Basic englishgrammar

# 108791 Cust: PH/Pearson Au: Azar Pg. No. i C/K
DESIGN SERVICES OF
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vii
Preface to the Fourth Edition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv
Chapter 1 USING BE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1-1 Singular pronouns + be. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1-2 Plural pronouns + be. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1-3 Singular nouns + be. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1-4 Plural nouns + be. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1-5 Contractions with be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
1-6 Negative with be. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
1-7 Be + adjective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
1-8 Be + a place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
1-9 Summary: basic sentence patterns with be . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Chapter 2 USING BE AND HAVE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
2-1 Yes/no questions with be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
2-2 Short answers to yes/no questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
2-3 Questions with be: using where. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
2-4 Using have and has. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
2-5 Using my, your, her, his, our, their . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
2-6 Using this and that. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
2-7 Using these and those. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
2-8 Asking questions with what and who + be . . . . . . . . . . . . . . . . . . . . . . . . . 52
Chapter 3 USING THE SIMPLE PRESENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
3-1 Form and basic meaning of the simple present tense. . . . . . . . . . . . . . . . . . . 59
3-2 Frequency adverbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
3-3 Position of frequency adverbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
3-4 Spelling and pronunciation of final -es. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
3-5 Adding final -s/-es to words that end in -y. . . . . . . . . . . . . . . . . . . . . . . . . . 69
3-6 Irregular singular verbs: has, does, goes. . . . . . . . . . . . . . . . . . . . . . . . . . . 70
3-7 Like to, want to, need to. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
3-8 Simple present tense: negative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
3-9 Simple present tense: yes/no questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
3-10 Simple present tense: asking information questions with where
and what. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
3-11 Simple present tense: asking information questions with when
and what time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Contents

viii CONTENTS
Chapter 4 USING THE PRESENT PROGRESSIVE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
4-1 Be + -ing: the present progressive. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
4-2 Spelling of -ing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
4-3 Present progressive: negatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
4-4 Present progressive: questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
4-5 Simple present tense vs. the present progressive . . . . . . . . . . . . . . . . . . . . . 110
4-6 Non-action verbs not used in the present progressive . . . . . . . . . . . . . . . . . 116
4-7 See, look at, watch, hear, and listen to. . . . . . . . . . . . . . . . . . . . . . . . . . 118
4-8 Think about and think that. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Chapter 5 TALKING ABOUT THE PRESENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
5-1 Using it to talk about time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
5-2 Prepositions of time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
5-3 Using it and what to talk about the weather. . . . . . . . . . . . . . . . . . . . . . . . 130
5-4 There + be. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
5-5 There + be: yes/no questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
5-6 There + be: asking questions with how many . . . . . . . . . . . . . . . . . . . . . 137
5-7 Prepositions of place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
5-8 More prepositions of place: a list. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
5-9 Would like. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
5-10 Would like vs. like . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Chapter 6 NOUNS AND PRONOUNS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
6-1 Nouns: subjects and objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
6-2 Nouns as objects of prepositions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
6-3 Adjectives with nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
6-4 Subject pronouns and object pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
6-5 Nouns: singular and plural forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
6-6 Nouns: irregular plural forms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
6-7 Possessive pronouns: mine, yours, his, hers, ours, theirs. . . . . . . . . . . . 178
6-8 Possessive nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
6-9 Questions with whose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
6-10 Possessive: irregular plural nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Chapter 7 COUNT AND NONCOUNT NOUNS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
7-1 Nouns: count and noncount. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
7-2 Using a vs. an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
7-3 Using a/an vs. some . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
7-4 Measurements with noncount nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
7-5 Using many, much, a few, a little. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
7-6 Using the. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
7-7 Using Ø (no article) to make generalizations. . . . . . . . . . . . . . . . . . . . . . . . 215
7-8 Using some and any. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Chapter 8 EXPRESSING PAST TIME, PART 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
8-1 Using be: past time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
8-2 Simple past tense of be: negative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
8-3 Past of be: questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
8-4 Simple past tense: using -ed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232

CONTENTS ix
8-5 Past time words: yesterday, last, and ago. . . . . . . . . . . . . . . . . . . . . . . . . 235
8-6 Simple past tense: irregular verbs (Group 1). . . . . . . . . . . . . . . . . . . . . . . . 239
8-7 Simple past tense: negative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
8-8 Simple past tense: yes/no questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
Chapter 9 EXPRESSING PAST TIME, PART 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
9-1 Simple past tense: using where, why, when, and what time . . . . . . . . . . 265
9-2 Questions with what . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
9-3 Questions with who and whom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
9-7 Before and after in time clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
9-8 When in time clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
9-9 Present progressive and past progressive. . . . . . . . . . . . . . . . . . . . . . . . . . . 289
9-10 Using while with past progressive. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
9-11 Simple past tense vs. the past progressive . . . . . . . . . . . . . . . . . . . . . . . . . . 294
Chapter 10 EXPRESSING FUTURE TIME, PART 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303
10-1 Future time: using be going to. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303
10-2 Using the present progressive to express future time. . . . . . . . . . . . . . . . . . 307
10-3 Words used for past time and future time. . . . . . . . . . . . . . . . . . . . . . . . . . 309
10-4 Using a couple of or a few with ago (past) and in (future). . . . . . . . . . . . 314
10-5 Using today, tonight, and this + morning, afternoon, evening,
week, month, year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
10-6 Future time: using will. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
10-7 Asking questions with will . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321
10-8 Verb summary: present, past, and future. . . . . . . . . . . . . . . . . . . . . . . . . . . 325
10-9 Verb summary: forms of be. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Chapter 11 EXPRESSING FUTURE TIME, PART 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
11-1 May/might vs. will. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
11-2 Maybe (one word) vs. may be (two words). . . . . . . . . . . . . . . . . . . . . . . . 337
11-3 Future time clauses with before, after, and when. . . . . . . . . . . . . . . . . . . 342
11-4 Clauses with if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346
11-5 Expressing future and habitual present with time clauses
and if-clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
11-6 Using what + a form of do . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
Chapter 12 MODALS, PART 1: EXPRESSING ABILITY. . . . . . . . . . . . . . . . . . . . . . . . . . 361
12-1 Using can. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
12-2 Pronunciation of can and can’t. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
12-3 Using can: questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365
12-4 Using know how to. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
12-5 Using could: past of can . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
12-6 Using be able to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373
12-7 Using very and too + adjective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376

