Patr ic ia Wilcox Peter son

Developing Writing: WRITING SKILLS PRACTIE

Writing Skills Practice Book for EFL
Developing Writing Beginning/Intermediate Level
Writing Skills Practice Book for EFL
PAT R I C I A W I L C OX P E T E R S O N

Each of the twenty chapters in Developing Writing is introduced

by a topical reading selection incorporating the lesson’s model

structures, mechanics, and grammar points. Following each

reading are activities designed for students to study composi­

tion, vocabulary, and spelling. The goal of this book is to take

the student from the mechanics of basic sentence writing to the

ability to construct a simple paragraph. Appendices include an

irregular verb list, grammar rule index, and answer keys.

BOOK FOR
Developing
EFL

Writing
4155

PETERSON

★★★
★
UNITED STATES DEPARTMENT OF STATE
Office of English Language Programs
Developing
Writing
Writing Skills Practice Book for EFL
Beginning/Intermediate Level

Patr ic ia Wilcox Peter son

UNITED STATES DEPARTMENT OF STATE

Office of English Language Programs
Developing Writing
Writing Skills Practice Book for EFL
Patricia Wilcox Peterson

Originally published in 1982,

Materials Development and Review Branch
The English Language Programs Division
United States Information Agency
Washington, DC

Second printing published in 1995

This reprint published in 2003.

Office of English Language Programs
United States Department of State
Washington, DC

The author wishes to thank Gloria Kreisher and Dean Curry for their help, as well as book editor Lin Lougheed.
She also wishes to thank Luis Roja of Caracas, for his knowledge of Venezuela and his help in providing authen-
tic details of life there.

Office of English Language Programs

Bureau of Educational and Cultural Affairs
United States Department of State
Washington, DC 20547
http://exchanges.state.gov/education/engteaching/
 TABLE OF CONTENTS

Introduction .......................................................................................... ix

Chapter 1: “Square Dancing” .......................................................... 1

I. Mechanics: Capital letters at the beginning of sentences
and for names. Periods at the end of sentences...................... 2
II. Grammar: Subject pronouns .................................................... 2
III. Grammar: Conjugation of be in the present ............................ 3
IV. Controlled Composition: Dicto-comp ........................................ 4
V. Sentence Construction: Sentence patterns with be.................. 4
VI. Sentence Construction: Concentration .................................... 5
VII. Controlled Composition: Changing from first person
to third person pronouns and verbs.......................................... 6
VIII. Vocabulary and Spelling: Puzzle .............................................. 7

Chapter 2: “The Weekend Cook” .................................................... 8

I. Mechanics: Capital letters for nationalities and for
the days of the week ................................................................ 9
II. Grammar: Third person -s forms in the present tense ............ 9
III. Grammar: Subject-verb agreement .......................................... 10
IV. Grammar: Object pronouns ...................................................... 10
V. Sentence Construction: Sentence patterns with present
tense verbs .............................................................................. 11
VI. Grammar: Adverbs of frequency with be and other
main verbs ................................................................................ 12
VII. Grammar: Adverbs of time at the beginning of the sentence .. 14
VIII. Controlled Composition: Responding to questions .................. 14
IX. Free Composition...................................................................... 14

Chapter 3: “That’s Not My Job” ...................................................... 15

I. Grammar: Contractions with pronouns and be, be and not...... 16
II. Grammar: Spelling noun plurals .............................................. 16
III. Grammar: Possessive’s with people ........................................ 16
IV. Mechanics: Review of capitalization and punctuation .............. 17
V. Grammar: Choosing a or an .................................................... 17
VI. Controlled Composition: Dicto-comp ........................................ 18
VII. Grammar: Subject-verb agreement .......................................... 18
VIII. Sentence Construction: Sentence patterns with present
tense verbs .............................................................................. 18
Chapter 4: “In a Restaurant” .......................................................... 20
I.Mechanics: Review of capitalization and punctuation .............. 21
II.Grammar: Noun plurals ............................................................ 21
III.Grammar: Subject-verb agreement .......................................... 21
IV. Grammar: Articles .................................................................... 22
V. Controlled Composition: Dicto-comp ........................................ 22
VI. Sentence Construction: Concentration .................................... 22
VII. Sentence Construction: Sentence patterns with present
tense verbs .............................................................................. 23
VIII. Vocabulary and Spelling: Puzzle .............................................. 24

Chapter 5: “Pen Pals: Roberto Writes a Letter” ............................ 25

I. Mechanics: A. Noun plurals
B. Capital letters for the names of streets,
cities, states, and countries. Commas and
question marks ................................................ 26
II. Grammar: Possessive adjectives.............................................. 26
III. Controlled Composition: Replacement exercise ...................... 27
IV. Grammar: Prepositions of place: in, on, at .............................. 28
V. Grammar: Questions with be .................................................... 28
VI. Grammar: Questions with do .................................................... 29
VII. Sentence Construction: Asking and answering questions........ 30
VIII. Controlled Composition: Incomplete letter................................ 30

Chapter 6: “Pen Pals: Sara Writes Back”........................................ 31

I. Mechanics: A. Noun plurals
B. The exclamation point ...................................... 32
II. Grammar: Making negative statements with don’t and doesn’t .... 32
III. Mechanics: Review of capitalization and punctuation .............. 33
IV. Sentence Construction: Making questions about topics .......... 33
V. Sentence Construction: Concentration .................................... 34
VI. Controlled Composition: Incomplete dialog .............................. 34
VII. Grammar: Articles .................................................................... 35
VIII. Controlled Composition: Dicto-comp ........................................ 35
Chapter 7: “Enormous Cabbages Show the Effect of
Long Alaskan Days” ...................................................... 36
I. Mechanics: Capital letters for the names of continents, oceans,
rivers, mountains, valleys, and the months of the year .......... 37
II. Grammar: The definite article the before proper names .......... 37
 III. Grammar: Sentence combining with and, or, but, and so ........ 39
IV. Sentence Construction: Concentration .................................... 39
V. Sentence Construction: Expanding sentences
with adjectives .......................................................................... 40
VI. Controlled Composition: Incomplete letter................................ 41
VII. Controlled Composition: Incomplete dialog .............................. 42
VIII. Vocabulary and Spelling: An Alaskan crossword puzzle.......... 43

Chapter 8: “Food Customs” ............................................................ 44

I. Mechanics: Capitalization and punctuation .............................. 45
II. Grammar: Sentence combining with the main verb deleted .... 46
III. Grammar: Subject-verb agreement .......................................... 47
IV. Sentence Construction: Noncount nouns ................................ 47
V. Grammar: Articles .................................................................... 48
VI. Controlled Composition: Dicto-comp ........................................ 48
VII. Controlled Composition: Writing about your food habits .......... 48
VIII. Vocabulary and Spelling: Word puzzle .................................... 49

Chapter 9: “The Kramers’ Woodpile” ............................................ 50

I. Mechanics: A. Third person -s forms
B. Review of capitalization and punctuation.......... 51
II. Grammar: Review of the rules for articles with
common nouns ........................................................................ 51
III. Grammar: Using the definite article the for second
mention of nouns ...................................................................... 52
IV. Controlled Composition: Dicto-comp ........................................ 52
V. Grammar: Subject-verb agreement .......................................... 53
VI. Controlled Composition: Responding to a picture .................... 53
VII. Sentence Construction: Words that are both nouns and verbs .. 54
VIII. Vocabulary and Spelling: Compound nouns ............................ 54

Chapter 10: “In the City or in the Suburbs?” .................................... 55

I. Grammar: Count and noncount nouns with articles ................ 56
II. Controlled Composition: Dicto-comp ........................................ 56
III. Sentence Construction: Statements with There is and There are .. 56
IV. Sentence Construction: Questions with Is there and Are there .. 58
V. Grammar: Word order with adverb phrases ............................ 59
VI. Grammar: Sentence combining review .................................... 59
VII. Controlled Composition: Incomplete letter................................ 60
VIII. Vocabulary and Spelling: Compound nouns ............................ 61
Chapter 11: “Riddles” ........................................................................ 62
I. Grammar: Review of verbs in yes-no questions ...................... 63
II. Grammar: Information questions .............................................. 63
III. Sentence Construction: Concentration .................................... 64
IV. Grammar: Possessives with things .......................................... 65
V. Sentence Construction: Writing riddles .................................... 66
VI. Grammar: Choosing prepositions ............................................ 67
VII. Controlled Composition: Choosing relevant information .......... 67
VIII. Vocabulary and Spelling: Puns ................................................ 68

Chapter 12: “Crowding” ...................................................................... 70

I. Mechanics: Using commas in a series .................................... 71
II. Grammar: Spelling -ing verb forms .......................................... 71
III. Grammar: Subject-verb agreement .......................................... 72
IV. Controlled Composition: Dicto-comp ........................................ 72
V. Grammar: The definite article the before prepositional phrases 73
VI. Sentence Construction: Making questions about topics .......... 73
VII. Controlled Composition: Incomplete dialog .............................. 74
VIII. Controlled Composition: Choosing relevant information .......... 75

Chapter 13: “Corner Stores and Supermarkets”.............................. 77

I. Mechanics: A. Spelling of -ing forms
B. Capital letters for the names of
companies and stores ...................................... 78
II. Grammar: Comparison of adjectives ........................................ 78
III. Sentence Construction: Making comparisons ........................ 80
IV. Controlled Composition: Choosing relevant information .......... 81
V. Controlled Composition: Dicto-comp ........................................ 81
VI. Grammar: The definite article the with specific groups ............ 82
VII. Controlled Composition: Variety in sentence types .................. 82
VIII. Vocabulary and Spelling: Crossword puzzle ............................ 83
Chapter 14: “Family Roles” ................................................................ 84
I. Mechanics: A. Noun plurals
B. The colon before a list of examples.................. 85
II. Grammar: The past tense of to be .......................................... 85
III. Grammar: The past tense with regular verbs .......................... 86
IV. Controlled Composition: Dicto-comp ........................................ 87
V. Sentence Construction: Comparisons with more, less,
and fewer .................................................................................. 87
 VI. Grammar: Sentence combining: compound sentence parts...... 88
VII. Controlled Composition: Variety in sentence types .................. 89
VIII. Controlled Composition: Choosing relevant information .......... 90

Chapter 15: “Tall Tales” ...................................................................... 91

I. Mechanics: A. Review of comparisons .................................... 93
B. Quotation marks................................................ 93
II. Grammar: Past tense irregular verbs........................................ 94
III. Controlled Composition: Dicto-comp ........................................ 94
IV. Sentence Construction: Questions and negatives with did ...... 94
V. Grammar: Using very, too, enough, so…that,
and such…that.......................................................................... 95
VI. Controlled Composition: Organizing ideas .............................. 96
VII. Controlled Composition: Responding to a picture .................... 97
VIII. Controlled Composition: Responding to a picture .................... 98

Chapter 16: “Making a Banana Split” ................................................ 99

I. Mechanics: A. Regular and irregular past tense verbs
B. Using a comma after a subordinate clause ...... 101
II. Grammar: The past progressive tense .................................... 101
III. Controlled Composition: Past narration .................................... 102
IV. Grammar: Sentence combining with adverb clauses .............. 102
V. Grammar: Review of articles, some as a quantifier.................. 103
VI. Controlled Composition: Dicto-comp ........................................ 103
VII. Controlled Composition: Organizing ideas .............................. 104
VIII. Controlled Composition: Past narration .................................... 104
IX. Free Composition...................................................................... 104

Chapter 17: “A Debate: Dogs in the City” ........................................ 105

I. Mechanics: A. Review of comparisons
B. The semi-colon in sentence combining ............ 106
II. Grammar: Sentence combining with subordinate
conjunctions and conjunctive adverbs ...................................... 107
III. Sentence Construction: Concentration .................................... 108
IV. Grammar: Modal auxiliaries ...................................................... 109
V. Controlled Composition: Dicto-comp ........................................ 110
VI. Controlled Composition: Variety in sentence types .................. 110
VII. Controlled Composition: Incomplete dialog .............................. 111
VIII. Free Composition...................................................................... 112
Chapter 18: “Planning a Trip” ............................................................ 114
I. Mechanics: Contractions with have and will ............................ 115
II. Sentence Construction: The present perfect tense .................. 115
III. Controlled Composition: Incomplete dialog .............................. 117
IV. Controlled Composition: Dicto-comp ........................................ 117
V. Grammar: Indefinite pronouns: some, any, and one ................ 118
VI. Grammar: Sentence combining practice .................................. 118
VII. Sentence Construction: Writing complete sentences .............. 119
VIII. Vocabulary and Spelling: Past participles as adjectives .......... 120

Chapter 19: “Phobias” ........................................................................ 122

I. Mechanics: Nonrestrictive relative clauses .............................. 123
II. Grammar: Restrictive relative clauses ...................................... 123
III. Grammar: Subject-verb agreement .......................................... 124
IV. Controlled Composition: Dicto-comp ........................................ 125
V. Sentence Construction: Writing definitions .............................. 125
VI. Grammar: Substituting that for which or who .......................... 125
VII. Controlled Composition: Organizing ideas .............................. 126
VIII. Vocabulary and Spelling: Present participles as
adjectives .................................................................................. 127

Chapter 20: “A Day at the Beach”...................................................... 128

I. Mechanics: Quotations and paragraphs .................................. 129
II. Grammar: Final review of articles ............................................ 129
III. Controlled Composition: Dicto-comp ...................................... 130
IV. Grammar: Reduced relative clauses ........................................ 130
V. Sentence Construction: Indefinite pronouns:
one, ones, and kind .................................................................. 131
VI. Grammar: Choosing prepositions ............................................ 132
VII. Controlled Composition: Variety in sentence types .................. 133
VIII. Vocabulary and Spelling: Crossword puzzle of
irregular verbs .......................................................................... 133

Appendix A: Common Irregular Verbs................................................ 135

Appendix B: Review of Grammar........................................................ 138
Appendix C: Answers to Puzzles ........................................................ 141
 INTRODUCTION TO THE TEACHER

The goal of this book is to take the student from the mechanics of ba­
sic sentence writing to the ability to construct a simple paragraph. The
vocabulary and the structures have been planned chapter by chapter,
from simple to more complex, and the lessons build on each other. For
this reason, the students will probably benefit the most if they do the
exercises in each chapter in the order they are presented. The same is
true of the order of the chapters: information presented early in the
book will be helpful for the writing tasks in the later chapters.
The amount of time needed to work through a chapter depends on
the level of the students, the length of the class period, and the
teacher’s decision about homework. Some groups may finish a chapter
in two hours, with two hours of outside work. Other groups may do all
the exercises in class in four or five hours. Two sample lesson plans are
suggested at the end of this section, one with homework assignments
and one without homework.
Each chapter includes some of the following exercises:

1. Text The text is a reading selection that contains the model struc­
tures upon which the chapter is based. There is a variety of styles and
registers of English. Some of the texts are descriptions; some are nar­
ratives; some are newspaper articles; some are dialogs; and some are
letters.
The teacher may read the text out loud, or he may ask the students to
read it silently. The texts in dialog form (chapters 3,10 and 20) are
suitable for dramatic reading in pairs. After the first reading, the teacher
may want to clarify new vocabulary words and ask a few comprehen­
sion questions.

2. Mechanics This section helps to reinforce the new vocabulary,

ideas, and structures in the text. To present the section, the teacher
should explain the rule of punctuation or capitalization to the class, and
write the example or the first problem on the board. Then the students
can do the remaining problems.
One effective method for checking the students’ work is to divide the
chalkboard into sections and ask each student to write one answer in a
section. Several students can do this at once, to save class time. Then
the class as a whole can read and correct the boardwork. This self­

ix
correction builds awareness of the mechanical rules of English and
should encourage careful writing.
3. "r$mm$r Many types of structures are included under this head­
ing. Essentially everything that is rule­based is included here: question
transformations, negation, tenses, and sentence combining. One par­
ticularly important goal of the book is to give practice in the use of arti­
cles. Rules for article use are introduced very gradually and drilled
repeatedly. An index to grammatical information is given in the appendi­
ces in the back of the book.
The teacher will want to discuss the rule briefly before the students
do an exercise, and the class should do one or two problems together
so the teacher is sure that they understand. Many grammar exercises
can be done orally first, and this strengthens the students’ listening and
speaking skills. Oral work is appropriate for sentence combining, word
order exercises, question transformations, negations, and tense work.
It may be especially useful to read the article exercises aloud, to help
the students develop a sense of correctness with English articles. When
the students write out the problems, they may work individually or in
pairs. Work should always be collected, corrected, and returned for the
students to see.
4. #entence !onstruction Exercises under this heading introduce
elements of free choice in writing. The students are given some sen­
tence parts, but they must put the sentence together in their own way.
Often there is more than one correct response to each problem.
These exercises may be done in class or as homework. Since these
exercises involve the beginning of some original thought, students often
like to see each other’s work. Sentences can be written on the board,
corrected, and discussed. The incomplete dialogs in chapters 3, 6, 7,
12, and 17 should provide enjoyment if the students read them aloud in
pairs. One type of sentence construction exercise, the game of
Concentration, must be done in class with a partner.
5. !ontrolled !omposition The purpose of these exercises is to give
practice in writing student­generated short paragraphs, letters, dialogs,
and other units longer than a single sentence. Some of the exercises
are suitable for homework, and some can be best done in class.
Another way to handle these compositions is to hold a writing lab with­
in the classroom. In this procedure, each student works independently;
the teacher walks around the room, commenting on the papers and

x
helping students one by one. Especially good compositions can be
read aloud at the end of the lab period.
A few composition exercises are of the highly controlled variety, in
which the students’ task is basically to copy a given text and to make
certain required changes of tense, pronoun usage, or similar changes.
These occur primarily in the first half of the book, when the students’
grammatical repertoire is still fairly limited.
Dicto-comps are used in almost every chapter to form a bridge be-
tween grammar work and free writing. They resemble dictations in that
the content has been predetermined. However, as the directions indi-
cate, the students are not asked to write a word-for-word copy of the
original. Rather, they are to listen three times before writing, and then to
compose a paragraph from memory, as close to the wording of the
original as possible.
Partly completed compositions with large blanks are a kind of con-
trolled composition that calls for more student input. These assign-
ments provide the students with choices that are varied enough to allow
an opportunity for expression, but controlled enough to make incorrect
combinations rather unlikely. By completing each sentence appropri-
ately, students can practice writing paragraphs, letters, and memos in
their own words, conforming to a standard form.
Some composition assignments are almost entirely free, stimulated
by a list of questions or a picture. When this kind of assignment is given,
there has been a previous text in the chapter which can serve as a
model.
In the second half of the book there are exercises that treat the pro-
cess of composition as a problem of arranging and ordering ideas. In
these assignments, sentences are given to the students, but they are
out of order. The students’ task is to rewrite the composition in a logi-
cal order.
6. Vocabulary and Spelling Often the final section of a chapter is a
game activity. There are puzzles and word games to expand student
vocabulary and to focus attention on accurate spelling. In this section,
as well as in the grammar section, attention is given to the spelling and
usage of inflectional and derivational affixes. These sections are in-
tended to bring some fun to the drudgery of spelling work. They should
be done in class in pairs or even in teams. At the end of a unit, the
teacher may want to reward the class by arranging a competitive game,
in which two teams try to be the first to complete a puzzle.

xi
 Below are two possible time schedules for a typical chapter in the
book.

Two-Hour Plan with Four-Hour Plan with no

Homework Homework
Day one Day One
Text Read the text aloud or si- Text Read the text aloud or si-
lently, clarify vocabulary, and lently, clarify vocabulary, and
ask comprehension questions. ask comprehension questions.
Mechanics Explain the rule, Mechanics Explain the rule,
have students write the have students write the
sentences on the board, and sentences on the board, and
correct their work. correct their work.
Grammar Review the rule and Grammar Review the rule and
do some problems orally. do some problems orally.
Students write out the exercise Students write out the exer-
individually or in pairs. Collect cise individually or in pairs.
the papers. Collect the papers.
Homework Sentence Con-
struction Exercise Day Two
Sentence Construction
Day Two exercise
Correct the Sentence Con- Have students act out dialogs,
struction exercise in class and compare different student
compare answers. answers, or do Concentration
Dicto-Comp game in class.
Puzzle Students work in pairs Dicto-Comp
or in teams.
Homework Controlled Com- Day Three
position Controlled Composition
Use the writing lab technique.
The students may do one or
more compositions, as time
permits.
Day Four
Discuss the student composi-
tions and compare them. Have
students read each other’s
work to develop a critical eye.
Puzzle Team game

xii
 "$!PT#R ON#

SQU!RE D!NCING
Hello. I am Ernie Anderson. I
am a truck driver. I am from the
United States.
Here is a picture of my wife and
me. We are with our friends. We
are square dancers. Dancing is
not our work. It is our hobby.

The square dance is an old American dance for four couples. A cou­
ple is one man and one woman. Three other couples are in our square.
Their names are Bob and Marsha, Doug and Cathy, and Henry and
Eileen.
My wife’s name is Hazel. Her dress is short and full. It is a square­
dance dress. We are in the front on the left. The music is very fast right
now.
1
I. Mechanics Capital letters at the beginning of sentences and for
names. Periods at the end of sentences.

Each new sentence begins with a capital letter and ends with a
period (.)
This is a good sentence, this is not correct
Names begin with capital letters, too:
Ernie Anderson Bob and Marsha Kovacik

Copy the sentences, and make all the corrections that are necessary.

1. i am ernie anderson
2. i am from the united states
3. we are square dancers
4. dancing is our hobby
5. it is an american dance
6. bob and marsha are our friends
7. henry and eileen are another couple
8. a couple is a man and a woman
9. hazel is my wife
10. we are in the front of the picture

II. Grammar Subject pronouns

Study the pronouns below. Then rewrite each sentence and substi-
tute the appropriate pronoun for each name.

I (the speaker) we (the speaker and others)

you (the second person) you (plural)
he (masculine) they (plural for men, women,
things, or animals)
she (feminine)
it (things and animals)

2
 Ernie Bob Doug Henry Eileen Cathy Marsha Hazel

1. Bob is a dancer. 7. Hazel is Ernie’s wife.

He is a dancer. 8. Hazel is a square dancer.
2. Ernie is a truck driver. 9. Dancing is not work.
3. Doug is from America. 10. The music is very fast.
4. Doug, Ernie, and Bob are friends. 11. The dresses are short and full.
5. Hazel and Eileen are friends. 12. The picture is from last year.
6. Cathy and Marsha are in the picture.

III. Grammar The verb to be

Study the forms for the verb to be. Then copy the paragraph below,
writing in the correct form.

l am we are
you are you are
he
she is they are
it

Square dancing_____fun. The music_____fast, and the people

_____friendly. Ernie_____at the dance every week. Hazel_____with him.
She_____a good dancer. Six friends_____with them in a square.
They_____happy to be there.

3
IV. Controlled Composition Dicto-comp

Your teacher will read the paragraph above three times. Listen care -
fully, but do not take notes. After the third reading, write the paragraph
as well as you can from memory.

V. Sentence Construction Sentence patterns with be

The verb to be connects the subject of a sentence to another word that

tells us something about the subject. This second word or phrase after the
verb may be another noun, an adjective, or an adverb. In this way, we
can see three different basic sentence patterns with the verb to be.

1. Sentence patterns with noun phrases. The word or phrase af-

ter the verb may tell us what or who the subject is:

The square dance is an old American dance.

