Fundamentals of Academic Writing Level 1 PDF

The Longman Academic Writing Series
Level
Fundamentals of
Academic Writing
PEARSON
Longman
Contents
Preface ............................................................................................................................................. vii
Getting StartedYour Classm ates........................................................... 1

P rew ritin g .................................................................................................................................... 2
W r itin g ........................................................................................................................................ 4
S h a r in g ........................................................................................................................................ 5
Chapter 1 Introducing Y ourself....................................................... 6

C hapter Preview ....................................................................................................................... 7
P a rt 1: O rganization
From Words to Sentences to P aragraphs........................................................................ 8
What Does a Paragraph Look Like? ............................................................................... 9
P a rt 2: Sentence Structure and Mechanics
What Is a Sentence?.......................................................................................................... 12
What Does a Sentence Look L ik e ? ................................................................................. 13
P art 3: G ram m ar and Vocabulary
V erbs.................................................................................................................................... 16
N o u n s ................................................................................................................................. 19
P art 4: The W riting Process
What Is a P rocess?............................................................................................................ 23
Expansion Activities
Keeping a Journal.............................................................................................................. 25
Chapter 2 Describing Your Morning R o u tin e................................ 27

C hapter Preview ....................................................................................................................... 28
P a rt 1: O rganization
What Should Your Paper Look Like? ............................................................................ 30
Papers Typed on a C om puter........................................................................................... 32
P art 2: G ram m ar and Sentence Structure
Subject P ro n o u n s.............................................................................................................. 34
The Simple Present of Be ................................................................................................ 36
Basic Sentence Patterns with Be ..................................................................................... 40
P art 3: Mechanics
Rules for Capitalization.................................................................................................... 43
The Steps in the Writing Process..................................................................................... 45
Your Paragraph: Getting Ready fo r the Day .................................................................. 48
Results of the Writing Process......................................................................................... 50
Your Jo u rn a l....................................................................................................................... 51
Challenge: Sleep H a b its.................................................................................................... 51
iii
iv Contents
C h a p te r 3 E v e r y P i c t u r e T e l l s a S t o r \ j .............................................................. 5 2
C hapter P re v ie w ................................................ ................................................................... 53

P art 1: Organization
Topic Sentences................................................................................................................ 55
P art 2: Sentence Structure
Subjects of Sentences ..................................................................................................... 59
What Makes a Complete Sentence? .............................................................................. 60
Adjectives ........................................................................................................................ 63
The Simple Present ......................................................................................................... 65
Part 4: The W riting Process
Your Paragraph: The Face in the Photo ........................................................................ 70
Results of the Writing Process ...................................................................................... 74
Your Journal...................................................................................................................... 74
Challenge: An Important P erson.................................................................................... 75
C h a p te r 4 S a t u r d a y s ........................................................................................................7 6
Chapter P re v ie w ...................................................................................................................... 77
Time O rder........................................................................................................................ 79
P art 2: Sentence Structure and Vocabulary
Simple Sentence Patterns I ............................................................................................. 81
Adverbs of Frequency..................................................................................................... 83
P art 3: G ram m ar and Mechanics
Common Verbs ................................................................................................................ 86
Using Prepositions to Show T im e .................................................................................. 88
Titles ................................................................................................................................ 90
Your Paragraph: My Partner’s Saturdays ..................................................................... 92
Your Journal...................................................................................................................... 96
Challenge: My Favorite H oliday.................................................................................... 96
C h a p te r 5 W h a t ’s G o i n g O n ? ...................................................................................... 9 7
C hapter P re v ie w ...................................................................................................................... 98
Topic Sentences and SupportingSentences I ................................................................. 100
Simple Sentence Patterns I I ............................................................................................. 103
P art 3: G ram m ar
The Present Progressive................................................................................................... 105
Non-Action Verbs ........................................................................................................... 110
Your Paragraph: What Is Happening in This Photo? ................................................... 113
Contents v
Your Journal....................................................................................................................... 116
Challenge: My Own Photo ............................................................................................. 116
Chapter 6 Your Hometown................................................................117

C hapter P re v ie w ....................................................................................................................... 118
P art 1: O rganization
Topic Sentences and Supporting Sentences I I ................................................................ 120
P art 2: G ram m ar
There Is and There Are .................................................................................................... 123
A, An, and T h e ................................................................................................................... 125
P art 3: Vocabulary and Sentence Structure
Prepositions for Describing Location ............................................................................ 128
Prepositional Phrases in S entences................................................................................. 130
Your Paragraph: Describing My Hometown .................................................................. 132
Results of the Writing Process ....................................................................................... 135
Your Journal....................................................................................................................... 135
Challenge: A Favorite P la c e ........................................................................................... 136
Chapter 7 Remembering an Important Dav ....................................137

C hapter P re v ie w ....................................................................................................................... 138
Organizing Your Id e a s ...................................................................................................... 140
P art 2: Sentence Structure and Mechanics
Compound Sentences ....................................................................................................... 143
Using Commas .................................................................................................................. 146
The Simple P a s t................................................................................................................ 148
Your Paragraph: An Important D a y .................................................................................. 156
Results of the Writing Process ........................................................................................ 159
Your Journal........................................................................................................................ 159
Challenge: A Funny or Scary' Experience....................................................................... 159
Chapter 8 Memories of a Trip......................................................... 161

C hapter Preview ..................................................................................................................... 162
Concluding Sentences .................................................................................................... 164
Past Time Expressions.................................................................................................... 168
Before and After as Prepositions ................................................................................... 170
Sentences with Past Time C lauses................................................................................. 171
Sentence Fragm ents........................................................................................................ 174
vi Contents
Part 4: The W riting Process

Your Paragraph: Memories o f a T r ip ............................................................................ 175
Results of the Writing Process...................................................................................... 178
Your Jo u rn al.................................................................................................................... 178
Challenge: From My Childhood.................................................................................... 179
Chapter 9 L o o k in g Ahead ............................................................... 180