x CONTENTS
Chapter 13 MODALS, PART 2: ADVICE, NECESSITY, REQUESTS, SUGGESTIONS. . . . 383
13-1 Using should. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384
13-2 Using have + infinitive (have to/has to/had to). . . . . . . . . . . . . . . . . . . . 388
13-3 Using must, have to/has to, and should . . . . . . . . . . . . . . . . . . . . . . . . . 392
13-4 Polite questions: may I, could I, and can I. . . . . . . . . . . . . . . . . . . . . . . . 396
13-5 Polite questions: could you and would you. . . . . . . . . . . . . . . . . . . . . . . . 397
13-6 Imperative sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400
13-7 Modal auxiliaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
13-8 Summary chart: modal auxiliaries and similar expressions. . . . . . . . . . . . . . 404
13-9 Using let’s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409
Chapter 14 NOUNS AND MODIFIERS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413
14-1 Modifying nouns with adjectives and nouns . . . . . . . . . . . . . . . . . . . . . . . . 413
14-2 Word order of adjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418
14-3 Linking verbs + adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425
14-4 Adjectives and adverbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
14-5 Expressions of quantity: all of, most of, some of, almost all of. . . . . . . . 431
14-6 Expressions of quantity: subject-verb agreement. . . . . . . . . . . . . . . . . . . . . 433
14-7 Using every, everyone, everybody, everything . . . . . . . . . . . . . . . . . . . 436
14-8 Indefinite pronouns: something, someone, somebody, anything,
anyone, anybody. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
Chapter 15 MAKING COMPARISONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
15-1 The comparative: using -er and more . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
15-2 The superlative: using -est and most. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452
15-3 Using one of + superlative + plural noun. . . . . . . . . . . . . . . . . . . . . . . . . . 460
15-4 Making comparisons with adverbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467
15-5 Comparisons: using the same (as), similar (to),
and different (from). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470
15-6 Comparisons: using like and alike. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473
15-7 Using but. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475
15-8 Using verbs after but . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 476
Appendix 1 English Handwriting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483
Appendix 2 Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 484
Appendix 3 Ways of Saying Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485
Appendix 4 Days/Months/Seasons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 486
Appendix 5 Supplementary Charts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487
A5-1 Basic capitalization rules. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487
A5-2 Voiced and voiceless sounds for -s endings on verbs. . . . . . . . . . . . . . . . . . 488
A5-3 Final -ed pronunciation for simple past verbs. . . . . . . . . . . . . . . . . . . . . . . 488
Listening Script. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000
Let’s Talk: Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000
Audio CD Tracking List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000

xi
Preface to the
Fourth Edition
Basic English Grammar is a developmental skills text for beginning English language learners.
It uses a grammar-based approach integrated with communicative methodologies to promote
the development of all language skills in a variety of ways. Starting from a foundation of
understanding form and meaning, students engage in meaningful communication about real
actions, real things, and their own lives in the classroom context. Grammar tasks are designed
to encourage both fluency and accuracy.
The eclectic approach and abundant variety of exercise material remain the same as in the
earlier editions, but this fourth edition incorporates new ways and means. In particular:
• CORPUS-INFORMED CONTENT
Based on corpus research, grammar content has been added, deleted, or modified to reflect
discourse patterns. New information highlighting differences between spoken and written
English has been added to the charts, and students practice more frequently used
structures. We have been careful to keep the information manageable for beginning
students.
• PRESENTATION OF KEY GRAMMAR
Chapter 15 (in earlier editions of BEG) has been moved to Chapter 6 of this edition in
order to teach possessive forms earlier and present all pronouns together.
• WARM-UP EXERCISES FOR THE GRAMMAR CHARTS
Newly created for the fourth edition, these innovative exercises precede the grammar
charts and introduce the point(s) to be taught. They have been carefully crafted to help
students discover the target grammar as they progress through each warm-up exercise. The
warm-up exercises can help the teacher assess how much explanation and practice students
will need.
• MICRO-PRACTICE
At the beginning level, a single grammar structure (e.g. basic pronouns and possessives)
sometimes needs to be presented in several steps. Additional exercises have been created
to give students more incremental practice.
• LISTENING PRACTICE
Recent research highlights the importance of helping students at all levels understand
authentic spoken English. New as well as revised exercises help introduce students to
relaxed, reduced speech. In this richer linguistic environment, input becomes more
comprehensible for students. An audio CD accompanies the student text, and a full audio
script can be found in the back of the book.