Noun phrase + be + Noun phrase

On the left is a list of subjects. On the right is a list of noun phrases,

telling what or who. Choose a subject and a verb and match them with
a noun phrase on the right to make a sentence. Write as many sen-
tences as you can. Example: Ernie is a truck driver.

Noun phrase + be + Noun phrase

Ernie is a truck driver
Hazel are his wife
They square dancers
Bob and Marsha Ernie’s friends
Dancing fun
Doug and Cathy not work
a hobby
another couple

2. Sentence patterns with adjectives The word or phrase after

the verb may tell us how the subject is, or what it is like:

The music is very fast.

Noun phrase + be + Adjective

4
 On the left is a list of subjects. On the right is a list of adjectives telling
how. Choose a subject and a verb and match them with an adjective on
the right to make a sentence. Write as many sentences as you can.

Noun phrase + be + Adjective

I am happy
You are welcome
The dresses is short and full
The music fast
The dance American

3. Sentence patterns with adverb phrases. The word or phrase

after the verb may tell us where the subject is, or where it is from:

Ernie is from the United States.

Noun phrase + be + Adverb phrase

On the left is a list of subjects. On the right is a list of adverb phrases.

Choose a subject and a verb and match them with an adverb phrase on
the right to make a sentence. Write as many sentences as you can.

Noun phrase + be + Adverb phrase

Four couples is from the United States
We are in a square
They am on the right
Ernie and Hazel in the front
Bob in the picture
I with my wife

VI. Sentence Construction Concentration

This is a game you can play with another person. Cut squares of
paper to fit over each box below. Cover each box with a square of
paper. Have a pencil and paper ready to write sentences.
The first player turns over two squares. He reads the words in the
boxes. If they make a good sentence, he writes the sentence on his
paper. He leaves the boxes uncovered. If the words do not go together
in a sentence, he covers them again. (Remember what is under each
square of paper!) The second player takes his turn. Continue playing

5
until all the squares are uncovered.
The player with the most sentences on his paper is the winner.

Dancing is The dresses one man and A couple is

are one woman.

The music very fast. a good welcome to

is dancer. dance.

our friends. l am our hobby. You are

short and full. a truck They are My wife is

driver.

VII. Controlled Composition Changing from first person to third

Ernie Anderson wrote the paragraph below. He used the first­person

pronouns I and we. Rewrite the paragraph and tell about Ernie. Make
all the necessary changes in pronouns: | fi he my fi his
we fi they our fi their

I am Ernie Anderson. I am a truck driver. I am from the United States.

This is my wife. My wife’s name is Hazel. Her dress is short and full. It is
a square­dance dress. We are square dancers. We are with our friends.
Three other couples are in our square. Dancing is not our work. It is our
hobby.

6
VIII. Vocabulary and Spelling Puzzle

In the puzzle below there are 20 words from this chapter. They may
be located horizontally, vertically, or diagonally. See how many of the
words in the list you can find.

he hobby
she work
it couple
we happy
is square
are friend
am wife
driver picture
dancing full
dress short
music

7
CHAPTER TWO

THE WEEKEND COOK

My dad works in a bank. He works there from Monday to Friday. He

helps people. He counts money, and he uses the computer. His job is
important. He is an important man at the bank.
Dad also works at home. On weekends he cooks dinner. Usually he
fixes Italian food. On Saturdays he makes spaghetti. On Sundays he
makes pizza. Sometimes he fries chicken or fixes Chinese food. My
mother watches and helps. She cuts the vegetables. She tosses the
salad. I wash the dishes.
Some people say it is strange for a man to cook. My dad enjoys his
hobby. Cooking relaxes him. His father was a weekend cook, too.

8
I. Mechanics Capital letters for nationalities and for the days of the
week

Names of nationalities begin with capital letters:

Italian Chinese Venezuelan American
The days of the week begin with capital letters, too.
Sunday Monday Tuesday Wednesday Thursday
Friday Saturday

Copy the sentences, and make all the corrections that are necessary.

1. my father is a weekend cook

2. he works at a bank on monday, tuesday, wednesday, thursday,
and friday
3. he cooks on saturday and sunday
4. usually he cooks Italian spaghetti
5. pizza is italian food
6. dad makes spaghetti on saturdays
7. my dad likes to cook chinese food
8. my mother and i help my dad
9. it is good for my dad to cook
10. his hobby relaxes him

II. Grammar Third person ­s forms. Spelling of present tense verbs

Notice that verbs in the present tense take an ending with he, she,
and it. The spelling of this ending may be ­s or ­es.
I help we help
you help you help
he helps
she helps
it helps they help
1. Almost all verbs add ­s in the third person singular. Write the
forms below with the correct spelling.
He works. (work, know, count, make, use)
She cuts. (cut, help, cook, dance)

9
 2. A few verbs add -es in the third person singular. They are verbs
that end in s, z, sh, ch, or x. Write the forms below with the correct
spelling.
He fixes, (fix, finish, relax, rush)
She watches, (watch, toss, wash, teach)
3. If a verb ends in a consonant and -y, change the y to i before
adding -es. If the verb ends in a vowel and -y, simply add s; Write the
forms below with the correct spelling.
He tries, (try, fry, study, hurry, carry, marry)
She says, (say, enjoy, play, stay, buy, pay)
4. The verb have is irregular. The third person singular form is has.
He has a cookbook.

III. Grammar Subject-verb agreement

Rewrite the sentences below, adding the correct form of the verb.
Remember that he, she, and it take -s forms.
1. Most women cook the dinners at home. (cook)
2. My mother cooks most of the time. (cook)
3. She ________ dinner on Mondays, Tuesdays, Wednesdays, and
Thursdays. (make)
4. My father ________ Italian food on the weekends. (fix)
5. My brother and I ________ the dishes. (wash)
6. We ________ the salad, too. (help with)
7. I ________ to cook already. (know how)
8. Cooking ________ my father. (relax)
9. Important people ________ and ________ all day. (rush, hurry)
10. Often they _________ a hobby after work. (enjoy)

IV. Grammar Object pronouns

These are the forms of pronouns when they are the object of a
verb or a preposition.
I fi me we fi us
you fi you you fi you
he fi him they fi them
she fi her
it fi it

10
 Rewrite each sentence and substitute an object pronoun for each
noun. Follow the example.
1. My father helps people. My father helps them.
2. My father uses the computer.
3. My mother washes the vegetables.
4. I cut the vegetables.
5. My dad enjoys cooking.
6. He enjoys helping my mother.
7. Cooking relaxes my father.
8. My mother teaches my father to cook.
9. My dad teaches (his son.)
10. My mother helps my dad and me.

V. Sentence Construction Sentence patterns with verbs other than be

In chapter one you learned three sentence patterns with the verb to
be: Noun phrase + be + Noun phrase
Noun phrase + be + Adjective
Noun phrase + be + Adverb phrase

Other verbs can also be put in groups, according to the kinds of

words that come after them. A verb that takes an object after it is a
transitive verb (VerbT). Transitive verbs occur in this pattern:
My father cooks dinner.
Noun phrase + VerbT + Noun phrase

On the left is a list of subjects. On the right is a list of noun phrases that
can be used as objects. Choose a subject and a verb and match them with
an object to make a sentence. You may need to add -s or -es to the verb.
Make as many sentences as you can.
Noun phrase + Verb + Noun phrase
My father cook dinner
Cooking relax him
He enjoy his hobby
My mother help his wife
She wash the vegetables
I fix the salad
We eat the dishes
pizza and spaghetti
11
 Verbs that cannot take an object are intransitive (VerbI). Intransi -
tive verbs occur in two patterns:
My mother works. My father works in a bank.
Noun phrase + Verb Noun phrase + Verb + Adverb phrase
I I

On the left is a list of subjects. On the right is a list of adverb phrases

that can be used with intransitive verbs. Choose a subject and a verb and
match them with an adverb phrase to make a sentence. You may need
to add -s or -es to the verb. Make as many sentences as you can.
Noun phrase + Verb + Noun phrase
My father work very hard
My mother cook in a bank
He on the weekend
She relax in the kitchen
We after work
I together

VI. Grammar Adverbs of frequency with the be verb.

Adverbs of frequency tell how often something happens. These

words come after a form of the verb to be;

Father is never late.

Mother is usually busy.
Junior is always hungry.

Below is a schedule that tells where each person in the family is during
the week. Look at the schedule, and then write all the sentences with ad-
verbs of frequency in the correct position. Use this scale as a guide: 7
days a week = always; 5 or 6 = usually; 4 = often; 2 or 3 = sometimes;
1 = rarely; and 0 = never.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Dad at home at the at the at the at the at the at home
bank bank bank bank bank
Mother at home at work at home at work at home at work at home
Junior at home at at at at at at home
school school school school school

12
 1. Dad is ________ at the bank.
2. Junior is ________ at school.
3. Mother is ________ at home.
4. She is ________at work.
5. They are ________ at home on the weekends.
6. They are ________ at home on Mondays.

Adverbs of frequency with other main verbs

The adverbs of frequency come before other main verbs besides

to be.
Junior always helps at home.
Father sometimes cooks dinner.
Mother often works in the kitchen.

Look at the schedule below. It is a work plan for a family. Write all the
sentences below with adverbs of frequency, telling how often each
person works.

Sun.— Mon.— Tues.— Wed.— Thurs.— Fri.— Sat.—

Cook dinner.—. Dad.— Mother.— Mother.— Mother.— Mother.— Mother.— Dad.—

Cut vegetables.—. Mother.— Junior.— Junior.— Junior.— Junior.— Dad.— Mother.­

Toss the salad.—. Mother.— Mother.— Mother.— Mother.— Mother.— Dad.— Mother.,

Wash the dishes.,. Junior.— Junior.— Junior.— Junior.— Junior.— Junior.— Junior.—

1. Junior ________ washes the dishes.

2. Mother and Dad ________ wash the dishes.
3. Mother ________ tosses the salad.
4. Junior ________ tosses the salad.
5. Mother ________ cooks dinner.
6. Dad ________ cooks dinner.
7. Dad ________ cuts vegetables.
8. Junior ________ cuts vegetables.
9. Mother ________ cuts vegetables.
10. These people ________ work together.

13
VII. Grammar Adverbs of time at the beginning of the sentence

Sometimes adverbs of time can come at the beginning of a sentence.

Rewrite these sentences and place the adverb or phrase at the
beginning.

1. Nobody is at home on Mondays. On Mondays nobody is at home.

2. Dad works at the bank from Monday to Friday.
3. Mom teaches at a school on Mondays, Wednesdays, and Fridays.
4. Junior is usually at school.
5. Everybody is at home on weekends.
6. Dad often cooks spaghetti or pizza.
7. Mother sometimes goes out to work.
8. She usually rushes home to fix dinner.
9. Mother works very hard on Fridays.
10. Dad usually helps her with the salad on Fridays.

VIII. !ontrolled !omposition Responding to questions

Make a chart to show where the people in your family are each day.

Name Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Find a partner in the class and discuss your chart with him. Ask him
questions about his time chart, too. Then write a paragraph to answer
these questions: Where is everyone on week days? Where is everyone
on weekends? Where is your mother, usually? Where is your father,
usually? Where are you?

IX. Free !omposition

Write a paragraph and tell who does the work in your family.

14
 CHAPTER THREE

THAT’S NOT MY IOB

A customer comes into the Westside Pharmacy. He’s very sick.

Clerk: May I help you?
Customer: Yes, please. I have a pain in my side, an ache in my
stomach, and a headache. I need a pill, an aspirin, or a
painkiller… something fast.
Clerk: I’m sorry, but that’s not my job. That’s Mr. Brown’s job.
He’s the head pharmacist.
Customer: May I see Mr. Brown, please.
Clerk: I’m sorry. Mr. Brown is busy. He’s on the phone.
Customer: Then his helper.
Clerk: She’s busy, too. Please wait.
Customer: Oh, no.
Clerk: Oh, here’s Mr. Brown.
Mr. Brown: Yes? May I help you?
Customer: I have a pain in my side, an ache in my stomach, and a
headache. Please give me a pill.
Mr. Brown: That isn’t my job. I’m not a doctor. I’m a pharmacist. Dr.
Saunders has an office next to us. His address is 215
Grand Avenue. Come back with a prescription. We can
help you then.

15
I. Grammar Contractions: subject pronouns and be, be and not

In informal English, we can combine a pronoun and a verb in the fol­

lowing ways:
I + am = I’m he + is = he’s we + are = we’re
you + are = you’re she + is = she’s they + are = they’re
that + is = that’s it + is = it’s
Rewrite the sentences below and use contractions.
1. He is the head pharmacist. 6. It is his office.
2. She is his helper. 7. We are busy.
3. That is my job. 8. They are here.
4. I am a pharmacist. 9. You are sick.
5. He is a doctor. 10. That is an aspirin.
We can also combine the verb with the word not:
is + not = isn’t are + not = aren’t
Rewrite the sentences below and use contractions with not.
1. That is not my job. 4. We are not busy today.
2. He is not a doctor. 5. They are not in the office.
3. She is not here. 6. It is not time for lunch.

II. Grammar Spelling noun plurals

Noun plurals follow the same spelling rules as the ­s forms of present
tense verbs. Add ­s for most nouns; add ­es if the noun ends in s, z, sh,
ch, or x. Nouns that end in a consonant and y change the y to i and add
­es. Write the plural form for each noun below.
1. Add ­s to: pain, ache, pill, aspirin, job, problem, office, doctor, phar­
macist, helper, prescription
2. Add ­es to: lunch, dish, box, dress, tax
3. Change the y to i and add ­es: family, pharmacy, country, city,
hobby

III. Grammar Possessive ’s with people

To show possession, use an apostrophe (’) after the person’s name

and add ­s. Write the forms below.
1. Mr. Brown has a helper. Mr. Brown’s helper
16
 2. Mr. Brown has a job.
3. The doctor has an office.
4. The customer has a prescription.
5. The helper has a job.
6. My dad has a hobby.
7. Ernie has a wife.
8. Hazel has a dress.

If the person’s name ends with ­s, then simply add the apostrophe:
Dr. Saunders has an office. Dr. Saunders’ office
For plural nouns, the apostrophe comes after the ­s ending. Write the
forms below.
1. The Browns have a pharmacy. the Browns’ pharmacy
2. The customers have problems.
3. Bankers have short work hours.
4. Square dancers have short skirts.
5. Truck drivers have schedules.

IV. Mechanics Review of capitalization and punctuation

Copy the paragraph below, and make all the corrections that are nec­
essary. Use apostrophes for contractions and possessives.
ruth bennet works in mr browns pharmacy she is mr browns helper
sometimes a customer wants a prescription that isnt ruths job shes a
pharmacists helper she isnt a doctor sometimes an aspirin will help the
customers headache its ruths job to give out aspirin

V. Grammar Articles: choosing a or an

To choose between a or an, listen to the beginning sound (not the

spelling) of a word. If the word begins with a vowel sound, use an; If it
begins with a consonant sound, use a; Write the lists below with an arti­
cle before each word.
Vowel sounds
___aspirin ___address ___idea
___ache ___office ___Italian
___American

17
Consonant sounds
___pill ___problem
___pain ___doctor
___pharmacy ___dance
___headache ___hobby
___job ___cook
___helper ___bank

VI. Controlled Composition Dicto­comp

Your teacher will read the dialog below three times. Listen carefully,
but do not take notes. After the third reading, write the dialog as well as
you can from memory. Listen carefully for the articles a and an.

Customer: I have a pain in my side, an ache in my stomach, and a

headache! Give me a pill!
Mr. Brown: That isn’t my job. I’m not a doctor. I’m a pharmacist. Dr.
Saunders has an office next to us. Get a prescription
from him and come back. We can help you then.

VII. Grammar Subject­verb agreement

Write the sentences below and change all the singular nouns to plu­
ral nouns. You will not need an article before the plural noun. You will
also need to change the verb forms from singular to plural.

1. A banker works with money. Bankers work with money.

2. A pharmacist works with prescriptions.
3. A doctor eats a quick lunch.
4. A banker eats a long, slow lunch.
5. A pharmacist’s helper works in a pharmacy.
6. A good boy helps his family.
7. A mother usually washes dishes.
8. A square dancer usually wears a short dress.
9. I always have a headache on a busy day.
10. A doctor writes a prescription for a painkiller.

18
VIII. Sentence Construction Sentence patterns with present tense
verbs

Review the sentence patterns we have learned so far.

Noun phrase + be + Noun phrase
Noun phrase + be + Adjective
Noun phrase + be + Adverb phrase
Noun phrase + VerbT Noun phrase
Noun phrase + VerbI
Noun phrase + VerbI + Adverb phrase

Make as many good sentences as you can by choosing verbs from the
lists below. Remember that each sentence in the present tense can
take only one verb.

Noun phrase + Verb + Noun phrase

The customer be an aspirin
He have (VerbT) a headache
An aspirin need (VerbT) a painkiller
Mr. Brown work (VerbI) a pharmacist
Mr. Brown’s helper an office
Mr. Saunders

Adjective
very sick
busy

Adverb phrase
out to lunch
in the pharmacy
here
next to us
on the phone

19
CHAPTER FOUR

IN A RESTAURANT

Peter Day is a cook. He

cooks in a restaurant. Peter
cooks on a grill. He grills meat
for hamburgers. Next to Peter
is Pauline. Pauline is also a
cook. She puts sandwiches
together. Peter and Pauline are
very busy. They work quickly.
They make hundreds of sand­
wiches every day.
Many customers order sand­
wiches every day. The wait­
resses write orders on small
pieces of paper. Pauline reads
the orders and calls to Peter, “Two hamburgers and a steak, medium.”
Then a waitress picks up the food, and brings it to her customers. The
waitresses bring three or four orders at a time. The customers eat their
sandwiches and pay for the food.

20
I. Mechanics Review of capitalization and punctuation

Copy the sentences, and make all the corrections that are necessary.
1. many people work in restaurants
2. peter and pauline work together
3. pauline isnt a waitress
4. shes a cook
5. she puts sandwiches together
6. pauline reads the orders and calls them out to peter
7. its very busy in the restaurant
8. many customers order food every day
9. the cooks work quickly
10. the customers eat and pay for the food

II. Grammar Noun plurals

Make each noun plural by adding ­s or ­es.

1. cook, 6. waitress,
2. restaurant, 7. customer,
3. grill, 8. order,
4. hamburger, 9. piece,
5. sandwich, 10. steak,

III. Grammar Subject­verb agreement

Each sentence below has a singular subject and an article (a or an)

before it. Change the subject and the verb to a plural form. You will not
need an article before plural nouns.
1. A cook is a busy worker. Cooks are busy workers.
2. A restaurant is a busy place.
3. A customer is a hungry person, (person fi people)
4. A grill is very hot.
5. A hamburger is a small piece of meat between bread.
6. A hamburger is a hot sandwich.
7. An order is on a small piece of paper.

Continue to make each sentence plural. You will not need an ­s end­
ing on the verb. You will not need an article before plural nouns.

21
 8. A cook works in a restaurant.
Cooks work in restaurants.
9. A cook works at a grill.
10. A customer orders a sandwich.
11. A customer sits at a table.
12. A waitress brings many orders at a time.
13. A cook reads the orders.
14. A cook makes many sandwiches every day.
15. A customer pays money for food.

IV. Grammar Articles

Decide whether an article is needed in each blank. Write either a, an,

or X (if no article is needed). Do not look back at the text until you are
finished. Then use the text to check your work.
_____ Peter is _____ cook. _____ cooks work in _____ restaurants.
_____ Peter cooks at _____ grill. He grills meat for _____ hamburgers.
Next to _____ Peter is _____ Pauline. _____ Pauline is also _____
cook. She puts _____ sandwiches together. Then _____ waitress picks
up the food and brings it to her customers.
Do you need an article before somebody’s name?
Do you need an article before a singular noun?
Do you need an article before a plural noun, usually?

V. Controlled Composition Dicto­comp

Your teacher will read the paragraph above three times. Listen care­
fully, but do not take notes. After the third reading, write the paragraph
as well as you can from memory. Check your paper for articles and for
subject­verb agreement.

VI. Sentence Construction Concentration

This is a game you can play with another person. Cut squares of pa­
per to fit over each box below. Cover each box with a square of paper.
Have a pencil and paper ready to write sentences.
The first player turns over two squares. He reads the words in the
boxes. If they make a good sentence, he writes the sentence on his pa­
per. He leaves the boxes uncovered. If the words do not go together in a
22
sentence, he covers them again. (Remember what is under each
square of paper!) The second player takes his turn. Continue playing
until all the squares are uncovered.
The player with the most sentences on his paper is the winner.

grills meat give work orders put

for sandwiches to many food sandwiches
people together

a customer a restaurant a waitress waitresses

is a busy customers pick up a cook

place food

brings
cooks orders to sit at restaurants
the cook tables

VII. Sentence Construction Sentence patterns with present tense

verbs

Make as many good sentences as you can by choosing words from

the lists below. For each sentence, choose only one verb.
Subject Verb Object or Complement
Peter and Pauline are very busy
Pauline is cooks
The waitress calls the orders
They picks up in a restaurant
The customers puts together hamburgers
The restaurant cooks next to Paul
Cooks order meat for sandwiches
A hamburger work quickly
pay for on a grill
a hot sandwich
23
VIII. Vocabulary and Spelling Puzzle

In the puzzle below are 15 words from this chapter. They may be
located horizontally, vertically, or diagonally. See how many of the
words in the list you can find in the puzzle.

customer busy
restaurant steak
waitress food
hamburger order
grill work
Pauline
meat
Peter
cook
sandwich

24
 CHAPTER FIVE

PEN PALS:
ROBERTO WRITES A LETTER

, Qta. Los tres

Calle Motatan Monte
llo
Colinas de Be
e zuela 1041
Caracas, Ven
,1982
September 23
ame is
Dear Sara, u c e m y s e lf to you. My n her
a m v e ry h a ppy to introd e n e z u e la . M y English teac
I cas, V pals.
z. I live in Cara our name on a list of pen
Roberto Pere y rs to
S ra . R o d ri g uez. She had it h m e ? W e can write lette
is als w
e to be pen p
Would you lik ccer,
h o th e r e v ery month. o b b ie s a re swimming, so
e a c h th-
m fo u rt e e n years old. My rk s in a b a n k, and my mo
Ia ther wo a. I also
ecords. My fa ame is Teres
and playing r s is t e r. H e r n
all students in
a h o u s e w if e. I have one re d o . W e a re
er is is Alf o have a
er. His name h us. We als
have a broth re n ts li v e w it
Our grandpa
high school. . is warm all year
n d tw o c a ts h e w e a th e r
dog a sant. T ld. I see
ays very plea ey are not co
My city is alw ra in y , b u t t h ve
. O u r w in te rs are wet and
s y o u r c it y c o ld? Do you ha
long ska. I you
Fairbanks, Ala ou in high school, too? Do
that you live in y elf.
b ro th e rs a n d sisters? Are a n d te ll m e about yours
any e write
bbies? Pleas
have any ho w e c a n visit each o
ther.
e d a y
Maybe som
Sincerely,

are
. I a m v e ry tall. My eyes
family rself.
picture of my picture of you
P.S. Here is a .P le a s e s en d a
y hair is black
brown, and m

25
I. Mechanics

A. Noun plurals
A few noun plurals are irregular. The plural form for wife is wives;
housewife becomes housewives. The plural for person is people.
Follow the rules in chapter 3, section II and make these nouns plural:
letter, name, teacher, list, pen pal, month, year, hobby, housewife, stu­
dent, person, city, winter, eye, picture
B. Capital letters for the names of streets, cities, states, and coun­
tries. Commas and question marks.

