ANAUDIO-VISUALORALCOMMUNICATIVEAPPROACHTOAMERICANENGLISH

REVISED EDITION
ADVANCED
CONVERSATION
BOOK TWO

Harmon F. Meyer

Copyright 1997. All rights reserved. This book, or parts thereof, may not be reproduced in any form without the
author’s permission.
ACKNOWLEDGEMENTS

The author ventures the hope that this book will commend itself to the
favorable consideration of his colleagues and students whose valuable
criticism and suggestions have made this edition possible. For these
highly esteemed favors he tenders his greatest gratitude by heeding
their advice which has helped him to find a more pleasant and effective
means for instruction in the classroom.

The author owes the greatest debt to his Colombian wife for her
patience, effort, untiring aid, interest, comfort, and constant
encouragement.

Harmon F. Meyer
The fulcrum of Meyer Institute is the idea of service. A service, the integral part of which is each and
every student. Teachers must remember this and face the method with the idea of a student as an
individual person. The student is treated with personal attention by our system of Audio-visual Oral
Communicative English. From a teacher, the Audio-visual Oral Communicative Approach to language,
demands classroom energy and a commanding personable manner. It must be realized from the beginning,
that each presentation of a lesson is only as good as the teacher.

The qualifications of a Meyer teacher stem from the fact that teaching is a profession, and, therefore, we
seek teachers with professional attitudes. These attitudes we can usually depend on finding in people who
have been formally educated and come from a background of culture.

Teacher training consists of several phases. A new teacher on arrival would be asked to attend the classes
of veteran teachers to become familiar with the Meyer System. In phase two, the Meyer System would be
presented as it is in the classroom by a qualified teacher. After these presentations, the novice would be
asked to interpret the material as he would in class. Constructive criticism would follow. Throughout this
phase, a new teacher would be asked to continue attending the classes of veteran teachers to gain
perspective and incorporate the experience of others. The next phase is a probationary period of two
months of teaching. During this period an inspector would check the progress of all new teachers. The
novice would then participate in the permanent Training Courses which provide training in Linguistics,
Applied Linguistics, Phonetics, Psychology, Sociology, Philosophy, Pedagogy, etc.

There are many advantages to the Meyer academic system; these advantages should be recognized and
emphasized in the classroom . In the change that a student makes from one language to another, he must
encounter and overcome new sounds.

The teacher must get to know each student and his particular problem. This is a completely different
classroom situation than is the custom; it allows for individual treatment and a teacher-
to-student relationship with specific orientation to overcome each and every student's difficulties.

A teacher must use a choral approach to introduce and give confidence to the student in the use of a new
structure, vocabulary, or phoneme. Afterwards, individual work can be used alternated with more choral
practice. A teacher must keep in mind the constant need of correction. Correction is a basic step towards
improvement. To continue and increase the confidence of a student, a teacher should use constant
reinforcement and praise. Be very careful not to ridicule students on account of their mistakes. On the
contrary, make your corrections subtle and encourage them to continue speaking regardless of their
mistakes.

A teacher will need to be well-acquainted with drills of repetition, substitution and minimal pairs to be used
in phonetics, vocabulary and structures. By use of a board, film slides, videos, cassettes, computer
programs, books, and gestures, a teacher will learn to make meaningful explanations without the use of
the student’s mother tongue, which is linguistically prohibited.

Personal deportment is an integral part of communication with the students . A teacher must inspire
respect and not demand it. To ensure success in this field and to build a good base from which to work,
teachers should impress the students with their personal appearance and punctuality from the first day .
Respect is based immensely on first impression. A teacher should remember a few simple things at all
times. That a smile is universal, and many hard battles are won by the interest shown with a sincere smile.
A student may ask questions of his teacher after class; this is a simple service which could be willingly
done.

In public, people will judge the teacher himself and The Meyer Institute according to the teacher’s
deportment. Self-discipline in public will insure one’s roll as a teacher his success.

Harmon F. Meyer.

I
The main objective of this Audio-visual Oral Communicative Course is to compel you to speak fluently,
without a foreign accent. Thousands of students have learned how to speak English correctly at Meyer
with this new and revolutionary approach to the language. The secret of their overwhelming success is due
to the ten grammatical structures which the author has hypothetically created in order to simplify and
attempt to restrict the English language to definite structural rules. You may master a language without
traveling to another country. The following instructions will give you the maximum results:

WHAT TO STUDY
1. VOCABULARY. Prepare the words for the next lesson and review the vocabulary from previous
lessons every day.
2. STRUCTURES and GRAMMAR. Clarify any doubts you may have with your teacher after class or
attend the tutoring sessions every day.
3. DIALOGUES. Prepare the dialogue for the next lesson and review the dialogues from previous
lessons every day.
4. PHONETICS. There are sounds in English that do not exist in other languages. Phonetic descriptions
and pronunciation exercises are provided in every lesson. Practice pronouncing these words every day so
that you will condition your speech organs for the production of the sounds that do not exist in your
native language.

HOW TO STUDY
The first stages of language learning require a great deal of MEMORIZATION. Once a firm basis has
been constituted you will also learn by WORD ASSOCIATION (Antonyms, Synonyms, Homonyms,
etc.) and PRACTICE (Dialogues, Questions and Answers, Communicative Exercises, etc.); nevertheless,
MEMORIZATION plays a crucial role in establishing a good basis to learn a new language.

1. MEMORIZE the new vocabulary for the next lesson before you go into class. Use the video or
cassette to listen to the VOCABULARY SECTION and repeat the words aloud. Repeat this exercise until
you have MEMORIZED all the words and you can say them without the video or cassette. By doing this,
you will be more confident to speak and participate in class; thus, learning new structures, grammar, and
dialogues will be made easier. Repetition is the secret of learning.
2. PARTICIPATE in class constantly. Speak aloud and do not be afraid to make mistakes as it is the best
way to clearly understand and learn a new structure, grammar, etc.
3. DO YOUR HOMEWORK conscientiously. Do your homework yourself and do not copy a
classmate’s answers as you will leave a gap in your learning process.
4. Attend TUTORING and CONVERSATION CLUBS every day. It is very important for you to have a
clear understanding of each and every lesson. Doubts that you do not clarify will cause you problems in
understanding future lessons. To avoid this attend TUTORING daily. If you do not have a specific
question, ask your tutor to help you with material you do not feel too sure of. The ultimate goal that we
are pursuing is to speak English; therefore, you must also attend CONVERSATION CLUBS on a daily basis
to put everyting you have learned into practice. You must look for opportunities to practice the language
so that you may apply all the material you have learned or you will forget it. The only way to effectively
learn a foreign language is to use the language every chance you get.

II
5. Two other excellent ways to practice and reinforce what you have learned are the COMPUTER LAB
and the VIDEO LAB. Practice the exercises on Computer Diskettes until you score 100%, and then
repeat the exercises various times for additional reinforcement. Use the videos to improve your Listening
Comprehension. Watch the video as you read the transcripts and then play it again various times without
the transcripts as you repeat (imitate pronunciation, stress and intonation). Remember words in English
are not pronounced the way they are spelled which makes listening comprehensiom a challenging task.
For this reason, constant practice is required.

WHEN TO STUDY
EVERY DAY, before class by preparing your lesson and after class by doing the homework. Make it a
point to attend Tutoring, Conversation Clubs, the Video Lab, and/or the Computer Lab on a daily basis.
Having discipline in this respect will ensure your success in learning how to speak, write, read and
understand English. Take advantage of every opportunity you get to speak English; so, do not speak
Spanish to your teacher, classmates or in general when you are at the Institute. The entire staff is
trained to help you solve whatever inquiry you might have in English and encourage you to use English
all the time.

III
LESSON TWENTY-ONE LESSON TWENTY-SIX
A. HOMEWORK A. HOMEWORK
B. EVALUATION B. EVALUATION
C. PHONETICS: Phonetic Transcription C. PHONETICS: Phonetic Transcription
D. VOCABULARY D. VOCABULARY
E. GRAMMAR: Prepositions in Adjective Clauses E. GRAMMAR: BESIDE and BESIDES
F. DIALOGUE: Spring Break F. DIALOGUE: AHousewarming
G. HOMEWORKAND LESSON PREPARATION G. HOMEWORKAND LESSON PREPARATION

LESSON TWENTY-TWO LESSON TWENTY-SEVEN

A. HOMEWORK A. HOMEWORK
B. EVALUATION B. EVALUATION
C. PHONETICS: Phonetic Transcription C. PHONETICS: Phonetic Transcription
D. VOCABULARY D. VOCABULARY
E. GRAMMAR: Prepositions in Adjective Clauses E. GRAMMAR: AFTER and AFTERWARDS
F. DIALOGUE: Where to Take the Kids F. DIALOGUE:A Housewarming (Part II)
G. HOMEWORKAND LESSON PREPARATION G. HOMEWORKAND LESSON PREPARATION

LESSON TWENTY-THREE LESSON TWENTY-EIGHT

A. HOMEWORK A. HOMEWORK
B. EVALUATION B. EVALUATION
C. PHONETICS: Phonetic Transcription C. PHONETICS: Phonetic Transcription
D. VOCABULARY D. VOCABULARY
E. GRAMMAR: Noun Clauses as E. GRAMMAR: AS and LIKE
Objects of Prepositions F. DIALOGUE:A Housewarming (Part III)
F. DIALOGUE:A Winter Cruise G. HOMEWORKAND LESSON PREPARATION

LESSON TWENTY-FOUR LESSON TWENTY-NINE

A. HOMEWORK A. HOMEWORK
B. EVALUATION B. EVALUATION
C. PHONETICS: Phonetic Transcription C. PHONETICS: Phonetic Transcription
D. VOCABULARY D. VOCABULARY
E. GRAMMAR: BECAUSE and BECAUSE OF E. GRAMMAR: Comparative Degree of Adverbs
F. DIALOGUE:ABusiness Trip F. DIALOGUE: First Day of School
G. HOMEWORKAND LESSON PREPARATION G. HOMEWORKAND LESSON PREPARATION

LESSON TWENTY-FIVE LESSON THIRTY

LESSON THIRTY-ONE LESSON THIRTY-SIX
A. HOMEWORK A. HOMEWORK
EVALUATION EVALUATION
PHONETICS: Phonetic Transcription PHONETICS: Phonetic Transcription
VOCABULARY VOCABULARY
GRAMMAR: Superlative Degree of Adverbs GRAMMAR: ENOUGH
DIALOGUE: Handbook for Entering Students DIALOGUE: StudentAdvisor´s Office (Part I)
HOMEWORKAND LESSON PREPARATION HOMEWORK AND LESSON PREPARATION

LESSON THIRTY-SEVEN
LESSON THIRTY-TWO
A. HOMEWORK A. HOMEWORK
EVALUATION EVALUATION
PHONETICS: Phonetic Transcription PHONETICS: Phonetic Transcription
VOCABULARY VOCABULARY
GRAMMAR: Comparative Degree of Equality GRAMMAR: ANOTHER/OTHER
DIALOGUE: Public Library (Part I) DIALOGUE: StudentAdvisor´s Office (Part II)
HOMEWORKAND LESSON PREPARATION HOMEWORK AND LESSON PREPARATION

