Grammar in context 3 by sandra n elbaum

GRAMMAR CONTEXT NATIONAL GEOGRAPHIC Meet the National Geographic Explorers and Adventurers featured in the new edition of Grammar in Context 3 Linguist K David Harrison Lesson 1, p 18 Glaciologist Lonnie Thompson Lesson 2, p 61 Photographer Paul Niclden Lesson 2, p 36 Climber Alex Honnold Lesson 2, pp 66 67 Oceanographer Sylvia Earle Lesson 2, p 54 Crisis Mapper Patrick Meier Lesson 7, pp 180 181 , S I X T H EDITION SANDRA N ELBAUM GEOGRAPHIC ~ < C E N GAG E NATIONAl I lEARNING Learning.

GRAMMAR

CONTEXT

NATIONAL GEOGRAPHIC

Meet the National Geographic Explorers and Adventurers featured in the new edition of Grammar in Context 3!

Climber Alex Honnold Lesson 2, pp 66-67

Oceanographer Sylvia Earle Lesson 2, p 54

Crisis Mapper Patrick Meier Lesson 7, pp 180-181

Publisher: Sherrise Roehr

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CONTENTS

GRAMMAR Verb Review CONTEXT Language

READING 1 The Amazing Timothy Doner 4

1.1 The Present of Be 5

1.2 1.3 1.4 The Simple Present u • • • • • • • • • • • • • • • • • • • • • • • 7

The Present Continuous 13

The Present Continuous vs The Simple Present-Action and Non action Verbs 16

READING 2 The Enduring Voices Project 1.5 The Future-Form 18 19 1.6 Choosing Will or Be Going To, or Present Continuous for Future 22

READING 3 An Unusual Orphan 24

1.7 The Simple Past 25

LESSON SUMMARY 30

TEST/REVIEW WRITING 31

32

GRAMMAR The Present Perfect and the Present Perfect Continuous CONTEXT Risk READING 1 The Mystery of Risk 36

2.1 The Present Perfect-Form 37

2.2 The Past Participle 38

2.3 Placement of Adverbs 39

2.4 The Present Perfect-Overview of Uses 41

READING 2 Climbing Mount Everest 42

2.5 The Present Perfectwith Indefinite PastTime-Overview 43

2.6 The Present Perfect with Ever and Never 45

2.7 The Present Perfect with Yet and Already 2.8 The Present Perfect with Lately, Recently, and Just 2.9 The Present Perfect with No Time Mentioned READING 3 Exploring the Ocean 2.10 The Present Perfect with Repetition from Pastto Present 2.11 The Present Perfect with Continuation from Past to Present 48

51

53

54

55

58

READING 4 Lonnie Thompson-Ice Investigator 61

2.12 The Present Perfect Continuous 62 2.13 The Present Perfect, the Present Perfect Continuous, and the Simple Past 65

Contents iii

iv Contents

LESSON SUMMARY

TEST/REVIEW WRITING

GRAMMAR Passive and Active Voice CONTEXT The Movies

READING 1 Oscar Night in Hollywood

::L 1 Active and Passive Voice-Introduction Comparison of Active and Passive Voice 3.3 Active and Passive Voice-Use

3.4 Verbs with Two Objects

READING 2 The History of Animation 3.:> Transitive and Intransitive Verbs

3.6 The Passive Voice with Get

READING 3 Charlie Chaplin 3.7 Participles Used as Adjectives 3.3 Other Past Participles Used as Adjectives

3.9 Get vs Be with Past Participles and Other Adjectives LESSON SUMMARY

TEST/REVIEW WRITING

GRAMMAR The Past Continuous

The Past Perfect The Past Perfect Continuous CONTEXT Travel by Land, Sea, and Air READING 1 Travel by Land: The Lewis and Clark Expedition 4.1 The Past Continuous-Form

4.2 The Past Continuous-Use 4.3 The Past Continuous vs the Simple Past

68

69 70

74 75 76

79 82 83 84

88

90 91 94

95 96 97 98

READING 2 Travel by Sea: The First and Last Voyage of the Titanic

4.7 The Past Perfect -Use (Part 2) 4.8

READING 3 Travel by Air: The DC-3

5.2 Possibility: May, Might, Could

5.3 Necessity/Obligation: Must, Have to, Have Got to

READING 3 Using Technology to Enforce the Law

5.8 Ability/Possibility: Can, Be Able to

5.9 Logical Conclusion: Must

S.Hl Probability vs Possibility: Mustvs May, Might, Could

5.11 Continuous Modals

LESSON SUMMARY

TEST/REVIEW

WRITING

GRAMMAR Modals in the Past

CONTEXT U.S Presidents and Elections

READING 1 Lincoln and the Gettysburg Address

6.1 Modals in the Past-Form

6.2 Past Regrets or Mistakes-Should Have

6.3 Past Possibility-May I Might! Could+ Have

6.4 Logical Conclusion about the Past-Must Have

READING 2 The Cuban Missile Crisis

6.5 Past Direction-Not Taken-Could Have

READING 3 The Media and Presidential Elections

vi Contents

6.7 Ability and Possibility in the Past 6.8 Modals in the Past: Continuous Forms

LESSON SUMMARY TEST/REVIEW WRITING

GRAMMAR Adjective Clauses

Descriptive Phrases

CONTEXT Online Interactions

READING 1 Pierre Omidyar and eBay

7.1 Adjective Clauses-Introduction

7.2 Relative Pronoun as Subject 7.3 Relative Pronoun as Object

7.4 Relative Pronoun as Object of Preposition

READING 2 The Freecycle Network'"