We use a capital letter for street names, the names of cities,

states, and countries. In an address, the city and state are separat­
ed by a comma.
1239 Lincoln Boulevard
Fairbanks, Alaska 99701
U.S.A.
A question ends with a question mark:
Is the weather warm in Venezuela?

Copy the sentences, and make all the corrections that are necessary.
1. roberto lives in Caracas Venezuela
2. sara lives in the united states
3. her home is in fairbanks alaska
4. she lives at 1239 lincoln boulevard
5. is the weather pleasant in Venezuela
6. are the winters cold in fairbanks
7. my sisters name is teresa
8. my brothers name is alfredo
9. do you have any brothers and sisters
10. do you have any hobbies

II. Grammar Possessive adjectives

Below are the words that are used before nouns to show possession.
Ifi my hefi his wefi our
youfi your shefi her theyfi their
itfi its (no apostrophe!)
26
 Look at the picture of Roberto’s family. Copy the sentences and use
possessive adjectives.

1. I have a large family. My family is large.

2. We have a home in Caracas.
3. You have a home in Alaska.
4. Alfredo has a black dog.
5. The dog has the name Charlie.
6. Teresa has white cats.
7. They have the names Tilin and Nieve.
8. I have a grandmother in the house, too.
9. Grandmother has two hobbies, reading and sewing.
10. We have a large family.

III. Controlled Composition Replacement exercise

A. Writing about Roberto’s Family

Read the model paragraph below and then look at the information
about Alfredo and Teresa. Rewrite the model paragraph and use the in­
formation about Alfredo to write a description of him. Write another
paragraph and use the information about Teresa to describe her.
Roberto is a boy from Venezuela. He lives in Caracas. He is fourteen
years old. He studies English in school. His hair is black. His eyes are
brown. His favorite sport is soccer. His hobbies are swimming, soccer,
27
and playing records. Roberta has one brother. His name is Alfredo.
Roberto has one sister, too. Her name is Teresa. Roberto has a pet
parakeet. Its name is Pele.

Alfredo Teresa
13 years old 16 years old
hobbies: riding a bicycle, hobbies: dancing, playing the piano, singing
watching T.V. hair color: brown
hair color: brown eyes: blue
eyes: brown favorite singer: Jose Luis Rodriguez
favorite sport: running favorite dance: the Hustle
foreign language: English foreign languages: English and French
pet: one dog named Charlie pets: two cats named Tilin and Nieve

B. Writing about Yourself

Use the model paragraph and replace the information about Roberto
with information about yourself.

IV. Grammar Prepositions of place: in, on, at

When you give your address, you use these prepositions.

in: a country, a state, a city, a district, a continent
on: a street (a boulevard, an avenue, a lane, a drive, a highway)
at: a specific address or place such as at home, at work, at the bank

Use the information below and write as many sentences as you can.
Choose in, on, or at for each sentence.

{
Subject Verb Complement
North America
Roberto lives South America
Sara works Venezuela
Mrs. Taylor in the United States
Mr. Perez on Caracas
He at Fairbanks
She Alaska
They Lincoln Boulevard
1239 Lincoln Boulevard

28
V. Grammar Questions with be—
To make a simple yes­no question with the verb to be, change the
order of the subject and the verb. Rewrite the sentences below as ques­
tions. Make sure each question ends with a question mark.
1. His name is Roberta. Is his name Roberto?
2. His teacher is Mrs. Rodriguez.
3. Sara is Roberta’s pen pal.
4. She is from Alaska.
5. He is from Venezuela.
6. Roberto is very tall.
7. His family is large.
8. The weather in Venezuela is warm all year long.
9. The winters in Venezuela are wet and rainy.
10. The winters in Alaska are very cold.

VI. Grammar Questions with do—

To make a simple yes­no question with other main verbs in the pres­
ent tense, you need to add a helping verb, do or does. The helping verb
goes before the subject.
I he
Do you have a pen pal? Does she live in Caracas?
we it
they (Notice that the main verb in a
question has no ­s or ­es ending.)
Rewrite the sentences below as questions. Make sure each question
ends with a question mark.
1. Sara lives in the United States. Does Sara live in the United
2. Roberto lives in Caracas. States?
3. His father works in a bank.
4. His mother works at home.
5. His grandparents live in the house.
6. His brother and sister go to high school.
7. They have pen pals, too.
8. I have your address.
9. We know your telephone number.
10. You play soccer as a hobby.

29
VII. Sentence Construction Asking and answering questions

When you write a letter to a pen pal, you can ask many questions that
begin, “Do you have any…?” Make a question for each topic below, and
then answer it.

1. brothers and sisters Do you have any brothers and sisters?

2. hobbies
3. pen pals 6. pictures of yourself
4. grandparents 7. dogs
5. records 8. cats

VIII. Controlled Composition Incomplete letter

Use the form below. You may add more sentences if you wish. Be
sure to give your correct address at the top. Use correct punctuation and
capitalization.

Number and Street

City, State, Postal Code
Country
Month and Day, Year
Dear _______________,

I am very happy to __________. My name is __________. I

live in __________. Would you like __________? We can
____________.
I am _______ years old. I am _______. My eyes are _______,
and my hair is ________. My hobbies are _______. My father
_______, and my mother _______. I have _______ in my fami­
ly, too. Their names are _______.
My city is _______. The weather is _______. The winters are
_______ Do you have any _______? Do you have any
_______? Do you have any _______? Are you _______? Are
you ________? Please write and tell me about yourself.

Sincerely,
_______________

30
 CHAPTER SIX

PEN PALS:
SARA WRITES BACK

vard
oln Boule
1239 Linc Alaska 99701
,
Fairbanks
U.S.A.
, 1982
October 7

h a n k y o u! Yes, I
tter. T ted
e a r R o b erto, r e c e iv e your le I am very interes .
D to with you . la
ry happy Venezue
I was ve ke to be pen pals for a company in p e r!)
lly li
would rea erica. My uncle w
orks th e r e . (Wow! Su
m to visit him ther.
in South A summer I can go ch o large
xt res to ea ’t have a
Maybe ne e can send pictu e . I d o n ra
n ti l th e n ,w d if fe r e n t from min anks. She works fo y
U ily is very e in Fairb have an
Your fam ith my mother her years ago. I don’t Chicago,
ve w ten in
family. I li . My father died one grandmother n’t
. s ta ti o n I h a v e i, F lo r id a. We do
T.V
and siste
rs. Miam
r lives in
brothers other grandmothe language
s.
n o is . M y ft e n . d fo r e ig n I
Illi er very o ming, an Maybe next time
e a c h o th cin g , s w im
see s are dan ol.
high scho e don’t have a do
g
My hobbie h and French in cats. W
panis ave two
I study S h . I h re.
in Spa n is small. it a lot he
can write r apartment is too isn’t so bad. I like nd a news-
ou ally ea
because e r in Alaska re re is a picture of m ormous cab-
The we a th ink. He d “En
a s c o ld as you th fo r y o u . It’s calle .”
It isn’t ska
about Ala f Long Alaskan D
ays
e r s to r y o
pap ffect
ow the E on.
bages Sh hear from you so Sincerely
,
I hope to

31
I. Mechanics

A. Noun plurals
Follow the rules in chapter 3, section II and make these nouns plural:
summer, company, family, sister, brother, parent, T.V. station, grand­
mother, dog, cat, apartment, story, cabbage, effect.
B. The exclamation point (!)
The exclamation point shows strong emotion or excitement. Sara
likes to show her feelings in letters, and so she uses the exclamation
point.
Copy the three sentences, words, or phrases that end with an excla­
mation point.
1. Thank you!
2. __________
3. __________

II. Grammar Making negative statements with don’t and doesn’t

To make a sentence negative in the present tense, you need the

helping verb do or does. These contractions are common in informal
writing and speech:
do + not = don’t does + not = doesn’t
Rewrite each sentence below and make it negative. Change the subject
from Roberto to Sara. You may use contractions.
1. Roberto has a large family. Sara doesn’t have a large family.
2. Roberto has a father.
3. Roberta’s mother stays home.
4. Roberto has a brother.
5. Roberto has a sister.
6. Roberto’s grandparents live with the family.
7. Roberto sees his grandparents often.
8. Roberto lives in a big house.
9. Alfredo owns a big dog.
10. Roberto owns a parakeet.

32
III. Mechanics. Copyreading: capitalization and punctuation.

Copy the letter, and make all the changes that are necessary. Re-
member the rules for commas, apostrophes, question marks, and
exclamation points.

1239 lincoln boulevard,

fairbanks alaska 99701,
u s a,
October 15 1982,
dear roberto,
i am very happy today do you know the reason my uncle says i
can visit Venezuela next summer wow super i can also see my
grandmother in Chicago illinois and my other grandmother in
miami florida i can speak Spanish in miami i am coming to
Caracas on June 1 is it a good time to visit you i hope so.

sincerely
sara.

IV. Sentence Construction. Making question about topics.

There is usually more than one way to ask a question. For each topic
below you may ask a question at least two ways. Use the vocabulary
that is given and write as many questions as you can. You may have to
change the word order and add helping verbs.
1. family size
your family / be / large Is your family large?
you / have / any brothers and sisters Do you have any brothers
and sisters?
2. home place
you / live / in Venezuela
your home / be / in Venezuela
3. hobbies
you / have / any hobbies you / play / soccer
you / like / any sports you / be / a soccer player

33
 4. weather
the weather / be / cold / in your country
the winters / be / long / in your country
5. work
your father / work / in a bank your mother / work / at home
your father / be / a banker your mother / be / a housewife
6. study
you / be / a student
you / study / English

V. Sentence Construction Concentration

This is a game you can play with another person. Cut squares of
paper to fit over each box below. Cover each box with a square of
paper. Have a pencil and paper ready to write sentences.
The first player turns over two squares. He reads the words in the
boxes. If they make a good question, he writes the question on his
paper. He leaves the boxes uncovered. If the words do not go together
in a question, he covers them again. (Remember what is under each
square of paper!) The second player takes his turn. Continue playing
until all the squares are uncovered.
The player with the most questions on his paper is the winner.

Do you have Roberto? Do you live Is your family

very often? any brothers? Are the winters blond?

Do you see your Are the
in Caracas? Is your name
grandmother summers
Is your hair very cold? very hot? very large?

VI. Controlled Composition Incomplete dialog

Below are the answers to some questions. Write a good question be­
fore each answer. When you finish you will have a dialog that you can
act out with a partner.

34
 A: Do you have a large family?
B: Yes, we have a very large family.
A: ______________________________________
B: Yes, I have three brothers and five sisters.
A: ____________________________________
B: Yes, we have three dogs and three cats.
A: ________________________________________
B: Yes, all my grandparents live with the family.
A: ____________________________________
B: Yes, everyone in the family has a hobby.
A: ________________________________
B: Yes, we have a piano in each room.
A: __________________________________
B: Yes, we have ten rooms in our house.
A: _________________________
B: Yes, our house is very large.
A: _______________________________
B: Yes, our neighbors are often angry.

VII. Grammar Articles

Remember the rules about articles:

1. Use no article before somebody’s name.
2. Use an article before a singular noun.
3. Use no article (usually) before a plural noun.
Decide whether an article is needed in each blank. Write either a, an,
or X (if no article is needed).
_____ Roberto has _____ large family and many pets. He has _____
sister and _____ brother. They have _____ parakeet, _____ dog, and
two cats. They have _____ large house.
_____ Sara likes dogs, but she has _____ cat. She lives in _____ small
apartment. Usually _____ dogs are not happy in _____ apartments. Maybe
_____ Sara can get _____ house some day. Then she can have _____ dog.

VIII. Controlled Composition Dicto­comp

Your teacher will read one or both of the paragraphs above three
times. Listen carefully, but do not take notes. After the third reading,
write the paragraph as well as you can from memory.
35
CHAPTER SEVEN

ENORMOUS CABBAGES SHOW THE

EFFECT OF LONG ALASKAN DAYS
(Fairbanks) Last Saturday at the
Tanana Valley Fair, Oscar Lind­
strom won first prize for a sixty­
pound cabbage. Lindstrom grows
the cabbages in Alaska, just out­
side the city of Fairbanks.
Lindstrom says, “I don’t have
any secrets for growing big cab­
bages. They always grow big. The
land along the Tanana River is
good, and the weather is warm
here.”
Many people think
that Alaska is always
cold, but it isn’t. Ocean
winds bring warm air to of sunlight. They grow without
the outer parts, so they stopping.
are mild. The inside part People at the fair talk about the
of the state has cold cabbages every year: “Big cab­
winters (­23 to ­34°C), bages!” “Enormous cabbages!”
but summers can be “Enormous, delicious, leafy green
hot. The temperature is cabbages.”
usually between 7 and Alaskans may grow more vege­
24°C near Fairbanks. tables in the future, but now good
Winter comes early, so the land is limited. Mountains cover
growing season is short. The the land, or trees grow on it. Most
ground freezes in October, and of the state’s food comes from the
winter lasts until May. Lindstrom outside, so prices are high. Alas­
has only 89 growing days, but that kans work hard, and they like their
is enough. In summer the days are wild state. Alaska is still new, so
long, and nights are short. Each many young Americans are mov­
night is only a few hours long, so ing there. The state’s motto is:
Lindstrom’s cabbages receive a lot “North to the Future.”

36
I. Mechanics Capital letters for the names of continents, oceans, riv­
ers, mountains, valleys, and the months of the year

The names of continents, oceans, rivers, mountains, and

valleys begin with capital letters.
South America the Yukon River
the Indian Ocean the Yukon Valley
The months of the year also begin with capital letters:
January February March April May June July
August September October November December

Copy the sentences below, and make all the corrections that are
necessary.

1. oscar lindstrom lives outside fairbanks alaska

2. he grows cabbages in the tanana valley
3. land by the tanana river is very good
4. the ground is frozen from october to may
5. vegetables can grow in june, july, and august
6. the arctic ocean is to the north of alaska
7. the bering sea is to the west of alaska
8. on the south are the gulf of alaska and the pacific ocean
9. the most famous river in alaska is the yukon
10. mount mckinley is the highest mountain in alaska and it is also
the highest mountain in north america

II. Grammar Using the definite article the before proper names

The definite article is sometimes used as part of a name. You should

use the before the names of rivers, oceans, seas, and valleys. Don’t
use the before continents, states, cities, or single mountains. Usually,
countries don’t have the before them. There are some exceptions:

1. the Netherlands, the Sudan

2. Countries with the word Union or United
3. Full titles of countries with prepositional phrases

37
Use the for: Don’t use the for:

Rivers — Continents — Single mountains —

the Nile Asia Mount Washington
the Amazon Africa Mount Everest
the Mississippi — Europe — Mount Fuji —
Oceans and Seas — States — Countries: —
the Atlantic Ocean New York China
the Sea of Japan California Nigeria
the Mediterranean Florida Venezuela
Sea — Cities — But: —
Valleys — Miami the Netherlands
the Red River Tokyo the Sudan
Valley Caracas — the Union of Soviet
the Nile Valley Socialist Republics
the United States of
America
the Federal Republic
of Germany
the People’s Republic
of China —,—
Copy the sentences below. Use an article (a, an, or the) where you
need one. If you don’t need an article, mark the place with an X. ——

1. Oscar Lindstrom is _____ farmer.

2. He grows _____ cabbages in _____ Tanana River Valley.
3. _____ cabbage is _____ vegetable.
4. _____ Fairbanks has _____ long, cold winters and _____ short,
warm summers.
5. In summer, _____ days are long and _____ nights are short.
6. _____Lindstrom won _____ prize for _____ cabbage at ____ fair
last summer.
7. _____ mountains and _____ trees cover _____ Alaska, so good
land is limited.
8. ____ Alaska is famous for _____ Mount McKinley, ____ Yukon
River, and for _____ big cabbages.
9. It is located in _____ North America, west of _____ Canada.
10. _____ Alaska gets _____ warm winds from _____ Pacific Ocean.

38
III. Grammar Sentence combining

Two short sentences can be combined into one long sentence by

using a coordinate conjunction: and, but, or, so. Use a comma before
the conjunction to separate the two parts of the sentence.,—
and,— combines similar ideas, but,— combines opposite ideas,
or,— shows a choice, so,— shows a result,
Combine each pair of sentences below into one longer sentence by
using a coordinate conjuction.—
1. Winter comes early. The growing season is short. (so)
Winter comes early, so the growing season is short.
2. The ground freezes in October. Winter lasts until May. (and)
3. Lindstrom has only 89 days. That is long enough. (but)
4. In summer, days are long. Nights are short. (and)
5. Each night is only a few hours long. Lindstrom’s cabbages receive
a lot of sunlight. (so)
6. The cabbages grow without stopping. They are enormous. (so)
7. Many people think that Alaska is always cold. It isn’t. (but)
8. Ocean winds bring warm air. The outer parts are mild. (so)
9. The winters are cold. The summers are hot. (but)
10. Alaskans may grow more vegetables in the future. Now good land
is limited. (but)
11. Mountains cover the land. Trees grow there. (or)
12. Most food comes from the outside. Prices are high. (so)
13. Alaskans work hard. They like their wild state. (and)
14. Alaska is still new. Many Americans are moving to Alaska. (so)
IV. Sentence Construction Concentration—
This is a game you can play with another person. Cut squares of
paper to fit over each box below. Cover each box with a square of
paper. Have a pencil and paper ready to write sentences.
The first player turns over two squares. He reads the words in the
boxes. If they make a good sentence, he writes the sentence on his
paper. He leaves the boxes uncovered. If the sentences do not go to­
gether to make a long sentence, he covers them again. (Remember
what is under each square of paper!) The second player takes his turn.
Continue playing until all the squares are uncovered.
The player with the most sentences on his paper is the winner.
39
 and the land
Winters are cold so it won by the river or you can live
in Fairbanks, first prize. is good. inside the state.

Summers by
You can live by the Tanana so the state is Summer days
the ocean, are hot, growing fast. are long,

Many people but winters Lindstrom’s Alaskan farmers

are moving to are mild cabbage was grow some food
Alaska, by the ocean. sixty pounds, now,

Most food but winter and they will

so food is very comes from days are grow more food
expensive there. outside Alaska, short. in the future.

V. Sentence Construction Expanding sentences with adjectives

Adjectives in English can come after the verb to be, and they can
come before the noun. Study the examples below.
Lindstrom’s cabbages are enormous.
Lindstrom grows enormous cabbages.
If you use more than one adjective to describe a noun, the adjectives
follow a certain order. First come the adjectives of number, then size or
shape, then condition, color, and origin. Choose from the lists below
and expand the following sentences with adjectives. See how many
different sentences you can make. You may use several adjectives in
each sentence.
Number Size or Shape Condition Color Origin
one (a, an) enormous happy slow green Alaskan
two long leafy delicious dark Italian
three short hot important light Venezuelan
four sixty­pound pleasant wet black American
one hundred small cold friendly white Pacific
many large mild rainy red
most full busy snowy
all quick
40
 1. Lindstrom grows…cabbages.
Lindstrom grows many sixty­pound Alaskan cabbages.
Lindstrom grows enormous leafy green cabbages.
2. Fairbanks has…winters.
3. Fairbanks has…summers.
4. The outer parts of Alaska receive…winds.
5. Roberta has…family.
6. They live in…house.
7. He has…cats.
8. Sara lives in…apartment.
9. Paul and Pauline work in…restaurant.
10. They put together…sandwiches.
11. My father has…job.
12. He also cooks…dinners at home.
13. Ernie and Hazel have…friends.
14. The women wear…dresses for dancing.

VI. !ontrolled !omposition Incomplete letter

Copy the letter below and complete the sentences so that they make
sense.

October 30,1982
Dear Sara,
Thank you for the newspaper story about Alaska. It is very in­
teresting. Now I know many new things about your state. Here is
what I know:
Many people think that Alaska is always cold, but ____. The
winters in Fairbanks are ___, but ______. Ocean winds bring
____, so _______. Farmers in Alaska grow ____. The summer
days are very long, so _______. The growing season is ___, so
______. Most food comes from outside the state, and _______.
Many people are moving ___, so ____. They work hard, and
____.
I am so happy that you are coming to Caracas in June. Please
visit us. You can stay with my family. My mother says that you
are welcome.
“Yours,”

41
VII. !ontrolled !omposition Incomplete dialog

Below are the answers to some questions. Write a good question be­
fore each answer. When you finish you will have a dialog that you can
act out with a partner.

“A Newspaper Reporter Talks with Oscar Lindstrom”

Reporter: ________________________?
Lindstrom: Yes, I’m Oscar Lindstrom.
Reporter: ___________________________________?
Lindstrom: Yes, I’m a farmer in the Tanana Valley.
Reporter: _____________________________?
Lindstrom: Yes, my farm is near Fairbanks.
Reporter: __________________________________?
Lindstrom: Yes, this is my sixty­pound cabbage.
Reporter: _______________________________________________?
Lindstrom: No, I don’t always grow cabbages so big, but I always try.
Reporter: _______________________________________________?
Lindstrom: No, I don’t have any secrets for growing big cabbages.
They always grow big. The weather is good here.
Reporter: _______________________________________________?
Lindstrom: Yes, we have enough warm weather here. We have 89
growing days every summer.
Reporter: _______________________________________________?
Lindstrom: No, I don’t grow any other vegetables. Cabbages are strong,
but other vegetables aren’t.
Reporter: _______________________________________________?
Lindstrom: No, I don’t grow tomatoes. Tomatoes need a longer growing
season.
Reporter: _______________________________________________?
Lindstrom: Yes, some people do. They grow hot­house tomatoes inside
special buildings, but most of our tomatoes come from out
side Alaska.
Reporter: _______________________________________________?
Lindstrom: Yes, they’re very expensive, so I save my money. I eat
green, leafy vegetables, like cabbage.

42
VIII Vocabulary and Spelling An Alaskan crossword puzzle

DOWN
1. The _____ is good by the Tanana River.
3. Canada is _____ of Alaska.
4. Many towns in Alaska are _____.
5. The highest mountain in the U.S. is Mount _____.
6. McKinley was a U.S. president; now his name is on a _____.
7. A city in inland Alaska.
9. Part of Alaska is inside the _____ circle.
11. Summers in Fairbanks can be _____.
13. The Pacific is an _____.

ACROSS
1. The Pacific Ocean winds bring a _____ of rain.
2. Fairbanks is in the Tanana River _____.
7. Alaska has too _____ days in the summer to grow tomatoes.
8. In winter, the nights are long and _____.
10. Anchorage, Sitka, and Juneau are _____ of Fairbanks.
12. North America is a _____.
14. The Yukon is a _____.
15. The state in the U.S. that is the farthest north.
16. A summer month.
17. A river in Alaska.

43
CHAPTER EIGHT

FOOD CUSTOMS

The Pelican

A wonderful bird is the pelican,

His bill will hold more than
his belican [“belly can”]
… from Dixon Merritt (1879­1954)

A pelican is a bird with a very large bill, or beak. He uses his beak to
pick up a lot of fish. He can’t eat all the fish at one time. He must hold
them in his beak until his stomach is ready. Of course, this doesn’t
bother the pelican at all. It is his habit to eat this way. However, it
seems strange to the poet Dixon Merritt.
People have food habits and customs, too. These are activities that
we do all the time. But people are different from pelicans. We tell our
children not to take too much food. “Your eyes are bigger than your
stomach,” we say. It is too bad to take more food than we can eat.
Other food customs tell us not to eat certain kinds of food. The
health food movement is new, but it is popular. These people don’t eat
much sugar, and they don’t drink strong coffee, tea, or alcohol.
Vegetarians don’t eat meat. There are many reasons for this. They
don’t want to kill animals. They don’t want to become fat, and meat
has a lot of fat. Some vegetarians just don’t like the taste of meat.
We have another saying about food: “One man’s meat is another
man’s poison.”