xii preface
• READINGS
This fourth edition now has a wide selection of readings for students to read and respond
to. The content is carefully controlled so that the vocabulary is accessible to beginning
students and the grammar structures appropriate to the chapter(s) studied.
• WRITING TASKS
New writing tasks help students naturally produce the target grammar structures in
extended discourse. These end-of-chapter activities include writing models for students
to follow. Editing checklists draw students’ attention to the grammar focus and help them
develop proofreading skills.
Basic English Grammar is accompanied by
• A comprehensive Workbook, consisting of self-study exercises for independent work.
• An all-new Teacher’s Guide, with step-by-step teaching suggestions for each chart, notes
to the teacher on key grammar structures, vocabulary lists, and expansion activities.
• An expanded Test Bank, with additional quizzes, chapter tests, mid-terms, and final
exams.
• ExamView software that allows teachers to customize their own tests using quizzes and
tests from the Test Bank.
• AzarGrammar.com, a website that provides a variety of supplementary classroom
materials, PowerPoint presentations for all chapters, and a place where teachers can support
each other by sharing their knowledge and experience.
The Student Book is available with or without an answer key in the back. Homework can be
corrected as a class or, if appropriate, students can correct it at home with the answer key and
bring questions to class. In some cases, the teacher may want to collect the assignments written
on a separate piece of paper, correct them, and then highlight common problems in class.
The Azar-Hagen Grammar Series consists of
• Understanding and Using English Grammar (blue cover), for upper-level students.
• Fundamentals of English Grammar (black cover), for mid-level students.
• Basic English Grammar (red cover), for lower or beginning levels.

PREFACE xiii
Tips for Using the New Features in this Text
Warm-Up
The Warm-Up exercises are a brief pre-teaching tool for the charts. They highlight the key
point(s) that will be introduced in the chart directly following the Warm-Up exercise. Before
beginning the task, teachers will want to familiarize themselves with the material in the chart.
Then, with the teacher’s guidance, students can discover many or all of the new patterns while
completing the Warm-Up activity. After students finish the exercise, teachers may find that no
further explanation is necessary, and the charts can then serve as a useful reference.
Listening
The Listening exercises have been designed to help students understand American English as
it is actually spoken. As such, they include reductions and other phenomena that are part of
the natural, relaxed speech of everyday English. Because the pace of speech in the audio may
be faster than what students are used to, they may need to hear sentences two or three times as
they complete a task.
The Listening exercises do not encourage immediate pronunciation (unless they are linked to
a specific pronunciation task). Receptive skills precede productive ones, and it is essential that
students gain receptive familiarity with the speech patterns before they begin using them in their
own speech.
Students are encouraged to listen to conversations the first time without looking at their text.
Teachers can explain any vocabulary that has not already been clarified. During the second
listening, students complete the assigned task. Teachers will want to pause the audio
appropriately. Depending on the level of the class, pauses may be needed after every sentence,
or even within a sentence.
It is inevitable that sound representations in the text will at times differ from the instructor’s
speech, whether due to register or regional variation. A general guideline is that if the
instructor expects students will hear a variation, or if students themselves raise questions,
alternate representations can be presented.
A Listening Script is included in the back of the book.
Reading
The Readings give students an opportunity to work with the grammar structures in extended
contexts. Vocabulary that may be new to students is presented on yellow notes for teachers to
introduce. One approach to the reading is to have students read the passage independently the
first time through. Then they work in small groups or as a class to clarify vocabulary questions
that didn’t come up in the notes. A second reading may be necessary. Varied reading tasks
allow students to check their comprehension, use the target structures, and expand upon the
topic in speaking or writing.
Writing
As students gain confidence in using the target structures, they are encouraged to express their
ideas in longer writing tasks. Model paragraphs accompany assignments, and question-prompts
help students develop their ideas.

xiv preface
Editing checklists provide guidance for self- or peer-editing. One suggested technique is to
pair students, have them exchange papers, and then have the partner read the paragraph aloud.
The writer can hear if the content is what he or she intended. This also keeps the writer from
automatically self-correcting while reading aloud. The partner can then offer comments and
complete the checklist.
For classes that have not had much experience with writing, the teacher may want students
to complete the task in small groups. The group composes a paragraph together, which the
teacher then collects and marks by calling attention to beginning-level errors, but not correcting
them. The teacher makes a copy for each group member, and each student makes the
corrections individually.
Let’s Talk
Each Let’s Talk activity is set up as one of the following: Pairwork, Small Group, Class
Activity, Interview, or Game. Language learning is a social activity, and these tasks
encourage students to speak with others about their ideas, their everyday lives, and the world
around them. Students speak more easily and freely when they can connect language to their
own knowledge and experiences.
Check Your Knowledge
Toward the end of the chapter, students can practice sentence-level editing skills by correcting
errors common to this level. They can work on the sentences for homework or in small groups
in class.
This task can easily be set up as a game. The teacher calls out an item number at random.
Students work in teams to correct the sentence, and the first team to correctly edit it wins a
point.
Please see the Teacher’s Guide for detailed information about teaching from this book,
including expansion activities and step-by-step instructions.

96
Chapter
Using the Present Progressive
4
❏ Exercise 1. Warm - up. (Chart 4-1)
Complete the sentences with the given words.
happy/sad laughing/crying
1. David is . He is .
2. Nancy is . She is .
4-1 Be ∙ -ing: the Present Progressive
am + -ing (a) I am sitting in class right now.
is + -ing (b) Rita is sitting in class right now.
are + -ing (c) You are sitting in class right now.
In (a): When I say this sentence, I am in class.
I am sitting. I am not standing. The action
(sitting) is happening right now, and I am saying
the sentence at the same time.
am, is, are = helping verbs
sitting = the main verb
am, is, are + -ing = the present progressive*
* The present progressive is also called the “present continuous.”
David Nancy