7.5 Place and Time in Adjective Clauses 7.6 Whose in Adjective Clauses

7.7 Adjective Clauses after Indefinite Pronouns

READING 3 Tim Berners-Lee

7.8 Nonessential Adjective Clauses 7.9 Essential vs Nonessential Adjective Clauses

7.10 Descriptive Phrases

LESSON SUMMARY

TEST/REVIEW WRITING

GRAMMAR Infinitives and Gerunds

CONTEXT Helping Others

READING 1 Andrew Carnegie, Philanthropist 8.1 Infinitives-Overview

8.2 Verbs Followed by an Infinitive 8.3 Object before Infinitive

8.4 Causative Verbs 8.5 Adjective plus Infinitive

READING 2 One Step at a Time

8.7 Infinitives to Show Purpose

8.8 Infinitives with Too and Enough

READING 3 Helping Others Get an Education

8.9 Gerunds-Overview

8.10 Gerunds as Subjects

8.11 Gerunds after Prepositions and Nouns

8.12 Prepositions after Vefbs, Adjectives, and Nouns

8.13 Verbs Followed by Gerunds

8.'14 Verbs Followed by a Gerund or Infinitive

8.15 Gerund or Infinitive as Subject

READING 4 AIDS Bike Rides

8.17 Used To I Be Used To I Get Used To

8.18 Sense-Perception Verbs

LESSON SUMMARY

TEST/REVIEW

WRITING

GRAMMAR Adverbial Clauses and Phrases

Sentence Connectors (Conjunctive Adverbs)

So/Such That for Result

CONTEXT Coming to America

READING 1 A Nation of Immigrants

9.1 Adverbial Clauses and Phrases-Introduction

9.2 Reason and Purpose

READING 2 The Lost Boys of Sudan

9.3 Time Clauses and Phrases

9.4 Using the -ing Form after Time Words

READING 3 Slavery-An American Paradox

viii Contents

GRAMMAR Noun Clauses CONTEXT Children READING 1 Early Child Development

10.1 Noun Clauses READING 2 The Teenage Brain 10.2 Noun Clauses as Included Questions

10.3 Question Words Followed by an Infinitive READING 3 Dr Benjamin Spock

10.7 Sayvs Tell 298 10.8 Exceptions to the Rule of Sequence ofTenses

10.9 Reporting an Imperative

10.10 Using Reported Speech to Paraphrase READING 4 An Innovation in Kids' TV 10.11 Noun Clauses after Past-Tense Verbs 10.12 Noun Clauses as Reported Questions LESSON SUMMARY

TEST/REVIEW WRITING

GRAMMAR Unreal Conditionals

Wishes CONTEXT Science or Science Fiction?

READING 1 Time Travel 11.1 Unreal Conditionals-Present

11.2 Implied Conditionals READING 2 Exploring Mars

APPENDICES

GLOSSARY OF GRAMMATICAL TERMS

G2-G6

INDEX

11-18

Contents ix

to thaulc Dennis Hogan, Sherrise Roehr, and John McHugh for their ongoiog support of

Grammar in Context through its many editions

I wish to acknowledge the immigrants, refugees, and international students I have known, both as a teacher and as a volunteer with refugee agencies These people have increased my understanding of my own language and taught me to see life from another point of view By shariog their observations, questions, and life stories, they have enriched my life enormously

This new edition is dedicated to the millions of displaced people in the world The Uuited States is the new home of many refugees, who survived unspealcable hardships in Burundi, Rwanda1 Iraq, Sudan, Burma, Bhutan, and other countries Their resiliency in starting a new life and learniog a new language is a tribute to the human spirit

-Sandra N Elbaum

Heinle would like to thaulc the following people for their contributions:

Dorothy S Avondstondt, Frank DeLeo, Barbara Ineifeld, Stephen Peridore, Miami Dade College- Broward College; Rutgers University; College of Southern Wolfson Campus;

Jeffrey Diluglio, Barbara Jonckheerc, Nevada;

:PamelaArfuzone, Rhode Boston University California State Tiffany Probasco, Bunker Island College; Center for English University, Long Beach; Hill Community Patricia Bennett, Language and Gursharan Kandola, College;

Grossmont College; Orientation Pro~:,rrams; University of Houston; Elizabeth Seabury, Mariusz Bojarczuk, Monique Dobbcrtin Rani Lehraue1~ Bunker Hill Community Bunker Hill Community Cleveland, Saddlcback College; College;

College; Los Angeles Pierce Natalia Schroeder, Long

College; Dr Miriam Moore, Beach City College; Rodney Barr, Lord Fairfax

Glendale Community Lindsey Donigan, Community College; Maria Spelleri, State College; Fullerton College; College of Florida,

