
In Pattern B, “Mary sees person. know the person
a

(Mr. King).”
(3) In Pattern A, WHO is in subject position in the included sentence
(WHO SEES MARY).
In Pattern B, MARY is in subject position in the included state
ment (WHO MARY SEES).
(4) See the Illustrative Examples for other words in the positions of
WHO in this pattern.

156
 LESSON XVII 157

ILLUSTRATIVE EXAMPLES OF PATTERN A

I know WHO WAS HERE.

I know WH A T HAPPENED HERE.
Do you know WHICH
ANSWER IS CORRECT?
Please tell me WHICH IS CORRECT.
Do you remember WHOSE
BOOK WAS ON THE
DESK?
I don’t remember WHOSE WAS THERE.
I will ask him HOW MANY
STUDENTS WENT ON THE
PICNIC.
He can tell me HOW MANY WENT.
Please explain HOW MUCH
MONEY IS NECESSARY
I don’t rem ember HOW MUCH IS NECESSARY

ILLUSTRATIVE EXAMPLES OF PATTERN B

I remember WHOM I TA LKED TO.

I remember TO WHOM I TA LKED.
I believed WHAT HE TOLD ME.
Do you under
stand WHICH BOOK I WANT?
I won’t forget WHICH YOU WANT.
Please tell me HOW MANY
BOOKS YOU NEED.
Please repeat HOW MUCH THEY WILL COST.
Do you know WHAT TIME IT IS?
I can’t remember WHEN TH E TRAIN LEAVES.
Please explain WHERE BOSTON IS.
I can’t understand WHY YOU WANT TO
GO THERE.
I don’t know HOW YOU WILL GET THERE.
I would like to know HOW FAR IT IS.
I learned HOW OFTEN JOHN PRACTICES ENGLISH.
I found out HOW LONG HE PRACTICES EVERY
DAY.
I wonder HOW WELL HE CAN SPEAK
IT NOW.
I know HOW DIF
FICULT IT IS.
1 58 SENTENCE PATTERNS

PRACTICE

EXERCISE 1.1. (To practice included sentence patterns after I KNOW,

I ASKED, etc.) Listen to the statements and combine them. Use in
cluded sentences introduced by WHO, WHICH, HOW MANY, etc. For
example:
He sent books to you. know how many.

I
KNOW HOW MANY BOOKS HE SENT TO YOU.
I

He went to New York. asked how often.

I
ASKED HOW OFTEN HE WENT TO NEW YORK.
I

One answer is correct. don’t know which.

I
DON'T KNOW WHICH ANSWER IS CORRECT.
I

person was here. didn’t see who.

A

I
DIDN'T SEE WHO WAS HERE.
I

He wants
. book. don’t remember which.
a

Something was on the table. don’t know what.

I
pen was on my desk. don’t know whose.
A

.
I

. Some students came here a year ago. Do you remember how many?
.QOOOIqmmIbwruII

. He didn’t go to Chicago. asked him why.

I

. He visited a person yesterday. asked him who.

I

. His friends had money. He explained how much.

He wanted to go to New York. He told me why.
.

Many people become well after they have tuberculosis. can’t

I
guess how many.
10 . The doctor helped many people. can’t guess how many.
I

11 . One car is the best. don't know which.

I

12. He wanted book. don’t remember which.

a

EXERCISE 1.1. (To practice the word order of included sentences after
KNOW, ASK, REMEMBER, etc.) Answer the questions with NO, DON'T
I

KNOW, etc. + an included sentence. Then ask another student the same
question. He should answer YES, KNOW, etc. an included sentence.
+
I

For example:
Tchr: Do ou know who he
is?
ENT KNOW WHO HE
(is

st. A: Np,/1]

oo|Ybu i<Now WHO nE|i§?

st. B: Ysj,/ilKNow WHO
HE|IS\:
Tchr: Do you know where he comes from?
St. B: NO, DON’T KNOW WHERE HE COMES FROM. DO
I

YOU KNOW WHERE HE COMES FROM?

St. C: YES, KNOW WHERE HE COMES FROM.
I

Tchr: Do you remember the answer?

St. C: NO, DON'T REMEMBER THE ANSWER. DO YOU
I

REMEMBER THE ANSWER?

St. D: YES, REMEMBER THE ANSWER.
I
 LESSON XVII 159

Do you know who came last night?

Do you know who saw last night?

I
. Do you know how old he is?
. Do you know where he is from?
.®~'lOJU'l\§6ONII

. Do you know what he said?

. Do you know how he came?
. Did you ask him where he went?
Did you ask him where his mother is?
9. Did you ask him how his family is?
10. Did you tell him why the doctor operated?
11 . Do you know why the lawyer lost the argument?
12. Do you remember what is in the other grammar lesson?
13 ¢ Do you remember what Lesson XVI contains?
14 . Can you find out how well the students are learning this lesson?
15 . D0 you remember what the professor explained?
16 Do you know where he lives?
17 Do you know where he is now?
18. Do you know what time is?
it

EXERCISE 1.3. (To contrast the word order of questions with the word
order of included sentences.) Answer the questions with DON‘T KNOW

I
an included sentence with WHERE, WHO, WHOSE, etc. For example:
+

ls from Chicago or New York?

he
DON’T KNOW WHERE HE IS FROM.
I

Is he twenty-four or twenty-five years old?

DON’T KNOW HOW OLD HE IS.
I

Did John come or did Paul come?

DON’T KNOW WHO CAME.
I

Did John’s hat fall or did Paul’s hat fall?

DON’T KNOW WHOSE HAT FELL.
I

Did she meet John’s father or Paul’s father?

DON’T KNOW WHOSE FATHER SHE MET.
I

. Is this answer correct or is that answer correct?

I Was John here or was Paul here?
Is he a doctor or is he lawyer?
a

Did ten people come or did fifteen people come?

®~1Cl¢.II|bQ7lOII

Was the doctor here or was the lawyer here?

Was he here yesterday or last week?
Was o’clock or was o’clock?
it

it
4
3

Is forty miles or is fifty miles to Detroit?

it

it

Is that Paul or is that John?

9

10 Were there ten people or were there fifteen people at the party?
11 Does he want course in English or course in Geography?
a
a

12 Can buy my books here or in drugstore?

a
I
.

13 Is your friend in Detroit or is he in New York?

14 Did he come by plane or by ship?
1 60 SENTENCE PATTERNS

EXERCISE 1.4. (To practice the word order of included sentences after
I DON’T KNOW, DO YOU REMEMBER, etc.) Listen to the question and
the partial response that follows. Complete the response with an in
cluded sentence. For example:
Who is that man? don’t know

I
DON’T KNOW WHO THAT MAN IS.
I

What is the date of the party? don’t know

I
DON’T KNOW WHAT THE DATE OF THE PARTY IS.
I

Where were they? They didn’t say

THEY DIDN’T SAY WHERE THEY WERE.
Whose book did he find? Do you remember
DO YOU REMEMBER WHOSE BOOK HE FOUND?

. When is the party? don’t know

I

. How far is Detroit from here? don’t know

I
. What did he say? don’t know
I

. Who did you meet there? Do you remember

.§O@4O5UIb§O~Jl\7lI

. Which did he want? Do you remember

. What did he say? Do you remember
. Who is that man? Do you know
. What is his name? Do you know
What are you going to do when you leave the United States? Do
you know
10 Where was the concert? Who knows
.

11 . How many boys were there here? Who knows

12 . What section was he in? Who knows
13 . Why wasn’t he there? He didn’t say
14 . Why weren’t they in class? They didn’t say
15 . What did she write? She didn’t say
16 . Where were they going? Do you remember
17 . When did Mary arrive? D0 you remember
18 . Why did they want to go? Do you remember
19 . How many did you buy? Do you remember
20 . What did he mean? don’t know
I

21 . What did he find? don’t know

I

22 . What did he do? don’t know

I

23 Where is he from? Do you know

.

24 . Who is the girl with the blue dress? Do you know

25 . Where is the new student from? Do you know
26 . Where was the fire? Who knows
27 Why wasn't the bank open? Who knows
.

28 . Where is he from? don’t remember

I

29 . How old is he? Do you know

30 What is his profession? He didn’t say
.

31 . Why was he late? can’t imagine

I

32 When is he leaving? I’m not sure

.

33 Where is he going? Ask him

34 . What time is it? don’t have any idea
I
 LESSON XVII 1 61

35. How tall is the Empire State Building? I forgot

36. What did he lose? I don’t know
37 What did he buy? I don’t know
38. What did he choose? I don’t know
39 What is that? Do you know
40. Whose book is that? Do you know
41 How much time is there? Do you know
42. What is the population of New York? Can you tell me
43 What is he laughing at? Tell me
44 What does he want? Ask him
45 How much does it cost? Guess
46 What does this word mean? Will you tell me
47 How old is he? Do you know
48 How far is it? Do you know
49. Where is the bus station? Do you know
50 What time is it? Do you know
51 What did he sing? I don’t know
52 What did he leave? I don’t know
53 What did he tell them? I don’t know
54 What did he eat? I don’t know
55 How many students are there in the English course? Who can tell
me
56 What did John say? Can you remember
57 How much did it cost? Do you know
58 What did he say? I can’t remember
59. Where is the post office? Can you tell me
60. Where is the Health Service? I don’t know
61 Where can I buy some towels? Can you tell me
62 Where can I buy a good fountain pen? Can you tell me
63 Where can I buy some flowers? Do you know
64 What did he want? I don’t know
65 Where did he go? Do you remember
66 Where was the lecture? Who knows
1 62 SENTENCE PATTERNS

2. Key example: I know (THAT) MR. SMITH TEACHES THE CLASS

Situation: gs

‘§“.»/Be
2>@"~

e%s-i
JOHN MARY MR. KING
Observe the included statements.

Previous patterns:
7 I
know who sees Mary_
I

know who(m) Mary sees.

I

New Pattern:
know (THAT) JOHN SEES MARY.
I I I I

know (THAT) JOHN IS LOOKING AT MARY.

know (THAT) MARY SEES MR. KING.
know (THAT) MARY IS LOOKING AT MR. KING.

COMMENTS

(1) an included sentence that is like an independent state

You may use
ment in this pattern.
(2) You may use or omit THAT in this pattern. The meaning is the
s8.i'l'l8.
(3) Never use an included statement after WANT or LIKE. Never say
“I want that John go" or “I like that John go." Say “I want John
to go" and “I (would) like John to go." (See Lesson XIII)
(4) Never say “I think to go." Say “I think (that) I'll go,” or, “I think
(that) I’m going to go."

PRA TIC
C

EXERCISE 2.1. (To practice included sentences as objects after

I

THINK.) Answer the questions with THINK an included statement.

+
I

For example:
Is he interesting? THINK HE'S INTERESTING.
I I I I

Should we go? THINK WE SHOULD GO.

Did rain yesterday? THINK IT RAINED YESTERDAY.
it

How did John come? THINK HE CAME BY BUS.

. When did John come?

What did he go to the store for?
U1I8>c0l\')o-I

. Why is he learning English?

. How long did he speak?
. How far is it to the post office?
 LESSON XVII 1 63

Where is my hat?
.
Where is the bank?
.

@463
. How often must take this medicine?

I
9. May ask questions during the lecture?

I
10. Is this answer correct?
11. Are there some doctors in the Institute?
12. Is early?
it

13. Are we late?

14. Can you answer his questions?

EXERCISE 2.2. (To compose sentences with included sentences in ob

ject position after THINK, IMAGINE, etc.) Answer the questions
I

I
about the following situations. Other students may produce further
responses about each situation. For example:
John came to class thirty minutes late. What do you imagine?
IMAGINE HE’S TIRED.
I I I

IMAGINE HIS CLOCK STOPPED.

IMAGINE HE SLEPT TOO LONG.
John came to class thirty minutes late. What do you know?
KNOW THE TEACHER WAS ANGRY.
I I

KNOW HE FEELS BAD ABOUT IT.

John came to class thirty minutes late. What do you think?
THINK HE SHOULD COME EARLIER TOMORROW.
I I

THINK IT’S BAD TO COME LATE.

A. John came to class with five hundred dollars in his pocket.
What do you imagine?
1.

B. Henry Smith met Helen Brown in 1925. He married her in 1935.

He’s usually very quiet and good man. He came home at P.M. every
a

afternoon for more than twenty years. Last night he came home at
P.M. Mrs. Smith said, “Goodby, I’m going to my mother.” 7
A
2. What do you imagine?
What do you think?
What does Mrs. Smith probably think?
-‘|O>U'l§¢O

What does her mother think?

What does Mr. Smith think?
What do you believe?

C. You agreed to meet your friend at the theater at o’clock. You

3

went to the theater at o’clock but your friend wasn’t there.

3

What do you think?

9. 8.

What do you hope?

D. Answer these questions according to your opinion.

10. How many people do you think there are in the state of New
York?
11. How many people would you guess there are in the state of
Nevada?
12. How often do you suppose we can vote in local, state, and fed
eral elections in period of ten years?
a
164 SENTENCE PATTERNS

13. How far do you think it is to Detroit?

14. What do you think you can buy in a drugstore?

EXERCISE 2.3. (To contrast structures after WILL, CAN, etc., HAVE,
WANT, etc., and THINK, BELIEVE, etc.) Use the following words in
statements that begin with the name of a student in the class. After
WILL, CAN, etc., use the single form of a Class 2 word; after HAVE,
WANT, etc., use TO + STUDY, WORK, etc.; after THINK, BELIEVE,
etc., produce an included sentence. For example:
must MR. DORAND MUST GO TO NEW YORK.
wants MISS GOMEZ WANTS TO STUDY HERE.
thinks MR. LUCAS THINKS HE WORKS VERY HARD.
knows MR. PANZA KNOWS HE IS GOING TO STUDY HERE.
doesn’t know MR. BOLANO DOESN’T KNOW I AM HERE.
tries MISS WORTHY TRIES TO SPEAK ENGLISH.

1. can 6. tries 11 says

2. wanted 7. needs 12. doesn’t believe
3. imagines 8. plans 13. doesn’t know
4. must 9. thinks 14 doesn’t think
5. should 10. believes 15 said

NOTE FOR RECOGNITION: The included sentences in this lesson can

also be used in subject position:
I know WHAT HAPPENED.
It was easy to understand WHAT HE SAID.
It was obvious _ THAT JOHN WAS HAPPY.
WHAT HAPPENED caused a big discussion.
WHAT HE SAID was easy to understand.
THAT JOHN WAS HAPPY was obvious.

KEY EXAMPLES OF LESSON XVII

1. I know WHO TEACHES THE CLASS. I KNOW WHEN HE TEACHES IT

2. I know (THAT) MR. SMITH TEACHES THE CLASS.
 Lesson XVIII

1. I HAVE LIVED IN THE UNITED STATES FOR SEVERAL YEARS NOW

fHAVE (HAS) + the -ED/-EN form of a Class 2 word]
2. I HAVE BEEN STUDYING GRAMMAR FOR THIRTY MINUTES NOW.
YHAVE (HAS) + BEEN + the -ING form of a Class 2 word]
3. I HAD INTENDED TO GO, BUT I HAD AN ACCIDENT.
:HAD in these patterns]
4. NO, I HAVEN’T.
fShort answers with these patterns]
5a. WE HAVE MET A GIRL FROM MEXICO TODAY.
jlrregular Class 2 words with a form after HAVE like the form with
YESTERDAY]
5b. WE HAVE BEGUN TO PRACTICE LESSON XVIII TODAY.
flrregular Class 2 words with a form after HAVE different from the
form with YESTERDAY]

1. Key example: I HAVE LIVED in the United States for several

_
years now.
Observe HAVE STUDIED, HAS STUDIED, etc. Observe the time ex
pressions.
Previous pattern:
I studied mathematics last year.
New pattern:

I HAVE STUDIED mathematics FOR A YEAR NOW.

John HAS STUDIED algebra FOR TWO YEARS.
We HAVEN'T PRACTICED that exercise THIS WEEK.
John HASN’T PRACTICED his speech TODAY.
HAVE you S'1‘UDIED mathematics?
HAS John PRACTICED his speech TODAY?

COMMENTS

(1) You can use HAVE (HAS) + the -ED form of the Class 2 word with
present time expressions like NOW, TODAY, THIS WEEK, etc., and
with “general” time expressions like FOR TWO YEARS. Don’t use
HAVE + the -ED form with past time expressions like YESTERDAY,
LAST WEEK. See the Illustrative Examples for some time expres
sions that are frequent with this pattern.
(2) Use HAVEN’T, HASN’T as negative forms in this pattern.
(3) Use HAVE, HAS before the first Class 1 word (the subject: YOU,
JOHN, etc.) in questions. Never use DO in questions in this
pattern.

165
166 SENTENCE PATTERNS

ILLUSTRA TIVE EXAMPLES

Observe the contracted forms.

I ’VE STUDIED mathematics. He 'S STUDIED history.
You ’VE STUDIED chemistry. She 'S STUDIED literature.
We ’VE WORKED very hard. It 'S RAINED a lot this spring
They’VE PRACTICED this lesson. John’S OPENED the windows.
The boys'VE WALKED a long way.

Observe the time exp ressions.

Tomas HAS LIVED in the

United States FOR THREE MONTHS.
He 'S ATTENDED this school FOR ONE MONTH.
He 'S PRACTICED this exercise FOR AN HOUR NOW.
He 'S STUDIED English FOR A LONG TIME.
He 'S ATTENDED this school SINCE LAST MONTH.
He 'S STUDIED hard SINCE
THE DAY HE CAME.
He 'S LIVED in the
dormitory SINCE
THE COURSE BEGAN.
He 'S ENJOYED his
work EVER SINCE HE CAME HERE
He ’S ALWAYS LIKED to study.
He 'S STUDIED ALL NIGHT.
He 'S OFTEN STUDIED here.

NOTE: You may use HAVE + the -ED form to indicate a situation that
began in the past and continues in the present. Time expres
sions with FOR, SINCE, and ALL are frequent in indications of
these situations.

We ’VE COMPLETED seventeen lessons SO FAR.

We ’VE PRACTICED all the exercises SO FAR.
I ’VE PRACTICED ten exercises THIS MORNING.
Mary 'S STUDIED Lesson XVII RECENTLY.
John 'S JUST OPENED the window.
Mary 'S OPENED the door.
They ’VE OFTEN HELPED the teacher.

NOTE: You may use HAVE + the -ED form to indicate an action that is

completed at the present time. Time expressions like SO FAR

and RECENTLY are frequent in indications of these actions.
HAVE + JUST + the -ED form indicates an action that was com
pleted only a very short time ago.
 LESSON XVIII 167

PRACTICE

EXERCISE 1.1. (To contrast the use of -ED forms with past time ex
pressions [LAST WEEK, etc.] and HAVE + -ED forms with present time
expressions [NOW, etc.] .) Substitute the following words in the state
ment, I HAVE PRACTICED FOR THREE HOURS. Use HAVE + -ED
forms whenever possible. Do not use this pattern with past time expres
sions. For example:
I have practiced for three hours.
now I HAVE PRACTICED FOR THREE HOURS NOW.
last night '
I PRACTICED FOR THREE HOURS LAST
NIGHT.
before I came here I PRACTICED FOR THREE HOURS BEFORE I
CAME HERE.

1. now 4. now
2. last week 5. yesterday
3. last Monday 6. before breakfast

Continue the substitutions in the statement, HE HAS COMPLETED HIS

WORK. For example:
He has completed his work.
now HE HAS COMPLETED HIS WORK NOW.
last night HE COMPLETED HIS WORK LAST NIGHT.

7. now 10. now

8. last week 11. yesterday
9. last Monday 12. before breakfast

Produce further substitutions in the statement, THEY HAVE TRIED TO

SPEAK ONLY ENGLISH. For example:
They have tried to speak only English.
since they came here THEY HAVE TRIED TO SPEAK ONLY ENGLISH
SINCE THEY CAME HERE.
last night THEY TRIED TO SPEAK ONLY ENGLISH LAST
NIGHT.

13 recently 17 last month

14. so far 18 since they arrived
15 for three weeks now 19. for a long time now
16 last year 20 yesterday
1 68 SENTENCE PATTERNS

EXERCISE (To use HAVE + the -ED form to express a situation

1.2.
which began in the past and continues in the present.) Listen to the state
ments. They tell about situations that began in the past and continue to
the present. Give the same information using HAVE + the -ED form.
For example:
I live in the dormitory in January and I live there now.
began to
I'VE LIVED IN THE DORMITORY SINCE JANUARY.
I liked American movies in 1950 and I like them now.
I’VE LIKED AMERICAN MOVIES SINCE 1950.
I wanted to see this movie a long time ago and I want to see it now.
I’VE WANTED TO SEE THIS MOVIE FOR A LONG TIME.
I wasn’t talking to John three hours ago and I’m not talking to him now
I HAVEN'T TALKED TO JOHN FOR THREE HOURS.

1. I needed a new coat four years ago and I need one now.
2. I wanted to visit Hollywood when I came to the United States and I
want to visit it now.
3. I wasn’t smoking a pipe when I entered and I’m not smoking a pipe
nOw.
4. I didn’t study English during the first part of this week and I’m not
studying English now.
5. I didn’t smoke last Monday and I’m not smoking now.
6. I didn’t try to swim last Monday and I’m not trying to swim now.
7. I respected his opinions when I was fifteen or sixteen years old and
I respect his opinions now.
8. I liked fish when I was a child and I like it now.
9. I didn’t like to drive when I came here and I don’t like to drive now.
10 . I disliked mathematics in 1950 and I dislike it now.
11 . I preferred history at the beginning of the course and I prefer it now.
12. I liked languages ten years ago and I like them now.

EXERCISE 1.3. (To practice HAVE + the -ED form in situations with
completed action.) Listen to the situation in present time. Produce a
statement with HAVE + the -ED form that gives information from the
past which is related. Use the Class 2 word which is given after the
statement. For example:

She is good leader. organize

a

SHE HAS ORGANIZED MANY ACTIVITIES ON THE CAMPUS.

Tom has good pronunciation. practice
HE HAS PRACTICED MANY HOURS IN THE LAB.
Jim is good speaker. talk
a

HE HAS TALKED BEFORE MANY GROUPS.

Mary is fast reader. finish

a a
.

We want ticket to the game. ask

O>U1r>C»8l\')>I

. Mr. Benitos is a famous singer. perform

. like to look at paintings. visit
I

. Jane is an excellent student. receive

John is hard worker. earn
a
 LESSON XVIII 169

My friend is a poor student. fail

@Q I like football very much. watch
9. My sister is good at languages. learn
10. Betty worries about her mother. telephone
11. The students are grateful. thank
12. Bob feels hot. open

2 0 Key example: I HAVE BEEN STUDYING grammar for thirty

minutes now.

Observe HAVE BEEN STUDYING, etc.

Previous pattern:
We have studied algebra.

New Pa tt ern:'

We HAVE BEEN STUDYING mathematics.

Mary HAS BEEN STUDYING English.
We HAVEN'T BEEN STUDYING very hard.
Mary HASN’T BEEN STUDYING carefully.
HAVE you BEEN STUDYING mathematics?
HAS Mary BEEN STUDYING carefully?

COMMENTS

(1) Use HAVE (HAS) + BEEN + the -ING form of a Class 2 word to
emphasize the continuation of an action from some time in the
past until the present time. The previous pattern (HAVE + the
-ED form) does not emphasize this continuation.
(2) Use HAVEN'T, HASN’T as negative forms in this pattern.
(3) Use HAVE, HAS before the first Class 1 word (the subject: WE,
MARY, etc.) in questions.

ILLUSTRATIVE EXAMPLES

I ’VE BEEN STUDYING FOR TWO HOURS NOW

John HAS BEEN WORKING SINCE 8 A.M.
He ’S BEEN WRITING his
homework SINCE 8 A.M. NOW.
You ’VE BEEN SINGING FOR HALF AN HOUR
SO FAR.
They ’VE BEEN WALKING ALL MORNING.
It ’S BEEN RAINING ALL DAY.
These
birds ’VE BEEN RETURNING EVERY YEAR FOR A
LONG TIME.
I ’VE BEEN VISITING my friend REGULARLY.
We ’VE BEEN LOOKING UP new words ALL DAY.

NOTE: The same type of time expressions are frequent with this
pattern as with the pattern of Frame 1.
1 70 SENTENCE PATTERNS

PRACTICE

EXERCISE 2.1. (To use HAVE, HAS + BEEN + the -ING form of Class 2

words.) Form a question with WHAT, WHERE, WHEN or WHY. Use

HAVE or HAS + BEEN + the -ING form of the Class 2 word. Another
student answers the question with a long answer. For example:
talk WHAT HAS THE TEACHER BEEN TALKING ABOUT?
HE'S BEEN TALKING ABOUT GRAMMAR.
study WHERE HAVE YOU BEEN STUDYING?
I'VE BEEN STUDYING AT THE LIBRARY.
go WHY HAVE YOU BEEN GOING TO TOWN?
I'VE BEEN GOING TO TOWN TO SEE MY UNCLE.
see WHEN HAS BILL BEEN SEEING JIM?
BILL HAS BEEN SEEING JIM IN THE AFTERNOON.

1. work 6. sing 11. visit

2. play 7. swim 12. try to lealrn
3. practice 8. read 13. plan to go
4. eat 9. sleep 14. intend to do
5. write 10. make

EXERCISE 2.2. (To contrast the use of HAVE + the -ED form with the
use of HAVE BEEN + the -ING form.) Listen to the statement about an
action in progress at the present time. Use HAVE + the -ED form to
tell about a similar action which is completed at the present time. An
other student uses HAVE BEEN + the -ING form to emphasize the con
tinuation of a similar action from some time in the past until the present
For example:
I am working on Lesson XVII.
I HAVE WORKED ON LESSON XVII NOW.
I HAVE BEEN WORKING ON LESSON XVII FOR AN HOUR.
John is talking to the teacher.
I HAVE TALKED TO THE TEACHER TODAY.
I HAVE BEEN TALKING TO THE TEACHER SINCE TWO O’CLOCK.
The teacher is explaining a difficult pattern.
THE TEACHER HAS EXPLAINED A DIFFICULT PATTERN TODAY.
HE'S BEEN EXPLAINING A DIFFICULT PATTERN ALL AFTER
NOON.

. I'm studying my lesson.

. I’m practicing my pronunciation.
. Bob is arguing with the teacher.
. We are preparing a song for the program.
. am listening to the radio.
I

John is talking to Mary.

. I’m visiting John in the hospital.
. You are pronouncing that word incorrectly.
. I’m waiting for Joe.
I’m answering all of the questions correctly.
|-I
.
 LESSON XVIII 171

11. They aren’t using the library.

12. Mary is helping to wash the dishes.

3. Key example: I HAD INTENDED to go, but I had an accident.

Observe HAD LEARNED, HAD BEEN WRITING, etc.

Previous patterns:
I have studied mathematics for three years
now.
We have been studying English since we arrived
here.

New pattern:

I STUDIED French before I began to

study English.
We HADN’T LEARNED English when we came here
John HAD BEEN WRITING letters when you entered.
HADN’T BEEN STUDYING until you came.
HAD you LEARNED French before you began
to study English?
HAD MARY BEEN STUDYING before you came?

COMMENTS

(1) Use HAD + the -ED form of

a Class 2 word or HAD + BEEN + the
-ING form of a word to indicate occurrences in a portion of
Class 2
time which ended in the past. HAD BEEN + the -ING form empha
sizes the continuation of the process during this portion of time.
HAD + the -ED form doesn’t stress this continuation or duration.
(2) I’D, YOU’D, HE’D, SHE’D, IT’D, WE’D, THEY’D are the contractions.

EXERCISE 3.1. (To use HAD + the -ED form to express an action com
pleted in the past and which occurred previous to another situation.)
Imagine that you left your country three weeks ago. Answer the questions
and tell what you did before you left your country. For example:
When had you prepared your clothes?
I HAD PREPARED THEM A FEW DAYS BEFORE I LEFT.
When had you received your acceptance from this school?
I'D RECEIVED IT A WEEK BEFORE I LEFT.
Where had you learned English?
I’D LEARNED A LITTLE IN MY HIGH SCHOOL BEFORE I LEFT.
Had your teachers explained our educational system to you?
THEY HADN’T EXPLAINED IT COMPLETELY WHEN I LEFT.

1. Had your friends described this country to you?

2. Had your friends described this university to you?
3. Had you practiced English intonation?
172 SENTENCE PATTERNS

In which universities had you tried to get an acceptance?

.
When had you received your acceptance?
.

9. ®~'lG8U'l|IB
. Who had helped you with other things?

. How had you learned few words in English?

a
. When had you learned them?

Where had you learned them?

10 . How long had you practiced English intonation?
11 . Where had you practiced it?
12. Where had you learned English pronunciation?
13 . How long had you studied it?
14 . How well had you learned English grammar?

EXERCISE 3.2. (To use HAD BEEN the -ING form to express a situa

+
tion in progress and completed before another action.) Answer the
questions negatively, and complete the statement with BUT . . HAD

.
BEEN the -ING form. For example:
+

What were you doing when John came to see you?

WASN’T DOING ANYTHING, BUT HAD BEEN WRITING LETTERS
I

I
BEFORE.
What were you doing while rained yesterday?
it

WASN’T DOING ANYTHING, BUT HAD BEEN WALKING IN THE

I

I
PARK FOR SEVERAL HOURS BEFORE IT RAINED.
What were you doing when entered short time ago?
a
I

WASN’T DOING ANYTHING, BUT HAD BEEN STUDYING

I
I

BEFORE THAT.

. What were you doing when saw you last night?

I

. What were you doing when John came?

.®~‘lOfiO'l>l=~<.~J[\'>I

. What were you doing when the war began?

. What were you doing when the director began to speak?
What was Mr. X doing when the director began to speak?
.

. What was he doing when you went to the factory?

What was he doing when you returned from the factory?
What were you doing when Dr. Brown arrived?
What was John doing when the president arrived?
9

10 What were they doing when the vacation ended?

11 What were you doing when the concert began?
12 What was he doing when they called him up on the telephone?
 LESSON XVIII 1.73

4‘. Key example: Have you studied in France? No, I HAVEN'T.

Observe the short answers.

QUESTIONS ANSWERS

Previous patterns:
Are you visiting your friend? ?Yes, I am.
Did you visit the new hospital? Yes, I did.
New pattern:

Have you visited the new hospital? Yes, I HAVE.

Have you been visiting your friend? Yes, I HAVE.
Have the students been working? No, they HAVEN'T.
Has the class started? No, it HASN’T.
Had you planned to take the course
(before you came)? Yes, I HAD.
Had you studied French (before you
came here)? No, I HADN’T.

COMMENT

HAVE, HAS, HAD, HAVEN’T, HASN’T, HADN’T complete the short

answers to questions beginning with a form of HAVE.

PRACTICE
EXERCISE 4.1. (To form questions and give short answers with HAVE,
HAS, HAD.) Form questions with the following Class 2 words. Use
HAVE + the -ED form to express an action completed at the present
time and HAD + ED to express an action which occurred before another
action. Another student answers the question with a short answer. For
example:
learn HAVE You LEARNED THE LESSON?
YES, I HAVE
learn. . .before HAD YOU LEARNED ENGLISH BEFORE You
LEARNED FRENCH?
YES, I HAD.
visit HAS YOUR FRIEND VISITED THE MUSEUM?
NO, HE HASN’T.
visit. . .before HAD HE VISITED YOU BEFORE HE CAME HERE?
NO, HE HADN’T.

1. study. . .before 10 try

2. practice 11 try. . .before

3. practice. . .before 12 ask

4. walk 13 ask. . . before
5. walk. . .before 14 answer
6. talk 15 . answer . . .before
7. talk. . .before 16. play
8. invite 17 play. . .before
I0 . invite. . .before 18 work
174 SENTENCE PATTERNS

19 work. . .before 26. close

20 pronounce 27. close. . .before
21 pronounce. . .before 28. describe
22. repeat 29. describe. . .before
23 repeat. . .before 30. explain
24 open 31. explain. . .before
25. open. . .before

530 Key example: We HAVE MET a girl from Mexico today.

Observe the forms of the Class 2 words after HAVE.
'
PI‘8vi0l1s pattern'

We worked very hard yesterday

We have worked very hard today.

New pattern:
We met a girl from Brazil yesterday
We HAVE MET a girl from Mexico today.
We spent tendollars yesterday
We HAVE SPENT twenty dollars today.
We bought a lot of things yesterday
We HAVE BOUGHT a lot of things today.

COMMENT

Certain “irregular” Class 2 words without an -ED ending have the same
form with past time expressions like YESTERDAY and after HAVE.
(See Lesson VIII)

ILLUSTRATIVE EXAMPLES

meet met HAVE MET 'mst] Isaw him in 1948 but we hadn’t
MET before.
read read HAVE READ jrsd] Have you READ Shakespeare’s
plays?
sit sat HAVE SAT saat] Ihave SAT here since 8 a.m.
bite bit HAVE BIT fbtt] That dog has BIT two children.
find found HAVE FOUND ifaund] I have FOUND three good
restaurants.
fight fought HAVE FOUGHT frat] The two countries had FOUGHT
before.
shine shone HAVE SHONE fson] The sun hasn’t SHONE for two
weeks.
hang hung HAVE HUNG fheg] We had HUNG our coats on the
wall.
sting stung HAVE STUNG fsteg] It has STUNG.
dig dug HAVE DUG Ideg] We have DUG for an hour.
win won HAVE WON fwen] The allies had WON the war
before 1946.
bleed bled HAVE BLED iblsd] It has BLED for an hour.
 LESSON XVIII 17 5

sweep swept HAVE SWEPT swept] We haven’t SWE PT the floor

recently.
keep kept HAVE KEPT hint] I have KEPT my ticket in my
pocket.
feed fed HAVE FED ffsd] They have FED the birds for
many years.
hold held HAVE HELD fhsld] He has HELD his position for
5 years.
feel felt HAVE FELT felt] I have never FELT unhappy.
sleep slept HAVE SLEPT slept] You've SLEPT for more than
two hours.
mean meant HAVE MEANT msnt] It has MEANT a lot to me to
study here.
leave left HAVE LEFT left] The students have LEFT.
say said HAVE SAID ssd] I have always SAID that.
hear heard HAVE HEARD herd] I have never HEARD a better
lecture.
think thought HAVE THOUGHT 19st] I haven’t THOUGHT about it
for a long time.
bring brought HAVE BROUGHT fbrot] I was sure you hadn’t BROUGHT
any books.
buy bought HAVE BOUGHT fbot] Iknew you had BOUGHT a
new tie.
teach taught HAVE TAUGHT tot] We supposed you had TAUGHT
Lesson XVI.
tell told HAVE TOLD jtold] John thought he had TOLD you
the answer.
sell sold HAVE SOLD sold] Mary thought you had SOLD
your car.
stand stood HAVE STOOD stud] I had STOOD there before.
under- under HAVE UNDER
stand stood STOOD
[enderstud] I have usually UNDERSTOOD
your lectures.
lose lost HAVE LOST jlost] He has LOST his interest in
good books.
send sent HAVE SENT fssnt] I haven’t SENT a letter for a
week.
spend spent HAVE SPENT ispsnt] We've SPENT all our money.
lend lent HAVE LENT flent] John had LENT us $5 before
we left.
make made HAVE MADE fmed] You haven’t MADE many mis
takes.
have had HAVE HAD Thad] John has HAD his car since
1950.
bend bent HAVE BENT fb ent] They had BENT the aerial
before.
build built HAVE BUILT Qbnt]
They have BUILT a house.
cut cut HAVE CUT _ket] I had CUT my finger before
you came.
1 76 SENTENCE PATTERNS

put put HAVE PUT [pUt] They have just PUT on their
coats.
cost cost HAVE COST [kost] It had cost a LOT before.
let let HAVE LET [let] I’ve LET John use my book.
set set HAVE SET [set] I've SET the lamp on the desk

PRACTICE

EXERCISE 5a.1. (To use irregular Class 2 forms like MET, SPENT,
BROUGHT, etc., after a form of HAVE.) Listen to the statement in past
time. Add another statement pattern with BUT. . .SlNCE. Use HASN’T,
HAVEN’T + MET, SPENT, BROUGHT, etc., in the added statement
pattern. For example:
met Fred last year.
I

MET FRED LAST YEAR, BUT HAVEN’T MET HIM SINCE.

I
I

read Shakespeare last semester.

I

READ SHAKESPEARE LAST SEMESTER, BUT HAVEN’T

I
I

READ HIM SINCE.

sat in the first row two weeks ago.
I

SAT IN THE FIRST ROW TWO WEEKS AGO, BUT HAVEN’T

I
I

SAT THERE SINCE.

sent her letter last week.

a
I I
.

spent ten dollars Friday.

. John lent me five dollars last month.
%QC5U'l>§O.'l[\JbAI

. made a mistake in grammar yesterday.

I

. He had two operations last month.

My brother cut his finger last week.
.

. put nickel in the parking meter an hour ago.

a
I

. This book cost four dollars last year.

. felt good yesterday.
9
I

10 . The baby slept two hours last night.

11 On Thursday he meant that we should go.
.

12 . He left package for me Tuesday.

a

13 . Last month he said that our work was good.

14 heard Professor Baker lecture Friday.
I
.

15 . At first thought the course was easy.

I

16 Mary brought her notebook to class last week.

.

17 . bought myself a shirt last summer.

I I

18 . taught English in 1955.

19 The teacher told us story last week.
a
.

20 . He sold many hats last week.

21 . We understood his lecture Tuesday.
22 . His dog bit me last week.
23 . found John in his room two days ago.
I

24 . He stood by the window at two o’clock.

25 They fought for him in the election.
.

26 . The sun shone early this morning.

 LESSON XVIII 177

27. Dan lost his wallet last week.

28. He hung his coat here Monday.
29. He dug in his garden this spring.
30. Our team won the first game.
31. The medication stung my skin at first.
32. His cut bled for an hour.
33. Fred swept his room last month.
34. We kept a record of our income in 1956.
35. They fed us steak last week.
36. They held a party two weeks ago.
37. The antenna bent in the storm last summer.
38. Mr. Rogas built two houses last summer.
39. He let me drive his car last week.
40. He set a swimming record early this year.

5b, Key example: We HAVE BEGUN to practice Lesson XVIII today

Observe the forms of the Class 2 words after HAVE.

Previous pattern:
We met a girl from Brazil yesterday.
We HAVE MET a girl from Mexico today.

Nil pattern:
We began to study Lesson XVII yesterday.
We HAVE BEGUN to study Lesson XVIH today.
We drank a lot of milk yesterday.
We HAVE DRUNK a lot of milk today.
We ate lunch early yesterday.
We HAVE EATEN lunch early today.
We knew our lessons yesterday.
We HAVE KNOWN our lessons today.
We wore our old clothes yesterday.
We HAVE WORN our old clothes today.
We spoke only English yesterday.
We HAVE SPOKEN only English today.