Using the Present Progressive 97
❏ Exercise 2. Looking at grammar. (Chart 4-1)
Complete the sentences with the correct form of be (am, is, or are).
Right now, . . .
1. it is raining outside.
2. we sitting in the college library.
3. you writing.
4. some students studying.
5. I looking out the window.
6. two women waiting for a bus.
7. they talking.
8. a bus coming.
Complete each sentence with the present progressive of the verb in italics.
1. stand She is standing .
2. sleep You .
3. read He .
4. eat I .
5. help We .
6. play They .
7. snow It .
❏ Exercise 4. Let’s talk: class activity. (Chart 4-1)
Your teacher will act out some verbs. Answer questions about these actions. Close your
book for this activity.
Example: read
Teacher: (acts out reading) I am reading. What am I doing?
Student: You are reading.
1. write
2. sit
3. stand
4. count
5. wave
6. look at the ceiling

98 chapter 4
❏ Exercise 5. Let’s talk: pairwork. (Chart 4-1)
Work with a partner. Take turns describing the pictures. Use the present progressive form
of the verbs in the box.
Example:
Partner A: The woman is driving a car.
Partner B: (points to the picture)
Partner A: Your turn.
fish get on (a bus) laugh sing swim
fix (a computer) kick (a soccer ball) read sleep walk
1 2 3
4 5 6
7 8 9
10

❏ Exercise 7. Listening. (Chart 4-1)
Read the story. Then listen to each sentence and look at the picture of Tony. Circle the
correct answer. Compare your answers with your classmates’ answers.
Act out the directions your teacher gives you. Describe the actions using the present
progressive. Continue the action during the description. Close your book for this activity.
Example:
Teacher to Student A: Please smile. What are you doing?
Student A: I’m smiling.
Teacher to Students A + B: Please smile. (Student A), what are you and (Student B)
doing?
Student A: We’re smiling.
Teacher to Student B: What are you and (Student A) doing?
Student B: We’re smiling.
Teacher to Student C: What are (Student A and Student B) doing?
Student C: They’re smiling.
Teacher to Student B: What is (Student A) doing?
Student B: He/She is smiling.
1. Stand up.
2. Sit down.
3. Sit in the middle of the room.
4. Stand in the back of the room.
5. Stand between ( ) and ( ).
6. Touch your desk.
7. Look at the ceiling.
8. Hold up your right hand.
9. Hold up your left hand.
10. Clap your hands.
Tony is not a serious student. He is lazy. He doesn’t go to class much. He likes to
sit in the cafeteria. Sometimes he sits alone, and sometimes he visits with friends from his
country. He is in the cafeteria right now. What is he doing?
Example: Tony is talking on his cell phone. yes no
1. yes no
2. yes no
3. yes no
4. yes no
5. yes no
6. yes no
7. yes no
8. yes no
9. yes no
10. yes no
CD 1
Track 00

100 chapter 4
Answer the questions.
count ride sleep stop
1. Which verb ends in a consonant + -e?
2. Which verb ends in two consonants?
3. Which verb ends in two vowels + one consonant?
4. Which verb ends in one vowel + one consonant?
*Vowels =a, e, i, o, u. Consonants = b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z.
**Exception to Rule 2: Do not double w, x, and y. snow → snowing; fix → fixing; say → saying
4-2 Spelling of -ing
end of verb → -ing form
Rule 1 a consonant* + -e → drop the -e and add -ing
smile → smiling
write → writing
Rule 2 one vowel* + one consonant → double the consonant and add -ing**
sit → sitting
run → running
Rule 3 two vowels + one consonant → add -ing; do not double the consonant
read → reading
rain → raining
Rule 4 two consonants → add -ing; do not double the consonant
stand → standing
push → pushing
❏ Exercise 9. Looking at spelling. (Chart 4-2)
Write the -ing form of the given verbs.
1. take taking
2. come
3. dream
4. bite
5. hit
6. rain
7. hurt
8. plan
9. bake
10. snow
11. study
12. stop

Complete the sentences. Use the present progressive form of the verbs from the box.
❏ Exercise 10. Looking at spelling. (Chart 4-2)
Your teacher will act out a sentence. On a separate piece of paper, write the word that
ends in -ing. Close your book for this activity.
Example: wave
Teacher: (waves) I’m waving.
Student: (writes) waving
1. smile
2. read
3. drink
7. write
8. fly
9. sleep
10. sneeze
11. cut a piece of paper
12. cry
4. sit
5. eat
6. clap
call charge eat search send wait
At work
1. People are standing in the lobby. They are waiting for the elevator.
2. A secretary an email to the staff.
3. A customer is using an office phone. He his office.
4. Several people are in the lunchroom. They lunch.
5. A manager has his cell phone on his desk. He his
battery.
6. An employee needs information. She the Internet.
1. The birds are / aren’t flying.
2. They are / aren’t sitting on a telephone wire.
3. A car is / isn’t driving by.
Choose the correct completion.

102 chapter 4
4-3 The Present Progressive: Negatives
(a) I am not sleeping. I am awake.
(b) Ben isn’t listening. He’s daydreaming.
(c) Mr. and Mrs. Silva aren’t watching TV. They’re reading.
Present progressive negative:
am
is r + not + -ing
are
Ben Mr. and Mrs. Silva
Make two sentences about each situation, one negative and one affirmative. Use the
present progressive.
Example: Sandra: standing up / sitting down
Sandra isn't standing up .
She 's sitting down .
Situation 1:
Otto: watching TV / talking on the phone
Otto
He

Situation 2:
Anita: listening to music / playing soccer
Anita
She
Situation 3:
Sofia and Bruno: reading / eating lunch
Sofia and Bruno
They
Situation 4:
Ted: making photocopies / fixing the photocopy machine
Ted
He

104 chapter 4
Part I. Read the paragraph.
Jamal is a car mechanic. He owns a car repair business. He is very serious and works
very hard.
Right now Jamal is at work. What is he doing? Check (✓) the phrases that make sense.
1. ✓ talk to customers
2. play soccer in a park
3. change the oil in a car
4. watch a movie in a theater
5. put on a new tire
6. answer the office phone
7. give a customer a bill
8. repair an engine
9. eat at a restaurant
10. replace a windshield wiper
Part II. Make true sentences about Jamal.
1. He is talking to customers.
2. He isn't playing soccer in a park.
3.
4.
5.
6.
7.
8.
9.
10.
windshield wipers