C hapter Preview .................................................................................................................... 181
Part 1: Organization
Listing Order and Listing-Order W ords........................................................................ 183
Expressing Future Time with Be Going T o ................................................................. 185
Expressing Future Time with W ill................................................................................ 187
Future Time Expressions............................................................................................... 190
Part 3: Sentence Structure
Sentences with Future Time C lauses............................................................................ 191
Run-On Sentences ......................................................................................................... 194
Your Paragraph: My Future P la n s ................................................................................ 196
Results of the Writing Process...................................................................................... 198
Your Jo u rn al.................................................................................................................... 199
Challenge: Imagining the F uture.................................................................................. 199
APPENDICES
A p p e n d ix A: T h e P arts o f S p e e c h ........................................................................................ 201
A p p e n d ix B: S u b je c t P ro n o u n s; O b je ct P ro n o u n s; P o s s e s s iv e
A d je c tiv e s ; P o s s e s s iv e P r o n o u n s ................................................................ 2 0 2
A p p e n d ix C: C o u n t a n d A lo n co u n t N o u n s; P o s s e s s iv e N o u n s ..................................2 0 3
A p p e n d ix D: T h e V erb Be— P r e se n t a n d P a s t ...................................................................2 0 5
A p p e n d ix E: T h e S im p le P r e s e n t ......................................................................................... 2 0 8
A p p e n d ix F: T h e P r e se n t P r o g r e s s i v e ................................................................................210
A p p e n d ix G: T h e S im p le P a s t .................................................................................................2/2
A p p e n d ix H: Irre g u la r V e rb s .................................................................................................. 2/5
A p p e n d ix 1: E x p r e s s in g F u tu re T im e w ith Be G oing To a n d Will ...........................2 /6
A p p e n d ix J : O rder o f A d j e c t i v e s ........................................................................................... 2 /9
A p p e n d ix K: S e n te n c e T y p e s .................................................................................................. 2 /9
A p p e n d ix L: R u le s fo r C a p ita liza tio n ................................................................................. 22/
A p p e n d ix M: P u n c tu a tio n ..........................................................................................................222
A p p e n d ix l\l: C o rre ctio n S y m b o ls .............................................................................................. 223
I n d e x ....................................................................................................................................................2 25
Preface
Fundam entals o f A cadem ic W riting is intended for beginning-level students

learning English as a second or foreign language in college, adult, or secondary
school programs. It offers a carefully structured approach that helps students
develop basic writing skills, understand writing as a process, and build a solid
foundation for becoming confident, independent writers in English.
To the Instructor
The text offers a wealth of realistic models to inspire and guide student writers. It
also features clear explanations of sentence structure, grammar, and mechanics,
followed by the extensive practice students need to assimilate the material and write
with accuracy. The text focuses on the elements of good sentences but within the
context of simple descriptive and narrative paragraphs on student-centered topics. It
effectively combines an introduction to basic paragraph structure with an emphasis
on personal writing, the kind of writing that is most appropriate and motivating for
learners at the beginning level. There are interactive tasks throughout the text— pair
work, small-group activities, and full-class discussions— that engage students in
the learning process and complement the solitary work that writers must do. There
are also directions for keeping a journal, with plentiful suggestions for journal-entry
topics, so that students write for fluency building in addition to doing the more
formal assignments. Finally, the extensive appendices and thorough index make the
text a valuable and easy-to-use reference tool.
Organization o f the Text

Fundamentals o f Academ ic Writing takes students from a look at the big picture
to practice of specific elements and then to creating their own paragraphs, where
they put together everything they have learned. The text has an introduction
(Getting Started) followed by nine chapters and the appendices. Each Chapter
O pener page includes a photograph and the chapter title to introduce the theme,
and it also outlines the chapter’s contents. The chapters are organized as follows:
Chapter Each chapter begins with a C hapter Preview that includes two sim ple model
P review paragraphs which let students see exactly where they are headed. The models use
structures and vocabulary that are easy for beginners to understand and emulate.
The questions following the models draw the students’ attention first to content
and organization and then to certain features of the w riters' language, such as verb
forms, transition signals, key vocabulary, and so on.
vii
Preface
O rganization The second section of each chapter is devoted to organization. In the early chapters,
students learn what sentences and paragraphs are and how their papers should look.
Later chapters deal with the elements of standard paragraph structure, patterns of
organization within paragraphs (such as chronological order), and writers’ strategies
for organizing their ideas.
S en ten ce Four strands— Sentence Structure, Grammar, Mechanics, and Vocabulary— combine
S tru ctu re/ in various ways, always with a focus on writing at the word and sentence level. You
Gram m ar/ will find brief, clear explanations followed by valuable practice in the nuts and bolts
M ech an ics/ of effective and accurate writing.
Vocabulary/ • Sentence Structure. Students first learn to identify subjects and verbs. Then
they progress through four patterns of simple sentences, followed by
compound sentences with and, but, and so, and finally, a brief introduction
to complex sentences with time clauses.
• Grammar. Students focus initially on the basic parts of speech and later
on the structures that will be most useful to them in writing the assigned
paragraph for that chapter. For example, they study the verb tenses needed
to write about everyday life (simple present), describe ongoing activities
(present progressive), relate past events (simple past), and write about the
future (be going to and will).
• Mechanics. Students learn such basics as elementary rules for capitalization,
end punctuation, titles, and commas.
• Vocabulary. Students further their understanding of the parts of speech and
broaden their vocabulary base, particularly in ways that will help them with
the assigned writing.
The Writing In Chapter 1, students learn the term process, and they get an overview of the writing
P ro cess process. In Chapter 2, they learn the specific steps they will take as they plan, compose,
and finalize their paragraphs. In Chapters 2 through 9, students are guided step by step
through the process of writing the assigned paragraph, initially with substantial support,
later with increasing demands on their own creativity. By consistently following these
steps, they learn how to tackle a writing assignment.
Expansion This concluding section of each chapter has two goals: (1) to encourage journal
A ctivities writing and (2) to provide additional paragraph-writing tasks. The latter can provide
further practice for the entire class or serve as extra assignments for those students
ready to work independently.
Teaching Suggestions
The Getting Started section offers a good icebreaker at the start of a course. It helps
students get to know one another by interviewing, introducing, and writing about
a classmate. In addition, its three sections— Prewriting, W riting, and Sharing—
anticipate the writing process students will follow. If you collect the students’
papers, I suggest you do not correct them but rather keep the focus on content at
this point. Consider holding on to the papers until the end of the course, when
seeing them again can serve as a delightful reminder to students of how far they
have come.
Preface
Begin each chapter with a close look at the model paragraphs. Two models are
provided in each case so that students can see more than one way of addressing a
writing task and have ample material to guide them as they create their paragraphs.
The questions about the models are intended for work in pairs or small groups, to
be followed by teacher-led full-class discussion. You may wish to do further analysis
of the models— comparing and contrasting the writers’ choices, vocabulary, and so
on— as appropriate for your class.
As you continue in the chapter, remember that with beginning-level students, it

is particularly helpful for you to read explanations and directions aloud or have
capable student readers do so. Throughout the text, you will notice direction lines that
say, “Work alone or with a partner.” You can leave it up to the individual student
whether to collaborate with a classmate or go it alone, or you can assign students to
do the exercises as you think best. Sometimes the directions tell students to take a
piece of paper because the exercise requires them to write their own sentences, which
you will probably want to collect.
An introduction to journal writing appears on page 25, at the end of Chapter 1,