COMMENTS

(1) Certain Class 2 words that do not have an -ED ending have a form
after HAVE that is different from the form with past time expres
sions like YESTERDAY.
(2) Class 2 words like BEGIN, DRINK, etc., have a different vowel in
the form after HAVE. (BEGIN 7 BEGAN 7 BEGUNl 7 DRINK 7 DRANK
DRUNK.)
(3) Class 2 words like EAT, KNOW, etc., have a different vowel and
also an -(E)N ending after HAVE. (EAT, ATE, EATEN; KNOW,
KNEW, KNOWN.)
1 78 SENTENCE PATTERNS
.
(4) Class 2 words like WEAR, SDEAK,
_ etc _’ have the same vowel in
the form with past time €Xpr8ssiOI1s and in the form after HAVE,
but have an -(E)N ending in the form after HAVE.
‘

NOTE: In these lessons, the “-ED/-EN form of the Class 2 word”

means the form after HAVE, like WORKED, MET, BEGUN,
EATEN 7 WORN 7 etc.

ILLUSTRATIVE EXAMPLES

come came HAVE COME item] I have COME to class

regularly for 3 weeks.
become became HAVE BECOME jbiitsm] He has just BECOME our
new representative.
begin began HAVE BEGUN bigén] I had BEGUN to work
before you came.
drink drank HAVE DRUNK fdrenit] We have DRUNK a lot of
coffee since then.
sing sang HAVE SUNG sen] We have SUNG that song
at every program.
ring rang HAVE RUNG reg] These bells have RUNG
every Sunday.
sink sank HAVE SUNK fsegk] Submarines have SUNK
thirty of our ships now.
swim swam HAVE SWUM 'swem] He has just SWUM across
the lake.
run ran HAVE RUN 'iIen] I knew you had RUN home
eat ate HAVE EATEN iten] I have just EATEN lunch.
give gave HAVE GIVEN igzven] I haven’t GIVEN the
teacher my paper.
see saw HAVE SEEN 'sin] I have SEEN him several
times recently.
write wrote HAVE WRITTEN :rIt9Ii] I have never WRITTEN
him a letter.
take took HAVE TAKEN 'tei<en] I have TAKEN books to
class.
know knew HAVE KNOWN 'non] I have KNOWN my friend
since 1940.
draw drew HAVE DRAWN idren] I have DRAWN diagrams
for five weeks now.
fly flew HAVE FLOWN 'flon] Some airplanes have
FLOWN faster than
sound.
throw threw HAVE THROWN ev0n] I had THROWN my hat
away.
grow grew HAVE GROWN fgron] He has GROWN very
rapidly.
blow blew HAVE BLOWN jblon] The wind has BLOWN
her hair.
 LESSON XVIII 179

ride rode HAVE RIDDEN rrden] I have never RIDDEN

on a horse.
rise rose HAVE RISEN rlzen]The sun had RISEN
very rapidly.
drive drove HAVE DRIVEN driven] I have DRIVEN this
car since 1948.
shake shook HAVE SHAKEN 's‘éken] 1 have SHAKEN it well.
fall fell HAVE FALLEN felen] Have you ever FALLEN
off a horse?
get got HAVE GOT(TEN) gaten] I haven’t GOTTEN a
letter for a month.
forget forgot HAVE FORGOTT EN fergaten] She hadn’t FORGOTTEN
me when I returned.
tear tore HAVE "roan itern] He has TORN his clothes
again.
wear wore HAVE WORN worn] I haven’t WORN my blue
suit recently.
swear swore HAVE Sworm sworn] You have SWORN to pro
tect your country.
steal stole HAVE STOLEN 'stolen] They have STOLEN a
car.
freeze froze HAVE FROZEN frozen] The water had FROZEN.
lie lay HAVE LAIN 'len] The letter has LAIN
there for a week.
speak spoke HAVE SPOKEN spoken] Ihave never SPOKEN
at a meeting.
break broke HAVE BROKEN broken] Have you ever BROKEN
your arm?
choose chose HAVE CHOSEN cozen] Ihave never CHOSEN a
better partner.
do did HAVE DONE den] I remembered that I
hadn’t DONE my work.
go went HAVE GONE gen] Ihaven’t GONE to the
theater since June.
be was HAVE BEEN bin] He has BEEN here for
two months.

PRACTICE

EXERCISE 5b.1. (To practice the -ED/-EN form of EAT, GIVE, TEAR,
etc.) Listen to the statement in past time. Repeat the statement and add
another statement with a situation which occurred previously. Use
AFTER and HAD + the -ED/-EN form of the Class 2 word to express
the previous situation. For example:
He ate his dinner.
HE ATE HIS DINNER AFTER WE HAD EATEN.
I gave him five dollars.
I GAVE HIM FIVE DOLLARS AFTER HE HAD GIVEN ME THE
BOOK.
130 SENTENCE PATTERNS

came to the university in June.

I
CAME TO THE UNIVERSITY IN JUNE AFTER HAD COME

I
I
FROM COLOMBIA.

. He became president in 1950.

began English this semester.
I
®~'lG1U1|l>C.~Il\7l—l

. He drank two cups of coffee.

. He got a bicycle.
She forgot her hat.
.

. We saw him.
. He tore his shirt.
. She wore her new coat.
. Professor Gabor spoke to us.
9

10 Jim broke his hand.

.

11 He wrote to his friend.

.

12. He chose to study English.

13 He took course in Latin.
a
.

14 . He knew me.
15 He did the analysis this afternoon.
.

16 They went to Chicago.

.

17 . He was salesman in 1954.

a

18 We sang farewell song.

a
.

19 They rang for John.

.

20 The storm sank the lifeboat.

.

21 He swam to shore.
.

22. He ran for the office of president.

23 . He drew picture of the church.
a

24 He swore at the car.

.

25 They flew to Mexico City.

.

26. threw away the coat.

I

27 . He grew tomatoes in his garden.

28 . The wind blew down tree.
a

29 . The sick man lay on his side.

30. They rode by boat to New Orleans
31 . The sun rose over the tree.
32. She drove to New York City.
33 Mrs. Vermada shook the rug out.
.

34 . burglar stole my typewriter.

A

35 . The water froze in the river.

KEY EXAMPLES OF LESSON XVIII

HAVE LIVED in the United States for several years now

0

I I I

HAVE BEEN STUDYING grammar for thirty minutes now

0 n
UIU'l~l>wl\1DI¢

HAD INTENDED to go, but had an accident

I

Have you studied in France? No, HAVEN’T

I

We HAVE MET girl from Mexico today

a
GPU

We HAVE BEGUN to practice Lesson XVIII today

 Lesson XIX

1. WE ARE ASKED TO SPEAK ONLY ENGLISH.

[BE + -ED/-EN
the form of a Class 2 word]
2. JOHN IS STILL STUDYING ENGINEERING.
HE HASN’T FINISHED YET.
[Use of STILL, ALREADY, ANY MORE, YET]
3. JOHN IS BORED. PAUL IS BORING.
[-ED/-EN and -ING forms as describing words]
4. JOHN IS USED TO SMOKING.
[BE + USED TO, etc. + -ING forms or Class 1 words]

1. Key example: We ARE ASKED to speak only English.

Observe ARE REPEATED, BEING COMPLETED, BEEN COMPLETED,

etc.

Previous pattern:
We repeat the conversations
_ every day.

New pattern:

The conversations ARE REPEATED every day.

This building WAS COMPLETED before I left last
year.
Many buildings are BEING COMPLETED now.
That building was BEING BUILT when I left.
Several buildings have BEEN COMPLETED this year.
None had BEEN BEGUN before last year.
That one is going to BE COMPLETED next year.
The students should BE ENCOURAGED to speak English.
They usually want to BE TOLD about our customs.
I WAS BORN in the United States

COMMENTS

(1) Use a form of BE + the -ED/-EN form of a Class 2 word to indicate

that the subject (CONVERSATIONS, BUILDING, etc .) receives the
action.
(2) Use I WAS BORN. Never say “I born.”

PRAC TIC E

EXERCISE 1.1. (To use BE + the -ED/-EN form of a Class 2 word.)

Convert the statements so that the receiver of the action is in subject
position. For example:

181
182 SENTENCE PATTERNS

The architect completed the building in 1950.

THE BUILDING WAS COMPLETED IN 1950.
Napoleon wrote that letter many years ago.
THAT LETTER WAS WRITTEN MANY YEARS AGO.
We need action now.
ACTION IS NEEDED NOW.
You should answer their questions immediately.
THEIR QUESTIONS SHOULD BE ANSWERED IMMEDIATELY.
We are going to continue our policy in the future.
OUR POLICY IS GOING TO BE CONTINUED IN THE FUTURE.
The student is writing the letter now. .
THE LETTER IS BEING WRITTEN NOW.

The teacher explained that lesson yesterday.

.

The federal government built this road last year.

construction company finished this building recently.
A

Edison invented the electric light before was born.

.oo-10>r.r|Ȣ~wNI

I
. Bizet composed the opera “Carmen” in the nineteenth century.
The Romans built Rome very long time ago.
a

Michelangelo painted that picture many years ago.

I

The doctor performed the operation last week.

The Egyptians constructed the pyramids many years ago.
9

10 Controls may reduce the cost of living soon.

11 We must stop inflation now.
12 We must build more hospitals immediately.
.

13 We should build more houses next year.

14 The doctor is going to perform the operation tomorrow.
.

15 . We found a deposit of manganese last month.

16 The Ministry of Mines announced the discovery of large deposit
a

of manganese last year.

17 The Mining Association has announced another deposit recently.
18 The Historical Society opened an exhibition yesterday.
 LESSON XIX 183
1
20 Key examples: John is STILL studying engineering.
He hasn’t finished YET.

Observe STILL, ALREADY, ANY MORE, YET.

Situation: John and Mary came to the United States from South America
last year. John hasn’t learned much English. Mary speaks
English very well now.
Pattern:
John STILL speaks Spanish with his friends.
English is STILL difficult for him.
He STILL doesn’t speak English well.
English STILL isn’t easy for him.
Mary doesn’t speak Spanish ANY MORE.*
English isn’t difficult for her ANY MORE.
She speaks English very well ALREADY.
She has learned it well ALREADY.
John doesn’t speak English well YET.
He hasn’t learned much English YET.

COMMENTS

(1) Use STILL after affirmative forms of BE, but before negative forms
of BE. Use STILL before other Class 2 words.
(2) Use ANY MORE, ALREADY, YET at the end of the sentence.
(3) Use ANY MORE and YET in negative sentences. Use ALREADY in
affirmative sentences. Use STILL in both negative and affirmative
sentences.
(4) STILL indicates that the situation continues the same now as before.
ANY MORE indicates that the situation existed before, but doesn’t
exist now.
(5) ALREADY indicates a time earlier or shorter than expected.
YET indicates a time later or longer than expected.

ILLUSTRATIVE EXAMPLES
John is STILL here.
He can STILL speak English.
Paul STILL isn’t here.
He STILL can’t get up early.
“Has John gone?” “No, he is STILL here.”
“Does Mary always speak English now? ” “No, she STILL speaks
Spanish.”
“Has William gone to class ?” “No, he is STILL reading the paper in
the living room.”
The people STILL sat in their seats after the singer finished her pro
gram.
*ANY LONGER is the sa.me as ANY MORE. You will hear both. For example;
John isn’t here ANY MORE.
John isn’t here ANY LONGER.
1 84 SENTENCE PATTERNS

“Are they using a new textbook?” “They were STILL using the old one
when I left the university.”
“Have you finished your lessons?” “No, I STILL have to write a com
position.”
Is John STILL here?
Does Mary STILL speak Spanish?
Is William STILL reading the paper?
Are they STILL using the old text book?
John isn’t here ANY MORE.
Mary never speaks Spanish ANY MORE,
William isn’t reading the newspaper ANY MORE.
They weren’t using the old textbook at the university ANY MORE when I
left.

John said that he was going to begin to study at nine o’clock; but it is only
eight o’clock, and he is ALREADY studying his lessons.
Dinner begins at six-thirty. It is only six o’clock now, and two of the
guests have ALREADY come.
We are late; the movie has ALREADY begun.
This has been a very pleasant evening. It is difficult for me to believe
that it is ALREADY eleven o’clock.
“Are we still early enough?” “No, the program has ALREADY begun.”
I was only two minutes late but Elizabeth was ALREADY impatient.
John said that he was going to begin to study at nine o’clock, but it is ten
o’clock now, and he hasn’t begun to study YET.
We invited the guests to come at six-thirty, but it is a quarter to seven,
and they aren’t here YET.
We are early; the movie hasn’t begun YET.
“Are we late?” “No, the program hasn’t begun YET.”
“Is the taxi coming?” “Yes, but I don’t see it YET.”

PRACTICE

EXERCISE 2.1. (To contrast the use of STILL and ANY MORE.) Listen
to the statements which describe a situation in the past and in the present
Summarize the situation by using STILL or ANY MORE. For example:

Mary often played the piano last year. She doesn’t play the piano now.
MARY DOESN’T PLAY THE PIANO ANY MORE.
John didn’t play the piano before. He doesn’t play the piano now.
JOHN STILL DOESN’T PLAY THE PIANO.
Paul played the piano two years ago. He plays the piano now.
PAUL STILL PLAYS THE PIANO.
We needed more practice last month. We need more practice now.
WE STILL NEED MORE PRACTICE.

1. The price was five dollars. The price is five dollars.

2. John was eating breakfast. John is eating breakfast nowI.
 LESSON XIX 1 85

3 Mr. Black was living in New York. Mr. Black isn’t living in New
York now.
4. Mr. Brown was living in New York. Mr. Brown is living there
now.
5 Mr. Black had been living in New York. Mr. Black was living in
New York when I left.
6 I wanted to study last night. I want to study now.
7 I tried to study yesterday. I am trying to study now.
8. He attended the university last semester. He doesn’t attend the
university now.
He didn’t speak very well last year. He doesn’t speak very well now.
9
10 I wanted him to study before. Iwant him to study now.
11 They complained about the heat last week. They are complaining
now.
12. My father worked there last year. He doesn’t work there now.

EXERCISE 2.2. (To contrast the use of ALREADY and YET.) Repeat
thefollowing statements and include ALREADY or YET. For example:
It’s only eight o’clock and Dr. Brown is here.
IT’S ONLY EIGHT O’CLOCK AND DR. BROWN IS HERE ALREADY
The class should begin now, but Mr. Green isn’t here.
THE CLASS SHOULD BEGIN NOW, BUT MR. GREEN ISN’T HERE
YET.
It’s only 10:55, but the eleven o’clock class has begun.
IT’S ONLY 10:55, BUT THE ELEVEN O’CLOCK CLASS HAS BEGUN
ALREADY.

They didn't expect to come early, but they are here.

.

. They expected to come yesterday, but they aren’t here.

. expected them yesterday, but they aren’t here.
I I

. expected them today, but they haven’t come.

. They had lot of work, but they have finished.
a
0:I00Iqcacflahwfuw

expected them to go later, but they have left.

I I

. expected them to go early, but they haven’t left.

They had very little work today, but they haven’t finished.
.

. We have just started to work, but Mr. Appleton is tired.

We had just started to work when you came, but Mr. Appleton was
II4

tired.
11 . I’m waiting formy friend, but he hasn’t arrived.
12 . These students began to study English short time ago, but they
a

speak very well.

186 SENTENCE PATTERNS
3. Key example: John is BORED. Paul is BORING
Observe the -ED/-EN forms. Observe the -ING forms

Previous patterns (Lessons I and IV):

>John is young. He’s a young man.
New pattern:

John is TIRED. He’s a TIRED man.

He ’s SURPRISED. He’s a SURPRISED man.
He ’s BORED. He’s a BORED man.
Mary is INTERESTED. She’s an INTERESTED girl.
This dish is BROKEN. It’s a BROKEN dish.
That dish is COVERED. It’s a COVERED dish.
That money is STOLEN. It’s STOLEN money.
This exercise is WRITTEN. It’s a WRITTEN exercise
Paul is TIRING. He’s a TIRING man.
He ’s SURPRISING. He’s a SURPRISING man.
He ’s BORING. He’s a BORING man.
Betty is INTERESTING. She’s an INTERESTING girl.

COMMENTS

(1) You may use certain -ED/-EN forms (TIRED, BROKEN, etc.) to
describe Class 1 words. These forms indicate that the Class 1 word
is the receiver of an action. JOHN IS A BORED MAN means that
other people (or things) bore John.
(2) You may use certain -ING forms (TIRING, SURPRISING, etc.) to des
cribe Class 1 words. These forms indicate that the Class 1 word is
the performer of an action. PAUL IS A BORING MAN means that
Paul bores other people.

NOTE FOR ADVANCED STUDENTS: Not all of the -ED/-EN and -ING
forms used in this frame are exactly the same. You can use VERY be
fore TIRED, SURPRISED, BORED, INTERESTED, TIRING, SURPRISING,
BORING, INTERESTING.
JOHN IS VERY INTERESTING. HE’S A VERY INTERESTING MAN.
PAUL IS VERY INTERESTED. HE’S A VERY INTERESTED MAN.
But you cannot use very before BROKEN, COVERED, STOLEN, WRITTEN,
etc .

PAUL IS BORING. PAUL IS VERY BORING.

These sentences describe Paul. They are the pattern of this frame.

PAUL IS BORING US. JANE IS DANCING.

 ii
LESSON XIX 187

These sentences indicate an action. They are not the pattern of this
frame. They are the pattern of Lesson IV, Frame 2a.
JANE’S AIDANCING GIRL.
\_ JANE’S A/DANCING GIRL.
Both these sentences describe Jane. The difference in intonation indi
cates a difference in meaning. The first sentence means Jane is a girl
who is dancing now. The second sentence means Jane is a girl who
dances as her profession.

THIS DISH IS BROKEN. THIS DISH WAS BROKEN.

In some situations, these sentences describe the dish, and are the pattern
of this frame. In other situations, they indicate an action, and are the
pattern of Frame 1 in this lesson.

THIS DISH WAS BROKEN BY THE CHILD.

This sentence indicates an action. It is the pattern of Frame 1.

PRACTICE

EXERCISE 3.1. (To produce the -ING and -ED/-EN forms as describing
words.) Listen to the situation. Produce a statement which describes a
person or thing in the situation. Use the -ING or -ED/-EN form of the
describing word after IS. Then give another statement with a Class 1
word following the describing word. For example:

John was tired after he played tennis. (Describe tennis.)

TENNIS IS TIRING. IT’S TIRING GAME.
A

John was tired after he played tennis. (Describe John.)

JOHN WAS TIRED. HE WAS TIRED MAN.
A

Mr. Black speaks in monotone. He bores people. (Describe Mr.

a

Black.)
MR. BLACK IS BORING. HE’S BORING MAN.
A

Mrs. Black broke the dish. (Describe the dish.)

THE DISH IS BROKEN. IT'S BROKEN DISH.
A

1. Mr. Black bores us with his manner of speaking. (Describe Mr.

Black.)
2. Mary got a new dress. The dress pleased her. (Describe Mary.)
3. The child had some candy. The candy satisfied him. (Describe the
child.)
4. My friend is watching the children. They amuse him. (Describe
the children.)
Mr. Black is laughing. Something amuses him. (Describe Mr. Black.)
.

. Mrs. Black is lovely. She charms us. (Describe Mrs. Black.)

John married Mary. (Describe John.)
.O§O@~'lO'JU'l

was an intelligent answer. surprised us. (Describe the answer.)

It

It

.
Mary got new dress. The dress pleased her. (Describe the dress.)
a

was an intelligent answer. surprised the people. (Describe the

It

It
I-l

people.)
188 SENTENCE PATTERNS

11. Paul sharpened his pencil. (Describe the pencil.)

12. Mr. Appleton speaks interestingly. He interests people. (Describe
Mr. Appleton.)
13. All of the students respect Mr. Wilby. (Describe Mr. Wilby.)
14. John always gets sleepy in class. The class bores him. (Describe
John.)
15. Somebody stole my bicycle. (Describe the bicycle.)

4, Key example: John is USED TO SMOKING.

Observe ACCUSTOMED TO, USED TO, TIRED OF, etc. Observe the
words after these combinations.

John is ACCUSTOMED TO SMOKING.

He is USED TO* SMOKING cigarettes.
I ’m TIRED OF PRACTICING this exercise.
Mary is INTERESTED IN LEARNING a lot of English.
I ’m INTERESTED IN MATHEMATICS.
I wasn’t USED TO cold WEATHER.
Jane was BORED WITH her CLASSES.

COMMENTS

(1) Learn ACCUSTOMED TO, USED TO, TIRED OF, INTERESTED IN,
BORED WITH as units.
(2) Use -ING forms (SMOKING, etc.) or Class 1 words (MATHEMATICS,
etc .) after these combinations.

PRACTICE

EXERCISE 4.1. (To practice USED TO, TIRED OF, etc., with words like
SMOKING, LEARNING, MATHEMATICS, CLASSES, etc.) Listen to the
situations. Describe the same situation by using the expressions TIRED
OF, INTERESTED IN, USED TO, etc. For example:

Mary said, “ I don’t like this book. It bores me.”

MARY WAS BORED WITH HER BOOK.
Mary said, “I don’t like to read. It makes me tired.”
MARY IS TIRED OF READING.
John said, “I smoke all the time. It has been my habit for a long time.”
JOHN IS USED TO SMOKING. (or) JOHN IS ACCUSTOMED TO
SMOKING.
John said, “I like geography. I think it’s very interesting.”
JOHN IS INTERESTED IN GEOGRAPHY.

1. Mary likes her classes. She says, “They are interesting.”

2. She likes history. She says, “It is interesting.”
_ 3. John wants to visit us. He thinks it would be interesting.
*Don’t confuse USED TO in this pattern with USED TO + the simple form of
Class 2 words to indicate repeated occurrence in the past (“used to go,” “used
to sing” etc.).
 LESSON XIX 189

4 Mr. Appleton doesn’t work hard any more. He says, “It is tiring.”
5 Mary didn’t like the movie. She said, “It was boring.”
6. People in this country have water with their meals. They say, “It’s
our custom.”
Mrs. Brown has several dogs. She said, “They are interesting.”
Mary said, “I would like to sing. think it’s interesting.”
O_<O@-'|

I
John said, ‘I've been smoking for ten years. It’s a habit.”
lI John said, “I don’t want to practice this exercise any more. I’m
tired.”

KEY EXAMPLES OF LESSON XIX

We ARE ASKED to speak only English.

2. 1.

John is STILL studying engineering.

He hasn’t finished YET.
John is BORED.
3.

Paul is BORING.
4. John is USED TO SMOKING.
 Lesson XX
Review of Lessons XI-XIX*

EXERCISE 1. (To review expressions of comparison in questions.) Lis

ten to the statement which contains an expression of comparison. Ask a
question about Mary in a similar situation. For example:

John is taller than Fred.

IS MARY TALLER THAN FRED?
He took a bigger one.
DID MARY TAKE A BIGGER ONE?
John has the blackest hair in class.
DOES MARY HAVE THE BLACKEST HAIR IN CLASS?

They know that am shorter than Bob.

I
.

. Rose is more beautiful than Jane.

. They paid more money than we did.
®~1O>U'l|>O\7l\DtI

. She types most efficiently in the morning.

. He was the tallest in his class.
. His bag is heavier than mine.
. The boy looks just like his father.
. He seems different from the other students.
9. You are as slow as am.
I

10. He works more effectively at home.

11. This course is the most practical.
12. am going to take the earliest bus.
I

EXERCISE 2. (To review expressions of comparison with MORE or -ER.)

Listen to the statement which describes John. Produce a statement which
compares Paul. Use the form MORE or -ER, and the word THAN. For
example:

John is young. PAUL IS YOUNGER THAN JOHN.

John is patient. PAUL IS MORE PATIENT THAN JOHN.
John has good car. PAUL HAS A BETTER CAR THAN JOHN.
a

1. John’s hair is gray.

2. John has traveled often,
3. John’s brother is sick.
4. John is interesting.
5. We know that John is good student.
a

6. John has walked a long distance.

7. John has had experience in teaching.
8. John is going to the concert early.
9. John has wide knowledge of physics.
a

10. John has a bad temper.

*TO THE TEACHER: Each teacher may plan review lesson suited to the
a

needs of his particular class by making selection of exercises from the ones
a

included in this lesson. Exercises from previous lessons may also be reviewed.

190
 LESSON XX 191

11. John talks English fluently.

12. John’s nose is small.

EXERCISE 3. (To review expressions of comparison with MOST or -EST)

Listen to the statement about one or more people. Produce a statement of
comparison about Mary. Use the expressions of comparison MOST or
-EST. For example:
There are many good students in this class.
MARY IS THE BEST STUDENT IN THIS CLASS.
Jane and Betty are charming.
MARY IS THE MOST CHARMING.
Jane and Betty are pretty
MARY IS THE PRETTIEST.

. John and Bill work hard.

. Those students have answered often.
. All of the students were industrious.
@-'lO5IJ'li€>OO|.\JI‘

. We took big piece of cake.

a

. The girls acted silly.

John answered the questions promptly.
.

. The students took lot of time to write their compositions.

a

. John has more ambition than Jane.

Their hair is long.
9.

10 Bill and Betty traveled a long distance on their vacation.

.

11 . John and Jane had many friends.

12 . Both Mary and Jane are sick.

EXERCISE 4. (To review the expressions of comparison LIKE, THE

SAME AS, DIFFERENT FROM, THE SAME . . . AS, AS . . AS.) Substi
.

tute the following words and make the necessary changes. Use AS . . .

AS with Class and Class words; use THE SAME . . . AS with Class
3

words. For example: 1

John talks like his father.

same JOHN TALKS THE SAME AS HIS FATHER.
differently JOHN TALKS DIFFERENTLY FROM HIS FATHER.
clearly JOHN TALKS AS CLEARLY AS HIS FATHER.
loud JOHN TALKS AS LOUD AS HIS FATHER.
languages JOHN TALKS THE SAME LANGUAGES AS HIS FATHER

quietly 10. brother 19 reads

.

. little 11 polite 20 books

. much 12. same 21 magazines
. frequently 13 different 22. much
lD®'-‘|O>Ul|b0Ol\3rII

. like 14 is 23 same
looks 15 like 24 practices
.

different 16. speaks 25 like

.

. old '17 softly 26 acts

. seems 18 rapidly
192 SENTENCE PATTERNS

EXERCISE 5. (To review the forms VERY, ENOUGH, and TOO.) Listen
to the statements which describe a situation. Produce a statement with
IS which summarizes the situation. Use TOO, VERY, or ENOUGH and
TO + a Class 2 word in the statement. For example:
John can’t wear the coat. The coat is small. John is big.
JOHN IS TOO BIG TO WEAR THE COAT.
John wants to play ball. He is eager.
JOHN IS VERY EAGER TO PLAY BALL.
John will do the work. He is ambitious.
JOHN IS AMBITIOUS ENOUGH TO DO THE WORK.

John can afford to take trip. He is wealthy.

a
.

Bill is afraid to take a trip. He is timid.

. Mary can’t study. She is sick.
John isn’t able to see the sign. He is nearsighted.
@§U'8Ul|l>bOl\')III

. Paul can swim across the lake. He is strong.

. John can’t sit up. He is weak.
. John wants to take trip. He is anxious.
a

. John can’t take trip. He is tired.

a

Mary hates to see the team lose. She is sorry.

9.

10. John can reach the ceiling. He is tall.

11. Bill can’t reach the ceiling. He is short.
12. Fred can’t play football. He is small.

EXERCISE 6. (To review the forms OF or -’S.) Listen to the following

situations. Produce statements with the forms OF or -’S. Use -’S with
the names of people and OF with things. For example:

This book belongs to John.

THIS IS JOHN’S BOOK.
The table top is scratched.
THE TOP OF THE TABLE IS SCRATCHED.
The book is interesting in the beginning.
THE BEGINNING OF THE BOOK IS INTERESTING.
This is Webson College. Mr. Market is President.
MR. MARKET IS PRESIDENT OF WEBSON COLLEGE.

. He is using the book that belongs to Mary.

. John has new book.
a

. The flower has red color.

a

The book has the name “Flower Arrangement.”

®~'l@UI|>OJ|.\7I1

.
. The typewriter keys are broken.
. He works in Bright Hall. He works in the basement.
. am correcting a composition. It was written by Miss Cross.
I I

found a glove yesterday. belongs to Mary.

It

.
9. The president lives in this house.
10. The club elected a new secretary. Bob is the secretary.
11. bought a car. bought it from John.
I

12. John has broken hand.

a
 LESSON XX 193

EXERCISE 7. (To review HIS, HER, MINE, ONE, ONES, THESE, etc.,
in Class position.) Listen to the statements with MY BOOK, THIS BOOK,
1

JOHN’S BOOK, etc. Produce equivalent statements without using the word
BOOK. For example:
John may use my book. JOHN MAY USE MINE.
He bought another book. HE BOUGHT ANOTHER ONE
or HE BOUGHT ANOTHER.
I have Mary’s book. I HAVE HERS.
Your book is on the desk. YOURS IS ON THE DESK.

1. I want John’s book.

Are these our books?
. I lost my book.
. I have read several books this month.
. He lost interest in those books.
m-‘|caU'Ibum

. John borrowed a few books from the library.

. We didn’t bring our books with us.
. John hadn’t read that book.
9. They forgot their books.
10. Do you have your book with you?
11. What did you do with her books?
12. I haven’t read this book yet.
13. What happened to those books?
14. Have you seen the new books for our course?
15. My friend didn’t care for this book.
16. These books are too heavy to carry.

EXERCISE 8. (To review YET, STILL, ALREADY, ANY MORE.) Listen

to the questions and the words which follow. Answer the questions and
use the words in the answers. Use ANY MORE and YET in negative
statements and ALREADY in affirmative statements. Use STILL in nega
tive and affirmative statements. For example:

Where is John? still

JOHN IS STILL EATING BREAKFAST.
Have you studied Lesson Five? already
I’VE STUDIED IT ALREADY.
Have you studied Lesson Six? yet
HAVEN'T STUDIED IT YET.
I

Does John work here? any more

JOHN DOESN’T WORK HERE ANY MORE.

. Has John left? yet

Have you seen the new auditorium? already
. Has Fred come here lately? any more
. Have you seen Mary this morning? yet
. Is Jane going to town this afternoon? already
Do you like jazz music? any more
@4__1IOII

. Do you like symphony music? still

. Is Betty going to take the American Literature Course? already
 194 SENTENCE PATTERNS

9. Have you been to the Union Cafeteria lately? any more

10. Have you seen the director? yet
11. Has Bob returned the book to you? still
12. Where is Tom? already

EX ERCISE 9. (To review TO + a Class 2 word after LIKE, WANT, etc )

Answer the questions with TO + a Class 2 word. Use the Class 2 word
which is given. For example:

What does he want? buy

HE WANTS TO BUY BOOK.

A
What did John expect? get
JOHN EXPECTED TO GET LETTER TODAY.

A
What do they like? swim
THEY LIKE TO SWIM IN THE LAKE.

. What is she learning? speak

. What does he need? study
. What did he promise us? go
@§O5U'lu>OOl.\D>II

. What does Paul plan? answer

. What did Mary decide? drive
What is he beginning? read
.

. What do you hope? see

. What did he ask us? come
What is he continuing? use
9 .

10 . What did the teacher want from you? write

11 . What is trying? sell
he
12 . What did he want from us? pay

EXERCISE 10. (To review the production of CAN, MUST, etc., in ques
tio ns.) Listen to the statements. Ask parallel questions about Bob. For
example:

can see the top of the mountain. I

I

CAN BOB SEE THE TOP OF THE MOUNTAIN?

You should report to the director immediately.
SHOULD BOB REPORT TO THE DIRECTOR IIVIMEDIATELY?
Mary must hand in her composition today.
MUST BOB HAND IN HIS COMPOSITION TODAY?

. John may go to the movie.

should take another course in English.
I
.

. He might forget his books.

Our professor will answer the letter in the morning.
.

. He will answer my question tomorrow.

i-lolomI~1G>U'I>J>w|_oII

. We should pay our fees now.

. can send the package later.
I

. You could have forgotten the letter.

. He could see the traffic light in the dark.
. He must answer the letter today.
r-IDI

. might go to Detroit tomorrow.

I
 LESSON XX 195

12. We could go to the late show.

13. They must return the application blank next week.
14. They might find an apartment on Ann Street.
15. He would like to have a conference.
16. I can understand it.
17. We may turn the television on.
18. You can come tomorrow.
19. You can do the paper tomorrow.
20. You may use the telephone.

EXERCISE (To review the use of CAN, MIGHT, WILL, MAY, MUST,
11.
SHOULD.) Listen to the situation statements. Produce statements with
MIGHT, CAN, etc., which are suitable to these situations.

A. (To review MIGHT.) Listen to the statement about John and make a
related statement which shows that John is undecided or that some action
is possible. Use MIGHT and the Class 2 word which is given. For ex
ample:

John wants to go to the play, but he is undecided. go

HE MIGHT GO TO THE PLAY.
John is thinking of buying a car. buy
HE MIGHT BUY A CAR.

. John is planning trip to San Francisco. go

a

John is waiting fora letter. get

John is working for degree. get
a
.

John wants to eat breakfast. go

®4OiU'l|§OOl\')II.

. John has a toothache. go

. John drives very carelessly in his car. have
. John is homesick. What can he do? talk
John is looking for an apartment. find

B. (To review CAN.) Listen to the following situations about Tom. Pro
duce a related statement. Show what he is able to do. Use CAN plus the
Class word which is given. For example:
2

Tom is a good musician. play

HE CAN PLAY THE PIANO.
Tom has no time to see you today. see
HE CAN SEE YOU TOMORROW.

1. Tom has good memory. memorize

a

Tom does not need the book today. wait

2.

3. Tom has many hobbies. sing, dance, and paint

4. Tom has no one to go with him. go
5. Tom is looking for a copy of Moby Dick. get
6. Tom wants to talk to you. talk
7. Tom is not doing anything this afternoon. go
Tom understands English very well. speak
8.
196 SENTENCE PATTERNS

C. (To review SHOULD.) Listen to the situation about Bob.

Indicate
what Bob has the obligation to do in this situation. Use SHOULD and
the Class 2 word which is given. For example:

Bob has low grades. study

HE SHOULD STUDY HARDER.
Bob is wanted by the director. report
HE SHOULD REPORT TO THE DIRECTOR.

. Bob is sick. see

Bob is tired from playing ball. rest
. Bob lost all of his money. borrow
. Bob is sleepy in class. sleep
. Bob writes home only once a month. write
Bob has poor pronunciation. practice
Bob comes to class late every day. come
Bob has owed John five dollars for the last two years. pay

D. (To review MUST.) Listen to the situation about Fred. Make a

judgement and tell what he is required to do. Use MUST and the Class
2 word which is given. For example:
Fred is late for his class. hurry
HE MUST HURRY.
Fred wants to study engineering. take
HE MUST TAKE COURSES IN MATH.

1. Fred is using Mary’s book and she needs it. return

2. Fred refuses to take the medicine which the doctor gave him. take
3. Fred lost his eyeglasses and he can’t see. get
4. Fred has a composition to write. hand in
5. Fred has not studied today. work
6. Fred has not paid his tuition yet. pay
7. Fred found John’s wallet. return
8. Fred is going to attend summer school. Registration is tomorrow.
register

E. (To review MAY.) Listen to the situation. Make a statement about

Paul which indicates that he has or has not permission. Use MAY and
the Class 2 word which is given. For example:

Paul has permission to be absent. be

HE MAY BE ABSENT.
Paul asked to use the laboratory. He was refused. use
HE MAY NOT USE THE LABORATORY.
 LESSON XX 197

. Paul asked director for vacation. The director said no. have
the

a
Paul asked television set. use
to use the
. The landlady has given Paul permission to use her phone. use
Paul was forbidden to drink coffee by the doctor. drink
®§U3U‘lr§(»DI\'JbI4

. Paul has received permission to visit Canada. visit

The government refused to give Paul driver’s license. drive

a
. Paul is allowed to take sixteen hours this semester. take
. Paul is not allowed to take Spanish. take

F. (To review WILL.) Listen to the situations about Mary. Indicate

what Mary is or is not going to do. Use WILL and the Class word

2
which is given. For example:

Mary is standing in the rain. get

SHE WILL GET WET.
Mary missed the grammar class today. know
SHE WON’T KNOW HER LESSON TOMORROW.

Mary canceled her trip to England. take

.

. Mary has book to give you tomorrow. give

a

. Mary has decided to take vacation in Mexico. take

a
@-70'>U'l>POOl\'J)I

. Mary has promised to write when she arrives in France. write

. Mary is writing composition. finish
a

. Mary is angry at Jane. speak

. Mary got the letter yesterday. reply
. Mary has chosen too many courses. find

EXERCISE 12. (To review the contrast between WANT TO FIND, etc.,
I

and CAN FIND, etc.) Substitute the following words. Do not use TO
I

after MUST, CAN, SHOULD, etc. For example:

want to see the director.

I

must MUST SEE THE DIRECTOR.

I I I

have HAVE TO SEE THE DIRECTOR.

speak HAVE TO SPEAK TO THE DIRECTOR

may 11 won’t
4. 3. 2. 1.

want 12 should
could 13 can’t
had 14. intend
5. should 15 may
will 16. wish
6.

7. need 17 might
8. am going to 18 find
9. visit 19 must
10. must 20. intend
21 can
198 SENTENCE PATTERNS

22. should 26. can 30. will

23. won’t 27. should 31. expect
24. have 28. am going to 32. wish
25. report 29. want

EXERCISE 13.(To review Class 2 words + UP, ON, OFF, etc.) Listen
to the statements. Repeat the statements and use substitute words like
HIM, IT, THEM, etc. For example:
I woke up John at ten this morning.
I WOKE HIM UP AT TEN THIS MORNING.
I put my hat on.
I PUT IT ON.
I got out of the boat.
I GOT OUT OF IT.

1. I picked up my books. 7. I walked over to the drugstore.

2. I took my hat off. 8. I called up John.
3. I paid up my debts. 9. I jumped out of bed.
4. I found out about the lesson. 10. I jumped into bed.
5. I turned the alarm off. 11. I sat down by the man.
6. I turned the radio on. 12. I ran into John.

EXERCISE 14. (To review short answers to questions.) Answer the

questions with a short answer. You may make your answers affirmative
or negative. For example:
Can you read his writing?
NO, I CAN’T.
Whose book is this?
MINE.
Is there going to be a concert tonight?
NO, THERE ISN'T.

. Will John go by train?

Have you forgotten about the play?
.

. May we use your telephone?

. Did he ask you about it?
.®~'lOU1a§O0l\7II

Why is John here tonight?

.

. How did you get to Ann Arbor?

. Is he a member of the club?
Could you find his address?
9. Is California?
far to
it

10. Would you like to go on a picnic today?

11. Whose pencil is this?
12. Might they come for the meeting?
13. Why did Mary go to the bookstore?
_

14. Should he make an appointment with the doctor?

15. Has she been studying Lesson Six?
16. Do you want to study in the library?
17. Had you gotten the news before you left?
18. Can Mary play the piano?
19. Are there any mountains in this area?
20. How are you traveling to New York City?
 LESSON XX 199

EXERCISE 15. (To review statements with IT’S.) Answer the following
questions with IT’S or IT. For example:
Who is at the door? IT’S JOHN,

it
What do you think of the movie? IT’S TERRIBLE.
Why are you waiting? IT’S TOO EARLY TO GO TO
THE PLAY.
Why didn’t you go to the restaurant? IT WASN’T OPEN.

What time is it?

.

How far is to Detroit?

it
.

