curso ccaa regular 6 parte 1
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2-VEC-B6 VEC-B6-3
ACKNOWLEDGMENTS
PUBLlSHING HOUSE®3181 Coral Way
Miami, FL 33145
USA
W' IIIVI m de reference in this book to a trademark for the sole
1111''' li! I n u ring a more real-life flavor to the various situations
II 1111i 10 ur students. We do not want to infer or imply in any manner
,li I "I IIIxl t a relationship or association between the authors and/or
I 11!t1l111 "d the named entity. We wish to take this opportunity to
I IIl1wll (j the trademark usage:RINTED IN BRAZIL
COPYRIGHT © 1995 by CCLS PUBLlSHING HOUSE®(JClk - The Coca-Cola Company
Ali r ights reserved. No part of this publication or related recordings may be
reproduced, stored in a retrieval system, or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording or otherwise
without the prior permission of the publisher.
W re grateful to the following for permission to reproduce
1111YII ht material:
Arkansas - Arkansas Department of Parks & Tourism
111Kitchen and The Miami Herald
usch Spots - Anheuser-Busch Companies, Inc.
Fleishman Hillard, Inc.
Copyright 1991, USA TODA Y
Dunkin' Donuts - Dunkin' Donuts
Hank Ketcham and © North America Syndicate
Hellman's Dijonnaise - Best Foods, a Division of CPC Internationallnc.
King Features Syndicate, Inc.
Kmart - K-Mart Corporation
Five Star ® Notebooks - Mead - School and Office Products Division
Soloflex Muscle Machine - Soloflex® Muscle Machines
The Art Institute of Ft. Lauderdale - EMC Marketing & Advertising, Inc.
Tribune Media Services, Inc.
United Feature Syndicate, Inc.
Ziggy and Friends Inc. Distributed by Universal Press Syndicate
ISBN: 85-341-0032-2
Editor in Chief: Waldyr Lima
Executive Editor: Melissa Mitchell
Program Coordinator: Morgaine Landsford
Storyline Editors: David Hazelhurst
H. Paige Graham
Morgaine Landsford
Maureen Joan McCarthy
Belinda Inez Yanda
Editorial Consultants: H. Paige Graham
Thomas Edward Hasek
Production Supervisor: Wanda Sherwood
Development Editors: David Hazelhurst
Morgaine Landsford
Michele Andrea Markowitz
Maureen Joan McCarthy
Belinda Inez Yanda
Cover: Victor H. Brunnelle
Storyline and Interior Artists: Carl M. Lewis; Robert Merola; Sidney
Silver; Willard A. Oliver
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V I I 1 11 VEC-B6-5
VIDEO ENGLlSH COURSE LIST OF CONTENTS
FACEPAGE
The Video English Course is the result of years of work by a team 01
researchers and writers who have been studying and making use of th
latest developments in teaching English as a foreign language. The seria
has been carefully planned and organized so as to guide students to an
act ive assimi la tion of natural, everyday American English. Students learn
both spoken and written English and the appropriate language for different
situations: the formal speech used with strangers and the informal speech
used with friends. They become acquainted wi th American language and
culture through the study of newspaper articles, TV programs and
commercials.
, " '1 1 ' I V , mm rcists - Mead's Flve- Star ® Notebooks - 7
" 1 Attln tltute ot Ft. Lauderdale
( IIAMMAJ EVIEW
, I r 1 1 1 1 I Commercials - Arkansas - KmartSM 23
')' IN I lAVE GOT ANO HAS GOT
1) 1 IN HAVE GOT TO ANO HAS GOT TO
! /1 / nt on s 37
I1 rAKES/IT TOOK ANO IT TAKES/IT TOOK + PERSON
MANY, A FEW ANO FEWThomas Edward Hasek and H. Paige Graham served as full-time
Engl ish Language Consultants for the Video English series. Mr. Hasek
received Master's Oegrees from the University of Missouri and Indiana
University. Mr. Graham. received his Master's Oegree from the University
of South Florida.
II Ituations 51
IT WILL TAKE ANO IT WILL TAKE + PERSON
AS FAR AS, UNTlL, ANO UP TO
MIGHT
BOOK6 Sltuatians 63
HE PRESENT PERFECT TENS E VS. THE SIMPLE PAST
TENSE
USING EXPRESSIONS OF TIME - FROM ... TOI TlLLI UNTlL
ANO FROM ... THROUGH
FOR, SINCE, DURING
USING HOW LONG TO ASK QUESTIONS ABOUT TIME
II
Book 6 of the Video English Course is designed for teen-age students
who have prior knowledge of English. Book 6 is the sixth book of
the Course.
Natural everyday American speech is presented in the dialogues
which serve as the basis for ali the subsequent classroom work. These
dialogues present everyday life situations such as traveling, going
shopping, having fun, etc. Situatians 78
SPECIAL VERBS
TAG QUESTIONS
BY + REFLEXIVE PRONOUN
A L1TTLE, L1TTLE ANO MUCH
Grammar points are inductively presented in the lesson texts.
Book 6 contains 340 new words.
67 Situatians
USING DO, DOES OR DID FOR EMPHASIS
OROER OF AOJECTIVES
95
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6-VEC-B6 VEC - B6 - Lesson 61 - 7
LESSON6168
t
From TV Commercia/s - Dunkin' Donuts® -
Anheuser-Busch® Companies
USED TO
VERB + ING AFTER PREPOSITIONS
USING MUSTTO EXPRESS OBLlGATION
1 I
WORDS IN ACTION
69 Situations
THE PAST PERFECT TENSE - FORMATION
USING THE PAST PERFECT TENSE
THE PAST PERFECT TENSE + TIME EXPRESSIONS
THE PAST PERFECT TENSE + AFTER/BEFORE
11
drums drumstieks70 From TV Commercia/s - Hellman's Oijonnaise® -
Anheuser-Busch® Companies
PAST PERFECT OR SIMPLE PAST TENSE?
13 2
71 Situations
NO, NOTHING, NO ONE OR NOBODY ANO NOWHERE
13 9
72 Situations 14 9
II • shooting a free throw. That 's the f ree throw l ine.
,peneil sharpeners
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8 - VEC - 66 - Lesson 61
WHAT'S GOING ON?
She's sharpening the peneil.
VEC - 66 - Lesson 61 - 9
TEXT
FROM TV COMMERCIALS
MEAD'S FIVE·STAR® NOTEBOOKS
V 10 -over: Don't"01 books should be o_u..b?
MI « rs Five·Star® notebooks are
tr n and last long.
V 1 -over: They're tough enough
to urvlve free throws, high-speed
« tI I s, and canine sabotage.
V 10 -over: Who knows?They mayv n survive a semester of
« II ulus. Sut wil l you?
Voice-over: They're tough enough
to survive plane crashes and drum
rolls.