but you can take your students to this section even sooner or wait until later in the
course if you prefer. Journals are a wonderful way to get students writing about
what interests them and give them a safe place to experiment with English as they
search for new ways to express themselves. I recommend responding solely to
the content of journal entries, ignoring errors (but writing questions if the content
is unclear) in order to lessen the w riter’s perform ance anxiety and em phasize
writing to communicate. With the w riter’s permission, I read aloud to the class
the occasional journal entry that is especially thoughtful, funny, or intriguing, a
practice that rewards the writer and can inspire others. Journal entries can also
provide topics for more formal paragraph assignments. Teachers sometimes find
journals time-consuming, but remember that you need not collect journals after
every entry, collect all journals on the same day, or respond to entries at length.
(Note, however, that teacher responses written in complete sentences model the
kind of writing we ask of our students.) Grades for journals can be based on the
number, length, and diversity of journal entries.
The writing process, as presented on page 45 and in each chapter thereafter, has
four steps: Prewrite, Write, Edit, and Write the Final Draft.
• When they do prewriting, students interact with their classmates in various
ways. They brainstorm, take notes, question one another, do freewriting, and
learn strategies for organizing ideas. Interaction with classmates is good for
generating ideas and, like peer review later on, raises student awareness of
the audience for their writing.
• When they write a first draft, students rely on their notes and refer back to the
models in the Chapter Preview. This can be done in class or for homework.
Composing in class allows you to observe and assist; composing at home
saves class time. You may wish to have students hand in both their prewriting
and their first draft along with their final draft for clues to the writer’s
thinking and the development of the paragraph.
Preface
• Students must take responsibility for checking and improving their own
work. However, they are often best able to do so when they can see their
writing through the eyes of a reader and when they develop revising
and editing skills by reviewing other w riters’ work. For these reasons,
I encourage peer review but only at a very basic level. Each chapter
includes a simple checklist to guide the reviewer through the process
slowly and thoughtfully. See page 46 for an example of a peer reviewer’s
markings on a first draft.
• The term final draft is used to mean a revised and edited draft handed in to
the teacher, possibly for a grade. It is not necessarily the last draft that the
student will write. As explained to the student under Results of the Writing
Process, another draft, based on written and/or oral feedback from you,
may be required. Also, a useful set of correction symbols can be found in
Appendix N, along with sample marked-up paragraphs, which can form the
basis of lessons in understanding and responding to teacher feedback.
Students are instructed to hand in new drafts stapled on top of earlier ones so that
you can make comparisons. You may wish to have students keep their finals drafts
in a folder so that they compile a collection of paragraphs written during the course.
They can go back later and further revise their work so that in effect the writing
course mirrors the writing process: full of brainstorming, drafting, and sharing early
on, with a greater emphasis on polishing later, when students can apply everything
they have learned to date about good English sentences and paragraphs.
A nsw er Key An Answer Key is available upon request from the publisher.
Acknowledgments
First and foremost, I would like to thank two key people for entrusting me with this
project: Laura Le Drean, Pearson Longman executive editor, and Ann Hogue,
author of First Steps in Academic Writing and, with Alice Oshima, Introduction
to Academic Writing and Writing Academic English. I would also like to thank all
the members of the Longman team whose work helped bring this book to life,
particularly Kim Steiner, John Beaumont, Paula Van Ells, and Gina DiLillo.
The following reviewers helped to shape this book with their thoughtful
comments and suggestions, for which I thank them: Gena Bennett, Georgia State
University, Georgia; Vicki Blaho, Santa Monica College, California; Charlotte
Calobrisi, Northern Virginia Community College, Virginia; Jackye Cumby,
M ercer University, Georgia; Diana Davidson Del Toro, Cuyam aca College,
California; Greg Davis, Portland State University, Oregon; Diane Harris, Imperial
Valley College, California; Shelagh Lariviere, College of the North Atlantic, Doha,
Qatar; Linda Lieberman, College of Marin, California; Kathy Llanos, Cypress
College, California; Theresa Nahim, Pace University, New York; Tara Narcross,
Columbus State Community College, Ohio; M ark Neville, Alhosn University,
Abu Dhabi, UAE; Daria Ruzicka; Christine Tierney, Houston Community
College, Texas; Lay Kuan Toh, W estchester Com munity College, New York;
Stephen Whelan, College of the North Atlantic. Doha, Qatar.
Preface
In addition, I am grateful for the support and feedback provided by my ESL

colleagues at Holyoke Community College, M assachusetts: Pam Kennedy, Eileen
Kelley, Vivian Leskes, Rubaba Matin, M aggie Sweeney, Judith Roberts, Darcy
Sweeney, Tusi Gastonguay, and David Kestenbaum. I would also like to thank the
follow ing colleagues and friends for their help: Ismet Ozkilic and Valentyna
Sem yrog of H olyoke C om m unity C ollege; M ahm oud A rani of St. M ichael’s
College, Vermont; and Craig Butler of Hong Kong International School.
Finally, a special thank you and a round of applause to the students who shared
samples of their writing with me, some of which have been adapted for this book:
Mary Benvenutty, Wai Chan, Antonio Colon, Blasnelly Diodonet, Leslie Dones, Rose
Feliciano Reyes, Juliana Gonzalez, Maryia Hancharonak, Zam Zam Hussein, Nataliya
Kondratyuk, Nadia Kravchuk, Iris Laviera, Nelly Martinez, Oksana Morozova,
Tam Kenny Nguyen, Mirjeta Nuhiu, Venhar Nuhiu, Moises Ortiz, Tatyana Pchelka,
Viktor Rafalskiy, Osmayra Rivera, Ina Ruskevich, Yelena Sokolova, Jason Son, Minja
Son, Vera Stolyarova, and Penny Wu.
This book is dedicated to a great teacher of mine, Jane Boggs Sloan. Twenty-five
years later, when faced with a teaching dilemma, I still ask myself, “What would
Jane do?”
To the Student
Welcome to Fundamentals o f Academic Writing! Learning to write in English is like
learning to play the game of baseball, or almost any sport. There are many rules that
all players must follow, but no two games are ever alike. Just as every game is
different, so is every piece of writing— and every writer. This book will help you
learn the rules that good writers know. It will also give you many chances to “play
the game” of writing English. I hope that you will write a lot, that you will have fun
writing, and that you will feel proud of your work.
Linda Butler
Your Classmates Getting
Started
Classmates
Pre writing
Ask Questions
Introduce Your Partner
Writing
Look at Model Paragraphs
Write a Paragraph About Your Partner
Sharing
Show Your Paragraph to Your Partner
Share Paragraphs with Your Class
2 Fundamentals o f Academic Writing
Prewriting
Thinking before writing
Before you write, you need a topic — something to write about. Here
is a topic for you: a classmate. Write about a person in your class. This
classmate will be your partner — someone you work with.
Step 1 : Work with a partner. Ask your partner these questions. Listen
and write the answers. If you cannot spell a word, ask, “How
do you spell that?”
1. What’s your first name?____________________________________
2. What’s your last name?_____________________________________
3. Where are you from ?_______________________________________
4. What’s your first language?_________________________________
5. Where do you live?________________________________________
6. Who lives with you?_______________________________________
7. Do you have a jo b ? ________________________________________
8. What do you like to do in your free tim e?_____________________

Getting Started I Your C lassm ates 3
Martin is asking Yelena about spelling.
Step 2: Are there any extra questions you want to ask? Ask your
questions, and write the answers here.
/ T his is Martin. He is f
V e n ezu ela. He has
Yelena is introducing Martin.
Step 3: Introduce your partner to the class or to a small group of

classmates. Tell three or four facts about your partner.
Writing
You are going to write a paragraph about your partner.
Step 1: Read these two paragraphs.
i M artin Herrera
i My Classmate Yelena
I My classmate Yelena Politova is an interesting person.
| She is from Ukraine. She speaks Ukrainian and Russian.
| She lives with her family in Chicago. She is married. She has
| one son and one daughter. She works part-tim e a t the
| Chicago Animal Hospital. I hope to learn more about her.
Ali Abdi
My Classmate Jason
My classmate Jason Kim is an interesting person. He is
from Seoul, k'area. His firs t language is kftrean. We (ives
on campus. We has a roommate. He is not married. He does
not have a job. In his free time, he likes to play soooer and
video games. He loves to sleep.