❏ Exercise 15. Let’s talk. (Chart 4-3)
Work in small groups. Take turns making sentences about the people in the list. Say what
they are doing right now and what they are not doing right now.
Example: a neighbor
→ Mrs. Martinez is working in her office right now.
→ She is not working in her garden.
1. someone in your family
2. your favorite actor, writer, or sports star
3. a friend from childhood
4-4 The Present Progressive: Questions
Choose the correct answer.
1. Are you lying on a bed?
a. Yes, I am. b. No, I’m not.
2. Is your teacher dancing?
a. Yes, he/she is. b. No, he/she isn’t.
3. Are the students in your class singing?
a. Yes, they are. b. No they aren’t.
4. a classmate
5. the leader of your country
question short answer (long answer)
be + subject + -ing
(a) Is Marta sleeping? → Yes, she is. (She’s sleeping.)
→ No, she’s not. (She’s not sleeping.)
→ No, she isn’t. (She isn’t sleeping.)
(b) Are you watching TV? → Yes, I am. (I’m watching TV.)
→ No, I’m not. (I’m not watching TV.)
question
word + be + subject + -ing
(c) Where is Marta sleeping? → In bed. (She’s sleeping in bed.)
(d) What is Ted watching? → A movie. (Ted is watching a movie).
(e) Why are you watching TV? → Because I like this program. (I’m watching TV
because I like this program.)

106 chapter 4
Make questions.
1. A: Is the teacher helping students?
B: Yes, she is. (The teacher is helping students.)
2. A: ?
B: Yes, he is. (Ivan is talking on his phone.)
3. A: ?
B: No, I’m not. (I’m not sleeping.)
4. A: TV?
B: No, they aren’t. (The students aren’t watching TV.)
5. A: outside?
B: No, it isn’t. (It isn’t raining outside.)
6. A: ?
B: Yes, he is. (John is riding a bike.)
❏ Exercise 18. Vocabulary and speaking: pairwork. (Chart 4-4)
Part I. Work with a partner. Check the expressions you know. Your teacher will explain
the ones you don’t know.
do make take
do the dishes make breakfast take a nap
do the laundry make a bed take a shower
do homework make a phone call take a bath
do the ironing make a mess take a test
take a break
take medicine
Part II. With your partner, take turns asking and answering questions about the pictures.
Find the differences. You can look at your book before you speak. When you speak, look
at your partner. Partner A: Use the pictures on p. 107. Partner B: Use the pictures in
Appendix 00, p. 00.

partner a partner b
Partner A: Is the girl in your picture taking a test?
Partner B: No, she isn’t.
Partner A: What is she doing?
Partner B: She’s taking a break.
partner a
1 2 3
4 5 6
Example:

108 chapter 4
Make questions with where, why, and what.
1. A: What are you reading?
B: My grammar book. (I’m reading my grammar book.)
2. A:
B: Because we’re doing an exercise. (I’m reading my grammar book because we’re
doing an exercise.)
3. A:
B: A sentence. (I’m writing a sentence.)
4. A:
B: In the back of the room. (Yoshi is sitting in the back of the room.)
5. A:
B: In a hotel. (I’m staying in a hotel.)
6. A:
B: Jeans and a sweatshirt. (Jonas is wearing jeans and a sweatshirt today.)
7. A:
B: Because I’m happy. (I’m smiling because I’m happy.)
Make questions. Give short answers to yes/no questions.
1. A: What are you writing?
B: A thank-you note. (I’m writing a thank-you note.)
2. A: Is Ali reading a book?
B: No, he isn't / he's not. (Ali isn’t reading a book.)
3. A:
B: Yes, (Magda is eating lunch.)

Answer the questions with yes or no.
1. Do you eat breakfast every day?
2. Do you talk on the phone every day?
3. Do you study English every day?
4. Are you eating breakfast right now?
5. Are you talking on the phone right now?
6. Are you studying English right now?
4. A: Where
B: At the Sunrise Café. (She’s eating lunch at the Sunrise Café.)
5. A:
B: No, (Sam isn’t drinking a cup of coffee.)
6. A: What
B: A glass of lemonade. (He’s drinking a glass of lemonade.)
7. A:
B: No, (The girls aren’t playing in the street.)
8. A: Where
B: In the park. (They’re playing in the park.)
9. A: Why
B: Because they don’t have school today. (They’re playing in the park because they
don’t have school today.)
10. A:
B: Yes. (The girls are playing together.)
11. A: ?
B: No. (A parent isn't watching them.)

110 chapter 4
4-5 The Simple Present vs. the Present Progressive
simple present present progressive
The simple present expresses habits or
usual activities. Common time words are
every day, every year, every month, often,
sometimes, and never. The simple present
uses do and does in negatives and
questions.
The present progressive expresses
actions that are happening right now, while
the speaker is speaking. Common time words
are now, right now, and today. The present
progressive uses am, is, and are in negatives
and questions.
statement I talk I am talking
You talk You are talking
He, She, It talks u every day. He, She, It is talking u now.
We talk We are talking
They talk They are talking
negative I don’t talk. I am not talking.
You don’t talk. You are not talking.
He, She, It doesn’t talk. He, She, It is not talking.
We don’t talk. We are not talking.
They don’t talk. They are not talking.
question Do I talk? Am I talking?
Do you talk? Are you talking?
Does he, she, it talk? Is he, she it talking?
Do we talk? Are we talking?
Do they talk? Are they talking?
1. Mari is working now. every day.
2. Mari works at a pharmacy now. every day.
3. I am working today. every day.
4. It’s snowing now. every day.
5. You are making breakfast today. every day.
6. You make breakfast right now. every day.
7. We eat vegetables right now. every day.
8. We are eating outside right now. every day.