Voice-over: As a matter of fact,they can stand up to just about
anything.
Voice-over: Mead's Five·Star®notebooks - they are as tough as
you are. Maybe even tougher.
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10 - VEC - B6 - Lesson61 VEC-B6-Lesson61-11
THE ART INSTlTUTE DF FT. LAUDERDALE
Voice-over: I f you're looking for a
career in commercial art, come to
the Art Institute.
Voice-over: At the Art Institute,
you'll sharpen your technical skills
and develop your personal creativity.
Volo -over: With your talent and
u r I r Inlng, there's no tel ling how
r Ir y u can go.
Voice-over: Vou may have
imagination and talent, but you
won't get anywhere wi thout ski ll s.
' / / l V : Mead's Five·Star® notebooks are tough enough to survive almost
nything, including you. Five·Star® - only from Mead. Built strong
to last long.
Voice-over: And you'lI learn from
experienced professionals.
,,/ 1 I -over: You're creative. Vou have imagination and talent. You're looking
for a career in art. But one thing is missing: skills.
We're the Art Institute, and we can help you prepare for a
career in commerc ia l art.
AI the Art Institute, you'lI learn from experienced
professionals. You'l l sharpen your technical ski lls and develop
your personal creativity.
With your talent and our training, there 's note lli ng how far youcan go.
Call the Art Institute at 1-800-552-1200.
Voice-over: Call lhe Arl Institute at
1-800-552-1200.
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12 - VEC - 86- Lesson61
GRAMMAR REVIEW
I. NEGATIVE QUESTIONS
Compare these quest ions:
[
a. Do you think notebooks should
be tough?
b. Don't you think notebooks
should be tough?
VEC - 86 - Lesson61 -13
1 1 OMPARISON OF EQUALlTY
I nok t this statement:
I M d's Five·Star® notebooks are as tough as you are.
1 /1 1 1 1 statement above, we are saying that the notebooks and the person
1 11 qually tough. They're the same in some way. So we use the
mp rative 01 equality.
I I r 1 11 1 moer this:
When we ask question a, we have no idea if the answer will be affirmative
or negative. We don't know i f the person thinks notebooks should be tough.
When we ask question b, we think or believe that the answer will be
affirmative. We think the person wil l agree that notebooks should be tough.
Now look at this sentence:
as + adjective + as
To say that two items are the same in some way,
we use the comparati ve of equali ty:
Aren't you studying calculus? We have a test tomorrow. (I'm surprised
you aren't studying calculus.)1 1 1 OMPARISON OF INEQUALlTY
Negative questions can also suggest surprise that something is not being
done or has not happened. .
Remember this:
t~ "w I ok at this statement:
1 1 1 1 1 1 r notebooks are not as strong as Mead's Five·Star® notebooks.
Negative questions are used:
1. When we expect the other person to give usan affirmative answer confirming what we think
to be true.
1 1 1 1 1 1 t tement above, we are saying that the two items are different in
11 1 1 1 1 w y. So we use the comparative 01inequality.
II I" mber this:2. When we want to suggest surprise that something
is not being done or has not happened.
To say that two items are different in some way, we
use the comparative of inequal ity:
Use contracted forms when asking a negative
questiono not as + adjective + as
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14 - VEC - B6 - Lesson 61 VEC - B6 - Lesson 61 -15
Now look at another example with the comparative of equality: NYONE (ANYBODY)
1 I I I I k I ' these statements:
, dOll't know anyone who doesn't appreeiate art.
I/li I I n't anybody here who plays the drums.
I te 1 11 1 mb r this:
IV . SOMEONE (SOMEBODY), ANYONE (ANYBODY)
Anyone and anybody are derivatives of any and
mean any person.
Anyone and anybody have the same meaning, so
we ean use either one or the other i n a sentenee.
A . SOMEONE (SOMEBODY)
Anyone and anybody are used in negative
statements.
Look at this statement: t I II W look at this question:
1 1 , I nyone (anybody, someone, somebody) seen my drumstieks?
I Pat: Someone took my penei I sharpener. I
1I 1 1 1 1 1 1 1 r this:
Pat is referring to some person, but she doesn't know who. Look at another
way Pat ean say it:In interrogative sentences, we ean use someone,
somebody, anyone or anybody interehangeably.
I Pat: Somebody took my penei l sharpener. 1 \1 IW 01> rve this offer and this request:
WllllltI Y u like someone (somebody) to drive vou to the Institute?
Remember this :
Someone and somebody have the same meaning,
so we ean use either one or the other in a sentenee.
I Wlilllcl omeone (somebody) please help me with these books?Someone and somebody are der ivatives of some
and mean some person.
1i 1 1 1 1 1 1 1 1 ) rthis:
Someone and somebody are used in aftirmative
statements.
Someone and somebody (not anyone and
anybody) are normally used in interrogative
sentences expressing offers or requests.
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16 - VEC - 86 - Lesson 61
VEC - 86 - Lesson 61 - 17
Finally, take a look at this statement:r IIW IlIok II this chart:
Anyone (anybody) who has imagination and talent can join the Art
Institute. I
Vouget home a little late tonight.
Hemay
She
It may snow tonight.
We
Vou may have to work overtime.
They
Remember this:
Anyone and anybody can also be used in
aftirmative statements to refer to any person
without distinction.
V. SOMEWHERE ANO ANYWHERE
Both somewhere and anywhere refer to an inde fini te place.,
1. Don't add an s to may for he, she, or it.
2. May is followed by infinitives without to.
We make affirmative, negative and interrogative sentences with
somewhere and anywhere the same way as with someone and anyone.
Affirmative: He lives somewhere near FI. Lauderdale.
Negative: I decided not to go anywhere on my vacat ion.
/nterrogative: I s the re a phone anywhere (somewhere) around here?
Offer: Would Vou like to go somewhere for dinner?
Request: Can I leave my bags somewhere in your off ice?
Any p/ace without distinction: Vou can leave your books anywhere Vou w ant.
II !v i Y In the negative form
I 11 t i I 1 Ihls statement:
VI. THE USE OF MAY
/ 1 1 ' IV' 1 tast on Monday. I may not be able to travei this weekend.
A. MAY in the affirmative form 11 "" Irlb r this:
Look at this statement:
We use may to talk about the possibility of
something happening.
1. In the negative we can use may to refer to the
possibility of something not happening.ead's Five·Star® notebooks may even survive a semester of calculus.
2. We put not after may to make a negativestatement.
Remember this:
3. We do not contract may and not.
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18 - VEC - B6 - Lesson 61
c. MAY in the interrogat ive form
VEC-B6-Lesson61-19
V III HE FORMATION OF THE PRESENT PERFECT TENSE
May expressing possibility is not normally used in quest ions. We can ask
quest ions about possibility by using Do you think ... ?