Karen Newbnm Einstein, Nancy Boye1~ Tennifer r Evans, Santa Rosa Tunior Manatee-Sarasota; Golden West College; University of College; Susan Stern, Irvine Valley

Washington; College;

Charles Brooks, Stephanie Ngom, Norwalk Community Norm Evans, Boston University Vincent Tran, University College; Brigham Young Center for English of Houston;

University-Hawaii; Language and Gabriela Cambiasso, Karen Vlaskamp, Harold Washington David Gillham, Orientation Programs; Northern Virginia College; Moraine Valley Chari Norloff, Community College-

Community College; International English Annandale;

Tulle Condon,

St Cloud State Martin Guerra, Center, University of Christie Ward, Intensive University; Mountain View College; Colorado Boulder; English Language Anne Damiecka, Eric Herrera, Gabriella Nuttall, Program, Central Lone Star College- Universidad Tecnica Sacramento City Connecticut State CyFair; Nacional; College; University;

Mohammed Debbagh, Cora Higgins, Fernanda Ortiz, Colin Ward, Lone Star Virginia Bunker Hill Commtmity Uniwm:ity of Ari:zona; l.ollP-gP North Harris; Commonwealth College; Dilcia Perez, Laurie A Weinberg, T

University; Los Angeles City Sargeant Reynolds

College; Community College

A WORD FROM THE AUTHOR

My parents immigrated to the United States from Poland and learned English as a second language as adults My sisters and

I were born in the United States My parents spoke Yiddish

to us; we answered in English In that process, my parents' English improved immeasurably Such is the case with many

,~

immigrant parents whose children are fluent in English They usually learn English much faster than others; they hear the language in natural ways, in the context of daily life

Learning a language in context, whether it be from the home, from work, or from a textbook, cannot be overestimated The challenge for me has been to find a variety of high-interest topics to engage the adult language learner I was thrilled to work on this new edition of Grammar in Context for National Geographic Learning In so doing, I have been able to combine exciting new readings with captivating photos to exemplify the grammar

I have given more than 100 workshops at ESL programs and professional conferences around the United States, where I have gotten feedback from users of previous editions

of Grammar in Context Some teachers have expressed concern about trying to cover long grammar lessons within a limited time While ESL is not taught in a uniform number of hours per week, I have heeded my audiences and streamlined the series so that the grammar and practice covered is more manageable And in response to the needs of most ESL programs, I have expanded and enriched the writing component Whether you are a new user of Grammar in Context or have used this series before, I welcome you to this new edition

Sandra N Elbaum

For my loves Gentille, Chimene, Joseph, and Joy

Adjective Clauses,

Descriptive Phrases

Grammar in Context presents grammar in interesting contexts that are relevant to

students' lives and then recycles the language and context throughout every activity Learners gain knowledge and sldlls in both grammar structures and topic areas

New To This Edition

NATIONAL GEOGRAPHIC PHOTOGRAPHS

introduce lesson themes and draw learners into the context

New To This Edition

EVERY LESSON OPENER

includes a quote from an artist, scientist, author, or thinker that helps students connect to the theme

xii Welcome to Grammar in Context

NEW AND UPDATED READINGS,

many with National Geographic content,

introduce the target grammar in context

and provide the springboard for practice

NEW LISTENING EXERCISES

reinforce the grammar through

natural spoken English

CO~IPREHEN.,ON CHECK B"erl on the ,eodon9- 1<11 of1he '"toment 1> t!oe {f)o1f•l;e (F~

I The I.o<t ""'" n-e"'!n • "'"'""<amp In Ethlopl• until 11••r "'""' tn

the"-"-2 When ilic-u •ill''"'"""' •ttrl<d, the I.o" n.,., r.m hack borne_

l- Snme olthe l.o'>l Boy>'" h~plng theh people In Sonoh Su !al1

9.3 Time Clauses and Phrases

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tlte U.S , ,.1«1 amtinuuo> In lho n~;n U'""·

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They '"'"dIn a Cu~e <amp'"

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Engfuh rh•romnh olk<gv'll ot an ""'"tl!beffightta tloe!ISJ_

!X!RCI5E 0 Rll in the Olanlo; with"""'-"""\""'"-"''"'"' dmffi(l "''·"'""'""'"'-'" <Omo "''"'

198~> "'"" lhfl< long and d;n-,.,,,, jnum•,-m the Uni"d State• "'"""-While these'"""" bny> ''"'"

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ruul5,aDdv.ihlln.UL n,.lng I hat time, m•ny di•d "'""""'""''and di>ea>e " ' " " ' e>t<n by wild a"lmal> Un>e wl10

"hen a ,.,,Slatted ln Ethiopia and the ""'P' ""''

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tho Un!l<d NatiDns and tho U.S "'-"~rnment "-"""'d

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lim} " " ;od bt'GU6o "' =nr of th<iof.,rril}' n<Cmbc"' andfriorul<h•n.-•diod_

NEW REDESIGNED GRAMMAR CHARTS offer straightforward explanations and provide contextualized clear examples of the structure

Welcome to Grammar in Context xiii

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l.,kdho _ _ '''""'""''"""""'-=••C,,,,,,,.~ 1"- surpris<dtofindcur Enhanced For This Edition!