44
 Do you live to eat…

…or do you eat to live?

I. Mechanics Capitalization and punctuation

Copy the sentences and make all the changes that are necessary.
Use apostrophes for contractions.
1. a pelican holds a lot of fish in his beak
2. does this seem strange to you
3. it s not strange to a pelican

45
 4. are your eyes bigger than your stomach. —
5. health food doesn t have much sugar. —
6. vegetarians don t eat meat. —
7. they don t like the taste of meat. —
8. one man s meat is another man s poison. —

II. Grammar, Sentence combining with the main verb deleted. —

In the last chapter you learned to combine sentences with and and
but. And is used to join sentences with similar meanings. But shows
different meanings.
In some pairs of sentences, everything is the same except the sub­
jects. Then you may leave out the main verb and the words that come
after it, and use the auxiliary verb alone. Study these examples:
1. Two positive sentences (similar in meaning)
Pelicans have food habits. People have food habits.
Pelicans have food habits, and people do, too.
(Do is the auxiliary verb. Leave out have food habits.)
2. Two negative sentences (similar in meaning)
Coffee isn’t an alcoholic drink. Tea isn’t an alcoholic drink.
Coffee isn’t an alcoholic drink, and tea isn’t either.
(Be is its own auxiliary verb. Leave out an alcoholic drink.)
3. A positive and a negative sentence (different in meaning)
Some people eat meat. I don’t eat meat.
Some people eat meat, but I don’t.
(Do is the verb substitute. Leave out eat meat.)
Combine the sentences below with and or but. Leave out the main
verb and the words that come after it..—
1. Pelicans don’t have large stomachs. Children don’t have large
stomachs.
2. Pelicans take a lot of food. Children don’t take a lot of food.
3. Most people eat meat. Vegetarians don’t eat meat.
4. Alcohol isn’t good for children. Coffee isn’t good for children.
5. Cabbages are vegetables. Potatoes are vegetables.
6. Pork is a kind of meat. Beef is a kind of meat.
7. Coffee isn’t an alcoholic drink. Wine is an alcoholic drink.
8. Some people drink tea. I don’t drink tea.
46
 9. Meat is good for you. Vegetables are good for you.
10. Sugar isn’t a health food. Coffee isn’t a health food.

III. Grammar Subject­verb agreement

Each sentence below has a singular subject and an article (a or an)

before it. Change the subject to a plural form. Change the verb. You will
not need an article before the plural noun.
1. A pelican is a bird with a big beak.
Pelicans are birds with big beaks.
2. A pelican has strange food habits.
3. A pelican picks up fish in its beak.
4. A pelican takes more food than it eats at one time.
5. A person is different from a pelican.
6. A person has food habits, too.
7. A cabbage is a vegetable.
8. A vegetarian does not eat meat.
9. A habit is an activity that we do all the time.
10. A saying is a group of words with special meaning.

IV. Sentence Construction Noncount nouns

Some nouns are not countable. They are not singular, and they are
not plural, either. They are never used with the singular article a or an,
and they don’t usually take a plural ­s ending. Noncount nouns take a
singular verb. Study these examples:
meat Vegetarians don’t eat meat. (no article)
One man’s meat is another man’s poison. (singular verb)
Make sentences with the groups of words below. The noncount
noun in each group is underlined.
1. Peter / cook / meat / for hamburgers
Peter cooks meat for hamburgers.
2. People / eat / food
3. Beef / come from / cows
4. Pork / come from / pigs
5. Coffee / come from / South America
6. Tea / come from / China

47
 7. Some people / think / alcohol / poison.
8. Some people / think / alcohol / very good.
9. Some people / think / work / very good.
10. Some people / think / work / poison.

V. Grammar. Articles.
Decide whether an article is needed in each blank. Write either a, an,
or X (if no article is needed). The only single count nouns below are
man, sandwich, and dinner.
__________ pelicans eat __________ fish, __________ vegetarians eat
__________ vegetables, and __________ Americans eat __________
hamburgers. __________ people all over the world have __________
customs about __________ food. __________ man will eat almost any
food when he is very hungry. He will eat __________ bread, __________
meat, __________ vegetables, or __________ sandwich. When I am
hungry, I will eat anything..

VI. Controlled Composition. Dicto­comp.

Your teacher will read the paragraph above three times. Listen care­
fully, but do not take notes. After the third reading, write the paragraph
as well as you can from memory. Check your paper for articles and for
subject­verb agreement..

VII. Controlled Composition “You Are What You Eat”.

The unit of writing that is longer than the sentence is the paragraph.
To write a good paragraph, put together a group of sentences that all
talk about the same topic. Each paragraph must have one clear theme.
The beginning of a paragraph is indented.
Write a paragraph about your food habits. Indent the beginning of the
paragraph. Answer all the questions below in good sentences to make
a unified paragraph.

1. What kind of food do you eat?

2. What do you eat for breakfast?
3. What do you eat for dinner?
4. Do you follow any food laws?

48
Helpful vocabulary words:
Singular count nouns Plural count nouns Noncount nouns
a sandwich apples bread meat
a hamburger tomatoes milk cheese
vegetables coffee tea fish
beans salad butter
rice soup

VIII. Vocabulary and Spelling Word puzzle

This is a spelling game in which you must change the words by chang­
ing one letter at a time. To help you, there is a definition by each word.

Can you change the word food to the word pork?

1. f o o d something to eat
2. g o o d not bad
3. w o o d comes from trees
4. w o r d made of letters
5. w o r k your job
6. f o r k used for eating
7. p o r k meat from a pig

Now change the word fire And what word will you make
to mine. at the end of this puzzle?
1. f i r e burns things 1. r e a d You can _ _ _ _
2. _ _ _ _ four plus one a book
3. _ _ _ _ Thin people eat 2. _ _ _ _ true, genuine
to live. Fat 3. _ _ _ _ breakfast, lunch,
people _ _ _ _ dinner
to eat. 4. _ _ _ _ pork or beef
4. _ _ _ _ Pelicans _ _ _ _ 5. _ _ _ _ We _ _ _ _
to eat fish. with oil
5. _ _ _ _ a short name or wood
for Michael 6. _ _ _ _ hit or strike
6. _ _ _ _ Cats eat _ _ _ _ 7. _ _ _ _ a bird’s

49
CHAPTER NINE

THE KR!MERS’ WOODPILE

Mary and Walter Kramer don’t live in town. They have a small farm­
house in northern Vermont. Mr. Kramer built the farmhouse himself
twenty years ago. It has an oil heater and a fireplace. Winters are very
cold in Vermont, and oil is expensive. Sometimes they use the oil heater,
but often they burn wood in the fireplace. They don’t pay for the wood
because they have trees on their own land. They cut down the trees
and saw them into smaller pieces.
The Kramers enjoy working outside. They like to spend time together.
Today they’re working outside on an important job. They’re cutting fire­
wood for next winter. Mr. Kramer holds a log, and Mrs. Kramer uses an
electric saw. Then they carry the logs back to the house. They put them
on a woodpile next to the farmhouse. All winter they use the wood from
the pile to keep warm. In this way they try to save a lot of money.

50
I. Mechanics
A. Third person ­s forms.
Follow the rules in chapter 2, section II and add the third person ­s
(or ­es) to these verbs: live, have, use, burn, pay, cut, saw, show, hold,
carry, put, try, save.
B. Review of capitalization and punctuation.
mr and mrs kramer dont live in town they live in a farmhouse in ver­
mont its cold in the winter but it isnt expensive to heat the farmhouse
they have many trees on their land so they usually burn wood today
theyre cutting firewood for the winter next they will put the logs on a
large woodpile by the farmhouse its not as expensive to live in the
country but in the city it is everyone in the city has to pay for oil.

II. Grammar Review of the rules for articles with common nouns.
The rules for articles in English depend on whether you are talking
about a noun in general or a specific noun. Below is a review of all the
rules for articles that we have used in chapters 1 to 8.
1. Do not use an article before a person’s name.
2. A single count noun must have an article. Use a or an when the
noun is indefinite, general, or when you are mentioning it for the
first time.
3. Plural and noncount nouns do not take an article when the noun
is indefinite, general, or you are mentioning it for the first time.
Single count nouns Plural nouns Noncount nouns
a, an (X) (X)
Study the words in the list below. Then copy the paragraph. Write
articles in the spaces where they are needed.
Single count nouns. Plural nouns. Noncount nouns.
a farmhouse. trees. land.
a fireplace. winters. money.
a job. pieces. oil.
a log. logs. time.
an oil heater. summers. wood.
a saw. work.
a woodpile.
51
 Mr. Kramer isn’t rich, but he has many things. He has ________ land,
________ trees, ________ farmhouse, ________ oil heater, ________
oil, ________ fireplace, and ________ wood. He likes ________ work and
he saves ________ money. He has ________ time to do ________ job well.
He spends ________ winters and ________ summers with his wife in
Vermont. They use ________ saw to cut ________ logs into ________
pieces, and then they put them in ________ woodpile.

III. Grammar Using the definite article the for second mention of
nouns

We call a and an indefinite articles. They are used for nouns when
the meaning is general, or indefinite. When we know the identity of a
specific noun, we use the definite article, the. For instance, the second
time we mention a noun in a paragraph, it is identified. Below are the
rules for articles when you mention a noun the second time.

Single count nouns Plural nouns Noncount nouns

the the the

Write articles in the spaces below, where they are needed. Use a, an,
or X (no article) the first time a noun is mentioned. Use the to refer to
that noun the second time.

Mary and Walter Kramer have _____ farmhouse. He built _____ farm­
house himself. Today they’re cutting _____ wood. They will put _____ wood
into _____ woodpile. _____ woodpile is next to _____ farmhouse. _____ farm­
house has _____ oil heater and _____ fireplace. _____ oil heater is expen­
sive, so they often use _____ fireplace. They have _____ trees on their
land. They cut down _____ trees and saw them into small pieces. They
like to save _____ money this way. They can use _____ money for other
things.

IV. Controlled Composition Dicto­comp

Your teacher will read the text of the story above three times. Listen
carefully, but do not take notes. After the third reading, write the para­
graph as well as you can from memory. Check your paper for articles
and for subject­verb agreement.

52
V. Grammar. Subject­verb agreement.

Each sentence below has a plural subject. Change the subject to the
singular form. You will need an article (a or an) before each singular
noun, and you will need an ­s ending for the verb. Make all other neces­
sary changes.
1. Oil heaters burn oil.
2. Fireplaces burn wood.
3. Farmhouses usually have fireplaces.
4. City houses usually have oil heaters.
5. Farmers work outside, on the land.
6. City people work inside, in offices, stores, or restaurants.
7. Farmers take wood from their own trees.
8. Women work as hard as men on a farm.
9. Farmers heat their houses with wood.
10. City people heat their houses with oil.
VI. Controlled Composition. Responding to a picture

Mr. Hardy lives in Alaska. Look at the picture below to see Mr. Hardy.
Rewrite the story “The Kramers’ Woodpile” and change the word
Kramers to Mr. Hardy. Make all other changes that are necessary.

New vocabulary:
The tool that he uses to cut wood is an ax.

53
VII. Sentence Construction. Words that are both nouns and verbs.
Many words in English can be used both as nouns and as verbs with
no change in spelling or pronunciation. Study the word lists below.
Then write a sentence using each word as a noun. You will need to add
a new verb and some other words to make the sentence complete.
Single count nouns: a cook, a burn, a cut, a pile, a fish, a visit, an
order, an ache, a plan.
Noncount nouns: work, heat, rain, snow, help.
1. Pauline cooks in the Happy Day Restaurant. (be a cook)..
Pauline is a cook in the Happy Day Restaurant.
2. A careless cook often burns his fingers. (get a bum on)..
A careless cook often gets a burn on his fingers..
3. A careless doctor often cuts his fingers. (get a cut)..
4. Mr. Kramer piles the wood near the door. (make a pile of wood)..
5. My grandfather fishes every Saturday afternoon. (catch a fish)..
6. Sara visits her uncle in Venezuela every summer. (pay a visit to)..
7. This customer always orders two hamburgers. (place an order for).
8. My head aches and I need an aspirin! (have a headache)..
9. I work at the T.V. station. (work be at)..
10. We heat with an oil stove. (get heat from)..

VIII. Vocabulary and Spelling. Compound nouns. .

Some nouns in English are made of two separate nouns written to­
gether as one. Read the definition of each compound noun and write
the word. Each singular count noun needs an article.
Example: a house that is located on a farm a farmhouse..
1. wood that is used for a fire. 7. a killer of pain.
2. a pile that is made of wood. 8. an ache in the head.
3. a place where people make a fire. 9. the end of the week.
4. work that is done at home. 10. light from the sun.
5. work to clean up the house. 11. time in the day.
6. a wife who stays in the house. 12. time in the night.

54
 CHAPTER TEN

IN THE CITY OR IN THE SUBURBS

Howard Allen and David Foster

have an insurance company, and
they employ 2000 people. Their com­
pany is growing fast, so they need a
new office building. Mr Allen wants to
build in the city, but Mr. Foster likes
the suburbs.
Allen: Well, Dave. Good news. I
have an offer from the old
Northeastern Bank Com­
pany. They want to sell us
their old building for $50 mil­
lion. You know their loca­
tion; it’s in the center of the
city!
Foster: Wait a minute, Howard.
Land is really expensive in
the city. There is not enough room for us in that building, and
there is no room for growth. Isn’t there any other location we
can use?
Allen: What do you have in mind?
Foster: You know, there is a lot of room outside the city. Land is
cheaper there. In the suburbs there is no pollution, there is lit­
tle traffic, and there is no noise. There’s a lot of room for park­
ing cars. Our workers don’t like to drive into the city every day.
Allen: That’s true. In the city there are a lot of problems. But what
about the advantages? There are parks, museums, restau­
rants, theaters, stores…
Foster: Our workers have no time to use those things during the week.
And by the weekend, they’re sick of driving. I have an offer
here for office space in the new industrial park. Ten million dol­
lars. There are lots of offices, so we can continue growing. Is
there any reason to say no?
Allen: Great! I’m sick of the city myself. Now I can enjoy it on week­
ends.

55
I. "r$mm$r Count and noncount nouns with articles

Study the words in the list below. Then copy the paragraph. Write
articles in the spaces where they are needed.
Singular count nouns Plural nouns Noncount nouns
an insurance company people insurance
a building cars land
an offer workers room
a location problems pollution
an office parks traffic
a reason museums noise
a place restaurants office space
theaters time
stores
weekends
Mr. Allen and Mr. Foster want _____ good location for _____ new
office building. _____ location should be safe and quiet. They have
_____ offer from _____ Northeastern Bank Company, but _____ offer is
very expensive. Mr. Allen likes _____ cities because there are _____
parks, _____ museums, _____ restaurants, _____ theaters, and _____
stores there. Mr. Foster says that in _____ cities there is _____ pollu­
tion, _____ traffic, and _____ noise. _____ theaters and _____ stores
are no good if there isn’t _____ time to visit them. Finally they decide on
_____ good place. _____ office building will be in _____ Suburban
Industrial Park. _____ place is just right for _____ new office building.

II. !ontrolled !omposition Dicto­comp

Your teacher will read the paragraph above three times. Listen care­
fully, but do not take notes. After the third reading, write the paragraph
as well as you can from memory. Check your paper for articles and for
subject­verb agreement.

III. #entence !onstruction Statements with There is and There are

In one sentence pattern in English, the real subject of the sentence

does not hold the first position in the sentence; the word there acts as a
substitute subject, and the real subject comes after the verb to be. Study

56
the model sentences below. Notice the different patterns for singular
count nouns, plural nouns, and noncount nouns.
There + Verb + Quantifier + Noun Phrase + Adverb Phrase
(Real subject)

Singular Count There is (a) an office building on

no Grand Avenue.
Plural Count There are lots of office buildings in
a lot of the city.
many
some
few
no
Noncount There is lots of noise in the city.
a lot of
much
some
little
no

Make a sentence with each group of words below. Use the correct verb
and choose a quantifier for each sentence.
1. people / city There are lots of people in the city.
2. people / country There are few people in the country.
3. pollution / country There is no pollution in the country.
4. pollution / city There is a lot of pollution in the city.
5. room / city
6. room / country
7. good location / city
8. good location / country
9. cars / city
10. cars / country
11. good reason to build / city
12. good reasons to build / country
13. restaurants / city
14. restaurants / country
15. problems / city
16. problems / country
57
IV. Sentence Construction Questions with Is there and Are there

Notice that the patterns for questions are slightly different. The verb
comes first, before there. Use the word any in a question if you have
no idea what the answer will be. Use a more definite quantifier if you
already have an idea about the answer.
Examples: office buildings / suburbs
Are there many office buildings in the suburbs?
(I know there are some, but I don’t know how many there
are.)
problems / suburbs
Are there any problems in the suburbs?
(I don’t know if there are problems or not.)
Verb +There + Quantifier + Noun Phrase + Adverb Phrase
(Real subject)

Singular Count Is there (a) an office building on

Grand Avenue?
Plural Count Are there lots of office buildings on
a lot of Grand Avenue?
many
any
Noncount Is there lots of noise in the city?
a lot of
much
any

Make questions with each group of words below. Use the correct verb
and choose a quantifier for each sentence.
1. office space / city
2. office space / suburbs
3. pollution / city
4. pollution / suburbs
5. noise / city
6. noise / suburbs
7. insurance company / suburbs

58
 8. office building / suburbs
9. cars / suburbs
10. cars / city
11. restaurants / city
12. restaurants / suburbs
13. stores / suburbs
14. good location / suburbs
V. Grammar Word order with adverb phrases
Study the two sentences below, and notice the position of the
adverb phrases. Rewrite each of the following sentences, putting the
adverb phrase first.
There is a lot of rain near the ocean.
Near the ocean there is a lot of rain.
1. There is a lot of pollution in New York.
2. There is a lot of land in Alaska.
3. There is a lot of traffic in Tokyo.
4. There are many insurance companies in London.
5. There is no time for shopping on week days.
6. There is lots of time for museums on the weekends.
7. There’s no space for parking on the street.
8. There are a lot of beaches in Venezuela.
9. There are many Chinese restaurants in San Francisco.
10. There’s very little noise in the country.
VI. Grammar Sentence combining review
Combine each pair of sentences by using and…too, and…either, or
but. Leave out the main verb and all the other information from the sec­
ond sentence that is repetitious.
Mr. Allen wants to build in the city.
Mr. Foster doesn’t want to build in the city.
Mr. Allen wants to build in the city, but Mr. Foster doesn’t.
1. The Northeastern Bank Company is in the city.
The industrial park isn’t in the city.
2. Our building doesn’t have enough office space.
The Northeastern Bank office building doesn’t have enough
office space.

59
 3. Land is expensive in the city.
In the suburbs land isn’t expensive.
4. The city has a lot of pollution.
The suburbs doesn’t have a lot of pollution.
5. The city has some advantages.
The suburbs has some advantages.
6. The city has many parks, museums, restaurants, theaters, and
stores.
The suburbs doesn’t have many parks, museums, restaurants,
theaters, or stores.
7. The workers have no time for museums during the week.
On the weekend the workers have time for museums.
8. The workers are sick of driving.
I am sick of driving.
9. The workers enjoy the weekends.
The employers enjoy the weekends.

VII. Controlled Composition Incomplete letter

The word memo is short for memorandum. It is a short message or

letter that people send to each other at work. The employers at the
Allen­Foster Insurance Company want to know the workers’ opinions
about the city and the suburbs. They are planning a new office building,
and they want the workers to be happy. Pretend that you are a worker
at the company and write a short composition about your opinions.

ALLEN­FOSTER INSURANCE COMPANY

“Where your happiness is our success”
MEMO
To: Company Employees
From: Howard Allen and David Foster
Re: New Office Building
Please write us a short note about your opinion: Which is better
for our new office building, the city or the suburbs? We want you
to be happy. Choose a location and give us all your reasons.
Thank you.

60
 March 18, 19_____
Dear Mr. Allen and Mr. Foster,
You are very kind to ask our opinions about the new office building.
I like to work in the _______, for there (is/are) _______ _______. Also,
there (is/are) _______.
I don’t like to work in the _______, because there (is/are) _______.
Besides this, there (is/are) _______.
For these reasons, please build the new office building in the
_______.
Thank you.
Sincerely,
____________

VIII. Vocabulary and Spelling Compound nouns

Some two-word combinations in English are so common that they are

almost like a single word, even though they are not written together.
Read the definition of each two-word combination and write the words
as they are used together. Each singular count noun needs an article.

Example: a dance that is done by eight people in a square

a square dance

1. a heater that burns oil

2. customs about food
3. the season when farmers can be growing food
4. winds that come off the ocean to the land
5. a station which broadcasts T.V. programs
6. a story that is written in the newspaper
7. a pal who writes letters to you with paper and pen
8. the pharmacist who works as the head of the department
9. a company that sells insurance
10. a building where many people have an office
11. a park that is used for industrial buildings
12. space for each person to work in an office

61
CHAPTER ELEVEN

RIDDLES

A: What is full of holes, and holds water?

B:
A sponge.

A: Who shaves many times a day, and still has a beard?

B:
A barber.

A: What is full at night and empty in the daytime?

A bed.
B:
A: When is a piece of wood like a king?
When it is a ruler.
B:

A: When does water stop running downhill?

B:When it gets to the bottom.

A: Where was Bill when the lights went out?

B:In the dark.

A: Why does a cow wear a bell?

B:Because its horns don’t work.

A: Which hand do you use to stir soup—the right hand or the

left hand?
B:Neither one. I use a spoon.

A: How do you catch elephants?

B:Hide in the grass and make a noise like a peanut.

A: How many lions can you put in an empty cage?

B:One. After that, the cage is not empty.

62
I. Grammar Review of verbs in yes­no questions

Copy the questions below and add a verb to each question.

You may add do, does, or a form of the verb to be.
1. _______ a sponge full of holes?
2. _______ a sponge hold water?
3. _______ a barber shave many times a day?
4. _______ a barber have a beard?
5. _______ a bed full at night?
6. _______ a bed empty in the daytime?
7. _______ water run downhill?
8. _______ a cow wear a bell?
9. _______ you use your right hand to stir soup?
10. _______ you catch elephants?
11. _______ a peanut make a noise?
12. _______ the cage empty?

II. Grammar Information questions

A. Questions with when, where, why, and how. To begin a question

with these words, use verb­subject word order, and place the question
word before the verb.
Question word Verb Subject Complement
Old pattern: Is a piece of wood like a king?
New pattern: When is a piece of wood like a king?
Rewrite the questions below, turning them into information questions.
Add a question word before the verb.
1. Does a cow wear a bell? (Why)
2. Does water stop running downhill? (When)
3. Do you catch elephants? (How)
4. Does a sponge hold water? (How)
5. Does a barber shave many times a day? (Why)
6. Is a bed full? (When)
7. Is a bed empty? (When)
8. Do you use your hand to stir soup? (Why)
9. Is the cage empty? (When)
10. Is Bill standing? (Where)
63
 B. Questions with who, what, and which. Who, what and which can
act as the subject of the sentence, so there is no need for an extra
auxiliary verb. Normal subject-verb word order is used. Simply replace
the subject with who (for people), what (for things) or which + a noun.
You will write a riddle for each problem.
Example: A sponge is full of holes and holds water.
What is full of holes and holds water?
1. A barber shaves many times a day and still has a beard.
2. A bed is full at night and empty in the daytime.
3. A night watchman earns a living without a day’s work.
4. A road runs up the hill and down the hill, but always stands still.
5. A secret is too much for one, enough for
two, but nothing at all for three.
6. A keyhole goes through a door,
but never goes in or comes out.