I 11 1 I 1 II in affirmative statement in the present perfect tense.
Do you think the calculus test tomorrow is going to be hard?to have
in lhe presenl
pasl parliciple
of lhe main verb
VII. REFLEXIVE PRONOUNS
1 1 1 11 I I I I l lhe present perfect tense, we use the verb to have in the present
uul llu P st par ticiple of the main verbo
Look at this statement:
r I II W look t a negative statement in the present perfect tense.
I 1111 has n ~ 1 studied at the Art
!t I 1 1 1 1 1 1
subjecl object
In the statement above, the subjec t and the object are the same. That's why
a reflexive pronoun (herself) was used.11 111I hasn't studied at the Art
1 1 1 1 1 1 1 1 1 1 .
Remember this:
tI It l l 1 1 1 1 > r this:
To form the negative of the present perfect tense,
we place not atter the verb to have.
We use reflexive pronouns when the subject and
the objec t of an acti on are the same.
Take a look at this chart: I til I 10 k at an interrogative sentence in the present perfect tense.
PERSONALPRONOUNS REFLEXIVE PRONOUNS
I myself
you yourself
he himself
she herself
it itself
we ourselves
you yourselves
they themselves
) Daniel studied at the Art Institute ?~/--+--l i -,
.• . . - - ,. ,
1 11 1 1 1 1 1 1 1 r this:
To form the interrogative of the present perfect
tense, we place the verb to have before the subject.
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20 - VEC - 86 - Lesson 61 VEC - 86 - Lesson 61 - 21
IX. COMPARING THE PRESENT PERFECT TENSE ANO THE
SIMPLE PAST TENSE~ I I ln negative statements
I, t i 1 1 1 1 tatement:
The present per fec t tense is used to refer to something that occurred at
some unspecified time in the past. I I li V I n't hosen a career ve to
The sim pie past tense is used to refer to something that occurred at a
speci fic time in the past.
1 1 I I " t l
r this:Compare the examples:
I've l ived in Miami.
1. We use VET in NEGATIVE STATEMENTS.
2. We usual ly put Ve t at the end of the statement.
I lived in Míam í from 1992 to 1994. 1 1 1 I111
I '11 ADY or YET in interrogative sentences
ROGATIVE SENTENCES, we can usuatty use either ALREADV
X. THE USE OF ALREADY ANO YET "Have you already finished your homework?"
A. ALRE/WY in affirmative statements1 1 1
"Have you f in ished your homework Ve t?"
Look at this dialogue:
Rob: I've already bought five.'IH II of NOT YET in short answers
Sue: These notebooks are reatty strong. Vou should get one.
IIW IlIok t this example:
Remember this:Ilrwl y U sharpened the pencils?"
NII , 11 t yet."
1.We use ALREADV in AFFIRMATIVE STATEMENTS.t 1 11 1 11 1 > r this:
2. We generatty use already with the present perfect
tense (usuat ty p laced between the auxiliary verb
and the main verb). We can use not Ve t for a short negative answer.
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22 - VEC - B6 - Lesson 61 VEC - B6 - Lesson 62 - 23
LESSON62
WORDS IN ACTION
THE FAMll Y CIRCUS
jewelry
"When somebody giv es you
something, you wait lor them to
say, 'And what do you say?'
Then you say, 'Thank you,"
glue
Reprinted with special permission 01 K in g
Features Syndicate, Inc.
Arkansas is in the South.
glue pen
WHAT'S GOING ON?
Reprinted with special permission 01King Features Syndicate, Inc.He's gluing the broken toy
together.
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24 - VEC - B6 - Lesson 62
TEXTFROM TV COMMERCIALS
ARKANSAS
Voice-over: Put yourself in a
position to be part of the fun:
Arkansas.
Voice-over: Ask for your free
vàcation planning kit.
Man 1: I've got to get some glue
penso
VEC - B6 - Lesson 62 - 25
Voice-over: We can't wait till you're
in the middle of an exc it ing vacation
in Arkansas.
Voice-over: We've got your
number. Call 1-800-NATURAL.
KMARTsM
Man 1: I use them ali the time to
glue glasses, jewelry, toys and
many other things.
Man 2: Wow. Vou sure break a lot
of stuff.
ARKANSAS
on't just watch, be part of the fun.
ut yourself in a position to have more fun. Put
vo ur elf in our place: Arkansas.
Llke what you see? Wait till you see yourself in
1 1 1 1 middle of it.
Want a more exciting vacation? We've got
vour number. Cal I 1-800-NATURAL now for
vour free Arkansas vacation
lplanning kit.
1_------>
Man 1: Oh, I've got to get some more of these
QuickT ite® glue penso They're on sale.
Man 2: Does that stuf f reall y work?
Man 1: Yeah. I fix plates, glasses, jewelry,
furni ture, shoes, appliances, toys ...
Man 2: Boy, you sure break a lot of stuff.
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26 - VEC - 86 - Lesson 62
PRACTICAL GRAMMAR
I. INDIRECT SPEECH PRACTICE - REVIEW
In which of these two statements would you replace the box O with theword said?
A. Ted O that he was toa tired to look for a job.
B. Ted O his mother that he was toa tired to look for a job.
If you answered statement A, you are correct. Both statements are
expressed in indirect speech, but in statement A, the person Ted spoke toís not mentíoned. That's the reason why said is used.
Notice that in statement B, the person spoken to (Ted's mother) Ismentíoned. In this case, told (not said) is used.
Look at the two statements again:
Ted said that he was toa tiredto look for a job.
Ted told hís mother that he was
toa tired to look for a job.
Remember this:
1. When the person being addressed is not mentioned
we use saíd in both direct and indirect speech.
2. When the person being addressed is mentioned,
we change saíd in direct speech to told in indirectspeech.
II 1 1 1 1 1 1 statements again:
VEC - 86 - Lesson 62 - 27
orTed said he was toa tired to
look for a job.
II le i tn s : he was toa
lI! 1 1 1 1 1 10 k for a job.
orTed told his mother he was
toa tired to look for a job.
II t Id 1 1 1 mother that he
1 1 1 1 1 1 1 dtolookforajob.
1 1 1 I IltllI r thls:
In indirect speech the word that can be omitted
when it is used between said ar told and what the
speaker said.
1 1 lil 11\w r this one:
1 1 1 wlllt " "I lhe following s tatements would you replace the box O with the1 1 1 1 \ k d?
I I I if QuickTite® glue pens really worked.
1 1 1 I that QuickTi te® glue pens really worked.
1 I 1 1 1 1 1 1 I answer is A.
IIW I t H lk I the two sentences below:
Mil, Id, "Do QuickTite® glue pens really
wlliI I"
Mil, k d ífQuickTite® glue pens real ly
wlIlll (I .