Getting Started I Your C lassm ates 5
Step 2: Take a piece of lined paper. Write your name at the top of
the paper, on the right. Then write this title:
M y C la ssm ate_______________________________
(your partner’s first name)
Step 3 : Write a paragraph about your partner. Follow the examples on

page 4. Begin with this sentence:
M y classm a te ________________________is an interesting person.

(name)
Sharing
Step 1: Show your paragraph to your partner. Is the information
correct? Make changes if necessary.
Step 2 : Your teacher may ask the class to share all the paragraphs.
Then you can read other paragraphs and learn about people
in your class.
Introducing Yourself
Nice to meet you!
Chapter Preview
From Words to Sentences to Paragraphs
What Does a Paragraph Look Like?
Part 2: Sentence Structure and M echanics

What Is a Sentence?
What Does a Sentence Look Like?
Part 3: Grammar and Vocabulary

Verbs
Nouns
Part 4: The Writing P rocess

What Is a Process?
6
(
Chapter 1 I Introducing Y ourself 7
Chapter Preview
You are going to write a paragraph about yourself. First, look at three
model paragraphs. Models are examples. Model sentences and paragraphs
help writers. Models help us think about what we want to write.
1. Work with a partner. Read each model paragraph. At the right, circle
the information you find in the paragraph.
name work
I would like t o introduce myself. My home country classes at school

name is Shaukat Matin. My nickname is languages free-time fun
Salim. I am from Pakistan. I speak
Bengali. I am married. I live with my wife where he lives friends
and our son. I want to study computers.
age plans for the future
family
name work
I would (ike to introduce myself. My home country classes at school
name is Catherine Ortiz. I am nineteen
years old. I am from (-\or\dums. I live on languages free-time fun
oampus. On weekends, I like to go where she lives friends
dancing with my boyfriend. I love music,
especially Latin music. age plans for the future
family
name work
I W o u Id lik e to in t r o d u c e myself.
home country classes at school
fAy n a m e is W ic h e U e A n d r e . I a m a
new stuAent. I a m t a k in g W rit in g languages free-time fun
r e a d i n g and o ra l c o m m u n i c a t i o n .
where she lives friends
fAy m o t h e r and f <ather and sister a r e
in h a i t i . I miss w y f a m ily . I live With age plans for the future
m y aunt. I Work p a r t - t i m e in h e r
family
re s ta u ra n t .
2. Write six or more sentences about yourself. Look at the three model
paragraphs for help.
1. My name is ____________________________________________
2 . 1 am from ______________________________________________
3 .1 speak_____________________________________ ___________
4 . ______________________________________________________
5 . ______________________________________________________
6 . ______________________________________________________________________
3. Show your sentences to your partner. Read your partner’s sentences.

Do you understand all your partner’s sentences? Tell your partner
if something is not clear.
You will use your sentences later in this chapter to write a paragraph
about yourself (page 11).
PART 1 I Organization
From Words to Sentences to Paragraphs
We use letters to form words.
Letters Words
Capital hi
A B C D E....
Letters -► love
students
Small
a b c d e.... Los Angeles
Letters
ice cream
We use words to form sentences.
S en tences
I am a student.
This is my book.
What’s your name?
Do you like pizza?
We use sentences to form paragraphs. A paragraph is a group of sen

tences about one topic.
Read this paragraph.
Strawberries are a delicious kind of fruit. They

are small and red. They are sweet and juicy. I have
strawberries in my garden every summer. I love to eat
them.
The topic of this paragraph i s _____________________
What D oes a Paragraph Look Like?

The same paragraph about strawberries is below. Look at these two things:
(1) The first sentence is indented. There is a space before it. Remember
to indent the first sentence in your paragraphs.
(2) The second sentence follows the first sentence on the same line.
It does not go on a new line.
NEW SENTENCE, SAME LINE
INDENT \
—►Strawberries are a delicious kind of fruit. They
are small and red. They are sweet and juicy. I have
strawberries in my garden every summer. I love to eat
them.
PRACTICE 1.1 Work alone or with a partner. Read the letter. Answer the questions below.
Recognizing
Paragraphs
and Topics
w
September A
Dear Ms. kjennedy,
My name is Nadia Duric. I am a new student. I am in your

Writing 1 class. I wantto tell you a little about myself.
My family is from kOsovo. I live with my parents, my two little

brothers, and my cousin. We have an apartment in Middletown.
This is my firs t week of school. I am happy to be here. I wantto

learn English very much. I want to finish college and get a good job.
Sincerely yours,
Nadia Duric
1. How many paragraphs are there in Nadia’s letter?______________

2. What is the topic of the second paragraph?______ ______________
PRACTICE 1.2 Copy the sentences below to complete the paragraph on page 11. Continue
Paragraph skipping lines.
Content and
Form at There are two main points about paragraphs.
First, all the sentences in a paragraph are about one topic.
Second, a paragraph has a special format.
The first sentence is indented.
The next sentence starts right after the first one.
These are important things to remember about paragraphs.

Chapter 1 ! Introducing Y ourself 11
.......a b o u t :
.............................................
S k ip L in e s
PRACTICE 1.3 Write a paragraph about yourself (like the models on page 7). Follow
W riting a these steps.
Paragraph
About Yourself Step 1: Take a piece of paper. Write your name at the top.
Step 2: Indent and begin your paragraph with this sentence:

I would like to introduce myself.
Step 3: Look at the sentences you wrote on page 8. Change your

sentences if you want.
Step 4: Complete your paragraph by copying your sentences.

Skip lines.
PART 2 I Sentence Structure and Mechanics

What Is a Sentence?
A sentence is a group of words that expresses a complete idea. A sentence
always has a subject and a verb.
Look at the subjects and verbs in these sentences.

SUBJECT VERB
Hiro (plays) the guitar.