. What is the weather like today?

. What was the weather like yesterday?

®-1O5UI|I>O0NII

What month is it?

.

What day is it?

.

. What do you think of the English course?

. Why do you practice so much?

. What year is it?
9

10 Who is talking to Professor Small?

.

11 . How is your cold?

12. When is the program?

EXERCISE (To review statements with THERE IS, ARE.) Answer

16.
the questions with THERE IS or THERE ARE. Use the words which are
given after the questions. For example:
Whereis there gasoline station? Baker Street
a

THERE’S ONE ON BAKER STREET.

Where can find telephone? room
a
I

THERE’S ONE IN THE NEXT ROOM.

Do you have any matches? table
THERE ARE SOME ON THE TABLE.

Where is there a drugstore? Greenwood Street

.

. Where can buy some bananas? grocery store

I I I

Where can find some soap? drugstore

®~TO>O'l|l>b0l\7II

Where can find a mechanic? garage

Do you see any pencils? desk
Where can find room? hotel
a
I

Where could buy candy bar? candy counter

a
I

Where can get some aspirin? drugstore

I

Do you have cigarette? table

a
9

10 Where can we see good play? New York

a

11 Where are some apples? refrigerator

12 Where can we get some good ice cream? drugstore

EXERCISE 17. (To review included statements after KNOW, BELIEVE,

REMEMBER, etc.) Listen to the statement and the Class word which
2

follows it. Include the Class word and the statement in another state
2

ment. For example:

200 SENTENCE PATTERNS

John is a good student. know

I KNOW THAT JOHN IS A GOOD STUDENT.
Mary wore a green hat to the tea. remember
I REMEMBER THAT MARY WORE A GREEN HAT TO THE TEA.
He has a cold. suspect
I SUSPECT THAT HE HAS A COLD.

. John went to Canada by train. wrote

. They are going to be married. heard
. There is no course in statistics next semester. found
Professor Giffels will not be here today. presume
®-'|O’lIr>€.Ol\7l—*
.

. The New York Yankees will win the pennant. predict

. Nobody can survive at that altitude. said
There will be no war. believe
.

. The teacher assigned new lesson. forgot

a

9. We had bought the shirt the day before. explained

10. Jane was selected for scholarship. learned
a

11. The library is open on Sundays. discovered

12. Tom has taken job in Venezuela. understand
a

EXERCISE 18. (To review included statements as modifiers of Class

1
words.) Listen to the statements. Combine the statements using the
words WHO, WHICH, or THAT. For example:

The book is here. want it.

I

THE BOOK WHICH WANT IS HERE.

I

John is good student. He works hard.

a

JOHN IS GOOD STUDENT WHO WORKS HARD.

A

The math teacher is my friend. John visited him.

THE MATH TEACHER THAT JOHN VISITED IS MY FRIEND.
The math teacher is my friend. He visited John.
THE MATH TEACHER THAT VISITED JOHN IS MY FRIEND.

We saw it in the book. Jim found the book.

.

Paul met the new student. We know the student.

My friend teaches English. He is visiting Italy.
Ib~'lO>~'J1J>w[\AII .

. We know the man. John met him yesterday.

. We know the man. He talked to John yesterday.
. The professor knows my mother. He teaches Spanish.
Fred has the camera. We found it.
.

. We returned the book. John wanted it.

The secretary wrote me letter. John knows him.
9.

10. The secretary wrote me a letter. He knows John.

11. She talked with professor. He praised Jim.
a a

12. She talked with professor. Jim praised him.

EXERCISE 19. (To review included statements introduced by the words

WHAT, WHERE, WHY, WHEN, HOW MUCH, WHO.) Listen to the state
ment about John. Indicate that you know the information. Use KNOW
I

plus an included statement introduced by WHAT, WHERE, etc. For ex

ample:
 LESSON XX 201

John studies in the morning.

KNOW WHEN JOHN STUDIES.

I
John studies algebra and physics.
KNOW WHAT JOHN STUDIES.
I
John is talking to Fred.
KNOW WHOM JOHN IS TALKING TO.
I

Professor Smith met John.

KNOW WHO MET JOHN.
I

John works for a living.

KNOW WHY JOHN WORKS.
I

. John reads novels and plays.

. John works in the factory.
. Mary saw John.
W-‘|O>U'II§OOl\3FI'

. John reads for pleasure.

. John is acquainted with Professor Pilar.
. John earns $100 week.
a

. John met Miss Willy.

. Miss Brown introduced John.
. John paid fifty dollars for his suit.
9

10 . John is going to Florida.

11 . John takes a walk in the evening.
12 . Bill forgot about John.
13 . John is going to buy hat and pair of shoes.
a

14 John might come this afternoon.

.

15 . Fred went with John.

16 . John is studying to become librarian.
a

17 . John has forgotten about Bill.

18 Mr. Brenner spoke to John.
.

19 . John spoke to Mr. Brenner.

20 . Paul is John’s friend.

EXERCISE 20. (To review the receiver of the action as subject.) Listen
to the statements. Make the word which receives the action the subject
of a similar statement. Use form of BE in each statement. For ex
a

ample:
The director wants John immediately.
JOHN IS WANTED IMMEDIATELY.
saw the book on the table.
I

THE BOOK WAS SEEN ON THE TABLE.

They took him to the hospital.
HE WAS TAKEN TO THE HOSPITAL.

returned the books yesterday.

I
.

The police examined the car.

o>U'~I=~ooI\II»

. The doctor examined Fred thoroughly.

. We warned Paul not to go swimming.
He improved his pronunciation lot this week.
a

.
found my hat under the table.
I
202 SENTENCE PATTERNS

They are inspecting the building now.

®-'l
We must pay the bill at once.
We took a picture of John and Mary.
9.
10. John and Mary took a picture of me.
11. They promised the book to us yesterday.
12. We ate for breakfast.

it
EX ERCISE 21. (To review the -ING and -ED/-EN forms as modifiers

)
Listen to the statements. Produce related statements with -ING and
-ED/-EN forms after BE. One student produces an -ING form and an
oth er student the -ED/-EN form. For example:

John amuses us.

JOHN IS AMUSING.
WE ARE AMUSED.
They entertained us.
THEY WERE ENTERTAINING.
WE WERE ENTERTAINED.
The newspaper convinced Mary.
THE NEWSPAPER WAS CONVINCING.
MARY WAS CONV INC ED.

They deceived us.

.

. The book inspired him.

. She charmed the audience.
00~1o'>U'Il>wm|>I

. The program gratified us.

. John displeases his teacher.
. The long walk discouraged me.
. The exam is going to frighten the students.
. The movie disgusted us.
The examination frustrated Paul.
9 .

10 . The lecture convinced us.

11 . The accident depressed everybody.
12 . The play interests the critic.

EXERCISE 22. (To review Class constructions with HAVE, HAD and
2

to contrast them with other constructions.) Answer the following ques

tio ns. Use the Class constructions indicated in the question For
2

example:

What have you been doing lately?

I’VE BEEN TAKING COURSE IN MATH.
A

What does he have in his hand?

HE HAS COIN IN HIS HAND.
A

What had you been working on when came?

I

HAD BEEN WORKING ON MY GRAMMAR LESSON

I

Where are you going?

.

. What have you been doing in your free time?

Ȣ-oeuv

. What have you done with your car?

. What are you going to do next summer?
 LESSON XX 203

. What did you do last summer?

. What have you done this summer?
@4050!
. When did you sell your car?
. What have you done with your book?
9. What have you been doing with your book?
10. What color pencil does John have?
11. What color pencil has he taken?
12. What had you bought before you came here?
13. What has John been forgetting?
14. What has John forgotten?

EXERCISE (To review HAVE

23. the -ED/-EN form.) Listen to the

+
statement. Add another statement with BUT . . . SINCE . . . Use
HAVEN’T, HASN’T plus the -ED/-EN form of the Class word that is

2
given after the statement. For example:

John is good student. study

a

JOHN IS GOOD STUDENT, BUT HE HASN’T STUDIED SINCE

A

NOVEMBER.
They work hard. complete
THEY WORK HARD, BUT THEY HAVEN’T COMPLETED AN
ASSIGNMENT SINCE TUESDAY.
They earn lot of money. buy
a

THEY EARN LOT OF MONEY, BUT THEY HAVEN’T BOUGHT

A

CAR SINCE 1950.

A

1. We know John. seen 7. My father is dentist. worked

a

2. We see John every day. talked They are fishing. caught

9. 8.

3. Mary wants to come. talked like boiled eggs. had

I

4. Fred has test. studied 10. He has a camera. taken

a

5. He bought a car. driven 11. He knows me. talked

6. They know the rules. observed 12. She has cold. taken
a

EXERCISE 24. (To review HAVE BEEN + the -ING form.) Listen to the
statement. Add another statement with AND . . . LATELY which tells
related information. Use HAVE BEEN plus the -ING form of the Class
word which is given. For example:
2

John is a good student. study

JOHN IS GOOD STUDENT AND HE HAS BEEN STUDYING HARD
A

LATELY.
They work hard. complete
THEY WORK HARD AND THEY HAVE BEEN COMPLETING THEIR
WORK LATELY.
They earn lot of money. buy
a

THEY EARN LOT OF MONEY AND THEY HAVE BEEN BUYING

A

LOT OF CLOTHES LATELY.

A

(Continue with the items of Exercise 23.)

204 SENTENCE PATTERNS

EXERCISE 25. (To review HAD + the -ED/-EN form of a Class 2 word.)
Listen to the statements in past time. Repeat the statements and add
other statements which express an action which occurred previously.
Us e AFTER . . . HAD + the -ED/-EN form of the Class 2 word which is
given. For example:
He recovered. get
HE RECOVERED AFTER HE HAD GOTTEN SICK.
He waited. miss
HE WAITED AFTER HE HAD MISSED THE BUS.
He answered. receive
HE ANSWERED AFTER HE HAD RECEIVED THE LETTER.

. She cried. hear 7. We rested. watch

He protested. see We talked. hear

9. 8.
O':Ul>!=~wl\ArI\

. We left. report returned home. visit

I
. He slept. eat 10. Idressed. sleep
. He went to bed. study 1 11. They replied. get
. They celebrated. win 12. She telephoned. arrive

EXERCISE 26. (To review HAD BEEN + the ING form of a Class word.)

2
Listen to the two events. Give the two events in a single statement. Use
HAD BEEN the -ING form to indicate the action in progress before the
+

second event took place. For example:

was studying.John came.
I

HAD BEEN STUDYING BEFORE JOHN CAME.

I

was studying. took a walk.

I

HAD BEEN STUDYING BEFORE TOOK WALK.

A
I
I

He was reading. Mary telephoned.

HE HAD BEEN READING BEFORE MARY TELEPHONED.

. We were talking. They arrived.

. Mary was working. She left town.
We were eating. He telephoned.
They were talking. The concert began.
®4OI>bOOl\')II .

He was smoking. The program began.

. We were walking. We went to the drugstore.
was eating. telephoned John.
I

The man was singing. The police arrived.

was writing a letter. John called.
9
I

10 They were eating. We knocked on the door.

.

11 She was reading. She called up Jane.

12 was walking. started to rain.
It
I
I
 Lesson XXI
1. HE MAKES THEM PRACTICE.
[Certain Class 2 + Class 1 + Class 2,

2. IWISH (THAT) YOU SPOKE ENGLISH.

[WISH (THAT) + statement pattern]

3. I KNOW HOW TO SPEAK ENGLISH.

[Class 2 + HOW, WHERE, ETC., + TO + Class 2]

10 Key example: The teacher wants the students to learn English.

HE MAKES THEM PRACTICE every day.

Observe the words after LET, HAD, MADE, etc.

Previous pattern (Lesson XIII):
I permitted the students to read the newspapers
I wanted them to understand the news.
I told them to read the editorial.

New pattern:

I LET THEM READ the newspapers

| I HAD THEM READ the news
I MADE THEM BUY the papers
I HEARD THEM DISCUSS the editorial.

COMMENT

Do not use TO after the Class 2 words HAVE, LET, MAKE, SEE, HEAR,
WATCH, FEEL, OBSERVE in this pattern. It

ILLUSTRATIVE EXAMPLES WITH “TO”

Some friends ASKED ME TO GO to Florida.

They INVITED ME TO GO with them.
They PERSUADED ME TO ACCEPT their offer.
I would LIKE YOU TO GIVE me some
information.
But please PERMIT ME TO INTERRUPT you.
I don’t WANT YOU TO SPEND all your time
with me.
Did you TELL ME TO READ some books about
Florida?
Or did you TELL ME not TO READ any books?
The other
students CHOSE ME TO REPRESENT my class in the
program.
They URGED ME TO MAKE a speech about
Florida.
They also GOT ME TO STUDY the Spanish in
fluence there.

*You will hear HELP both with and without TO: “I HELPED THEM TO
UNDERSTAND the editorial” or “I HELPED THEM UNDERSTAND the editorial "
205
 206 SENTENCE PATTERNS

ILLUSTRATIVE EXAMPLES WITHOUT “TO”

Please LET ME SPEAK about Florida.

We should HAVE THE STUDENTS LEARN their speeches.
Can you MAKE THEM APPRECIATE the value of good
pronunciation?
Can you FEEL YOUR TONGUE MOVE when you pronounce
and [u] rapidly?

[i]
can’t HEAR YOU PRONOUNCE them.
I I

can’t SEE YOUR LIPS MOVE.

WATCH MY LIPS MOVE when pronounce

I
and [u] rapidly.

[i]
PRACTICE

EXERCISE 1.1. (To review the pattern with TO.) Substitute the follow
ing words. For example:
Did Mr. Taylor ask you to go to Florida?
persuade DID MR. TAYLOR PERSUADE YOU TO GO TO FLORIDA?
urge DID MR. TAYLOR URGE YOU TO GO TO FLORIDA?
advise 4. permit
1.

2. tell 5. invite
order want
3.

6.

Continue the exercise with this statement pattern:

He advised me to go to Florida.
told HE TOLD ME TO GO TO FLORIDA.
7. expected 10. persuaded
8. got 11. urged
9. asked 12. wanted

Continue with this negative pattern:

You should advise John not to drive the car to Florida.

urge YOU SHOULD URGE JOHN NOT TO DRIVE THE CAR TO
FLORIDA.
13. tell 16. order
14. persuade 17. get
15. ask

EXERCISE 1.2 (To practice the pattern without TO.) Substitute the fol
lowing words. For example:
Will the doctor let you take the plane?

see WILL THE DOCTOR SEE YOU TAKE THE PLANE?

have WILL THE DOCTOR HAVE YOU TAKE THE PLANE?
1. make 4. let
2. watch 5. see
3. observe have
6.
 LESSON XXI 207

Continue with this statement pattern:

I’m going to have her call the airport.

let I‘M GOING TO LET HER CALL THE AIRPORT.
7. hear 10. observe
8. watch 11. have
9. make 12. let
Continue with this negative pattern:

He didn’t have us talk about our vacation.

make HE DIDN’T MAKE US TALK ABOUT OUR VACATION.
13. let 16. see
14. hear 17. have
15. observe 18. make

EXERCISE 1.3. (To contrast Class 2 words with TO and those without
TO.) Substitute the following words. Do not use TO after LET, HAVE
WATCH, MAKE, etc. For example:
The doctor persuaded me to buy a car.
made THE DOCTOR MADE ME BUY A CAR.
wanted THE DOCTOR WANTED ME TO BUY A CAR.
sell THE DOCTOR WANTED ME TO SELL MY CAR.
1. told 8. saw 16. observed
2. watched 9. let 17. wreck
3. made 10. got 18. saw
4. asked ll. repair 19. forbid
5. urged 12. persuaded 20. heard
6. wash 13. saw 21. watched
7. wanted 14. heard 22. drive
15. advised

EXERCISE 1.4. (To force a choice in the use of the pattern with TO and
without TO.) Suppose that you have planned a comprehensive program
or seminar on life and people in the United States. Suppose also that you
have included such topics as, for example, vacations, geography, travel
and transportation, business, politics, history, co—operation, conflicts,
racial discrimination, religious differences, racial harmony, spring and
winter, music, folk songs. You may say, for example:
I asked one person to speak about vacations.

had I HAD ANOTHER SPEAK ABOUT GEOGRAPHY.

invited I INVITED ANOTHER TO SPEAK ABOUT TRAVEL.
let I LET ANOTHER SPEAK ABOUT BUSINESS.
Continue, adding different topics:
 208 SENTENCE PATTERNS

1. asked 6. made 1l. wanted 15. had

2. had 7. got 12. told 16. permitted
3. invited 8. expected 13. observed 17. let
4. let 9. heard 14. advised 18. made
5. persuaded 10. watched

2. Key example: I WISH you SPOKE English perfectly NOW.

Observe WENT, WANTED, DIDN’T, COULD, WAS and the time expres
sions . Previous pattern (Lesson XVII) .

Ithink that some people go south every winter.

I suppose that they want to go every year.
I suppose they don’t like cold weather.
"I believe relatively few can go south every year.
I hope I can go south this year.
I think Professor is in Florida now.
Brown

Ni’ pattern:
I WISH that all people WENT south EVERY WINTER.‘
I WISH that they WANTED to stay here EVERY YEAR.
I WISH they DIDN'T like warm weather.
I WISH all people COULD go south EVERY YEAR.
I WISH I COULD go south THIS YEAR.
I WISH I WAS in Florida NOW."

COMMENTS

(1) After WISH, use DIDN’T, COULD, and -ED forms of Class 2 words
like WANTED, WENT.
(2) Use time expressions like EVERY YEAR, THIS YEAR, NOW. Don’t
use past-time expressions like YESTERDAY.

ILLUSTRATIVE EXAMPLES

I know that languages are complex. (Lesson XVII)

I wish that languages WERE simple. (Lesson XXI)

I think we have highly trained teachers now.

I wish all schools HAD highly trained teachers now.
I heard that many teachers have to accept additional jobs.
I wish that teachers never HAD to accept additional jobs.

I learned that some teachers get $6,000 a year.

I wish that all teachers GOT $6,000 a year
*You will frequently hear WOULD after WISH. “I wish all people WOULD GO
south every winter” is similar in meaning to “I wish all people WENT south every
winter.”
"You will also hear “I wish IWERE in Florida now." After WISH. the form
WERE is sometimes used with words like I, HE, SHE, IT, THE TEACHER, JOHN.
 LESSON XXI 209

I discovered almost all

teachers begin with $3,000 or less.
I wish every teacher in
the country BEGAN with $4,000.
I believe that many uni
versity teachers receive less.
I wish that all university
teachers RECEIVED more.
I understand it is necessary to have $5,000 a year
for an average standard of living
here.
I wish it WAS not necessary to have so much
money.
I think I can go from New York to Detroit by
'
plane for $30.
I wish I COULD go for less.

PRACTICE

EXERCISE 2.1. (To practice the pattern after WISH.) Substitute WISH
and make the entire statement affirmative. For example:

I don’t think Dr. Jones is in his office now.

IWISH HE WAS IN HIS OFFICE NOW.
I don’t believe Paul can drive a car.
I WISH HE COULD DRIVE A CAR.
I know Juan doesn’t speak English.
I WISH HE SPOKE ENGLISH.
1. I don’t suppose George can speak Spanish.
2. I don’t think Professor Brown’s lectures are interesting.
3. I don’t believe this store sells shoes.
4. I discovered that these children don’t go to school.
5. I heard that Mr. Smith doesn’t get along with his wife.
6. I understand that John isn’t coming to class today.
Continue the exercise, and make the statement after WISH negative. For
example:
I think it’s going to rain today.
I WISH IT WASN’T GOING TO RAIN TODAY.
I heard that Mr. Jones is sick.
®-1-1'|

I think he has pneumonia.

9. I just remembered that I have to go to class now.
10. I just discovered that there is going to be an examination tomorrow
11. I understand that Mr. Peterson works at night.
12. I know it is necessary to practice every day.

Continue the exercise and use an opposite describing word. For example:
think this pattern is difficult.
I

WISH IT WAS EASY.

I
 210 SENTENCE PATTERNS

13 I heard that classes begin early.

14 I believe that Mrs. Smith is sick.
15 I understand that the streets in the city are narrow.
16 I discovered that Professor Jones speaks fast.
17 I think that John’s father is old and weak.
18 I imagine that Mary feels sad.

EXERCISE 2.2. FOR ADVANCED STUDENTS. (To practice the pattern

with WISH in a variety of situations.) This is a conversation exercise.
Listen to the statements which present an undesirable situation. Ex
press a more desirable situation with WISH. Use such vocabulary items
as “co-operation,” “beauty,” “justice,” “peace,” “happiness,”
“harmony,” “benefits,” etc. For example: _

Some people speak only about religious differences.

I KNOW. I WISH THEY SPOKE ABOUT RELIGIOUS HARMONY TOO.
They are interested only in finding examples of racial discrimination.
I KNOW. I WISH THEY WERE INTERESTED IN RACIAL HARMONY
TOO.
A reporter I know writes only articles about crime and hate.
KNOW. WISH HE WROTE ABOUT LOVE AND FRIENDSHIP TOO.
I
I

Newspapers emphasize disagreements.

Many people are interested only in conflict.
My friend usually speaks about the bad aspects of politics.
4G5U'I|-I>OOl\7II

Some reporters write only about the difficulties in family life.

Some people are concerned only with the dangers of scientific study.
The book read describes only the geography of the country.
I

Mr. Mumford emphasizes the coldness of the United Nations build

ing.
The book read emphasizes the conflict between capital and labor.
9. 8

recent magazine article emphasizes social injustice in this

A

country.
10 Some tourists are concerned only with the cold statistics of a
country.
11 Other tourists want to know only the unusual customs of a small
group of people.
12 Some movies try to describe only war, fear, conflict, and un
happiness.

3o Key example: KNOW HOW TO SPEAK English.

I

Observe the position of WHERE TO GO, etc

Previous patterns
knew the lesson ' (Lesson II)
[I I

told them the story. (Lesson VII)

I
I
 LESSON XXI 211

New pattern:
I know WHERE TO GO.
I know WHAT TO DO.
I know HOW TO USE all of the patterns.
I told them WHERE TO GO.
I told them WHAT TO DO.
I told them HOW TO FIND the store.

COMMENT

Use WHERE TO GO, WHAT TO DO, etc., in object position ( the position
of Class 1 words like THE LESSON and THE STORY in this pattern).

ILLUSTRATIVE EXAMPLES

I learned HOW TO BUY clothes.

I knew WHERE TO BUY them.
I decided WHAT TO BUY.
I can tell you WHERE TO BUY clothes.
I won’t advise you WHAT TO BUY.
Please advise me WHEN TO GO to Canada.
Also advise me HOW LONG TO STAY there.
I don’t know HOW FAR TO GO.
I don’t know WHO(M) TO ASK to go with me.
I can’t decide WHICH PROVINCES TO VISIT.
Will you advise me WHICH TO VISIT?
Can you tell me HOW MUCH MONEY TO TAKE?
Also tell me HOW OFTEN TO SEE the immigration
service.

PRACTICE

EXERCISE 3.1. (To practice constructions like WHERE TO GO.) Sub

stitute the following words. For example:

I know where to go.

how I KNOW HOW TO GO.
how far I KNOW HOW FAR TO GO.
1 how often 10 where 19. what
2. to practice 11 do you know 20. who
3 when 12. which cities 21 did you tell them
4 what 13 what 22. to take
5 how much 14 to buy 23 how many students
6. I don’t know 15 how much paper 24 what
7 how long 16. please tell me 25 to do
8. to visit 17 which books 26. not to do
9. who 18 to look at 27 not to read

EXERCISE 3.2. (To practice constructions like WHERE TO GO in a con

versational situation.) This is a conversation exercise. Listen to the
questions and give answers with I TOLD HIM + WHERE TO, HOW TO,
etc., + Class 2. For example:
212 SENTENCE PATTERNS

Do you think Bill will plates for the picnic?

buy enought
I THINK HE WILL. I TOLD HIM HOW MANY TO BUY.
Do you think your friend will come at the right time?
I THINK HE WILL. I TOLD HIM WHEN TO COME.
Do you think he will take the right plane?
I THINK HE WILL. I TOLD HIM WHICH PLANE TO TAKE.
. Do you think he will meet us at the correct place?
Do you think he will pronounce the word correctly?
. Do you think he will buy enough clothes?
. Do you think he will find the restaurant?
. Do you think he will come at the right time?
Do you think he will choose the correct answer?
. Do you think he will take enough money?
. Do you think he will speak at the right time?
9. Do you think he will give the money to the right man?
10. Do you think he will bring the right books?
11. Do you think he will send the letter to the right address?
12. Do you think he will do the work we want him to?

KEY EXAMPLES OF LESSON XXI

1. The teacher wants the students to learn English. He MAKES THEM

PRACTICE every day.
2. I WISH you SPOKE English perfectly NOW.
3. I KNOW HOW TO SPEAK English.
 Lesson XXII

1. SHOULD HAVE PRACTICED

[SHOULD, coon), MIGHT, MUST + HAVE + the -ED/-EN form of
Class 2 words]
2. SHOULD HAVE BEEN PRACTICING
[SHOULD, COULD, MIGHT, MUST + HAVE BEEN + the -ING form
of Class 2 words]
3. YES, I SHOULD HAVE.
[Short answers and connected statements with these patterns]
4. I WISH (THAT) WE HAD PRACTICED YESTERDAY.
[WISH (THAT) + statement pattern with past-time expression]

1. Key example: practice Lesson XXI last night,

We didn’t but we
SHOULD HAVE PRACTICED IT.

Observe the patterns with SHOULD, COULD, etc., with time expressions
like YESTERDAY, LAST NIGHT.
Previous pattern (Lesson XI):
We should practice English today.

New pattern:

We SHOULD HAVE
PRACTICED English YESTERDAY.
We COULD HAVE STUDIED for three hours LAST NIGHT.
John MIGHT HAVE BEEN at the library YESTERDAY?
The students MUST HAVE WRITTEN that exercise LAST WEEK, I

COMMENTS

(1) With past time expressions (YESTERDAY, LAST NIGHT, etc.), use
SHOULD, COULD, MIGHT, MUST followed by HAVE PRACTICED,
HAVE WRITTEN, HAVE BEEN, etc. Never use “had” with “should, 77

etc.
(2) The usual pronunciations in conversation are [sfidev] for SHOULD
HAVE, [kfidev] for COULD HAVE, [maitev] for MIGHT HAVE,
[mestev] for MUST HAVE.

ILLUSTRATIVE EXAMPLES

The doctor didn’t work in his office yesterday, but it was possible for him
to work there. He COULD HAVE WORKED there yesterday.

*You will also hear “John MAY HAVE BEEN at the library yesterday." The
meanings of MIGHT and MAY are similar in this pattern.

213
214 SENTENCE PATTERNS

Note: The meaning indicated by COULD in this pattern is usually

“possibility in a situation.” COULD without HAVE is fre
quently used to stress “ability”: “Paul could work hard
when he was a young man, but he can’t work hard now.”

The doctor had the obligation to return from his vacation yesterday, but
he didn’t return. He SHOULD HAVE RETURNED YESTERDAY.
He planned to come by train, but when the train arrived he wasn’t on it.
I think he missed the train. He MUST HAVE MISSED the train.
Note: The meaning indicated by MUST in this pattern is “supposi
tion” or “deduction” by the speaker. In order to express
“necessity” with past-time expressions, use HAD TO as in
Lesson XIII.
He probably wasn’t in his office last week, but there is a chance that he
was. He MIGHT HAVE BEEN there last week.
We SHOULD HAVE GONE to the library last night, but we didn’t.
John COULD HAVE FINISHED his work yesterday, but he didn’t.
Mary MIGHT HAVE FINISHED her Work last night, but I don’t think she
did.
I saw the doctor's car in front of her house. She MUST HAVE BEEN sick
SHOULD Paul HAVE GONE to Detroit yesterday?
What SHOULD he HAVE DONE?
He SHOULD HAVE CLEANED his room and WORKED in the garden.
He MIGHT NOT HAVE HAD to work this morning.
When COULD he HAVE STUDIED?
He COULDN’T HAVE STUDIED last night.

PRACTICE

EXERCISE 1.1. (To practice the form of this pattern and to contrast it
with the pattern with present and future time expressions.) Substitute
the following words. For example:

They could have gone to the library last night.

might THEY MIGHT HAVE GONE TO THE LIBRARY LAST NIGHT.
tonight THEY MIGHT GO TO THE LIBRARY TONIGHT.
should THEY SHOULD GO TO THE LIBRARY TONIGHT.
yesterday THEY SHOULD HAVE GONE TO THE LIBRARY YESTERDAY.
1. must 7. last week 13. now
2. could 8. might not 14. last night
3. might 9. been here 15. should they
4. seen the movie 10. must not 16. could they
5. tomorrow 11. couldn't 17. might they
6. should 12. shouldn’t 18. gone to the library

EXERCISE 1.2. (To use MUST in this pattern.) Listen to the sentences
which describe a situation. Use MUST HAVE + PRACTICED, LOST, etc.,
in order to express your impression. For example:
 LESSON XXII 215

Your friend speaks English very well.

HE MUST HAVE PRACTICED A LOT LAST MONTH.
He can’t find his pen.
HE MUST HAVE LOST IT IN THE PARK YESTERDAY.
He came to class a half hour late.
HE MUST HAVE SLEPT TOO LATE THIS MORNING.
He missed the first class.
He has cut on his face.
a

He is tired of working.
He is bored with the movies.
®~'|OUl|§€aJN)l—l

He knew many things even when he was a boy.

never see his old car anymore. don’t know what he did with it.
I

I
He isn’t in his room. He is interested in finding an apartment.
He came home with some medicine last week.
He was smiling after he talked to Mary.
9

10 never see him with Betty any more.

I

11 He was very tired when he got home from the picnic.

12 He spoke English well when he came1 to the United States.

EXERCISE 1.3. (To use this pattern in situations.) Listen to the sentences
which describe situation. Form responses in this pattern with the sug
a

gested words. For example:

John didn’t study for his chemistry test. He failed it. should
HE SHOULD HAVE STUDIED.
Dr. Brown left Ann Arbor for Detroit in his car at 8:00 last night.
is possible to drive from Ann Arbor to Detroit in one hour. could.
It

HE COULD HAVE BEEN IN DETROIT AT 9:00.

Mary didn’t answer the phone when called her up last night. might
I

SHE MIGHT HAVE BEEN AT THE LIBRARY.

Joe didn’t take the medicine the doctor prescribed for him. should
1

2. The laboratory was open last night, but Mary didn’t practice there.
could
and Mrs. Smith weren’t home when called on them last night.
Mr.
3

might
George wasn’t in class yesterday. saw the doctor’s car in front
4

of his house. must

is possible that John bought new car. don’t know. might
It

Ralph had time to finish his work, but he didn’t finish it. could
IIIJOSOI

Paul didn’t shave before he went to class yesterday. should

The teacher returned our examinations this morning. When Betty
got hers, she began to cry. must
Mary hasn’t written to her parents for long time. She had time
<I

to write yesterday, but she didn’t. should

10. had an acceptance from Harvard University, but didn’t go there.
I
I

could
11 had an appointment with Mr. O’Conner in his office yesterday.
I

He didn’t come. might

12. Tom received letter this morning. After he looked at it, he went
a

to the bank. must

216 SENTENCE PATTERNS

EXERCISE 1.4. (To use this pattern in questions.) This is a conversa

tion exercise. Listen to the statements. Form questions with SHOULD,
COULD, or MIGHT. For example:
Ididn’t see the doctor in his office at 9:00. might
MIGHT HE HAVE ARRIVED LATER‘?
The doctor didn’t come to his office last Saturday. should
SHOULD HE HAVE COME?
I didn’t write any letters yesterday. could
COULD YOU HAVE WRITTEN SOME?
Plwaited here from 10:00 to 11:00 in order to see my friend, but he
I

didn’t arrive. might

expected him last Tuesday, but he didn’t come. could
I I

wasn’t able to send letter earlier. should

a
®~'lO>CI1aBC.Ol\'>

He didn’t finish his work last week. could

He didn’t go to the hospital for his operation yesterday. should
didn’t see him in his office this morning. might
I

He didn’t rest last week. could

didn’t write any letters last week. could
I

His wife wasn’t with him when saw him. might

9.

10. He didn’t do any work yesterday. could

11 He didn’t call up Mrs. Jones last night. should
12. didn’t ask him about his research when saw him. could
I

2. Key example: We SHOULD HAVE BEEN PRACTICING Lesson XXII

Observe the pattern with SHOULD, etc.

Previous pattern:
We should have practiced English last night.
New pattern:

We SHOULD HAVE BEEN PRACTICING English last night.

We COULD HAVE BEEN STUDYING grammar.
John MIGHT HAVE BEEN RESTING in his room.
He MUST HAVE BEEN THINKING about his examination.

COMMENT

After SHOULD, COULD, etc., use HAVE BEEN + the -ING form of
Class words to emphasize continuation of process during portion
a

a
2

of me in the past.
ti

ILLUSTRATIVE EXAMPLES

My friend was sitting in the doctor’s reception room. He wasn’t doing

anything when saw him. He COULD HAVE BEEN STUDYING for his
I

examination.
 LESSON XXH 217

Later I saw him in a restaurant. He was eating, but he hadn’t seen the
doctor yet. He SHOULD HAVE BEEN WAITING in the doctor’s office.
I was expecting to learn the new pattern in five minutes before I began
to practice it yesterday. I MIGHT HAVE BEEN EXPECTING too much.
I didn’t hear you speak to me last night. I MUST HAVE BEEN CONCEN
TRATING on my work.
SHOULD John HAVE BEEN LISTENING to the radio last night?
What SHOULD he HAVE BEEN DOING?
He SHOULDN’T HAVE BEEN PLAYING the radio.
He COULD HAVE BEEN DOING his algebra or PRACTICING his English.

PRACTICE

EXERCISE 2.1. (To practice SHOULD, etc., with HAVE BEEN + the -ING
form.) Listen to the situation sentences. Form responses in this pattern
with the suggested words. For example:
He wasn’t working in his office when I got there. should
HE SHOULD HAVE BEEN WORKING THERE.
He was sitting in his chair when I entered this morning. could
HE COULD HAVE BEEN WRITING LETTERS.
He has been studying for a long time. He has just collapsed. might
HE MIGHT HAVE BEEN STUDYING TOO HARD.
My friend was expecting a salary of $10,000 per year. No company
1.
has offered him that salary so far. might
2. I saw him while he was talking to Mr. Jones a short time ago. I
know he needs help. must
He didn’t answer when knocked on his door.
(.0

thought he wasn’t
I
I

in his room. might

He was sleeping while was writing letters. should
I

He wasn’t working in the garden when

~'|O'>Ulok

got there. should

I

He was listening to the radio when saw him last night. could
I

When came into his room, there were several open books on his
I

desk. must
knew he was home, but he didn’t answer the telephone. might
8
I

He has an examination today, but saw him at the movies last

9

night. should
10 He had pen in his hand when he came to the door. must
a

11 His hands were dirty when saw him. might

I

12 He was wearing his best suit when saw him last Sunday. must
I

EXERCISE 2.2. (To contrast the uses of SHOULD HAVE STUDIED, etc.,
and SHOULD HAVE BEEN STUDYING, etc.) Listen to the situation sen
tences. Form responses with the suggested word. You must choose
between the two patterns of this lesson. For example:

George has an examination today, but he didn’t study for last night.
it

should
HE SHOULD HAVE STUDIED.
Alice has an examination too, but she wasn’t studying when saw her
I

last night. should

SHE SHOULD HAVE BEEN STUDYING.
218 SENTENCE PATTERNS

George had enough money to buy some new shoes, but he didn’t buy
any. could
HE COULD HAVE BOUGHT SOME.
Alice could have read her new book last night, but she wasn’t reading
it when I went to her room. could
SHE COULD HAVE BEEN READING IT.

1 George received some money from his uncle, but he didn’t thank
him for it. should
2 He should have written to his uncle last night, but he wasn’t writing
when I went to his room. should
3 He was near the bank this morning, but he didn’t cash his check.
could
4 I know he has some money, but he wasn’t buying anything when I
saw him in the clothing store. could
5 Alice sometimes goes to her grandmother’s house on Saturday.
She wasn’t home when I called on her last Saturday. might
6 She often plays tennis on Sunday. She wasn’t home when I called
on her last Sunday. might
7 Alice is always tired after she plays tennis. She played tennis
yesterday. must
8 She always takes a nap when she is tired. She was tired yesterday
afternoon and she didn’t answer the phone. must
9 It was raining yesterday, but George wasn’t wearing a raincoat.
should.
10 I know he has a raincoat, but he didn’t wear it. could
11 Alice doesn’t always speak to people when she is thinking about
something. She didn’t answer me when I spoke to her this morn
ing. must 1

12. It is possible that she didn’t see me. I don’t know. might

3 Key example: Should you’ have practiced last night? Yes, we

SHOULD HAVE .

Observe the short answers and the connected statements.

Should I have practiced this pattern? Yes, you SHOULD HAVE.
Could John have studied last night? No, he COULDN 9T HAVE
Might he have been reading in his room? Yes, he MIGHT HAVE.
Could he have been studying very hard? [I
No, he COULDN’T HAVE
We didn’t study last night, but we COULD HAVE.
We went to the movies, but we SHOULDN’T HAVE

COMMENT

Use SHOULD HAVE, COULDN'T HAVE, etc., in short answers and in

this connected statement pattern.
 LESSON XXII 2 19

PRACTICE

EXERCISE 3.1. (To practice short answers like YES, YOU SHOULD
HAVE, and to review previous short answers.) Give short answers to
the following questions. Do not respond orally to the statements. For
example:

Should you have studied last night? YES, I SHOULD HAVE.

Might your friend have been sleeping when
you called? YES, HE MIGHT HAVE.
Have you read Shakespeare’s plays? No, IHAVEN’T.
He has been working in the garden. (No oral response.)
Should you have practiced last night?
Might your friend have been practicing in the lab?
Did he come to class yesterday?
®flG3U1i|>O3L\Dh-I

Could he have come to class?

Will you go to Detroit next week?
Have you gone to Detroit this month?
Should you have gone to Detroit yesterday?
You should have gone by train.
9. is necessary to study grammar.
It

10. Could you have learned English more quickly at home?

11 You should have been working harder this week.
12. Have you been practicing pronunciation this week?
13. Did you finish your work last night?
14 Could you have finished your work?
15 Should you have been working harder this week?
16 Will you remember this pattern tomorrow?
17 Do you think this pattern is difficult?
18. Could you have answered these questions correctly week ago?
a

EXERCISE 3.2. (To practice short forms with COULD HAVE, etc., in
connected statements.) Listen to the statements. Repeat the statement
and add connected statement with BUT and SHOULD, COULD, MIGHT,
a

MUST + HAVE. Use the pronunciations [sfidevl, sfidentev, maitev, mart

natev], etc. For example:
didn’t go.
I

DIDN’T GO, BUT COULD HAVE.

I

He forgot her birthday.

HE FORGOT HER BIRTHDAY, BUT HE SHOULDN’T HAVE.
thought that she drove the car.
I

THOUGHT THAT SHE DROVE THE CAR, BUT SHE MIGHT NOT
I

HAVE.
He doesn’t think that he fell asleep.
HE DOESN’T THINK THAT HE FELL ASLEEP, BUT HE MUST
HAVE.
thought that paid the bill.
1.
I I

2. hit him on the nose.