''""'''~~- - -1 :> END-OF-LESSON ACTIVITIES

, -1_ _ _ _'":""'."':::·"::~_:··:::~:.:· =:_:c~~~"""~=="'~'- / help learners review and apply the

~ ,:.:::E:·: ~"·~~~'I I~' I I I lo lo n v ~ojhad

PART 2 Editing Practice

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a'"'""-'· "" if or u·helher!o lnl<oduceon lndud"")"""' qu.ruon ll•• ""'""'''" '""" mde<

xiv Welcome to Grammar in Context

Updated For This Edition!

ENHANCED WRITING SECTIONS

are divided into two parts which provide students with editing and writing activities to consolidate the

grammar structures learned in

each lesson

Updated For This Edition!

ONLINE WORKBOOK

powered by MyELT provides

students with additional practice

of the target grammar and greater

flexibility for independent study

Engages students and supports

classroom materials by providing

a variety of interactive grammar

activities

Tracks course completion through

student progress bars, giving

learners a sense of personal

achievement

Supports instructors by

maximizing valuable learning

time through course management

resources, including scheduling

and grade reporting tools

1.Thet~acherlspoketoishern._cc : -:-·c -2 The website that I got the infonnation from was a news organization

3 The store that we OOughttheoomputed'rom dosed

-4 Thehousethey'reinterestedin hasaswimm!ngpool _ _ _ _ _ _ _ _ _ 5.There'sapieceofproperty=wanttoinvestin _ _ _ _ _ _ _ _ 6.l'dlikeyoutomeet someonelworkwith _ _ _ _ _ _ _ _ _ _ _ _ 7.That'sthcprofes50rthat I grade papers for _ _ _ _ _ _ _ _ _ _ _ _ 8.She'sthefriend I talktoaboutmyproblems _ _ _ _ _ _ _ _ _ _ _

1_ _Avatar directed l>y Jam"' Cameron?

3 Thefilm billfoll'iofdollars_

C was brought in

,: ;, is brought by

r_ hasbroughtin

4 Avolur fornineOscarsand three_

Welcome to Grammar in Context XV

TIMOTHY DONER Timothy Doner

0 Read the following article Pay special attention to the words in bold

COl

TR2 Timothy Doner looks like an average student

in his T-shirt and jeans But there is something

very special about him He speaks 20 languages

He doesn't speak all of them equally well, but he

is very comfortable in many of them He feels most

comfortable with Hebrew,1 Farsi,2 French, and

Arabic At any one time, he is studying three to

four languages

Videos of him are going around the Internet

In one video, he is riding in a taxi and talking to a

Haitian taxi driver in French In it, he is telling the

driver that he wants to learn Creole, a language of

Haiti In another he is speaking Russian with the

owners of a video store in New York, where he lives

In another, he is speaking Farsi with the owner of a

bookstore He is asking the Farsi speaker for more

information about that language In other videos, he

is studying Mandarin or discussing the similarities

between Hebrew and Arabic with native speakers of

these languages He also speaks Urdu,3 Indonesian,

Swahili, 4 and Ojibwe, an American Indian language

4 lesson 1

Doner spends almost all his time trying to learn languages To learn some languages, he takes classes To learn others, he studies on his own He always looks for opportunities to practice with native

speakers Sometimes he uses video chats to practice with native speakers in other countries He uses

other methods to improve his language ability: He

memorizes the lyrics5 of songs or watches tnovies in

other languages He really enjoys himself He thinks that language helps you connect to other people When he speaks another language, he feels like a different person

Interestingly, he doesn't study Spanish For him, Spanish isn't challenging enough

l Hebrew: an official language spoken in the State of Israel

2 Farsi: the official language of Iran

3 Urdu: an official language spoken in Pakistan

4 Swahili: a language spoken in Kenya and other countries of the

African Great Lakes region

5 lyrics: the words of a song

COMPREHENSION CHECK Based on the reading, tell if the statement is true (T) or false (F)