SUBJECT VERB
He (loves) music.
PRACTICE 1.4 Work alone or with a partner. Circle the verb in each sentence. Write V
Subjects
above it. Then underline the subject of that verb. Write S above it.
and Verbs S V
1. Ahmet thrives) a taxi.
2. Lucia rides the bus.
3. Mr. Parker speaks English.
4. A photographer takes pictures.
5. Fish swim in the ocean.
6. The sun sets in the evening.
7. I drink tea.
8. We go to the mall on Saturdays.
9. My friends watch soccer on TV.
10. Chocolate tastes good.

What D oes a Sentence Look Like?

There are different kinds of sentences. Some sentences are statements,
and some sentences are questions. Look at these examples with your class.
How are statements and questions the same? How are they different?
S e n te n c e s
Statem ents Q uestions
1 am from Colombia. Where are you from?

My name is Maria. What is your name?
1 am a new student. Are you a new student?
My first language is Spanish. Do you speak Spanish?
Sentences need capital letters and punctuation. Every sentence begins

with a capital letter. Every sentence has a punctuation mark at the end.
Rules Examples
1. Use a capital letter for the first T

word in a sentence. the class is in room 342.
2. Put a period (.) after a This sentence is a statement.

statement.
3. Put a question mark (?) after Do you have any questions?
a question.
PRACTICE 1.5 Work alone or with a partner. Add a capital letter to each sentence. Put a
Using Capital period after each statement. Put a question mark after each question.
Letters and End
Punctuation 1. are you married? 6. the movie starts at 7:00
2. my friend speaks English 7. where do you live
3. are you from China 8. how do you spell your name
4. he is from Mexico 9. she works part-time
5. do you drink coffee 10. we like to go dancing
PRACTICE 1.6 Work alone or with a partner. Put the words in order. Write statements.
Word Order: Look at the examples of statements on page 13 for help. Add periods.
Statements
1. is / My class / big My class is big.__________________________
2. 24 classmates / have / 1 ___________________________________
3. from many countries / come / W e __________________________
4. friendly / My classmates / a re _____________________________
5. Ms. Green / is / The teacher’s nam e________________________
6. We / in room 245 / meet __________________________________
7. from I I I China / a m _____________________________________
8. language / first / is / My / Chinese__________________________
PRACTICE 1.7 Work alone or with a partner. Put the words in order. Write questions.
Word Order: Look at the examples of questions on page 13 for help. Add question
Questions marks.
1. that man / Who is Who is that man?_______________________
2. his first name / What i s __________________________________
3. is / What / last name / h is ________________________________
4. he / Is / a new student___________________________________
5. in this class / he / Is ____________________________________
6. he / Does / English / speak_______________________________
7. from / is / he / W here___________________________________
8. is / he / How old
PRACTICE 1.8 Some sentences are missing capital letters on the first word. Make
Editing: Capital corrections.
Letters M
my name is Mayra. I am from the Dominican Republic, my firs t
language is Spanish, now I live in Hartford, today is my firs t day in this
school. I want to learn English, it is very im portantfor my future.
PRACTICE 1.9 Make corrections to this paragraph. Add five more capital letters and
Editing: Capital seven more periods.
Letters and S
Periods ktazumi is one of my classmates, ^he is from Oapan she speaks
Japanese her parents live in Tokyo she has no brothers or sisters she
is single k'aiumi likes music and fashion her clothes are beautiful
PRACTICE 1.10 A. Complete the information about your class.

W riting a Example: 1. I am taking English IQ.
Paragraph (course name / number)
About Your
Class 2. My class meets on Monday. Wednesday, and Friday.
(day or days)
3. It meets from 9:30 A.M.__________ to ll:H5 A.M.

(start time) (end time)
1 .1 am taking __________________________________________
(course name / number)
2. My class meets o n ____________________________________

(day or days)
3. It meets from _____________________ t o ________________

(start time) (end time)
4. We meet i n __________________________________________
(room number)
5. Our teacher’s name i s ____ ______

(name)
6. The work i s ____ ______ ___

(easy / hard / interesting )
B. Copy the sentences from Part A on the lines below. Write them as a
paragraph.
1 am taking__________________________________________
PART 3 I Grammar and Vocabulary

Verbs
On page 12, you learned about sentences. Remember, every sentence
needs a verb. The boldfaced parts of these sentences are verbs:
They live in Egypt.
He speaks Japanese.
I’m in this class.
Where’s room 250?
Many verbs are words for actions. They are words for things that
someone or something does, like builds, drives, or plays. These verbs
describe movement or change that you can see. In the next three pictures,
you can see what Arturo does.
Arturo builds houses. He drives a sports car. He plays baseball.

Chapter 1 | Introducing Y ourself 17
Other verbs do not express actions. We cannot see any movement or

change. Examples of these verbs are is, likes, and has. In the next pictures,
you cannot see Arturo do anything.
Arturo is happy. He has many friends.
PRACTICE 1.11 Work alone or with a partner. Circle the verb in each sentence.
Recognizing
Verbs 1 .1 (have) a cell phone.
2 . 1 make a lot of phone calls.
3. My friends call me, too.
4. We talk a lot.
5. Sometimes they leave messages.
6 . 1 listen to my messages.
7. My phone takes pictures, too.
8. It is very important to me.

PRACTICE 1.12 Work with a partner. Write six statements. Use words from each box.
Building Use all six verbs.
Sentences with
Common Verbs
Subject Verb
a cell phone
is a computer
my roommate rides a student
my friend has fish
he eats horses
she listens the bus
goes to music
to movies
Example: M y roommate has a ceil phone.

1 ._______________________ ________
2 . _________________________________________
3 . ______________________________
4 . ______________________________
5 . ______________________________
6 . _______________________________________________________________
PRACTICE 1.13 Work alone or with a partner. Add the verb

Placing Verbs place in the statement.
in Statements is
Example: (is) This^Dao.
1. (is) Dao my friend.

2. (is) She from Thailand.
3. (means) Her name “stars” in Thai.
4. (likes) Dao to cook.
5. (cooks) She Thai food.
6. (go) We to the Asian market together.
7. (buys) She vegetables, tofu, and
lemongrass.
8. (makes) She dinner for us.
9. (tastes) Everything delicious!
Nouns
A noun is a word for a person, place, thing, or idea.
Look at the chart. The boldfaced words are nouns.
What does the noun name?

a p e r so n a p la c e a thing an id ea
1. I love my brother. X
2. The singer is smiling. X
3. Do you know Marta? X
4. He is at the airport. X
5. The library is open today. X
6. They live in Saudi Arabia. X
7. Would you like some ice cream? X
8. That watch is expensive. X
9. He drives a Toyota. X
10. Education is important to me. X
11.1 have fun with my friends. X
12. What time is it? X