220 SENTENCE PATTERNS

. He didn’t play the piano tonight.

looks like he didn’t work hard.

It
.

The professor spoke rapidly.

9. .@40'>O'l|b0O
.

looks like he didn’t finish the composition.

It
.

didn’t open the door for her.

I
.

We thought he knew English.

He didn’t stop for the red light.
10. don’t think he paid me.
I

11. We stayed up all night.

12. seems that she didn’t see me.
It

4'. Key example: WISH we HAD PRACTICED Lesson XXI LAST

I

NIGHT.
Observe the Class expressions after WISH.
2

Observe the time expressions.

Previous pattern (Lesson XXI):

wish the doctors were here now.
I

New pattern:

WISH they HAD BEEN here LAST WEEK.

I I

WISH my friend HAD GONE to the doctor after the

accident!’
WISH he HAD RESTED LAST WEEK.
I I I I

WISHI HAD HAD enough time to visit him.

WISHI COULD HAVE VISITED him YESTERDAY.
WISH he COULD HAVE STAYED home LAST WEEK.

COMMENTS
(1) After WISH, use HAD VISITED, COULD HAVE VISITED, etc., with
_
past-time expressions like YESTERDAY, LAST WEEK.
(2) Do not use VISITED and COULD VISIT with past-time expressions
after WISH .

PRACTICE

EXERCISE 4.1. (To practice the pattern with past-time expressions

a

after WISH.) Substitute WISH, and make the entire statement affirmative
For example:
don’t think Dr. Jones was in his office yesterday.
I

WISH HE HAD BEEN IN HIS OFFICE YESTERDAY.

I

don’t believe Paul could drive car year ago.

A a
a
I

WISH HE COULD HAVE DRIVEN CAR YEAR AGO.

A
I

know Juan didn’t speak English last year.

I

WISH HE HAD SPOKEN ENGLISH LAST YEAR.

I

*You will sometimes hear WOULD HAVE after WISH. “I wish he WOULD
HAVE GONE to thedoctor” is similar in meaning to “l wish he HAD GONE to
the doctor.”
 LESSON XXII 22 1

don’t suppose Paul spoke Spanish year ago.

a
I I I I I I
don’t believe Professor Brown’s lecture was interesting yesterday

C7><.I'Inh¢nMIA
don’t think Mr. Smith worked in the garden last week.
learned that John didn’t come to class yesterday.
understand that Mr. Peterson didn’t sell his car.
heard that Mary didn’t eat dinner here last night.

Continue the exercise, and make the statement after WISH negative.
For example:
heard that Mrs. Smith was in the hospital last week.
I

WISH SHE HADN’T BEEN IN THE HOSPITAL LAST WEEK.

I

believe that Mrs. Smith was sick last week.

I I I I I I
®-'|

think she had bad cold.

a

just discovered that Jane broke her leg.

9.

10 understand that Mr. Black had to work at night last week.

11 heard that Mary failed her examination.
12. just discovered that Dr. White lost all of his money.

Continue the exercise, and use an opposite describing word. For example
think the lesson was difficult yesterday.
I

IWISH IT HAD BEEN EASY.

13 heard that the program began late.
I I I I I I

14 believe that Joe was sick last week.

15 imagine that Mary felt sad last night.
16. heard that the dinner was very bad last night.
17 think that the teacher spoke fast yesterday.
18. know that the lake was cold.

EXERCISE 4.2. (To practice WISH with variety of time expressions.)

a

Listen to the statements. Express your desire for an opposite situation

with WISH + a statement pattern. For example:

John isn’t happy now.

WISH HE WAS HAPPY NOW.
I

John wasn’t happy yesterday.

WISH HE HAD BEEN HAPPY YESTERDAY.
I

He doesn’t study hard.

WISH HE STUDIED HARD.
I

He didn’t study hard last week.

WISH HE HAD STUDIED HARD LAST WEEK.
I

He didn’t practice in the laboratory yesterday evening.

He didn’t finish his work last night.
He isn’t speaking English now.
He didn’t remember my name when he ran into me.
¢D®-'lO5Ulr§¢»Il\‘-iII4

He doesn’t know how to play tennis.

He can’t drive a car.
He didn’t make speech at the program last Friday.
a

He doesn’t have a lot of money this month.

He wasn’t in his room when called on him yesterday.
I
222 SENTENCE PATTERNS

10 He doesn’t like to ride a bicycle in the winter.

11 He doesn’t speak English perfectly.
12. He couldn’t find the restaurant last night.

KEY EXAMPLES OF LESSON XXII

1 We didn’t practice Lesson XXI last night, but we SHOULD HAVE

PRACTICED it.
2. We SHOULD HAVE BEEN PRACTICING Lesson XXII.
3 Should you have practiced last night?
YES, WE SHOULD HAVE.
4 I WISH we HAD PRACTICED LessonXXI LAST NIGHT.
 Lesson XXIII

1. I AM STUDYING BECAUSE I HAVE AN EXAMINATION.

[Sequences of statements connected with BECAUSE, ALTHOUGH,
IF, etc.]
2. BECAUSE or MY EXAMINATION
[BECAUSE or, IN SPITE or + Class 1]

1. Key example: I am studying BECAUSE I have an examination

this afternoon.

Observe the connecting words between statements.

Previous connecting words (Lesson XVI):

I like to study when the professor is here.
I like to study while the professor is here.
I like to study before the professor arrives.
I like to study until the professor arrives.
I like to study after the professor arrives.
New connecting words:

I like to study WHENEVER the professor is here.

I like to study IF the professor is here.
I like to study UNLESS the professor is here.
I like to study ALTHOUGH the professor is here.*
I like to study BECAUSE the professor is here.
I like to study WHETHER OR NOT the professor is here.

COMMENT

WHENEVER, IF, UNLESS, ALTHOUGH, BECAUSE, WHETHER OR NOT

connect statements. (See WHEN, BEFORE, etc., in Lesson XVI.)

ILLUSTRATIVE EXAMPLES

I never forget my umbrella when it rains. I take my umbrella WHEN

EVER it rains.
It was raining yesterday, but Mary didn’t have her umbrella. She forgot
her umbrella ALTHOUGH it was raining.
I took my umbrella BECAUSE it was raining.
It might rain this afternoon. I must take my umbrella IF it rains.
The sun was shining this morning, but Professor Taylor had his umbrel
la. He takes his umbrella WHETHER OR NOT it is raining.
I didn’t take my umbrella BECAUSE the sun was shining. I don’t take
my umbrella UNLESS IT RAINS.

*You will often hear “I like to study THOUGH the professor is here.” The
meaning is the same. Other connectives with similar meanings are EVEN
THOUGH, EVEN IF, and EVEN WHEN.
223
224 SENTENCE PATTERNS

Please call Mrs. Taylor WHEN the professor comes.

Do you want me to call her WHETHER OR NOT he comes?
No, don’t call her UNLESS he comes.
What shall I do IF he comes late?
Call her WHENEVER he arrives.

NOTE: Statements introduced by the connecting words are used in ques

tions and requests.

I like to study WHEN the professor is here.

WHEN the professor is here, I like to study.
go to New York IF it doesn’t cost too
I might
much.
IF it doesn't cost too much, I might go to New York.
I went to bed early last night BECAUSE I was tired
BECAUSE I was tired, I went to bed early last night.
NOTE: The statement introduced by WHEN, IF, BECAUSE, etc., may be
used before or after the other statement. The meaning is the
same. The difference is a matter of style.

I like WHETHER OR NOT the professor is here.

to study
I like WHETHER
to study the professor is here OR NOT.
He takes his umbrella WHETHER OR NOT it is raining.
He takes his umbrella WHETHER it is raining OR NOT.
NOTE: WHETHER is often separated from OR NOT. The meaning is
the same as in the unseparated pattern.

PRACTICE

EXERCISE 1.1. (To practice WHETHER OR NOT.) This is a conversa

tion exercise. Answer the questions, using WHETHER OR NOT. For
example:
Do you want to go to the picnic if it rains?
YES. I WANT TO GO WHETHER OR NOT IT RAINS.
Or YES. I WANT TO GO WHETHER IT RAINS OR NOT.
Do you usually go to the movies Friday night if you have to study?
YES. I USUALLY GO WHETHER OR NOT I HAVE TO STUDY.
Do you like to go to the movies when your friends go with you?
YES. I LIKE TO GO WHETHER OR NOT THEY GO WITH ME.
. Do you often go to the movies if your homework isn’t finished?
. Can you understand the actors when they speak fast?
U'l|>0Dl\‘JlId

. Do you like the movies if there isn’t much action?

. Do you enjoy the movies if the actresses aren’t beautiful?
. Do you want to go to the movies tonight if the teacher doesn’t give
us any homework?
. Can you finish your homework before the movies if I help you?
. Do you like to study before dinner if you are tired?
.lO@40!

. Can you study when your friends are talking?

Do you like your friends to visit you when you are studying?
 LESSON XXIII 225

10. Do you continue to study if there is a good television program?

11. Do you want to go to the movies if there is a good television program?
12. Do you want to get something to eat after the movie if it isn’t too late?

EXERCISE 1.2. (To force a choice between IF and UNLESS.) Listen to

the following statements. Show the relationship between the ideas with
IF or UNLESS. For example:
The weather is nice. We have picnic every Sunday.

a
WE HAVE PICNIC EVERY SUNDAY IF THE WEATHER IS NICE.
A
It’s raining. We have a picnic every Sunday.
WE HAVE PICNIC EVERY SUNDAY UNLESS IT’S RAINING.
A

John has finished his homework. He usually goes to the movies.

HE USUALLY GOES TO THE MOVIES IF HE HAS FINISHED HIS
HOMEWORK.
John has to study. He usually goes to the movies.
HE USUALLY GOES TO THE MOVIES UNLESS HE HAS TO STUDY.
. am tired. usually go to bed early.
I I

. am very tired. seldom go to bed early.

I

The water is warm enough. like to go swimming.

I
®~'lG>U'l|l>0JlQPI‘

The water is too cold. like to go swimming.

I

Help me. can’t work these algebra problems.

I I

. Help me. can work these algebra problems.

. Paul’s too busy. He takes nap every afternoon.
a

Paul has time. He takes nap every afternoon.

a

The train is on time. arrives at 11:10.

It
.9

10 The train is late. arrives at 11:10.

It

11 have enough money. might go to Florida for my vacation.

I

12 student wants to learn English. He must practice every day.

A

13 . Lend me some money. can’t buy any new shoes.

I I

14 finish my homework. shouldn’t go to the movies tonight.

I
.

15 . People speak slowly. The new student from Peru can understand
English.
16 . student knows arithmetic well. is difficult for him to learn
It
A

algebra.
An algebra student knows arithmetic already. He must learn
it

17 .
quickly.
18 . An intelligent student knows arithmetic. Algebra is not difficult for
him.

EXERCISE 1.3. (To force choice between ALTHOUGH and BECAUSE.)

a

Tomas Gomez is friendly and polite young man. He is quite serious

a

and wants to be co-operative. With this in mind, describe the following

situations by using ALTHOUGH or BECAUSE. Use the last words in the
situation sentence in the first part of your response. For example:
was difficult for Tomas to learn English quickly.
It

HE LEARNED ENGLISH QUICKLY ALTHOUGH IT WAS DIFFICULT

FOR HIM.
was necessary for him to attend Riverside University.
It

HE ATTENDED RIVERSIDE UNIVERSITY BECAUSE IT WAS

NECESSARY.
226 SENTENCE PATTERNS

was easy for Jack to help Tomas write the letter.

It
JACK HELPED TOMAS WRITE THE LETTER BECAUSE IT WAS
EASY FOR HIM.
It was difficult for Tomas to write to the University.
HE WROTE TO THE UNIVERSITY ALTHOUGH IT WAS DIFFICULT
was difficult for Tomas to study English.
It It It It It

. was difficult for him to speak English.

. was difficult for him to practice constantly.
oo~‘lc'aU'rl=~ooM>

. was difficult for him to learn English.

. was necessary for him to learn English.
. He needed English and he learned it.

It was necessary for him to write a letter.

was necessary to apply for admission early.
It

. His adviser had told him to study economics at Riverside.

9

10 . His adviser didn’t ask him to study English there.

11 . He told him not to buy lot of books.
a

12. The weather was very hot, but he worked hard.

13 . Jack advised him to drop economics, but Tomas wanted to continue
the course.
14 . was difficult, but he completed the course.
It

15 . He had difficulty with his English, but he was one of the best students
in the class.
16 . English is not his native language, but he completed the course.
17 . He needed the course and he completed it.
18 He wanted to attend Central University later, and he enrolled in
.

Riverside University for the fall semester.

EXERCISE 1.4. (To use IF, BECAUSE, etc., in a particular situation.)

Listen to the situation. Repeat and complete the sentences below.
“Oscar is playboy at the beginning of each month when he has money.
a

He is an amiable playboy. His friends enjoy his company. They also

appreciate his presence in town because he gets very big check at the
a

beginning of every month. He lends his money freely and forgets to ask
for again. He is always very poor, but still happy, at the end of the
it

month.”

He gives money to his friends whenever

.

They frequently ask him for money because

.

. He likes them very much although

He doesn’t actually spend much for himself because
.

He goes to night clubs

if

.
CFID®4O2Ib§OOl$FI‘

. He is always happy whether or not

. He always lends money to his friends unless
He spends money and lends money whenever
. He couldn’t take his girl friend to the dance on June 28 because
DI5

. He went to New York the next day although

 LESSON XXIII 227

2. Key example: I am studying BECAUSE OF my examination.

Observe the words after BECAUSE OF and IN SPITE OF.

Previous '
pa tt ern:

I took my umbrella because it was raining.

I went to the movies because my friend wanted me to go.
We played tennis although it was raining.
We went to Detroit although Mr. Smith advised us not to go.

New pattern:

I took my umbrella
BECAUSE ra.ih.*
I went BECAUSE OF my friend.
to the movies

OF“the
We played tennis IN SPITE OF the rain."
We went to Detroit IN SPITE OF Mr. Smith.

Q
COMMENT
Use Class 1 words (RAIN, FRIEND, etc.) after BECAUSE OF and IN
SPITE OF.
PRACTICE
EXERCISE 2.1. (To produce Class 1 words after BECAUSE OF.) Listen
to the statements with BECAUSE. Repeat with BECAUSE OF. For ex
ample:

came here because wanted the English course.

I

CAME BECAUSE OF THE ENGLISH COURSE.

I

stayed home because it was raining.

I

STAYED HOME BECAUSE OF THE RAIN.

I

I’m resting because my head aches.

I’M RESTING BECAUSE OF MY HEADACHE.
. The doctor wrote the book because his patients needed it.
He wrote because he was interested.
O5U1nl>¢.¢l\'Il—1

it

. He went to Florida because the weather was cold in the winter.

. He went to the lake because the weather was hot in August.
. Tomas wants one course because the professor is famous.
. He wanted to study business administration because his father asked
him to.
. He needed help with the letter because his English was not very good.
7

. The school sent him an application form because his letter requested
8

information.
. He didn’t answer the letter immediately because he had lot of
a
9

homework to do.
10 . Later the school couldn’t accept him because the number of appli
cations was too great.

*You will also hear “I took my umbrella ON ACCOUNT OF THE rain” and “I
took my umbrella DUE to the rain." The meaning is the same.
*You will also hear “We played tennis REGARDLESS OF the rain.” The
III

meaning is the same.

The words introduced by BECAUSE OF, IN SPITE OF, etc., may be used at
the beginning of the statement: “BECAUSE OF the rain, took my umbrella.’
’
I
223 SENTENCE PATTERNS

11 . He took economics because his professor advised him to.

12. He studied late at night because the assignments were very long.

EXERCISE 2.2. (To produce Class 1 words after IN SPITE OF.) Listen
to the statements with ALTHOUGH. Repeat with IN SPITE OF. For
example:

We went on a picnic although the weather was cool.

WE WENT ON PICNIC IN SPITE OF THE COOL WEATHER.

A
Jack went with us although he had lot of work to do.

a
JACK WENT WITH US IN SPITE OF HIS WORK.
Ruth went too although she had cold.

a
RUTH WENT TOO IN SPITE OF HER COLD.
Betty went too although her mother didn’t want her to.
. George went too although he had class.

a
. We didn’t wear coats although the weather was cool.
. We went in George’s car although the engine was in bad condition.
®-'|OU'l|l>€D&>I

. We decided to go to Fish Lake although the distance was great.

. We wanted to go there although the road was not very good.
. We got there in an hour although George’s car was very old.
. We swam in the lake although the water was cold.
We sat on the ground although the grass was wet.
.9

10 We enjoyed our lunch although the coffee was cold.

11 . We stayed all afternoon although began to rain.
it

12 . We started home at 6:00 although Betty wanted to stay longer.

SUMMARY EXERCISE. (To practice all the patterns of Lesson XXIII.)

Consider the following situation. Then complete the statements by con
tinuing the same theme.

“Oscar is friendly and carefree. He is happy to give everything to

his friends who spend most of his large amounts of money.”
. Oscas has many friends because
few of his friends like him only because of
A

. Most of his friends like him because

. He likes all of them although
He spends his money freely
if

.
r-O¢Om~‘lo>U1Ihw|.wII

. He gives away his books when

. He acts like poor man in spite of
a

. He is still happy at the end of the month although

. He is always carefree whether or not—
. He can’t take his friends to parties at the end of the month because
Oscar’s uncle should send him clothes in place of the check because
Io

of-—
12 . The size of the check is very large. His uncle doesn’t send him any
clothes because of
13 Oscar can’t buy any clothes in spite of
.

14 . He doesn’t have any good shirts because

 LESSON XXIII 229

KEY EXAMPLES OF LESSON XXIII

1. I am studying BECAUSE I have an examination this afternoon.

2. I am studying BECAUSE OF my examination.
 Lesson XXIV

1. I WILL HELP YOU IF YOU NEED HELP.

I WOULD HELP YOU IF YOU NEEDED HELP.
[Correlations of Class 2 words and expressions in sequences of
statements connected by IF, etc., in present and future time situa
*
tions]
2. I WOULD HAVE HELPED YOU LAST WEEK IF YOU HAD NEEDED
HELP THEN.
[Class 2 expressions in sequences of statements connected by IF,
etc., with past-time expressions]

...0 Key examples: Your adviser WILL help you IF you need help.
I WOULD help you IF you NEEDED help.
_ Observe the correlation of WILL, WOULD, etc., with the form of the
Class 2 words after IF.
WILL help you IF you NEED
CAN help you IF you NEED
WOULD help IF you NEEDED
I-lnlIlIfl

you
COULD help you IF you NEEDED
lA-A

COMMENTS

(1) Use WILL, CAN, etc., in the first statement with the simple form
or the —S form of the Class word (NEED, NEEDS, etc.) in the
2

statement after IF, etc., in this pattern.

(2) Use WOULD, etc., in the first statement with the -ED form of the
Class word (NEEDED, etc.) in the statement after IF, etc., in
2

this pattern."
(3) WOULD, COULD, etc., in the first statement and the -ED form of
the statement after IF, etc., indicate that the speaker thinks the
situation being expressed is not probable or is contrary to fact.
(4) See illustrative examples for other words which are used in the
positions of WILL, WOULD, and IF.***

*Both this lesson and part of Lesson XXIII are about sequences of statements
connected by IF, UNLESS, etc. In Lesson XXIII, the emphasis is on the connecting
words. In this lesson, the emphasis is on the form of the Class words and ex
2

pressions which are used in certain connected statements.

**You will sometimes hear COULD in the first statement with the simple or
—S form of the Class word in the statement after IF, etc. You will not hear
2

CAN with the -ED form.

***You may hear IN CASE, PROVIDED (THAT), IN THE EVENT (THAT) in the
position of IF and with the same meaning.

230
 LESSON XXIV 231

ILLUSTRATIVE EXAMPLES

WILL study algebra next year IF HAVE time.

SHOULD study algebra next year IF HAVE time.
MUST study algebra next year IF HAVE time.
MIGHT study algebra next year IF HAVE time.
I-lI(IIIIIlI—4IlII

AM GOING TO study algebra next year IF HAVE time.

_IlIlIlII~I1
HAVE TO study algebra next year IF HAVE time.
EXPECT TO study algebra next year IF HAVE time.

NOTE: SHOULD, MUST, MIGHT, AM GOING TO, HAVE TO, and the
simple or -S forms of some Class words + TO, are used in

2
the position of WILL.

WOULD study algebra next year IF HAD time.

MIGHT study algebra next year IF HAD time.
IF
I-lI(illIAI

WAS GOING TO study algebra next year HAD time.

_IIl—l|I
EXPECTED TO study algebra next year IF HAD time.

NOTE: MIGHT, WAS GOING TO, and the -ED forms of some Class

2
words + TO, are used in the position of WOULD and COULD.
Observe that MIGHT is used with both the simple and the -ED
forms of the Class word in the statement after IF.
2

Juan WOULD enter the univer

sity next year IF he SPOKE English well.
He WOULDN’T enter the univer
sity UNLESS he SPOKE English well.
He COULD go to smaller
a

college WHETHER
OR NOT he SPOKE English well.
He WOULD study there UNTIL he LEARNED English well
He COULD go to the univer
sity WHEN
EVER he LEARNED English well
He WOULD enter the univer
sity AFTER he LEARNED English well
NOTE: UNLESS, WHETHER OR NOT, WHENEVER, WHEN, WHILE,
BEFORE, AFTER, UNTIL, etc., are used in
the position of IF.

SITUATION: think Mr. Taylor is going to drive to Detroit tomorrow.

I I

don’t think he is going to go to New York.

PATTERN: WILL go with himIF he GOES to Detroit.

I I I I I I

WILL IF
ride with him he DRIVES to Detroit.
WILL IF
go to Detroit he DOES.
WOULD go with him IF he WENT to New York.
WOULD ride with him IF he DROVE to New York.
WOULD go to New York IF he DID.
 232 SENTENCE PATTERNS

SITUATION: Ithink this geography book is in English. I can read

English. That history book is in Russian. I can’t read
Russian.
PATTERN: I CAN read this geography
book IF it IS in English
I CAN’T read it UNLESS it IS in English
I WILL read it IF it IS.
I WILL read it IF I CAN.
I COULD read that history
book IF it WAS in English
I COULDN’T read it UNLESS it WAS in English
I WOULD read it IF it WAS.
I WOULD read it IF I COULD.
SITUATION: There is going to be a football game next Saturday. It
might be nice weather then, or it might be raining. I don’t
think it is going to snow.
PATTERN: I WILL go IF it IS nice weather.
I WON’T go UNLESS it IS nice weather.
I WILL go IF it ISN’T raining.
I WON'T go UNLESS it ISN’T raining.
I WOULDN’T go IF it WAS snowing.
Some of
my friends WOULD go WHETHER
OR NOT it WAS snowing.

PRACTICE

EXERCISE 1.1. (To practice the correlation of WILL, WOULD, etc., with
the forms of the Class 2 word after IF, etc.) Imagine you are talking to
a person who hopes to go to Europe next summer. You want to go to
Europe, but you don’t have enough money. Respond to his statements as
in the examples.

I will go by plane if I go to Europe.

I WOULD GO BY PLANE IF I WENT TO EUROPE.
I will arrive in London in a few hours after I leave New York.
I WOULD ARRIVE IN LONDON IN A FEW HOURS AFTER I LEFT
NEW YORK.
. will fly on to Paris after see London.
I I I I I I I I I I I

can see the cathedral of Notre Dame while am in Paris.

I

. will visit Sweden after leave Paris.

I

. can see Stockholm while am in Sweden.

I I
t—*OqOm-‘lG'>Ul>Pb.'Jl\')|I

. will go to Germany after visit Sweden.

can stop in Berlin want to.
if
I

. will go through Switzerland after leave Germany.

I

. will cross the Alps when go through Switzerland.

I I

. will arrive in Italy after cross the Alps

. can ride in a gondola if go to Venice.
I
vIIII

expect to see many famous museums stop in Florence.

if

.
I
 LESSON XXIV 233

EXERCISE 1.2. (To practice WOULD, etc., and the -ED forms in situa
tions.) Give complete answers to the following questions. For example:
What would you do if you were sick?
I WOULD GO TO A DOCTOR IF I WAS SICK.
What would you do if you were rich?
I WOULD TRAVEL AROUND THE WORLD IF I WAS RICH.
What would you doif someone stole your car?
I WOULD TELL THE POLICE IF SOMEONE STOLE MY CAR.
What would you do you were millionaire?

if if if if if if if if if if if if if
.

a
. What would you do you had car?

a
. What would you do you were president?
. What would you do you were a child again?
®-'lO'JOI|§OOl\'lII

. What would you do you had all the money you wanted?
. What would you do you discovered gold mine?

a
l
. What would you do you found $50 on the street?
. What could you do you needed money?
9. What could you do you were sick?
10. What could you do you tore your coat?
11. What might you do you had a vacation next week?
12. What might you do you were king?
a

13. What might you do you became blind?

EXERCISE 1.3. FOR ADVANCED STUDENTS. (To practice WILL with

the simple forms in series of statements.) Imagine the following sit
a

uations. Make series of statements, as in the examples.

a

SITUATION: We might go to New York during the vacation. depends

on our receiving money. It

Student IF WE RECEIVE OUR MONEY, WE WILL Go TO NEW YORK

A

DURING THE VACATION.

B: IF WE Go TO NEW YORK, WE WILL oo BY PLANE.
IF WE GO BY PLANE, WE WILL ARRIVE AT LA GUARDIA
C

AIRPORT.
IF WE ARRIVE AT LA GUARDIA AIRPORT, OUR FRIENDS
D

WILL MEET uS.

IF OUR FRIENDS MEET uS, WE WILL STAY WITH THEM.
F E

0
IF WE STAY WITH THEM WE WILL VISIT SOME MUSEUMS,
THEATERS, AND PLACES or INTEREST.
IF WE VISIT SOME MUSEUMS, THEATERS, AND PLACES
G

or INTEREST, WE WILL SPEND ALL OUR MONEY.

IF WE SPEND ALL OUR MONEY, WE WILL COME BACK
H

“BROKE.”
IF WE COME BACK “BROKE,” WEA WILL HAVE TO STAY
I:

HOME FOR MONTH.

A

SITUATION 1: Perhaps you will have some extra time this month.
What will you do?

A: IF WE HAVE SOME EXTRA TIME THIS MONTH, WE WILL

GO TO CHICAGO.
234 SENTENCE PATTERNS

B: IF WE GO TO CHICAGO, WE WILL GO BY BUS.

SITUATION 2: It is possible for Mr. Gonzales to learn English. What
will he do then?

A: IF MR. GONZALES LEARNS ENGLISH, HE WILL WORK IN

THE CONSULATE.
B IF HE WORKS IN THE CONSULATE, HE WILL HAVE A
GOOD POSITION.
SITUATION 3: Oscar might receive a check this month. What will he do?
A: IF OSCAR RECEIVES A CHECK THIS MONTH ’ HE WILL
BUY A CAR.
B: IF HE BUYS A CAR, HE WILL DRIVE TO ST. LOUIS.

EXERCISE 1.4. FOR ADVANCED STUDENTS. (To practice WOULD

with the -ED forms in a series of statements.) Imagine the following
situations. Make a series of statements, as in the examples.

SITUATION: Ican’t go to New York during the vacation. I won’t receive

my money in time. BUT

Student A: IF I RECEIVED MY MONEY IN TIME, I WOULD oo TO NEW

YORK DURING THE VACATION.
B: IF I WENT To NEW YORK, I WOULD GO BY PLANE.
C: IF I WENT BY PLANE, I WOULD ARRIVE AT LA GUARDIA
AIRPORT.
D: IF I ARRIVED AT LA GUARDIA AIRPORT, MY FRIEND
WOULD MEET ME.
E: IF MY FRIEND MET ME, I WOULD STAY WITH HIM.
F: IF I STAYED WITH HIM,WE WOULD VISIT SOME MUSEUMS,
THEATERS, AND PLACES OF INTEREST.
G: IF WE VISITED SOME MUSEUMS, THEATERS, AND PLACES
OF INTEREST, I WOULD SPEND ALL MY MONEY.
H: IF I SPENT ALL MY MONEY, I WOULD COME BACK
“BROKE.”
I: IF I CAME BACK “BROKE,” I WOULD HAVE To STAY
HOME FOR A MONTH.
SITUATION 1: You don’t have any extra time this week, but let’s
imagine that you do.

A. IF I HAD SOME EXTRA TIME THIS WEEK, I WOULD TAKE

A TRIP TO CANADA.
B: IF I TOOK A TRIP TO CANADA, I WOULD GO WITH MY
FRIEND.
SITUATION 2; Oscar will not receive a check this week, but let’s pre
tend that he will.

A: IF OSCAR RECEIVED A CHECK THIS WEEK, HE WOULD

BUY A CAR.
B: IF HE BOUGHT A CAR, HE WOULD DRIVE TO ST. LOUIS.
 LESSON XXIV 235

SITUATION 3: You don’t live in California, but let’s imagine that you do.

A: IF I LIVED IN CALIFORNIA, I WOULD LIVE ON A RANCH.

B: IF I LIVED ON A RANCH, I WOULD OWN A HORSE.

20 Key example: Your adviser WOULD HAVE HELPED you LAST

WEEK IF you HAD NEEDED help THEN.
Observe the Class 2 expressions. Observe the time expressions.
Previous pattern:
I would help you tomorrow if you needed help then.
I would help you now if you needed help today. ,_

New pattern:
I
I WOULD HAVE
HELPED you YESTERDAY IF you HAD NEEDED help THEN.
I MIGHT HAVE
SEEN you IF you HAD BEEN here LAST
WEEK.
I COULD HAVE
MET you LAST WEEK IF you HAD COME by train.
COMMENT

With past-time expressions (YESTERDAY, LAST WEEK, etc.) in this

pattern, use WOULD, COULD, MIGHT + HAVE + the -ED/-EN forms
(HELPED, SEEN, etc.) in the first statement and HAD + the -ED/-EN
forms in the statement after IF, etc.

ILLUSTRATIVE EXAMPLES

I COULD HAVE ATTENDED a school board meeting LAST NIGHT IF I

HAD WANTED to.
I WOULDN’T HAVE STAYED home UNLESS I HAD HAD a lot of work
to do.
I’m sure that I WOULD HAVE ENJOYED it IF I HAD GONE.
My friends tell me that I WOULD HAVE LEARNED a lot IF I HAD BEEN
there.
I MIGHT HAVE GONE IF I HAD HAD a little more time.

PRAC TIC E

EXERCISE 2.1. (To practice this pattern with past-time expressions.)

Substitute a past-time expression. Change the Class 2 expressions as
necessary. For example:
I would go to Chicago next week if I had a car.
I WOULD HAVE GONE TO CHICAGO LAST WEEK IF I HAD HAD
A CAR.
236 SENTENCE PATTERNS

might see the art museum went to Chicago next week.

if
I
I
MIGHT HAVE SEEN THE ART MUSEUM IF HAD GONE TO

I
I
CHICAGO LAST WEEK.
couldn’t take vacation next month unless my father sent me some

a
I
money.
COULDN’T HAVE TAKEN VACATION LAST MONTH UNLESS

A
I
MY FATHER HAD SENT ME SOME MONEY.
would go to the football game next Saturday the weather was nice

if
I I I I I I I

would wear my raincoat today was cloudy.

if
it
would study tonight had to.

if
I
could see you tonight if you weren’t too busy.
would finish my homework this evening
rIIOQO-1-10>U1>J=~wM|-I

you helped me.

if
.

might listen to the radio tonight didn’t have too much homework

if
I
.

might pass my examinations next week studied harder.

if
I
George wouldn’t bring his friends tomorrow unless you asked him to
I

Mary wouldn’t be happy unless George was here.

Paul couldn’t go to the picnic today unless his cold was better.
0-IrI

Betty might not come to the party this Friday you didn’t send her

if
special invitation.
a

12. might buy new car this year you lent me the money.
if
a
I

EXERCISE 2.2. (To convert meanings presented through pattern of

a
Lesson XII into the new pattern.) Listen to these statements with BY
and change the words to the forms necessary in the pattern with IF.
For example:
Mr. Gonzales didn’t learn much about the system of education. He
could have learned more by visiting school board meetings.
HE COULD HAVE LEARNED MORE IF HE HAD VISITED SCHOOL
BOARD MEETINGS.
He didn’t learn much English. He would have learned more by
practicing.
HE WOULD HAVE LEARNED MORE IF HE HAD PRACTICED.
He didn’t see many plays. He could have seen lot by watching
a

television.
HE COULD HAVE SEEN LOT IF HE HAD WATCHED TELEVI
A

SION.
He didn’t learn any songs. He could have learned several by going
1

to activity hours.
He didn’t learn much about education. He might have learned lot
a
2

borrowing my book.
by
didn’t help him very much. could have helped him by giving him
3

I
I

my book.
didn’t discuss the subject very intelligently. would have dis
4

I
I

cussed it better by reading my book first.

. He never understood people. He would have understood them better
5

by talking to them.
He didn’t notice the customs. He could have learned them by ob
6

serving people.
 LE SSON XXIV 23 7

7. He didn’t finish the assignment. He could have finished it by work

ing harder.
8 . He didn’t do well on the examination. He could have done better by
studying more.
9 . He didn’t arrive on time. He would have arrived earlier by taking
a plane.
10. I didn’t find his house. I might have found it by looking harder.

EXERCISE 2.3. (To practice this pattern in various situations.) Give

complete answers to the following questions. For example:
What would you have done you had been sick yesterday?

if
WOULD HAVE CALLED DOCTOR IF HAD BEEN SICK

I
I

YESTERDAY.
What might you have done you hadn’t studied last night?
if
MIGHT HAVE GONE TO THE MOVIES IF HADN’T STUDIED
I

I
LAST NIGHT.
What would you have done someone had stolen your car?
if

WOULD HAVE TOLD THE POLICE IF SOMEONE HAD STOLEN

I

MY CAR.
What would you have done you had stayed in your country?
if if if

1.

2. What would you have done you had gone to France last year?
3. What would you have done you had found $50 bill on the street
a

yesterday?
What would you have done you had been Napoleon?
if if if
.

. What would you have done you had been born in 1400?
@'~'lO5U'l\§

What could you have done you had needed money last week?
What could you have done if you had torn your coat yesterday?
What could you have done you had lost all your money last week?
if if

What might you have done you had had a vacation last week?
9

10 . What might you have done if you had been Adam?

What might you have done you had lived 100 years ago?
if if

11 .
12 . What would you have done you had been Columbus?

EXERCISE 2.4. FOR ADVANCED STUDENTS. (To practice this pattern

in a series of statements.) Imagine the following situations. Make
a

series of statements, as in the examples.

SITUATION: didn’t go to New York during the last vacation. didn’t

I
I

receive my money in time. BUT

StudentA: IF HAD RECEIVED MY MONEY ON TIME, WOULD HAVE
I
I

GONE TO NEW YORK DURING THE VACATION.

B: IF HAD GONE TO NEW YORK, WOULD HAVE GONE BY
I
I

PLANE.
C: IF HAD GONE BY PLANE, WOULD HAVE ARRIVED AT
I

LA GUARDIA AIRPORT.
D: IF HAD ARRIVED AT LA GUARDUX AIRPORT, MY FRIEND
I

WOULD HAVE MET ME.

E: IF MY FRIEND HAD MET ME, IWOULD HAVE STAYED
WITH HIM.
238 SENTENCE PATTERNS

F: IF I HAD STAYED WITH HIM, WE WOULD HAVE VISITED SOME

MUSEUMS, THEATERS, AND PLACES OF INTEREST.
G: IF WE HAD VISITED SOME MUSEUMS, THEATERS, AND PLACES
OF INTEREST, I WOULD HAVE SPENT ALL MY MONEY.
H: IF I HAD SPENT ALL MY MONEY, I WOULD HAVE COME BACK
“BROKE.”
I: IF I HAD COME BACK “BROKE,” I WOULD HAVE HAD TO STAY
HOME FOR A MONTH.
SITUATION 1: You didn’t have any extra time last week, but let’s ima
gine that you did.

A: IF I HAD HAD SOME EXTRA TIME LAST WEEK, I WOULD HAVE

TAKEN A TRIP TO CANADA.
B: IF I HAD TAKEN A TRIP TO CANADA, I WOULD HAVE GONE
WITH MY FRIEND.
SITUATION 2: You weren’t hungry at 10 o’clock yesterday, but let’s
imagine that you were.

A: IF I HAD BEEN HUNGRY AT O’CLOCK YESTERDAY, I WOULD

10
HAVE GONE TO THE SNACK BAR.
B: IF I HAD GONE TO THE SNACK BAR, I WOULD HAVE TAKEN
MY FRIEND.

KEY EXAMPLES OF LESSON XXIV

1. Your adviser WILL help you IF you NEED help.

I WOULD help you IF you NEEDED help.
2. Your adviser WOULD HAVE HELPED you LAST WEEK IF you HAD
NEEDED help THEN.
 Lesson XXV

1. SO BUSY THAT, SUCH A BUSY MAN THAT

[SO. . .THAT, SUCH. . .THAT + statement pattern]
2. Isn’t the professor busy? YES, HE IS.
[Responses to negative questions]
3. THE PROFESSOR IS BUSY, 1SN‘T HE? YES, HE IS.
[Attached questions]

1, Key examples: 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.
Observe the words after SO and SUCH, and the pattern after THAT.
Previous patterns (Lesson XIII):
The professor is very busy.
He is too busy to leave his office.
His secretary spoke too rapidly for me to understand.
The professor is a very busy man.
New Pattern:
The professor is SO BUSY THAT he can’t leave his office.*
His secretary spoke SO RAPIDLY THAT I couldn't understand her.
The professor had SO MUCH
WORK THAT I had to wait for him.
The professor is SUCH A BUSY
MAN THAT he can’t leave his office.
His secretary was SUCH A NICE
PERSON THAT I enjoyed the visit.
The professor had SUCH A LOT OF
WORK THAT I had to wait for him.
COMMENTS
(1) Use SO with words like BUSY, RAPIDLY, etc., (Class 3 and Class 4)
and with the quantity words MUCH, MANY, LITTLE, FEW.
(2) Use SUCH with Class 1 words (MAN, PERSON, etc.) that are not
preceded by MANY, MUCH, LITTLE, FEW.
(3) Use a statement pattern after SO. . .THAT, SUCH. . .THAT to indi
cate a result or consequence of the first statement.

ILLUSTRATIVE EXAMPLES

What did you say is SO NICE THAT Mary wants to buy it?
I said this dress is SO NICE THAT Mary wants to buy it.
Why is it SO NICE THAT she wants to buy it?
*Y0u will also hear this pattern without THAT: THE PROFESSOR IS SO BUSY
HE CAN'T LEAVE HIS OFFICE.