l Timothy Doner always takes classes to learn foreign languages

2 He prefers to learn challenging languages

3 It's impossible for him to practice with native speakers in other countries

~~~ -~ -~ -I'm surprised about Timothy's abilities Subject pronouns and most singular nouns can

Timothy's an amazing person contract with a present form of be

He's very intelligent I'm, He's~ She's, It's, You're, We're, They"re, Timothy's

We use a form of be with:

Mandarin and Cantonese are languages of China

Haiti is southeast of Florida

a classification

a location

I am hot Let's turn on the air-conditioning

Timothy Doner is from New York

reaction to weather place of origin

How old is TinmLhy now?

I am hungry

What time is it in New York now'?

There are many languages in India

age physical states time

Spanish is the official language of Colombia

It isn't the language of Brazil

Is Spanish easy for Italians?

Yes, it is

Why is Spanish easy for Italians?

Why isn't Spanish a challenge for Timothy?

What is the official language of Brazil?

We don't make a contraction with is if the noun ends ins, se, ce, ge, ze, sh, ch or x

French is one of Timothy's languages (NOT: French's)

Verb Review 5

O EXERCISE 1 Listen to the first part of a conversation between two students Fill in the blanks with

What part of Africa

Ifs in West Africa

1.2 The Simple Present

FORM

I like English We use the base form of the verb with I, you, we, they,

The people of Iran speak Farsi

Timothy lives in New York We use the -s form with he, she, it, and singular

Every language shows something about the culture We use the -s form with subjects beginning with

No one in this class speaks Ojibwe every and no

Timothy's family lives in New York

Timothy likes to learn languages We can follow the main verb with an infinitive

Observe these seven patterns with the base form:

AFFIRMATIVE STATEMENT: You speak Urdu

NEGATIVE STATEMENT: You don't speak Hindi

NEGATIVE WH- QUESTION: Why don't you speak Hindi?

SUBJECT QUESTION: How many people speak Hindi?

Observe these seven patterns with the -s form:

AFFIRMATIVE STATEMENT: Timothy studies Farsi

NEGATIVE STATEMENT: He doesn't study Spanish

NEGATIVE WH- QUESTION: Why doesn't he study Spanish?

SUBJECT QUESTION: Who studies Spanish?

Language Notes:

1 Have has an irregular-s form:

I have a language dictionary Timothy has many language dictionaries

2 The -s form of go is goes

We go to college My sister goes to high school

3 The -s form of do is does The pronunciation is /dAs/

You do your homework at horne She does her homework at the library

4 When we ask questions about meaning, spelling, cost, and take + time, we use normal

question word order

What does 11

Challenge'' mean?

How do you say "challenge" in your language?

How do you spell "challenge"?

How much does a dictionary app cost?

How long does it take to learn another language?

USE

Timothy speaks 20 languages We use the simple present with facts, general truths,

He loves languages, but he doesn't like math habits, and customs

-~~ -~

Timothy often practices with native speakers We use the simple present with regular activities and

Does he ever use videos?

How often does he use a dictionary?

Language Notes:

1 The frequency adverbs are always, almost always, usually, generally, frequently, sometimes,

occasionally, seldom, rarely, hardly ever, almost never, not ever, and never Frequency adverbs

usually come after the verb be and before other verbs

Timothy is always interested in languages

He sometimes finds native speakers to talk to

2 We can put sometimes at the beginning of the sentence too

Sometimes he finds native speakers to talk to

3 Seldom, rarely, hardly ever, and almost never have the same meaning Seldom and rarely are

more formal Generally, we use hardly ever and almost never in conversational English and

informal writing

Do you ever speak English with your parents?

No, I almost never do OR I hardly ever do

EXERCISE 3 Use the underlined verbs to help you complete the sentences

l Timothy lives in New York D"'-"o"'"e'"'s' 'Jh"'e'-"liv,.,e, with his parents?

2 He speaks French He doesn't speak Spanish

3 Timothy speaks a lot of languages _ _ _ _ _ _ _ _ _ _ _ _ Urdu? Yes, he _ _ _ _ _ _ _ _ _

4 He memorizes songs _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ poems too?

5 He _ _ _ _ _ _ _ _ _ video chat Does he use other methods too? Yes, he _ _ _ _ _ _ _ _ _

6 He takes classes _ _ _ _ _ _ _ _ _ _ _ _ Farsi classes?

7 New York _ _ _ _ _ _ _ _ _ people from all over the world _ _ _ _ _ _ _ _ _ New York have people from Indonesia? Yes it _ _ _ _ _ _ _ _ _

8 Some languages _ _ _ _ _ _ _ _ _ accent marks _ _ _ _ _ _ _ _ _ Hebrew have accent marks?

9 Timothy feels different when he speaks 'mother language Why _ _ _ _ _ _ _ _ _ _ _ _ different?

10 He's interested in Creole, but he _ _ _ _ _ _ _ _ _ interested in Spanish Why

interested in Spanish?

8 Lesson 1

11 Farsi challenges him Spanish him

12 He _ _ _ _ _ _ _ _ _ comfortable in Arabic _ feel comfortable in Hebrew?

Yes, he _ _ _ _ _ _ _ _ _

13 His parents speak English _ _ Hebrew?

14 He i1; very good at languages He _ _ _ _ _ _' so good at math

15 He studies languages every day from books?

Yes, he _ _ _ _ _ _ _ _ _

16 He practices with native speakers How _ _ _ _ _ _ with native speakers?

17 Not many people speak Ojibwe How many people in the U.S _ Ojibwe?

EXERCISE 4 Fill in the blanks to complete the conversation Use the words given

A: Hi My name's Bai I'm from China

8: Hi Bai My name's Khalid Do you speak Chinese?

A: Here's an example of my writing.~

8: How many letters -= ;c;cc -c=:: -?

16, Chinese/have

continued