LESSON THIRTY-THREE
LESSON THIRTY-EIGHT
A. HOMEWORK A. HOMEWORK
EVALUATION EVALUATION
PHONETICS: Phonetic Transcription PHONETICS: Phonetic Transcription
VOCABULARY VOCABULARY
GRAMMAR: Irregular Adverbs GRAMMAR: OTHER / OTHERS
DIALOGUE: Public Library (Part II) DIALOGUE: Office Supply Store (Part I)
HOMEWORKAND LESSON PREPARATION HOMEWORK AND LESSON PREPARATION

LESSON THIRTY-FOURLESSON THIRTY-NINE

A. HOMEWORK A. HOMEWORK
EVALUATION EVALUATION
PHONETICS: Phonetic Transcription PHONETICS: Phonetic Transcription
VOCABULARY VOCABULARY
GRAMMAR: BIG, LARGE, GREAT GRAMMAR: ALL THE OTHER / ALL THE OTHERS
DIALOGUE: Public Library (Part III) DIALOGUE: Office Supply Store (Part II)
HOMEWORKAND LESSON PREPARATION HOMEWORK AND LESSON PREPARATION

LESSON THIRTY-FIVE LESSON FORTY

LESSON TWENTY-ONE

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E.GRAMMAR: Prepositions in Adjective Clauses
F.DIALOGUE: Spring Break
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON NINETEEN to ask students
. questions and act out the corresponding dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

1
LESSON TWENTY-ONE

PHONETIC TRANSCRIPTION

/spri'ng
spring break bre"ik/
/s ' mple"is/
someplace
warm resort cheap /wa' rm/
/riz ' rt/
well-known
/tshi'ip/
sound camp allowed plenty shore afford
/we'lno"un/
youth hostel purchase membership card
/sa'und/
worth it
/kæ' mp/
/la'ud/
/ple' nti/
/sh ' r/
/f ' rd/
/yu'uthha"st-l/ s/
/p ' rtsh
/me' mb rship ka" rd/
/w ' rthit/
Note: For home study, you will find this section on your cassette and videocassette.

2
LESSON TWENTY-ONE
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
spring breakcheapallowedyouth hostel someplacewell-knownplentypurchase
warmsoundshoremembership card resortcampaffordworth it

What do you usually do during spring break?

Do you prefer to go someplace warm or cool to rest?
Have you ever been to a beach resort?
What´s a synonym for "cheap" ?
Is the Meyer Institute a well-known school?
Does camping sound like a fun vacation?
Are you allowed to speak Spanish in class?
Are there plenty of places to go on vacation in the Caribbean?
What are the pro´s and con´s of living on the shore?
Can most people afford a vacation in Europe?
Do you need a membership card to stay at a youth hostel?
What´s a synonym for "purchase"?
Do you think it´s worth it to study English?

3
LESSON TWENTY-ONE

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :
INSTRUCTORS’ REFRESHERS
OSITIONS BEFORE AND AFTER ADJECTIVE CLAUSES. Adjective
es can modify the subject of a sentence. The relative pronouns (who, whom, which, etc.) may be preceded by a preposition in formal speech or placed at the end of the adjective clauses in informa
will notice that prepositions do not occur at the end of adjective clauses which are preceded by WHERE or WHEN. Prepositions do not precede WHEN, WHERE or THAT in adjective clauses.
PREPOSITIONS IN ADJECTIVE CLAUSES

SUBJECTS
Verbs Complements
Antecedent Adjective Clause
The boy The boy Thetoboy
who(m)
The chair
he writes
The chair
whoThe
he writes
chair intothe
that heisinwrites
U.S. isthe isto
is is U.S.
is in the U.S. broken. broken. broken.
on which he´s sitting which he´s sitting on that he´s sitting on

TEACHER
1. to who(m) he´s talking STUDENTS
The man to who(m) he´s talking is
Danny. The man who he´s talking to is
2. at who(m) he´s looking Danny.
The man that he´s talking to is Danny.
The woman at who(m) he´s looking is Lucy.
3. to which they are The woman who he´s looking at is Lucy.
going The woman that he´s looking at is Lucy.
The place to which they are going is nice.
The place which they´re going to is nice.
The place that they´re going to is nice.
Note: For home study, you will find this section on your cassette and videocassette.
4
LESSON TWENTY-ONE
F. DIALOGUE: SPRING BREAK
EXERCISE ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.
Travel Agent: Good morning. May I help
you? Danny: Yes, please. We´re looking for
an inexpensive place to go during spring
break. Lucy: Yeah! Someplace warm and
not too crowded...like Virginia Beach.
T.A.: Well, that´s a popular resort and there are
always a lot of people at this time...

T.A.. .of the year. But if you´re looking for

something cheap, I´d recommend
St. Petersburg. The beach is beautiful
though it´s not very well-known yet.
Lucy: Sounds great. Can we camp on
the beach?
T.A.: No, it isn´t allowed. But there are
plenty
of good, cheap hotels on the shore.
Danny: I don´t know. We don´t have much
money and I´m not sure we can afford to stay
in a hotel.
T.A.: Have you considered staying in a
youth hostel?
Lucy: No, we haven´t because you have to
purchase a membership card.

Danny: And it´s not worth it. We´d only

use it for this one week. What are the other
possibilities?
T.A.: You might also think about
renting a house on the beach with
some friends.

Note: For home study, you will find this section on your cassette and videocassette.

5
LESSON TWENTY-ONE

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS

Is there
Don´t you have extra beds? When will you have a double a hotel nearby?
available?
This is an outrage!!! Can you recommend another hotel?
Could you call to find out?

Why was it canceled?

There are only single rooms available.
Your reservation was canceled without previous notice.
The hotel is completely booked.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON TWENTY-ONE and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON TWENTY-
TWO.

Note: For home study, you will find this section on your cassette and videocassette.

6
LESSON TWENTY-ONE

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

1 Q:
A:

2.
Q:
A:

.3
Q:
A:

.4
Q:
A:

5. Q:
A:

. 1
LESSON TWENTY-ONE

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

Q:
1. A:
Q:
2. Q:
A:

3. A:

2
LESSON TWENTY-THREE

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E.GRAMMAR: Noun Clauses as Objects of Prepositions
F.DIALOGUE: A Winter Cruise
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON TWENTY-TWO to
. ask students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
13
LESSON TWENTY-THREE

PHONETIC TRANSCRIPTION

/kru'uz/
cruise
/rta' ird/
retired spare time
/spe"r ta' im/
on one´s hands
show brouchure pass through/n u"anz hæ' ndz/
mean on board fly back /sho'u/
hurry been/bro"ushu'ur/
to
/pæ' s thru" /
give a chance
/mi'in/
airfare senior citizens
/n b ' rd/
/fla"i bæ' k/
/h ' ri /
/b'in t /
/giv tshæ' ns/ r/
/e ' rfe"
/si'ini rs"itiz nz/
Note: For home study, you will find this section on your cassette and videocassette.

14
LESSON TWENTY-THREE
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
cruiseshow retiredbrouchure on board fly back hurry
give a chance
been to airfare
spare timepass through on one´s handsmean senior citizens

Would you like to go on a cruise to the Caribbean?

What would you like to do when you´re retired ?
Do you have a lot of spare time on your hands ?
Do you show your homework to the teacher everyday?
Have you seen our brouchure?
Would you like to go on a cruise that passes through
the Panama Canal?
If the day´s cloudy, does it mean that it will rain?
When you fly, can you take animals on board ?
Can you go to New York and fly back the same day?
Are you in a hurry ?
Have you been to Jamaica?
When someone makes a mistake, do you give him a
chance to explain what happened?
Are the airfares to Europe very high?
What´s a senior citizen ?

15
LESSON TWENTY-THREE

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :

INSTRUCTORS’ REFRESHERS
NOUN CLAUSES AS OBJECTS OF PREPOSITIONS. Prepositions are
followed by nouns, pronouns, or gerunds. NOUN CLAUSES have the

functions of nouns. They have a subject and a predicate like a simple

sentence. They are dependent clauses and may be used as the objects of prepositions.

NOUN CLAUSES as OBJECTS of PREPOSITIONS

ADVERBIAL EXPRESSIONS
Subjects Verbs Complement
Prepositions Prepositional Objects
(NOUN CLAUSES)

He He TheyteachesEnglish dreams towhoever wants to learn.

are aboutwhat he wants to be.
ofhow she´ll react.

TEACHER STUDENTS
1. to whoever walks in They give information to whoever walks in.
2. on which cruises the agency They need information on which cruises
offers the agency offers.
3. about how much the trip They are worried about how much the
will cost trip will cost.
4. for whoever is over 65 There are discounts for whoever is over
years old 65 years old.

Note: For home study, you will find this section on your cassette and videocassette.
16
LESSON TWENTY-THREE
F. DIALOGUE: A CRUISE
EXERCISE ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.
Mrs. Adams: Hi! We´d like some information on
cruises. We´re retired and have plenty of spare time
on our hands. We´ve always wanted to see the
Caribbean.
Travel Agent : Well, I can show you brouchures
for several package tours. This one, for example,
is an eight-day cruise which leaves from Ft.
Lauderdale...

T.A.....and takes you to three different ports.

Mr. Adams: But I want to see the
Panama Canal.
T.A.: Well, most of the cruises that pass
through the canal end in L.A., which means
you´d be on board for three weeks.

Mrs. Adams: Couldn´t we fly back to Florida

from Panama City?
Mr. Adams: What´s the hurry, Alice? Just
think...we could stop in Acapulco, too. We´ve
never been to Mexico, and this will give us a
chance to see a little of it.
Mrs. Adams: Well, that´s okay with me,
honey. But how will we pay for it?

T.A.: Oh, that shouldn´t be a problem. The

airfare back to Florida is included, and there
´s a discount for senior citizens. Why don´t
you take these brochures and look them
over?
Mr. Adams: Thanks. We´ll be calling you.

Note: For home study, you will find this section on your cassette and videocassette.

17
LESSON TWENTY-THREE

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS

We´d like to go to...instead What How long will it be

´s the cruise to Hawaii like? from...to...?
Can we continue on a cruise Can we stay in...longer?
leaving from...? Can we wait for the
next cruise?