IIII! t ti l t Mike asked a yes-no question (a question whose answer.may
II Ulll wltl1 yes ar no). In this case we .change the repor.ttng verb sald to
I II1d Introduce the indirect question with the word It.
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28 - VEC - 86 - Lesson 62VEC - 86 - Lesson 62 - 29
Rernernber this: I , I I 1 1 1 0 1 1 1 r pai r of statements. Pay special attention to the change in
I 1 '1 1 1 1 1 1 1 1 1 1 \ .
b .Change the quest ion into an af firmative statement.
To change a yes-no question from direct to indirect
speech, we:
ch: The Peters said, "We are going to buy a stereo system."a. Change said to asked.
ech: The Peters said that they were going to buy a stereo
system.
c. Put if before the subject of the question.
Now look at these statements:
fi W I W ro reporti ng in indi rect speech what the Peters said in di rect
I I1 1 , W u ed they, and no t we.Direct Speech: 8usan said, "David is in Denver."
Indirect Speech: 8usan said that David was in Denver.li' , " lu , to pay at ten tion to words and expressions of place and time.
11 V t l (I h nge in indirect speech. Take a look at these statements:
Remember this:ch: Nancy said, ''1 '1 1 be here tomorrow."
In indirect speech, use the simple past tense when
the statement was or igina lly made using the simple
present tense.
11c I p ech: Nancy said that she'd be there the fol lowing day.
Now compare these statements:
rting in indirec t speech what Nancy said. 80 we changed
nd tomorrow to the following day.Direct Speech: Janine said, "I am li stening to music."
Indirect Speech: Janine said that she was t is tening to music.
In indirect speech, we d idn't use Janine's exact words. We were tatking
about Janine, so we used she, not I.
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30 - VEC - 86 - Lesson 62
Look at some of the changes that we usually have to make:
If in direct speech we use ... In indirect speech, we use ...
I or Vou he or she
we or vou (pl.) they
me or Vou him or her
us or Vou (pl.) them
my or your his or her
our or your (pl.) their
mine or yours his or hers
ours or yours (pl.) theirs
here there
this that
, today that day
tomorrow the following day/next day
next week the following week/next week,I' .•
\ LY J f,~ , ,. v( . ; n/ , o J . .n . J ( ,h . ..L ~ I:)., , < 'J IfilA. )-.kí ~~ ..•. L"L -""...~ uiU!'-
) ~" " ~l ~J~.1A\"v~ l I, ~ . _ , _ . u )~o ~ _ .. _ ' __
Now look at one more example with lndlrect speech:
"The dog said that Vou were in his
seat."
VEC - 86 - Lesson 62 - 31
1 1 I N HA VE GOT ANO HAS GOT---'!tIl' ti l 111 e statements:
I have Jim's telephone
number.telephone
ilVllh08~
I l l h ~
Marilyn has a new
bike.
1 1 \ /1 1 1 1 1 I thls:
1.Have got and has got mean the same thing as have
and has.
2.Wemainly use have got and has got in spoken English.
Irlllk Illhese charts:
AFFIRMATIVE
ULL FORM CONTRACTED FORM
I've got
t You've got
He's got
t a swimmingShe's got a swimming
pooL It's got pooL
t We've got
t You've got
t They've got
I li v ) 1 1 1
1 1 1 V I 1 I V I
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32 - VEC - 86 - Lesson 62
INTERROGATIVE NEGATIVEFORM FORM
Have I got I haven't got
Have VOUgot VOUhaven't got
Has he got He hasn't got
Has she gota swimming She hasn't got
a swimming
Has it gotpool?
It hasn't gotpoo/.
Have we got We haven't got
Have Vou got VOUhaven't got
Have they got They haven't got t
Remember this:
VEC - 86 - Lesson 62 - 33
T vcG o r A& 11 >
F fE U K&A ! l O O f
iHIS •..
,• . .
1.We always use the contraction of have/has + not
to make a negative statement with have got.
Reprinted with permission 01 Tribune Media
Services, Inc. Ali rights reserved.
2. We can use either the full form or the contractedform of have got and has got to make an
affirmative statement.
I IAVE GOT TO AN O HAS GOT TO1
Now look at some more examples with have got: statements:
ome glue penso I
et some glue penso
"Look at ali the rock albums I've got,Jane. I've got The Noise, Bathtub
Singers, The Oead Rats, ... "
"I've got a headache from listening
to the names on those albums."/W II I 1 / 1 m nts above are synonymous.
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34 - VEC - 86 - Lesson 62
Remember this:
1. Have got to and has got to mean the same thing
as have to and has to.
2. We mainly use have got to and has got to inspoken English.
3.We usually use have got to and has got to to make
affirmative statements.
4. We use have to and has to to make interrogative
and negative sentences.
Now look at another examples with have got to:
''!'ve got to tel l you something, Sue. "Oh, come on! Nobody is perfect."I lied. I'm not really 19. l'rn just 17.
You'II probably think I'm a perlectidiot, but ... "
VEC - 86 - Lesson 62 - 35
lHE LOCKHORNS
iNeIi:
"w~ ~a..L.'( HA'Ie TO 60·· ·WE·VE60T A I-ONcS
ARG OM E NT AH e.AO OF 06.t'
lHE LOCKHORNS
••60 A\ 04eAO, I..ORETTA"·
WHAT HAVE: '(00GOT TO L.~E'?·
I hlpilnl d wllh special permission 01 K ing Features Syndicate. Inc.
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L ON63
WORDS IN ACTION
tH ItHe's a karate instructor.
11111of earrings necklace
~ ---'cReprinted with special permission 01 King Features Syndicate, Inc.
poster
trumpet
1 1 1 11 1 : 1 1 1 11 11V I
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38 - VEC - B6 - Lesson 63
TEXTSITUATIONS
WEEKL Y ALLOWANCE
Dark-haired girl: Sorry, I can't. I
haveto pick upmy brother from his
trumpet lesson at 4:00, and ittakesme annour to get there and back.
.
Girl: I bought a pair ofearrings and
a necklace at the mall.Girl: Can I borrow a few bucks to
buy a poster for my bedroom?
Man: What ,happened to theallowance I gave Vouon Saturday?
VICKI'$ DATE
KARATE
Girl inthe red shirt: Tothe movies,
I think. Vouknow, there aren't many
places to go at night in this town.
, I :! ~ . I I \ {(
Karate instructor: It takes sever~li
years to earn a black belt in karate.Very few students can endure the
intensive training.
40 - VEC - 86 - Lesson 63 VEC - 86 - Lesson 63 - 41
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Firstjob
Janet: Ilove your new earrings and necklace! Where did VOUget them?
Jeannie: My mother gave them to me for my birthday. She also boughtme this beautiful leather belt.
Janet: When was your birthday?
Jeannie: Last week. I f inally turned sixteen.
Janet: Have Vougotten your license yet?