239
240 SENTENCE PATTERNS
It is made SO NICELY THAT she wants to buy it.
Is it SUCH A NICE DRESS THAT she wants it very much?
Yes, but it is SO EXPENSIVE THAT she can’t buy it.
Does it cost SO MUCH MONEY THAT her father can’t buy it
for her?
Yes, he has SO LITTLE MONEY THAT he can’t buy it either.
But he wishes
he had SUCH A LOT OF MONEY THAT he could buy it for her.
PRAC TICE

EXERCISE 1.1. (To connect statements and indicate consequence with

SO .
. .THAT.) Connect these statements with SO. . .THAT. For example:
The system of education is interesting. wanted to learn all about it.

I
THE SYSTEM OF EDUCATION IS SO INTERESTING THAT

I
WANTED TO LEARN ALL ABOUT IT.
went to hear many speeches. learned all about it.
I

I
WENT TO HEAR SO MANY SPEECHES THAT LEARNED ALL
I

I
ABOUT IT.
One speech was long. got sleepy.
I

ONE SPEECH WAS SO LONG THAT I GOT SLEEPY.

|I The class on education was interesting. never missed an assign
I
ment.
The teacher gave many assignments. was always busy.
I

The class textbook was good. had to finish before could sleep.
it
I

I
didn’t finish it until 2:00 a. m.
.flO'JU‘1D§¢Ol\'I

The book was long.

I

It was written simply. could read rapidly.

it
I
.

It was interesting. didn’t get sleepy.

I
.

The system of education here is complex. is difficult to under

It

stand.
There are many books in the education library. can never read
®

them all.
Some of the books are important. must read them.
9

10 . can buy few books. have to take a lot from the library.
I

The library has many books. is difficult to find the ones want.
It

11
I

12 There are many librarians. can always find one to help me.
I

EXERCISE 1.2. (To connect statements and indicate consequence with

SUCH. . .THAT.) Connect these statements with SUCH. . .THAT. For
example:
lot of people came. We had to move the class to bigger room.
A

SUCH LOT OF PEOPLE CAME THAT WE HAD TO MOVE THE

A

CLASS TO BIGGER ROOM.

A

We had a difficult problem. We couldn’t solve it.

WE HAD SUCH DIFFICULT PROBLEM THAT WE COULDN'T
A

SOLVE IT.
The instructor gives long assignments. We are always busy.
THE INSTRUCTOR GIVES SUCH LONG ASSIGNMENTS THAT WE
ARE ALWAYS BUSY.
 LESSON XXV 241

1. He’s an interesting speaker. I don’t want to miss him.

2. He talks about important problems. They deserve our complete
attention.
3. I
have a lot of difficulty with the work. I have to ask many questions
4. This is an easy exercise. I can do it in two minutes.
5. The instructor gave me a long assignment. I will have to work late
tonight.
6. Professor Taylor is an interesting teacher. We like to go to his
classes.
7. He gives clear explanations. We learn a lot from him.
8 Paul is an intelligent young man. He learns more than his class
mates.
9 He is a good student. I want to be like him.
10 English is an easy language. We can learn it quickly.
11 We have to do a lot of homework. We can’t go to many parties.
12. We have a good time here. We don’t want to go home.

EXERCISE 1.3. (To contrast SO. . .THAT, SUCH. . .THAT and the ex
pression TOO. . .TO from Lesson XIII.) Listen to the statements with
TOO SHORT TO, etc.,+ a Class 2 word. Produce a similar statement
with SO SHORT THAT, etc., + a statement pattern. Another student
produces a similar statement with SUCH A SHORT BOY THAT, etc.
For example:
Paul is too short to reach the apple on the tree.
STUD. A: PAUL IS SO SHORT THAT HE CAN’T REACH THE APPLE
ON THE TREE.
STUD. B: PAUL IS SUCH A SHORT BOY THAT HE CAN’T REACH THE
APPLE ON THE TREE.
Peter is too old to become a soldier.
STUD. A: PETER IS SO OLD THAT HE CAN’T BECOME A SOLDIER.
STUD. B: PETER IS SUCH AN OLD MAN THAT HE CAN’T BECOME A
SOLDIE R.
This shoe is too small for me to wear.
STUD. A: THIS SHOE IS SO SMALL THAT I CAN’T WEAR IT.
STUD. B: THIS IS SUCH A SMALL SHOE THAT I CAN’T WEAR IT.
This coffee is too hot for anybody to drink.
This book is too difficult for the new students to read.
The professor is too busy to leave his office.
He is too sick to stand up.
@~"lOUln>O\Il\2II

This car is too expensive for us to buy.

She is too young to go to school.
This town is too small to have fire department.
a

This coat is too long for me to wear.

My suitcase is too heavy to carry.
9

10. This hill is too steep for us to climb.

is too stormy for planes to fly.
It

11
12. This lake is too wide for Fred to swim across.
242 SENTENCE PATTERNS

2. Key example: Isn’t the professor busy today? YES, HE IS.

Observe the answers to the negative questions.*

Previous patterns:
Is the professor busy today? Yes, he is. (Lesson I)
Does he have a lot of work? Yes, he does. (Lesson II)
Can he leave his office? No, he can’t. (Lesson XI)
Have you talked to his secretary? Yes, I have. (Lesson XVIII) ‘

New pattern:

Isn’t the professor busy today? YES, HE IS.

Doesn’t he have a lot of work? YES, HE DOES.
Can’t he leave his office? NO, HE CAN’T.
Haven’t you talked to his secretary? YES, I HAVE.

COMMENTS

(1) Negative forms (ISN’T, DOESN’T, etc .) are sometimes used to

begin questions. When the question is spoken with a falling inton
ation, the speaker usually expects an answer of YES.**
(2) The answer to a negative question is the same as the answer to
an affirmative question in a similar situation.
(3) Negative questions with a falling intonation are used (a) as a
stylistic variation of the statement; (b) to ask for confirmation or
agreement; (c) to promote conversation.

ILLUSTRATIVE EXAMPLES

SPEAKER A: Good morning. Haven’t I seen you before?

SPEAKER B: YES, YOU HAVE. I have a class here every morning.
A: Aren’t you from South America?
B: YES. I’m from Argentina.
A: Oh. Don’t they grow a lot of coffee in Argentina?
B: NO, THEY DON’T. Aren’t you thinking of Brazil?
A: YES. I guess I was. I have to go to class now. Can’t
you talk to me again sometime and tell me something
about Argentina?
B: YES, I CAN. Won’t you have a cup of coffee with me
after class?
A: YES. I’l1 meet you here then.

*It is not important for elementary or intermediate students to practice nega

tive questions because attached questions may be used in the same situations. It
is, however, important for them to practice the answers to negative questions.
**Negative questions with a rising intonation are used in certain situations.
When the rising intonation is used, the speaker does not necessarily expect an
answer of “YES.”
 LESSON XXV 243

PRAC TIC E

EXERCISE 2.1. (To practice answers to negative questions.) Give

short answers to the following questions. For example:
Isn’t Brazil in South America? YES, IT IS.
Didn’t Columbus discover China? NO, HE DIDN'T.
Shouldn’t we always speak English? YES, WE SHOULD.
1. Isn’t Spain in Europe?
Isn’t France in South America?
Isn’t English an easy language?
Don’t most of the people in the United States speak English?
®~'IO>Ul|I>bJl\D

Don’t most of the people in Brazil speak Portuguese?

Don’t most of the students in this class speak English well?
Can’t a plane go faster than a train can?
Can’t more people ride in plane than in train?
a

a
9. Can’t a man work harder than woman can?
a
10. Didn’t Edison invent the electric light?
11. Didn’t Edison invent the automobile?
12. Haven’t you learned to speak English perfectly yet?
13. Shouldn’t you practice ten hours every day?
14. Don’t you expect to speak English perfectly next year?
15. Don’t you think the answers to negative questions are easy?
3

O Key example: The professor is very busy, ISN’T HE? YES,

HE IS.
Observe the attached questions and their answers.
The professor is very busy, ISN’T HE? YES, HE IS.
He has lot of work, DOESN’T HE? YES, HE DOES.
a

You can wait for him, CAN’T YOU? YES, CAN.

I I

You have talked to his secretary, HAVEN’T YOU? YES, HAVE.

The secretary isn’t very careful, IS SHE? NO, SHE ISN’T.
She doesn’t speak slowly, DOES SHE? NO, SHE DOESN’T
The professor can’t leave his
office, CAN HE? NO, HE CAN’T.
You haven’t talked to him yet, HAVE YOU? NO, HAVEN’T.
I

COMMENTS

(1) Use ISN’T HE, DOESN’T HE, IS SHE, DOES SHE, etc., to form
attached questions. Do not use “Yes? ” or “No? ”
Use negative form in the attached question if the preceding
a

(2)
statement is affirmative. Use an affirmative form in the attached
question the statement is negative.
if
244 SENTENCE PATTERNS

(3) An attached question with a falling intonation indicates that the

speaker thinks his statement is true. He expects the answer to
agree with his statement.*
( 4) Attached questions with falling intonation are used (a) as a stylistic
variation of the statement; (b) to ask for confirmation or agree
ment; (c) to promote conversation.

ILLUSTRATIVE EXAMPLES

It’s a nice day today, ISN’T IT? YES, IT IS.

It wasn’t very nice yesterday, WAS IT? NO, IT WASN’T.
There’s going to be a football game tomorrow,
ISN’T THERE? YES, THERE IS.
There isn’t going to be a dance, IS THERE? NO, THERE ISN’T.
It hasn’t been very cold this winter, HAS IT? NO, IT HASN’T.
It had snowed at this time last winter, HADN’T IT? YES, IT HAD.
We should study tonight, SHOULDN’T WE? YES, WE SHOULD.
We shouldri’t have gone to the party last night,
SHOULD WE? NO, WE SHOULDN’T.
You're going to be home tonight, AREN’T YOU? YES, I AM.
We must try to practice more, MUSTN’T WE? YES, WE MUST.
Argentina is the largest country in South
America, ISN’T IT? NO, IT ISN’T.
NOTE: In the last example above, the first speaker expects an answer
of YES to agree with his statement. But the second speaker 1
thinks the statement is wrong and gives an answer of NO.

EXERCISE 3.1. (To form attached questions.) Repeat the following

statements and add attached questions with a falling intonation. For
example:

There’s a party tonight.

THERE'S A PARTY TONIGHT, ISN’T THERE?
You were at one last night.
YOU WERE AT ONE LAST NIGHT, WEREN’T YOU?
There weren’t many people there.
THERE WEREN’T MANY PEOPLE THERE, WERE THERE?
1. I
didn’t like it. 7. He hasn’t received his degree yet.
2. I
asked you to come. 8. He was probably busy.
3. You came early. 9. He has been invited for tonight.
4. You can’t come tonight. 1O. He won’t forget to come.
5. You like parties. 11. There are going to be a lot of people.
6. Your friend couldn’t 12. We aren’t going to stay very late.
have come last night.

*Attached questions with a rising intonation are used in certain situations.

When the rising intonation is used, the speaker does not necessarily expect the
answer to agree with his statement.
 LESSON XXV 245

EXERCISE 3.2. (To practice attached questions and their answers.)

Observe the people, the room, the furniture and the weather around you
Form obvious statements and attached questions. Another student
should answer the questions. For example:

STUDENT A IT’S NICE WEATHER TODAY, ISN’T IT?

STUDENT B YES, IT IS. IT ISN’T AS COLD AS YESTERDAY, IS IT?
STUDENT C NO, IT ISN’T. MR. x HAS A NEW SUIT, DOESN'T HE?
STUDENT D: YES, HE DOES. \

Continue the exercise.

KEY EXAMPLES OF 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.
2. Isn’t the professor busy today? YES, HE IS.
3. The professor is very busy, ISN’T HE? YES, HE IS.
 Lesson XXVI

1. I SEE MYSELF IN THE MIRROR.

I SEE THE MIRROR/MYSELF.‘
[-SELF forlms as receiver and as emphasizer]
2. THE TEACHER ENJOYS WORKING WITH STUDENTS.
[Certain Class 2 + the -ING form of Class 2]

1. Key examples: I see MYSELF in the mirror.

I see the mirror/MYSELF.

Observe the position of the -SELF forms.

Previous pattern (Lesson VI):
I see you in the mirror.
You see me in the mirror.
New pattern:

I see MYSELF in the mirror.

You see YOURSELF in the mirror.
I see the mirror/ MYSELF.
You see the mirror/ YOURSELF.
You see the mirror/ ITSELF.

COMMENTS

(1) Use -SELF forms in the same position as ME, HIM, etc., to indi
cate that the receiver and the performer are the same person or
thing.

(2) Use -SELF forms at the end to indicate emphasis. Use a pause
before these -SELF forms. (MYSELF emphasizes I; YOURSELF
emphasizes YOU; ITSELF emphasizes MlRROR.)**

ILLUSTRA TIVE EXAMPLES

I hurt MYSELF. We hurt OURSELVES.

You hurt YOURSELF. You hurt YOURSELVES.
The man hurt HIMSELF. The men hurt THEMSELVES.
The woman hurt HERSELF.
The bird hurt ITSELF.
NOTE: - SELVES is the plural of -SELF.
Use MY-, YOUR-, HIM-, HER-, IT-, OUR-, YOUR-, THEM
before SELF (or SELVES).

*The slant bar represents a tentative pause.

**You will also hear -SE LF forms indicating emphasis immediately after the
word they emphasize. I/MYSELF/SEE THE MIRROR is the same in meaning as
ISEE THE MIRROR/MYSELF.
246
 LESSON XXVI 247

I must weigh MYSELF.

Don’t cut YOURSELF with that knife.
Mary bought HERSELF some ice cream.
Jack asked HIMSELF a question.
Paul talks to HIMSELF.
He always thinks of HIMSELF.

NOTE: You may use -SELF forms in various positions of IIIIM, ME, etc.
John didn’t ask his friends to help him with his work. He did it/HIIVISELF
You don’t have to read the paper to me. I can read it/ MYSELF.
Mary didn’t buy that dress. She made it/HERSELF.
Observe the special meaning of BY + -SELF:
Ifhe can’t help me, I will do it BY MYSELF.
No one accompanied her. She went there BY HERSELF.
They like to be BY THEMSELVES.
John always sits BY HIMSELF.
NOTE: BY + -SELF has the same meaning and use as ALONE.‘

PRACTICE

EXERCISE 1.1. (To practice -SELF forms as receiver.) Repeat the

statements, adding a -SELF form as a receiver. For example:

He bought a book. HE BOUGHT HIMSELF A BOOK.

He told a story. HE TOLD HIMSELF THE STORY.
She is sewing a dress. SHE IS SEWING HERSELF A DRESS.

1. She’s going to write a letter. 8. Mrs. Whitney told a lie.

2. He asked a question. 9. The students understood.
3. I’m going to buy a coat. 10. You answered correctly.
4. He brought the book. 11. She’s going to bake a cake.
5. She taught the lesson. 12. Tom’s going to find a job.
6. I sent a package. 13. Bill cut a slice of bread.
7. John made a sandwich. 14. John and Mary are going to build
a house.

EXERCISE 1.2. (To practice -SELF forms as emphasizer.) Repeat the

above exercise, adding a -SELF form as emphasizer. For example:
He bought a book. ma BOUGHT A BOOK/ HIMSELF.
He told the story. HE TOLD THE STORY/ HIMSELF.
She is sewing a dress. SHE IS SEWING A DRESS/ HERSELF.
(Continue with the items of exercise 1.3.)

*Some other combinations with -SELF forms have special meanings. For
example, “They ENJOYED THEMSELVES” means “They had an enjoyable time."
“BElIIAVE YOURSELF” means “Behave properly."
 248 SENTENCE PATTERNS

EXERCISE 1.3. (To practice BY + -SELF.) Substitute BY + -SELF for

ALONE. For example:
I’m going alone. I’M GOING BY MYSELF.
Do you live alone? DO YOU LIVE BY YOURSELF?
John likes to be alone. JOHN LIKES TO BE BY HIMSELF.
. You can’t play tennis alone.
. The children are singing alone.
. don’t like to go to the movies alone.
I

baby shouldn’t be left in the house alone.

A

.
OfIOm~'lO>IJ'IȢ~wl\'>II

. Professor Taylor prefers to work alone.

. There was too much work for us to do alone.
Mary is going to go downtown alone.
.

Do you like to study alone?

.

John and Mary were alone.

There was so much work that couldn’t do alone.
I-1

it
I

2. Key example: The teacher ENJOYS WORKING with students.

Observe the -ING forms and the Class words before them.
2

Previous pattern (Lesson XIII):

wanted to sing.
I
I

New pattern:

ENJOYED SINGING.
I I I

KEPT (ON) SINGING.

FINISHED SINGING.

COMMENT

Use the -ING form of Class words after ENJOY, KEEP (ON), AVOID,
2

FINISH, CONSIDER, GET THROUGH, INSIST ON. Do not use “to sing, 77
etc., after these words.

ILLUSTRATIVE EXAMPLES

Observe the following examples with Class words that are followed by
2

the -ING form but not by TO + the simple form.

ENJOY DANCING very much.
I I

can KEEP (ON) DANCING all night.

Paul AVOIDS GOING to dances whenever he oan.
He INSISTS ON STAYING home tonight.
must FINISH DOING my homework before the dance.
I I

hope GET THROUGH WORKING early tonight.

I

Will you CONSIDER HELPING me with my work?

 LESSON XXVI 249

Observe the following examples with Class 2 words that are followed by
either the -ING form or TO + the simple form with approximately the
same meaning.

Those students BEGAN STUDYING here last year.

Those students BEGAN TO STUDY here last year.

They STARTED LEARNING English immediately

They STARTED TO LEARN English immediately
They always TRY PR ONOU NC ING correctly.
They always TRY TO PRONOUNCE correctly.
They are going to CONTINUE PRAC TICING every day.
They are going to CONTINUE TO PRACTICE every day.

I don’t think they will NEGLECT WORKING in the lab.

I don’t think they will NEGLECT TO WORK in the lab.

They usually PREFER STUDYING together.

They usually PRE FER TO STUDY together.

They LIKE LEARNING new patterns.

They LIKE TO LEARN new patterns.

Observe the following examples with Class 2 words that are followed by
either the -ING form or by TO + the simple form but with different
meanings.

John STOPPED EATING.

John STOPPED TO EA T.
NOTE: STOPPED EATING means stopped the activity of eating.
STOPPED TO EAT means stopped some other activity in order
to eat.

Mary REMEMBERS WRITING to her family.

Mary REMEMBERS TO WRITE to her family.
NOTE: REMEMBERS WRITING means that she wrote some time in the
past and that now she remembers that she wrote. REMEMBERS
TO WRITE means that she does not forget to write.
George CAN’T HELP ASKING questions.
George CAN’T HELP (ME) (TO) ASK questions.

NOTE: CAN’T HELP ASKING means that he can’t stop asking questions.
CAN’T HELP TO ASK means that he can’t help someone else ask
questions.
250 SENTENCE PATTERNS

Observe the following examples with a few of the Class 2 words that are
followed by TO + the simple form but not by the -ING form. This is the
pattern of Lesson XVIII.

Betty EXPECTS TO FINISH high school this year.

She HOPES TO GO to theuniversity next
year.
She has DECIDED TO STUDY education.
She WANTS TO BE A teacher.
She will NEED TO STUDY many different sub
jects.

PRACTICE

EXERCISE 2.1. (To practice the use of a Class 2 word followed by an

-ING form.) Substitute the fol1owing words. For example:
Betty considered dancing.
enjoys BETTY ENJOYS DANCING.
kept on BETTY KEPT ON DANCING.
working BETTY KEPT ON WORKING.
1. insisted on 8. enjoy 15 can’t help
2. stopped 9. I 16. Betty
3. the boys 10. kept on 17 continued
4. avoided 11. laughing 18 dancing
5. studying 12. started 19 got through
6. finished 13. the baby 20 considered
7. eating 14. crying

EXERCISE 2.2. (To force a choice between the -ING form and TO + the
simple form.) Combine the words and phrases you hear into a sentence.
Use the -ING form or TO + the simple form of the second Class 2 word.
For example:
Mary enjoys. Very. Swim
MARY ENJOYS SWIMMING VERY MUCH.
She likes. In the lake. Swim
SHE LIKES SWIMMING IN THE LAKE.
or SHE LIKES TO SWIM IN THE LAKE.
She wanted. There last Saturday. Go
SHE WANTED TO GO THERE LAST SATURDAY.

She decided. Bill and John to go with her. Ask

.

They wanted. Very much. Go

They considered. The bus. Take
-'lO>U'l§CI')I.\')lI.

John insisted on. His car. Take

.

They needed. tire first. Change

A

They got through. At 10:00. Change

it

. They started. Immediately. Drive

 LESSON XXVI 251

8 They enjoyed. Through the country. Drive

9 They kept. All the way. Laugh and sing
10 They learned. Some new songs. Sing
11 They stopped. When they got to the lake. Sing
12. They had expected. Before lunch. Swim
13 But Bill insisted on. Immediately. Eat
14 Mary had remembered. A lunch. Bring
15 They finished. At 1:00. Eat
16 They began. At 1:30. Swim
17 They avoided. Into deep water. Go
18 They continued. All afternoon. Swim
19 John couldn’t help. About his homework. Think
20 He had planned. That afternoon. Do it

KEY EXAMPLES OF LESSON XXVI

1 I MYSELF in the mirror.

see
I mirror/MYSELF.
see the
2. The teacher ENJOYS WORKING with students.
 Lesson XXVII

1. WE ELECTED TOM SECRETARY.

[Certain Class 2 words followed by two Class 1 words with the
same referent]
2. WE WANT OUR HOUSE PAINTED WHITE.
[Class 2 words followed by an object and one or two describing
words]
3. WE PASSED A GEL STANDING ON THE CORNER.
[Class 2 words followed by an object and a describing word or
word group in the -ING form]

1O Key example: We elected Tom SECRETARY.

Observe the words which follow the Class 2 word.

Previous pattern (Lesson II):

We elected Tom.
|

New pattern:

We elected TOM SECRETARY.

The president appointed ME CHAIRMAN OF THE COMMITTEE
The Italians made ROME THEE CAPITAL.

COMMENTS

(1) The words in the position of SECRETARY represent a name or

designation given to the words in the position of TOM.
(2) Class 2 words which may be used in this pattern are ELECT,
NOMINATE, APPOINT, CALL, NAME, CHOOSE, SELECT, MAKE,
CONSIDER.

ILLUSTRATIVE EXAMPLES

What did they elect Paul? .

They elected him PRESIDENT.

Who(m) did they elect PRESIDENT?
They elected Paul PRESIDENT.
What did the school board make Mr. Martin?
They made him SUPERINTENDENT.
Who(m) did they make SUPERINTENDENT?
They made Mr. Martin SUPERINTENDENT.

252
 LESSON XXVII 253

What are the Clarks going to name the new baby?

They are going to name her BETTY.
Who(m) are they going to name BETTY?
They are going to name the new baby BETTY.
Do they call William Brown WILL?
No, they call him BILL.
PRACTICE

EXERCISE 1.1. (To practice the use of two Class 1 words with the same
referent after certain Class 2 words.) Substitute the following words.
For example:
The president named John treasurer.
secretary THE PRESIDENT NAMED JOHN SECRETARY.
appointed THE PRESIDENT APPOINTED JOHN SECRETARY
him THE PRESIDENT APPOINTED HIM SECRETARY.
Jim THE PRESIDENT APPOINTED JIM SECRETARY.
. chairman of the committee 8. Mary
. selected 9. secretary
. considers 10. the student
-1O5Ul|l>(.Ol\'lI

. appoints 11. Tom

. the younger man 12. manager of the team
. selected 13. nominated
. treasurer 14. Jack

EXERCISE 1.2. (To practice using this pattern in response to questions.)

Answer the following questions. For example:
Bill is from Texas. What do they call him?
THEY CALL HIM TEXAN.
A

Who(_m) did the people elect president in 1860?

THEY ELECTED LINCOLN PRESIDENT.
What did the boys call Robert?
THEY CALLED HIM BOB.
. What did you name your dog?
. Who(m) did the President appoint Secretary of State?
. Who(m) did your country make its delegate to the U. N.?
.I3-'lO'>O‘l>§0Ol\')I—l

. What did the French name their capital city?

. Who(m) did the people elect president at the last election?
. Who appointed Smith chairman?
. What did they name the organization of the nations of the world?
Who(m) did the team select captain?
. What do you call your father?
9

10 . What did your friends call you when you were boy?
a

11 What do you call the country that is north of the United States?
12.

Who(m) did you elect president of your club?

254 SENTENCE PATTERNS
2, Key example: We want our house PAINTED WHITE.
Observe the position of the describing words.

Previous patterns:
We want the white house. (Lesson IV)
We want the painted house. (Lesson XIX)
New pattern:

We want the house WHITE.

We should keep our clothes CLEAN.
We want the house PAINTED.
We should keep our clothes WASHED.
We want the house PAINTED WHITE.
We should keep our clothes WASHED CLEAN.

COMMENT

Use words like WHITE, PAINTED, etc., after the object (HOUSE, etc -)
to indicate its condition or quality as a receiver of the action.

ILLUSTRATIVE EXAMPLES

We painted the yellow house WHITE.

The Smiths had their house PAINTED BROWN.
Betty had her hair CUT.
She wanted it CUT SHORT.
Norma wears her hair LONG.
The general believed the enemy DEFEATED.
He considered them BADLY DEFEATED IN THE
BATTLE.
We found the lecture INTERESTING.
How do you drink your coffee?
I drink it BLACK.
How do you want your bread?
I want it TOASTED.
How do you prefer it TOASTED?
I prefer it TOASTED BROWN.

PRACTICE
EXERCISE 2.1. (To practice using a describing word after the receiver )
Listen to the sentences. Change them to fit the pattern with a describing
word after the receiver. For example:

I want fried potatoes.

I WANT MY POTATOES FRIED.
The boys washed their shirts until they were clean
THE BOYS WASHED THEIR SHIRTS CLEAN.
John made a mistake. It was corrected.
JOHN HAD HIS MISTAKE CORRECTED.
 LESSON XXVII 255

1. I like hot coffee.

2. He cut my hair. It was short when he had finished.
3. Mr. Smith painted the house. He used green paint.
4. Bill had the laundry wash his clothes.
5. We need to heat the water.
6. I am going to have a photographer take my picture.
7. God created men. Men are equal.
8. He had someone send the books.
9. I’lI take fresh fruit.
10. He believed that we were lost.
11. Peter bought a red tie and he wants to exchange it.
12. I had the dentist clean my teeth.

EXERCISE 2.2. (To practice using this pattern in various situations.)

Listen to the situation sentences. Complete the sentences that follow
them, using an object followed by a describing word. Use HIM, HER, IT,
THEM as the object. For example:
John doesn’t like to lose at chess. makes. . .
IT MAKES HIM ANGRY. It
We were inspired by the violinist. We found. . .
WE FOUND HIM INSPIRING.
John took his car to the mechanic for repairs. He wanted. . .

HE WANTED IT FIXED.
. Mary did not understand
the lesson very well. She found. .

.
The coffee was too strong for John. made. . .
It

. Mr. Smith used red paint on his car. He painted. . .

. John took Mary to the movies. made her. . .
It

. Jim doesn’t like weak tea. He likes. . .

ooqmmmwpw

. George was interested in the lecture. He found. . .

She doesn’t care for cream in her coffee. She likes. . .
.

. Dick dislikes cooked tomatoes. He prefers. . .

9. The professor is pleased with the students. He considers. . .
10 The child was frightened by the animals. He found. . .
.

11 . She was bored by the professor. She found. .

.

12. Fred won’t drink cold coffee. He wants. . .

13 . The teacher will not accept incomplete assignments. He wants.

EXERCISE 2.3. (To practice using this pattern in answers to questions.)

Answerthe following questions. For example:
What is Mary going to do with her dirty coat?
SHE IS GOING TO HAVE IT CLEANED.
How do you like your coffee?
LIKE IT BLACK.
I

What effect does work usually have on a person?

IT MAKES HIM TIRED.
What color did he have his car painted?
HE HAD HIS CAR PAINTED RED.
256 SENTENCE PATTERNS

How did Sue have her hair cut?

.

What color did Dorothy paint her fingernails?

.

. How did they serve the steak?

. What effect does the smell of dinner have on you?

®4O’>U'I|>C0h')rI

. What does Mrs. Hastings want done to the floor?

. What color did Mr. Alcott paint the yellow house?

. How did Jim have his steak this evening?

. How do we say that the cook serves vegetables if she doesn’t cook

them?
. How does Mrs. Clark like her coffee?
9

10 . How do you like to wear your hair?

11 How does the cook usually serve potatoes?
.

12. What did he do with the fish he caught?

13 . How do you want your potatoes today?
14 What did Mary do with her dress that was too long?
3

Key example: We passed girl STANDING ON THE CORNER.

a
.

Observe the -ING expressions.

Previous pattern (Lesson XXI):

[We watched the boys PLAY.

New pattern:
We watched the boys PLAYING.
We met Professor Brown GOING TO THE LIBRARY.
We avoided the car COMING TOWARD US.

COMMENTS

The -ING form and the words after describe the words in the
it

(1)
position of BOYS.
(2) Do not use pause after the words in the position of BOYS.*
a

EXERCISE 3.1. (To practice the use of -ING expressions to describe

an object.) Combine the statements below to make shorter utterance
a

For example:
saw him. He was going to the movies.
I

SAW HIM GOING TO THE MOVIES.

I

You heard us. We were singing.

YOU HEARD US SINGING.
We found the boys. They were playing baseball.
WE FOUND THE BOYS PLAYING BASEBALL.
We passed an old man. He was sitting beside the road.
2. 1.

Jim watched the soldiers. They were marching down the street.
3. jumped to avoid the car. It was coming toward me.
I

*“We met Professor Brown/going to the library," with a pause after “Pro
fessor Brown,” could mean that “we" were going to the library. “We met
Professor Brown going to the library,” without a pause, usually means that Pro
fessor Brown was going to the library.
 LESSON XXVII 257

Mr. Clark looked at the girl. She was speaking.

Larry talked to the boy. He was putting stamps in an album.
@I~10AU'lb§ They were hurrying in the rain.
She bumped into people.
The room was full of people. They were dancing in the dark.
They spoke to the man. He was selling shoes.
heard the leaves. They were moving in the trees.
9
I I

10 could feel my heart. was beating rapidly.

It
11 The light was on the girl. She was singing a song.
12. saw him. He was standing on the stairs.
I

13 He left his coat. It was hanging on hook.

a
14 Jack remembered the book. It was lying open on his desk.
15 They thought of me. was studying in my room.
I
16 They stared at Don. He was shouting at the crowd.
17 They recognized us. We were going into the restaurant.
18 Miss Jackson looked at Sam. He was jumping into the water.
19 We saw them. They were falling.
20. He noticed the dog. was barking.
It

KEY EXAMPLES OF LESSON XXVII

We elected Tom SECRETARY.

1.

2. We want our house PAINTED WHITE.

3. We passed girl STANDING ON THE CORNER.
a
 Lesson XXVIII

1. WORKING ALL DAY MADE HIM TIRED.

[-ING expressions in the position of subject]
2. WORKING ALL DAY/JOHN GOT TIRED.
[-ING expressions at the beginning of sentences and referring to
to the subject]

lo Key example: WORKING ALL DAY made him tired.

Observe the position and function of the -ING expressions.
Previous pattern:
Life can be difficult.
Daily practice improves our English.
I
New Pattern:

LIVING can be difficult.

PRACTICING EVERY DAY improves our English.
BEING HERE ON TIME is important.
WORKING ALL DAY made him tired.

COMMENT

-ING expressions can be used in subject position.*

PRAC TIC E

EXERCISE 1.1. (To practice -ING expressions in subject position.)

Listen to the two statements. Combine them to form a generalization
with an -ING expression in subject position. For example:
Bill It is hard work.
teaches English.
TEACHING ENGLISH IS HARD WORK.
Betty likes fishing. She finds it relaxing.
FISHING IS RELAXING.
Ted writes short stories. It requires great talent.
WRITING SHORT STORIES REQUIRES GREAT TALENT.

*NOTE: Expressions with TO+ the simple form of a Class 2 word can also be
used in subject position.
TO LIVE can be difficult.
TO PRACTICE EVERY DAY improves our English.
TO BE HERE ON TIME is important.
TO WORK ALL DAY made him tired.
You should recognize this pattern, but you do not need to practice it.

258
 LESSON XXVIII 259

Carlos writes home often. takes lot of time.

It

a
Tom takes pictures. It is good hobby.

a
Our family plays chess. provides many hours of entertainment.

It
. John sells cars. is a profitable business.

It
Q-'|O5Ul|FC0l\'IrI

. We must take an examination. That means extra hours of study.

Mary visited Niagara Falls. was wonderful.

It
read the newspaper every day. helps in learning English.

It
I

Jerry completed the forms. It fulfilled the requirements.

Fred sent telegram. It was faster than writing a letter.
a
9

10 Bob drinks quart of milk every day. is healthful.

It
a

11 Ted plays baseball. It provides relaxation.

12 Betty learned to speak Chinese. It was difficult.

EXERCISE 1.2. (To convert pattern of Lesson XIV into this new
pattern.)Listen to the statements. Change them to statements with a an
-ING expression in subject position. For example:
It delights the boy to eat ice cream.
EATING ICE CREAM DELIGHTS THE BOY.
It is fun to ride in convertible.
a

RIDING IN CONVERTIBLE IS FUN.

A

is necessary to practice every day.

It

PRACTICING EVERY DAY IS NECESSARY.

is possible
to see them.
It It It

makes Jim tired to run.

bores David to study.
It is hard to read Chinese.
®4O>UI|PCDlQDII

frightens Barbara to be alone.

It It It It It

annoys Mrs. Hastings to hear them argue.

makes me happy to win contest.
a
.

pleases the cat to get fish for dinner.

requires time and effort to learn language.
a
9

10 It thrills Jane to get letter.

a

is pleasant to go to the lake on a hot day.

It It

11
.

12 . makes Sue happy to see her brother.

2. Key examples: WORKING ALL DAY/ John got tired.

HAVING WORKED ALL DAY/ he was tired.
Observe the -ING expressions.

GOING TO THE LIBRARY/ WE met Professor Brown.

EATING GOOD DINNER/ GEORGE began to feel better.
A

HAVING GONE TO THE LIBRARY/ WE went to the museum.

HAVING EATEN GOOD DINNER/ GEORGE felt better.
A

I
260 SENTENCE PATTERNS

COMMENTS

(1) This pattern does not usually begin a conversation.

(2) This pattern is more frequent in writing than in speaking.
(3) The -ING expression before the subject refers to the subject.*
(GOING TO THE LIBRARY refers to WE, etc.)
(4) Expressions like GOING TO THE LIBRARY indicate an action that
takes place at the same time as the action or situation that follows.
(5) Expressions with HAVING + the -ED/-EN form (HAVING GONE TO
THE LIBRARY, etc.) refer to an action that has taken place before
the action or situation that follows.
(6) Use a pause between the -ING expression and the subject.

PRA C TICE

EXERCISE 2.1. (To practice -ING expressions at the beginning of sen

tences and referring to the subject.) Combine the two sentences to form
one sentence with an -ING expression at the beginning. For example:

John walked to town. He saw an interesting sight.

WALKING TO TOWN/ JOHN SAW AN INTERESTING SIGHT.
John washed his hands. He noticed a cut on his finger.
WASHING HIS HANDS/JOHN NOTICED A CUT oN HIS FINGER.
Mary is intelligent. She learned geometry quickly.
BEING INTELLIGENT/ MARY LEARNED GEOMETRY QUICKLY.
The car turned the corner. hit a tree.
It

The program lasted two hours. was a success.

It

Jim was feeling sick. He called a doctor.

The photographer was waving to the child. He took the picture.
®-"|OAOI|BODMlII

Mary fell down stairs. She broke her arm.

John felt tired. He stopped at hotel to rest.
a

The barber cut John’s hair. He talked about fishing.

Fred had no assignments. He went to a movie.
Tom expected call. He waited in the dormitory.
9.

10. Dorothy was sick. She couldn’t go to school.

11. The director saw the new student. He tried to help him.
12. Thomas flew to the United States. He made the trip in one day.

EXERCISE 2.2. (To practice expressions with HAVING + the -ED/-EN

form in this position.) Combine the two sentences to form one sentence
with HAVING + the -ED/-EN form at the beginning. For example:

*You will also hear WE MET PROFESSOR BROWN/GOING TO THE LIBRARY,

usually with pause before the -ING expression, used to refer to the same situa
a

tion. WE MET PROFESSOR BROWN GOING TO THE LIBRARY, without pause,

a

usually means that Professor Brown was going to the library. See Lesson XXVII.
 LESSON XXVIII 261

He saw the police. He became worried.

HAVING SEEN THE POLICE/HE BECAME WORRIED.
Paul forgot his notebook. He is unhappy now.
HAVING FORGOTTEN HIS NOTEBOOK/PAUL IS UNHAPPY.
He is looking at her picture. He will feel sad later.
HAVING LOOKED AT HER PICTURE/HE WILL FEEL SAD.
He was nominated. He began campaign then.

a
HAVING BEEN NOMINATED/HE BEGAN CAMPAIGN.

A
He read a newspaper. He went to movie later.

a
The firemen put the fire out. They investigated the cause afterwards
He worked very hard. He became tired.
®-'|O'>\‘.7lI§C»Jl\'I\)II

He is working very hard. He will be tired.

He will examine the report. He is going to write a letter afterwards.
Tom arrived at the airport. He took taxi to the dormitory.

a
We are visiting the art gallery. We will go through the library next.
He stayed up all night. He looked weary in his classes the next day.
She purchased stamp. She mailed a letter to her family later.
a
9

10 The boys are playing baseball. They will eat big lunch.

a
11 He was worried. He then went to the doctor.
12 Dave worked all summer. He was able to go to college in the fall.

EXERCISE 2.3. (To produce the pattern with an -ING expression at the
beginning of the sentence more freely.) Listen to the two key words.
Then form a sentence around them with an -ING expression at the be
ginning. For example:

going. . .saw GOING TO THE MOVIES/ SAW JIM.

I

hearing. . .looked HEARING NOISE/MARY LOOKED OUT OF THE

A

WINDOW.
walking. . .met WALKING IN THE PARK/WE MET SOME FRIENDS.
working.
.finished seeing. .spoke
8.

. .
1

2. passing. .looked . 9. walking. .heard

.

feeling. .rested 10. swimming. . .enjoyed

3

driving. . .hit 11. singing. . .remembered

4

finding. . .went 12. listening to. . .forgot

5

6. liking. . .hoped 13. looking for. . .found

shouting. . .called 14. pointing. . .talked
7

EXERCISE 2.4. (To produce expressions with HAVING + the -ED/-EN

I

form at the beginning of the sentence more freely.) Change the -ING
expressions of Exercise 2.3. into expressions with HAVING + the -ED/
-EN form. For example:
going. . .saw HAVING GONE TO THE MOVIES/I SAW JIM.
hearing. . .looked HAVING HEARD NOISE/ MARY LOOKED OUT OF
A

THE WINDOW.
walking. . .met HAVING WALKED IN THE PARK/WE MET SOME
FRIENDS.

(Continue with the items of Exercise 2.3.)

262 SENTENCE PATTERNS

EXERCISE 2.5. (To review the patterns with -ING expressions of

Lessons XXVH and XXVIII.) Combine the statements to form one state
ment with an -ING expression. For example:
saw him. He was going to lunch.
I
I SAW HIM GOING TO LUNCH.
saw him. was going to lunch.
I

I
GOING To LUNCH/I SAW HIM.
saw him. went to lunch then.
I

I
HAVING SEEN HIlVI/ WENT TO LUNCH.