1. You decide to take a cruise to Hawaii instead.

2. Find out about connecting cruises leaving from L.A.
3. Find out about staying at one of the ports longer.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS.
1. Play the video or cassette. Answer the questions in
LESSON TWENTY-THREE and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON TWENTY-
FOUR.
Note: For home study, you will find this section on your cassette and videocassette.
18
LESSON TWENTY-THREE

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

Q:
1. A:
Q:
2. Q:
A:

3. A:
Q:
4. Q:
A:

5. A:

5
LESSON TWENTY-THREE

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

1. Q:
A:
2. Q:
A:
3. Q:
A:

4. Q:
A:

6
LESSON TWENTY-FOUR

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E.GRAMMAR: BECAUSE and BECAUSE OF
F.DIALOGUE: A Business Trip
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON TWENTY-THREE to ask
. students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
19
LESSON TWENTY-FOUR

PHONETIC TRANSCRIPTION

be right there /bi ra'it the r/

meetings /mi'itingz/
headquarters /he' dkw "trz/
lousy /la'uzi/
be able to /bi e'ibl t/
until / ntil/
get /ge' t/
put off /pu" t' f/
let know /le"t no'u/
anything else / ' nithing e" ls/
be back /b'i bæ" k/
change...in plans /tshe'indzh in plæ' nz/
working on /w 'rking "n/ briefcase /bri'ifke"is/
run off without /r ' nf with/
Note: For home study, you will find this section on your cassette and videocassette.

20
LESSON TWENTY-FOUR
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
be right therebe able tolet knowwork on meetinguntilanything elsebriefcase
headquartersgettake carerun off lousyput offbe backwithout

What´s the meaning of "be right there"change

? in plans
Are meetings important for the organization of a company?
Where does Coca-cola have its headquarters?
What do you do when the service in a restaurant is
lousy?
Will you be able to come to class tomorrow?
What´s the meaning of "until " ?
Where can you get a good hamburger?
When do you put off a date?
If you can´t come to class, do you let the teacher
know?
When do you use the expression "anything else" ?
Who takes care of the boss´ reservations?
Will you be back tomorrow?
What should you do when you have an appointment and there´s a change in your plans?
Are you working on any projects now?
Have you got a briefcase?
If you are in a hurry in the morning, do you run off without having breakfast?

21
LESSON TWENTY-FOUR

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :
FRESHERS
osition: BECAUSE and BECAUSE OF are mostly used interchangeably with the same meaning.
nate conjunction that introduces a subordinate clause (subject, verb, etc.), but BECAUSE OF is a prepositional phrase that governs or precedes a noun, pronoun, noun phrase, or noun clauses , or an
BECAUSE

Subordinate Clause
Subjects Predicate
Conjunction Subject Predicate
He saw the doctorbecause he was sick.

BECAUSE OF
Prepositional Phrase
Subjects Predicate
Preposition Object of Preposition

He saw the doctorbecause of his sickness.

STUDENTS
TEACHER
He´ll gobecause
to N.Y. because
becauseofhe has a meeting.
He´ll gobecause
to N.Y. because
becauseofof his meeting. He doesn´t want to go to the Astro PLaza because the service was lousy.
He doesn´t want to go back to the Astro Plaza because of lousy service.
because
He has to put off the meeting because he has to travel.
He has to put offofthe meeting because of
because
his trip.

22
LESSON TWENTY-FOUR
F. DIALOGUE: A BUSINESS TRIP
EXERCISE ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.

Mr. Babbit: Lois, could you come into my office

for a minute, please?
Lois: I´ll be right there.
Mr. Babbit: I´ve got to go to New
York on Thursday for a meeting at
company headquarters. I´ll be there
for a week.

Lois: Do you want reservations at

the Parkview Hotel or the Astro
Plaza?
Mr. Babbit: Make it the Parkview. The last
time I stayed at the Astro the service was
lousy.
Lois: Will you be leaving Thursday
morning? Mr. Babbit: No, I won´t be able
to get away until after five, so get me an
evening flight.
Lois: Have you forgotten about the managers´
meeting on Friday morning?
Mr. Babbit: Oh, that´s right! I´ll have to put it
off. Call everybody and let them know. Have I
forgotten anything else?
Lois: No, I think that takes care of everything.
When should I tell your clients that you´ll be
back?

Mr. Babbit: I think I´ll be back in a week, but if

there´s a change in my plans, I´ll let you know.
Lois: Do you need to take those papers that you
´ve been working on?
Mr. Babbit: Yes, please put them in my
briefcase so I won´t run off without them.

Note: For home study, you will find this section on your cassette and videocassette.
23
LESSON TWENTY-FOUR

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS
...forgot them on top of my desk.announcements to make.
...in the top drawer. change in plans delivery servicehave to stay longer.
...have to get together urgently.have to get back sooner.

You left some important papers behind.

Call your secretary to plan a meeting on the day you return.
Call your secretary and have her change your plane reservation.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON TWENTY-FOUR and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON TWENTY-
SIX.

Note: For home study, you will find this section on your cassette and videocassette.

24
LESSON TWENTY-FOUR

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:
7
LESSON TWENTY-FOUR

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

Q:
1. A:
Q:
2. Q:
A:

3. A:

8
LESSON TWENTY-FIVE

SUBJECTS : A. VOCABULARY
B. GRAMMAR
C. ROLE PLAYING

A. VOCABULARY
INSTRUCTIONS. Go over all the questions in the Vocabulary Sections from
LESSON TWENTY-ONE through TWENTY-FOUR.

B. GRAMMAR
INSTRUCTIONS. Use Vocabulary Charts LESSON TWENTY-ONE through
TWENTY-FOUR. Ask the questions below with each picture.

TEACHER STUDENTS
Who is the man that he´s talking to? The man that he´s talking to is Danny.
Do they like the place that he´s talking Yes, they like the place that he´s
about? talking about.
Does he talk to whoever walks in? Yes, he talks to whoever walks in.
Why do they want an inexpensive Because of money.
place?

C. ROLE PLAYING
INSTRUCTIONS. Have students act out the Role-playing activities from LESSON
TWENTY-ONE through TWENTY-FOUR.

25
LESSON TWENTY-SIX

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E.GRAMMAR: BESIDE and BESIDES
F.DIALOGUE: A Housewarming
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON TWENTY-FOUR to ask
. students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
26
LESSON TWENTY-SIX

PHONETIC TRANSCRIPTION
a
drink / dr'ingk/
have /hæ" v ga' t/
got /mi'it/
meet /ba' ' rte"nd r/
bartende /bi i r/
r /wa'in/
bee /ga'i/
r /ge" t t no'u/
win /ne'ib rhu" d/
e /l ' vli/
'
guy /na is/
get to /kwa'i t/
know /bo' ifr"end/
neighborhoo /k " m o'uv r hii r/
d /we'it/
lovely
nice quiet
boyfriend
come over here
wait
Note: For home study, you will find this section on your cassette and videocassette.

27
LESSON TWENTY-SIX
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
a drink bee neighborhoo boyfriend
have got r d lovely come over here
meet win nice wait
bartende e quiet
r guy
get to
know

1. On what occasions do people usually have a drink?

2. Have you got a lot of friends?
3. What do you say when you meet someone in a
formal situation? In an informal situation?
4. What does a bartender do?
5. What are some name brands of beer?
6. When do people usually drink wine?
7. How many guys are there in your class?
8. How do you get to know somebody?
9. Which neighborhood do you live in?
10. Which flowers do you think are lovely?
12. Is it nice to make people wait?
13. Are you a quiet person?
14. What´s the meaning of boyfriend?
15. When do you use the expression "come over here"?
28
LESSON TWENTY-SIX

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :

enever they are used as prepositions, they precede nouns or their equivalents. In modern usage, BESIDE is replaced by BESIDES when employed as an adverb. Today, BESIDES denotes in addition to
BESIDES

Subjects Predicate Adverb Subject Predicate

Idon´t want the food; besides, I am not hungry.
Preposition Object of Preposition Subject Predicate
Besides, food a baby needs love.
BESIDE
Prepositional Phrase
Subjects Predicate
Preposition Object of Preposition

He sits beside Mary.

TEACHER STUDENTS
1.besides beer Besides beer, they have wine.
2.beside Rita John´s standing beside Rita.
3.besides, he doesn´t like He doesn´t want wine; besides,
it he doesn´t like it.
Besides Joe, Rita met Greg.
4.besides Joe Joe isn´t Rita´s boyfriend; besides, he
5.besides, he´s ´s married.
married Sally´s sitting beside Greg.

6. beside Greg

Note: For home study, you will find this section on your cassette and videocassette.
29
LESSON TWENTY-SIX
F. DIALOGUE: A HOUSEWARMING
EXERCISE ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.
Fred: Oh. Hi, John. Hi, Rita. I´m so glad you
came. Can I get you a drink?
John: Sure, what have you got?
Fred: Everybody´s drinking wine or beer.
Rita: Well, let´s go get a drink and meet
everybody...

Fred: Hey, Joe! I´d like you to meet John and

Rita. John is a friend of mine from the office.
Joe: Glad to meet you. I´m playing bartender.
What will you have?
John: Nice meeting you. I´ll have a beer
and Rita will have a glass of white wine.
Rita: Well thanks, Joe. I´ll let you guys get to
know each other. I´m going to go look for Helen.

Rita: Helen, what a beautiful house! We´re so

happy for you.
Helen: Yes, we really like it here and the
neighborhood´s lovely. It´s so nice and quiet.
Rita: I just met Joe. He´s a nice young
man. He´s Sally´s boyfriend, isn´t he?

Helen: No, he´s just a friend. But wait a

minute. Sally, could you and Greg come over
here.
Sally: Hi, Rita. How have you been? I´d
like you to meet my boyfriend, Greg.
Rita: Hi, I´m Rita. Pleased to meet you.
Greg: Hi, I´m Greg. How do you do?

Note: For home study, you will find this section on your cassette and videocassette.

30
LESSON TWENTY-SIX

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS
What do you do for a living? Do you go to a lot of
Where do you study? parties? What are your
What grade/semester are you hobbies? Have you
in? traveled abroad?
Are you married or single? What´s your favorite
How long have you lived here? restaurant?
Where do you live? How do you spend your free time?
How do you like it here?

1. Get to know someone in your class that you don´t

know very well.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON TWENTY-SIX and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON TWENTY-
SEVEN.

Note: For home study, you will find this section on your cassette and videocassette.
31
LESSON TWENTY-SIX

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:
9
LESSON TWENTY-SIX

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

1 Q:
A:

2.
. Q:
A:
3 Q:
A:
.
4 Q:

10
LESSON TWENTY-SEVEN

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E.GRAMMAR: AFTER and AFTERWARDS
F.DIALOGUE: A Housewarming (Part II)
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON TWENTY-SIX to ask
. students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
32
LESSON TWENTY-SEVEN

PHONETIC TRANSCRIPTION

doorbell /d ' rbe"l/

make it stay away from /me'ikit/
a little something /ste"iwe'ifrm/
introduce /l"id-l s ' mthing/
let long time no see /intrdu'us/
still job /le' t/
go back to school /l " ng ta'im nou si"i/
get together give a call /sti'l/
/dzha' b/
/go"u bæ' k t sku'ul/
/g"ettge' dthr/
/giv k ' l/
Note: For home study, you will find this section on your cassette and videocassette.