7. A donkey is the most difficult key to turn. (Use which key)

8. A man walks on four legs in the morning, on two legs at noon,
and on three legs in the evening.

III. Sentence Construction Concentration

This is a game you can play with another person. Cut squares of
paper to fit over each box below. Cover each box with a square of
paper. Have a pencil and paper ready to write sentences.
The first player turns over two squares. He reads the words in the
boxes. If they make a riddle and an answer, he writes both parts on his
paper. He leaves the boxes uncovered. If the sentences do not go to-
gether to make a riddle and its answer, he covers them again. (Re-
member what is under each square of paper!) The second player takes
his turn. Continue playing until all the squares are uncovered.
The player with the most riddles on his paper is the winner.
64
 When do you What is full
throw lettuce in the day Because their
and tomatoes At the time and heads are so
around the bottom. empty at far away from
kitchen? night? their bodies.

When they beat Who raises How do you

the eggs and things with catch an A farmer.
whip the out lifting elephant in
cream. them? the jungle?

A pair of
boots. Where is the When you
When are Pacific want to toss
cooks mean? Ocean the a salad.
deepest?

Which burns Why do

longer—a giraffes By the smell
black candle have of peanuts Neither one.
or a white such on its Both burn
candle? long breath. shorter.
necks?

IV. Grammar Possessives with things

You have learned to show possession by adding’s or s’ to a person’s

name. For instance, John has handsfiJohn’s hands. However, when
the hands belong to an object—such as a clock—we do not use ’s. We
use the preposition of to show possession: the hands of the clock.
Many objects are compared to people so that we say objects have
hands, eyes, mouths, tongues, and heads. Use the structure the (noun)
of the (noun) in each problem below.
Example: We say that a clock has hands, the hands of the clock
1. We say that a needle has an eye.
2. We say that a table has legs.

65
 3. We say that a shoe has a tongue.
4. We say that a nail has a head.
5. We say that a comb has teeth.
6. We say that a river has a bed.
7. We say that a clock has a face.
8. We say that a bed has a foot.
9. We say that a jar has a mouth.
10. We say that a jungle has a heart.

V. Sentence Construction Here is the answer. What is the

question?

Below are the answers to some riddles. Write a good riddle before
each answer. If you need help with vocabulary, look at the words in
parentheses.
Example: (hands, cannot write) What has hands but cannot write?
A clock.
1. (a head, cannot think) _______________
A nail.
2. (teeth, cannot bite) ___________________
A comb.
3. (legs, cannot walk) ____________________
A table.
4. (an eye, cannot see) _________________
A needle.
5. (a tongue,cannot speak) ___________
A shoe.
6. (a bed, cannot sleep) __________________
A river.
7. (a heart, cannot love) __________________
A jungle.
8. (a mouth, cannot eat) _______
A jar.
9. (a face, cannot smile) ________________
A clock.
10. (a foot, cannot walk) _______________
A bed.

66
VI. Grammar Choosing prepositions

Look at the meanings of the prepositions below. Then copy the sen­
tences, choosing a preposition to fill each blank.
of—shows possession in—inside, within
from—shows origin or on—resting on the top
nationality surface
1. Ernie Anderson is _____ the United States. He is American.
2. The head _____ a nail is very flat.
3. I think that you hit the nail _____ the head.
4. A cook works _____ a restaurant.
5. Put another hamburger _____ the grill, please.
6. We have many trees _____ our land.
7. My cat likes to sit at the foot _____ the bed.
8. There is more noise ___ the city than _____ the country.
9. Put the logs _____ the woodpile.
10. Roberto comes _____ Caracas, Venezuela.

VII. Controlled Composition Choosing relevant information

Good writers choose information that is important for their topic.

Choose sentences from the list below to write about each of the topics.
Then organize a paragraph with sentences about the topic. Each para­
graph will have four sentences. The topics are: “Water” and “A
Sponge.”
Model paragraph
“Water”
Water runs downhill. Gravity pulls water down. The water runs from
a high place to a low place. When it gets to the bottom, it stops.
1. Water runs downhill.
2. A sponge is full of holes.
3. Gravity pulls water down.
4. A dry sponge holds air.
5. The water runs from a high place to a low place.
6. When it gets to the bottom, it stops.
7. A wet sponge holds water.
8. A wet sponge is heavier than a dry sponge.
67
VIII. Vocabulary and Spelling Puns

Some riddles are funny because they are puns. Puns are made with
words that have double meanings. A pun doesn’t make sense until you
know both meanings of the word. Read the riddles below and then
write the two meanings of each underlined word.
Example: A. When is a car not a car?
B. When it is turning into a driveway. (4,7)
Turning into means turning to enter and becoming,
transforming.
A. When did the blind man see?
When he picked up his hammer and saw.
B.
A. What has four legs and flies?
A picnic table.
B.
A. When is a piece of wood like a king?
When it is a ruler.
B.
A. Why does a cow wear a bell?
Because its horns don’t work.
B.
A. Who raises things without lifting them?
A farmer.
B.
1. hard, curved bones on the outside of a cow’s head
2. moves in the air
3. a tool for cutting wood
4. turning to enter
5. a loud instrument for making noise
6. insects that disturb picnics
7. becoming, transforming
8. past of see
9. to grow vegetables
10. a straight piece of wood for measuring
11. the leader of a country
12. to elevate, to move something higher
Some puns are made with homonyms. Homonyms are words that
sound the same but are spelled differently. These riddles and puns are
not so funny in writing. You need to say them out loud in order to
understand them completely.
Read these riddles out loud and then write the two meanings of each
underlined word.
68
Example: A. What is black and white and read all over?
B. A newspaper.
The two meanings are read and red. (12,13)
A. Why don’t people ever become hungry in the Sahara desert?
B. Because of the sand which is there.
A. Where is a sneeze usually pointed?
B. Achoo!
A. How do trains hear?
B. Through their engineers.
A. When is a sailor not a sailor?
B. When he is ashore.
A. Where does the sheep get its hair cut?
B. At the baa­baa shop.
A. How do you spell “blind giant”?
B. bind gant. You spell it that way because a blind giant has no eyes.
A. When is a door not a door?
B. When it is ajar.
A. Where were the first potatoes fried?
B. In Greece.

1. ashore: on the land, not on the ship

2. engineers: the drivers of trains
3. a jar: a round glass container with a wide mouth
4. sand which is: three words that sound like the word sandwiches
5. a shore: the part of the land that meets the ocean
6. baa­baa: the sound that a sheep makes
7. Greece: a country in southern Europe
8. barber: the man who cuts hair and shaves beards
9. ajar: open a little bit
10. engine ears: a nonsense phrase, meaning the ears of an engine
11. grease: oil or fat for frying foods
12. read: past of read
13. red: a color
14. sandwiches: a kind of food made with bread and a filling
15. achoo: the sound of a sneeze
16. eyes: the part of the face that sees
17. at you: two words that sound like achoo!
18. I’s: plural for I, a letter in the alphabet that sounds like eye

69
CHAPTER TWELVE

CROWDHNG

Look around you—what do you see? What do you hear? What do you
smell? If you live in a city, you probably see many people. You hear the
noise of traffic, and you smell the pollution from cars and factories.
We are entering a new time in the history of the world. Before this,
most people were farmers. They lived in the country. Now many people
are leaving the farms and moving into the cities. They are looking for jobs.
The cities are growing very quickly.
Most cities are very crowded. People are driving more cars, burning
more fuel, using more water, eating more food, making more garbage,
and producing more things in factories than ever before. Life is becoming
difficult.
Some governments are trying to plan for the future. They are building
new roads, putting up new houses, looking for more water, and limiting
growth in certain areas. Still, city planners are getting worried. People
are crowding into the cities faster than the cities can take them. The
cities are running out of room. What is the answer to this problem?

70
I. Mechanics Using commas in a series

We use a comma between all the members of a list, or a series.

We need eggs, cheese, milk, and bread.

Copy the sentences, and make all the corrections that are necessary.
Use capital letters when they are needed.
1. what do you see hear feel and smell
2. i see cars people houses stores and factories
3. the largest cities in the world are new york city mexico city tokyo los
angeles shanghai buenos aires paris and peking
4. people are using more food fuel water and air
5. they are planning cities building roads finding water putting up
houses and limiting growth
6. the growth of cities is a problem in europe africa asia north america
and south america
7. what are we doing about the traffic the noise the pollution and the
crowding
8. do these problems have an answer

II. Grammar Spelling ­ing verb forms

The present progressive tense is a combination of two verbs. The

auxiliary is a form of be, and the main verb takes an ­ing ending. The
spelling rules depend on the order of vowel (V) and consonants (C) in
the verb.
1. Verbs that end with e drop the e and add ­ing. Write the forms
below with the correct spelling.
She is writing. (write, drive, live, come, move)
We are dancing. (dance, shave, hide, smile, hope)
2. Verbs that end in a vowel followed by a double consonant (VCC)
or in a double vowel followed by a consonant (VVC) simply add ­ing.
Write the forms below with the correct spelling.
He is cooking. (cook, wait, help, count, sleep, think)
They are working. (work, eat, read, watch, finish, walk)

71
 3. Verbs that end in a single stressed vowel followed by a single con­
sonant (VC) must add another consonant before adding ­ing. Write the
forms below with the correct spelling.
I am swimming. (swim, win, plan, sit, stop)
You are cutting. (cut, run, dig, shop, get up)
(Notice that verbs with the stress before the last syllable do not follow
this pattern. They do not take a double consonant, vísit fi visiting,
énter fi centering, límit fi limiting)
(A few more exceptions to the rule of the double consonant are verbs
that end in w, x, or y. They do not double. Write the forms below with
the correct spelling.)
He is buying. (buy, relax, grow)
We are playing. (play, fix, pay, saw)
4. Verbs that end in ie change the ie to y and add ­ing. Verbs that end
in other vowels simple take ­ing.
She is dying. (die, lie, tie, go, see)
III. Grammar Subject­verb agreement + present continuous
Rewrite the paragraphs below, adding the correct form of the verbs.
The verb be must agree with the subject. The main verb takes ­ing.
Many farm people are coming into the cities, (come) They ___ _____
their farms for a life in the city. (leave) They___ _____ for jobs, houses,
and a new set of friends. (look for) The cities___ _____ very crowded.
(become) The government ___ _____ to help the people, but the prob­
lem is too serious, (try) The head city planner ___ _____ worried about
the future. (get)
“We _____ not _____ new houses fast enough,” he says. (build) “The
city___ _____ out of room, water, jobs, and houses. (run out) We ___
_____ about a limit on growth. (think about) Our big cities ___ _____
too fast. (grow) Few farmers ___ _____ grain and vegetables for us to
eat. (raise) This situation ___ _____ the whole country in danger.” (put)
IV. Controlled Composition Dicto­comp
Your teacher will read the paragraph below three times. Listen care­
fully, but do not take notes. After the third reading, write the paragraph
as well as you can from memory.

72
 Some governments are trying to plan for the future. They are building
new roads, putting up new houses, finding more water, and limiting
growth in certain areas. Still, city planners are getting worried. People
are crowding into the cities faster than the cities can take them. The
cities are running out of room. What is the answer to this problem?

V. Grammar Using the definite article the before prepositional

phrases.

The general rule for the definite article is that we use the when we
know the identity of the noun. We often know which particular noun is
meant if there is a prepositional phrase to define it.
Example: Every person has X problems. (No article because “prob­
lems” is a very general word here.) The problems of cities
are serious. (Here we use the because we know which prob­
lems we are talking about. They are the problems of cities.)
Write these phrases. Add the at the beginning.
1. __________ growth of cities
2. __________ smell of pollution
3. __________ noise of the crowd
4. __________ pollution from cars
5. __________ cars in the street
6. __________ governments of South America
7. __________ products from our factories
8. __________ noise from factories
9. __________ sound of a horn
10. __________ history of the world

VI. Sentence Construction Making questions about topics

There is usually more than one way to ask a question. For each topic
below you may ask a question at least two ways. Use the vocabulary
that is given and write two questions for each topic. You will need to add
auxiliary verbs.
1. moving
where / farmers / moving Where are farmers moving?
farmers / moving / to the city
Are farmers moving to the city?
73
 2. looking for jobs
what / people / looking for
people / looking for / jobs
3. growing
how fast / cities / growing
cities / growing / very quickly
4. building
what / governments / building
governments / building / new roads and houses
5. looking for water
what / governments / looking for
governments / looking for / water
6. feeling
how / city planners / feeling
city planners / feeling / worried

VII. !ontrolled !omposition Incomplete dialog

Below are the answers to some questions. Write a good question

before each answer. When you finish, you will have a dialog that you
can act out with a partner.

“An Interview with a City Planner”

Reporter: Are you Roger Collins?

Planner: Yes, I am. I’m Roger Collins. Are you the reporter from the
Chicago Press?
Reporter: Yes, I’m Kent Clark.______________________________?
Planner: Yes, it’s a good time to talk. Normally I am a very busy man,
but right now I’m just killing time.
Reporter: _______________________________________________?
Planner: I’m waiting for a phone call about a new air pollution rule
from the government office. I’m very worried.
Reporter: _______________________________________________?
Planner: Because the phone call is late. It’s an important call. We
need a new pollution rule.
Reporter: _______________________________________________?
Planner: Because the air in the city is very dirty. It’s a dangerous

74
 situation for old people and for children. We are making
plans to move some of the companies into the country.
Reporter: _______________________________________________?
Planner: Some companies agree, but others don’t. This new rule will
make our job easier.
Reporter: _______________________________________________?
Planner: Yes, there are several companies in the country now. The
Allen­Foster Insurance Company, for example, is in the
country. Their move is a great success.
Reporter: _______________________________________________?
Planner: Well, no, not really. An insurance company is actually quite
clean. But the Allen­Foster Company is setting a good ex­
ample, and their workers are very happy now.
Reporter: _______________________________________________?
Planner: These moves help the city in many ways. First, we need to
limit growth. Second, we need to cut pollution. Third, we
need to limit traffic in the city.
Reporter: _______________________________________________?
Planner: Yes, we do. We have other plans to help the city. For exam­
ple, with water…
Reporter: _______________________________________________?
Planner: Yes, we are. We’re looking for water. And houses…
Reporter: _______________________________________________?
Planner: Yes, we are. We’re building 200 new houses. Excuse me,
my phone call is here.
Reporter: Good­bye, and thank you for the interview.

VIII. !ontrolled !omposition Choosing relevant information

Choose sentences from the list below and write two separate para­
graphs. Choose relevant information and organize the sentences into a
clear order. The topics are: “Crowding” and “Pollution.” Each paragraph
will have six sentences.

1. First, young people from the country are looking for better jobs in
the city.
2. Second, many people think that city life is more interesting.
3. Farmers work very hard, and they don’t earn much money.
4. There are many kinds of pollution.

75
 5. Many people throw garbage on the ground.
6. Why are so many people moving into the city?
7. There are two reasons.
8. Air pollution comes from cars and factories.
9. There are more theaters, parks, and shops in the city.
10. Water pollution comes from factories, too.
11. Noise pollution comes from car horns, factories, trains, and
crowds of people.
12. Garbage is a kind of pollution.

76
 CHAPTER THIRTEEN

CORNER STORES !ND

SUPERM!RKETS
The corner grocery
store was an American
tradition, but now it is
dying out. In older times
there was a small gro­
cery store in every
neighborhood. Every
day the housewife went
to the store to buy milk,
fresh bread, and other
food. Now most corner
stores are gone, or they
are closing. They are
losing business to large
supermarkets.
Supermarkets are bigger than corner stores. The corner store is a
family business, a “Ma and Pa” operation. Supermarkets like Shop­Rite
or Super Valu employ more people. They are newer, more modern, and
they stay open longer. They have a greater variety of products. They buy
larger amounts of food, so they can offer lower prices. Most super­
markets are in large shopping centers. They may be one, two, or ten
miles from people’s homes. Now housewives shop less often. They go
to the supermarket once or twice a week.
Many people miss the old corner store. It was smaller, friendlier,
and closer to home. But small businesses can’t compete with large
companies.
I. Mechanics

A. Spelling of ­ing forms

Follow the rules in chapter 12, section II and add ­ing to these verbs:
die, close, lose, employ, stay, buy, offer, shop, miss, compete
B. Capital letters for the names of companies and stores

The names of companies and stores begin with capital letters:

Super­Valu Shop Rite Bob and Marsha’s Grocery
Acronyms and abbreviations use capital letters, too.
UNESCO IBM IGA

Copy the sentences, and make all the corrections that are necessary.
1. bob and marsha s grocery is a ma and pa operation
2. their store belongs to the i g a, the independent grocers
association
3. they don t belong to a large company like shop rite or super valu
4. the i g a helps them order canned food
5. bob and marsha buy fruits and vegetables from local farmers like
oscar lindstrom
6. there s also a special part of the store for mexican food
7. bob and marsha s is on midway avenue and river drive
8. there s a shop rite store one mile away
9. the shop rite store sells food from china lebanon mexico and Italy
10. shop rite and super valu sell a greater variety of food at cheaper
prices

II. Grammar Comparison of adjectives

English has three degrees of comparison for adjectives. They are the
positive, the comparative, and the superlative. Study these examples:
Spaghetti is cheap. (positive)
Bread is cheaper. (comparative)
Rice is the cheapest. (superlative)
Fish is expensive. (positive)
Pork is more expensive. (comparative)
Beef is the most expensive. (superlative)
78
 The form and spelling of the comparison depends on the number of
syllables and the order of vowels (V) and consonants (C) of the adjec­
tive. Below are the rules for comparison of adjectives.
1. Most adjectives of one syllable take ­er and ­est endings. (If the
adjective ends in e already, simply add r or st.) You must use the
definite article, the, before superlatives. Write the forms below with the
correct spelling.

Positive Comparative Superlative

small smaller the smallest
close closer the closest
long
large
high
hard
cheap
great
fast
strange
loud
cold

2. One­syllable adjectives that end in a single stressed vowel fol­

lowed by a single consonant (VC) must add another consonant before
adding ­er or ­est. Write the forms below with the correct spelling.

Positive Comparative Superlative

hot hotter the hottest
big
wet
fat
thin
glad
sad
red

(There are some exceptions to the rule of the double consonant. Ad­
jectives that end in w, x, or y do not double. Write the forms below with
the correct spelling.)

79
Positive Comparative Superlative
slow slower the slowest
new
low
gray
3. Two­syllable adjectives that end in ­y can take ­er and ­est end­
ings, but the y changes to i before the ending. Write the forms below
with the correct spelling.
Positive Comparative Superlative
hungry hungrier the hungriest
busy
early
friendly
noisy
dirty
4. All other adjectives of two or more syllables take the words more
and the most for comparisons. Write the forms below with the correct
spelling.
Positive Comparative Superlative
important more important the most important
delicious
pleasant
expensive
crowded
modem
difficult
dangerous
polluted

III. Sentence Construction Making comparisons

Use the vocabulary that is given and make a comparison between

the two nouns. Add a verb and the word than.
Example: supermarkets / corner stores / big
Supermarkets are bigger than corner stores.
1. supermarkets / corner stores / new

80
 2. supermarkets / corner stores / modern
3. the working hours of supermarkets / the working hours of corner
stores / long
4. the prices at supermarkets / the prices at corner stores / low
5. corner stores / supermarkets / friendly
6. corner stores / supermarkets / close to home
7. fresh bread / old bread / soft
8. fresh vegetables / canned vegetables / delicious
9. supermarkets / corner stores / crowded
10. supermarkets / corner stores / noisy and busy

IV. Controlled Composition Choosing relevant information

Choose sentences from the list below and write two separate para­
graphs. Choose relevant information and organize the sentences into a
clear order. The topics are: “I Hate Supermarkets” and “I Like Super­
markets.” Each paragraph will have eight sentences.
1. I really don’t like shopping in supermarkets.
2. Supermarkets are too big, and I can’t find anything there.
3. The clerks are unfriendly.
4. I am so happy to live near a supermarket!
5. I can find food from Italy, Mexico, China, and Japan.
6. They are noisy, busy, crowded places.
7. They are light, clean, large, modern stores.
8. Nobody helps me.
9. The prices are low, and the food is fresh.
10. The supermarket has all the kinds of food that I need.
11. The variety of food is so great that I can’t choose.
12. I have to wait in line a long time to pay.
13. Sometimes the store serves free coffee and cake.
14. My supermarket is open from 7:00 in the morning until midnight.
15. I always spend too much money, and I get a headache.
16. My friends from other parts of the city shop there, too.

V. Controlled Composition Dicto­comp

Your teacher will read the paragraph below three times. Listen care­
fully, but do not take notes. After the third reading, write the paragraph
as well as you can from memory.
81
 The corner grocery store was an American tradition, but now it is
dying out. Corner stores are losing business to large supermarkets. Su­
permarkets are bigger than corner stores. They are newer, more mod­
ern, and they stay open longer. They have a greater variety of products.
They buy larger amounts of food, so they can offer lower prices. Many
people miss the old corner store. It was smaller, friendlier, and closer to
home. But small businesses can’t compete with large companies.

VI. Grammar Using the with a specific group or a specific kind:

plurals and noncount nouns

The definite article the is used to show a specific group or a specific

kind of thing. When no article is used with plurals and with noncount
nouns, then the meaning of the noun is general and very inclusive. For
example, look at this sentence: _____ Clerks are unfriendly. This
means that all clerks are unfriendly. Compare this sentence: The clerks
at Ted’s Grocery are unfriendly. The second sentence refers to a
specific group of clerks.
Copy the paragraph and write articles in the spaces where they are
needed.
Bob and Marsha’s Grocery isn’t _____ biggest store in the city, but
it is _____ friendliest. Most store owners don’t know _____ names of
their customers, but Bob and Marsha know _____ name of every
customer in their store. Marsha knows _____ likes and _____ dislikes
of all her customers. For example, I like _____ tea. I don’t like _____
coffee. I asked Marsha, “Do you have _____ tea?” She asked me, “Do
you like _____ tea from England or _____ tea from China?” I
answered, “I like _____ tea from India, and I like _____ tea from China,
but I think that _____ tea from Japan is _____ best tea.” Now she
always has _____ tea that I like. They are _____ friendliest people in
town, and their store is _____ busiest!

VII. Controlled Composition Variety in sentence types

Good writers use some short, simple sentences and some longer
sentences. Rewrite the paragraphs and vary the length of the senten­
ces. Make some longer, and change the word order in some. Combine
some sentences with and, but, so, and or.