Listen to each sentence. Choose the correct completion.
Examples: You will hear: Pedro is sleeping late . . . .
You will choose: now every day
1. now every day
2. now every day
3. now every day
4. now every day
5. now every day
6. now every day
7. now every day
8. now every day
Complete the sentences with the correct form of the words in parentheses.
1. Ahmed (talk) talks to his classmates every day in class.
Right now he (talk) is talking to Yoko. He (talk, not)
to his friend Omar right now.
2. It (rain) a lot in this city, but it (rain, not)
right now. The sun (shine) . (it, rain)
a lot in your hometown?
3. Hans and Anna (sit) next to each other in class every day, so they often
(help) each other with their grammar exercises. Right now Anna (help)
Hans with an exercise on verbs.
4. Roberto (cook) his own dinner every evening. Right now he
is in his kitchen. He (cook) rice and beans.
(he, cook) meat for his dinner tonight too? No,
he is a vegetarian. He (eat, never) meat. (you, eat)
meat? (you, be) a vegetarian?
CD 1
Track 00

112 chapter 4
❏ Exercise 25. Let’s talk: pairwork. (Chart 4-5)
Work with a partner. Take turns asking and answering questions about Isabel’s activities.
Use the present progressive and the simple present.
Example: check her phone for messages
Partner A: Is Isabel checking her phone for messages?
Partner B: Yes, she is.
Partner A: Does she check her phone for messages every day?
Partner B: Yes, she does.
Partner A: Your turn now.
drink tea ride her bike take a walk
listen to music say “hi” to her neighbor talk on her phone
play her guitar write a report text
play tennis swim watch TV
1 3
5
7
9
11
2 4
6
10
8
12

Complete each question with all the correct answers.
a teacher at school early sick study studying work
1. a. Are you a teacher / early / studying / at school / sick ?
b. Do you work / study ?
angry a dancer cook dance driving ready understand
a problem help here new raining ready true work
2. a. Do you ?
b. Are you ?
3. a. Is it ?
b. Does it ?
Complete the sentences with Do, Does, Is, or Are.
On the subway
1. Do you have your ticket?
2. Is your ticket in your wallet?
3. the train usually leave on time?
4. the train on time?
5. the tickets cheap?
6. you looking at a map?
7. you have enough money?
8. the train here?
9. we have extra time?
10. the train leaving?
11. the conductor check for tickets?

114 chapter 4
Listen to the conversation. Complete the sentences with the words you hear.
Example: You will hear: Are you doing an exercise?
You will write: Are you doing an exercise?
A: What are you doing? on your English paper?
B: No. . an email to my sister.
A: to her often?
B: Yes, but I a lot of emails to anyone else.
A: to you often?
B: No, but she me a lot.
Complete the sentences with the correct form of the words in parentheses.
1. A: Tom is on the phone.
B: (he, talk) Is he talking to his wife?
A: Yes.
B: (he, talk) Does he talk to her often?
A: Yes, he (talk) talks to her every day during his lunch break.
2. A: I (walk) to school every day. I (take, not)
the bus. (you, take) the bus?
B: No, I don’t.
3. A: Selena is in the hallway.
B: (she, talk) to her friends?
A: No, she isn’t. She (run) to her next class.
4. A: I (read) the newspaper every day.
B: (you, read) it online?
A: No, I don’t. I (read, not) it online.
5. A: What (you, read) right now?
B: I (read) my grammar book.
6. A: (you, want) your coat?
B: Yes.
A: (be, this) your coat?
B: No, my coat (hang) in the closet right now.
1
2 3
4
5
6
7
CD 1
Track 00

❏ Exercise 30. Reading and grammar. (Chart 4-5)
Part I. Read the paragraph. Look at new vocabulary with your teacher first.
Reni’s Job
Reni is a server at a restaurant. She works long hours, and
the restaurant pay is minimum wage. She earns extra money
from tips. Reni is an excellent server. She is friendly and fast.
Customers leave her good tips. Fifteen percent is average, but
often she gets twenty percent. Today Reni is working an extra
shift. A co-worker is sick, so Reni is taking her hours. Reni is
feeling tired at the moment, but she is also happy because the
tips are good. She is earning a lot of extra money today.
Part II. Complete the sentences with Is, Do, or Does.
1. Is Reni a good server?
2. the restaurant pay Reni a lot of money?
3. customers leave her good tips?
4. Reni work extra hours every day?
5. Reni working extra hours today?
6. she happy today?
7. she earning extra money?
8. she usually get good tips?
9. servers earn a lot of money from tips?
Part III. Discuss possible answers to these questions.
1. In your opinion, what are some important qualities for a restaurant server?
Check (✓) the items.
fast formal
friendly speaks other languages
talkative smiles a lot
polite has a good memory
2. Do customers leave tips at restaurants in your country? If yes, what percentage is an
average tip? Do you like to leave tips?
3. What is more important for you at a restaurant: the food or the service?
4. In some countries, a usual workday is eight hours, and a usual workweek is 40 hours.
What is the usual workday and workweek in your country?
Do you know these words?
server
minimum wage
tips
average
shift
co-worker