33
LESSON TWENTY-SEVEN
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
doorbel introduc job
l make e let go back to school
it long time no get together
stay away from see still give a call
a little
something

1. What´s a doorbell?
2. What should you do when you have a date,
but you can´t make it?
3. If you are on a diet, what should you
stay away from?
4. If you visited somebody in their new home,
would you take them a little something?
5. How do you introduce somebody informally?
6. What´s the meaning of let in "Let me introduce..." ?
7. When do you use the
expression "Long time no see"
?
8. Are you still in school?
9. What kind of job would you like to have?
10. What´s the meaning of " go back to school" ?
11. Do you like to get together with your friends?
12. How often do you give your friends a call?
34
LESSON TWENTY-SEVEN

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :

un, pronoun, gerund, etc. Whenever it occurs as a conjunction, it introduces a subordinate (adverbial) clause. Grammatically, it should not be used as an adverb. AFTERWARDS is used as an adverb
AFTER

Prepositional Phrase
Subjects Predicate
Preposition Object of Preposition
He studies after lunch.
AFTERWARDS
Subjects Predicate Adverb Subject Predicate Adverb
hasHe
lunch has lunch and
He He and he he he studies. studies.
has lunchafterwards,
afterwards,
studiesafterwards.

TEACHER STUDENTS
1. after meeting Martha They had a drink after meeting Martha.
They met Martha and had a drink afterwards.
They met Martha and afterwards had a drink.
2. after work He studies after work.
He works and studies afterwards.
He works and afterwards studies.
3. after talking They´ll get together for dinner after talking. They
´ll talk and afterwards get together for dinner.
They´ll talk and get together for dinner afterwards.
Note: For home study, you will find this section on your cassette and videocassette.

35
LESSON TWENTY-SEVEN
F. DIALOGUE: A HOUSEWARMING (Part II)
EXERCISE ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.
Helen: Fred, I hear the doorbell. Could you see
who it is, please?
Fred: Look, Helen it´s your mom and dad.
Helen: I knew you´d make it. Dad can´t stay
away from a party.
Mrs. Miller: I brought a little something for
your new home. I hope you like it.

Mr. Miller: Where is the beer?

Helen: It´s in the kitchen, but let me
introduce you to some friends first. Martha,
this is my mother and father, Barbara and
Hank Miller.
Martha: How do you do, Mr. and Mrs. Miller?
It´s a pleasure meeting you.
Mr. and Mrs. Miller: It´s a pleasure meeting
you, Martha.
Tom: Hey, Larry, long time no see! What
have you been doing?
Larry: Oh, not much. I still have the same
job. And you?
Tom: Kathy and I have a new baby and I´ve
gone back to school to finish my master´s
degree.

Larry: When are the three of us going to

get together and have dinner?
Tom: Why don´t you give me your
number and I´ll give you a call next
week.

Note: For home study, you will find this section on your cassette and videocassette.
36
LESSON TWENTY-SEVEN

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS

You certainly have changed. Remember theItime

can´tthat...
believeWhat
it!!!ever happened
You´re to...
kidding!!! How about Friday?
...never heard from him again.
Sounds great!

Really???
You run into a friend that you haven´t seen since school.
Call up your friend to have dinner.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON TWENTY-SEVEN and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON TWENTY-
EIGHT.

Note: For home study, you will find this section on your cassette and videocassette.

37
LESSON TWENTY-SEVEN

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:
11
LESSON TWENTY-SEVEN

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:

12
LESSON TWENTY-EIGHT

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E.GRAMMAR: AS and LIKE
F.DIALOGUE: A Housewarming (Part III)
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON TWENTY-SEVEN to ask
. students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
38
LESSON TWENTY-EIGHT

PHONETIC TRANSCRIPTION

/hæ'
have to bev tgoingbi go'uing/
/ ' rli/
early hate
/he'it/
baby-sitter be back over soon carefully
/be'ibi
host/hostess get some rest stay around s"it up
clean r/
/bi bæ'takek/ care
folks give a ride on the way rsu'un/
/ouv
be sure parents /ke 'ust...ho'ust
/ho' rfli/ s/
/get sm re' st/
/ste"ira'und/
/kli"in' p/
/te"ikke' r/
/fo'uks/
/g'ivra'id/

n dthwe' i/ /
/bishu'ur/
Note: For home study, you will find this section on your cassette and videocassette.
/pæ' rnts/

39
LESSON TWENTY-EIGHT
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
have to be goingbe backhost/hostessfolks earlyoverget some restgive a ride
hatesoonstay aroundon the way baby-sittercarefullyclean upbe sure

What´s a synonym for "have to be going" ?

take care parents
Do you get up early everyday?
What do you hate?
What does a baby-sitter do?
Will you be back in class tomorrow?
Will the class be over soon?
Why is it importamt to drive carefully at night?
In a party who is the host/hostess?
What do you do when you want to get some rest ?
Do you stay around the house on weekends?
Is it fun to clean up after a party?
When do you use the expression "Take care" ?
Where do your folks live?
Would you give a friend a ride home if he lived on the other side of town?
Are there any stores on the way to your house?
Be sure to memorize the vocabulary everyday.
What are your parents´names?

40
LESSON TWENTY-EIGHT

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :
INSTRUCTORS’ REFRESHERS
AS and LIKE. LIKE is used as a preposition. AS has the function of a
preposition or conjunction.
LIKE
Prepositional Phrase
Subjects Verbs
Preposition Object of Preposition
He He is works like like AS his father. a mule.

Prepositional Phrase
Subjects Verbs
Preposition Object of Preposition

He works as a salesman.
AS
Adverb
SubjectsPredicate Subject Verbs
as as
Hehas lunch he I studies. do.
Youmust do

STUDENTS
TEACHER
She
as works as a baby-sitter. The baby is like his father. They talk as they clean up. He drives like Fittipaldi.
a baby-sitter
He´ll
likedrop Greg off as he drives home.
his father
. as they clean up
like Fittipaldi
as he drives home

Note: For home study, you will find this section on your cassette and videocassette.

41
LESSON TWENTY-EIGHT
F. DIALOGUE: A HOUSEWARMING (Part III)
EXERCISE ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.
Selma: Well, we have to be going. Steve and I have
had a wonderful time.
Helen: Oh, do you have to go? It´s still
early. Selma: We hate to but we told the
baby-sitter we´d be back before eleven.
Steve: And besides, I have to get up early and
go to work. It´s been a real fun party!

Party is over...
Helen: Well, I hope to see you soon. Thanks
a lot for coming. Bye bye. Drive carefully.
Mike: I´d better go and let the host and
hostess get some rest.
Joe: Sorry to see you go. I´m going to
stay around and clean up. See you
Monday in class. Have a nice weekend.
Mike: You too. Take care. Say hi to your folks
for me.
Sally: Oh, Mike! Are you leaving? Do you
think you could give Greg a ride home?
Mike: Sure, it´s on the way. Come on,
Greg, let´s go.

Greg: Thanks a lot, Mike. Sally, I´ll give you

a call tomorrow. Be sure to tell your parents
good night for me.
Sally: Sure, I will. Have a good night.

Note: For home study, you will find this section on your cassette and videocassette.

42
LESSON TWENTY-EIGHT

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS

...pay you extra.

How´s everything? Has he behaved? Everything´s fine.
Which
Don´t worry. way are you going? Could you give me a ride?
Sure, it´s on the way.

Can you stay a little longer?

Call the baby-sitter to find out about the baby.
Call the baby-sitter to tell her that you are running late.
Ask someone to give you a ride home.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON TWENTY-EIGHT and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON TWENTY-
NINE.
Note: For home study, you will find this section on your cassette and videocassette.

43
LESSON TWENTY-EIGHT

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

Q:
1. A:
Q:
2. Q:
A:

3. A:
Q:
4. Q:
A:

5. A:

13
LESSON TWENTY-EIGHT

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

Q:
1. A:
Q:
2. Q:
A:

3. A:
Q:
4. Q:
A:

5. A:

14
LESSON TWENTY-NINE

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E. GRAMMAR: Comparative Degree of Adverbs
F. DIALOGUE: First Day of School
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON TWENTY-EIGHT to ask
. students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
44
LESSON TWENTY-NINE

PHONETIC TRANSCRIPTION

summer /s vacation
'm rveike"ishn/
/b ' around
boring hang ring/
cousins take a look schedule/hæ" ngra'und/
wonder
be/ktogether
' zinz/
heavy thank heaven gotten stuck put /te'iklu'
to sleepk/
/ske'senior
dzh l/
bell/w
get' ndr/
going
/bi tug ' th r/
/he' vi/
/thæ" ngk he' v n/
/g"atn st' k/
/pu"t tsli'ip/
/si'inyi r/
/be'l/
/ge"t go'uing/
Note: For home study, you will find this section on your cassette and videocassette.

45
LESSON TWENTY-NINE
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
summer vacationtake a look schedule wonder
boring heavy senior
hang around cousins be together
thank heavenbell get stuckget going
put to sleep
Where did you spend your last summer vacation ?
What do you find boring?
Do you hang around with your friends?
Do you have any cousins?
What´s the meaning of "take a look"?
What´s your schedule like?
Do you ever wonder about the future?
What´s the meaning of "be together"?
Do you have a heavy schedule ?
When do you use the expression "thank heaven"?
Have you ever gotten stuck with a boring teacher?
Does reading put you to sleep?
What´s a senior in reference to high school or college?
What are the students to do when the bell rings?
What´s a synonym for "get going"?

46
LESSON TWENTY-NINE

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :
INSTRUCTORS’ REFRESHERS
POSITIVE DEGREE ADVERBS usually end in the suffix -ly. Most of these adverbs derived from adjectives or participles take the suffix -ly. Some words

e their forms when they are used as adjectives or adverbs with the
g; as: fast, hard, daily, late, straight, well, etc.
VE DEGREE ADVERBS ending in the suffix -ly are usually compared by prefixing MORE for the ASCENDING comparative degree and LESS for the DESCENDING comparative degree. Some adverbs are

COMPARATIVE DEGREE ADVERBS

Subjects Verbs Adverb Connective Subject Predicate
He works harder than Mary (does).
She runs faster than Jane (does).
I walk more rapidly than you (do).
I walk less rapidly than you (do).

TEACHER STUDENTS
1. begins to study earlier Sally begins to study earlier than Dave.
2. studies harder Sally studies harder than Dave .
3. teaches more rapidly Mrs. Schroeder teaches more rapidly than
Mr. Trudeau.
4. arrives more punctually Mr. Trudeau arrives more punctually than
Mrs. Schroeder.
5. speaks more intelligently Sally speaks more intelligently than Dave.

Note: For home study, you will find this section on your cassette and videocassette.

47
LESSON TWENTY-NINE
F. DIALOGUE: FIRST DAY OF SCHOOL
EXERCISE ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.
Dave: Sally! Hey, how are you? How was your
summer vacation?
Sally: Oh! Hi, Dave! How great to see you again.
Vacation? It was boring, as usual. I hung around
with my cousins in Cleveland. How about you?
Dave: I didn´t do anything special either. Say,
let´s take a look at your class schedule...