Jeannie: No, but I'm getting it next week. And then I 'm going get a job tearn enough money to buy a caro
Janet: Where are Vougoing to get a job?
Jeannie: I don't know.But Ican't liveon the allowancemyparents give m
Janet: Vouknow, there's a poster atschool for the new sports club that'opening at the mall.They'ra Iookjnq for part-time receptionist ,
Jeannie: That's just the kindof job I'mlooking for. It's 4 o'clock. I could 9there now, but I don't have any way of get ting there. Can vougive me a ride?
Janet : Sorry, I can't. I have my karate lesson at 4:30, and if I take Vou,I won't be back int ime.
Jeannie: Thanks anyway. See? I really need a car.
ALGRAMMAR
PEECH PRACTICE
1 1 1 1 t tements
GEORGE, vouNEEDTO BUY
VOURSELFANEWCAR.
TINA
Tina told George that he needed tobuy himself a new caro
11111 xample:
1 0 1 , "I'm 1 0 0 "1 0
9 ai Ih 'he was looking at herself in
1 1 , we didn't use Nicole's exact words. We were talkingIw used herself, not myself.
42 - VEC - 86 - Lesson 63 VEC - 86 - Lesson 63 - 43
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Now look at these statements again:
Tina said, "George, Vou need to buy yourself a new
car." -r1-
Tina told George that heneeded tobuy himself a new
car.
Since we were reporting in indirect speech what Tina said to George IfI
direct speech, we used himself, and not yourself when we referred to hirn,
11.IT TAKES/IT TOOK AN O IT TAKES/IT TOOK + PERSON
A. IT TAKES, IT TOOK - Affirmative form
Look at these examples:
It takes several years of intensive training to earn a black belt in karate.
It took months to clean up the neighborhood after the storm.
In the first statement, several years are needed to earn a black belt 111
Karate. In the second statement, months were needed to clean up th ,
neighborhood.
Remember this:
1. We use it takes to describe how much time is
necessary to do a certain act iv ity.
2. It took is the past tense of it takes.
11 1 11 ther example:
1<1 I Ir TOOK - Interrogative form
II " Ih se groups ot sentences:
time to go downtown during
I \ long time to go downtown on
'""IlIln too?
li111ur to get to school this morning.
111111ng to getto school yesterday?
The ru les for making interrogative sentences with
It takes or it took are the same as with most
English verbs, that i s, by using do, does or did.
44 - VEC - 86 - Lesson 63VEC - 86 - Lesson 63 - 45
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Now look at this example with it takes in the interrogative:
"Why does it always take so long?"
c. IT TAKES, IT TOOK - Negative form
Now compare these groups of statements:
It takes a long time to go downtown during
the rush hour.
I t doesn't take a long time to go downtown
on Sunday morning.
It took an hour to get to school this morning.
It didn't take that long to get to school
yesterday.
Remember this:
We make negative statements wi lh it takes ar 11
took the same way as we do with rnost Engll li
verbs, that is, by using do, does ar did + noto
I 1 1 1 1 more example:
I I t 1 W 1 1 1 II didn't take very long. Vera just wanted to tell me about
" I 1 1 1 ) rs ... "
I " , Ir TOOK + PERSON
I I t i 1/1 se statements:
Vicki a long time to get ready
/I M fo r ver to get ready for her date
I ~ 1 0 1 1 1 j ht .
We can use a person after it takes or it took to
describe how much time is or was necessary for
someone to do a certain activity.
46 - VEC - 86 - Lesson 63 VEC - 86 - Lesson 63 - 47
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Now look at another example with i t took + person:
IT ONL Y TOOK ME A
WEEK TO LEARN
HOW TO DANCE.
1 1 1 .MANY, A FEW A N O FEW
A. MANY
Look at these statements:
I haven't seen many movies since my veR broke. I really need to fixit,
There aren't many p/aces to go at night in this town
Remember this:
We use many with plural countable nouns.
1 I I I I k t these examples:
I ", r sren't many things to do in this town.
11 111 are many things to do in this town.
1I th re many things to do in this town?
r IlhIt is more common to use many to make negative
statements.
IIW Illuk at these examples:
I I, 1I wore a lot of people at the party.
1I 1/, re a lot of people at the party?
1 I I' W re many people at the party.
It's more common to use a lot of to make affirmative
or interrogative sentences.
w hut k IIanother example with many:
I WANT TO DATESOMEONE WHO'S
MY EXACT
OPPOSITE.
WELL, THEREAREN'T MANY
INTELLlGENT
GIRLS IN THIS
NEIGHBORHOOD
48 - VEC - 86 - Lesson 63 VEC - 86 - Lesson 63 - 49
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B. A FEW
look at these sentences:
Can I borrow a few bucks to buy a poster for my bedroom.
Give me a few more days to think about your offer.
Remember this:
1. A few means some or a small number.
2. We use a few with plural countable nouns.
C.FEW
Nowlook at these statements:
Few students earn a black belt in karate.
There are very few kids inour building. Mostly older people live here.
Remember this:
1 . Few means not many.
2.We use few with plural countable nouns.
r jllW luok t some more examples:
OK. HAVEAFEWCHIP8THEN.
(.AN VOUIIIHV[ WITH( Nr HANO,H N Y?
.:~=:;7.-.__'-=?:-:::;.;:~~
8HE 8AY8 8HE'8 32, ANOTHEREAREVERY FEWPEOPlE ALlVE TOCONTRAOICTHER.
YOUR MOTHERLOOK8 80 YOUNG.HOWOlO 188HE?
50 - VEC - 86 - Lesson 63 VEC - 86 - Lesson 64 - 51
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REALL Y? COULDHE THROW IT INTO
THE RIVER?
MY SON CAN DO ANYTHINGWITH THE TRUMPET.
LESSON64
WORDS IN ACTION
garage
portlng goods
garage
tennis racket
52 - VEC - 86 - Lesson 64VEC - 86 - Lesson 64 - 53
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The door is open. The door is closed
TEXTSITUATIONS
A NEW TENNIS RACKET
V I II'm. It's 7 now, and I
1 1 1 1 ' only open until 9.
Dark-haired boy: Why don't Vou go
to that new sporting goods
superstore on the other side of
town?
Blond boy: My car's at the garage,
and it will take me an hour to get
there by bus.
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Dark-haired boy: Well, I'm going
up to my sister's house, and she
lives on that side of town. I ean take
you as far as Altamonte Springs.
Vou ean get a bus from there.
Blond boy: Great! That will take a
lot less time.
WEEKEND PLANS
Boy: What are your plans for this
weekend?
Girl: Tonight I have to baby-sit. And
tomorrow, if it's not toa windy, I
might go to the beaeh to play
volleyball.
A tennis date
Can you play tennis with me
tomorrow morning?
I /I I'd lave to. I ean use the new
tennis raeket I just bought.