I
. She smiled at him.
He was standing there.
smiled at him.
She was standing there.
She
looked at the leaves. They were blowing in the breeze.
9. ®~'lO’)U‘||-l>CI7l\'IlI*
I
.

. Jim wrote letter. He mailed on the way to the program.

it
a

. He had good time. He was sailing to Europe.

a

Norman met an old friend. Norman was hurrying home.

Norman met an old friend. The friend was hurrying home.
.

. Tom ate breakfast. He walked to school with Jim after breakfast.

The ship creaked noisily. was tossing in the storm.
It

10 . We parked our car. We began to do our shopping then.

11 . Jane heard me. was laughing loudly.
I

12. The kitten imitated its mother. Its mother was washing its face.
13 . The kitten imitated its mother. The kitten washed its face.
14 Bob worried about Sue. She was typing too much.
.

15 . He finished his lesson. He went to the program later.

16 . They ran through the streets. They were shouting his name.
17 . Dorothy and Helen walked all afternoon. They felt hungry afterward
18 . He hit the tree. He was driving too fast.
19 John finished school. He took vacation in Cuba.
a
.

KEY EXAMPLES OF LESSON XXVIII.

WORKING ALL DAY made him tired.

1.

2. WORKING ALL DAY/John got tired.

HAVING WORKED ALL DAY/he was tired.
 Lesson XXIX

1. I HAVEN’T TALKED TO MY ADVISER YET. THEREFORE/MY

PLANS ARE STILL INDEFINITE.
THEREFORE, ALSO, HOWEVER]
[Sequences of sentences related by
2. I WILL FINISH THIS COURSE FIRST. THEN I’M GOING TO STUDY
BUSINESS ADMINISTRATION.
[Sequences of sentences related by initial expressions of time or
place]
3. BUSINESS ADMINISTRATION REQUIRES ECONOMICS. IT RE
QUIRES MATHEMATICS. IN OTHER WORDS/IT IS A COMPLEX
SUBJECT.
[Sentences of restatement introduced by IN OTHER WORDS]

1. Key example: Ihaven’t talked to my advisor yet. THEREFORE/

my plans are still indefinite.
Observe the use of THEREFORE, ALSO, HOWEVER.
Situation: You have asked me to talk to my brother for you.
Pattern:
He isn’t here. THEREFORE/ I can’t talk to him.
He isn’t here. ALSO/ I don’t like to disturb him.
He was here yesterday. HOWEVER/ I didn’t talk to him.

COMMENTS

(1) Use THEREFORE, ALSO, HOWEVER at the beginning of sentences

that come after other sentences in conversation.
(2) Use a pause after THEREFORE, ALSO, HOWEVER.
(3) Use these words to relate sentences. Use THEREFORE to indicate
that the second sentence is a consequence of the first. Use ALSO
to indicate that the second sentence gives information you consider
similar in some way to that in the first. Use HOWEVER to indicate
that the second sentence gives information you consider contrary
in some way to that in the first.

ILLUSTRATIVE EXAMPLES

The water in the lake was very cold yesterday.

THEREFORE/ we didn’t go swimming.
George studied until 3:00 last night.
THEREFORE/ he feels very tired today.
Spanish and Italian are similar languages.
THEREFORE/ it is easy for a Spanish speaker to learn Italian.
The water in the lake was very cold yesterday.
ALSO/ there were clouds in the sky.
263
264 SENTENCE PATTERNS

George studied until 3:00 last night.

ALSO/ he has a bad cold.
Spanish and Italian are similar languages.
ALSO/ they are both derived from Latin.
The water in the lake was very cold yesterday.
HOWEVER/ it should be warmer next week.
George studied until 3:00 last night.
HOWEVER/ he is going to go to bed early tonight.
Spanish and Italian are similar languages.
HOWEVER/ Italian has more vowel sounds than Spanish.
Observe the position of THEREFORE, ALSO, HOWEVER, in the following
sentences.

It is necessary to practice with native speakers.

You should/ THEREFORE/ try to talk to them frequently.
It is/ ALSO/ helpful to read newspapers.
Newspapers/ HOWEVER/ are not always easy to read.
NOTE: You will often hear THEREFORE, ALSO, HOWEVER, in the
middle of the second sentence. This is a matter of style.

Many more words and expressions are used to relate sentences. You
should learn to recognize these other words, but elementary and inter
mediate students do not need to practice using all of them.* Observe
the following examples.

Francisco Gomez practiced many hours every day while he was taking
theEnglish course.
THEREFORE/ he can speak English very well now.
30/ in
CONSEQUENTLY/
THUS/
AS A RESULT/
NOTE: SO, CONSEQUENTLY, THUS, AS A RESULT, are used to indicate
consequence relationship.

He found that it was helpful to practice conversation with native speakers.

ALSO/ he learned a lot about the customs of the

BESIDES/ country by talking with them.
MOREOVER/
FURTHERMORE/
INDEED/

*Advanced students who wish to practice these words should remember that,
although they indicate the three general types of relations described above, each
word has slightly different characteristics of style and meaning.
**SO is not used in the middle of the second sentence.
 LESSON XXIX 265

AND/"‘
LIKEWISE/
SIMILARLY/
IN ADDITION/
IN FACT/
AS A MATTER or FACT/
NOTE: BESIDES, MOREOVER, FURTHERMORE, etc., are used to intro
duce information that is considered similar.

His friends told him that he spoke English almost as well as a native
speaker.
HOWEVER/ his teachers told him that he still
YET/ * needed to keep studying and
NEVERTHELESS/ practicing every day.
STILL/
BUT/ *
ON THE CONTRARY/
ON THE OTHER HAND/
IN CONTRAST/
IN SPITE or THAT/
CONVERSELY/
NOTE: YET, NEVERTHELESS, STILL, etc., are used to introduce infor
mation that is considered contrary.

PRACTICE

EXERCISE 1.1. (To use THEREFORE to relate sentences.) Listen to

the two statements in sequence which are related by THEREFORE.
Substitute the following statements in the proper position in the sequence.
For example:
Jim likes English. Therefore, he finds English easy.
He studies hard.
HE STUDIES HARD. THEREFORE, HE FINDS ENGLISH EASY.
Therefore, he makes progress.
HE STUDIES HARD. THEREFORE, HE MAKES PROGRESS.
. He talks with native speakers. 7. Therefore, he understands English
. He speaks only English. 8. He reads the newspaper.
I50.‘IIMFI‘

. He uses the lab. 9. He practices his sentence patterns

. Therefore, he has a good 10. He writes his exercises.
pronunciation. 11. He practices all of the time.
. He imitates his teacher. 12. Therefore, people understand him.
5

. He listens to the radio.

6

EXERCISE 1.2. (To use ALSO to relate sentences.) Listen to the two
statements in sequence which are related by ALSO. Substitute the fol
lowing statements in the proper position in the sequence. For example:

*AND, YET, BUT are not used in this way in the middle of the second sentence.
266 SENTENCE PATTERNS

Tomas speaks Spanish. Also, he knows English.

He has learned French.
HE HAS LEARNED FRENCH. ALSO, HE KNOWS ENGLISH.
Also, he can speak English.
HE HAS LEARNED FRENCH. ALSO, HE CAN SPEAK ENGLISH.
. He reads English.
. He understands English.
. Also, he writes English.
. He is able to write French.
®4O>UllFQ9l\b7I

. He has read several English books.

. He speaks English fluently.
. Also, he has a good pronunciation.
. He has a large vocabulary.
9. The structure of his sentences is correct.
10. Also, he can discuss many things.
11. He is interested in the culture of the United States.
12. Also, he asks many questions about it.

EXERCISE 1.3. (To use HOWEVER to relate sentences.) Listen to the

two statements in sequence which are related by HOWEVER. Substitute
the following statements in the proper position in the sequence. For
example:

Learning language is interesting. However, it takes lot of work.

a

a
We are able to learn English rapidly.
WE ARE ABLE TO LEARN ENGLISH RAPIDLY. HOWEVER, IT
TAKES LOT OF WORK.
A

However, it requires constant practice.

WE ARE ABLE TO LEARN ENGLISH RAPIDLY. HOWEVER, IT
REQUIRES CONSTANT PRACTICE.
The students learn good pronunciation.
a
.

They use only English.

.

. However, they make mistakes at first.

®QO>U1>~POI‘)l\'JII

. They speak in sentence patterns.

. They use English intonation.

. They learn new vocabulary.
a

. However, the vocabulary is small.

. They use many sentence patterns.

They learn the English sound system.

9.

10. However, they do not learn rules.

11. They study English structure.
12. They speak English correctly.

EXERCISE 1.4. (To relate sentences with THEREFORE, ALSO, HOW

EVER.) Listen to the sentences. Use either THEREFORE, ALSO, or
HOWEVER, to relate them more closely. For example:
seems impossible to learn a language in short time. We must try
It

IT SEEMS IMPOSSIBLE TO LEARN LANGUAGE IN SHORT

A
A

TIME. HOWEVER, WE MUST TRY.

 LESSON XXIX 267

1. Other people have done it. We know that it is possible.

2. It has been done. It is still done frequently.
3. We may hope for perfection. We must be prepared to accept some
thing less than perfection.
4. Learning a new language is difficult. The student must work hard.
5. Learning a new language means learning new habits. Constant prac
tice is necessary. .8
6. Translation takes too much time. It slows up the establishment of
language habits.
'7. The use of the student’s native language is discouraged. Some stu
dents continue to use it.
8. The language laboratory helps in listening. It gives an opportunity
to practice speaking.
9. Constant practice is necessary. Every opportunity should be taken
to use the language.
10. Pronunciation of a new language is difficult at first. It becomes
easier in time.
11. Talking with native speakers helps our understanding. Listening to
lectures is helpful.
12. Reading a newspaper is good practice. The best practice is talking
with native speakers.

2. Key example: I will finish this course first. THEN/I'm going

to study business administration.

Observe the position of expressions of time and place. Observe the

pattern with THERE.
Previous pattern (Lesson IH):
We have breakfast at 8:00. We have class at 9:00.
Farms are usually small in the East. You will find much larger ones
farther west.

Nlfl pattern:
We have breakfast AT 9200/ we have class.
at 8:00.
We have classes IN THE AFTERNOON/ THERE IS the laboratory
all morning. period.
Farms are usually FARTHER WEST/ you will find much larger
small in the East. ones.
There are cotton IN THE NORTH/ THERE ARE many
fields in the South. cornfields.
I

COMMENTS
(1) Use expressions of time or place at the beginning of sentences to
relate sequences of sentences more closely and to indicate time
or space organization.
(2) Use a pause after expressions of time or place at the beginning of
a sentence.
(3) After an expression of time or place, use THERE before the forms
of BE (Lesson XIV) to indicate existence. Do not say “In the after
noon/ the laboratory period is.”*

*You will also hear sentences without THERE: IN THE AFTERNOON/ IS THE
LABORATORY PERIOD.
268 SENTENCE PATTERNS

ILLUSTRA'I'IVE EXAMPLES

We begin our practice of English sentence patterns with short sentences

THEN/ we practice long and complex sentences.
LATER/
NEXT/ |
AFTERWARDS/
We are practicing long and complex sentences now.
EARLIER/ we practiced short sentences.
We began practicing intonation the first day of class.
BEFORE/ we had never heard of it.
SINCE/ we have realized how important it is.
It never snows in my home country.
HERE/ it snows a lot.
The winter is very cold here.
THERE/ it is warm.
I don’t like the winter here.
ELSEWHERE/ I have enjoyed it.
Observe the use of THERE in the following sentences.
New Mexico and Arizona were the first states we visited.
NEXT/ THERE WAS California.
Los Angeles was the first city we visited there.
NEXT/ THERE CAME San Francisco.
Driving to San Francisco, we had the ocean on our left.
ON OUR RIGHT/ THERE ROSE high mountains.
San Francisco is on the west side of a large bay.
ON THE EAST SIDE/ THERE LIES the city of Berkeley.
We hadn’t seen many forests in Sourthern California.
NORTH OF SAN FRANCISCO/ THERE GROW large forests of tall
trees.
NOTE: The pattern with THERE is used with certain Class 2 words
other than BE after expressions of time or place.*

Observe the time and space organization of the following sequences of

sentences.

Icame here eight weeks ago. SEVEN WEEKS AGO, I enrolled in this
course. THREE WEEKS AGO, I took an examination. LAST WEEK,
I applied for admission to the School of Business Administration.
TODAY, I attended my first class there.
The state of Washington is in the northwest corner of the United
States. SOUTH OF WASHINGTON, there is Oregon. EAST OF
OREGON AND WASHINGTON, we find Idaho. SOUTH OF OREGON,
ALONG THE PACIFIC COAST, the long state of California extends
to the Mexican border. EASTWARD FROM CALIFORNIA, there
lie Nevada and Arizona.

*THERE is sometimes omitted with all of these Class 2 words: NEXT/

CAME SAN FRANCISCO, etc.
 LESSON XXIX 269

PRAC TIC E

EXERCISE 2.1. (To relate sentences more closely with time and place
expressions.) Listen to the two sentences. Arrange the time or place
expressions so that they relate the second statement more closely to the
first. For example:
He gets up at 8:00. He eats breakfast at 8:30.
HE GETS UP AT 8:00. AT 8:30/ HE EATS BREAKFAST.
They grow cherries in Michigan. They grow peaches in Georgia.
THEY GROW CHERRIES IN MICHIGAN. IN GEORGIA/ THEY
GROW PEACHES.
He studies from six until nine. He reads the newspaper from nine
until ten.
HE STUDIES FROM SIX UNTIL NINE. FROM NINE UNTIL TEN/
HE READS THE NEWSPAPER.
1 John started his trip on Tuesday. He was in Chicago on Wednesday.
2 Ted saw an accident. He ran for the police immediately.
3 Mr. Martinez does not like American food. He will get accustomed
to it eventually.
4 Bill has one class in the morning. He has three classes in the after
noon.
5 Mary had a headache yesterday. She feels better today.
6 The library has
a reading room on the first floor. It has a large
reference room on the second floor.
7 We find salt water in the Great Salt Lake. We find fresh water in
other lakes.
8 It is 6:30 on my watch. It is 6:40 on Jim’s watch.
9 The cold weather lasts four months in Michigan. It lasts three
months in Kentucky.
10 The census is taken in June. The results are published in August.
11 Hockey is a favorite sport in Canada. Baseball is a favorite sport
in the United States.
12. School begins at 9:00. Classes are over at 3:00, and the children go
home.

EXERCISE 2.2. (To produce sentences related by time and place ex

pressions with greater freedom.) Listen to the sentence. It will have a
reference to time or place. Repeat the sentence and add another sen
tence introduced by a time or place expression. For example:
He eats breakfast early in the morning.
HE EATS BREAKFAST EARLY IN THE MORNING. LATER/ HE
GOES TO SCHOOL.
We see a table on the right.
WE SEE A TABLE ON THE RIGHT. ON THE LEFT/ WE SEE A
CHAIR.
John eats lunch at 12:00.
JOHN EATS LUNCH AT 12:00. AT 1:00/ HE GOES TO THE OFFICE
270 SENTENCE PATTERNS

Robert has a pronunciation class in the morning.

We watched television in the lounge.
He eats breakfast at 8:00.
@°~'|G>IJ1lFOOl\'JII
Birds go south in the fall.
There is lecture by the speaker first.

a
We went to Detroit last week.
Jim is going to take a plane to Caracas tomorrow.
People go to church on Sunday.
9. Fred likes to swim and fish in the morning.
10. The winter is extremely cold in Michigan.
11. rained very hard yesterday.
It

12. We lived at the dormitory this semester.

13. am studying English at this university.
I

EXERCISE 2.3. (To use the pattern with THERE after initial expressions
of time or place.) Listen to the two statements. Repeat the first state
ment, and change the second statement to the pattern with THERE after
an expression of time or place. For example:
The pronunciation class is in the morning. The grammar class is in
the afternoon.
THE PRONUNCIATION CLASS IS IN THE MORNING. IN THE AF
TERNOON/ THERE IS THE GRAMMAR CLASS.
The Smiths bought a new house. small garden is behind the house.
A

THE SMITHS BOUGHT NEW HOUSE. BEHIND THE HOUSE/

A

THERE IS SMALL GARDEN.

A

China is situated here on the map. Siberia lies to the north.

CHINA IS SITUATED HERE ON THE MAP. TO THE NORTH/
THERE LIES SIBERIA.
Canada is to the north of the United States. Mexico is to the south.
Cuba is large island south of Florida. The Bahamas lie to the east.
a
O5U1h-POOL?I-I

The church is in the background. statue is in the foreground.

A

The program comes first. The refreshments come afterwards.

The paper is in this drawer. Pencils are in that drawer.
large painting hangs above the table. smaller one hangs by the
A

window.
Lake Michigan lies to the west of Michigan. Lake Huron lies to the
~‘|

east.
8. The women sat on the left. The men sat on the right.
9. The holiday comes first. The examinations come later.
10. An elm tree grows on the lawn. An apple tree grows in the garden.
11. There is book in this desk. Pen and paper are on that desk.
a

12. The Atlantic Ocean is east of the United States. The Pacific is to
the west.
3.

Key example: Business administration requires economics.

It

requires mathematics. includes production,

It

marketing, and accounting. IN OTHER WORDS/

it is a complex subject.
 LESSON XXIX 27 1

Observe the use of IN OTHER WORDS.

Joe is usually late to class. He is often absent. He doesn’t study much
He failed in three courses last year.
IN OTHER WORDS/ he is a very bad student.

COMMENT

Use IN OTHER WORDS to introduce a statement which repeats or re

states briefly information which has preceded and which is similar in
at least one way.

ILLUSTRATIVE EXAMPLES

Bob enjoys swimming and playing tennis. He likes to watch football.

In summer, he goes to a baseball game every Saturday.
IN OTHER WORDS/ he likes sports.
New York is famous for its tall buildings. It has a great library and
many museums. It is the theatrical center of the United States. Its
population includes people from every country in the world.
IN OTHER WORDS/ it is a fascinating city.
Many other expressions are used similarly to IN OTHER WORDS. You
should learn to recognize these expressions, but elementary and inter
mediate students do not need to practice using them all.* Observe the
following example:
The three branches of the U. S. Government have considerable con
trol over each other. The President appoints the nine members of
the Supreme Court for life and may veto legislation that has been
passed by Congress. Congress may, in turn, override the President’s
veto. The Supreme Court may declare laws that have been passed by
Congress and signed by the President to be unconstitutional.
IN OTHER WORDS/ we may say that equal distribution of power
IN SUMMARY/ constitutes an important part of govern
IN A WORD/ ment in this country.
IN BRIEF/
BRIEFLY/
IN GENERAL/
TO SUMMAR.IZE/
PRACTICE

EXERCISE 3.1. (To use IN OTHER WORDS to relate sentences.) Listen

to the statements. Repeat them, and produce a summarizing statement
introduced by IN OTHER WORDS. For example:

I like fishing and golf. My wife likes tennis.

I LIKE FISHING AND GOLF. MY WIFE LIKES TENNIS. IN
OTHER WORDS/ WE LIKE SPORTS.

*Advanced students who wish to practice these words should remember that
they are slightly different in style and meaning.
272 SENTENCE PATTERNS

Canada is larger than the United States. It is larger than Brazil or

Argentina.
CANADA IS LARGER THAN THE UNITED STATES. IT IS LARGER
THAN BRAZIL OR ARGENTINA. IN OTHER WORDS/ IT IS THE
LARGEST COUNTRY IN THE WESTERN HEMISPHERE.
1 Tom reads book week. He subscribes to several newspapers and

a
a
magazines.
2 Mary is having difficult time with her pronunciation. Her sentence

a
patterns are confused.
3 Tomas does all of his work. He never misses classes and he studies
hard.
4 The play has started. The theater is several blocks away.
5 France has an area of 213,000 square miles. Spain has 195,000
square miles.
6 The weather is warm. The birds are singing. The trees are bloom
ing.
The tickets are bought. Our baggage is packed.
$41

John has a temperature of 100. His pulse is rapid and he has a cough
We lost our tickets. Our baggage was stolen and we ran out of money
9

The Red Cross gave us money. provided us with food and shelter.
It
10
War kills and cripples. destroys and creates misery.
It

11
12. He composes music. He plays the piano and violin.

KEY EXAMPLES OF LESSON XXIX

haven’t talked to my adviser yet. THEREFORE/ my plans are

1

still indefinite.
will finish this course first. THEN/ I’m going to study business
2
I

administration.
3. Business administration requires economics. It requires mathe
matics. includes production, marketing, and accounting. IN
It

OTHER WORDS/ it is complex subject.

a
 Lesson XXX
REVIEW OF LESSONS XXI-XXIX*

EXERCISE 1. (To review answers to negative questions.) Answer the

following negative questions with a negative or an affirmative short
answer. For example:
Wasn’t George Washington born in the nineteenth century?
NO, HE WASN’T.
Isn’t her hat unusual?
YES, IT IS.
Can’t you take the examination tomorrow?
NO, I CAN’T.

. Didn’t you take English last semester?

. Couldn’t he find the right room?
Don’t you own a car?
G3~'|G>|b\#O9l\')>-1

. Isn’t Miss Francisco registered yet?

. Didn’t they go to the program last night?
. Isn’t your cold any better?
. Doesn’t she look pretty in her native costume?
. Couldn’t she have paid her tuition yesterday?
9. Won’t you take a plane back to your country?
10. Wasn’t he embarrassed?
11. Shouldn’t you ask the teacher first?
12. Hadn’t they eaten their breakfast?

EXERCISE 2. (To review attached questions.) Repeat the following

statements and add an attached question. Add a negative question the if
statement is affirmative, and an affirmative question the statement is
if

negative. For example:

He isn’t sick.
HE ISN’T SICK, IS HE?
They answered all of the questions.
THEY ANSWERED ALL OF THE QUESTIONS, DIDN’T THEY?
They could have taken later bus.
a

THEY COULD HAVE TAKEN LATER BUS, COULDN’T THEY?

A

. He is very young.
She has her bachelor’s degree.
. He won’t return.
UlIhwmrI

. It’s too late to write a letter now.

. You haven’t seen my pencil.

*TO THE TEACHER: Each teacher may plan a review lesson suited to the needs
of his particular class by making selection of exercises from the ones included
a

in this lesson. Exercises from previous lessons may also be reviewed.

273
274 SENTENCE PATTERNS

He never goes to his office in the morning.

@4103
They are going to see the play this afternoon.
We could have telephoned.
They can’t see the building from here.
9.
10. His foot looks bad.
11. didn’t get letter.

a
I

12. We always wait for them.

EX ERCISE (To review attached questions.) Convert the following

3.

questions into statements with attached questions. Produce two forms

of the attached question. For example:

Is John sick?
JOHN IS SICK, ISN’T HE?
JOHN ISN’T SICK, IS HE?
Have they answered your letter?
THEY HAVE ANSWERED YOUR LETTER, HAVEN’T THEY?
THEY HAVEN’T ANSWERED YOUR LETTER, HAVE THEY?
Has he offered to buy the book?
HE HAS OFFERED TO BUY THE BOOK, HASN’T HE?
HE HASN’T OFFERED TO BUY THE BOOK, HAS HE?
. Is he student?
a

. Have you seen Tom?

. Is she taking course in biology?
a

. Does he work for the government?

@§O§U1|bOOl\'AIl

. Can you come to the party?

. Should have opened the door?
I

. Is she going to the program?

. Did John promise to come?
Will you buy a subscription?
.9

10 . Are we going to take plane?

a

11 Are they the same?

.

12 . Did you find the correct answer?

EXERCISE 4. (To review short answers to questions with COULD HAVE,

SH OULD HAVE BEEN, WILL, etc.) Produce negative or affirmative
a

short answer to the following questions. For example:

Should have written letter?

a
I

YES, YOU SHOULD HAVE.

Won’t you have another piece of pie?
YES, WILL.
I

Could you have lost the pencil on the way to school?

NO, COULDN'T HAVE.
I

. Have you ever been to California?

. Should have gone to the picnic?
I
.O5U1|§©\7I.\9II

Could he have taken the book with him?

.

Will you be fifty years old this year?

.

. Could you pay me for this picture tomorrow?

Might he have made a reservation with the travel bureau?
 LESSON XXX 275

. Would he have gone if I had asked him?

®4. Would you have bought his typewriter from him?
9. Should we take our soccer ball to the picnic?
10. Could he have been talking to Professor Jones?
11. Should you have been taking notes?
12. Has he been studying in the library?

EXERCISE 5. (To review Class 3 words (GOOD, WHITE, etc.) in position

after Class 1 words.) Substitute the following words. Include the Class
3 word after the Class 1 word. For example:
They washed the clothes white.
table THEY WASHED THE TABLE WHITE.
painted THEY PAINTED THE TABLE WHITE.
blue THEY PAINTED THE TABLE BLUE.
. car 14. program 27 tough
. house 15. interesting 28 wonderful
. brown 16. found 29. play
delightful
mI-11OUl|§OOl\DDI

. wanted 17. 30 painting

clean 18. movie 31 superb
.

kept 19. funny 32. judged

.

. boy 20. thought 33 natural

happy 21. good 34 preferred
.

. interested 22. food 35 color

9

10 . class 23. delicious 36. red

11 . busy 24. considered 37 car
12 . lively 25. undigestable 38. painted
13 . made 26. steak

EXERCISE 6. (To review Class words followed by -ING forms.)

1

Listen to the statements. Combine the information so that a Class

1

word is followed by an -ING form. For example:

We saw John. He was walking to school.
WE SAW JOHN WALKING TO SCHOOL.
They met Mary. She was hurrying to the concert.
THEY MET MARY HURRYING TO THE CONCERT
found my watch. was lying in the street.
It
I

FOUND MY WATCH LYING IN THE STREET.

I

. They found us. We were preparing program.

a

. can see Tom. He is riding bicycle.

a
I

. You couldn’t have seen us. We were walking in the dark.

. John heard me. was talking with Fred.
I
®-'|O>UlrBbJl0II

. enjoyed seeing Fred. He was washing his car.

I

He remembers the car. was going very slowly.

It

. Jim had to pay the man. The man was standing by the gate.
. We watched the camera man. He was taking a picture of the
president.
We picked some berries. They were growing in the woods.
9.

discovered the owl. was sitting on a branch.

It

10 .
I

11 . We noticed Professor Ward. He was eating dinner with some friends

12 He might have seen me. was waiting for the bus.
I
.
276 SENTENCE PATTERNS

EXERCISE 7. (To review -SELF forms as object.) Listen to the

statements with the subject as receiver of the action. Produce corre
sponding statements with -SELF forms in which the same person is
receiver and performer. For example:
The baby was fed yesterday.
THE BABY FED ITSELF YESTERDAY.
John was cured.
JOHN CURED HIMSELF.
The students are corrected in their pronunciation.
THE STUDENTS CORRECT THEMSELVES IN THEIR PRONUN—
CIATION.
The baby was fed some cereal.
.
John was hurt with a knife.
. Mary was punished for telling lie.

a
UlIhwuII

. Fred was found in the hospital.

. The patient was washed with hot water.

. They were heard on the phonograph record.

. The hunter was shot accidentally.

@403

. She was treated to soda.

a

We were warmed by the fire.

9.

10. He is considered good student.

a

11. The country is protected with a good army.

12. Jane isn’t understood.

EXERCISE 8. (To review -SELF forms as intensifier of the subject.)

Substitute the following words and make the necessary changes in cor
relation. For example:
We talked to John ourselves.
saw WE SAW JOHN OURSELVES.
him WE SAW HIM OURSELVES.
SAW HIM MYSELF.
I

I I

the book SAW THE BOOK MYSELF.

1. 11. them 21. the money

it

2. her 12. brought 22.

I

3. they 13. the pencils 23. him

4. talked to 14. 24. them
I

5. him 15. the apples 25. heard

he 16. we 26. her
6.

7. me 17. you 27. she

8. her 18. found 28. me
us 19. 29. saw
9.

it

10. warned 20. she 30. us

EXERCISE (To review the -ING expression as subject.) Listen to

9.

the statements. Use the information to make generalizing statement

a

with the -ING expression as subject. For example:

John has the bad habit of wasting time.

WASTING TIME IS BAD HABIT.
A
 LESSON IQCX 277

Mary disturbs the teacher by talking in class.

TALKING IN CLASS DISTURBS THE TEACHER.
We work hard when we study.
STUDYING IS HARD WORK.
. Mary has fun writing letters.
. Jim has difficulty in pronouncing English.
. They find ittiresome to study in the evening.
help my pronunciation by listening to the radio.
@~"lO'>Ul|bOJl\?Il

.
I

. John saves money by taking a bus to work.

. find fishing enjoyable.
I

can be very expensive to go sightseeing.

It

John finds nuisance to eat alone.

it

.
a

is dangerous to drive fast.

It

.
9

10 . Our goal is to find the correct answer.

11 . Fred thinks is good exercise to play tennis.
it it

12 . Jane thinks is good hobby to write plays.

a

EXERCISE 10. (To review WHERE TO PLAY, HOW TO GO, etc.) Sub
stitute the following words. For example:
taught John how to play football.
I

showed SHOWED JOHN HOW TO PLAY FOOTBALL.

I I I I I

him SHOWED HIM HOW TO PLAY FOOTBALL.

where SHOWED HIM WHERE TO PLAY FOOTBALL.
tennis SHOWED HIM WHERE TO PLAY TENNIS.
practice SHOWED HIM WHERE TO PRACTICE TENNIS.

. golf 10 baseball 20. buy

swimming 11 theprogram 21 where
. go 12. prepare 22. find
IO®I~‘|C>U‘l\l>Q'IIEQI-I

. when 13 why 23 how

. canoeing 14 Mary 24 the elevator
told 15 when 25 where
. where 16 leave 26. the typewriter
. how 17 book 27 use
. enjoy 18 where 28 why
19. for whom

EXERCISE 11. (To review WISH with situations in present time.)

Listen to the situation in present time. Produce response with WISH
a

+ a statement pattern. Use the -ED form of the Class word in the
2

statement. For example:

John is sick.
WISH HE WAS WELL.
I

They made a lot of noise.

WISH THEY MADE LESS NOISE.
I

Jane works slowly.

WISH JANE WORKED FASTER.
I
278 SENTENCE PATTERNS

. Mary is tall. am a student.

9
I
They are sick. 10 The book is very long.
. The weather is bad. 11 The movie lasts one hour
_m-‘lO'>U1O>w|OoI
. He writes small on the blackboard. 12. read slowly.

I I
. She talkes quietly in the classroom. 13 talk with an accent.
. You walk fast. 14 You stay up too late.
. They are going to the movie. 15 get letter every week.

a
I
He is coming today. 16. He gets to class late.

EXERCISE 12. (To review WISH with situations in past time.) Listen
to the situations in past time. Produce a response with WISH + a state
ment pattern. Use HAD + the -ED/-EN form of the Class word in the

2
statement. For example:

John didn’teat much yesterday.

WISH HE HAD EATEN MORE.
I

studied one hour each day last semester.

I

WISH HAD STUDIED TWO HOURS EACH DAY.

I

They nominated Jack for president.

WISH THEY HAD NOMINATED PETER.
I

. didn’t see the program last Friday.

I

The newspaperman wrote an article about war.

.

. We bought the less expensive rug.

. All the students went to movie this afternoon.
a
®-'|@U'l§LOlQrII

. She sang selection from an opera.

a

. He was careless and lost his money.

. We could have gone to the concert or the play.
. took ship to Europe.
a
I

9. My friend sent me post card.

a

10. couldn’t take professor Rolo’s picture yesterday.

I

11. We Waited for Fred in the corridor.

12. He sold his car to stranger.
a

EXERCISE 13. (To review MUST, SHOULD, etc., + HAVE + the -ED/-EN
form.) Listen to the situations in past time and the words which follow
them. Produce comments which explain or elaborate the situation. Use
MUST, MIGHT, COULD, SHOULD + HAVE + the -ED/-EN form. For
example:

worked until ten o’clock yesterday. could

I

COULD HAVE WORKED UNTIL TWELVE.

I

When saw Mary, she was crying. must

I

SHE MUST HAVE GOTTEN SOME BAD NEWS.

John waited until yesterday to register. should
HE SHOULD HAVE REGISTERED A WEEK AGO.
He didn’t come to the musical program last night. might
HE MIGHT HAVE BEEN SICK.
saw Mr. Rigs hurrying to the office. must
1.
I

2. John felt sick after dinner. might

He walked in the rain and got wet. should
3.
 LESSON XXX 27 9

She didn’t know what to do with the book she found.

could
The teacher didn’t give us quiz today. must

a
®~108Ulnl>
wonder how they found out about my car accident. might
I
Fred was supposed to meet me at the snack bar, but didn’t. could
Mary spent three months in Europe last year. must
. looked for a pencil but couldn’t find one. could
9
I

10 He paid his bill on the third of this month. should

11 We didn’t see Jane arrive this afternoon. might
12. John felt hungry all afternoon. should

EXERCISE 14. (To review MUST, SHOULD, etc., + HAVE BEEN + the
-ING form.) Listen to the situations in past time and the words which
follow. Produce comments which explain or elaborate upon the situations
Use MUST, MIGHT, SHOULD, COULD + HAVE BEEN + the -ING form.
For example:
didn’t see John at the program last night. might
I

HE MIGHT HAVE BEEN STUDYING.

Fred says that he didn’t hear the telephone ring last night. could
HE COULD HAVE BEEN SLEEPING.
He was at the movie yesterday afternoon. should
HE SHOULD HAVE BEEN ATTENDING CLASS.
Paul’s clothes are all wet. must
HE MUST HAVE BEEN WALKING IN THE RAIN.
. wonder what John was doing in the language laboratory. might
I

Paul spent the day talking to his friends. should

. They weren’t in their room when knocked. could
I
®-'|O5U1n§€»3I.\')bI

. We saw John kicking football on the lawn. must

a

Mary got arrested for speeding yesterday. should

The worker’s face was covered with sweat. must
saw Fred lying on the couch. might
I I

wonder why he didn’t come to the program yesterday. could

Jim talked over the telephone for two hours last night. might
9

10 Mary was busy in the kitchen. could

We missed the bus because we didn’t see arrive. should
it

11
12 There was foot of snow on the ground this morning. must
a

EXERCISE 15. (To review Class words not followed by TO.) Listen
2

to the statements and combine them. Use Class word + Class

a

a
2

wO rd + a simple form of Class word or TO + a Class word. Do not

a

2
2

use TO after MAKE, LET, HAVE, HEAR, WATCH, SEE, OBSERVE, etc.
Fo example:
r

heard Fred. He talked about politics.

I

HEARD FRED TALK ABOUT POLITICS.

I

selected John. He went.

I

SELECTED JOHN TO GO.

I

Mary bought hat. We saw her.

a

WE SAW MARY BUY HAT.

A
280 SENTENCE PATTERNS

1 They asked me. took the book.

I
2 The teacher let him. He spoke to the class.
3 The teacher encouraged him. He spoke to the class.
had the book brought. John brought it.
I I helped John. He finished his work.
We saw the lightning. struck tree.
®-'lO5Ul|h

It It

a
We observed the sky. turned very dark.
We put on our lights. The policeman made us.
We put on our lights. The policeman told us.
9

10 felt the toaster. got hot.

It
I

11 He telephoned me. sent his books

.
12 had tooth pulled. Dr. Todd pulled it.
a
I

EXERCISE 16. (To review Class words followed by an -ING form.)

2
Listen to the statements. Repeat the statements and after the Class

2
word add an -ING form or TO + Class word. For example:
a

2
enjoyed the program.
I

ENJOYED WATCHING THE PROGRAM.

I

forgot John.
I

FORGOT TO WRITE TO JOHN.

I

Fred continued to town.

FRED CONTINUED WALKING TO TOWN.
. Jim enjoys football. 8. John insists on pipe.

a
wanted the book. 9. expected Jim.
I I I
I
.

Mary finished the book. remember Jim.

~"lO>U1I§O0l\DDII

. 10.
. They considered a trip. 11. recall Jim.
. He began the story. 12. He likes cars.
. They forgot the potatoes. 13. She learned song.
a

. He got through first. 14. She avoided him.

EXERCISE 17. (To review Class words with the -ING form, with TO
2

and without TO.) Substitute the following Class words. For example
2

wanted him to buy car.

a
I

had HAD HIM BUY CAR.

A
I I I

remembered REMEMBERED HIM BUYING CAR.

A

asked ASKED HIM TO BUY CAR.

A

. watched helped 15 got

8

told expected 16 begged

9

noticed observed made

.I~‘lO'>U'||bOOl\')II

. 10 17
. advised 11 persuaded 18 let
encouraged 12. saw 19. permitted
insisted on 13 wrote 20 recalled
sent 14 found
 LESSON XXX 281

EXERCISE (To review CAN, COULD, etc., in statements with IF.)

18.
Listen situations. Expand the statements given with IF + a state
to the
I116 nt with a Class 2 word in the simple or -ED form. After COULD,
WOULD, MIGHT, EXPECTED TO, PLANNED TO, etc., use the -ED form
Aft er CAN, MIGHT, WILL, EXPECT TO, PLAN TO, etc., use the simple
for m. For example:
John is probably going to Detroit tomorrow. He is not going to New
York. I want to go to Detroit. I want to go to New York.
I will go with John.
I WILL GO WITH JOHN IF HE GOES TO DETROIT.
I would go with him.
I WOULD GO WITH HIM IF HE WENT TO NEW YORK.
I can go with him.
I CAN GO WITH HIM IF HE GOES TO DETROIT.
I could go with him.
I COULD GO WITH HIM IF HE WENT TO NEW YORK.
I might go with him.
I MIGHT GO WITH HIM IF HE GOES TO DETROIT.
I might go with him.
I MIGHT GO WITH HIM IF HE WENT TO NEW YORK.
I expect to go with him.
I EXPECT TO GO WITH HIM IF HE GOES TO DETROIT.
I expected to go with him.
I EXPECTED TO GO WITH HIM IF HE WENT TO NEW YORK.
A. John is probably going to New York next week. He is not going to
Detroit. I Want to go to Detroit. I don’t want to go to New York.
won’t go with John he goes to New York.
if

1
I I I I I I
.

would go with John.

O'>U1|¢~O\>lO.

could go with John.

can’t go with John.
don’t plan to go with John.
might go with John.

B. Mary is probably going to the concert. She is not going to the play.
want to go to either the concert or the play.
I

can go with Mary she goes to the concert.

if

.
1

I I I

. could go with Mary.

. would go with Mary.
~"|O>U‘l|>OOl\I|

Mary won’t go with me.

.

. Mary wouldn’t go with me.

. might go with Mary.

I I

will go with Mary.

.