82
 Food habits are changing in America. Some people are trying vege­
tarian food. They don’t like meat. They eat other things. This kind of diet
doesn’t include meat. It is healthy anyway. Vegetarians have many food
choices for protein. They can eat eggs. They can eat cheese.
Many Americans are trying food from other countries. People come to
America from many places. There is a great variety of food in the United
States. Food habits are part of a national culture. People bring their food
habits with them. Soon people try the food of other countries. It appears
in all the grocery stores. People eat this food in restaurants. They learn
to cook it at home.
VIII. Vocabulary and Spelling Crossword puzzle
The ending ­er can be added to a verb to make a noun. It means, “the
person or the thing that does…” For example, a helper is a person who
helps, and a freezer is a machine that freezes food.
Add ­er to each verb in the lists below. Use these new words to fill in
the crossword puzzle.
(Verbs that end with a single stressed vowel followed by a single con­
sonant—VC—must double the consonant before adding ­er. Verbs that
end in y change the y to i before adding ­er.)
DOWN
1. a machine that dries
2. a person who flies
3. a person who swims
6. a person who runs
8. a person who cuts wood
9. a person who speaks
10. a machine that receives
12. a person who drives
15. a person who votes
16. a person who sells
18. a person who rides
ACROSS
4. a person who wins
5. a person who rules
7. a machine that washes dishes
11. a person who reads
13. a person who employs people
14. a person who believes
17. a person who eats
19. a machine that heats
20. a person who earns
21. a person who catches

83
CHAPTER FOURTEEN

FAMILY ROLES

Father is running after Junior.

Mother is taking Sis on her bike to
day care. Then she will go to
work. Dad is cooking dinner. Mom
is putting oil in the car and filling it
with gas. And what’s this? Two
policemen—kissing? They are
Mr. and Mrs. Thomas. They share
the cooking, the housework, and
a job on the police force.
Family roles are changing. In
Grandmother’s day, a woman was
a mother, a wife, a cook, a laun-
dress, a nurse, and a teacher.
These jobs were all part of her
role, but she stayed home all day.
Grandmother worked only for her
family. Grandfather was the
money earner in the family. Little
boys expected to grow up and to
get jobs outside the home. Little
girls looked forward to marriage
and to motherhood.
Some families keep the tradi-
tional pattern: Father works and
Mother stays home. In other fami-
lies, there are other patterns:
Mother and Father work, or Moth-
er works and Father stays home.
In a few families, two people
share a job. There is more variety
in lifestyles now than there was
before.
I. Mechanics

A. Noun plurals
The plural of man is men, and the plural of woman is women. Follow
the rules in chapter 3, section II and make these nouns plural: bike, car,
kiss, policeman, policewoman, job, wife, laundress, nurse, pattern, per­
son, life­style.
B. The colon before a list of examples

The colon (:) is sometimes used to introduce a series or a list.

The members of the list are separated by commas.
In Grandmother’s day, a woman had many roles: wife, moth­
er, cook, laundress, nurse, and teacher.

Copy the sentences, and make all the corrections that are necessary.
Use capital letters where they are needed.
Example: in grandmother s day a woman had many roles mother wife
cook laundress nurse and teacher
In Grandmother’s day, a woman had many roles: mother,
wife, cook, laundress, nurse, and teacher.
1. mr and mrs thomas share many jobs the cooking the housework the
shopping and a job on the police force
2. in modern families a man may help at home in many ways cleaning
shopping and cooking
3. in modern families many women have two jobs one at home and
one outside the home
4. in the past some jobs were always for men banking police work
business medicine and law
5. a few jobs were saved for women nursing teaching and waitress
work
6. now there are other patterns mother works mother and father work
or mother and father share a job

II. Grammar The past tense of to be

Study the forms for the verb to be in the past. They are irregular, so

85
they must be learned separately. Rewrite the paragraph below, chang­
ing all the be verbs to the past tense.

I was we were
you were
he
she
{ was
they were

it
“I Remember Ernie”

I remember Ernie. He is a friend of mine. He’s a truck driver from the

United States. I met him at a square dance. He and his wife are good
dancers, and they are a lot of fun. He is generous and warm­hearted.
All his friends are friendly, too. I remember the dance music. It is fast
and loud. Square dancing is a good hobby.

III. Grammar The past tense with regular verbs

Regular verbs take an ­ed ending to form the past tense. The spelling
rules depend on the spelling and the syllable stress of the verb.
1. Verbs that end with e simply add ­d. Write the forms below with
the correct spelling.
We danced. (dance, live, hope, move)
They smiled. (smile, save, shave, love)
2. Verbs that end in a double consonant (VCC) or in a double vowel
followed by a consonant (VCC) simply add ­ed. Write the forms below
with the correct spelling.
She worked. (work, wait, count, wash, call)
He helped. (help, cook, watch, rush, turn)
3. Verbs that end in a single stressed vowel followed by a single
consonant (VC) must add another consonant before taking ­ed. Write
the forms below with the correct spelling.
I planned. (plan, whip, brag, sob, chop)
(Notice that verbs with the stress before the last syllable do not follow
this pattern. They do not take a double consonant.

86
 visit fi visited enter fi entered limit fi limited
(A few more exceptions to the rule of the double consonant are verbs
that end in w, x, or y; They do not double. Write the forms below with
the correct spelling.)
You relaxed. (relax, play, fix, saw)
4. Verbs that end in a consonant and y (Cy) change the y to i and add
-ed. Write the forms below with the correct spelling.
She studied. (study, fry, try, cry, marry, carry)
Rewrite this paragraph, changing all the verbs to past tense forms.
In most restaurants, all the cooks and waitresses work together. The
head cook plans the meals. His helper shops for meat and fresh
vegetables. There is one cook for the vegetables. He washes, chops,
and cooks vegetables. One cook works with desserts. He whips the
cream and bakes the cakes. One cook fries chicken and potatoes. The
waitresses move quickly. They talk to the customers, ask for orders,
pick up the food, and carry it back to the table. Everyone tries to make
the restaurant a success.

IV. Controlled Composition Dicto-comp

Your teacher will read the paragraph above three times. Listen care-
fully, but do not take notes. After the third reading, write the paragraph
as well as you can from memory. Check the spelling of all the past
tense forms.

V. Sentence Construction Comparisons with more, less, and fewer

The word more can be used with plural and noncount nouns. Less is
used with noncount nouns. Fewer is used with plural nouns. Study the
words in the lists below.
Plural nouns Noncount nouns

{ {
jobs work
more people more variety
problems traffic
fewer customers less food
cars noise
freedom

87
 Use the vocabulary that is given and make a comparison between
the two nouns. Add a verb and the word than.
Example: a modern woman / Grandmother / freedom
A modern woman has more freedom than Grandmother.
Grandmother has less freedom than a modern woman.

1. a country doctor / a city doctor / work

2. a supermarket / a corner store / variety
3. a supermarket / a corner store / jobs
4. an empty restaurant / a crowded restaurant / customers
5. a traditional culture / a modern culture / problem
6. a fat person / a thin person / food
7. the city / the country / noise
8. a busy street / a quiet street / traffic
9. a busy street / a quiet street / cars
10. a city / a town / people

VI. Grammar Sentence combining: compound sentence parts

When two sentences are very similar except for one part, they can
often be combined into one longer sentence with a compound part. The
most common conjunction for this kind of sentence is and.
Combine each pair of sentences below into one longer sentence.
You may need to change the verb. Leave out the parts in parentheses.
Example: Father (is taking care of the children.)
Mother is taking care of the children.
Father and Mother are taking care of the children.

1. Grandmother was a wife.

(Grandmother was) a cook.
(Grandmother was) a laundress.
(Grandmother was) a nurse.
(Grandmother was) a teacher.
2. Little boys expected to grow up.
(Little boys expected) to get jobs.
3. Little girls looked forward to marriage.
(Little girls looked forward to) motherhood.

88
 4. The roles of men (are changing.)
(The roles of) women are changing.
5. Father (works.)
Mother works.
6. Mother works at home.
(Mother works) in a restaurant.
7. My parents share the cooking.
(My parents share) the housework.
8. Mr. Thomas (works on the police force.)
Mrs. Thomas works on the police force.
9. Mom is putting oil in the car.
(Mom is) filling it with gas.
10. Now little boys (can look forward to a job outside the home.)
(Now) little girls can look forward to a job outside the home.

VII. !ontrolled !omposition Variety in sentence types

Good writers use some short, simple sentences and some longer
sentences. Rewrite the paragraph below and vary the length of the sen­
tences. Make some longer, and change the word order in some. Com­
bine some sentences with and, but, or, and so.

My name is June Taylor. My daughter Sara lives in Fairbanks, Alaska.

I live in Fairbanks, Alaska. I am a working mother. I work as a camera­
woman for a T.V. station in Fairbanks. My job is interesting. I enjoy it. I
didn’t always work. I didn’t plan to work. I started to work ten years ago.
This is my story.
I married Charles Taylor in 1966. We were very young. Charles was a
salesman. He liked to move. We moved to a new city every year. We
lived in Chicago. We lived in Detroit. We lived in Miami. We lived far from
our families. Charles wanted a large family. I wanted a large family. I
didn’t plan to get a job. I planned to stay home with the children.
Sara was born in Miami. Charles was very happy. I was very happy. I
stayed home with Sara. We moved to Alaska the next year. I didn’t have
a job. I had a hobby. I liked to take pictures of Sara. I learned to take very
good pictures. I started to sell them. It wasn’t a real job. I always worked
at home.
Charles suddenly became very sick in 1972. He had cancer. He died
after six months. I had no money. I had no job. I had no education. I had

89
no friends. Then a T.V. station in Fairbanks saw my pictures. They
asked me to work for them. I am very lucky to have the job. I can earn
enough money for Sara and me. We are independent. I don’t worry
about the future any more.

VIII. Controlled Composition Choosing relevant information

Choose sentences from the list below and write two separate para­
graphs. Choose relevant information and organize the sentences into a
clear order. The topics are: “Working Women—a Bad Idea” and “Work­
ing Women—a Good Idea.” Each paragraph will have eight sentences.

1. It is bad for women to work outside the home.

2. Working women have too much freedom.
3. It is healthy for women to work outside the home.
4. Working women are interesting people.
5. They have new ideas to share with their family.
6. The extra money makes life better.
7. They forget the needs of their family.
8. The house becomes dirty, and dinner is always late.
9. All the people in the family help each other.
10. Children and husbands learn to do housework.
11. Working women don’t need their husbands any more.
12. They love their jobs more than they love their husbands.
13. If the husband is sick or out of work, the wife can earn money for
the family.
14. Families are safer when women work.
15. It is better for women to stay at home.

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 CHAPTER FIFTEEN

TALL TALES

“Old Stormalong”

Old Stormalong was the greatest and the biggest sailor of all. He was
a large baby, and then he grew even bigger. He was as big as the ships
of New England. He drank his soup out of a whaling boat. He slept on the
deck of the ship, because there was not enough room below deck for him.
“They don’t make ships big enough for me,” said Stormalong.
Old Stormalong went to sea with Captain Starbuck on a whaling ship,
the Nancy Ann. They sailed to the middle of the ocean and looked for
whales.
“There she blows! A whale! And another!” called the lookout.
“It’s a whole school of whales!” called the second lookout.
“Into the boats!” cried Captain Starbuck.
Stormalong jumped from the ship into a whaling boat, but the whaling
boat wasn’t big enough for him. He was so big that he made a hole in the
bottom of the boat. The water ran in, and the sailors fell out.
“You big elephant!” cried Captain Starbuck. “I’m sorry I ever saw you.”

91
 Old Stormalong became very angry. He did a wonderful thing. He
swam back to the ship and took down a mast. Then he cut rope for a
line. Next he put an anchor on for a hook. He made the biggest fishing
pole in the world. Finally he put a piece of salt pork on the anchor.
“I will catch that whale like a fish,” he said.
Stormalong threw the line to a whale. The anchor flew through the
air and hit the water by the whale. The whale bit the anchor and swam
away. It pulled the Nancy Ann all over the ocean, up and down, to
Cape Cod.
Captain Starbuck thought he had the biggest whale in the world. “It
was a lucky day when I met you, Stormalong,” said the captain.
Then the Cape Cod sea monster came up from the deep sea. The
monster bit the whale and ate it all. It ate the anchor, too, and sank
down into the sea.

“You big elephant!” cried Captain Starbuck again to Stormalong.

“You lost my whale.”
“I tried sailing, and I tried whaling,” said Stormalong. “The ships are
too small, and a man gets tired. I am going to be a farmer, and you can
bet on that.” He jumped off the ship and walked through the water to
shore.

92
I. Mechanics

A. Review of comparisons
Follow the rules in chapter 13, section II and write the comparative
and superlative forms of these words: great, large, lucky, strong, won­
derful, fast, hard, angry, dangerous, small, wild, high, low, deep, dry
B. Quotation marks (“ ”)
When you tell a story, you may sometimes tell the exact words
that a person said. Put quotation marks around these words:
“The ships are too small,” said Stormalong.
Do not put quotation marks around the names of the people who are
talking.

Copy the sentences, and make all the corrections that are necessary.
Use capital letters when they are needed, and use quotation marks.
1. they don t make ships big enough for me said Stormalong
2. there she blows a whale and another called the lookout
3. it s a whole school of whales called the second lookout
4. into the boats cried captain starbuck
5. you big elephant cried captain starbuck i m sorry i ever saw you
6. i will catch that whale like a fish he said
7. it was a lucky day when i met you Stormalong said the captain
8. you big elephant cried captain starbuck again you lost my whale
9. i tried sailing and i tried whaling said Stormalong
10. the ships are too small and a man gets tired i am going to be a
farmer and you can bet on that

II. Grammar Past tense irregular verbs

Look at the text and find the past tense form for each of these verbs.
Write the simple form with its past tense.
is say fall swim take think sink
grow go see fly cut meet lose
drink make become hit put come
sleep run do bite throw eat

93
 The paragraph below tells about heroes and tall tales. Rewrite the pa­
ragraph, changing all the verbs from present to past. Change heroes to
Stormalong, and change they to he.

“Heroes and Tall Tales”

Heroes are larger than life. They grow very big, and they become
very strong. They do wonderful things. They drink more and eat more
than other people do. They swim better, run faster, throw farther, and
hit harder. They don’t say much, but they do a lot. They are very
independent, too. Of course, the stories about heroes aren’t really true.
Tall tales about heroes are just stories that people tell for fun.

III. Controlled Composition Dicto­comp

Your teacher will read the paragraph about Stormalong (in the past
tense, above) three times. Listen carefully, but do not take notes. After
the third reading, write the paragraph as well as you can from memory.
Check the spelling of all the past tense forms.

IV. Sentence Construction Questions and negatives with did

The helping verb for the past tense is did. It is used with questions
and negatives. Study these examples:
How did Stormalong drink soup?
Did Stormalong drink soup out of a whaling boat?
He didn’t have a bowl large enough.

Use the vocabulary that is given and write a question or an answer

for each group. You will need to add the helping verb did.
1. where / Stormalong / sleep / ?
Stormalong / sleep / on deck / ?
he / (not) have / a bed large enough /.
2. where / Stormalong / go / ?
Stormalong / go / to sea / ?
he / (not) stay / on land /.
3. where / the ship / sail / ?
the ship / sail / to the middle of the ocean / ?
they / (not) stay / on shore /.

94
 4. what / they / look for / ?
they / look for / whales / ?
they / (not) look for / elephants /.
5. what / the lookout / see / ?
the lookout / see / a school of whales / ?
he / (not) see / a school of children /.
6. what / Stormalong / do / ?
Stormalong / make / a hole in the whaling boat / ?
they / (not) have / a boat large enough /.
7. how / Stormalong / feel / ?
Stormalong / become angry / ?
he / (not) like / to lose whales /.
8. why / Stormalong / take a mast / ?
why / Stormalong / make a fishing pole / ?
he / (not) have / a whaling boat large enough /.

V. Grammar Using very, too, enough, so…that, and such…that

In American tall tales, the heroes often brag. They tell stories about
their size or the wonderful things they can do. Here are some examples.
Davy Crockett was very strong.
He was so strong that he burned up a tree by smiling at it.
He was tall enough to hang his gun up on the moon at night.
He was so fast that he rode on lightning.
No bear was too big for Davy.
He was such a strong man that he hugged a bear to death.
Students often confuse the meanings of these words.
Very means a large degree, a large amount, or a large number.
Too means so much that there is a bad result.
Enough means sufficient, so that there is a good result.
So (+ an adjective) that describes a result.
Such a (+ a noun) that describes a result.
Copy the sentences below, and fill the blanks with one of these
words.
1. Stormalong was _____ big. (a large degree)
2. Stormalong was _____ big for the ship. (a bad result)
3. The ship was _____ small for Stormalong. (a bad result)

95
 4. “They don’t make ships big _____ for me,” said Stormalong.
(sufficiently big)
5. He was _____ big _____ he drank his soup out of a whaling boat.
(result)
6. He was _____ _____ large man _____ he couldn’t go below
deck. (result)
7. There were _____ many whales. (a large number)
8. Stormalong jumped _____ hard. (a bad result)
9. The boat wasn’t big _____ for him. (sufficiently big)
10. He was _____ big _____ he made a hole in the boat. (result)
11. It was _____ _____ large hole _____ all the sailors fell out.
(result)
12. Stormalong became _____ angry. (a large degree)
13. A regular fishing pole was _____ small for him. (a bad result)
14. A mast from the ship was large _____ for him. (sufficiently large)
15. He made a _____ long fishing pole. (a large degree)
16. It was _____ large _____ he caught a whale with it. (result)
17. The whale was _____ strong. (a large degree)
18. It was _____ _____ strong whale _____ it pulled the ship through
the ocean. (result)
19. The whale wasn’t fast _____ to run from the monster (sufficiently
fast)
20. Stormalong was _____ angry _____ he left whaling and sailing
to be a farmer. (result)

VI. Controlled Composition Organizing ideas

The sentences below tell the story of another American folk hero,
Davy Crockett. Davy was a very strong hunter. People say that he killed
animals like bears with his bare hands. The sentences in the story are
out of order. Notice words like next, then, after, and afterwards. Copy
the story, putting the sentences and paragraphs into a logical order.
Paragraph 1
Davy Crockett was born in the woods of Tennessee.
He wanted to go hunting again at the age of five.
Davy did the housework, but he hated it.
He wanted to go hunting at the age of three.
But his mother said, “You’re too young for hunting, Davy.”
This time his mother said, “You can hunt after you do the housework.”
96
Paragraph 2
He met a wild animal called a panther.
Davy wasn’t afraid of the panther, either.
The panther wasn’t afraid of Davy.
He said to the panther, “I can fight harder, shoot farther, run faster,
jump higher, squat lower, dive deeper and come up drier than any man
in these parts!”
After the housework, Davy went out in the woods to hunt.

Paragraph 3
The panther jumped at Davy.
Then Davy jumped at the panther.
Davy never did housework again.
They fought for two hours, and Davy won.
Next he taught the panther to do housework.
Afterwards he brought the panther home.

(Adapted from Irwin Shapiro, “Davy Crockett,”

Tall Tales of America, Artists and Writers Press,
Western Printing and Lithography Co., 1958.)

VII. !ontrolled !omposition Responding to a picture

Sometimes people really do things that are exciting and difficult.

Look at the picture below. The boy was so lucky that he caught a fish
with his bare hands. Write a story and tell what happened. Use past
tense verbs and include some quotes. Tell what the boy and his friends
said, and how they felt.

97
VIII. Controlled Composition Responding to a picture

What happened to the man in the picture below? Did he kill the leo-
pard? Did he have a gun, or not? Did he use his bare hands? Use your
imagination and write a story to go with the picture. Use past tense
verbs.

98
 CHAPTER SIXTEEN

MAKING A BANANA SPLIT

Here is the recipe for a popular American dessert. It’s called a banana
split.
bananas sauce cream
ice cream cherries nuts
First, take one whole banana. Peel the banana and cut it in half length-
wise. Put the banana in the bottom of a long dessert dish. Set the des-
sert dish aside.
Next, take out three different kinds of sauce. The most popular kinds
of sauce are chocolate, caramel, and pineapple. Heat the chocolate
sauce until it boils. While the chocolate sauce is heating, take out three
different kinds of ice cream from the freezer. The most popular kinds of
ice cream are vanilla, strawberry, and chocolate. Use an ice cream
scoop to make round balls of ice cream. Put the balls of vanilla, choco-
late, and strawberry ice cream on each banana.
Pour the caramel sauce on the chocolate ice cream. Pour the pine-
apple sauce on the strawberry ice cream. When the chocolate sauce is
hot, pour it on the vanilla ice cream.
Next, whip some cream until it is stiff. Chop some nuts. When the
cream is stiff, put some whipped cream on the ice cream. Put chopped
nuts over everything. Finally, put a cherry on top.
Enjoy your banana split!

99
I. Mechanics

A. Regular and irregular past tense verbs

Follow the rules in chapter 14, section III and write these verbs in the
past tense: start, peel, heat, chop, whip, scoop, pour, cover, top. Use
the list of irregular verbs in the appendix in the back of the book to write
these verbs in the past tense: have, take, cut, put, set
B. Using a comma after a subordinate clause
A clause that begins with a subordinate conjunction (such as before,
after, when, while, until) is called a subordinate clause. If the subordi­
nate clause comes first in a sentence, you must separate it from the
main clause with a comma. Study these examples:

Before you eat a banana, peel the skin off.

subordinate clause (comma) main clause
Peel the skin off before you eat a banana.
main clause (no comma) subordinate clause

Copy the sentences, and make all the corrections that are necessary.
Use commas, and use capital letters when they are needed.

1. before you begin have everything ready

2. peel the banana before you cut it
3. after you cut the banana put it in a dish
4. heat the chocolate sauce until it boils
5. while it s heating take out the ice cream
6. when you scoop out the ice cream make little round balls
7. put the ice cream on the banana before you pour the sauce
8. when the chocolate sauce is hot pour it over the ice cream
9. whip some cream until it is stiff
10. chop some nuts while your friend is whipping the cream
11. when the cream is stiff put it on the ice cream
12. after you put on the cream add nuts and a cherry

100
II. Grammar The past progressive tense

The past progressive tense is a combination of two verbs. The

auxiliary is a form of to be, in the past, and the main verb takes
an ­ing ending.
We were eating ice cream.

Change the sentences below from present progressive to past pro­

gressive.
1. Lavonne, Shirley, and Linda are making banana splits.
2. Lavonne is peeling bananas and cutting them in half.
3. Shirley is scooping out ice cream balls.
4. Linda is heating the sauce.
5. While the sauce is heating, she is also chopping nuts.
6. Lavonne is whipping cream until it is stiff
7. Shirley is pouring the sauce over the ice cream.
8. Lavonne is putting whipped cream on the ice cream.
9. Linda is putting nuts and cherries on the desserts.
10. The women are serving customers in an ice cream shop.

III. Controlled Composition Past narration

The recipe for a banana split used many simple verb forms, and the
subject (you) was usually not given. Recipes and other directions are
written that way. To write a report of something that happened in the
past, you need to add a subject to every clause, and use past tense
verbs.
Change the paragraph below from imperative to narrative style.
1. Add a subject — I — and use past tense verbs.
2. Simple verbs change to past tense.
3. Present progressive changes to past progressive.
Have everything ready before you start. First take one whole banana.
Peel it and cut it in half lengthwise. Put the banana in the bottom of a long
dessert dish and set it aside.
Heat some chocolate sauce. While the sauce is heating, chop some
nuts. Whip some cream until it is stiff. Scoop out ice cream and put balls
of ice cream on the banana. When the sauce is hot, pour it over the ice

101
cream. Cover the ice cream with whipped cream and chopped nuts.
Top everything with a cherry.

IV. Grammar Sentence combining with adverb clauses

Use the subordinate conjunctions before, after, until, when, and while
to combine the clauses below. (While is used with a progressive tense.)
Write each sentence in two ways: with the main clause first; then with
the subordinate clause first.
Example: Shirley took all the food out. {
before
The women began to cook.
Shirley took all the food out before the women
began to cook.
Before the women began to cook, Shirley took all the
food out.