116 chapter 4
Read the sentences. What do you notice about the verbs in red?
Right now, I am waiting at a bus stop. I see an ambulance. I hear a siren. A car and
a motorcycle are stopping. The ambulance is going fast.
4-6 Non-Action Verbs Not Used in the Present Progressive
(a) I’m hungry right now. I want an apple.
incorrect: I am wanting an apple.
(b) I hear a siren. Do you hear it too?
incorrect: I’m hearing a siren.
Are you hearing it too?
non-action verbs
dislike hear believe
hate see know
like smell think (meaning believe)*
love taste understand
need
want
Some verbs are not used in the present
progressive. They are called “non-action
verbs.”
In (a): Want is a non-action verb. Want
expresses a physical or emotional need, not
an action.
In (b): Hear is a non-action verb. Hear
expresses a sensory experience, not an
action.
*Sometimes think is used in progressive verbs. See Chart 4-8 for a discussion of think about and think that.
Complete the sentences. Use the simple present or the present progressive form of the
verbs in parentheses.
1. Alicia is in her room right now. She (listen) is listening to a podcast.
She (like) likes the podcast.
2. It (snow) right now. It’s beautiful! I (like)
this weather.
3. I (know) Jessica Santos. She’s in my class.
4. The teacher (talk) to us right now. I (understand)
everything she’s saying.
5. Emilio is at a restaurant right now. He (eat) dinner. He
(like) the food. It (taste) good.
6. Sniff-sniff. I (smell) gas. (you, smell) it?

7. Taro (tell) us a story right now. I (believe)
his story.
8. Ugh! Someone (smoke) a cigar. It (smell)
terrible! I (hate) cigars.
9. Look at Mr. Gomez. He (hold)
a kitten in his hand. He (love) the kitten.
Mr. Gomez (smile) .
❏ Exercise 33. Let’s talk: interview. (Chart 4-6)
Ask two students each question. Write their answers in the chart. Share some of their
answers with the class.
question student a student b
1. What you like?
2. What babies around
the world like?
3. What you want?
4. What children around
the world want?
5. What you love?
6. What teenagers around
the world love?
7. What you dislike or
hate?
8. What people around
the world dislike or
hate?
9. What you need?
10. What elderly people
around the world
need?

118 chapter 4
❏ Exercise 34. Warm-up. (Chart 4-7)
Complete the sentences with the given phrases.
1. am looking at / am watching
a. I my cell phone. It is 10:00 p.m.
b. I a movie. It is very funny.
2. hear / am listening to
a. I the teacher carefully. She is explaining
grammar to me.
b. Shh! I a noise. Maybe someone is downstairs!
4-7 See, Look At, Watch, Hear, and Listen To
see, look at, and watch In (a): see = a non-action verb. Seeing happens
(a) I see many things in this room. because my eyes are open. Seeing is a physical
reaction, not a planned action.
(b) I’m looking at the clock. I want to know the time. In (b): look at = an action verb. Looking is a planned
or purposeful action. Looking happens for a reason.
(c) Bob is watching TV. In (c): watch = an action verb. I watch something for
a long time, but I look at something for a short time.
hear and listen to In (d): hear = a non-action verb. Hearing is an
(d) I’m in my apartment. I’m trying to study. unplanned act. It expresses a physical reaction.
I hear music from the next apartment. The
music is loud.
(e) I’m in my apartment. I’m studying. I have an In (e): listen (to) = an action verb. Listening happens
iPod. I’m listening to music. I like to listen to for a purpose.
music when I study.
Your teacher will ask you questions. Close your book for this activity.
Example:
Teacher: Look at the floor. What do you see?
Student: I see shoes/dirt/etc.
1. What do you see in this room? Now look at something. What are you looking at?
2. Turn to p. 107 of this book. What do you see? Now look at one thing on that page.
What are you looking at?
3. Look at the board. What do you see?
4. What programs do you like to watch on TV?
5. What sports do you like to watch?

Complete the sentences. Use the simple present or the present progressive form of the
verbs in parentheses.
Situation 1:
I (sit) am sitting in class right now. I (sit, always)
always sit in the same seat every day. Rashid is my partner
today. We (do) a pairwork exercise. Right now we (speak)
English. We both (know
French, so sometimes we (speak) French to each other. Of
course, our teacher (want) us to speak English.
Sandro is in the corner of the room. He (work, not) .
He (look) around the room. Kim (check)
the answer key in his grammar book. Francisco
(stare) at the clock. Abdullah (smile)
. Lidia (tap) her foot. Hans
(chew) gum.
Situation 2:
The person on the bench in the picture on page 120 is Caroline. She’s an accountant.
She (work) for the government. She (have) an
hour for lunch every day. She (eat, often) lunch in the
6. What animals do you like to watch when you go to the zoo?
7. What do you hear at night in the place where you live?
8. What do you listen to when you go to a concert?
9. What do you listen to when you are at home?
1
3
6
8
10
12 13
2
4
7
9
11
14
1 2
5
park. She (bring, usually) a sandwich and some fruit
with her to the park. She (sit, usually) on a bench, but
sometimes she (sit) on the grass and (watch)
people and animals. She (watch) joggers and squirrels. She
(relax) when she eats at the park.
3
5
4
7
9
6
8

120 chapter 4
Right now I (look) at the picture of Caroline. She (be, not)
at home in the picture. She (be) at the park. She
(sit) on a bench. She (eat) her
lunch. A jogger (run) on a path through the park. A squirrel
(sit) on the ground in front of Caroline. The squirrel
(eat) a nut. Caroline (watch)
the squirrel. She (watch, always) squirrels
when she eats lunch in the park. Some ducks (swim)
in the pond in the picture, and some birds (fly) in
the sky. A police officer (ride) a horse. He (ride)
a horse through the park every day. Near Caroline, a family
(have) a picnic. They (go) on a picnic
every week.
Do you agree or disagree with each sentence? Circle yes or no.
1. I think about my parents every day. yes no
2. I am thinking about my parents right now. yes no
3. I think that it is difficult to be a good parent. yes no
11 12
10
13
15
17 18
19
14
16
20
21
23
25
22
24

❏ Exercise 38. Grammar and speaking. (Chart 4-8)
Use I think that to give your opinion. Share a few of your opinions with the class.
1. English grammar is easy / hard / fun / interesting.
I think that English grammar is interesting.
2. People in this city are friendly / unfriendly / kind / cold.