Dave: ...I wonder if we´ll be together in

any classes this semester.
Sally: Let´s see! I have Calculus at 8 a.m.,
English VII at 9 a.m., Physed at 10 a.m., and
French III at 11 a.m. After lunch, I have
Government and Journalism. What does your
day look like?
Dave: Well, it´s not as heavy as
yours... Dave: ...thank heaven! You have French III at 11
a.m. I have it at 1 p.m. with Mrs. Schroeder.
Everyone says she´s a good teacher and that
she knows how to make the class interesting.
Sally: You´re lucky ! I got stuck with
Trudeau again. He always puts me right to
sleep.
Dave: Why are you taking Journalism this year?

Sally: I´m kind of interested in

photography, and I think it would be fun to
work for the school newspaper now that I
´m a senior.
Dave: There´s the bell ! We´d better get
going. Maybe we´ll see each other at lunch
time.
Sally: O.K. See you later.

Note: For home study, you will find this section on your cassette and videocassette.
48
LESSON TWENTY-NINE

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS

I start off my day by... His classes are extremly boring.

...then... ...had a lot of fun.
...after that.... ...went to...
I wonder if I could...
He has it in for me... summer camp
Talk about your daily schedule.
Talk to your home room teacher about a change in schedule.
Talk about your last vacation.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON TWENTY-NINE and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON THIRTY-
ONE.
Note: For home study, you will find this section on your cassette and videocassette.

49
LESSON TWENTY-NINE

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

Q:
1. A:
Q:
2. Q:
A:

3. A:
Q:
4. Q:
A:

5. A:

15
LESSON TWENTY-NINE

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

Q:
1. A:
Q:
2. A:
Q:
3. A:
Q:
4. A:

16
LESSON THIRTY

SUBJECTS : A. VOCABULARY
B. GRAMMAR
C. ROLE PLAYING

A. VOCABULARY
INSTRUCTIONS. Go over all the questions in the Vocabulary Sections from
LESSON TWENTY-ONE through TWENTY-NINE.

B. GRAMMAR
INSTRUCTIONS. Use Vocabulary Charts LESSON TWENTY-ONE through
TWENTY-NINE. Ask the questions below with each picture.

TEACHER STUDENTS
Who is the man that he´s talking to? The man that he´s talking to is Danny.
Do they like the place that he´s talking Yes, they like the place that he´s
about? talking about.
Does he talk to whoever walks in? Yes, he talks to whoever walks in.
Why do they want an inexpensive Because of money.
place? Who is beside Danny? Lucy is beside
Besides Virginia Beach, which other Danny.
place did they talk about? Besides Virginia Beach, they talked
What will they do after their visit to about St. Petersburg.
the travel agency? They went home after their visit to the
What does he work as? travel agency.
What do they do as they He works as a travel agent.
talk? They look at the pamphlets as they
Why does he recommend St. Petersburg talk. He recommends St. Petersburg
more? more because it´s cheaper.

50
LESSON THIRTY

C. ROLE PLAYING
INSTRUCTIONS. Have students act out the Role-playing activities from LESSON
TWENTY-ONE through TWENTY-NINE.

51
LESSON THIRTY-ONE

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E. GRAMMAR: Superlative Degree of Adverbs
F.DIALOGUE: Handbook for Entering Students
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON TWENTY-NINE to
. ask students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
52
LESSON THIRTY-ONE

PHONETIC TRANSCRIPTION

/hæ"avfeeling
have fi'iling/
/pr'iti/
pretty shorts sandals
care freshman complain/sh' markrts/tardy
late principal cut class whenever/sæ'
keepndin lz/
line
be right /ke'r/
treat cheat so on /fre' shm n/
/k ' mplein/
/ma' rk tardi/
/le'it/
/pr'ins p l/
/k ' tklæ' s/
/wene' vr/
/k"iip in la'in/
/bi ra' it/
/tri'it/
/tshi'it/
/sou' n/
Note: For home study, you will find this section on your cassette and videocassette.

53
LESSON THIRTY-ONE
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
have a feelingcareprincipalbe right pretty (adv.)freshmancut classtreat
shortscomplainlatecheat sandalsmark tardywheneverget expelled

Do you ever have a feeling that something´s

keep in line
going to happen?
so on
Is this lesson pretty easy?
In what climate do you wear shorts and sandals?
Do you care about your friends?
What´s a freshman in reference to high school or college?
When do you complain about something?
Does the teacher mark you tardy when you arrive
late?
What´s the principal of a school?
Is it advisable to cut class?
Can you consult your teacher whenever you need to?
How do you keep somebody in line?
Do you argue when you know you´re right about something ?
How do you like to be treated ?
Do students get expelled when they´re caught
cheating on an exam?
What´s a synonym for "so on"?

54
LESSON THIRTY-ONE

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :

d in the suffix -ly. Most of these adverbs derived from adjectives or participles take the suffix -ly. Some words do not change their forms when they are used as adjectives or adverbs with the same m
g in the suffix -ly are usually compared by prefixing MOST for the ASCENDING superlative degree and LEAST for the DESCENDING superlative degree. Some adverbs are compared by adding -est to t

SUPERLATIVE DEGREE ADVERBS

Subjects Verbs Adverb
He works the hardest.
She runs the fastest.
I walk the most rapidly.
You walk the least
rapidly.

TEACHER STUDENTS
1. the earliest Cris arrives the earliest.
2. the least formally In California, they dress the least formally.
3. the most In Pittsburgh, they dress the most formally.
formally Jenny complains the most.
4. the most Cris complains the least.
5. the least

Note: For home study, you will find this section on your cassette and videocassette.
55
LESSON THIRTY-ONE
F. DIALOGUE: HANDBOOK FOR ENTERING
EXERCISE STUDENTS
ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.
Jenny: I have a feeling that Hoover High School
must be a pretty strict institution. Look at all these
rules! Cris: Really! In California I used to wear
shorts, sandals, and t-shirts to school everyday.
And no one ever cared how long our hair was.
Jenny: Well, I´m from Pittsburgh and even
though I was a Freshman I had to wear a
uniform.

Cris: Then what are you complaining about?

Jenny: I don´t like these regulations about
attendance. It says here that we have to be
in our seats before the bell rings.
Cris: And what happens if you aren´t?

Jenny: The teacher marks you tardy and

you have to get a note from the principal to
enter class.
Cris: But just imagine what would happen if
students were allowed to cut class or arrive late
whenever they wanted. I think keeping people in
line is important.

Jenny: Well, maybe you´re right. But I

still think that they treat us like kids.
Cris: What else does it say in the
handbook? Jenny: Just the usual stuff
about cheating on exams, getting expelled,
and so on.

Note: For home study, you will find this section on your cassette and videocassette.
56
LESSON THIRTY-ONE

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS

flat tire traffic jam sick relative sickness

uniform ...swear I wasn´t....
...can´t use jewelry. haircut caught red-handed expelled
length of skirt call parents

make up never happen again

Talk about your school´s dress code.
Explain to the principal why you arrived late.
Students get caught cheating.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON THIRTY-ONE and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON THIRTY-
TWO.
Note: For home study, you will find this section on your cassette and videocassette.

57
LESSON THIRTY-ONE

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:
17
LESSON THIRTY-ONE

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:

18
LESSON THIRTY-TWO

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E. GRAMMAR: Comparative Degree of Equality
F. DIALOGUE: Public Library (Part I)
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON THIRTY-ONE to ask
. students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
58
LESSON THIRTY-TWO

PHONETIC TRANSCRIPTION

/p" blikla'ibreri/
public library
/laibre'library
librarian rin/ card
/la'ibrerika"rd/
fill out application bring back over here borrow term paper
find /fi"card
take a look l a'ut/
catalogue
/æ" plike'ish accessn/
title subject author /br"ing bæ' k/
/ouv rhi'ir/
/ba' ro"u/
/t ' rmpe"ip r/
/fa'ind/
/te"iklu' k/'
/ka' rdkæ" t l g/
/æ' kss/
/ta'it-l/
/s ' bdzh kt/
/ ' thr/
Note: For home study, you will find this section on your cassette and videocassette.

59
LESSON THIRTY-TWO
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
public libraryapplicationterm paperaccess librarianbring backfindtitle library cardover heretake a looksubject
fill outborrowcard catalogueauthor

Have you ever been to your local public library?

What does a librarian do?
Do you have a library card?
Why do you have to fill out an application to get a library card?
When you travel, what do you bring your friends
back?
When do you use the expression "over here" ?
What do you need to borrow books at the library?
What´s a term paper?
Have you ever found money on the streets?
If your T.V. isn´t working right, should you have a technician take a look at it?
What´s a card catalogue used for?
Can you access a Library´s computer from your home?
How do you look for a book when you don´t know the title nor the author?
What subjects do you like to read about?
Who is your favorite author?

60
LESSON THIRTY-TWO

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :

ects the same degree of quality when it is in the affirmative form. In the negative form, it ascribes to one of two objects a lower degree of the quality than that ascribed to the other. The comparativ
S is classified as the descending degree of inequality when it occurs in a negative sense. SO...AS is never used in affirmative comparisons.

Subjects Verbs Correlative Adverb Correlative Subject Predicate

He works as hard as Mary (does).
She runs as fast as Jane (does).
I walk as quickly as you (do).

TEACHER STUDENTS
as oftenShe goes to the library as often as her friends. She speaks as softly as the librarian.
as softly
She writes as fast as her classmates. She reads as quickly as her classmates.
as fast She can´t find the books as rapidly as the librarian.
as quickly
as rapidly

Note: For home study, you will find this section on your cassette and videocassette.

61
LESSON THIRTY-TWO
F. DIALOGUE: PUBLIC LIBRARY (Part I)
EXERCISE ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.
Janet: Excuse me. I´d like some information about
how to get a library card.
Librarian: Of course! Have you ever had a card
here before?
Janet: No, I haven´t.
Librarian: Fine. Please fill out this application and ...

Librarian: ...bring it back to me with your

I.D. You can sit over here at one of these
tables, if you like.
Janet: Thanks.
A few minutes later...
Janet: Here you are.

Librarian: This looks fine. Did you want to

borrow some books today?
Janet: Yes. I need some books about the
French Revolution for a term paper I have
to write. Where could I find them?
Librarian: Well, let´s take a look at the
card catalogue right here in the
computer...
Librarian: ...which can also be
accessed
from your home or office.
Janet: Great. Now the problem is that I
don´t know the titles of any of the books I´ll
need. Librarian: That´s not important. The
card catalogue is organized alphabetically
by
subject, title, and Continued...
author.
Note: For home study, you will find this section on your cassette and videocassette.
62
LESSON THIRTY-TWO

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS

Could you please...? fill out a form show I.D. library card
I´ve never used a computer before. friendly program
just follow the instructions

subject / title / author

Ask for help using the card catalogue.
Find out how to borrow a book for the first time.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON THIRTY-TWO and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON THIRTY-
THREE.
Note: For home study, you will find this section on your cassette and videocassette.