EXERCISE 19. (T0 review WOULD HAVE, MIGHT HAVE, COULD HAVE
in statements connected with IF.) Listen to the improbable situations
with COULD, MIGHT, WOULD and IF + the -ED form. Convert the
statements into past-time situations with COULD HAVE, etc. Use HAD
+ the -ED/-EN form after IF. For example:
282 SENTENCE PATTERNS

I if I knew his address.

would write
I WOULD HAVE WRITTEN IF I HAD KNOWN HIS ADDRESS.
I might go to Detroit with John if he went by train.
I MIGHT HAVE GONE TO DETROIT WITH JOHN IF HE HAD GONE
BY TRAIN.
The director could see you if you waited.
THE DIRECTOR COULD HAVE SEEN YOU IF YOU HAD WAITED.
. I could go with you if you went early.
. John would take Mary if she wanted to go.
. They could come if the program was short.
®'-'|G3¢.I'lI§(.A’ll\7II

. He might buy a raincoat if he needed it.

. I would go with John if he drove his car.
. The secretary could take your name if you were leaving.
. I might buy it if it was for sale.
. You could buy it if he gave you the money.
9. He would wait for you if you hurried.
10. I might study if I found my book.
11. We could call him if we knew his telephone number.
12. I would take a swim if I had a swim suit.

EXERCISE 20. (To review the connecting words IF, UNLESS, WHEN
EVER, ALTHOUGH, BECAUSE, WHETHER OR NOT.) Listen to the
statement and the connecting word which follows. Repeat the statement
and use the connecting word to add another statement. For example:
He writes poetry. although
HE WRITES POETRY ALTHOUGH HE NEVER WENT TO COLLEGE
He writes poetry. whenever
HE WRITES POETRY WHENEVER HE FEELS INSPIRED.
We will go on picnic this afternoon. whether or not
a

WE WILL GO ON PICNIC THIS AFTERNOON WHETHER OR

A

NOT IT RAINS.
They won’t go to the picnic. unless
THEY WON’T GO TO THE PICNIC UNLESS SOMEONE TAKES
THEM.
The children get excited. whenever
.

There is no school today. because

.

. He can’t go to Canada. if
. She knows her lessons. although
®§O5U'll§O2MIl

. The program will go on. whether or not

. John never hurries. unless
. The desert cactus blooms. whenever
. The desert cactus never blooms. unless
have a difficult time with my pronunciation. although
9.
I

10. He must see doctor. whether or not

a

11. like this city. although

I

12. lfeel happy. whenever

 LESSON XXX 283

EXERCISE (To review the use of BECAUSE OF. . . and BECAUSE. . . )

21.
Answer following questions. Use the Class 1 words which follow
the
the question in your answer. Student A uses the word after BECAUSE
OF; student B uses the word in a statement after BECAUSE. For example:
Why is he going to the doctor? cold
Stud. A: HE IS GOING TO THE DOCTOR BECAUSE OF HIS COLD.
Stud. B: HE IS GOING TO THE DOCTOR BECAUSE HE HAS COLD

A
Why is the teacher angry? John
Stud. A: THE TEACHER IS ANGRY BECAUSE OF JOHN.
Stud. B: THE TEACHER IS ANGRY BECAUSE JOHN WAS TALKING
IN CLASS.
Why couldn’t Paul come to class today?
. toothache
Why did he win the election? personality
. Why did he win the election? hard work
. Why was John late this morning? watch
Q‘-'|O>Ul\§OOl\1II

. Why are you carrying an umbrella? rain

Why can’t Fred walk? knee
. Why is Tom popular? good nature
. Why have you stopped writing your letter? pencil
9. Why can’t you study tonight? radio
10 . Why doesn’t your father visit the United States? expense
11 . Why can’t he sleep at night? noise
12. Why don’t you write home oftener? time

EXERCISE 22. (To review SO. . . THAT, SUCH . . . THAT.) Listen to

the statements. Compare them with SO . . . THAT and SUCH . . . THAT.
Use Class or Class word with SO . . . THAT; use a Class word
a

with SUCH . . THAT. For example: 1

.

His talk was interesting. We listened for an hour.

HIS TALK WAS SO INTERESTING THAT WE LISTENED FOR AN
HOUR.
HE GAVE SUCH AN INTERESTING TALK THAT WE LISTENED
FOR AN HOUR.
The problem was easy. Everybody got the answer.
THE PROBLEM WAS SO EASY THAT EVERYBODY GOT THE
ANSWER.
IT WAS SUCH AN EASY PROBLEM THAT EVERYBODY GOT THE
ANSWER.
. He is tall. He can’t go through the door.
. Her pronunciation is good. People think she is native speaker.
a

. He talks slowly. The new students can understand him.

. Her dress was beautiful. All of the girls wanted one like it.
®QO’JU1\P€0I.\')lI

. The doctor worked hard. He had heart attack.

a

John’s letters are long. takes fifteen minutes to read them.

It
.

The . clown was funny. We all laughed.

The . building was huge. We couldn’t believe it.
. The little girl is bright. She talks like an adult.
9

10 The child is energetic. She runs and jumps all day.

.

11 . The picture is blurred. We can’t see clearly.

it

12. The professor talks rapidly. We can’t take notes.

284 SENTENCE PATTERNS

EXERCISE 23. (To review ALSO, THEREFORE, HOWEVER.) Listen

to the statements. Relate them with the expressions THEREFORE,
ALSO, HOWEVER. For example:
He is sick. He can’t come.
HE IS SICK. THEREFORE, HE CAN'T COME.
He has cold. He has a cough.

a
HE HAS COLD. ALSO, HE HAS COUGH.

A
He is in bed. He can get up tomorrow.
HE IS IN BED. HOWEVER, HE CAN GET UP TOMORROW.
. We like Mr. Blue as a teacher. We like Miss Meyner better.
Tom has good vocabulary. He pronounces well.
a

. don’t have driver’s license. don’t drive.

a
I

I
We haven’t seen the new building. We don’t know what looks like
@-'lO‘IU'\|bQ3!\')tII

it
.

. can't come today. I’ll come tomorrow.

I

. She bought her books today. She bought some pencils.

. The carpenters worked hard. They didn’t finish.
. They are studying hard. They are learning English rapidly.
. She knows how to play the piano. She can dance.
9

10 . We like potatoes. We like rice.

11 . bought a boat last week. haven’t used it yet.
I

12 . Bill left town. He won’t be able to keep his appointment.

 Lesson XXXI
SUMMARY OF QUESTION PATTERNS‘

Observe these question patterns"

IS music one of the fine arts? Yes, it is.
IS Mr. Smith teaching music to graduate
students? Yes, he is.
HAS he taught music history re
I cently? Yes, he has.
CAN he teach music history with
recordings? Yes, he can.
DOES he teach music because he
likes it? Yes, he does.
WHAT IS Mr. Smith teaching? Music.
WHICH
ART IS he teaching? Music.
WHO IS he teaching music to? Graduate
II, students.
WHERE HAS he taught music history? At the
university.
WHEN HAS he taught music history? Recently.
HOW CAN he teach music history? With record
ings.
WHY DOES he teach music? Because he
likes it.

WHAT is one of the fine arts? Music.

WHO is teach
A
III ing music to graduate
students? Mr. Smith.
WHICH
TEACHER has taught music history re
cently? Mr. Smith.

COMMENTS

(1) Use question patterns of Type I when you want an answer like YES,
NO, CERTAINLY, CERTAINLY NOT, etc.
(2) Use question patterns of Type II when you know the performer and
you want additional information in answer to WHAT, WHO, WHERE,
WHEN, etc.
(3) Notice that a form of BE, or a form of HAVE, or1CAN, MAY,
SHOULD, etc., or a form of DO precedes the subject in all ques
tion patterns. of Types I and II. This word order is the most impor
tant question signal in English.
(4) Use question patterns of Type IH, putting WHAT, WHO, etc., in
subject position, when you do not know the performer and you want
the answer to identify the performer.

*Lessons X)O(I to XXXIV are summary lessons. Their purpose is a) to give

a more systematic presentation of some of the important sentence patterns of
English; b) to give additional practice with these patterns.
"This lesson concerns only questions with falling intonation, so all exercises
should be practiced with falling intonation. Questions with rising intonation are
also used in English in certain social situations, or with certain special meanings.
285
286 SENTENCE PATTERNS

ILLUSTRATIVE EXAMPLES OF QUESTION TYPE I

Observe the following questions without DO.

IS there a school of music in this university? Yes, there is.
WERE you in Mr. Smith’s music class last year? Yes, I was.
ARE you taking a course from him now? Yes, I am.
ARE you going to study music education next year? Probably.
WERE you advised to take music theory? Certainly.
MIGHT you play in the orchestra next year? Yes, I might.
WILL you be studying harder next year? Yes, I will.
COULD you have studied harder last year? Yes, I could
have.
SHOULD you have been studying harder this year? Yes, I should
have.
HAVE you studied the violin for very long? Yes, I have.
HAVE you been practicing a lot recently? I certainly have
HAD you taken violin lessons before you came here? Yes, I had.
HAVE you a good violin? Yes, I have.

NOTE: Questions with HAVE plus the -ED/-EN form of the Class 2 word
are not made with DO. Questions with HAVE, meaning “possess,”
without DO are uncommon in conversation but quite frequent in
writing. However, questions with HAD, like “HAD you a good
violin last year? ” are very uncommon even in writing.
Observe the following questions with DO.
DO you go to the movies every Saturday night? Yes, I do.
DID you see the show at the Liberty last week? Yes, I did.
DOES your little brother like to go to cowboy movies? Yes, he does.
DO you have a good violin? Yes, I do.
DID you have a good violin when you were in high
school? No, I didn’t.
DO you have to practice very much? I certainly do.
DOES your teacher have him practice difficult Of course.
'
exercises?
NOTE: In conversation, questions with HAVE meaning "possess," are
usually made with DO. Questions with HAVE TO and HAVE
HIM PRACTICE, etc., are always made with DO in conversation
and writing. Remember to use the simple form of the Class 2
word in questions with DO.
Observe the negative questions and their answers.

ISN’T Rome the capital of Italy? YES, IT IS.

ISN’T Barcelona the capital of Spain? NO, IT ISN’T.
DON’T they grow oranges in California? YES, THEY DO.
DON’T they grow coffee in California? NO, THEY DON’T.
NOTE: The speaker who asks a negative question with a falling intonation
expects an affirmative answer, but he does not always receive one.
The answers are the same as for affirmative questions in the same
situation.
 LESSON XXXI 287

Observe the attached questions and their answers.

Rome is the capital of Italy, ISN’T IT? YES, IT IS.

Barcelona is the capital of Spain, ISN’T IT? NO, IT ISN’T.
They grow oranges in California, DON’T THEY? YES, THEY DO.
They grow coffee in California, DON’T THEY? NO, THEY DON’T.
NOTE: Use a negative attached question after an affirmative statement.
Use an affirmative attached question after a negative statement.
The speaker who asks an attached question with a falling intona
tion expects an answer to agree with his statement, but he does
not always receive one. Answer attached questions according to
the situation.

ILLUSTRATIVE EXAMPLES OF QUESTION TYPE II

Observe the various question words used in Type II and the kinds of
answers they receive.
WHERE IS the violin concert going In the auditorium.
to be?
WHEN IS it going to be? On Wednesday.
WHAT TIME WILL it begin? At eight o’clock.
HOW LONG WILL it last? For about two hours.
HOW FAR IS the auditorium from
here? About three miles.
HOW CAN we get there? By car.
WHY DON’T we take a taxi? Because it’s expensive.
WHOSE CAR SHOULD we go in? Mine.
WHOSE DID we go in last time? Yours.
WHO(M) SHOULD we go with? Mary and Betty.
WHAT KIND
OF MUSIC WILL theviolinist play? Modern American music
WHAT KIND DO you like? Classical music.
WHICH
COMPOSER DO you like best? Bach.
WHICH DOES Mary prefer? Beethoven.
HOW MUCH WILL the concert cost? Two dollars.
HOW MANY
PEOPLE WILL there probably be there? About 1000.
HOW MANY DOES the auditorium hold? Almost 2000.
WHAT DO you want to do after the
concert? Get something to eat.

ILLUSTRATIVE EXAMPLES OF TYPE III

Observe the question words used in Type HI and the kinds of answers
they receive.
WHAT is interesting course
an to take? Music history.
WHO teaches it? Mr. Smith.
HOW MANY
STUDENTS take it? All the music students.
288 SENTENCE PATTERNS

HOW MANY are taking it now? About fifteen.

WHOSE BOOK is used? Mr. Smith’s.
WHOSE is the best? His.
WHICH
COMPOSERS are studied? All the great composers
WHICH is the most interesting? Classical music
WHAT KIND
OF MUSIC is the most difficult? Modern music

PRACTICE *

EXERCISE 1. (To practice questions of Type I with question word order )

Convert the following statements into questions having a YES or NO
answer. Use question word order to signal the question. For example

John is good student.

a

IS JOHN GOOD STUDENT?

A

The man in the brown coat is his father.

IS THE MAN IN THE BROWN COAT HIS FATHER?
He has attended many recitals.
HAS HE ATTENDED MANY RECITALS?

. Mr. Flynn is
the founder of the company.
Ted may go on the trip.
. The trip to Niagara Falls can be taken in June.
®~'|O5U1|PC»7l\DI1

The light bulb has burned out.

. The concert is being given in the auditorium.

We can take the test tomorrow.

She should take taxi to the airport.
a
.

The books on our reading list are expensive.

.

9. The students are going on picnic.

a

10 There’s a student waiting in the classroom.

.

11 . Our students will be taught to play baseball.

12. Jane is still reading her magazine.
13 . She is going to study later.
14 . They would go if they could get a ride.

EXERCISE 2. (To use Question Type with the forms of DO.) Convert
I

the following statements into questions having a YES or NO answer Use

the forms of the word DO and produce the necessary changes in the Class
word. For example:
2

We eat at six.
DO WE EAT AT SIX?
The boys played football at the picnic. l

DID THE BOYS PLAY FOOTBALL AT THE PICNIC?

The man in the street hears the song.
DOES THE MAN IN THE STREET HEAR THE SONG?

*The exercises in this lesson can be practiced in three ways:

the questions may be practiced without answers.
I)

the teacher can answer the questions which the students form
3) 2)

another student can answer the questions.

 LESSON XXXI 289

Americans read many magazines.

The professor spoke of cultural contacts.
Our physics teacher explained it.
The students who heard agree.

it
@§O§U1|§€DL\DII

Registration takes place on Monday.

John’s father has new car.

a
He drove his car to Chicago.
We have to go to Detroit.
They always go to the cafeteria for lunch.
9

10. Jane wanted to go to the movies.

11. The car which he is buying runs well.
12. He found the pen which belongs to Bill.
13 The students plan to take plane if the weather is good.

a
14: They had a good plane trip last year.

EXERCISE (To practice Question Type I.) Listen to the statement.

3.

Repeat the statement and convert into a YES or NO question containing

it
the form YOU or YOUR. For example:

went to the movie last night.

I

WENT TO THE MOVIE LAST NIGHT. DID YOU GO TO THE

I

MOVIE LAST NIGHT?

John likes skating.
JOHN LIKES SKATING. DO YOU LIKE SKATING?
Tom is good swimmer.
a

TOM IS GOOD SWIMMER. ARE YOU GOOD SWIMMER?

A
A

. We always drink coffee for breakfast.

. John is candidate for class president.
a

. Fred can do his assignment in one hour.

9. ®~'|O‘>U'lrbOJl\1II

He could see the building.

.

think that democracy is the best form of government.

I
.

. The Ford family has lot of money.

a

. She has taken two courses in the English Department.

. In our country, we eat a lot of bread.

Bill has been asked to speak at the dinner.
10 Mary will go to the play with us.
.

11 . They know that the ticket costs one dollar.

12. He was taken to see the director.
13 . Jane asked for an extension of her visa.
14 Mrs. Brown had headache last night.
a
.

EXERCISE 4. (To produce questions of Type from suggested phrases.)

I

Listen to the phrase given. It contains Class word and one or more
a

Class words. Expand the phrase to form a question by supplying more

2

words and the signals for a question. For example:

_

Mary walks
DOES MARY WALK TO SCHOOL IN THE MORNING?
made progress
DID JOHN MAKE PROGRESS IN ENGLISH?
boy is
IS THE BOY YOUR BROTHER?
290 SENTENCE PATTERNS

1. Fred was writing 9. Jane listens

2. he heard 10. he was seen
3. took an examination ll. he has seen
4. John had 12. she can eat
5. likes winter sports 13. you traveled
6. is talking to Fred 14. get seasick
7. has been reading 15. they are going to
1
8. attended a concert 16. we had

EXERCISE 5. (To produce attached questions.) Convert the following

statements into questions by repeating the statement and adding to it a
form of BE, DO, or CAN, etc., plus a negative and the appropriate sub
stitute word. If the statement contains a negative, then omit the nega
tive in the attached portion. For example:

He is a professor.
HE IS A PROFESSOR, ISN’T HE?
He isn’t a lawyer.
HE ISN’T A LAWYER, IS HE?
Mary taught English in Cuba.
MARY TAUGHT ENGLISH IN CUBA, DIDN’T SHE?
They can sing folk songs.
THEY CAN SING FOLK SONGS, CAN’T THEY?
. He likes to discuss politics.
. John and Mary are classmates.
. They never go to a movie.
Alice bought a sewing machine.
®'~'lO>U'l|JiCIJl\')II

. It didn’t cost much.

. Professor James can play the piano.
. May has a new dress.
. Jane doesn’t like writing compositions.
9. They should buy a season’s ticket to the concert.
10. You will go to the dance.
11. The picture of Tom is a good one.
12. The semester will soon be over.
13. They don’t like the new opera.
14. They have eaten dinner already.

EXERCISE (To use Question Type H, and to practice discrimination

6.

in the use of question words.) Listen to the question of Type Without

I.

changing the wording, convert it into a Type question, using the ques
H

tion words: WHO, WHEN, WHERE, HOW, WHY, WHAT. Use all the
question words which fit the situation, omitting those which do not. For
example:
Is Miss Jones teaching?
WHAT IS SHE TEACHING?
WHERE IS SHE TEACHING?
WHEN IS SHE TEACHING?
WHY IS SHE TEACHING?
HOW IS SHE TEACHING?
WHO IS SHE TEACHING?
 LESSON XXXI 291

Does the program begin at eight in the auditorium?

WHY DOES THE PROGRAM BEGIN AT EIGHT IN THE AUDITORIUM?
HOW DOES THE PROGRAM BEGIN AT EIGHT IN THE AUDITORIUM?
Is Mr. Smith working now?
WHY IS HE WORKING NOW?
WHERE IS HE WORKING NOW?
HOW IS HE WORKING NOW?

Can he teach well? 7. Did you see?

.

. Did you buy a ticket? 8. Is your friend coming?

Will you travel by car? Is Guatemala small or large?
OU'l|b¢Ol\')l—*

9.
.

. May Ted go to the movie? 10. Is the director here?

Does he write well? 11 Can ask at the desk now?

I
0 Is the concert beginning now? 12. Can you sing immediately?

EXERCISE 7. (To practice Question Type II.) Listen to the following

statements. One item will be selected from the statement. Convert the
statement into question asking for this item of information. Use the
a

question words WHO, WHEN, WHAT, etc. For example:

He can teach physics. physics

WHAT CAN HE TEACH?
John and Mary heard an opera Saturday. heard an opera
WHAT DID JOHN AND MARY DO SATURDAY?
He knows Jim Santos. Jim Santos
WHO DOES HE KNOW?
Tom played the folk song at the program. at the program
WHERE DID TOM PLAY THE FOLK SONG?
Mary is going to Milwaukee tomorrow. tomorrow
Professor Tomkin has taken trip to Italy. to Italy
a

He will spend a week in Rome. week

a

. Fred listened to the radio last night. the radio

€O@'~'|-1UI|l>OOl0II

concert will be given next month. next month

A

.
Mr. Mendes is here to study English. to study English
.

Professor Dakin liked the symphony very much. very much

Mr. Flores has studied music in Peru. music
Jane goes to the recitals because she likes music. because she
likes music
10 She can play the piano and the violin. the piano and the violin
11 They met Mr. Bell at the concert. at the concert
12 The opera lasted four hours. four hours
13 The singer dedicated song to Mary. to Mary
a

14 We waited in the auditorium for Paul. for Paul

15 Mrs. Jimson found the program exciting. exciting

EXERCISE (To use Question Type III by forming questions in which

8.

the performer is
not identified in the question.) Listen to the statements.
Substitute WHO, WHAT, or WHICH in the position of the subject; substi
tute WHAT or WHICH Class word in some statements. For ex
+
a

ample:
292 SENTENCE PATTERNS

Mr. Smith is a good teacher.

WHO IS GOOD TEACHER?

A
The blue bird built nest in the tree.

a
WHICH BED BUILT NEST IN THE TREE?

A
An insect bit him.
WHAT BIT HIM?
. heard the opera last Saturday.
I

The first act was the most interesting.

.

. The soprano forgot her part.

The opera has long been classic.

a
®-'lOU'lr§O0l0II .

. The tenor in the leading role was outstanding.

This book is not for sale.
.

. This kind of candy is too sweet.

. His is the best.
. The book cost five dollars.
9

10 John answered the telephone.

.

11 . The cup fell off the table.

12 . The red-haired boy broke the window.

EXERCISE (To use Question Types and HI.) Listen to the following
9.

II

statements containing several items of information. Using the question

words given, form questions which will ask for information contained in
the statement. For example:

went to South America by plane.

I

Where: WHERE DID YOU GO BY PLANE?

Who: WHO WENT TO SOUTH AMERICA BY PLANE?
How: HOW DID YOU GO TO SOUTH AMERICA?
Tom is studying architecture at the University.
Who: WHO IS STUDYING ARCHITECTURE AT THE UNIVERSITY?
What: WHAT IS TOM STUDYING AT THE UNIVERSITY?
Where: WHERE IS TOM STUDYING ARCHITECTURE?
Fred taught history in Detroit last year.
When: WHEN DID FRED TEACH HISTORY IN DETROIT?
Where: WHERE DID FRED TEACH HISTORY LAST YEAR?
Who: WHO TAUGHT HISTORY IN DETROIT LAST YEAR?

. He studied algebra yesterday.

1

When
Who
What
. He is Ted Reily.
2

Who
Who
. We liked the concert very much.
3

How
Who
What
He went to Detroit to see the opera.
4 .

Why
Who
Where
 LESSON XXXI 293

5 Jack gave Billa book.

What
Who
Who
6 The pianist will arrive today by plane.
Who
How
When
7 Fred bought Jim a radio today.
Who
Who
When
What
8 Ted works because he needs the money.
Why
Who
9 The concert last night was superb.
What
When
How
10 Mary took a music appreciation course at the university.
What
Where
Who
11 . Jazz was popular in America in the thirties.
When
What
Where
12. His lecture yesterday was about government.
Whose
When
What

EXERCISE 10. (To review Question Types I, II, and III.) Convert the
following statements into questions. The first question should have a
YES or NO response and the second an information response. Use ques
tion word order or the forms of DO in the first question. Use the ques
tion words, WHAT, WHEN, WHERE, WHY, HOW, WHO, in the second.
For example:
This book is a good one.
IS THIS BOOK A GOOD ONE?
WHICH BOOK IS A GOOD ONE?
John received good grades.
DID JOHN RECEIVE GOOD GRADES?
WHY DID JOHN RECEIVE GOOD GRADES?
Mary is willing to go.
IS MARY WILLING TO GO?
WHEN IS MARY WILLING TO GO?
294 SENTENCE PATTERNS

Time Magazine is popular magazine.

a
They heard the National Anthem played.
Her father is a lawyer.
®4O‘:U1>PCI7l\')rI
They told him to practice every day.
The book on the desk cost five dollars.
He traveled in Europe because he was wealthy.
is three blocks from his house to the campus.
It
»

This kind of flower grows on sandy soil.

You can find the pattern on page eight.
9

10 He forgot his hat when he left the building.

11 will take you one hour to get to Toledo.
It

12 This book is John’s.

EXERCISE (To practice free use of questions in a conversational

11.
situation.) to the situation. Then ask all types of questions which
Listen
may help to solve the problem. For example:

He invented machine. I’ve forgotten what does.

it
a

Questions: DOES IT FLY? DOES IT WASH DISHES? IS IT BIG OR

SMALL? CAN IT PEEL POTATOES? HOW DOES IT WORK? WHO
CAN USE IT?
had dream last night. saw something horrible. was chasing

It
a
I

me, so ran.
I

Questions: WHERE DID YOU RUN? DID IT CATCH YOU? WHY DID IT
CHASE YOU? WAS IT AN ANIMAL OR HUMAN BEING? WHAT
A

COLOR WAS IT? COULDN’T YOU CALL FOR HELP?

to the drugstore to buy something, but
John went can’t remember
DI

I
what.
An important piece of news was broadcast over the radio.
saw him doing something but I’ve forgotten what he was doing.
I I

went to a movie last night but can’t remember the story.

I

Mr. Johnson wrote book but don’t know the title.

QGOCDQO5U1rl>OOlQ

Jack went on trip. I’ve forgotten exactly where he went.

a

They had a bad accident yesterday.

have just subscribed to a magazine but can’t remember which one
I
I I

saw something strange on State Street.

Marilyn is looking for something. She needs immediately but she
it
DI

doesn’t know the name of it.

11 Dick won a prize for something he did.
12. Her husband has an important job, but I’m not sure of his title.
 Lesson XXXII
SUMMARY OF SUBJECT AND SUBJECT MODIFICATION

1. The Position of the Subject

Observe the words and patterns in subject position.

ART requires ability and hard work.
MR. JOHNSON is an artist.
HE paints pictures.
THIS is a difficult art.
THERE are many beautiful pictures in
his home.
IT is a pleasure to look at them.
PAINTING has always interested Mr. Johnson
TO PAINT is hard work.
WHAT TO PAINT is never a problem.
WHAT PLEASES MR. JOHNSON MOST is to paint well.
WHAT HE WANTS MOST is to paint a great picture.

COMMENT

Use something in subject position in every English statement.* You

have learned the following types of words and patterns which you can use
in this position:
a) Class 1 words (ART, MR. JOHNSON, etc.)
b) Class 1 substitutes (HE, THIS, etc.)
c) THERE, IT (See Lesson XIV, if necessary.)
d) The -ING form of Class 2 words or TO + the simple form of
Class 2 words (PAINTING, TO PAINT, etc. See Lesson
XXVIII if necessary.)
e) Expressions like WHAT TO PAINT. (You learned to use these
expressions in object position in Lesson XXI.)
f) Included sentences (WHAT PLEASES MR. JOHNSON MOST,
WHAT HE WANTS MOST, etc. See Note at the end of Lesson
XVII, if necessary.)

THE OLD MAN AND THE SEA is about an old fisherman.

“TO BE OR NOT TO BE” is my favorite line from Shakespeare.
NOTE: You can use titles and quotations in subject position.

Should we go downtown in the morning or in the afternoon?

IN THE MORNING would be the best time.

*Observe the contrast between a statement, with a subject, like YOU PAINT
WELL and a request, without a subject, like PAINT WELL. Complete questions
like WHY DID YOU COME? contain a subject, but certain short questions like
WHY? do not. Some answers to questions do not contain a subject. In works of
literature, you will observe various other sentence patterns without a subject.
295
296 SENTENCE PATTERNS

Should we meet at my house or at your house?

AT MY HOUSE would be better.
Should we go quickly or slowly?
QUICKLY would be preferable.
NOTE: You can use expressions of time, place, and manner in subject
position in answers to questions.

What do YOU call that? YOU call it a can opener.

What does ONE call that? ONE calls it a can opener.
Where can YOU study here? YOU can study in the library.
Where can ONE study here? ONE can study in the library.
NOTE: Use YOU or ONE in subject position when you wish to refer to
“people in general,” not to any specific person. ONE is more
formal than YOU.

Observe the use of Class 1 substitutes in sequence sentences.

Some STUDENTS were in the lounge.

SEVERAL were watching television.
A FEW were trying to study.
ONE was writing a letter.
ANOTHER was watching him.
THREE were standing by the window.
George got to go to California last winter.
THIS was just what he had wanted.
However, it rained every day he was there.
THAT was unfortunate.

Observe the use of two or more subjects.

ART AND LITERATURE are important parts of a country’s culture.

MR. JOHNSON, MR. EDWARDS, AND MR. BROWN are artists.
DRAWING AND PAINTING have always interested them.
A MUSEUM OR AN ART GALLERY is an interesting place to visit.
WHAT PLEASES MR. JOHNSON MOST AND WHAT HE ALWAYS TRIED
TO DO is to paint well.

Observe the expansions of the Class 2 subjects.

PAINTING is difficult art.

a
PAINTING PORTRAITS is a difficult art.
PAINTING PORTRAITS WELL is a difficult art.
TO PAINT is hard work.
TO PAINT WITH WATER COLORS is the easiest.
TO PAINT AN IMPORTANT PORTRAIT WITH WATER COLORS would
be a mistake.
 LESSON XXXII 297

PRACTICE

EXERCISE 1.1. (To practice various types of subject.) Substitute the

item given in the subject position of the statement. Make a change in the
Class 2 word if necessary. For example:
The Metropolitan Museum of Art is world-famous.
1 Some painters and sculptors
SOME PAINTERS AND SCULPTORS ARE WORLD-FAMOUS.
2. Diego Rivera
DIEGO RIVERA IS WORLD-FAMOUS.
3 He
HE IS WORLD-FAMOUS.
4 His painting
HIS PAINTING IS WORLD-FAMOUS.
5 His murals
HIS MURALS ARE WORLD-FAMOUS.
6 What he has painted
WHAT HE HAS PAINTED IS WORLD-FAMOUS.
A. My friend’s painting was shown at the art gallery.
Persian rug
A

Others from Europe

Picasso’s work
O>U'l§(IOl\‘)lI

It

What he had painted

Pictures and statues
B. Dali’s work created sensation.
a

He
His work
How he did
it
ObulnbwwII

Hanging such unusual paintings in important museums

His article, “What to Paint,"
Whatever he said
C. To produce the pyramids of Egypt was great achievement.
a

The Cathedral of Notre Dame

The artist’s next painting
Last night’s program
OeuiIhwlor-I

Learning to speak English

The first airplane flight
To climb Mt. Everest
D. The President honored our leading artist.
The City of Detroit
What he produced last year
We
O'>UIvJ>wMII

Creating a new technique

To paint such great pictures
Whatever work he attempted
298 SENTENCE PATTERNS

E. Mary and Fred have done good work.

. He and she
Others

_O>U‘l_>OOIQ>I
. Dr. Gonzales and he
. Those who took the intensive course in English
. These taking the summer course
Everyone

EXERCISE 1.2. (To practice word groups in subject position.) Listen

to the statements. Convert the word group with -ING in subject position
to one with a word group prefaced by HOW, WHAT, WHEN, WHERE and
completed with .IS PROBLEM. For example:
A
. .

Painting requires great skill.

WHAT TO PAINT IS PROBLEM.
A
Buying car is an expensive venture.
a

WHAT CAR TO BUY IS PROBLEM.

Getting high score pleases Mary. A
a

HOW TO GET HIGH SCORE IS PROBLEM.

A

A
Swimming when the weather is hot is refreshing.
WHERE TO SWIM WHEN THE WEATHER IS HOT IS PROBLEM

A
Visiting art museums is pleasant hobby.
a
.

. Sculpturing is difficult art.

a
@'~IO'aU'II¥>60l\‘)D—¢

. Driving car when you are sleepy is dangerous.

a

Wood carving appeals to me.

.

. Working with Professor Smith made George good painter.

a

Doing good work is Bob’s ambition.

Eating alone irritates Mr. Swenson.
.

. Drinking tea in the afternoon is a custom in England.

9. Getting rich in a short time is the ambition of many people.
10. Asking for help when you are in trouble is a wise thing.
11. Speaking loudly and clearly is a good habit.
12. Writing letters makes Miss Darby happy.

EXERCISE 1.3. (To practice IT and THERE in subject position.) Convert

the following statements into statements having THERE or IT in subject
position. Use THERE when the statement contains Class word in sub
a

ject position. Use IT when an -ING form or TO + Class word is the

a

subject. For example:

Working hard is necessary.
IT IS NECESSARY TO WORK HARD.
storm is coming from the West.
A

THERE IS STORM COMING FROM THE WEST.

A

To paint with water colors requires skill.

IT REQUIRES SKILL TO PAINT WITH WATER COLORS.
picture of the group will be taken tomorrow.
A

THERE WILL BE PICTURE OF THE GROUP TAKEN TOMORROW

A
 LESSON XXXII 299

. Working together is good practice.

a
painting by Grant Wood is on display at the Art Gallery.

A
.

. To get taxi in rainy weather is problem.

a
Studying in the evening is difficult for me.
Q-'|O'>UI|l>OOl\')II

. Five students are preparing a program.

. Taking part in the program was requested of the students.
. To protect the poor is responsibility of the government.

a
house on Main Street was on fire.
A A

. girl in a blue coat was studying here.

9

10 . When to return to Panama is hard to determine.

11 . To hold picnic on Sunday was suggested by the chairman.
a

12 . An examination will be given on Tuesday morning.

13 lecture on Whistler was presented by Professor Wallen.
A
.

14 . Watching football game is exciting.

a

15 . Registration is at eight o’clock in the morning.

EXERCISE (To produce included sentences in subject position.)

1.4.
Listen to Add an appropriate comment by using an in
the statements.
cluded sentence consisting of HOW, WHY, WHERE, WHEN, or WHAT +
Class + Class in the position of subject. For example:
2
1

is important that you study.

It

AGREE. BUT WHAT YOU STUDY IS ALSO IMPORTANT.

I

is important that you travel.

It

AGREE. BUT WHERE YOU TRAVEL IS ALSO IMPORTANT.

I

is important that you practice pronunciation.

It

AGREE. BUT HOW YOU PRACTICE PRONUNCIATION IS ALSO

I

INIPORTANT.
.It is important that you eat.
is important that you work.
It

.It is important that you go.

.It
®40’>Ul|l>O\3l\')Id

is important that you co-operate.

.It is important that you sing.
.It is important that you drive.
.It is important that you read.
.It is important that you smile.
.It is important that you paint.
9

10 .It is important that you fly.

11 .It is important that you listen.
12 .It is important that you watch.
300 SENTENCE PATTERNS

2. Subject Modification

Observe the modifiers of the Class 1 subject head

MODIFIER SUBJECT MODIFIER

HEAD
Many LARGE cities have art museums.
These ART museums display the works of
famous painters.
BEGINNING artists sometimes have their
pictures displayed
too.
A RECOGNIZED painter often receives large
prices for his
pictures.
Artists EVERYWHERE like to display their
pictures.
The pictures [IN MUSEUMS must be chosen very
carefully.
The men CHOOSING THE have to work very
PICTURES carefully.
The decision TO CHOOSE A
PICTURE is often difficult.
The men WHO CHOOSE respon
have a great
THE PICTURES sibility.
The pictures WHICH THEY are often very ex
CHOOSE pensive.
The FAMOUS ART museums WHERE GREAT attract hundreds of
PICTURES ARE visitors every day.
DISPLAYED

COMMENTS

(1) Use most single word modifiers (LARGE, AR T, BEGINNING,

RECOGNIZED, etc.) before the subject head. However, use expres
sions of time and place (EVERYWHERE, etc.) after the subject head
which they modify.
(2) Use word group and included sentence modifiers (IN MUSEUMS,
CHOOSING THE PICTURES, WHO CHOOSE T HE PICTURES, etc.)
after the subject head.
(3) You can use several modifiers with one subje ct (THE FAMOUS ART
MUSEUMS WHERE GREAT PICTURES ARE DISPLAYED, etc.).

ILLUSTRATIVE EXAMPLES

The ART instructor AT OUR SCHOOL works hard.

The YOUNG ART instructor TEACHING PAINTING works hard.
The VERY ENTHUSIASTIC
YOUNG ART instructor ASSIGNED TO TEACH PAINTING
works hard.
 LESSON XXXII 301

The WELL KNOWN ART instructor WHO TEACHES PAINTING HERE

works hard.
The YOUNG PAINTING instructor THAT I TOLD YOU ABOUT works
hard.
The YOUNG DRAWING
AND PAINTING instructor AT OUR SCHOOL WHO(lVI) I TOLD
YOU ABOUT works hard.

PRACTICE

EXERCISE 2.1. (To practice single word modification of a Class 1 word

in subject position.) Listen to the two statements. Combine them so that
the Class 1 word in subject position of the first statement is modified by
an additional word or words. For example:
The student is ambitious. He is learning English.
THE AMBITIOUS STUDENT IS LEARNING ENGLISH.
The north wind is bitter. It will bring snow.
THE BITTER NORTH WIND WILL BRING SNOW.
The man is weary and old. He cannot work.
THE WEARY OLD MAN CANNOT WORK.
. The girl is dancing. She is wearing a Mexican costume.
. Mary is busy. She always has her work done.
. Our radio is broken. It was taken to the repair shop.
®'~'|O>U1|>OOlQII

. The book is missing. It belongs to Fred.

. The sweater is washable. It will not fade or shrink.
. The weather is cold and rainy. It is depressing.
. The young child is very bright. He learns quickly.
. The skiing season is past. It was very good.
9. Sally’s flower is yellow. It smells nice.
10. The time has been well spent. It will profit our English.
11. The snow was pure white. It sparkled like diamonds.
12. The Boston Symphony Orchestra is excellent. It will play here next
week.

EXERCISE 2.2. (To produce Class word as modifier of another

a

a
1

Class word in subject position.) Listen to the statements. Convert the

1

Class word occurring in the word group into single word modifier of
a
1

the Class word in subject position. For example:

1

The book on Whitman has been lost.

THE WHITMAN BOOK HAS BEEN LOST.
The house on Main Street is meeting place for artists.
a

THE MAIN STREET HOUSE IS MEETING PLACE FOR ARTISTS.

A

The elevator in the Taylor Building is dangerous.

THE TAYLOR BUILDING ELEVATOR IS DANGEROUS.
The large painting by Norman Rockwell is owned by Mr. Loty.
THE LARGE NORMAN ROCKWELL PAINTING IS OWNED BY
MR. LOTY.
302 SENTENCE PATTERNS

. The Vice-President of the Association gave talk.

a
His report on the book was well done.
. The arts of weaving are practiced by the Hopi Indians.
.
®~'|O>Ul|§hIlOII
This beautiful sculpture by Michelangelo is priceless.
Our time in class is well spent.
.

. The attendance in summer set new record.

a
. Interest in jazz music has increased recently.
. The window on the east faces the campus.
9. The new teacher in school read a story by Mark Twain.
10. Art in school has improved through better teaching.
11. The recent mural by Rivera has many admirers.
12. The policy of “English Only” is tradition in the Institute.

a
EXERCISE 2.3. (To practice modification of Class word in subject

1
position with -ING, or -ED/-EN, or TO the simple form of the Class

+
word, word groups.) Listen to the statements. Combine them to form
a 2

single statement in which the Class word in subject position is mod

1
ified by a word group introduced by the -ING, or -ED/-EN form, or TO
+ the simple form of Class word. For example:
a

The boy is writing a letter. He has headache.

a

THE BOY WRITING LETTER HAS HEADACHE. A

A

The painting is being shown at the art gallery. is by Thomas Eakins.

It
THE PAINTING BEING SHOWN AT THE ART GALLERY IS BY
THOMAS EAKINS.
The student was taken to the hospital. He has the flu.
THE STUDENT TAKEN TO THE HOSPITAL HAS THE FLU.
The drive is to help needy students. begins today.
It

THE DRIVE TO HELP NEEDY STUDENTS BEGINS TODAY.