3. The food at (name of a place) is delicious / terrible / good / excellent / awful.

4. Baseball / football / soccer / golf is interesting / boring / confusing / etc.

❏ Exercise 39. Writing and speaking. (Chart 4-8)
Complete the sentences with your own words. Share a few of your completions with the
class.
1. I think that the weather today is
2. I think my classmates are
3. Right now I’m thinking about
4. In my opinion, English grammar is
5. In my opinion, soccer is
4-8 Think About and Think That
think + about + a noun
(a) I think about my family every day.
(b) I am thinking about grammar right now.
think + that + a statement
(c) I think that Emma is lazy.
(d) Ed thinks that I am lazy.
(e) I think that the weather is nice.
(f) I think that Marco is a nice person.
(g) I think Marco is a nice person.
In (a): Ideas about my family are in my mind
every day.
In (b): My mind is busy now. Ideas about
grammar are in my mind right now.
In (c): In my opinion, Emma is lazy. I believe
that Emma is lazy. People use think that
when they want to say (to state) their beliefs.
The present progressive is often used with
think about. The present progressive is al-
most never used with think that.
incorrect: I am thinking that Emma is lazy.
Examples (f) and (g) have the same meaning.
People often omit that after think, especially in
speaking.

122 chapter 4
6. I think that my parents are
7. I think this school is
8. I think about often.
9. I think that
10. In my opinion,
❏ Exercise 40. Let’s talk: game. (Charts 4-5 → 4-8)
Work in small groups. One person will think about an animal or a food. The other
students will ask questions and try to guess the answer.
Example: animal
Student A: I’m thinking about an animal
Student B: Is it big?
Student A: No.
Student C: Does it have wings?
Student A: Yes.
Student D: Is it a mosquito?
Student A: Yes!
Another student chooses an animal or food.
❏ Exercise 41. Reading. (Chart 4-5 → 4-8)
Read the paragraph and the statements. Circle “T” for true and “F” for false.
Sleep: How Much do People Need?
Adults need about eight hours of sleep a night. Some need more and some need less,
but this is an average amount. Newborn babies need the most sleep, about 14 to 16 hours
every 24 hours. They sleep for about four hours. Then they wake up, eat, and then sleep
again. As babies grow, they need a little less sleep, about 10 to 14 hours. Here is an
interesting fact. Teenagers also need about 10 to 14 hours of sleep a night. Some people
think teenagers sleep a lot because they are lazy. Actually, their bodies are changing, so
they need a lot of rest. How much sleep do you get every night? Is it enough?
1. Everyone needs eight hours of sleep a night. T F
2. Newborn babies sleep 14 to 16 hours and then wake up. T F
3. Teenagers need a lot of sleep. T F
4. Teenagers and adults need the same amount of sleep. T F

❏ Exercise 43. Check your knowledge. (Chapter 4)
Correct the mistakes.
raining don’t
1. It’s rainning today. I no like the rain.
2. I like New York City. I am thinking that it is a wonderful city.
3. Does Abdul be sleeping right now?
4. Why you are going downtown today?
5. I am liking flowers. They are smelling good.
❏ Exercise 42. Looking at grammar. (Chapter 4)
1. Lola and Pablo TV right now.
a. watch b. watching c. are watching
2. A: you writing to your parents?
B: No. I’m studying.
a. Are b. Do c. Don’t
3. I like to write letters.
a. no b. don’t c. am not
4. A: Jack has six telephones in his apartment.
B: I you. No one needs six telephones in one apartment.
a. am believe b. am not believing c. don’t believe
5. When I want to know the time, I a clock.
a. see b. look at c. watch
6. A: Do you know Fatima?
B: Yes, I do. I she is a very nice person.
a. am thinking b. thinking c. think
7. Where Boris? Upstairs or downstairs?
a. does b. is c. lives
8. Oh, no! Paul . He is allergic to cats.
a. is sneezing b. doesn’t sneeze c. sneezes
9. A: You look sad.
B: Yes, I about my family back in my country. I miss them.
a. think b. am thinking c. thinking

124 chapter 4
6. Kiri at a restaurant right now. He usually eat at home, but today he eatting dinner at a
restaurant.
7. Alex is siting at his desk. He writting a letter.
8. Where do they are sitting today?
A Sleepless Night
Mila is in bed. It is 3:00 a.m. She is very tired, but she
isn’t sleeping. She is thinking about medical school. She is
worrying about her final exams tomorrow. She needs to pass
because she wants to be a doctor. She is tossing and turning
in bed. She wants a few more days to study. She is thinking
about possible test questions. She is wide-awake. She isn’t
going back to sleep tonight.
Part II. Imagine it is 3:00 a.m. You are in bed, and you are wide awake. You are having
a sleepless night. What are you thinking about? Write a paragraph. Use both simple
present and present progressive verbs.
Part III. Editing check: Work individually or change papers with a partner. Check (✓)
for the following:
1. paragraph indent
2. capital letter at the beginning of each sentence
3. period at the end of each sentence
4. a verb in every sentence
5. use of present progressive for activities right now
6. correct spelling (use a dictionary or spell-check)
❏ Exercise 44. Reading and writing. (Chapter 4)
Part I. Read the paragraph. Look at new vocabulary with your teacher first.
Do you know these words?
medical school
final exams
pass
toss and turn
wide-awake

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