That's what I need - a new
tennis raeket. Where did you get
yours?
1 IAt the new sports superstore on the other si de of town. They
have great priees. Everything is less expensive there. Oh, no. I
just remembered. I have to baby-sit my nieee tomorrow
morning.
How late do you have to baby-sit?
I'm not sure. My sister is going into the eity to go shopping and
have luneh with some friends.
She's not driving, is she?
No, her ear is at the garage. I'm going to drive her as far as
White Plains, and she's going to take the t rain. Why?
eeause the last time I drove into New York on a Saturday, thetraffíe was terrible. It took me three hours to get there.
/ I Yeah, it's mueh faster and more relaxing to take the train.
Well, then, instead of p lay ing tennis in the morning, maybe we
ould play in the evening. Do you think you'lI be too tired?
No. That sounds great. It's usually less windy in the evening,
too.
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56 - VEC - 66 - Lesson 64
PRACTICAL GRAMMARI l l l w I ok at these statements again:
I. INDIRECT SPEECH PRACTICE
Look at these statements:nd Fay said, "We're really enjoying
Ives at this party."
WE'RE REALLY
ENJOYING OURSELVES
ATTHIS PARTY
I I 1 \ d Fay saidthattheywere reallyenjoying
m Ives at that party.
were talking about Jaek and Fay (not to them), we used
s instead of ourselves in indireet speeeh.
I I WILL TAKE
1 1 1 1 e sentenees:Jaek and Fay said, "We're really Jaek and Fay said that they were
enjoying ourselves at this party." really enjoying themselves at that
party.11I1k about an hour to get tothe superstore.
Now look at this example:
"1 1 r 'I, you learned that we use i t takes to deseribe the amount ofI Iry to do a eertain aetivity.Voualso learned that the past tenseI I1took. We ean also talk about the future with i t takes by using
Mrs.Knoll said, "Suzy,Riek, if you arenoteareful,you
will eut yourselves."<,
<.Mrs. Knoll told Suzy and R~ that if they were
not eareful, they would eut themselves.
1 1 1 " wlll I t take to get to the superstore?
, 'I I k more than an hour to get to the superstore.
In indireet speeeh, we didn't use Mrs. Knoll's exaet words. We were talkingabout Suzy and Riek (not -to them), so we used themselves, not
yourselves.
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Remember this:
The future tense of i t t ak es is it will take.
Note
ltwill take me an hour to get tothe superstore by bu
,Remember that we can make an it will t k
sentence in two ways; by using:
it will take
or
it wi ll take + person.
Look at these examples:
lt will take a week to drive from here to Califcrnl
Now look at one more example with it will take:
ZIGGY
Ziggy © 1993 Ziggy and Friends, Inc. Dislribuled by Universal Press
Syndicale.
Reprinled wilh permission. Ali righl s reserved.
, UP TO ANO UNTIL
t r as Mayberry. That's where my mother l ives.
1 • • •• • 1 1 1 11 M I 1111onight and going up to Orlando.
r r and up to to talk about distance. As far as generally
f /11/1/ uoint and no further. Up to implies the idea of moving
1 1 1 1 1 11 1 11 wl1 re you are.
I tements:
II ut time. Up to can also be used to ta lk about time,
1 1 1 1 1 1 1 I 1)( mple with as far as:
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60 - VEC - B6 - Lesson 64
IV. MIGHT
Look at these statements:
Vou may be wrong about Ted.
He seems to be a nice guy.
Vou might be wrong about Ted.
He seems to be a nice guy.or
Now look at these sentences:
I may go to the beach to play
volleyball tomorrow.
I might go to the beach to play
volleyball tomorrow.or
We use might in the same way as may to express possibility of something
happening in the present or in the future.
Remember this:
1. We use might to talk about the possibility of
something happening in the p resent or future.
2. We don't add an s t o might for he, she, or it.
3. We don't use to after might.
Now look at this statement:
Because o f the computer problem, I might not f in ish my report today.
Remember this:
1. We put not after might to make a negative
statement.
2. We do not contract might and noto
3. We do not use might in the interrogative.
, 1",,1 - 1 1 11 "" 1 1 1 0 1 1 X IIrl p ll w lll l ml ht, JI I I ro r Y( )11 t I nj oYtJl f 1 1 1 :
rHE FAMILV CIRCUS
"I won't tell you who did it,
Mommy. Vou might get madat her."
62 -,- VEC - 86 - Les son 64 VEC - 86 - Lesson 65 - 63
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LESSON65
WORDS IN ACTION
fork ladle
Ilblespoon
spoons
teaspoon
place mat
64 - VEC - B6 - Lesson 65 VEC - B6 - Lesson 65 - 65
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some bottles a bottle of Coke® w lrn m lng instructor is at theI
hamster
a bottle opener
the top drawer the middle drawer
couches / sofas
66 - VEC - B6 - Lesson 65VEC - B6 - Lesson 65 - 67
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TEXT WORKING HARD
SITUATIONS
HELPING OUT IN THE KITCHEN
@
Man: Anyway, this is my last weekhere. The hours are too long. I work
from Monday through Friday, f rom 8
to 4. And sometimes I work
overtime on the weekends.oman: Please put the knives,
forks and spoons in the top drawer,
and the ladle and the bott le opener
in the middle drawer. .
Woman: The coasters and the
place mats go in t he bottom drawer.
PETHAMSTER
"YEAA?
4YEARS?
Girl: How /ong have we had these
p/ace mats?
Woman: Oh, we've had them for
ages. / rare/y use them, though.
Boy on the left: Sometime during
the night my hamster got out of the
cage and chewed a hoje in my
mother's new couch.
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Susan:
Aprí/:
Susan:
Aprí/:
Susan:
Two fríends ín the kítchen
I'm going to the beach. I want to talk to my friend Jeff. He's
working there as a l ifeguard.
Reall y? When did he start?
Sometime last week. I have to hurry because he only works in
the morning, and it's almost eleven now. Do you want to come
with me?
Oh, I'd lave to. But first I have to put away these dishes. Can
you wait?
Sure. 1'11ven help. Where do these spoons and forks go?
Susan:
Apri/: In the top drawer.
And this ladle?
Apri/:
Susan:
Apri/:
Susan:
Apri/:
Susan:
Apri/:
In the rn idd le drawer. And the place mats and coasters go 111
the bottom drawer.
Are you st il l taking swimming c lasses at the publi c pool?
No, I had to quit. I 'm working too many hours .
Really?
Yeah, Iwork f rom Monday through Thursday, f rom 5:00 to 10:00and on Sunday afternoons.
Wow! That's more than 25, hours a week.
I know it's a lot of hours, but I'm trying to save money for colle I
next year. Thanks for helping me with the dishes. Just let Illl
put on my bathing suit.