PRACTICE 1 Work alone or with a partner. Look at the fifteen boldfaced nouns in this
Identifying
paragraph. Write person, place, thing, or idea above each noun. {Note:
Meanings For some nouns, there can be more than one answer.)
o f Mouns
place thing/place
New York City is my favorite city. I have several relatives in New York. My
aunt and uncle live there, and my sister does, too. She has an apartment near
Central Park. I like to spend time with her. We go to clubs to listen to music.
We go out to eat together. She shows me stores with clothes at great prices.
I always have fun in New York.
PRACTICE 1 Work with a partner or in a small group. Write as many nouns as you
Building
can. Count your nouns, and write the total.
Vocabulary:
Mouns 1. Nouns for people in a family:
Examples: mother, father
_________________________________________Total:
2. Nouns for things inside a house:
_________________________________________Total:
3. Nouns for places to go in a city:
Total:
Chapter 1 I Introducing Yourself 21
Singular and Plural Mouns

Most nouns have singular and plural forms. Singular means “only one.”
Plural means “more than one” Plural nouns usually end in -5.
Singular Plural
hot dog hot dogs
watch watches
library libraries
See Appendix C fo r spelling rules fo r plural nouns.
Some plural nouns are irregular. They do not follow the rules for plural
nouns. They do not end in -5.
Singular Plural
person people
man men
woman women
child children
See Appendix C fo r more irregular plural nouns.
PRACTICE 1.16 Write the plural form of each singular noun. (See Appendix C for help
W riting Plural with spelling.)
Nouns
1. pencil pencils 7. dish
2. day _______________ 8. dictionary
3. city ____________ _ 9. family
4. box _______________ 10. glass
5. child _______________ 11. man
6. person _______________ 12. woman

PRACTICE 1.17 Look at the boldfaced nouns in this paragraph. Mark each noun s
Identifying (singular) or pi (plural).
Singular Versus s
Plural Nouns Paris is the capital of France. It is
a beautiful city. Millions of people visit
Paris each year. There are wonderful
museums, historic buildings, lovely
parks, and excellent restaurants. A
visitor can have a great time in Paris.
The river Seine in Paris
PRACTICE 1.18 Circle the fourteen nouns in this paragraph. The first noun is circled for
Recognizing you. Mark each noun s (singular) or pi (plural),
IMouns pi
(Dd p h ins) are interesting animals.
First, a dolphin is not a fish. It is a
mammal, like cats, horses, and
people. Also, did you know that a
dolphin sleeps with one eye open?
One half of the dolphin’s brain rests,
A bottlenose dolphin
and the other half stays awake.
PRACTICE 1.19 Work with a partner. Complete the chart with nouns and verbs. Write
Building two words in each box. Each word must begin with the letter at the top.
Vocabulary:
Nouns
and Verbs A B C D E
Nouns apple
A lberto
Verbs ask
answer
Chapter 1 | Introducing Y ourself 23
PART 4 | The Writing Process

What Is a Process?
A process is a series of steps or actions. You take these steps because
you want to reach a goal. The steps in the process will help you get the
results you want.
In your everyday life, you often follow a process. For example, you
follow a process when you wash clothes in a washing machine. Your goal
is to get your clothes clean. What do you do first? What do you do next?
Number these steps in order from 1 to 5.
Step f : Take the clothes out of the machine.

Step I : Put the clothes into the machine.
Step J___________________ : Add detergent.
Step f | : Wait for the machine to finish.
Step Jj_: Start the machine.
What is the result of this process? Clean clothes!
Writers also follow a process. The writing process can help you write
clear and correct paragraphs in English. The writing process looks
something like this:
Look at the picture of the writing process on page 23, and discuss these
questions with your class:
• Where does the writing process begin?
• What is the next step?
• How does the process continue?
• What happens after the teacher returns a paper to a student?
PRACTICE 1.20 Complete the sentences. Use the same word from the box in sentences
Understanding
a and b.
Key Words
goal process result step
1. (a) A _____ goal_____ is something you want to do or to have in

the future.
(b) For example, t h e _____ goal______ of a medical student is to
become a doctor.
2. (a) A ______________ is something that happens or exists because

of something else.
(b) If you mix the colors blue and yellow, th e _______________
is green.
3. (a) A ____________________is one action in a series of actions.

You take these actions to solve a problem or to get to a result.
(b) For example, you can make a phone call in two easy
_____________ s: (1) Pick up the receiver. (2) Press the
numbers.
4. (a) A ______________ is a series of actions you do or steps you

take to get a result.
(b) In this book, you will learn the steps of the writing
Keeping a Journal
Writing in a journal can help you become a better writer in English.
A journal is a notebook in which you write about your life.
Each time you write in your journal, you make a journal entry.
Sometimes your journal entries will be short. Sometimes you will want
to write more.
Your teacher will read your journal and write back to you in it. Your
journal is like a conversation between you and your teacher. In your journal,
you can ask your teacher questions. Your teacher can ask you questions, too.
Then you should write the answers or talk to your teacher.
Your journal writing will be different from the other writing you do
for this class. You will not need to correct your journal entries.
Frequently Asked Q uestions (FAQs) About Journals

1. What should I write about?
You can write about things that happen in your life or things
you are thinking about. You will also find ideas for journal
entries in this book.
2. Who decides on the topic for a journal entry?

Sometimes your teacher will give you a topic. Sometimes
you can choose your own topic.
3. Who will read my journal?

Your teacher will. You can share it with friends and
classmates, too, if you want.
4. How often should I write journal entries? How often will the
teacher read them?
Ask your teacher.
Look at this example of an entry in Murat's journal and the teacher’s

comments.
April 2 6
Soccer is my favorite sport. 1played soccer a t my high school.

Now 1 play with friends every day a t 4 :3 0 or 5 :0 0 p. m . We play near
Tftis is called the dining hall. Sometimes we have six or seven players, sometimes
"playing pick-up”
fifteen or twenty. We don’t have real games. We play fo r fun.
(When you play
with anyone who Great! I'm glad you have a chance to play your sport.
comes). Do you ever watch soccer on TV?
1. Get a notebook to use for your journal.
Remember to:
a. Put the date before each journal entry.
b. Leave margins on the left and right side of each page. Leave
some space after each journal entry, too. Your teacher will need
space in your journal to write back to you.
2. For your first journal entry, write about yourself. What do you want
your teacher to know about you? What is important in your life?
3. Here are some ideas for more journal entries:

• Describe your family. Give your family members’ names and
ages, and tell something about them.
• Do you like music? What kind of music do you listen to? When
and where do you listen to music?
• Write about someone you know at school. What is this person’s
name? Where is he or she from? What do you know about this
person?
• Write about this class or the school. Do you have any questions
for your teacher?
'a ! lm H H »J
Describing Your Morning

Routine
It’s time to get ready for the day.
Chapter Preview
What Should Your Paper Look Like?
Papers Typed on a Com puter
Part 2: Grammar and Sentence Structure

Subject Pronouns
The Simple Present of Be
Basic Sentence Patterns with Be
Part 3: M echanics
Rules for Capitalization

The Steps in the Writing Process
Your Paragraph: Getting Ready for the Day
Results of the Writing Process
Expansion A ctivities
27
Chapter Preview
Work with a partner or in a small group. Read the model paragraphs.
Each paragraph describes someone’s morning routine — the things they
usually do. Answer the questions that follow.
MODEL My Morning Routine