A: Chinese - - - - = - - : - : : -_ _ _ _ _ letters It _ _ _ =-: -characters Each character

EXERCISES Tell if the statement is true or false for you If the statement is not true for

you, correct it Then work with a partner and ask him or her about these statements

I I'm from Mexico F

A: I'In not from Mexico I'm fron1 Ecuador Arc you from Mexico?

B: No, I'm not

A: Where are you from?

B: I'm from the Philippines

2 I speak English with my friends from my country

3 I speak English with my family

4 I want to learn another language (besides English)

5 I am interested in seeing Timothy Doner's videos

6 My favorite songs are in my language

7 Most people in my country study English

8 Spanish is my native language

9 I'm interested in linguistics

10 I use video chat to communicate with my friends and family

1! I know more than two languages

EXERCISE 6 Read the conversation between two new students Fill in the blanks by using the

words given and context clues

A: Hi My name's Marco I come from Brazil What~ your name and where

A: No I don't speak Spanish Spanish - - - c - - - - -the official language of most countries in

B: Yes 1 it _ _ _ _ _ _ _ _ _ _ But we use many accent marks on our words Look Here's a text message I

A: Yes, 1 _ _ _ _ _ _ _ _ _ Wow! It _ _ _ _ _ _ _ _ _ very complicated _ _ _ _ _ _ _ _ _

A: Really?

B: Yes It can mean "horse," "but,'1

or "ghost/' It ~ other meanings too, depending on

19 have

the tone Tell me about your language

A: Portuguese -= , -some accent marks too But it - - - - = - - c o - - - - -tones

a long time to become fluent in a foreign language

B: Yes, it does I have to go now How - - - - , : : c - - - - -11 See you Iater11

in Portuguese?

28 say

A: We say 11

Ate mais tarde.11

EXERCISE 7 Vl!fulfijl•lfui Write three questions to ask another student about his or her language

Then interview this student (Choose a student who speaks a different language, if possible.)

2

3

-4

12 Lesson 1

1.3 The Present Continuous

FORM

We're watching a video of Timothy Doner and

a taxi driver The driver is telling him about the

Creole language

Explanation

To form the present continuous, we use a present form of be (am, is, are) +the present participle of the lfe:rb (base form + -ing)

Observe these seven forms with the present continuous:

We are practicing English in class now

We are reading about languages

We aren't reading about animal communication

Are we reading about Mandarin now?

No, we aren't

Why are we reading about languages?

Why aren't we reading about Mandarin?

Who is reading about Mandarin?

Explanation

We use the present continuous for an action that is The teacher is helping us learn English grammar happening now

Look at this video of Timothy He's talking with a We use the present continuous to describe what we

taxi driver They're having a conversation in Creole see in a picture or video

Timothy is learning many languages We use the present continuous for an action that is

He is making videos of himself ongoing over a longer period of time

Many people are becoming interested in his talent

Mandarin is gaining popularity as a world We can use the present continuous to describe a

We're from Iran We are living in the U.S now Live in the present continuous often shows a

temporary situation It's also possible to say "We live

in the U.S now."

·-Timothy is sitting in the back of a taxi With certain verbs, we can use the present continuous

He is wearing jeans and aT-shirt to describe a state or condition even though there is no

action These verbs are: sit, stand, lie (recline), wear, sleep

Verb Review 13

0 EXERCISE 8 Listen to the first part of a conversation between two students Fill in the blanks with

A: Look at those people over there It looks like they're talking with their hands

a word, such as a name

A: How do you know so much about it?

B: I have a nephew who's deaf - - - c c -_ _ _ _ _ to learn ASL because I want to communicate

EXERCISE 9 Complete the rest of the conversation from Exercise 8 using the present continuous

form of one of the verbs from the box below Use contractions wherever possible

l

time and practice W e - - - = - - - better every day

2

A: How old is your nephew?

B: He's three years old

A: That's pretty young to learn sign language

8: No, it isn't He - - - : : - - - i t very quickly 1 more quickly than we are! Do you want to see a

EXERCISE 10 !'il~] Tell if the statement is true or false for you If the statement is not true

for you, correct it Then work with a partner and ask your partner about these statements

1 I'm forgetting words in my first language F

A: I'm not forgetting words in my first language Are you forgetting words in your first language?

B: No, I'm not But my younger sister is

A: Why is she forgetting words?

B: She's in first grade and all her friends speak English

2 I'm studying another language (besides English)

3 I'm beginning to mix English with my native language

4 I'm living with my family

EXERCISE 11 ~ Write sentences to tell about something you are learning at this time in

your life

2

3 4· -

1.4 The Present Continuous vs The Simple

Present-Action and Nonaction Verbs

You don't have to speak so loud I hear you Some verbs are nonaction verbs They describe a

Mandarin now has more than 800 million speakers state, condition, or feeling, not an action These verbs

I know something about Farsi don't use the present continuous form even when we

talk about now

NOT: Mandarin is now having more than 800 million speakers

I am listening to a language video Listen is an action verb

I hear some unusual sounds Hear is a nonaction verb

We are looking at a video Look is an action verb

We see Timothy in a taxi See is a nonaction verb