63
LESSON THIRTY-TWO

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:
19
LESSON THIRTY-TWO

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

Q:
1. A:
Q:
2. Q:
A:

3. A:
Q:
4. Q:
A:

5. A:

20
LESSON THIRTY-THREE

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E. GRAMMAR: Irregular Adverbs
F. DIALOGUE: Public Library (Part II)
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON THIRTY-TWO to ask
. students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
64
LESSON THIRTY-THREE

PHONETIC TRANSCRIPTION

/she'imd/ ashamed
/ski'ld/ skilled handle
/hæ'nothing
nd-l/ to worry
lead step by step check out Internet research/n" w ' base
thing t data
practically ri/
/li'id/ article clippings
/ste' p bai assit
ste' p/
as well
/tsh"ek a' ut/
/'intrnet/
/ri'isrtsh/
/præ' ktikli/
/de'it be"is/
/a' rtik-l/
/kl'ipingz/
/s'ist/
/æ" zwe'l/
Note: For home study, you will find this section on your cassette and videocassette.

65
LESSON THIRTY-THREE
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
ashamedlead skilledstep by step clippings
research practically data base articleassit
handlecheck out nothing to worryInternet as well

Describe a situation that would make you feel

ashamed.
Are you a skilled dancer?
Are appliances easy to handle nowadays?
When do you use the expression "Nothing to worry about " ?
Who leads the soldiers into battle?
Is it easy to follow step-by-step instructions?
How do you check out books from a library?
What´s Internet?
What topics do you like to research about?
Can practically anybody use a computer?
What are data bases used for?
What kind of articles do you like to read?
Do you collect newspaper clippings?
Do you always find someone to assit you when you go into a store?
What´s a synonym of "as well " ?

66
LESSON THIRTY-THREE

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :
INSTRUCTORS’ REFRESHERS
IRREGULAR COMPARISONS. Some adjectives are compared irregularly.
Positive DegreeComparative DegreeSuperlative Degree
wellbetter thanthe best
badworse thanthe worst
muchmore thanthe most
littleless thanthe least
farfarther thanthe farthest
IRREGULAR COMPARISONS

Subjects Verbs Adverb Connective Subject Predicate

He works better than Mary (does).
She runs worse than Jane (does).
I walk more than you (do).
I walk farther than you (do).
He works the best.
She runs the worst.
I walk the
farthest.

TEACHER
1. studies more STUDENTS
2. handles the computer Janet studies more than her classmates.
better The librarian handles the computer
3. knows more better than Janet.
The librarian knows more about Internet
4. knows less than Janet.
Janet knows less about Internet than
5. knows the most the Librarian.
The librarian knows the most about Internet.

Note: For home study, you will find this section on your cassette and videocassette.
67
LESSON THIRTY-THREE
F. DIALOGUE: PUBLIC LIBRARY (Part II)
EXERCISE ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.

Janet: I´m ashamed to admit this...but I´m not very

skilled in handling computers.
Librarian: Nothing to worry about. The program is
very easy to use, and it will lead you through the
process step by step, so you really don´t need to be
a computer wiz in order to find what you need.

Janet: Is it possible to check out reference

books, like dictionaries and encyclopedias?
Librarian: I´m afraid not. But, you can
use them here and we also have Internet
which you will find very useful when doing
research on practically any subject.

Janet: Can you tell me more about Internet?

Librarian: Sure, you can access Internet on
some of our computers and we also have a
data base where you can consult magazine
articles or newspaper clippings.
Janet: Well, I´ll definitely need help with that.

Librarian: No problem. There´s always

someone around who can assist you. Oh,
and I almost forgot. We have a wide range of
videos and movies that you can check out
as well.
Continued...

Note: For home study, you will find this section on your cassette and videocassette.

68
LESSON THIRTY-THREE

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS

Could you tell me... According to the computer...

Internet data base videos You owe...
You have to pay first....

Ask about the services that the library offers.

You want to borrow a book but you have to pay a fine for an overdue book.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON THIRTY-THREE and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON THIRTY-
FOUR.
Note: For home study, you will find this section on your cassette and videocassette.

69
LESSON THIRTY-THREE

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:
21
LESSON THIRTY-THREE

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:

22
LESSON THIRTY-FOUR

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E.GRAMMAR: BIG, LARGE, GREAT
F. DIALOGUE: Public Library (Part III)
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON THIRTY-THREE to
. ask students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
70
LESSON THIRTY-FOUR

this´ll do don´t mention it

it
counte
r
cler
k
kee
p
non
e
7-day
loan
due
date
soon
charge
a fine
overdue
a
day appreciate
PHONETIC TRANSCRIPTION

/dth"is ldu'u it/ /su'un/

/ka'unt r/ /tsha' rdzh/
/kl ' rk/ / fa' in/
/ki'ip/ /o"uv rdu'u/
/n ' n/ / de'i/
" " ' / pri'ishie"it/
/se v n de i lo un/
/du"u de' it/ /dount me' nsh n it/
Note: For home study, you will find this section on your cassette and videocassette.

71
LESSON THIRTY-FOUR
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
this´ll do itnone counter7-day loan chargeappreciate
clerkdue date a finedon´t mention it overdue
keepsoon a day
When do you use the expression "this´ll do it"?
If you need to know where a store is, do you go to the information counter?
Are clerks usually nice?
When you rent a movie how long can you keep it?
What´s a synonym of "none"?
Why are some books classified as 7-day loans?
What happens when you pay your phone bill after the due date?
Will you be going home soon?
How much does a taxi charge to take you to the airport?
How much is the fine for running a red light?
How much do you have to pay when a book is a week overdue?
How many times should you brush your teeth a day?
How do you show that you appreciate something?
When do you use the expression "don´t mention it "?

72
LESSON THIRTY-FOUR

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :
UCTORS’ REFRESHERS
REAT and LARGE are not interchangeable.
ans large or important. It is mostly used to modify people or animals in the sense of magnitude, large in size, bulk or mass; however, you will hear people use this word instead of LARGE to refer to
ver BIG denotes importance, it usually modifies a thing or a place. Referring to a grown up, BIG describes a person.
may be used to modify animals, things, places, etc., when they exceed their kind in bulk, capacity, quantity, or superficial dimensions. You will notice that LARGE is not used to describe people unles
means important, high in rank, or remarkable; also much, or more than is usual.

TEACHER STUDENTS

1. The library has thousands of books. It´s a big library. It

2. The library holds a thousand people. ´s a large.
3. They have Internet, videos, etc. It´s a great place to spend time. She
4. The librarian is six feet tall. ´s a big woman.
It´s a great book.
5. You can learn a lot from the book. He was a great man.
6. The book is about George Washington. It´s a big book.
7. The book has more than 500 pages. It´s a large book. He
8. The book has more than 2,500 pages. ´s a big man. She´s a
9. The clerk weighs 300 pounds. big girl now.
10.She makes her own decisions.

Note: For home study, you will find this section on your cassette and videocassette.
73
LESSON THIRTY-FOUR
F. DIALOGUE: PUBLIC LIBRARY (Part III)
EXERCISE ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.

Janet: Okay, I guess this´ll do it. Can I check out

all eight books.
Librarian: Yes. You can check out a maximum of
ten. Just take them over to the counter and give the
clerk your new library card.
Janet: How long can I keep them?

Librarian: Well, none of these books is

on a 7-day loan, so the due date will be 14
days from today.
Janet: Can I bring them back sooner?
Librarian: Of course. But if you bring
them back after the due date, we´ll
charge you...

Librarian: ...a fine of ten cents a day for each

overdue book.
Janet: Is the fine the same for all books?
Librarian: No. It´s ten cents a day for these
books, five cents for children´s books, and
fifteen
cents for the 7-day loans.

Janet: Well, I really appreciate all the

help you´ve given me.
Librarian: Don´t mention it. I was glad to
be of assistance.

Note: For home study, you will find this section on your cassette and videocassette.
74
LESSON THIRTY-FOUR

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS
absolutely not We´ll cancel your card.
just for one ...can´t borrow any books
day... why not? until you pay for it.
It was like that when I borrowed
it.
I´m not paying for it.

1. Try to convince the clerk to let you borrow a reference book.

2. You are returning a book that is in bad shape. They tell you
that you have to pay for it.
3. You lost a book that you borrowed.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON THIRTY-FOUR and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON THIRTY-SIX.
Note: For home study, you will find this section on your cassette and videocassette.

75
LESSON THIRTY-FOUR

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:
23
LESSON THIRTY-FOUR

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

Q:
1. Q:
A:

2. Q:
A:

3. A:
Q:
4. Q:
A:

5. A:

24
LESSON THIRTY-FIVE

SUBJECTS : A. VOCABULARY
B. GRAMMAR
C. ROLE PLAYING

A. VOCABULARY
INSTRUCTIONS. Go over all the questions in the Vocabulary Sections from
LESSON TWENTY-ONE through THIRTY-FOUR.

B. GRAMMAR
INSTRUCTIONS. Use Vocabulary Charts LESSON TWENTY-ONE through
THIRTY-FOUR. Ask the questions below with each picture.

TEACHER STUDENTS
Who is the man that he´s talking to? The man that he´s talking to is Danny.
Do they like the place that he´s talking Yes, they like the place that he´s
about? talking about.
Does he talk to whoever walks in? Yes, he talks to whoever walks in.
Why do they want an inexpensive Because of money.
place? Who is beside Danny? Lucy is beside
Besides Virginia Beach, which other Danny.
place did they talk about? Besides Virginia Beach, they talked
What will they do after their visit to about St. Petersburg.
the travel agency? They went home after their visit to the
What does he work as? travel agency.
What do they do as they He works as a travel agent.
talk? They look at the pamphlets as they
Why does he recommend St. Petersburg talk. He recommends St. Petersburg
more? more because it´s cheaper.

76
LESSON THIRTY-FIVE

TEACHER STUDENTS
Which place does he recommend He recommends St. Petersburg the most.
the most?
Does he recommend Virginia Beach No, he doesn´t recommend Virginia Beach
as
as much as St. Petersbug.
much as St. Petersburg?
Yes, it´s better-known than St. Petersburg.
Is Virginia Beach better-known than
St. Petersburg?
It´s a great place.
There are a lot of things to do
in St. Petersburg.

C. ROLE PLAYING
INSTRUCTIONS. Have students act out the Role-playing activities from LESSON
TWENTY-ONE through THIRTY-FOUR.

77
LESSON THIRTY-SIX

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E. GRAMMAR: ENOUGH
F. DIALOGUE: Student Advisor´s Office (Part I)
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON THIRTY-FOUR to ask
. students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
78
LESSON THIRTY-SIX

PHONETIC TRANSCRIPTION

/fe' is/
face
/w ' rld/
world tell the truth foggiest idea
/te"l dth tru' uth/ aidi'i/
college
long move/fout "gist
/ka' lidzh/
on one´s own
/l ' ng/
go off time of ...life
/mu"uv a'ut/
think of it that way
/ n wnz o'un/
/go"u' f/
/ta'imv la'if/
/th'ingkvit dthæt we' i/
/me"ik ' pma'ind/
make up...mind/ka'uns-lr/
counselor as a matter of fact
give a lift/æzmæ' tr v fæ' kt/
cute/g"ivl'ift/
/kyu'ut/
Note: For home study, you will find this section on your cassette and videocassette.