ICAl GRAMMAR
ESENT PERFECT TENSE VS. THE SIMPLE PAST TENSE
li" worked as a lifeguard at the beach for two years.
I1 ' I ' ment, Sam started working at the beach two years ago, and he
1 1 1 1 W III klng there today. Secause he st il l works as a l ifeguard in the same
W I1 u ed the present perfect tense.
"" th nt thls statement:
1 1 1 W rk d as a lifeguard at the public pool for three years. Now he
, I \IIfeguard at the beach.
I I ' ment, Sam started working as a lifeguard at the publ ic pool
li ligo. But after three years ended, he stopped working there.
1 1 , no longe r works at the public pool, we used the sim pie past
1 1 1 1 1 1 1 1 1 1
1.We use the present perfect tense to talk aboutactions that started in the past and continue until
now.
2. We use the simple past tense to talk about
completed actions.
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Now look at these examples comparing the present perfect tense with the
simple past tense:
I I
"Of course this restaurant is good.
I've eaten here for years."
11.USING EXPRESSIONS OF TIME
C L O S E DBY ORDEROF THE
SANITATION
DEPARTMENT
"You mean you ate here for years."
A. FROM ... TOITILUUNTlL and FROM ... THROUGH
Look at this statement:
Don works from 8 to 4, sometimes until 5.
From this statement, we understand that Don starts working at 8 and stop
working at 4; sometimes he only stops working at 5.
!l i 1 1 1 r this:
We can use from ... to, from ... until or from ... t il !
to refer to the hours an action starts and ends.
Remember that we normally only use til! in informal
spoken English.
IW I tm k t these statements:
t" r o r 15open from Monday to Saturday.
" lor Is open from Monday through Saturday.
" 1 1 1 1 rain from March to October.
li t i 1 1 rain from March through October.
I I \1lhe beach from 1992 to 1994.
I d t the beach from 1992 through 1994.
We can use from ... through or from ... to to refer
to the days, months or years an action begins and
ends.
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Now look at these examples comparing the present perfect tense with thesimple past tense:
I I
"Of course this restaurant is good.
I've eaten here for years."
11.USING EXPRESSIONS OF TIME
C L O S E D8Y ORDEROF THE
SANITATION
DEPARTMENT
"Youmean you ate here for years."
A. FROM ... TOITILUUNTIL and FROM ... THROUGH
Look at this statement:
Don works from 8 t o 4, sometimes until 5.
From this statement, we understand that Don starts working at8 and stop
working at4; sometimes heonly stops working at 5.
11IIllb r this:
Wecan use from ... to, f rom . .. unti l or from ... ti ll
to refer to the hours an action starts and ends.Remember that we normally only use till in informal
spoken English.
/w hll k t these statements:
1 1 I Is open from Monday to Saturday.
li Illr 16open from Monday through Saturday.
li li 11 rain from March to October.
li 1 1 fi raln from March through October.
I r i \1lhe beach from 1992 to 1994. I
I t i I the beach from 1992 through 1994.
Wecan use from ... through or f rom ... to to refer
to the days , months or years an action begins and
ends.
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Look at thi s statement:
1M"
11111example"
Ted has worked as a lifeguard for two months.
Remember this:
J , , ~ worked as a lifeguard since July.
" 111111this:
1.We usee use
FOR + PERIOD OF TIME
to indicate the total duration of an action
or situation.
SINCE + POINT OF TIME
to indi cate when an ac ti on or situation began.
Now look at this example:
2. We usuall y use since with the present perfect
tense.
t nlll more example with since:
74 - VEC - 86 - Lesson 65 VEC - 86 - Lesson 65 - 75
Compare these statements:
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IW " " k t one more example with during:
ONE,TWO,THREE, FOUR,FIVE, SIX,SEVEN.
Ted has been a lifeguard for two months.SEVEN?ENUMERATETHEM.
Ted has been a l ifeguard since July.
FOR OR DURING?
Note
FOR OR SINCE? Look at this statement:
Remember that with for we emphasize a completeperiod of time.
Jamie was in Miami for three weeks during the
summer.
With since, however, we emphasize when a periodof time began.
Remember that we use during to say when anactivity or situation took place, and we use for to
talk about the duration of an activity or situation.
/
D. DURING )</// <,Look at these statements: .
IN HOW LONG TO ASK QUESTIONS ABOUT TIME
1 It I e questions and answers:
Sometime during the night my hamster got out of the cage.
Sob worked at 8linkie's during the summer vacation. w long have you been a lifeguard, Ted?
rv en a l ifeguard for two months.
Remember this:W long did you work at the publi c pool?
Iwork d there for two years.
We use during to talk about when something
happened.h o , the above dialogues, someone asked a question about duration
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76 - VEC - 86 - Lesson 65
Here are other examples:
"How lon9 have you l ived in the States?"
"I've l ived here for f ive years."
"How Ionq did you live in New York?"
"I l ived there for s ix months."
Remember this:
1. We use how lon9 toask questions about duration
of t ime.
2. We usually respond to a how lonq question by
using for + time period.
Now look at another example with how lonq:
HOW LONG IS DAD GOING
TOKEEP ONS INGING?
78 - VEC - 86 - Les son 66 VEC - 86 - Lesson 66 - 79
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LESSON66
WHAT'S GOING ON?ORDS IN ACTION
carpet
popcorn He's sailing.
vacuum cleaner He's dusting the table.
They're doing housework. She's vacuuming the carpet.
80 - VEC - 86 - Lesson 66
TEXT
VEC - 86 - Lesson 66 - 81
HORROR MOVIE
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SITUATIONS
SAILlNG
Girl: We're not moving. VOU know
how to sail this boat, don't yOU?
Boy: Of cour~e. It's just that thereisn't much wind today.
THE FORGOTTEN TlCKETS
1 I. I know you don't like
IlIr" I but I hate going to the
!I V rn v elf.
Blond girl: Vou didn't forget th,
tickets, did you?
Dark-haired girl: Ves, I did. They'rn
at home in my dresser drawer. Why
didn't you remind me?
Blond girl: If you come with me, 1'11
pay your way.
Dark-haired girl: OK, and 1'11buy
the popcorn.
THEPRESENT
HOUSEWORK
Woman: Vou've done the dusting
and vacuuming, haven't you?
Girl: Oh, I forgot. Can't I do it
tomorrow?
Woman: No, you can't. I realize, 0 1course, that with your busy social
life you have little time fOI
housework, but tomorrow you'r
going to the fair for the whole day,
Remember?
Woman: It's beautiful, but I t hink I'm
going to have to do a l it tle exercisingbetore 1'11be able to fit into it.
82 - VEC - 86 - Lesson 66VEC - 86 - Lesson 66 - 83
ICAl GRAMMAR
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Sal/y:
Alice:
Sal/y:
Alice: .