I'm thinking about a major in linguistics Think about or of is an action verb

I think (that) linguistics is interesting Think (that) is a nonaction verb

My mom is having a hard time with English Have, when it means experience, is an action verb

English has many irregular verbs in the past Have for possession, relationship, or illness is a Marco isn't in class today He has a cold nonaction verb

You are looking at the video online Some verbs can describe either a sense perception or

an action: look, smell, taste, sound, feel

You look very interested in that video When these verbs describe a sense perception, an Timothy Doner looks like an average student adjective or the word like usually follows

Language Notes:

1 Some common nonaction verbs are:

Sense perception verbs: smell, taste, feel, look, sound, appear

Feelings and desires: like, dislike, love, hate, hope, want, need, prefer, agree, disagree,

care (about), expect, matter

Mental states: believe, know, hear, see, notice, understand, remember, think (that), suppose, recognize

Others: mean, cost, spell, weigh

2 When see means have a relationship with (personal or professional}, it can be an action verb

I'm seeing someone new (I'm dating someone new.)

I'm seeing an ASL specialist for lessons on signing

3 Native speakers sometimes use hope, understand, and think as action verbs

16 Lesson 1

I'm hoping to become an English major

If I'm understanding you correctly, you're afraid of making a mistake

I'm thinking that I need to practice English more (This use of the present continuous often

means I'm beginning to think )

EXERCISE 12 Fill in the blanks with the present simple or present continuous to complete the

conversation In some cases, the verb is provJded for you In other cases, use context clues to find

the verb

A: What '"a~re" -'y~o"'u:-'l"'o"'o"'k~in ,(J, _ at?

1

B: I'm looking at a video of Timothy Doner Listen!

A: What language _ _ _ _ _ _ _ _ _ _ _ _ ?! -;; -:-:-; ::::c it

EXERCISE 13 til~ Write statements about language and culture

1 1 think that it's important to be bilin(Jual

2 Ithinkthat _

3 Inowknowthat

Verb Review 17

The ENDURING' VOICES PROJECT

0 Read the following article Pay special attention to the

j1~ words in bold

You probably know that there are endangered

animals and plants These are living things that are

disappearing Some animals, like dinosaurs, are

already extinct.7 And many more living things are

going to become extinct But do you know that many

languages are also disappearing? Every year, several

languages go extinct Today there are more than

7,000 languages By the year 2100, more than half of

these languages will probably disappear When the

last speaker of a language dies, the world loses the

knowledge contained in that language

Some languages have a lot of speakers Mandarin,

for example, now has 845 million speakers English

has 360 million first-language speakers The Ojibwe

language of Native Americans has about 5,000

speakers Most of them are older than 65 Other

languages have only 1 or 2 speakers If nothing

changes, these languages will die when the last

speaker dies The disappearance of languages is

happening all over the world

Why do some languages disappear? Languages

like English, Mandarin, Russian, Arabic, Hindi,

and Spanish dominate world communication and

18 Lesson 1

business 1n a part of Russia where the Tofa language exists, parents want their children to learn Russian because it will permit greater education and success Right now there are very few speakers of Tofa How will this language survive? Is it going to

Why are linguists doing this project? Language tells us a Jot about a culture You probably have words in your native language that have no exact translation in English These special words say something about your culture When a language dies, an entire culture disappears with it Seri is a language of Mexico According to a Seri elder, if one child learns to speak Seri and another child learns to speak Spanish, they will be different people

6 enduring: long lasting

7 extinct: no longer in existence

COMPREHENSION CHECK Based on the reading, tell if the statement is true (T) or false (F)

1 One language dies each day

2 Hindi is an important language in business

3 Technology is helping to preserve dying languages

1.5 The Future-Form

Many languages will disappear We can use will+ the base form for the future The

English will not disappear contraction for will not is won't

Some languages won't survive

Some living things are going to become extinct We can use be going to+ the base form for the future The Tofa language is probably going to disappear

You are going to hear some strange sounds if you Some future sentences have two clauses: a main

visit the Enduring Voices website clause and an if or time clause We use the future only When the last speaker of Tofa dies, the language in the main clause It doesn't matter which clause

Observe these seven patterns with will:

AFFIRMATIVE STATEMENT: Some languages will disappear

NEGATIVE STATEMENT: My language won't disappear

Yns/No QuESTION: Will English disappear soon?

WH· QuESTION: Why will some languages disappear?

NEGATIVE WII- QUESTION: Why won't English disappear soon?

SUBjECT QUESTION: Which languages will disappear soon?

Observe these seven patterns with be going to:

AFFIRMATIVE STATEMENT: We are going to study English

NEGATIVE STATEMENT: We aren't going to study Mandarin

YEs/No QUESTION: Are we going to study French?

WH- QUESTION: Why are we going to study English?

NEGATIVE WH-QUESTION: Why aren't we going to study French?

SUBJECT QUESTION: Who is going to study French?

Language Notes:

1 You can contract pronouns with will: I'll, you'll, he'll, she'll, it'll, we'll, they'll In conversation,

you also hear contractions with some question words: who'll, where'//, etc

2 In conversational English and informal writing, such as texting, going to for future is often

pronounced and written "gonna."

Verb Review 19

O EXERCISE 14 Listen to the conversation between two students Fill in the blanks with the words

A: What are you majoring in?

B: I'm majoring in art now, but I'm i!)Oini!J to chani!)e

I

A: What _ _ _ _ _ _ _ _ ; :

-2

my major next semester

B: I -~ -my master's in applied linguistics

A: Why do you want to be an English teacher?

A: I t - - - = - - - easy for me to find a job in China

7

B: Why _ _ _ _ -=-_ _ _ _ so easy?

8

A: Because everyone there wants to learn English these days

B: But English isn't your native language

A: That doesn't matter I know that if I - - - = - - - every day, I -=-= - fluent soon

This semester, I have a Chinese roommate 1 and we speak Mandarin all the time But next semester,

I - - - = _ with an American woman from my math class

II

I _ _ _ _ _ cc _ _ _ _ _ _ English with her every day, so my E n g l i s h =

quickly I'm sure of it

B: You're probably right You - - - o c - - - -a lot of slang and natural English from her

14

A: That's the idea!

B: Do you have any other great plans for your future?

A: After I - - - - = - - - for a few years, I - - - o - = - - - -my own language school

in my hometown

20 Lesson 1

EXERCISE 15 Fill in the blanks with one of the words from the box below Practice the future

with will

The Enduring Voices project is an important project f6r several reasons It _ _ _,w,.,i"'ll'-t""e"'a"'c"'h' -_

EXERCISE 16 Fill in the blanks with the words given Practice the future with be going to

A: My wife is from Colombia She speaks Spanish I'm from Ukraine I speak Ukrainian and Russian

B: How do you communicate with your wife?

A: I speak Spanish, so we speak Spanish to each other But we _ _,a"r-'e~gl'oo'!in~g_t.,o,_,h"'a"'v"'e" _ a baby in three

small children to learn languages

A: When she's in high school, she _ _ _ _ _ _ _ _ _ _ _ _ the chance to learn a foreign language

10 have

B: The best time to learn a foreign language is when you're young Follow my advice You won't be sorry

EXERCISE 17 Williilii1ilii Write about some plans you have for your future

1 After I finish my degree, I'm QOin0 to return to my country

I'm going to start an English language school in

China

-I'm studying linguistics at the University of Illinois We sometimes use the present continuous with a

a time or place is mentioned

A: You should help your kids become bilingual We use will when we make:

B: Thanks for your advice I'll think about it a promise

a request for help

A: I'm having trouble with my English an offer to help

assignment Will you help me? a comment of reassurance

B: Of course I will

These sentences do not describe a plan, but the

A: I can't hear you future occurs to the speaker at the time he or she

A: I'm going to become an ESL teacher

B: You'll be good at it

My parents won't support me if! major in art We can use won't (will not) to mean refuse to

22 lesson 1

EXERCISE 18 Choose will or be going to to fill in the blanks with the verbs given In some cases,

both will and be going to are possible

A: Where are you going?

B: To the coffee shop nearby

A: r 'II go with you I need a cup of coffee too

l go

B: Well, I'm not really going there for coffee I _ _ _ _ _ _ _ _ _ _ _ _ a quiet table in the corner and

2 get use the Wi-Fi there I have to do research for a composition

more information about it

A: I _ _ _ _ _ _ _ _ _ with you anyway I promise I -~~ you I

B: I could use your help a little I'm not very good with spelling After I write my first draft,

_ _ _ _ _ _ _ _ _ _ _ _ me correct the spelling?

An

0

CDl

TR 7 Read the following article Pay special attention to the words in bold

She was born in West Africa in 1965 She was an orphan; her mother died when she was very small She didn't stay in Africa She came to the United States when she was only ten months old Allen and Beatrix Gardner,

an American couple in Nevada, adopted her and named her Washoe Did she learn to speak English with her new American family? Well, not exactly Washoe was a chimpanzee And the Gardners were language researchers

The Gardners, who were interested in animal communication, understood that nonhuman primates8 can't make human sounds So they taught Washoe American Sign Language (ASL) The Gardners avoided using speech around her so that she could learn the way a deaf child learns Washoe was the first nonhuman to acquire a human language

Washoe lived at home with the Gardners She liked to look through books, magazines, and catalogs She especially liked shoe catalogs! Then, when she was five years old, language researchers Roger and Deborah Fouts took her to the Primate Institute at the University of Oklahoma There were other chimps there that could communicate with American Sign Language When Washoe met other chimps for the first time, she didn't like them She

~·•u~u them "black cats" or "black bugs." Eventually she started to interact

Researches wanted to see if Washoe would communicate with baby chimps using ASL Washoe had two baby chimps, but they died when they were very young Researchers gave her a male baby chimp, Loulis, to take care of Washoe quickly

"adopted" him She started signing to Loulis She even taught him signs by taking his hands and showing him how to say "food." During her life, Washoe learned about 350 signs and taught signs to younger chimps

Washoe died in 2007 at the age of 42

8 primate: a member of the highest order

of animals, including humans, apes, monkeys, and lemurs