79
LESSON THIRTY-SIX
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
face college go off counselor
worl long have the time of one´s as a matter of
d (verb) life think of it that way fact give a lift
to tell the move out make up one´s mind cute
truth foggiest on one´s
idea
Do you face your
own problems?
Would you like to travel around the world ?
When do you use the expression "to tell you the truth"?
When do you answer "I haven´t got the foggiest idea"?
Is a college education important?
What do you long for?
What´s a good age to move out on your own?
What do you take with you when you go off on a trip?
How would you have the time of your life?
When do you use the expression "think of it that way "?
Should you make up your mind fast when choosing a career?
Why should you consult a counselor when choosing a career?
When do you use the expression "as a matter of fact "?
Who gives you a lift to your house?
What´s a synonym of "cute"?
80
LESSON THIRTY-SIX

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :

ve or an adverb. As an adjective, it mostly precedes the noun it modifies. As an adverb, it usually follows the adjective, adverb, or verbs it modifies. When used as an adjective, it is equivalent to suffi

ENOUGH
Subjects Verbs Complements

She Ben Joe Betty

enough money.She
has Joestudies
eats
enough food.
works
enough English. hard enough. good enough. enough.
is studies

TEACHER STUDENTS
1. She´s 18 years old. She´s old enough to go to college.
2. He has been a counselor for He has enough experience.
ten years.
3. She was an "A" student. Her grades are good enough.
4. She´s 18 years old. She´s old enough to live on her
5. Classes will start in three own. She has enough time to make
months. up her mind.

Note: For home study, you will find this section on your cassette and videocassette.

81
LESSON THIRTY-SIX
F. DIALOGUE: STUDENT ADVISOR´S OFFICE
EXERCISE (Part I)
ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.

Rosie: Hey, Sandy! Congratulations! I heard

you graduated from high school.
Sandy: Yeah, but now it´s time to face the real
world and to tell you the truth, I don´t have the
foggiest idea what I want to do.
Rosie: What do you mean?

Sandy: Well, my parents want me to go

to college, but I´ve been longing to get a
job and move out on my own.
Rosie: But if you go off to college, you´d be
on your own and you´d get a good
education. That´s what I did and I´m having
the time of my life.

Sandy: I hadn´t thought of it that way. But, I

still haven´t made up my mind as to what I
want to study.
Rosie: Why don´t you talk to my counselor.
He really helped me to make up my mind. As
a matter of fact, I´m going there now so I could
give you a lift.

Sandy: Great! But as long as you go with

me and introduce me to the counselor.
Rosie: No problem. He´s so cute that I
´m always looking for an excuse to go
talk to him.

Note: For home study, you will find this section on your cassette and videocassette.

82
LESSON THIRTY-SIX

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS

...support myself.
I want to work first. don´t have the foggiest idea...
I´m still very young. ...get a job.
...want to travel. ...make good money.
...think differently.
...live on my own. ...study that afterwards.
Tell your parents that you don´t want to go to college.
Tell your parents that you´re moving out.
Your parents want you to go to law school but you feel that music is what you really like.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON THIRTY-SIX and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON THIRTY-
SEVEN.
Note: For home study, you will find this section on your cassette and videocassette.

83
LESSON THIRTY-SIX

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:
25
LESSON THIRTY-SIX

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:

26
LESSON THIRTY-SEVEN

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E. GRAMMAR: ANOTHER/OTHER
F. DIALOGUE: Student Advisor´s Office (Part II)
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON THIRTY-SIX to ask
. students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
84
LESSON THIRTY-SEVEN

PHONETIC TRANSCRIPTION

/ppuzzled
' z-ld/
career major draw back/kri'ir/
best bet
/me'idzh r/
general core out of the way sophomore
/ dr 'bæ"
take up figure out make sensek/
/be"st
juniorbe' t/ zero in thoroughly
senior
/dzhe"nr-lk ' r/ minor
/a"utv dhtwe'i/
/s ' fmr/
/te"ik' p/
/f"igra' ut/
/me"ik se' ns/
/dzhu'unir/
/si'inir/
/zi"irou'in/
/th ' rli/
/ma'inr/
Note: For home study, you will find this section on your cassette and videocassette.

85
LESSON THIRTY-SEVEN
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
puzzle (verb)best bet take upsenior
careergeneral core majorout of the
figure way in make sensethoroughly juniorminor
outzero
draw backsophomore
What´s a synonym of "puzzled"?
What career did you or will you pursue?
Why is it good to get your general core out of the way before choosing your major?
What draw backs does dieting have?
What´s your best bet when you´re deciding whether to get married or not?
What year is a sophomore in? A junior ? A senior ?
What subjects does a medical student have to
take up?
Are maps difficult to figure out?
Does it make sense to get married if you´re not in love?
What´s a synonym of "zero in"?
Should you do your homework thoroughly ?
Should you choose a minor that´s related or unrelated to your major?

86
LESSON THIRTY-SEVEN

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :

es refer to objects in a general way, without pointing out any one in particular. ANOTHER and OTHER means not the same. ANOTHER occurs either alone or before a singular count noun or a noun-
gular count noun or a noun-substitute, ONE. It is used for the second of a known pair.

ANOTHER
Mary has a dog, but she wants another one. Mary has a dog, but she wants another.

OTHER
She read one book on Monday and the other one on Tuesday. She read one book on Monday and the other on Tuesday.

TEACHER STUDENTS
1. Sandy has two careers One is law and the other is medicine.
in mind. One is law and the other one is medicine.
2. There are two people One is Sandy and the other is Mr. Johnson.
talking. One is Sandy and the other one is
Mr. Johnson.
3. one career first She´s thinking of pursuing one career first
and then another.
She´s thinking of pursuing one career first
and then another one.
Note: For home study, you will find this section on your cassette and videocassette.

87
LESSON THIRTY-SEVEN
F. DIALOGUE: STUDENT ADVISOR´S OFFICE
EXERCISE (Part II)
ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.

Mr. Johnson: How are you doing, Sandy?...You look

puzzled.
Sandy: I´m O.K. But I have a problem, Counselor
Johnson. I don´t know what career I could major in
and this is a real draw back.
Mr. Johnson: Your best bet is to get...

Mr. Johnson: ...your general core out of the

way. The advantage is that by the time you
become a sophomore, you will have taken up
all the general studies in your curriculum.
Sandy: I´m sorry, Counselor Johnson, but
I still can´t figure it out.

Mr. Johnson: It´s very simple, Sandy: your

general core is comprised of various subjects
such as General Science, Social Studies,
Physed., Computer Science, and Fine Arts. You
can decide what to major in as you get into
these study areas.
Sandy: That makes sense, counselor.

Mr. Johnson: Not only that, Sandy; in

your junior and senior year, you can zero
in on your profession thoroughly and you
could even have time for a minor.

Note: For home study, you will find this section on your cassette and videocassette.

88
LESSON THIRTY-SEVEN

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS
What should I do?Your strong points are...
I don´t want to upset my parents.If I were you, I´d...
Your decision...Your best choice is to... general coreThanks anyway.

Your parents want you to go to law school, but you want to study music. Ask the counselor for advice.
You think that you are cut out for psychology but your counselor advises you not to study that.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON THIRTY-SEVEN and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON THIRTY-
EIGHT.
Note: For home study, you will find this section on your cassette and videocassette.

89
LESSON THIRTY-SEVEN

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:
27
LESSON THIRTY-SEVEN

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

Q:
1. A:
Q:
2. Q:
A:

3. A:

28
LESSON THIRTY-EIGHT

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E.GRAMMAR: OTHER / OTHERS
F. DIALOGUE: Office Supply Store (Part I)
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON THIRTY-SEVEN to ask
. students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
90
LESSON THIRTY-EIGHT

PHONETIC TRANSCRIPTION

pick /p"ik ' p/

up office supply / ' fis s pla"i st "r/
store /ma ' ind/
min /ri'im/
d /i'ntsh/
ream /ta'iping pe"ip r/
inch /ste'ip-lz/
typing paper /ste'ip-l r/
staples /pe'ip r kl"ips/
stapler /ma' rk r/
paper
clips
marker
stationery /ste'ish ri/
aisle
ne "
stuf '
f /a i l/
/st ' f/
spen
d exchange reminder
student
/spe' nd/ indzh
'
/ kstshe stu"udn-t/
/rima'ind r/
Note: For home study, you will find this section on your cassette and videocassette.

91
LESSON THIRTY-EIGHT
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
inch typing paper
pick up office supply store paper clips marker stuff spend
mind ream staples stapler
stationery exchange student
aisle reminder
Where can you pick up supplies for school?
Do you mind getting up early?
How many sheets of paper are there in a ream?
How wide is your desk? (answer in inches)
What´s typing paper?
What are staples?
What´s a stapler used for?
What are paper clips?
When do you write with a marker?
What´s stationery?
In which aisle do you usually find dairy products in a supermarket?
Do you keep a lot of stuff in your closet?
How do you spend your free time?
What country would you like to go to as an
exchange student ?
What do you use as a reminder?

92
LESSON THIRTY-EIGHT

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :
INSTRUCTORS’ REFRESHERS
INDEFINITES: OTHER and OTHERS. Indefinites refer to objects in a general way, without pointing out any one in particular. OTHER and OTHERS means

not the same. OTHER maybe used before plural nouns and OTHERS is used
to refer to a plural count noun.

OTHER
Mary bought a book on Monday and the other ones on Friday.
Some people arrived late and the other ones early.
OTHERS
Mary bought a book on Monday and the others on Friday.
Some people arrived late and the others early.

TEACHER STUDENTS
1. She doesn´t have enough She´ll buy some things today and the other
money to buy what ones tomorrow.
she needs. She´ll buy some things today and the others
tomorrow.
2. Not everything is for school. Some things are for school and the other
ones are for her sister.
Some things are for school and the others
are for her sister.

Note: For home study, you will find this section on your cassette and videocassette.

93
LESSON THIRTY-EIGHT
F. DIALOGUE: OFFICE SUPPLY STORE (Part I)
EXERCISE ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.

Emily: I have a long list of things to pick up here

at the office supply store. Would you mind coming
in with me?
Tim: Not at all. I need a few things myself.
Clerk: May I help you?
Emily: Yes, please. I need several things...

Emily: ...let´s see...I need a ream of 8 1/2

by 11-inch typing paper, a box of staples, a
stapler, some paper clips, and a black
marker. Do you sell stationery here?
Clerk: Yes, of course. We have a big
selection over on aisles five and six. You can
take a look...

Clerk: ...while I´m getting these things for you.

Tim: What do you need all that stuff for?
Emily: Well...I need most of it for school,
but I thought I´d buy the stationery as a gift
for my sister. She´s going to be spending a
year in Brazil as an exchange student and I
hope that my little present will serve as...

Emily: ...a reminder to her to write to us

often. Didn´t you say that you wanted to
buy some things?
Tim: Yeah. Well...
Continued...

Note: For home study, you will find this section on your cassette and videocassette.