Sal/y:
Alice:
Sal/y:
Alice:
Sal/y:
Alice:
Sal/y:
Alice:
Sal/y:
Alice:
IALVERBS
1!lI! e statements:
A telephone conversation
Hi, Alice, what are you doing?
Oh, I'm just finishing up the
housework.
I " Y your way to the movies. I
111\1 I are at home in my dresser drawer.
Can you go to the fair with me
tomorrow?
Sorry, I can't. I'm going sail ing wi th my father tomorrow.
II t I wlll are part of a group of verbs that have unique characteristics.
1 1 1 1 11r to these verbs as special verbs. There are sixteen of them:
Vour father doesn't have a sailboat, does he?
Veah, he just bought one last week.
Well, I guess 1 ' 1 1 go to the fair by myself. How about tonight? D O
you want to go see movie?
I'd like to go, but I don't have much money. be should
have must
do will
can would
could ought to
may need
might dare
shall used to
Vou just got paid yesterday, didn't yo~?
Veah, but it wasn't much. I only worked 8 hours last week.
Oh, come on. 1 ' 1 1 pay your way to the movies.
Thanks, but that's OK. Why don't you come over to my hous ,We' II rent a movie and make some popcorn.
What video do you want to watch?
Sal/y: OK. 1 ' 1 1 be overa litt le after s ix .
I don't care. Vou can pick it out.(Iyl miliar with most of the special verbs. The ones we haven't
I wlll be dealt with later .
84 - VEC - 86 - Lesson 66
1 1 . TAG QUESTIONS
VEC - 86 - Lesson 66 - 85
I1 1 IIIIH r this:
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Look at this sentence:
Sue: You're going to the fair tomorrow, aren't vou?
In this sentence, Sue is almost sure that her friend is going tothe fair. Sh
wants her friend to confirm what she believes is true, so she used a shorl
question after her statement. This short question iscalled a tag question,
Tag questions are short questions that are added to statements when w
are looking for a confirmation of what we have said. They are very cornmonin spoken English. .
Now look at how we form a tag question:
verb 10 be + pronoun
verb do + pronoun
1. We use tag questions when we are looking for
a confirmation of what we believe is true.
2. This is how we form tag questions:
special verb + pronoun
3. If the verb in the f irst part of the sentence is not
one of the special verbs, we use do, does or
did in the tag questiono
I1 uld tag questions either to affirmative or negat ive statements.
1 I Ih se sentences:
Itl 1 I1-\RTOF THE SENTENCE T1-\GQUESTION
1 1 li v done the dusting and
1llIlIlllng, haven't you?
affirmalive negalive
1 1 I v n't done the dusting and
IIIlIlIll1g, have you?
affirmaliveegalive
IIIIIIl! 1 ' 1 1 I s :
1. When the first part of the sentence is in the
affirmative, the tag question is in the negative
(contracted form).
2. When the first part of the sentence is in the
negative, the tag ouestion is in the affirmative.
86 - VEC - B6 - Lesson 66
Now look at some more examples:
VEC - B6 - Lesson 66 - 87
REFLEXIVE PRONOUN
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THE LOCKHORNS
IIYOUÇ< MOTHE~ 18 PLANNIN8
ON ~TAYINB l-ON(3E:~ T~AN .JUSTTHE. WEEKEND. 18N'T ~HE?tt
Reprinted with special permission of Ki ng Features Syndicate, Inc.
Reprinted by permission of Bill Kitchen and the Miami Herald.
I REFLEXIVE PRONOUN meaning alone
t t ll l statement:
tes going to the movies by herself.
t \ 1 ment, Brenda hates going to the movies alone.
, 1 1 I 1 1 r this:
We can use:
BV + REFLEXIVE PRONOUN
to mean alone.
" -FLEXIVE PRONOUN meaning without help
t t ll l statement:
I I pl ked out your present by myself.
I' I r means he picked out the present without nelp.
I I I IH r thls:
We can use:
BV + REFLEXIVE PRONOUN
to mean without help.
88 - VEC - B6 - Lesson 66
Now compare these statements:
VEC - B6 - Lesson 66 - 89
ITTLE, L1TTLE ANO MUCH
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Peter: I picked out your present by myself.
Peter: I picked out your present myself.
These two statements are synonymous.
Remember this:
We can omit by when BV + REFLEXIVE
PRONOUN is used to mean without help.
Now look at another example with by + reflexive pronoun:
THEN I'M GLAD TO
MEET WALT WHITMAN,THE GREAT POET.
ITHOUGHT VOU HAD
DIED LONG AGO.
I Ihls statement trom the lesson:
I It V to do a little exercising.
I means some. Notice that a little is being used with the word/1 1 1 1 1 0 ; used as an uncountable noun.
, " 1 / 1 r this:
We use a little with uncountable nouns.
t i this example, just for your enjoyment:
OENNIS THE MENACE
g = C 3J lj
"1 'M NOT SCARED OF A LlTILE Tt -lUNDt:R . 11M
SC ARED OF A LO r OF T tiU N U fR '"
Reprinted with special permission 01 Hank Ketcham
and © North America Syndicate
90 - VEC - 86 - Lesson 66
B. LlTTLE
VEC - 86 - Lesson 66 - 91
MU H
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Look at these statements:
There's little I can do about your dog. He's very sick.
I have little t ime for housework.
Little means not much.
Remember this:
We use little with uncountable nouns (a) or as an
uncountable noun (b).
e.g. a. We have very little time. Let's hurry.
b. I know very tlttle about my boyfriend's family,
Look at these examples:
Rupert has littl~ time these days.
Rupert doesn't have much time these days.
NoteIn everyday speech, not much i s more co mmo n
than little ..
Now look at another example:
WELL, I DO, DAD.I PAY AS L1TTLE
ATTENTlON TO IT
AS POSSIBLE.
I thls statement:
n't much wind today.
tT 1 ns a lot (of ) ..
rn t r this:
1. We use much with uncountable nouns.
2. We generally use much to make negat ive
statements.
1 1 1 I k t these examples:
" V a lot to do at home now.
li V I much to do at home now. I
11 1 1 11 r this:
In everyday speech, a lot (of) is more common in
affirmative statements than much.
92 - VEC - 86 - Le sson 66VEC - 86 - Lesson 66 - 93
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WOULO VOU LlKE
TO GO TO THE FAIR
ANO RIOE ON THE
MERRY-GO-ROUNO?
IF IT WILL AMUSE
VOU, GRANNY, I
OON'T MINO.
" W AA T ID " lQ U M E AN H E C A N T C O M E IN H E R E ~ TH IS, 5A PE T srORE ,lSN T rq AN o H E 'S A PfT,ISN T H E Z -'
Heprinted with special permission 01' Hank
Ketcham and © North America Syndicate, Inc.
HAGAR THE HORRIBLE
Reprinted with special permission 01 King Features Syndicate, Inc.