Paragraph l |t js e a S y for me t0 get ready for the day. I get up at 8:30 a .m .
I wash my face and brush my teeth. I put on my clothes. Then I put

my books in my backpack. I leave my room at 8:45 a .m . I walk to Kerry
Hall. My first class is from 9:00 to 9:50 a .m . After class, I am very
hungry. I go to the dining hall for a big breakfast. That is my morning
routine.
MODEL Getting Ready for the Day

Paragraph 2 | m any things to get ready for the day. I get up at 6:30 a .m .
First, I take a shower. Then I get dressed, fix my hair, and put on my
makeup. At 7:15 a .m ., I wake up my husband and my children. I help
my children get dressed. Then we have breakfast. At 8:00 a .m ., I walk
my daughter to the bus for school. After that, I drive my son to day
care. Finally, I go to school for my 9:00 a .m . class. That is my busy
morning routine.
Questions about model paragraph 1:
1. What is the topic of the paragraph?_____________________
2. Which word describes the writer’s morning routine? Circle it:

(busy / easy / hungry)
3. How much time does the writer need before class each day?
4. Where do you think the writer lives?

Chapter 2 I Describing Your Morning Routine 29
5. Write the verbs the writer uses:
a. I t _________ easy for me to get ready for the day.
b. I ____________ a t 8:30 a .m .
c. I _________ my clothes.
d. My first class_________ from 9:00 to 9:50 a .m .
e. After class, I _________ very hungry.
f. T h at_________ my morning routine.
6. Write the words the writer uses to show time:
a. I get u p _________ 8:30 a .m .
b. My first class i s _________ 9 :0 0 __________ 9:50 a .m .
c . ________ class, I am very hungry.
1. What is the topic of the paragraph?_________________________
2. What word describes the morning routineof this w riter?_______
3. How much time does the writer need before class each day?
4. Talk about the writer’s morning routine. What is the same for her
and the writer of paragraph 1? What is different?
5. Write the verbs the writer uses:
a. First, I _________ a shower.
b. Then I _________ dressed,__________ my hair, a n d ________

my makeup.
c. At 7:15 a .m ., I _________ my husband and my children.
d. Then w e _________ breakfast.

6. Write the words the writer uses to show the order of her actions:
a . ________ , I take a shower.
b . _________I get dressed, fix my hair, and put on my makeup.
c . ________ , I drive my son to day care.
d . _________, I go to school for my 9:00 a .m . class.
You will write a paragraph about your morning routine later in this
chapter (page 48).
What Should Your Paper Look Like?
You will write many paragraphs for this class. When you write a
paragraph, you need to think about the format of your paper — the way
it looks.
1. The paper
Use lined paper. Notebook paper that is 8'A by 11 inches is a good size.
2. The heading
The heading goes in the upper right-hand corner of your paper. The
heading includes your name and the date. Your teacher may ask you to add
other information, too.
3. The title
A title tells the topic of your paragraph. A title is not a sentence. It is

just a few words or even one word only. Your title goes on the top line, in
the middle.
4. Skipping lines
Do not write on the line below your title. Skip that line. Begin writing
on the third line. Continue skipping lines.
5. Margins
Leave spaces on the left and right sides of your paper. These spaces are
the margins.
6 . Keeping words together
Sometimes a word is too long. It cannot fit at the end of a line. Do not
divide the word into two parts. Move the whole word to the beginning of
the next line.
Your paper should look like this:
M a r g in
H e a d in g Aleksandr Mihailov
September 8
English 15
T it le
I
Introducing Myself
would like to introduce myself. My name is Aleksandr
S k ip L in e s Mihailov. I am from St. Petersburg, Russia. I speak Russian
and a little English. I am nineteen years old. I live in Tampa with
my family. I live with my mother, father, and two sisters. I play
computer games in my free time. Sometimes I play all night.

PRACTICE 2.1 A. Work alone or with a partner. Look at Vu’s paper. How many
problems can you find in the format of his paper? Mark them with
Form at circles or arrows.
Introducing Myself
1would like to introduce myself. My name is Vu Le. 1am from Ho Chi

Minh City in Viet Nam. 1speak Vietnamese and English.
1live With my aunt, my uncle, and my cousins. 1am not married.
1am [twenty years old.
1like igood food. 1 like to cook. In the future, 1want to open a Viet-
nam^se restaurant.
Vu Le
B. Rewrite Vu’s paragraph on a piece of lined notebook paper. Use the

correct format.
Papers Typed on a Computer

Maybe you will type your paragraphs for this class on a computer. You
will need to think about the format of your paper.
1. Margins
Set margins at the top and bottom of your paper and on the left and right
sides of your paper. Make them about one inch (or three centimeters) wide.
2. Spaces between words
Leave one space after each word. Do not leave a space before a period.
Do this: Do not do this:
This spacing is correct. T his spacing isnot co rre c t.

3. Spaces between lines
Double-space your paragraph.
These sentences are These sentences are

single-spaced. There is
double-spaced. There is very little space between the
lines. There is not enough
space between the lines for space to write corrections.
corrections. Your paper
should look like this.
4. Saving your work
Remember to save your work. You can use your paragraph title as the
file name. Add the date. For example, write M yself 10102007. Make a
backup copy of the file.
A. Look at the formats of Deko’s paper and Marissa’s e-mail message.

D ifferent Both examples were typed on a computer, and both are correct.
Form ats
Deko Hussein
English 11B
November 12
My Computer
My computer is helpful. I use it for school. I write papers
on my computer. I print my papers on my printer. I also use
my computer to write to my family and friends. I send e-mail.
I use my computer for the Internet, too. I find information
online. I am glad to have a computer.

From: [email protected]
To: [email protected]
Sent: Monday, September 18, 23:07
Subject: hellooooooo
Hi Jen
How are you? I’m pretty good. School is OK so far. My

teachers are nice. I have friends in all my classes.
My roommate is nice. Her name is Parinda. She is from

Thailand. She speaks English really well.
I have a new cell phone number. It’s (210) 555-1234. Call

me! But not before 10:00 a .m . please. :-)
Marissa
B. Work with a partner or in a small group. Look at headings, titles,

spacing, margins, and indenting in the two examples. Talk about what
is the same and what is different.
PART 2 I Grammar and Sentence Structure

Subject Pronouns
In Chapter 1, you learned about nouns. Remember, a noun is a word
for a person, place, thing, or idea. Pronouns can take the place of nouns.
A subject pronoun can be the subject of a sentence.
S u b ject P ro n o u n s
Singular Plural
I we
you you
he
she they
it
Study these rules and examples.
Rules Examples
1. Subject pronouns can take the place of She

subject nouns. Lucia is from Brazil. Lucia speaks
Portuguese.
2. Use a noun or a subject pronoun, not Your friend is nice. He is nice.