94
LESSON THIRTY-EIGHT

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS

I don´t remember what you call it, but it´s

to used
maketo...
circles to make triangle
take out staples make holes in paper
to make out posters to paste

point out as you read

cut paper
1. You don´t know the name of the object that you want to buy, so explain what it is used for.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON THIRTY-EIGHT and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON THIRTY-
NINE.
Note: For home study, you will find this section on your cassette and videocassette.

95
LESSON THIRTY-EIGHT

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:
29
LESSON THIRTY-EIGHT

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

1 Q:
A:

2. A:
Q:

30
LESSON THIRTY-NINE

SUBJECTS :
A. HOMEWORK
B. EVALUATION
C. PHONETICS: Phonetic Transcription
D. VOCABULARY
E.GRAMMAR: ALL THE OTHER / ALL THE OTHERS
F. DIALOGUE: Office Supply Store (Part II)
G. HOMEWORK AND LESSON PREPARATION

A. HOMEWORK
INSTRUCTIONS. Correct the exercises in the workbooks and have
students repeat after you.

B. EVALUATION
INSTRUCTIONS Use Vocabulary Chart LESSON THIRTY-EIGHT to ask
. students questions and act out the corresponding
dialogue.

C. PHONETICS
INSTRUCTIONS Play the video or cassette and have students repeat
. after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :
96
LESSON THIRTY-NINE

PHONETIC TRANSCRIPTION

come to think of it /k ' mt th'ingk vit/

water /w ' t r k" l r/
color mechanical /m kæ' nik
pencil
l pe" ns-
l/
stencile /ste' ns l/
poster /po'ust r pe"ip r/
paper /se' t/
se /fe' ltipt pe" n/
t felt-tipped /pro'utræ" kt r/
pen /ka' mp s/
protractor /tra' iæ" ng l ru"ul r/
compass /rima'ind /
'
triangle ruler /ste'ip-l rimu"uv r/
remind /ha'ila"it r/
staple /wa'ita"ut/
remover /pe' ns-l sh"arpn r/
highlighter /g'iftræ" p/
white-out
pencil sharpener
gift-wrap
Note: For home study, you will find this section on your cassette and videocassette.

97
LESSON THIRTY-NINE
D. VOCABULARY
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the Writing and Oral Practice in the exercises
below :

VOCABULARY WORDS
poster
come to think of it water colors mechanical paper
pencil set
compasshighlighter
stencile triangle rulerwhite-out
felt-tipped pen
remind pencil sharpener
protractor staple remover gift-wrap

When do you use the expression "come to think of it"?

What are water colors used for?
What´s the advantage of a mechanical pencil over a regular pencil?
What´s a stencile used for?
What´s poster paper?
Is a set of felt-tipped pens expensive?
Is it easy to use a protractor?
What can you draw with a compass?
In what subjects is a triangle ruler usually required?
What does the teacher remind you to do every day?
What´s a staple remover used for?
What´s a highlighter used for?
Is it better to use white-out or to erase?
Do you have a pencil sharpener on hand?
What do you gift-wrap?

98
LESSON THIRTY-NINE

E. GRAMMAR
INSTRUCTIONS. Play the video or cassette and have students repeat
after the voice while reading this section. Afterwards,
do the
Writing and Oral Practice in the exercises below :
INSTRUCTORS’ REFRESHERS

INDEFINITES: ALL THE OTHER and ALL THE OTHERS. Indefinites refer to objects in a general way, without pointing out any one in particular. ALL THE

OTHER and ALL THE OTHERS is used for all the remaining members of a known group.

ALL THE OTHER

Mary bought a book on Monday and all the other ones on Friday.
Some people arrived late and all the other ones early.
ALL THE OTHERS
Mary bought a book on Monday and all the others on Friday.
Some people arrived late and all the others early.

TEACHER STUDENTS
1. carry some things Emily will carry some things and Tim
will carry all the other ones.
Emily will carry some things and Tim
will carrry all the others.
2. Some pens were black. All the other ones were blue.
All the others were blue.
3. Some of the things were All the other ones were for his art class.
for the Math class. All the others were for his art class.

Note: For home study, you will find this section on your cassette and videocassette.

99
LESSON THIRTY-NINE
F. DIALOGUE: OFFICE SUPPLY STORE (Part II)
EXERCISE ONE
INSTRUCTIONS. 1. Play the video or cassette and have students repeat after the
voice as you explain the dialogue below.
2. Ask some comprehension questions about the dialogue.

Tim: ...come to think of it I need a whole bunch of

stuff. Let´s see for my art class, I´m going to need
water colors, a mechanical pencil, a stencil, some
poster paper, and a set of felt-tipped pens in
different colors.
Emily: What about for your math class?

Tim: Oh, yeah! A ruler, a protractor, a

compass, a calculator, and a triangle ruler,
Emily: That reminds me. I have to get a
staple remover, a highlighter, some white-
out,
and a pencil sharpener.

Clerk: Will there be anything else?

Emily: No, that´s all. Would it be possible
for you to gift-wrap the box of stationery?
Clerk: Sure. Would you like to buy one of these
little cards to attach to the gift?

Emily: That´s a good idea. I´ll take this

plain, white one.

Note: For home study, you will find this section on your cassette and videocassette.

100
LESSON THIRTY-NINE

EXERCISE TWO
ROLE PLAYING
INSTRUCTIONS. 1. Have students act out the dialogue following it
through as suggested below.
2. Apply the useful expressions provided.

USEFUL EXPRESSIONS

I don´t remember what you call it, but it´s used to... to draw
make letters sharpen pencils to put on a gift to wrap a gift

to correct mistakes measure angles

1. You don´t know the name of the object that you want to buy. So explain what it is used for.

G. HOMEWORK AND
LESSON PREPARATION
INSTRUCTIONS. 1. Play the video or cassette. Answer the questions in
LESSON THIRTY-NINE and write the answers in your workbooks.
2. Study these questions and answers.
3.Use the video or cassette to learn and work out the
vocabulary section corresponding to LESSON FORTY-
ONE.
Note: For home study, you will find this section on your cassette and videocassette.

101
LESSON THIRTY-NINE

A. PHONETICS
INSTRUCTIONS. Write down the words that are provided on the cassette.

1. 4.
2. 5.
3. 6.

B. VOCABULARY
INSTRUCTIONS. Write down the questions that are provided on the cassette
and answer them.

1 Q:
A:

2.
. Q:
A:

3 Q:
A:

.
4 Q:
31
LESSON THIRTY-NINE

C. GRAMMAR
INSTRUCTIONS. Write down the questions that are provided on the
cassette and answer them.

1 Q:
A:

2.
. Q:
A:

3. Q:

32
LESSON FORTY

SUBJECTS : A. VOCABULARY
B. GRAMMAR
C. ROLE PLAYING

A. VOCABULARY
INSTRUCTIONS. Go over all the questions in the Vocabulary Sections from
LESSON TWENTY-ONE through THIRTY-NINE.

B. GRAMMAR
INSTRUCTIONS. Use Vocabulary Charts LESSON TWENTY-ONE through
THIRTY-NINE. Ask the questions below with each picture.

TEACHER STUDENTS
Who is the man that he´s talking to? The man that he´s talking to is Danny.
Do they like the place that he´s talking Yes, they like the place that he´s
about? talking about.
Does he talk to whoever walks in? Yes, he talks to whoever walks in.
Why do they want an inexpensive Because of money.
place? Who is beside Danny? Lucy is beside
Besides Virginia Beach, which other Danny.
place did they talk about? Besides Virginia Beach, they talked
What will they do after their visit to about St. Petersburg.
the travel agency? They went home after their visit to the
What does he work as? travel agency.
What do they do as they He works as a travel agent.
talk? They look at the pamphlets as they
Why does he recommend St. Petersburg talk. He recommends St. Petersburg
more? more because it´s cheaper.

102
LESSON FORTY

TEACHER STUDENTS
Which place does he recommend He recommends St. Petersburg the most.
the most?
Does he recommend Virginia Beach No, he doesn´t recommend Virginia Beach
as
as much as St. Petersbug.
much as St. Petersburg?
Yes, it´s better-known than St. Petersburg.
Is Virginia Beach better-known than
St. Petersburg?
It´s a great place.
There are a lot of things to do
in St. Petersburg.
No, they don´t have enough money
Do they have enough money to
to go there.
to Virginia Beach?
The other one is to go to St. Petersburg.
One option is to go to Virginia
The others are going to St. Petersburg.
Beach. Some of their friends are
going to Virginia Beach.
All the other ones are expensive
A few places are cheap.

C. ROLE PLAYING
INSTRUCTIONS. Have students act out the Role-playing activities from LESSON
TWENTY-ONE through THIRTY-NINE.

103
APPENDI
X
APPENDIX

VERBS PAST
PRESEN PAS PARTICIPLE
T T
feel feel felt felt
feed feed fed fed
fly fly flew flown

find find found found

forget forget forgot forgot(ten
)
go go went gone
get get got got(ten)
give give gave given
grow grow grew grown
hear hear heard heard
have have had had
hit hit hit hit

hold hold held held

hang hang hung / hung /
hanged hanged
know know knew known

keep keep kept kept

lend lend lent lent
leave leave left left

let let let let

A-2
APPENDIX

PAST
VERBS PRESEN PAS PARTICIPLE
T T
spend spend spent spent
shoot shoot shot shot
swim swim swam swum

think think thought thought

take take took taken
throw throw threw thrown
teach teach taught taught
tell tell told told
write write wrote written
wake wake woke waken
wind wind wound wound
win win won won

A-4
APPENDIX

VOWEL CHART

FrontCentralBack

Hi gh /i/ /u/

Mid /e/ / /

Low /æ/ /a/ / /

DIPHTHONGS
Front Gliding Back Gliding
Front Central Back Front Central Back
/i/ /u/
High
/i/ High /u/
Mid
/e/ Mid

Low /a/ / / Low /a/ / /

A-6
APPENDIX

ONE
SUBJECTS I.L.V. TO BE PREDICATENOMINATIVE
This is a book.

TWO
SUBJECTS I.L.V. TO BE PREDICATE ADVERB
The book is on the table.

THREE
SUBJECTS I.L.V. TO BE PREDICATE ADJECTIVE
The book is interesting.

FOUR
SUBJECTS INTRANSITIVE VERB
She reads.

FIVE
SUBJECTS TRANSITIVE VERB DIRECT OBJECT
She reads a book.

A-8
APPENDIX

SIMPLE SIMPLE SIMPLE

PRESENT PAST FUTURE
He eats. He ate. He will eat.

PRESENT PAST FUTURE

PROGRESSIVE
PROGRESSIVE PROGRESSIVE
He is eating. He was eating. He will be eating.

PRESENT PAST FUTURE

PERFECT PERFECT PERFECT
He has eaten. He had eaten. He will have eaten.

PRESENT PAST FUTURE

PERFECT PERFECT PERFECT
PROGRESSIVE PROGRESSIVE PROGRESSIVE
He has been eating.
He had been eating. He will have been eating.

A-10