{
1. Lavonne cut the bananas in half. after
She peeled them.
2. Linda was heating the sauce. {while
Shirley was scooping out ice cream.
3. The sauce was heating. {while
Linda was chopping nuts. (Write one sentence
4. Lavonne whipped the cream. {until
only, main clause first)
It was stiff.
5. The sauce (it) was hot.
Shirley poured the sauce (it)
{ (Use a pronoun
when in the second
over the ice cream. clause.)
6. Shirley poured the sauce.
Lavonne put on the whipped
{ before
cream. (Use a pronoun
7. Linda (she) put on nuts. { after
in the second
Linda (she) put on cherries. clause

V. Grammar Review of articles, some as a quantifier

Remember that noncount and plural nouns do not take an article when
the meaning is general, or when they are mentioned for the first time. In
many cases, however, the word some is used to give the idea of

102
an indefinite number or quantity. The second time the noun is men­
tioned, use the definite article the.
Copy the paragraph and write articles in the spaces where they are
needed.
“Baked Alaska”
Take out _____ large bowl, _____ smaller bowl, _____ electric beater,
_____ large plate, and _____ wooden spoons. Have ready _____ flat
cake, five egg whites, _____ sugar, and _____ liter of ice cream. You
need _____ freezer and _____ oven.
Place _____ cake on _____ plate. Put _____ ice cream in _____ large
bowl. Beat it with _____ electric beater until it is a little soft. Pile _____
ice cream on _____ cake in _____ pretty shape. Then put _____ ice
cream and cake back into _____ freezer. Freeze _____ ice cream until
it is solid.
While _____ ice cream is freezing, put _____ egg whites in _____
smaller bowl. Beat _____ egg whites until they are stiff. While you are
beating, slowly add two­thirds _____ cup of sugar. Beat until _____
sugar is dissolved and _____ egg whites are very stiff. Turn _____ oven
on very hot.
Take _____ cake out of _____ freezer. Spread _____ egg whites over
_____ ice cream. Cover all _____ ice cream carefully. Put _____ cake
into _____ oven and bake it for three minutes, until _____ egg whites
are golden brown. Remove _____ dessert and serve it immediately with
_____ chocolate sauce. _____ ice cream is still frozen, but _____ egg
whites are hot. _____ cold ice cream gives this dessert its name,
“Baked Alaska.”

VI. !ontrolled !omposition Dicto­comp

Your teacher will choose one of the exercises from this chapter and
read it as a dicto­comp, either exercise III (past narration), or exercise
V (review of articles.) Listen carefully, but do not take notes. After the
third reading, write the paragraph as well as you can from memory.
Check for articles and tenses.

VII. !ontrolled !omposition Organizing ideas

The sentences below give directions for making another kind of food,

103
the “submarine sandwich.” The directions are out of
order. Notice words like first, next, then, before,
after, when, finally. Copy the recipe, putting the sen-
tences into a logical order.
Next, scoop out some of the inside of the bread to
make room for the filling.
First, cut the bread in half lengthwise.
Take a long loaf of French bread, some butter,
some lettuce, some onions, some tomatoes, some
meat, and some cheese.
Then butter the bread.
After the onions, put on the tomatoes.
Put the onions on after the lettuce.
Put the cheese on after the meat.
When the bread is buffered, start to pile on the
filling.
The lettuce comes first.
Finally, cover the filling with the top piece of bread.
When the filling is in the sandwich, pour some
sauce over everything.

VIII. Controlled Composition Past narration

Rewrite the recipes for Baked Alaska (Exercise V) and the submarine
sandwich (Exercise VII) as past narration. Add a subject to every clause,
and use past tense verbs. Follow the rules in Chapter 14, Section III for
the past tense of regular verbs. Use the list in the back of the book to find
irregular verb forms.

IX. Free Composition

Write directions for a recipe that you know. Explain to somebody how
to make that kind of food.

104
 CHAPTER SEVENTEEN

A DEBATE: DOGS IN THE CITY

Letters to the Editor

Man’s Best Friend Not
Welcome in City Life
Dear Editor,
What is wrong with the owners of
dogs in this city? Every time I go out
for a walk, I have to compete with big
dogs for a place to walk! Dogs are
loud and dirty; moreover, they fright-
en little children and old ladies. The
city is no place for a dog. Big dogs
need a lot of room for running;
therefore, they should live in the
country....Can’t the city pass a law
against dogs?
Fred Brown, head pharmacist
Local pet with
Westside Pharmacy, Centerville
owner taking a walk

...Or is he?—Two views

Dear Editor,
Many people are speaking out against large dogs these days. This is
not fair because dogs can’t speak for themselves. They are man’s best
friend; therefore, I will speak for dogs.
The city already has a leash law; owners must keep their dogs tied
up on a leash. The city also has health laws; owners must clean up after
their dogs. There is no law against owning a dog, unless the dog hurts
somebody.
People should have big dogs if they want them. City life can be sad
and lonely for older people; however, dogs are good friends. Moreover,
dogs make life safer. Even though they are animals, they can show

105
loyalty and intelligence. We train our dogs to be gentle; as a result, they
are very patient and good with children. Our dogs sit outside our store all day
and don’t make any trouble.
Of course, dog owners should be thoughtful. They must not let their
dogs run loose; in addition, they must keep the streets clean. These
things are important; however, we already have leash laws and health
laws. We don’t need any more laws about dogs; besides, the city can’t
pass a law against dogs anyway. Everyone is free to own a dog.
Thank you for printing my letter.
Bob Kovacik, owner
Bob and Marsha’s Grocery

I. Mechanics

A. Review of comparisons

Follow the rules in chapter 13, section II and write the comparative and
superlative forms of these words: loud, dirty, sad, lonely, thoughtful,
clean, important, expensive, friendly, intelligent, pretty, patient, loyal,
independent, nice

B. The semi­colon (;) in sentence combining

There are two ways that a semi­colon can be used to combine

sentences.

1. If two sentences are very close in meaning, or if they have a

cause­effect relationship, they may be joined with a semi­colon.

Example: The city already has a leash law; owners must keep their
dogs tied up on a leash. (The two sentences are very close
in meaning.) Mr. Kovacik trained his dogs well; they don’t
make any trouble. (The two sentences have a cause­effect
relationship.)

2. Conjunctive adverbs are used with semi­colons to join sentences.

Use a semi­colon before the adverb and a comma after the adverb.
Some conjunctive adverbs are: therefore, as a result, however, never­
theless, on the other hand, besides, moreover, in addition.

106
 Copy the sentences, and make the corrections that are necessary.
Use semi­colons, and use capital letters where they are needed.
1. some people love dogs other people hate them
2. mr brown wants a law against dogs he says dogs are a problem in
the city
3. dogs are loud and dirty moreover they always run loose
4. dogs need room for running therefore they should not live in town
5. dogs can t speak for themselves therefore i will speak for them
6. a dog is more than a pet a dog is a friend
7. dogs are animals nevertheless they are intelligent
8. we train our dogs as a result they can do tricks
9. dog owners should be thoughtful they must not let their dogs run
loose
10. the city already has health laws owners must clean up after their
dogs
11. mr brown is right about these problems on the other hand the city
can t pass a law against dogs
12. policemen use dogs in their work in addition blind people need
dogs

II. Grammar Sentence combining with subordinate conjunctions

and conjunctive adverbs

Combine each pair of sentences into one longer sentence. Re­

member that the punctuation pattern is different for subordinate con­
junctions and conjunctive adverbs.
Conjunctions Adverbs
because (introduces a cause) therefore {
as a result introduce a result
if (introduces a condition)
however
unless (means if not)
{ nevertheless
{ (introduce an idea
even though (introduce on the other that disagrees
although an idea that hand with the first idea)
disagrees
with the first
idea)
besides
moreover
{ (introduce an idea
that agrees or
in addition gives more reasons)

107
 1. Mr. Brown (he) doesn’t like dogs (them).
Mr. Brown (he) thinks dogs (they) are dirty, (because)
Mr. Brown doesn’t like dogs because he thinks they are dirty.
Because Mr. Brown thinks that dogs are dirty, he doesn’t like them.
(Two patterns are possible; either the main clause or the
subordinate clause may come first. Use pronouns in the
second clause.)
2. Mr. Brown thinks dogs are dirty. He doesn’t like them. (therefore)
Mr. Brown thinks dogs are dirty; therefore, he doesn’t like them.
(This is the only pattern that is possible.)
3. Old people (they) are lonely. Old people (they) have a dog.
(unless)
4. Old people (they) won’t be lonely.
Old people (they) have a dog. (if)
5. Dogs are only animals. They are loyal and intelligent.
(although)
6. Dogs are only animals. They are loyal and intelligent.
(however)
7. We already have good laws about dogs.
Some people don’t follow the laws (them), (even though)
8. We already have good laws about dogs.
Some people don’t follow them. (nevertheless)
9. There is a leash law. There is a health law.
(in addition)
10. The city can’t pass a law against dogs.
Nobody would follow it. (besides)

III. Sentence Construction Concentration

This is a game you can play with another person. Cut squares of pa-
per to fit over each box below. Cover each box with a square of paper.
Have a pencil and paper ready to write sentences.
The first player turns over two squares. He reads the words in the
boxes. If they make a good sentence, he writes the sentence on his
paper. He leaves the boxes uncovered. If the clauses do not go togeth-
er to make a long sentence, he covers them again. (Remember what is
under each square of paper!) The second player takes his turn.
Continue playing until all the squares are covered.
The player with the most sentences on his paper is the winner.

108
 Dogs are “man’s they won’t cause Dogs are Dogs are
best friend;” trouble. dirty; patient;

If you train however, they may Mr. Brown

your dogs well, Mr. Brown cause trouble. hates dogs.
hates dogs.

therefore, they Unless you Dogs can run because they

are happier train your loose in the can run loose
there. dogs well, country; there.

Dogs are moreover, Although dogs in addition,

happier in dogs are loved. are “man’s best they are loyal.
the country. friend.”

IV. Grammar Modal auxiliaries

The letters to the editor in this chapter have some auxiliary verbs
called “modals.” They help to express your ideas, opinions, and feel­
ings: can, can’t, have to, don’t have to, must, must not, should, should
not.
Study the meanings of these verbs. Copy the paragraph below and
write a modal verb in each blank.

can ability must necessity (the same

can’t lack of ability as have to)
have to necessity (the must not necessity not to do
same as must) something, prohibition
don’t have to freedom should, obligation, “a good
of choice, no idea”
obligation or should not obligation not to
necessity) do something, not “a
good idea”
The city _____ pass a health law, and the city _____ pass a leash law;
however, it _____ pass a law against owning dogs. The law says that dog
owners _____ tie up their dogs; they _____ _____ let the dogs run loose.

109
The city _____ take a dog from its owner unless the dog hurts somebody.
Dog owners _____ follow these laws, or they _____ pay money for breaking
the laws. In addition, dog owners _____ try to be thoughtful. They _____
think about their neighbors, and they _____ _____ do anything to make
their neighbors angry. The city _____ pass a law to make people thought­
ful, but we _____ all try to think of our neighbors.

V. !ontrolled !omposition Dicto­comp

Your teacher will read the paragraph above three times. Listen care­
fully, but do not take notes. After the third reading, write the paragraph
as well as you can from memory. Check your punctuation and sen­
tence combining techniques.

VI. !ontrolled !omposition Variety in sentence types

Good writers use some short, simple sentences and some longer
sentences. Rewrite the paragraph below and vary the length of the
sentences. You may make some longer by combining them with coor­
dinate conjunctions, subordinate conjunctions, or conjunctive adverbs.
Here is a list of the connectors we have used so far:

Coordinate Subordinate Conjunctive

Conjunctions Conjunctions Adverbs
and after so…that as a result
but although such…that besides
or because unless however
so before until in addition
even though when moreover
if while nevertheless
on the other hand
therefore
“Cats and Dogs”
Some people like cats. Other people like dogs. People have strong
ideas about cats. People have strong ideas about dogs. People often
don’t have both cats and dogs in the same house.
Cat owners talk about their pets with love. Cats are quiet. Cats are
clean. Cats are good in apartments. They don’t need a lot of space. They

110
don’t run around a lot. The apartment has mice. Cats catch them. Cats
are independent. They can stay home alone. The owners go to work.
Cats are pretty animals. They are fun to watch.
Dog owners think dogs are nice. They don’t want any other animal.
Dogs are friendly. Dogs are loyal. Dogs are patient. Dogs are good with
children. They can learn to behave correctly. They can learn to stay out
of your food. Cats can’t learn to stay out of your food. Dogs protect the
family. Dogs protect the house. Dogs show their love. Cats don’t show
their love.

VII. !ontrolled !omposition Incomplete dialog

Police officer Frank Thomas received a complaint about a loud dog in

the neighborhood. He rode his motorcycle to the address, at the corner
of Midway Avenue and River Drive. Now he is asking questions.
Below are the answers that he is getting. Write a good question before
each answer. When you finish you will have a dialog that you can act out
with a partner.
Officer Thomas: Who called in about the dog?
Fred Brown: I did, Officer. I called in about the dog.
Officer Thomas: __________________________________________?
Fred Brown: Because the dog is barking. It’s Sunday. I’m trying to sleep.
Listen to that noise!
Officer Thomas: __________________________________________?
Fred Brown: It started an hour ago. How can anybody sleep with that
noise?
Officer Thomas: I’ll ask the questions, Mr. Brown. You just give the
answers.
Fred Brown: Yes, sir.
Officer Thomas: __________________________________________?
Fred Brown: My neighbor owns him.
Officer Thomas: __________________________________________?
Fred Brown: His name is Kovacik. Bob Kovacik. They own the grocery
store on the corner.
Officer Thomas: __________________________________________?
Fred Brown: They bought the dog last year. After a robbery. They think it
will keep the robbers away.
Officer Thomas: __________________________________________?
Fred Brown: No, it doesn’t. It doesn’t bark a lot. This is the first time.

111
Officer Thomas: __________________________________________?
Fred Brown: No, I didn’t call Mr. Kovacik. I called you first. I can’t talk
to him. How can you talk to a dog owner?
Officer Thomas: That’s a question, Mr. Brown. I’ll ask the questions.
Fred Brown: Sorry.
Officer Thomas: __________________________________________?
Fred Brown: Where? Oh, there. No, that’s not Mr. Kovacik. I don’t know
that man. He is running very fast, isn’t he?
Officer Thomas: Stop in the name of the law!
_________________________________________________?
The strange man: I wasn’t doing anything. I was just in the store.
Officer Thomas: __________________________________________?
The strange man: Because I wanted to buy some food.
Officer Thomas: On Sunday? Today is Sunday. That store’s not
open. _____________________________________________?
The strange man: What bag? Oh, this bag? Oh, there’s nothing in this
bag. Oh, how did that money get in that bag?
Officer Thomas: I’ll ask the questions.
The strange man: O.K., Officer. You win. I took that money from the gro­
cery store an hour ago, but that big dog didn’t let me go until now.

VIII. "r## !ompos$t$on

A. Write a paragraph about a pet. It can be a cat, a dog, a bird, or any

other animal. Tell why you like this animal.
Here are some vocabulary words that may help you:
friendly nice
intelligent catch mice
pretty protect the family
patient learn tricks
good with children show love
loyal
quiet
clean
independent
fun

112
 B. Write a paragraph about an animal that you don’t like. Give rea­
sons. Here are some vocabulary words that might help you:

loud frighten people

dirty bite
dangerous bark (for dogs only)
expensive hurt people
run loose make trouble

113
CHAPTER EIGHTEEN

PLANNING A TRIP

1239 Lincoln Boulevard

Fairbanks, Alaska 99701
U.S.A.
May 14,1983

Dear Roberto,
There are only two weeks now before my trip begins. I’m very
excited. I can hardly wait to see you.
My uncle has sent me my plane tickets, and I have received
them already. I have written letters to both grandmothers, so
they know when I’m coming. I haven’t seen Grandmother Taylor
in Chicago for two years. I haven’t seen Grandmother Singer in
Miami since I was ten.
I’ll stay in Chicago for a week, and I’ll be in Miami for another
week. My plane will land in Caracas on June 14, just one month
from today. I’ll stay with my uncle for a month, until July 15.
What clothes will I need in Venezuela? I haven’t bought any­
thing new yet. I’ve never visited outside the United States be­
fore. I’ve never flown alone before, either. I won’t be afraid. My
uncle will pick me up at the airport in Caracas. My mom says I
won’t have any trouble. I hope not. (Just think—I’ll be a “world
traveller” when this trip is over.)
See you in Caracas.

Yours,
Sara

114
I. Mechanics Contractions with have and will

The helping verb for the present perfect tense is have. The helping
verb for the future is will. These auxiliaries can combine with the sub­
ject pronouns and with not to form the contractions below. These con­
tractions are common in informal writing and in speech.
I + have = I’ve we + have = we’ve
you + have = you’ve
she + has = she’s he + has = he’s
it + has = it’s they + have = they’ve
have + not = haven’t has + not = hasn’t

I + will = I’ll we + will = we’ll

you + will = you’ll
he + will = he’ll they + will = they’ll
she + will = she’ll
it + will = it’ll will + not = won’t

Copy the sentences below, and make all the changes that are
necessary. Use an apostrophe (’) in each contraction.
1. sara won t leave fairbanks until June 1
2. she won t be in Caracas until June 14
3. she II visit her grandmothers in Chicago and miami
4. they II be happy to see sara
5. they haven t seen sara for years
6. she II fly to Caracas on June 14
7. sara s uncle lives in Caracas
8. he II pick her up at the airport
9. he s sent her the tickets and she s received them
10. they ve made all their plans already
11. sara hasn t flown alone before
12. she won t have any trouble

II. Sentence Construction The present perfect tense

The present perfect tense is a combination of two verbs. The auxiliary

is a form of have (have or has), and the main verb takes a participle form.

115
 1. Most verbs take ­ed to form a participle. The spelling rules for the
­ed ending are the same as the rules for the past tense. Follow the
spelling rules for the past tense forms and write the participles for the
verbs below.
hope receive
land visit
need stay
pick up wait
2. The participles for irregular verbs are different, and must be learned
separately. Here are the past and participle forms for the verbs in Sara’s
letter. (A more complete list of irregular verbs is in the back of the book.)

Simple Form Past Tense Participle Form

be was, were been
begin began begun
buy bought bought
fly flew flown
have had had
know knew known
say said said
see saw seen
send sent sent
think thought thought
write wrote written
Make a sentence for each group of words below. Use the present
perfect tense, and use have or has with a participle form.
1. Sara / receive / her tickets / already
2. Her trip / (not) begin / yet
3. She / (not) buy / any new clothes / yet
4. Sara / send / a letter / to her grandmothers
5. She / write / to Roberta
6. She / (not) fly / to Caracas / before
7. Sara’s father / be / dead / for ten years
8. Her uncle / live / in Caracas / for one year
9. Sara / (not) visit / her uncle / in Caracas before
10. Sara / (not) see / Roberta or his family / before

116
III. !ontrolled !omposition Incomplete dialog

It’s the day before Sara’s trip. Her mother is helping her get ready.
Mrs. Taylor is asking Sara what she has done. Sara’s answers are given
below. Write a good question before each answer. When you finish,
you will have a dialog that you can act out with a partner.

“What Have You Done So Far?”

Mrs. Taylor: What have you done so far, Sara? Have you
written to Grandmother Taylor and Grandmother Singer?
Sara: Yes, I have. I’ve written to both grandmothers.
Mrs. Taylor: ______________________________________?
Sara: Yes, I’ve picked up my clothes at the cleaner’s.
Mrs. Taylor: ______________________________________?
Sara: Yes, I’ve put my traveller’s checks in my bag.
Mrs. Taylor: ______________________________________?
Sara: Yes, I’ve written down the addresses of all my
friends in Fairbanks.
Mrs. Taylor: ______________________________________?
Sara: Yes, I’ve said good­bye to all the neighbors.
Mrs. Taylor: ______________________________________?
Sara: Yes, I’ve sent a letter to Roberta and his family.
Mrs. Taylor: ______________________________________?
Sara: Yes, I’ve bought them a present.
Mrs. Taylor: ______________________________________?
Sara: Yes, I’ve put my tickets in my bag.
Mrs. Taylor: ______________________________________?
Sara: No, I haven’t. I haven’t called the airline to confirm
my flight reservation.
Mrs. Taylor: Don’t worry. I’ll do that for you right now. Then
you won’t have any trouble at the airport.

IV. !ontrolled !omposition Dicto­comp

Your teacher will read the letter on the next page three times. Listen
carefully, but do not take notes. After the third reading, write the letter
as well as you can from memory. Check the spelling of participles and
contractions.

117
 May 20,1983
Dear Sara,
I’ve received your letter, and I’m looking forward to your visit.
We’ll be happy to meet you. My mother has cleaned the extra
bedroom. We’ve made everything ready for you. We’ve called
your uncle already. He’s very nice. We’ve asked you both to
come for dinner. We hope you’ll stay for a long visit.
Yours,
Roberto

V. Grammar Indefinite pronouns: some, any and one

The words some, any, and one can be used as pronouns to stand for
nouns that have already been mentioned. The noun that is mentioned
first is called the antecedent; the pronoun refers back to its antecedent.
We use one for singular count nouns. Some and any are pronouns for
plural or noncount nouns. Finish the sentences below, using some, any,
or one. Follow the examples.
1. Sara doesn’t have a dog, but she wants one.
2. Sara doesn’t have new clothes, but she wants some.
3. Sara hasn’t had any trouble, and she doesn’t want any.
4. Sara doesn’t have a big house,
5. Sara doesn’t have a sister,
6. Sara doesn’t have any money,
7. Sara doesn’t have any new shoes,
8. Sara doesn’t have any problems,
9. Sara doesn’t have any new records,
10. Sara doesn’t have Venezuelan music,
11. Sara doesn’t have a job,
12. Sara doesn’t have a boyfriend,

VI. Grammar Sentence combining practice

Use conjunctions or conjunctive adverbs to combine the pairs of sen­

tences below. Remember that the punctuation rules are different for
conjunctions and adverbs.
1. Many young people want to travel to other countries.
They don’t have enough money. (but)

118
 2. Air travel and hotels are very expensive.
There are other ways to see foreign countries, (however)
3. Educational exchanges are cheaper than vacations.
They involve valuable learning experience, (in addition)
4. Most young Americans have part­time jobs.
They can save some money for travel, (as a result)
5. Sara goes to school and helps her mother.
She finds time to work at a grocery store, too. (even though)
6. She has $1000 of her own money.
She is planning to visit her uncle in Venezuela, (so)
7. Sara works hard.
She has very little free time. (so…that)
8. Sara often works.
Her friends are having fun. (while)
9. She likes to have fun with her friends.
She has exciting travel plans, (on the other hand)
10. She can’t go to Venezuela.
She pays for part of the airplane ticket, (unless)
11. Sara has an uncle in Caracas.
She doesn’t need to pay for a hotel, (therefore)
12. Sara will be very happy.
She sees her uncle and her friends in Venezuela, (when)

VII. Sentence Construction Writing complete sentences

There is a great difference between spoken English and written En­

glish. In speech, people use more contractions and more incomplete
sentences than they do in writing. It is common to use a subordinate
clause alone in speaking. However, in writing English, a subordinate
clause must always be combined with a main clause.
The short conversations below are acceptable in spoken English.
However, the answer in each conversation is an incomplete sentence.
Rewrite each incomplete sentence with a main clause. Follow the
example.
1. “When will we eat the cake?”
“When the guests arrive.”
We will eat the cake when the guests arrive.
2. “How long must we wait?”
“Until they come.”