. The girl is talking to Jim. She is Mary’s roommate.
. The movie was shown at the dormitory. It was about Glacier Park.
. His aim is to get an “A” this semester. He may succeed.
. The girl was singing the new song. She had a contralto voice.
The book is lying on the desk. is by Willa Cather.
It

.
IOIO-1I~1c7>U1o8>wMII

The group picture was taken yesterday. pleased everybody.

It

The game was played at St. Louis. decided the World Championship
It

Their objective is to support art. is worthy cause.

It

.
a

The painting was produced in 1920. It was a masterpiece.

.

The tree is growing in the yard. is an apple tree.

It

.
rI»I

. The young woman was sitting by the window. She was thinking of her
children.
12. The exhibition was held in the school auditorium. was well attended.
It It

13. Our purpose is to learn to speak English fluently. is being accom

plished.
14. The secretary is typing report. She is in hurry.
a

It a

15. The painting was displayed at the festival. was returned last week.

EXERCISE 2.4. (To practice included sentence modification of Class

a

word in subject position.) Listen to the two statements. Combine them

so that the Class word in the subject position of the first statement is
1
 LESSON XXXII 303

modified by an included sentence. Introduce the included sentences with

THAT, WHICH, WHO, WHOM, WHOSE, WHEN, WHERE. For example:
The examinations are hard. They are taken in June.
THE EXAMINATIONS WHICH ARE TAKEN IN JUNE ARE HARD.
The boy is in the hospital. He broke his leg.
THE BOY WHO BROKE HIS LEG IS IN THE HOSPITAL.
The boy is in the hospital. His leg is broken.
THE BOY WHOSE LEG IS BROKEN IS IN THE HOSPITAL.
The young man is here. He likes Mary.
THE YOUNG MAN WHO LIKES MARY IS HERE.
The young man is here. Mary likes him.
THE YOUNG MAN WHO(M) MARY LIKES IS HERE.
student drew the picture.
He is in art school.
A

Art civilizes man. result of discipline.

is the
It

. Last summer was the best time to buy a car. Things were cheap.
The dog belongs to John. ran away yesterday.
QQOSUIIBCOLODII

It

.
The boy threw stone. He ran after Tom.
a
.

. The boy threw a stone. Tom ran after him.

. An old woman bought this home. Her son goes to school.
. The University had its hundredth anniversary. The governor praised
it.
9. The cat had no home. Tommy found him yesterday.
10 . The place is on Washington Street. We will meet there tonight.
11 . The boy can ride bicycle. He likes his father.
a a

12 . The boy can ride bicycle. His father likes him.

13 . My neighbor takes good pictures. He owns an expensive camera.
14 . The store is on State Street. buy my shoes there.
I

15 . The bald man teaches English. The President praised him.

SUMMARY EXERCISE (To practice various structures in subject posi

tion.) word or group of words is given. Use as the subject of a
it
A

statement, freely composing the remainder of the statement. For example

The time when we meet

THE TIME WHEN WE MEET HAS NOT BEEN DECIDED.
The picture on the east wall
THE PICTURE ON THE EAST WALL IS BY PABLO PICASSO.
We
WE TOOK TRIP TO NEW YORK.
A

Listening to music
LISTENING TO MUSIC IS FAVORITE PASTIME OF MANY
A

PEOPLE.
What Mr. Hanson likes
WHAT MR. HANSON LIKES IS TO GO TO MOVIE ON SUNDAY.
A

Where to go for vacation

a
.

. Tom and Harry

O'l|l><aO|.\III

. The book about contemporary painters

The dress which you bought
.

. The First National Bank of New York

304 SENTENCE PATTERNS

The big fire engine belonging to the city

To select sport coat

a
®Iid}
Working for degree in the United States

a
The modern apartment building at 112 Lexington
9
10 The factory where John works
11 The pen and pencil set which got for my birthday

I
12 Talking about politics often
13 The friends whom he brought to the party
14 The person whom talked to

I
15 The person who talked to me
 Lesson XXXIII
SUMMARY OF CLASS 2 EXPRESSIONS AND CLASS 2 MODIFICATION

l. Class 2 Expressions

Observe the Class 2 expressions.

Betty WRITES poetry.
Her friends ADMIRE it.
She WROTE poetry last year.
She WROTE a poem yesterday.
Her friends ADMIRED it.
She IS GOING TO some poetry to
WRITE morrow.
She WAS GOING TO some last week,
WRITE but she didn't.
She IS WRITING now.
She WAS WRITING when I was here.
She HAS WRITTEN many poems re
cently.
She HAD WRITTEN many before I
knew her.
She HAS BEEN WRITING poetry for sev
eral years.
She HAD BEEN WRITING it before she
finished high
school.
She WILL WRITE some poetry to
morrow.
She CAN WRITE poetry easily.
She MIGHT BE WRITING some now.
She C OULD HAVE WRITTEN some last week.
She WOU LD HAVE WRITTEN some if she had
had time.
She MUST HAVE BEEN WRITING when you called
her up yesterday
Her poetry IS WRITTEN on the typewriter.
It WAS WRITTEN by hand before
she got her
typewriter.
It IS BEING WRITTEN on the typewriter
now.
It WAS BEING WRITTEN by hand then.
This poem HAS BEEN WRITTEN by hand.
It HAD BEEN WRITTEN before she got
her typewriter.
Poetry SHOULD BE WRITTEN carefully.
This poem MUST HAVE BEEN WRITTEN when she was
younger.
305
306 SENTENCE PATTERNS

Betty HAS TO STUDY a lot.

She WANTS TO WRITE great poetry.
She ENJOYS WRITING poetry.
She MIGHT HAVE BEEN TRYING TO
WRITE a new poem when you
called her up.
She MUST HAVE DISLIKED BEING
INTERRUPTED while she was writing

SUMMARY COMMENTS

(1) To indicate an action in progress at the time spoken about, use BE +

an -ING form (IS WRITING, HAS BEEN WRITING, MIGHT BE

WRITIE, etc.).
(2) To indicate an action completed at the time spoken about, use HAVE
+ an -ED/-EN form (HAS WRITTEN, HAS BEEN WRITING, etc.).
Also use HAVE + an -ED/-EN form to indicate an action begun at a
past time and continued until the time spoken about.
(3) To indicate that the subject is the receiver of the action, not the
performer, use BE directly before an -ED/-EN form (1§l,_I_'1‘_'1Q,
IS BEING WRITTEN, HAS BEEN WRITTEN, SHOULD BE WRITTEN,
etc.).
(4) To indicate past time, use -ED forms (ADMIRED, @3113, WAS
WRITING, HAD WRITTEN, etc.).
(5) To indicate an action qualified by the first Class 2 word, use a
second Class 2 word (WANTS TO WRITE, ENJOYS WRITING, etc.).

ILLUSTRATIVE EXAMPLES

Observe the negative forms.

Betty DOESN’T write stories.

She NEVER tried to write one.
She ISN’T interested in writing them.
She HASN’T ever tried to write one.
She ISN’T going to try.
She CAN’T write essays very well either.
She tries NOT to write her poetry carelessly.
She DOESN’T try NOT to make her poetry difficult to understand.

Observe the special uses of DO.

DOES Betty write poetry? Yes, she DOES.

Betty DOESN’T write stories, but John DOES.
 LESSON XXXIII 307

He DOESN’T write poetry, but he writes stories.*

He DOES it very well.
I am sure that he DOES.
Observe the Class 1 word between two Class 2 words.

Betty WANTS HER FRIENDS TO READ her poetry.

She LIKES THEM TO ADMIRE it.
She LETS THEM READ every poem she writes.
She HAS THE SCHOOL PAPER PUBLISH some of her poems.

Observe the correlation of the Class 2 expressions in the statements

before and after the connecting words.

Betty WILL GO to the bookstore IF you GO with her.

She WOULD GO IF John WENT with her.
She WOULD HAVE GONE yesterday IF someone HAD GONE with her.
She CAN’T BUY the books she wants UNLESS you LEND her some money
She COULDN’T BUY any book UNLESS someone LENT her some money.
She COULD HAVE BOUGHT this book yesterday IF someone HAD lent
her some money.

PRACTICE

EXERCISE 1.1. (To practice various Class 2 expressions.) Substitute

thefollowing Class 2 expressions in the statements. For example:
We study American literature.
1. have studied
WE HAVE STUDIED AMERICAN LITERATURE.
2. will be studying
WE WILL BE STUDYING AMERICAN LITERATURE.
3. are going to study
WE ARE GOING TO STUDY AMERICAN LITERATURE.
4. have been studying
WE HAVE BEEN STUDYING AMERICAN LITERATURE.
5. studied
WE STUDIED AMERICAN LITERATURE.
A. American literature is taken by most students.
. was ta.ken
will be taken
. had been taken
ObvlnhwguvI

. will have been taken

. can be taken
. should have been taken

*You will
also hear “He DOESN'T write poetry, but he DOES write stories.’
’

DO + the simple form of Class word is used for emphasis.

a

2
308 SENTENCE PATTERNS

B. The students have found Mark Twain amusing.

1. find
are going to find
. have been finding
. were finding
. had found
will find
_oAuiu>wiu>Ig'g=oia>w;o

C 2I; expects to read that novel.

. has expected

has been expecting

. expected

. was expecting

I
. doesn’t expect
will be expecting
D play will be written by one of the students.
. can be written

has been written

. was written
oauiIhuioI~m

. has to be written

. is to be written
. was being written
E y enjoys the work of Henry James.
. enjoyed
is enjoying
. is going to enjoy
aauiuseoioI,1

. has enjoyed
. should enjoy

. has been enjoying

F work is well written.
has been. . .written
.
is going to be. . .written
. was. . .written

. could have been. . .written

. can be. . .written

. is being. . .written
oaoiu:-uroI.‘3-aauiiao.IIN»-W

G. ville wrote Moby Dick in 1851.

. was writing
could have written
. must have been writing
. could have been writing

. had been writing

. had written

EXERCISE 1.2. (To produce statements expressing future time.) Con

vert the statements to express situation in future time. Use BE +
a

GOING TO. For example:

He spent a lot of money on clothes.
HE IS GOING TO SPEND LOT OF MONEY ON CLOTHES.
A

They can attend the university next year.

THEY ARE GOING TO ATTEND THE UNIVERSITY NEXT YEAR.
might go to the movie you do.
if
I

AM GOING TO GO TO THE MOVIE IF YOU DO.

I
 LESSON XXXIII 309

. She should visit her uncle.

He found where the house is located.

.
. We can speak English fluently.
.
@§O>Ulr>C»7lQlI
My wife would want new hat.

a
They might come back tomorrow.
I

. The people understand the instructions.

They could speak to the director he was here.

if
.

. The students leave the dormitory.

9. The dog barks when walk by.

I
10. We must be careful in crossing the street.
11. may take a train to St. Louis.
I

12. Dave telephones regularly in the morning.

EXERCISE 1.3. (To use the forms HAVE and HAD + an -ED/ -EN form.)
Convert the following statements which indicate present or simple past
time situations into statements with HAVE and HAD + the -ED/ -EN form
of the Class word. With HAVE use the word group FOR TWO MONTHS;
2

with HAD use the included sentence BEFORE HE CAME HERE. For
example:

study English at the University of Michigan.

I

HAVE STUDIED ENGLISH AT THE UNIVERSITY

OF MICHIGAN FOR
I

TWO MONTHS.
HAD STUDIED ENGLISH AT THE UNIVERSITY OF MICHIGAN BE
I

FORE CAME HERE.

I

John works in the cafeteria.

JOHN HAS WORKED IN THE CAFETERIA FOR TWO MONTHS.
JOHN HAD WORKED IN THE CAFETERIA BEFORE HE CAME HERE.
We took algebra.
WE HAVE TAKEN ALGEBRA FOR TWO MONTHS.
WE HAD TAKEN ALGEBRA BEFORE WE CAME HERE.

He teaches chemistry. 7. You knew the professor.

1.

2. Mary worked at the library. 8. Jim speaks English clearly.

3. Tom sells insurance. 9. My watch loses time.
4. Jane sings in the chorus. 10. They let him use the car.
5. drink coffee. 11. She wrote each day.
I

We travel by ship. 12. He does his work efficiently.

6.

EXERCISE 1.4. (To use form of BE an -ING form to express action

+
a

in progress.) Listen to the statements which express present, past, or

future time. Convert them so that the action expressed is continuous.
Use a form of BE + an -ING form. For example:
John enjoys Mark Twain.
JOHN IS ENJOYING MARK TWAIN.
He studied Walt Whitman.
HE WAS STUDYING WA LT WHITMAN.
Heis going to study Henry James.
HE IS GOING TO BE STUDYING HENRY JAMES.
He had read Uncle Tom’s Cabin
HE HAD BEEN READING UNCLE TOM’S CABIN.
3 10 SENTENCE PATTERNS

They have studied English poetry.

.

They enjoyed Benjamin Franklin’s Autobiography.

.
. She memorizes Emily Dickinson’s poetry.
Q-'|O>U'lll>O\7l\9bI
. Faulkner will write more novels.

. He has produced many good works.

. You should write a composition on Melville.

. Fred wrote an essay on Tom Paine.

. We haven’t studied English literature.

. James Fenimore Cooper had written novels about Indians.

9

10 . Mary takes two literature courses.

11 . She took a course in French literature last summer.
12. We should have done our assignment this morning.
13 . We didn’t go to the lecture.
14 . The students eat at twelve.
15. He has not read the book.

EXERCISE 1.5. (To practice statements in which the subject is the re

ceiver of the action.) Listen to the statements. Convert them so that
the subject receives the action. Do this by putting the object in subject
position and using the -ED/-EN form of the Class word, preceded by

2
a form of BE. For example:

All freshmen read the book.

THE BOOK IS READ.
Hemingway wrote the book.
THE BOOK WAS WRITTEN.
The students are filling out the questionnaire.
THE QUESTIONNAIRE IS1 BEING FILLED OUT.
Many readers will find this poem interesting.
THIS POEM WILL BE FOUND INTERESTING.
. Joseph Conrad wrote sea stories.
The librarian has requested me to return this book.
Shakespeare entertained us.
The teacher told them about realism.
®-'l®UIl§l‘.Ol0II

The students are going to discuss the work of Sinclair Lewis.

The professor has given a lecture on Eugene O’Nei1l.
Professor Stack has published books on drama.
Students know the value of literature.
Miss Palermo does not teach pronunciation.
9

10 Rosalis is writing two essays on liberty.

11 Readers can see the relationship between culture and literature.
12 The work of Poe will amuse Tom.
13 Washington Irving has written humorous speeches.
14 The students could have presented a play.

EXERCISE 1.6. (To produce statements having two Class words.)

2

Listen to the two statements. Combine them to form one statement with
two Class words. For example:
2
 LE SSON XXXIII 311

She watched him. He bought hat.

A a
SHE WATCHED HIM BUY HAT.
He waited until the next day. Then he bought the car.
HE WAITED UNTIL THE NEXT DAY TO BUY THE CAR.
They will give program. They want to.

a
THEY WANT TO GIVE PROGRAM.

A
. Fred listens to the opera. He likes it.
John taught his son. His son plays folk songs.
.

Mary will go. She wishes to.

@~10>O!|POOlOb—l
.

. He is buyinga ticket. He will watch the game.

Our team is getting ready. will play a team from Puerto Rico.

It
.
. He tries hard. He will find solution.

a
. Tom is going to build a boat. His friends will help him.
. He never smoked. He started recently.
9. pay a high rent. don’t like to.
I

10 . She makes her own dresses. She enjoys it.

11 . We can hear him. He sings many songs.
12 . We heard the speaker. He gave a wonderful lecture.

EXERCISE 1.7. (To practice correlation of Class words in included

2
sentences beginning with IF and UNLESS.) Listen to the partial state
ment. It contains Class word preceded by CAN, COULD, HAVE,
a

WOULD, etc. Complete the statement by adding the included sentence,

IF YOU ASK HIM TO, with proper correlation of the Class word and

2
substitute word to the previous structure. Substitute UNLESS for IF

if
the partial statement is negative. For example:

can come.
I

CAN COME IF YOU ASK ME TO.

I

Mary won’t come.

MARY WON’T COME UNLESS YOU ASK HER TO.
She could recite poem.
a

SHE COULD RECITE POEM IF YOU ASKED HER TO.

A

They would have bought a ticket.

THEY WOULD HAVE BOUGHT TICKET IF YOU HAD ASKED
A

THEM TO.
. My friend will go.
. The teacher would tell story.
a

. Miss Sanchez would sing.

The president would have spoken.
®§O5Ul|FOOl\')-1l
.

. Jim might read the book.

. The director will not give speech.
a

Mr. Martin will teach the lesson over again.

.

. He would have taught the lesson over again.

. He can’t come to the program.
9

10 . Mr. Junger would have driven to Chicago.

11 . Could he go?
12 . Would she have written the story?
 312 SENTENCE PATTERNS

2. Class 2 Modification
1
Observe the Class 2 modifications.
Poetry is OFTEN difficult.
Betty OFTEN writes poetry.
She wrote a poem YESTERDAY.
She wrote it IN THE
MORNING.
She wrote it IN HER ROOM.
She USUALLY writes her poetry THERE.
She wrote the poem CAREFULLY.
She wrote it ON HER
TYPEWRITER.
She wrote it IN HER ROOM YESTERDAY.
She wrote it ON HER IN THE
TYPEWRITER MORNING.
She USUALLY writes her poetry IN HER ROOM ON
HER TYPE- IN THE
WRITER MORNING.
She ALWAYS writes it BY HAND IN IN THE
THE LIBRARY AFTERNOON
She OFTEN writes poetry BEFORE SHE
GOES TO CLASS.
She likes to write it WHERE SHE CAN
BE ALONE.
She wants to write AS THE GREAT
POETS DO.
She wrote one poem IN THE MORNING.
IN THE AFTER
NOON/ she wrote another.
She wrote one poem IN HER ROOM.
IN THE
LIBRARY/ she wrote another.

COMMENTS

(1) Use single words (OFTEN, YE STERDAY, THERE, CAREFULLY,

etc.), word groups (IN THE MORNING, IN HER ROOM, ON HER
TYPEWRITER, etc.), and included sentences (BEFORE SHE GOES
TO CLASS, etc.) to modify sentences or their Class 2 expressions.
(2) Use words of frequency (OFTEN, etc.) after BE and before other
Class 2 words.*
(3) Use expressions of place (IN HER ROOM, THERE, etc.), manner
(CAREFULLY ON HER TYPE W RITER, etc.), and time (YESTER
DAY, IN THE MORNING, etc .) after the object."
(4) Use expressions of time after expressions of place and manner.
(5) You may use expressions of ti m e and place before the subject in
sequence sentences.
*You will also hear words of frequency at the end of the sentence: “Betty writes
poetry OFTEN.”
**You will also hear words of manner ending in -LY and certain other words, like
NOW, SOON, ALSO, etc., after BE and before other Class 2 words: “Betty CARE
FULLY wrote the poem."
 LESSON XXXIII 313

PRACTICE
EXERCISE 2.1. (To practice modification of Class 2 words with ex
pressions of frequency, time, place, and manner). Substitute the word
or group of words indicating manner, time, or place in the proper
position in the given statement. For example:
We often study English very hard in the library in the morning.
every day WE OFTEN STUDY ENGLISH VERY HARD IN THE
LIBRARY EVERY DAY.
very diligently WE OFTEN STUDY ENGLISH VERY DILIGENTLY IN
THE LIBRARY EVERY DAY.
generally WE GENERALLY STUDY ENGLISH VERY DILIGENTLY
IN THE LIBRARY EVERY DAY.
1. usually 11. during weekends
2. at home 12. never
in the evening dormitory
,3.

13. at the
4. sometimes 14. quietly
5. when the weather is bad 15. often
6. very little 16. in our rooms
7. frequently 17. seldom
8. at my apartment 18. before dinner
9. always 19. in summer
10. very much 20. out-of-doors

EXERCISE 2.2. (To practice the various positions of expressions of

time, place, and manner.) Listen to the statement and the expression
of time, place, or manner said after it. Produce a statement introduced
by sequence expression and substituting the given expression of time,
a

place, or manner in its proper place. Use the last time or place ex
pression of the statement as clue for the sequence expression. For
a

example:
She often studies German in the morning. Rarely
IN THE AFTERNOON, SHE RARELY STUDIES GERMAN.
John writes letters in the office in the afternoon. At home
IN THE EVENING, JOHN WRITES LETTERS AT HOME.
Fred is often a student at the university in the summer. Seldom
IN THE WINTER, FRED IS SELDOM STUDENT AT THE UNI
A

VERSITY.
The grass is usually green in the springtime. After a rainfall
IN THE SUMMER, THE GRASS IS USUALLY GREEN AFTER
A

RAINFALL.
. We usually eat lunch in the cafeteria on Friday. Rarely
Tom celebrated his birthday proudly last year. Very quietly
He will work on his book this week. If he has time
cn»I>wM>

. He is going to work in the garden today. In the basement

. He usually studies French with student from Korea in the evening.
a

By himself
314 SENTENCE PATTERNS

She seldom eats lunch alone at the dormitory. Usually

He is seldom late for his classes in the morning. On time
IO@4G3 She takes the train to Detroit faithfully every day. To Chicago
I
We frequently meet him going to the Chemistry Building at nine
o’clock. Very rarely
10. They went out during the intermission. In
11 The Smiths generally have a picnic with their children by the
river. With their friends
12. He always wears hat in winter. When it rains.

a
EXERCISE 2.3. (To use various Class expressions in correlation with

2
expressions of time.) Listen to the Class expressions and the time

2
expressions. Use them in statement freely, composing context
a

a
which is suitable to their meaning. Use the words expressing time at
the end of the statement. For example:

is taking. . . today
HE IS TAKING AN EXAMINATION TODAY.
have been walking. . every day
.

THE STUDENTS HAVE BEEN WALKING IN THE RAIN EVERY DAY

is going to. . . tomorrow
MARY IS GOING TO EAT DINNER WITH ME TOMORROW.
had to buy. . . yesterday
.
has been listening. . . every day
.
. will have completed. . next month
@~'IO'JO'l|l>¢Ol\Db-I

. will be announced. . . today

earns. . week
a
.
.

. was earning. . . week last year

a

. must have been attended. . . during the summer

. wants to study. . in the morning
.

. would like to write. . next year

9

10 can be heard. . . in the springtime

.

11 respect. . . when they are polite

.

12. will learn. . in time

.

13 have had. . . during November

.

14 . might be willing to visit. . . in the future

 Lesson XXXIV

SUMMARY or OBJECT STRUCTURES

Observe the words in object position.

Mr. Smith teaches.

He teaches HIS STUDENTS.
He teaches GRAMMAR.
He appointed TOM.
He likes HIS STUDENTS.

He teaches HIS STUDENTS GRAMMAR.

He appointed TOM SECRETARY.
He likes HIS STUDENTS INTELLIGENT.
He likes HIS STUDENTS CONSIDERED
INTELLIGENT

COMMENTS
(1) Use no object, one object, or two objects after Class 2 words.
(However, you cannot use objects with certain Class 2 words. See
Illustrative Examples.)
(2) Use a second object before the primary object to indicate the
person or thing for whom the action is performed. (HE TEACHES
HIS STUDENTS GRAMMAR, etc.)
(3) After certain Class 2 words like APPOINT, ELECT, NAME, CALL,
etc., use a second object after the primary object to indicate a
name or designation given to the primary object. (HE APPOINTED
TOM SECRETARY, etc. See Lesson XXVH, if necessary.)
(4) Use describing words a.fter the object to indicate its condition or
quality as a receiver of the action. In this pattern, the describing
words modify the object and the Class 2 word as a unit. (HE LIKES
HIS STUDENTS INTELLIGENT, etc. See Lesson XXVH, if neces
sary.)

ILLUSTRATIVE EXAMPLES
John understands CHEMISTRY.
understands IT.
I
He
He understands HOW TO DO EXPERIMENTS.
He understands WHAT CAUSES REACTIONS.
He understands HOW ORGANIC COMPOUNDS ARE FORMED.
He understands (THAT) CARBON IS THE BASIC ELEMENT OF
ORGANIC COMPOUNDS.
NOTE: Use Class 1 words or substitutes (CHEMISTRY, IT, etc.),
word groups (HOW TO DO EXPERIMENTS, etc.), or included
sentences (WHAT CAUSES REACTIONS, etc.) in object position
315
316 SENTENCE PATTERNS

The teacher told THE CHILDREN A STORY.

She told THE LITTLE CHILDREN AN AMUSING STORY.
She told THE DELIGHTED CHILDREN A STORY ABOUT A
PRINCESS.
She told THE CHILDREN SITTING
AROUND HER A STORY THEY LIKE
VERY MUCH.
NOTE: Modify Class 1 objects like Class 1 subjects.

Observe the contrast between these patterns of modification.

George painted the WHITE house.
He painted the house GREEN.
He painted the WHITE house GREEN.
We washed our DIRTY clothes.
We washed om: clothes CLEAN.
We washed our DIRTY clothes CLEAN.
The barber cut Betty's LONG hair.
He cut her hair SHORT.
He cut her LONG hair SHORT.
Observe what comes after the Class 2 words.
Juan came FROM MEXICO.
He arrived IN ANN ARBOR.
He went TO A HOTEL.
He looked AT MANY APARTMENTS,
He listened TO THE LANDLORDS.
He smiled AT THEM.
He thought ABOUT THE APARTMENTS.
IIIe insisted ON A GOOD APARTMENT.
NOTE: Do not use aClass 1 object after certain Class 2 words like
CQME, ARRIVE, GO, LOOK, etc. Use word groups with
FROM, IN, TO, AT, etc., to indicate a receiver. (See Voca
bulary Lessons, if necessary.)
Mary said “HELLO” TO HER FRIENDS.
She introduced JANE TO ALICE AND BETTY.
She spoke ENGLISH TO THEM.
She described THE COURSE TO THEM.
She explained THE CLASSES TO THEM.
She answered A QUESTION FOR BETTY.
She changed A DOLLAR BILL FOR HER.
NOTE: After certain Class 2 words like SAY, INTRODUCE, SPEAK,
ANSWER, etc., do not use a second Class 1 object before the
primary object to indicate the person or thing for whom the
action is performed. Use word groups with TO or FOR
after the primary object. (See Lesson VIII, if necessary.)
 LESSON XXXIV 317

PRACTICE

EXERCISE 1. (To practice the order of Class 1 words in object posi

tion.) Substitute the following word or words in the statement. Make
the necessary changes in other forms for correlation. For example:

We gave her a watch for her birthday.

him WE GAVE HIM A WATCH FOR HIS BIRTHDAY.
his sister WE GAVE HIS SISTER A WATCH FOR HER BIRTHDAY

0
diamond pin WE GAVE HIS SISTER A DIAMOND PIN FOR HER
BIRTHDAY.

1. a beautiful present 11. a book

2. them 12. Tom, the janitor,
3. ourselves 13. some fishing equipment
4. our neighbor 14. the boy
5. what he wanted 15. a dog
6. her 16. her
7. our mother 17. the boy who is sick
8. six red roses 18. Bob
9. Miss Salinas 19. a dog like mine
10. the girl who works here 20. a pair of shoes

EXERCISE 2. (To practice the positions of various kinds of objects,

and to contrast object structures with word groups containing TO and
FOR.) Listen to the word or words and the statements which follow.
Include the word or words in the proper position in the statements.
For example:
Him. I gave a book.
I GAVE HIM A BOOK.
or I GAVE A BOOK T0 HIM.
Her. I said “Hello.”
I SAID HELLO TO HER.
The man. I asked his name.
I ASKED THE MAN HIS NAME.
Chairman of the committee. They chose Fred.
THEY CHOSE FRED CHAIRMAN OF THE COMMITTEE.

Them. He is going to give some advice.

The man who is here. He will give some money.
s.

. The school children. She explained the problem.

Her. They expect to get it.
€D®4O5U1|-B0\'IL\7II

Me. He will have check today.

a

Her. He says “Good morning” every day.

Him. They bought his book.
Himself. John bought tie yesterday.
a
as-es

Tom. They appointed the chairman.

318 SENTENCE PATTERNS

10. Captain of the team. They selected Fred last night.

11 Us. He promised a book from the store.
12 Them. He paid the money he owed.
13 Him. He drew a picture of John on the wall.
14 Us. The dentist will talk about our teeth today.
15 The girl. The mother sent for the bread.
16. The professor. They asked some very difficult questions.
17. His employees. The president of the company always speaks
cheerfully.
They chose him by unanimous vote.
18. Secretary.
19. Jim. They tried to nominate the president.
20. His son. He is thinking of buying a car.

EXERCISE 3. (To contrast the object followed by a designation or name,

or by a describing word, with the object preceded by a second object.)
Listen to the statements. Convert them into statements having two objects,
or statements having an object followed by a describing word. Use the
word THEY as the subject of each statement. For example:
George was named boss.
THEY NAMED GEORGE BOSS.
George was given the job.
THEY GAVE GEORGE THE JOB.
The students are considered intelligent.
THEY CONSIDER THE STUDENTS INTELLIGENT.
The students were bought a sandwich.
THEY BOUGHT THE STUDENTS A SANDWICH.
Professor Dart was considered interesting.
THEY CONSIDERED PROFESSOR DART INTERESTING
Professor Dart was given a compliment.
THEY GAVE PROFESSOR DART A COMPLIMENT.

Mr. Ianza was appointed chairman.

Mr. Lanza was given the position of chairman.
The baby was named Sue.
The baby was given the name Sue.
®-1G>U'1r>60l\J)I

John Smith was appointed manager of the team.

John Smith was offered the job of manager.
The young lawyer was presented the office of judge.
The young lawyer was made judge.
9. Their baby was given a bath.
10. Their baby was called Richard.
11. Richard was promised a book.
12. Richard was called Dick.
14. Her hair was given a washing.
15. Fred was found discouraged.
16. Fred was given a pair of shoes.
17. The white house was painted yellow.
18. The white house was built new roof.
a
 LE SSON XXXIV 3 19

19. They were selected Board of Directors.

20. John was voted most popular.
21 John was voted more money.
22 Her blue coat was given a cleaning.
23 Her blue coat was dyed black.

EXERCISE 4. (To correlate meaning with arrangement of items in object

position.) Listen to the two statements. The subject and the Class 2
expression are the same in both. Combine them to form one statement
with the same meaning as the two separate statements. There may be
more than one way to express the statement. For example:

He bought a book. He bought it for Jane.

HE BOUGHT JANE A BOOK.
HE BOUGHT A BOOK FOR JANE.
He paid the man. He paid for the coat.
HE PAID THE MAN FOR THE COAT.
He gave a dollar for a picture. He gave it to me.
HE GAVE ME DOLLAR FOR PICTURE.
A

She sang the song. She sang “Home on the Range.”

He promised a book. He promised to Jane.
it

He promised to buy a book. He promised Jane.

He promised to buy a book. He promised book to Jane.
a
@4O5UlI§hIl\7II

He paid for the book. He paid John.

He paid the man. He paid for John.
He paid for the book. He paid for John.
She bought car. She bought herself.
it
a

9. She bought a car. She bought it for herself.

10. Mary wrote her mother. Mary wrote a long letter.
11. She wrote letter today. She wrote for her mother.
it
a

12. Mary wrote her mother. Mary wrote long letter.

a

13. She paid the money. She paid him.

14. She paid him the money. She paid for it.
15. He received hat. He received soiled.
it
a

16. He made the boat. He made it big and heavy.

17. They saw him reading to himself. They saw the book.
18. We saw note to his friend. We saw him writing it.
a

19. We are going to elect a president. We are going to elect Bob.

20. She wants a car. She wants him to get it.
21. She wants her car. She wants him to get it.

EXERCISE 4. (To practice various patterns after the Class expression.)

2

Listen to the two statements. Combine them to form a statement which

will include the information of both statements and with the same meaning
as the two statements. For example:

He is talking to my friend. My friend is student.

a

HE IS TALKING TO MY FRIEND WHO IS A STUDENT.

320 SENTENCE PATTERNS

He saw her. She got the book.

HE SAW HER GET THE BOOK.
They watched Fred during the concert. They watched him reading the
program.
THEY WATCHED FRED READING THE PROGRAM DURING THE
CONCERT.

He knows it. is not the truth.

It
We seldom see movie. We seldom go because we have no time.

a
We waited while she shopped. We waited in the car.
UIb§O\3M)I

They talked during the concert. They talked to me about music.

The doctor knows about the patient. The doctor knows about his
illness.
They know about Fred Kana. They know he is going into the army.
They walked while the concert played. They walked in the park.
PQGS

We are taking John. We will buy a suit for John.

9. John knows the doctor. The doctor cured Fred last year.
10 The doctor cured Fred last year. They know it.
11 They see the professor. The professor is working in his garden.
12 The car turned over on the hill. They saw the place.
13 The car turned over on the hill. They saw it.
14 They waited for the man. They waited in the apartment all day.
15 The man is sick. Jim knows about him.
16 The man is sick. Jim sees it.
17 The doctor treated the patient. They watched the patient.
18. The nurse whispered to the doctor. John heard the nurse.
19 The student was sick yesterday. We didn't realize it.
20. The baker burned his finger while baking bread. John saw how.
21 Mr. Dorik parks his car every day. They know where.
22 They plan to buy him the ca.r. The car belongs to Jerry.
 Lesson XXXV
STYLE

It is possible to recognize many styles in a language. For example,

we may notice in English the styles that are used in various situations.
One style is appropriate for conversations. Another style is appropri
ate to letters. A third style is found in scientific and business reports;
a fourth in newspaper reports; a fifth in short stories; a sixth in poetry,
etc.

These stylistic differences can be described. They are character

ized by various combinations of patterns and vocabulary. The speaker
or the writer must know what he wants to say and he must organize it.
In saying it or in writing it, he adopts patterns and vocabulary that are
customary in the style that he is using.
Conversations are characterized by greetings and a large proportion
of questions and short answers. Words like “you,” “I,” and “he” are
very frequent. Letters have salutations, introductory remarks, and
complimentary closes. Scientific and business reports, whether they
are oral or written, have many sentences with the word order which we
often call “normal.” The subject and its modifiers come first in these
sentences. The Class 2 word comes next. The objects and expressions
of place, manner, or time come last. Newspaper reports regularly be
gin with a relatively complex sentence. The purpose of this sentence is
to give information concerning “who,” “what,” “where,” and “when.”
In short stories you will find that authors often change the “normal”
pattern to achieve artistic effect. The style of poetry permits even
more extreme variation from the normal pattern. The result is that it
is sometimes hard to understand a poem.
Following is a sample treatment of somewhat similar material com
municated in the patterns of the styles we have just considered.

1. Conversational style:
“Good morning, Alfred.”

“Good morning, Bob. I haven’t seen you around lately. What have
you been doing? ”

“Oh, I’ve been working pretty hard lately. I’m trying to finish my
report on the photosynthetic process for the next issue of the Journal.”

“Say, that’s interesting. What’s new?”

“Well, it seems that plant organisms not only form a kind of reser
voir of light energy but also convert it into chemical energy. Nature
has covered the Earth with living plants which capture and store sun
light. They do this by converting it into an immobile form.”

321
322 SENTENCE PATTERNS

“I don’t quite understand this.”

“I don’t have time to explain it now, Alfred, but I'll send you a
copy of the report as soon as it’s finished.”
“Thanks a lot. So long, Bob.”
“Goodby, Al.”

Letter style:

Dear Alfred:
Sorry to have delayed so long in answering your most welcome
letter. My only excuse is work. As a matter of fact, I’ve been work
ing on a study of the photosynthetic process. I believe that the crux
of the matter lies in the conversion of light energy into chemical
energy. Green plants are a reservoir in which the sun’s rays are
stored and converted into another force. How considerate of Nature
to provide such an abundance! And how dependent we human beings
are upon it!

Enough of my work! What about you? I’m sorry to hear that

little Al has been sick I'm sure he’s better now.
but

Your new project sounds most interesting. Keep me informed on

the latest developments.

My best wishes to the family. Say hello to all our mutual friends
for me.

Sincerely yours,
Bob

Scientific and business report style (oral or written):

Nature set herself the task of capturing the light flooding toward
the Earth, and of storing this, the most elusive of all forces, by con
verting it into an immobile form. To achieve this, she has covered
the Earth’s surface with organisms which while living take up the
sunlight and use its force to add continuously to a sum of chemical
difference. These organisms are the plants. The plant world con
stitutes a reservoir in which the solar rays are fixed and ingeniously
laid down for later use, a providential economic measure to which
the very existence of the human race is inescapably bound. The
plants take in a force, the light, and bring forth another force, the
chemical difference.

Robert von Mayer’s report, 1845

 LESSON XXXV 323

4. Newspaper report style:

Nature stores solar rays and converts them into an immobile form
through the work of plants, prominent physicist Robert von Mayer re
ports from Germany. Living plants absorb the sunlight and utilize
its force to add continuously to a sum of chemical energy. Plant life
is the reservoir in which the sun’s rays are stored for later use.
Without such a reservoir human life could not continue.

5 Short story style:

The miracle happened again. It was the same old miracle which
had been repeated countless times since life first appeared on earth,
yet was new and fresh each time. Now under the observant eye of
the scientist it had happened again. Now, for the first time in all
the eons through which the miracle had repeated itself, a trained ob
server watched and understood. The photosynthetic process had been
discovered. The questing mind of man had at last found out how
nature utilized plant organisms as a reservoir of energy; how the
solar rays were taken into living plants and converted into chemical
energy; how oxygen, that element so essential to human existence,
was produced. The miracle was finally appreciated, but not dimin
ished.

6. Poetic Style
Across vast airless spaces streams the light,
Across the hollow dark until the earth
Comes reeling, spinning, twisting through the mirth
Less rigid patterns of untrammeled night.
The planet rolls, alive and green, beneath
The life-outpouring light, the living flood
Of light-this light that is the very blood
In which the parasitic planets seethe.
The green things growing on this light-fed world
Raise hungry lips to drink the rays thus hurled
From parent sun. They gasp, inhale, and then
A miracle takes place. Within their green
Interiors is born a force unseen
Which holds and keeps the sun’s rays here for men.

PRACTICE

EXERCISE 1. (To use English freely in conversational style.)

Simulate the meeting of two English-speaking friends in a downtown

hotel lobby in St. Louis, Missouri. Include acceptable greetings, a
short conversation, and acceptable leave-taking.
324 SENTENCE PATTERNS

EXERCISE 2. (To use English freely in a speech style.)

Suppose that you have been asked to give a short talk to a mixed
group about the people in your home town and about their activities and
interests. I
I

EXERCISE 3. (To use English freely in a letter style.)

Write a letter to a scientific or business associate whose interests

are similar to yours.

EXERCISE 4. (To use English freely in a written report style.)

Write a summary report on some research that you have done or on

the conditions in one school that you have attended.

.1

~_
 1
R<3~I\bel'I' Lado, director
Charles C. Fries, consultant

ENGLISH SENTENCE PATTERNS

UNDERSTANDING AND PRODUCING
ENGIQEH GRAMMATICAL STRUCTURESZ
AN ORAL APPROACH I
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