119
 3. “Can I eat two pieces?”
“If there’s enough cake.”
4. “When can I have my second piece?”
“After the guests have eaten.”
5. “When will we have the coffee?”
“While we’re eating the cake.”
6. “When will the guests be here?”
“Before 7:00.”
7. “Are they coming soon?”
“Unless they’ve forgotten.”
8. “Why do I have to wait?”
“Because you are the host and they are the guests.”

VIII. Vocabulary and Spelling Past participles as adjectives

Past participles are often used as adjectives, even though they look
like verbs. They may come before the noun or after the verb to be, just
like other adjectives:
He is a tired man.
The dog was lost.
Read each definition below; and write each participle as an adjective
before a noun. Each singular count noun needs an article, a or an.
Follow the examples.
1. a dessert that has been frozen a frozen dessert
2. bread that has been buttered buttered bread
3. a banana that has been peeled
4. sauce that has been heated
5. cream that has been whipped
6. nuts that have been chopped
7. chicken that has been fried
8. vegetables that have been canned
9. fruit that has been dried
10. apples that have been baked
11. a child who has been frightened
12. a man who has grown
13. a record that has been broken

120
14. a woman who has married
15. a traveller who has worried
16. a man who has been educated
17. a student who has been bored
18. air that has been polluted
19. space that has been limited
20. a child who has been lost

121
CHAPTER NINETEEN

PHOBIAS

Phobias are very strong fears

which may start in childhood.
Usually there has been an early
experience which started the fear.
A person may forget the experience
which started the fear, but the fear
remains. For example, a person
who is afraid of closed rooms has
claustrophobia. Perhaps that per­
son had parents who once locked
him in a closet as a child. As an
adult, he has forgotten the expe­
rience in the closet, but he fears
locked rooms.

Claustrophobia

A person who is afraid of insects

has a kind of zoophobia. People
who are afraid of snakes, spiders,
and mice have zoophobia, too.
People who are afraid of germs
have microphobia. They wash their
hands many times a day, and they
refuse to be near people who are
sick. Now that we understand dis­
ease better, many people are
microphobic—afraid of germs.

Doophobia
122
I. Mechanics Non restrictive relative clauses

One method of combining sentences is to use a non restrictive relative

clause. In this clause, you give extra information about a person or a
thing that you already know. Non restrictive relative clauses are separat­
ed from the rest of the sentence with commas.
The following sentences all contain nonrestrictive clauses. Copy the
sentences and make all the corrections that are necessary. Set off the
nonrestrictive clauses with commas. Follow the example.
1. my uncle louis who runs a grocery store is afraid of germs
My uncle Louis, who runs a grocery store, is afraid of germs.
2. his store which is in the middle of the city is always very clean
3. he never sells milk which can become sour
4. he never sells meat which can turn bad
5. he never sells vegetables which can carry germs
6. he sells only canned food which doesn t go bad
7. uncle louis who has microphobia is hard to live with
8. aunt selma who is my mother s sister can t go near him
9. the children whose names are don and candy never touch him
10. this problem which started after his sickness last year is more
serious than the sickness was

II. Grammar Restrictive relative clauses

Restrictive relative clauses restrict, or limit, the meaning of the noun

they follow. They make a noun less general and more specific, and so
they help to identify the noun. For example, this sentence is so general
that it is not true:
A man is hard to live with. However, a restrictive relative clause will
make the statement true:
A man who has microphobia is hard to live with.
Notice that restrictive clauses are not separated from the rest of the
sentence by commas.
Combine the sentence pairs below into one longer sentence. Substi­
tute the relative pronoun who for the underlined words.
1. A person…has pathophobia. He is afraid of disease.
A person who is afraid of disease has pathophobia.
123
 2. A person…has claustrophobia. He is afraid of closed places.
3. A person…has zoophobia. He is afraid of snakes.
4. A person…has zoophobia. He is afraid of mice.
5. A person…has xenophobia. He is afraid of strange people.
Substitute the pronoun whose for the underlined word and combine the
two sentences.
6. Aunt Selma is the woman. Her husband has microphobia.
Aunt Selma is the woman whose husband has microphobia.
7. Louis is the man. His grocery store is so clean.
8. He is the man. His phobia is hard to live with.
9. He is the man. His hands are always clean.
10. Don and Candy are the children. Their father is so sick.
Substitute the pronoun which for the underlined words.
11. Phobias are strong fears. They may start in childhood.
12. Uncle Louis has a phobia. It began with his sickness last year.
13. It must be his sickness. It started the phobia.
14. Usually there has been an early experience. It started the fear.
15. A doctor may ask questions. They will help him remember.
Substitute the pronoun which for the underlined words and move the
pronoun to a position between the two sentences.
16. A person may do things. He doesn’t understand them.
A person may do things which he doesn’t understand.
17. A person may have experiences. He doesn’t remember them.
18. A person may have fears. He cannot live with them.
19. A person may have feelings. He cannot talk about them.

III. Grammar Subject-verb agreement

The verb in the relative clause must agree with the antecedent in the
main clause. If the antecedent is plural, the verb is plural. If the antece-
dent is singular, the verb is singular. Study the examples below:

I know a person who is afraid of the dark.

(singular) (singular)

I know many people who are afraid of the dark.

(plural) (plural)

124
 Find the antecedent for each relative clause below. Copy the para­
graph, and write in the correct form of the verb in each blank.

There are many phobias which actually _____ (protect, protects) peo­
ple. There are many people who _____ (is, are) afraid of heights. Aero­
phobia, which _____ (is, are) the fear of high places, helps people to be
careful. A person who _____ (is, are) careless in a high place may fall and
hurt himself. Another phobia which _____ (is, are) actually helpful is pyro­
phobia. People who _____ (has, have) pyrophobia are afraid of fire. Fire is
one thing which _____ (is, are) really dangerous.

IV. !ontrolled !omposition Dicto­comp

Your teacher will read the paragraph above three times. Listen care­
fully, but do not take notes. After the third reading, write the paragraph
as well as you can from memory. Try to use relative clauses, and check
your subject­verb agreement.

V. #entence !onstruction Writing definitions

Write a one­sentence definition for each word below. Use a main

clause and a restrictive relative clause to limit it.
Example: a truck driver A truck driver is a person who drives a truck.
a clothes drier A clothes drier is a machine which
dries clothes.
1. a bus driver
2. a cat lover
3. a short story writer
4. a dishwasher
5. a money earner
6. a vegetable farmer
7. a space heater
8. a city planner

VI. "r$mm$r Substituting that for which or who

In informal writing and in spoken English, the word that is often used
instead of which or who. All of the sentences below can take that as the

125
relative pronoun. Rewrite the paragraph and substitute that for which
or who.
What is the worst thing which ever happened to you? The worst thing
which ever happened to me was this. When I was a little girl, we had an
old icebox which we kept in back of the house. It belonged to the people
who had lived there before us. It was small, and it had a door which
closed tight. There was a shelf which had held large pieces of ice. The
shelf was always empty, for nobody used the icebox any more. The shelf
made a little seat which was very comfortable. I liked to sit there. It was a
habit which almost cost me my life. One day I was sitting in the icebox,
and my brother closed the door. There was nobody who could let me
out. Soon the air which was in the icebox was almost gone. I screamed
and made noise until my mother opened the door. It was an experience
which I will never forget. Now I have a great fear of closed places, and I
always will.

VII. !ontrolled !omposition Organizing ideas

The sentences below can be arranged into two paragraphs describ­

ing how people can lose their phobias. However, the sentences are out
of order now, and they are not in proper paragraph form. Arrange the
sentences into a clear order and copy the paragraphs.
“Losing a Phobia”
Paragraph 1
The fear started when she was four years old.
My sister has ochlophobia, which is the fear of crowds.
She was very upset.
We were in a crowd of people at a fair, and she got lost.
She was lost for four hours before we found her.
Paragraph 2
Every day he goes with her to a crowded place.
Now she is 18 years old.
The first day they didn’t go very far into the crowd.
She is seeing a doctor to help her lose her fear.
She is becoming less afraid every day.
The second day they went a little farther.
The third day they went even farther.
Soon she will be able to live a normal life.

126
VIII. Vocabulary and Spelling Present participles as adjectives

Present participles are -ing verb forms. They can be used like adjec-
tives, before a noun.
That is a tiring trip. That is exciting news.
Read each definition below, and write each -ing form as an adjective,
with a noun. Singular count nouns need articles. Follow the examples.
1. a dog that is sleeping a sleeping dog
2. information that excites you exciting information
3. a dog that is barking
4. weather that freezes you
5. a dish for baking
6. a story that frightens you
7. a boy who is growing
8. a team that is losing
9. a mother who is working
10. a machine for washing
11. water that is running
12. a team that is winning

127
CHAPTER TWENTY

A DAY AT THE BEACH

Sara: What a beautiful beach! Just look at the water. I can hardly wait
to go in.
Sara’s Uncle: It is very popular. At least, it’s certainly crowded.
Roberto: We’ll see many people that we know. Hey! There’s my cousin
Luis!
Sara: Really? Which one?
Roberto: The one in the green swimming suit.
Sara: I see two guys in green. Is he the tall one or the short one?
Roberto: The tall one with black hair.
Mrs. Perez: And there’s Maria, too.
She’s Luis’ sister.
Sara: Which girl is she?
Roberto: The short one in the red
suit, with sunglasses.
Sara: We’ll meet your whole family
here today.
I. Mechanics Quotations and paragraphs

The conversation above is in dialog form like a play. Conversation can

also be written in paragraph form, and each new speaker has a new
paragraph. Copy the sentences below in paragraph form. Use quotation
marks for the exact words of each speaker. Remember to indent each
new paragraph. Make all other corrections that are necessary.
what a beautiful beach said sara just look at the water i can hardly wait
to go in it is very popular her uncle answered at least it s certainly
crowded we II see many people that we know roberto told them hey
there s my cousin luis really asked sara which one the one in the green
swimming suit replied roberto is he the tall one or the short one asked
sara the tall one with the black hair said roberto

II. Grammar Final review of articles

Singular Plural Noncount

General meaning Count Count Noun
(first mention,
or the identity a friend X books X food
of the noun is an idea (No article (No article
not known.) (You must use means all means all food
an article.) books in in general.)
general.)
OR OR
some books some food
(“Some” gives (“Some” gives
the idea of an the idea of an
indefinite, indefinite,
limited limited
number quantity.)
Specific meaning
(second mention,
or any other time the friend the books the food
when the identity the idea
of the noun is
known.)
The chart above is a summary of the rules for articles in this book. Use
129
the chart to fill in the blanks in the paragraph below.
A. When ____ person takes ____ trip to ____ beach, he should bring ____
things to make ____ trip more pleasant. He will need ____ towel, ____
frisbee, ____ books, ____ food, ____ suntan oil, ____ sunglasses, ____
money, and ____ radio. I always bring ____ friend along, too. We sit on
____ towel, read ____ books, eat ____ food, and listen to ____ radio.
Then we play with ____ frisbee. Of course, we spend ____ money, too.
The definite article the can be used the first time we mention a noun
if the noun is unique, or the only one of its kind. This means that the
identity is already known. Some examples of unique nouns are: the sun,
the moon, the ceiling, the floor. If you are in a room with only one door,
you can say the door. If you are at a beach and everyone is swimming in
the same water, you can say the water.
Copy the paragraph below and choose articles to fill in the blanks.
B. When you go to ____ beach at Miami, be careful of ____ sun. ____ sun
is strong and hot. Stay in ____ water as much as you can. If ____ sky is
clear, ____ danger of sunburn is great. If ____ sky is cloudy, you can stay
out longer. Always check ____ weather before you go to ____ beach.

III. Controlled Composition Dicto­comp

Your teacher will read the paragraph above (either IIA or IIB) three
times. Listen carefully, but do not take notes. After the third reading,
write the paragraph as well as you can from memory. Check your use
of articles.

IV. Grammar Reduced relative clauses

Relative clauses can be made shorter sometimes by taking out the

subject and the auxiliary verb, and leaving a phrase. The phrase that re­
mains can be a prepositional phrase or a participial phrase. It acts like an
adjective to describe the noun it follows. Study the examples below:
The boy who is in the green swimming suit is my cousin.
The boy in the green swimming suit is my cousin.
The girl who is wearing a red suit is his sister.
The girl wearing a red suit is his sister.

130
 The fruit that is grown in Venezuela is delicious.
The fruit grown in Venezuela is delicious.
The girl who has the dark sunglasses is Maria.
The girl with the dark sunglasses is Maria.
(Notice that the verb to have can be changed to the preposition with.
They both show possession, with no change of meaning.
Rewrite the sentences below. Change the relative clauses to preposi-
tional or participial phrases.
1. The tall one who has black hair is Luis.
2. The short one who is in the red suit is Maria.
3. The one who has sunglasses is his sister.
4. The woman who is wearing a beach coat is my mother.
5. The girl who has the bad sunburn is my sister.
6. The food that is sold on the beach always tastes good.
7. Chocolate that is left in the sun will melt.
8. The man who is swimming after those children is the lifeguard.
9. The man who is eating vanilla ice cream is my father.
10. The girl who is from Alaska is Sara Taylor.
11. The children who are playing in the water are my cousins.
12. The tall one who is in the deep water is a good swimmer.
13. The fat one who is on the pink towel is too lazy to swim.
14. All the people who are on the beach are having fun.
15. Many people who are from the city come here every weekend.

V. Sentence Construction Indefinite pronouns: one, ones, and kind

The word one is a pronoun for any single count noun. Answer each
question using the pronoun one and adjectives to define it. Follow the
example.
Do you know any of the girls here? (tall, in the blue suit)
Yes, I know the tall one in the blue suit.
1. Do you have a beach towel here? (red, with the picture of Mickey
Mouse)
2. Do you like any of the books here? (new, about jazz music)
3. Do you know any of those children? (little, with the red hair)

131
 4. Does one of these swimming suits belong to you?
(brown, with yellow flowers)
5. Do you know any of the men here? (tall, in the yellow coat)
6. Do you know any of the girls here? (thin, from Fairbanks)
Ones is a pronoun for plural nouns. Answer each question using the
pronoun ones and an adjective phrase to define it. Follow the example
below.
Do you like folk songs? (sad, about love)
Yes, I like sad ones about love.
7. Do you like folk songs? (funny, about people)
8. Do you like sports cars? (foreign, with fast engines)
9. Do you like desserts? (sweet, with lots of whipped cream)
10. Do you like folk dances? (Latin, with colorful costumes)
11. Do you like radio shows? (popular, with modern music)
The kind is like a pronoun for noncount nouns. Answer each question
using the words the…kind and adjectives to define it. Follow the
example below.
Do you like Mexican food? (hot, with lots of peppers)
Yes, I like the hot kind with lots of peppers.
12. Do you like pizza? (thick, with lots of cheese)
13. Do you like music? (classical, with a full orchestra)
14. Do you like this weather? (hot, with lots of sun)
15. Do you like candy? (sweet, with chocolate and nuts)

VI. Grammar Choosing prepositions

Copy the paragraph below, choosing a preposition to fill each blank.

There are many people ____ the beach today. Many are lying ____
towels, and many are ____ the water. Most people are ____ swimming
suits, but some women are ____ dresses. The tall man ____ the dark hair
is ____ Alaska. The short woman ____ the red swimming suit is watching
her children ____ the water. They can’t stay ____ the sun too long, or
they will burn. People ____ light skin have to be very careful. People ____
the city don’t spend much time ____ the sun.

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VII. Controlled Composition Variety in sentence types

Good writers use some short, simple sentences and some longer
sentences. Rewrite the story below and vary the length of the sen­
tences. Combine some sentences by using relative clauses or reduced
relative clauses.
Sara Taylor arrived in Caracas on June 14. Her uncle met her at the
airport. They were walking to the luggage counter. They saw a young
boy. He was wearing a blue shirt. He was wearing dark pants. He was
with an older woman. She was in a white dress. He was with an older
man. The older man was dressed in a business suit. The boy was
carrying a large present. The present had a ribbon on it. The boy
looked at Sara and her uncle carefully. They were the only Americans.
They were speaking English. They were in the airport. The young boy
came up to Sara and her uncle. The young boy was in the blue shirt
and the dark pants.
“Excuse me,” he said. “Are you Sara Taylor? I am Roberto Perez.
Welcome to Caracas!”
The woman was Roberta’s mother. She was in the white dress. The
man was Roberto’s father. He was in the business suit. They gave the
present to Sara. They welcomed her to Venezuela.

VIII. Vocabulary and Spelling Irregular verbs

Find the past tense or participle form for the irregular verbs on page
134. Use these words to fill in the crossword puzzle. You may look at
the list of irregular verbs in the appendix at the back of the book.

133
DOWN 7. participle for think 17. past of tell
1. past of feed 10. participle for write 19. participle for steal
2. past of hide 11. past of get 23. participle for rise
3. past of begin 12. past of do 24. past of come
4. past of eat 13. simple form of is 25. past of sink
5. participle for fly 14. past of lose 27. past of lead
6. participle for run 15. past of hear
ACROSS 13. participle for bite 22. participle for drive
3. participle for beat 14. past of let 24. past of choose
5. past of forget 15. past of have 26. past of split
8. past of hide 16. past of hit 28. past of meet
9. past of grow 18. simple form of does 29. participle for speak
11. participle for grow 20. past of spend 30. participle for do
12. participle for drink 21. past of sing

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 APPENDIX A
COMMON IRREGULAR VERBS
The verbs below are the ones most commonly used in English. Most
are found in the texts and exercises in this book.

Simple Form Past Tense Participle

be was, were been
beat beat beaten
become became become
begin began begun
bend bent bent
bet bet bet
bite bit bitten
blow blew blown
break broke broken
bring brought brought
build built built
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
dig dug dug
do did done
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fly flew flown
forget forgot forgotten
forgive forgave forgiven
freeze froze frozen

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Simple Form Past Tense Participle
get got gotten
give gave given
go went gone
grow grew grown
have had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
know knew known
lay laid laid
lead led led
leave left left
lend lent lent
let let let
lie lay lain
light lit lit
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
put put put
quit quit quit
read read read
ride rode ridden
ring rang rung
rise rose risen
run ran run
say said said
see saw seen
sell sold sold
send sent sent
set set set
shake shook shaken

136
Simple Form Past Tense Participle
show showed shown
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
speak spoke spoken
spend spent spent
split split split
spread spread spread
stand stood stood
steal stole stolen
swim swam swum
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
throw threw thrown
understand understood understood
wear wore worn
win won won
write wrote written

137
APPENDIX B—REVIEW OF GRAMMAR
ARTICLES
Rules for the use of articles are listed below, in the order they appear
in the book. To review the rules and to practice using articles, see the
chapter and exercise that is given.

Choosing a or an for single count nouns 3.V

A or an with single count nouns 6.VII
No articles before a person’s name 6.VII
No article with plural nouns, in general 6.VII
Definite article the before some place names 7.II
No article with noncount nouns, in general 8.IV, 8.V
Initial review of rules for articles with common nouns 9.II
Definite article the for second mention of nouns 9.III
Definite article the with defining phrases 12.V, 13. VI
Some as a quantifier with plural and noncount nouns 16.V
Indefinite pronouns: some, any, and one 18.V
Final review of rules for articles with common nouns 20.II
Definite article the with unique nouns 20.II
Indefinite pronouns: one, ones, and kind 20.V

PUNCTUATION

Punctuation rules are listed below, in the order they appear in the
book. To review the rules and to practice using punctuation, see the
chapter and exercise that is given.

Periods at the end of sentences I.I

Apostrophe for contractions with be 3.I
Apostrophe for possessive’s 3.III
Question mark at the end of questions 5.I
Exclamation point showing strong emotion 6.I
Comma between coordinate clauses 7.III
Commas between items in a series 12.I
Colon before a list of examples 14.I
Quotation marks 15.I
Comma after a subordinate clause 16.I
Semi-colon in sentence combining 17.I

138
Apostrophe for contractions with have and will 18.I
Commas in nonrestrictive relative clauses 19.I
Quotations and paragraph form 20.1

CAPITALIZATION

Capitalization rules are listed below, in the order they appear in the
book. To review the rules and to practice using capital letters, see the
chapter and the exercise that is given.

Names of people 1.I

Beginning of a sentence 1.I
Nationalities 2.I
Days of the week 2.I
Names of streets, cities, states, and countries 5.I
Names of continents, oceans, rivers, mountains,
and valleys 7.I
Months of the year 7.I
Names of companies and stores 13.I

SPELLING RULES FOR INFLECTIONAL ENDINGS

Spellings rules for inflectional endings are listed below, in the order
they appear in the book. To review the rules and to practice applying
them, see the chapter and the exercise that is given.

Third person -s forms, present tense 2.II

Noun plurals 3.II
Possessive’s 3.III
Present progressive -ing forms 12.II
Adjective comparison, -er, -est forms 13.II
“Agent” suffix -er 13.VIII
Past tense -ed forms 14.III

WORD ORDER

Rules for various kinds of word order are listed below, in the order
they appear in the book. To review the rules and to practice applying
them, see the chapter and the exercise that is given.

139
Sentence patterns with be 1.V
Sentence patterns with present tense verbs 2.V
Adverbs of frequency with be and other main verbs 2.VI
Adverbs of time at the beginning of the sentence 2.VII
Questions with be 5.V
Questions with other main verbs (do) 5.VI
Negative statements with don’t and doesn’t 6.II
Sentence combining with coordinate conjunctions 7.III
Adjectives before nouns 7.V
Sentence combining with the main verb deleted 8.II
Single­word compound nouns 9.VIII
Statements with There is and There are 10.III
Questions with Is there and Are there 10.IV
Prepositional phrases at the beginning of the sentence 10.V
Two­word compound nouns 10. VIII
Information questions (wh­ words) 11.II
Sentence patterns with the present progressive 12.III, 12.VI
Sentence combining with compound sentence parts 14.VI
Questions and negatives in the past 15.IV
Sentence patterns with the past progressive 16.II
Sentence combining with subordinate conjunctions 16.IV
Sentence combining with conjunctive adverbs 17.II
Sentence patterns with the present perfect 18.II
Questions with the present perfect 18.III
Complete sentences vs. fragments 18. VII
Past participles as adjectives before nouns 18. VIII
Sentence combining with restrictive relative clauses 19.II
Present participles as adjectives before nouns 19.VIII
Reduced relative clauses 20.IV

140
 APPENDIX C
ANSWERS TO PUZZLES

Page 7

Page 24

Page 43

141
Page 83

142
Page 134

143
 Patr ic ia Wilcox Peter son

Developing Writing: WRITING SKILLS PRACTIE

Writing Skills Practice Book for EFL
Developing Writing Beginning/Intermediate Level
Writing Skills Practice Book for EFL
PAT R I C I A W I L C OX P E T E R S O N

Each of the twenty chapters in Developing Writing is introduced

by a topical reading selection incorporating the lesson’s model

structures, mechanics, and grammar points. Following each

reading are activities designed for students to study composi­

tion, vocabulary, and spelling. The goal of this book is to take

the student from the mechanics of basic sentence writing to the

ability to construct a simple paragraph. Appendices include an

irregular verb list, grammar rule index, and answer keys.

BOOK FOR
Developing
EFL

Writing
4155

PETERSON

★★★
★
UNITED STATES DEPARTMENT OF STATE
Office of English Language Programs