both.
Not: Your friend be is nice.
3. Use they to refer to people or things. The children are small. Thev are two
years old.
The cars are not new. They are two

years old.
4. Use it to tell:
the time It is nine o’clock (9:00).
the day It is Wednesday.
the date It is September 25.
the weather It is warm and sunny.
PRACTICE 2.3 Complete each sentence with the correct subject pronoun.
Using Subject
Pronouns 1. That man’s name is Hugo. He is from Mali.
2. My name is Nanam i.________ am from Osaka.
3. What day is it today?_____________is Thursday.
4 . 1 know that g irl.________ is in my class.
5. The weather is nice. is cool.
6. These are good cookies. are delicious.
7. My brothers can sing. _ are good singers.
8. What time is it? ______ is 4:30 p .m .
9. You and I need to work together.________ are partners.
10. Please call m e .______ and I need to talk.
PRACTICE 2 .4 Work alone or with a partner. Correct the subject pronoun error in each
Editing: Errors sentence.
w ith Subject 1. Martin he has a motorcycle.
Pronouns
2. You and i have the same teachers.
3. Is Friday.
4. He is a nice girl.
5. My friends they are at the mall.
6. She is a little boy.
7. They is two o’clock.
8. Is hot today.
The Simple P resent o f Be

The words am, is, and are are verbs. They are the simple present forms
of the verb be. Be is the base form of the verb.
Affirmative Statements with Be

Singular Plural
Subject Be Subject Be
I am We
You are You
He
in class. are in class.
She is They
It
Bill Bill and A1
See A ppendix D fo r contractions with be.
PRACTICE 2 .5 Complete the statements. Use the correct form of the verb be.
B e in
A ffirm ativ e 1. This exercise is easy.
Statements
2 . 1 ________ busy.
3. That is my sister. S h e________ sixteen years old.
4. My friend from Lebanon,
5. Many people______ in the lab.
6. Y ou________ my partner.
7 . 1 have two brothers. They _ at home.
8. W e________ on page 37.
9. You and I ________ in the same group.
10.My morning routine_________ simple.

Negative Statements with Be

S in g u la r P lu ra l
Subject Be IXot Subject Be Mot
I am We
You are You
He
not in class. are not in class.
She They
is
It
Bill Bill and A1
See A ppendix D fo r contractions with be.
PRACTICE 2 .6 Complete the statements. Use the correct form of the verb be + not.
Be in Negative
Statements 1. You are not late.
2. The exercises difficult.
3. It cold today.
4. Omar ___ here.
5. The teacher in his office.
6. That is my sister. S h e________ a student.
7. You and M arta________ new students.
8 . 1 ________ in your class.
9 . 1 have a brother. H e ________ married.
10. We ready.
PRACTICE 2.7 Look at each group of words. Check (V) It is a com p lete sen ten ce,
Complete or It is n ot a se n ten ce. T here is no verb. Then correct the incomplete
Sentences w ith sentences.
Be
It is a It is not a
complete sentence.
sentence. There is
no verb.
am
1 .1 from Kuwait.
A
2. What is your name?

3. We partners.
4. Halima is my sister.
5 .1 twenty-two years old.
6. My father and my mother in Nepal.
7. Ms. Kelley is my teacher.
8. How old are you?
9. The students in the classroom.
10. Javier tall and handsome.
PRACTICE 2 .8 Work alone or with a partner. Look at each statement. Check (V)
Editing: Correct or Incorrect. Make corrections.
Statements
w ith Be Correct Incorrect
not
□ 0 1. He no is in class today.
A
□ □ 2 .1 am a student.
□ □ 3. We not at home.
□ □ 4. It a nice day.
□ □ 5. The teacher no is here.
□ 0 6. You in class.
El □ 7. Hana is not a new student.
□ □ 8 .1 am no cold.
□ □ 9. Mr. Sweeney ateacher.
□ □ 10.1 busy in the morning.
Basic Sentence Patterns w ith Be

The verb be has many uses. Here are three ways to use be in sentences:
Rules Examples
Subject Be + Noun
1. To identify a person or thing: They are mv friends,
Use be + a noun. Dolphins are mammals,
Mali is a country in Africa.
Subject Be + E xpression o f Place

2. To tell where someone or something is: My house is on Park Street,
Use be + an expression of place. The students are in room 152.
1 am here.
Subject Be + A djective/A ge
3. To describe someone or something: The sky is blue.
Use be + an adjective or age. They are married.
1 am twenty years old.
The verbs am, is, and are can be used with verbs ending in -ing:
Shhh! The baby is sleeping.
They are working today.
These sentences have present progressive verbs. See page 105 for
more information.
PRACTICE 2 .9 Work alone or with a partner. Check ( y ) the use of the verb be in each
Sentence of these statements.
Patterns with Be
Be + Be +
Be + Moun Expression A djective/
o f Place Age
1. Soccer is a game.
2. He is seventeen years old.
3. My friends are at the movies.
4. That is my book.
5. My eyes are brown.
6. Her parents are in Costa Rica.
7. I am not at home.
8. The movie is at the Central Cinema.
9. Green beans are vegetables.
10. I am twenty-four years old.
11. My brothers are doctors.
12. Manuel is married.

PRACTICE Edgar is writing about himself and his school. Complete Edgar’s
Statements
statements with a subject from the box and am, is, or are.
with Be
Subjects
My name
I
My first language
My school
My classmates
My classes
1. M y name is Edgar.
2. ______ . from Panama.
3. Spanish,
4. a student,
5. in Los Angeles,
6. from many countries,
7. interesting,
8. nineteen years old.
PRACTICE Take a piece of paper. Write ten statements with be about yourself and
Writing
your school. See Practice 2.10 for models. Use all three sentence patterns:
Statements be + a noun, be + an expression of place, and be + an adjective/age.
with Be
PRACTICE Take a piece of paper. Write answers to these questions. Use the verb be.
Statements
with Be Examples: What day is after Monday?
Tuesday is after Monday.
What are carrots and potatoes?
Carrots and potatoes are vegetables.
1. What day is before Saturday?

2. What day is after Saturday?
3. Where is your teacher from?
4. Where are Brazil and Chile?
5. Where is Canada?
6. What are January and February?
7. What are the Amazon and the Nile?
8. What color are your eyes?
9. What are the colors of your country’s flag?
10.How old is your best friend?
PART 3 I Mechanics
Rules for Capitalization
Some words in English must begin with a capital letter. English has
many rules for using capital letters. Here are five rules you need to know.
Rules Examples
1. Capitalize the subject pronoun /. Now 1 live in Oakland.

Rosa and 1 are in the same class.
2. Capitalize the first letter of a sentence. His first name is David.

What is his last name?
3. Capitalize people’s names and titles. My dentist’s name is Dr. Parker.

You can ask Ms. Evans.
4. Capitalize words for nationalities and Nationalities Languages

languages.
Mexican Spanish
Canadian English
Kuwaiti Arabic
5. Capitalize place names. She comes from the United States.

Do you live on Maxwell Avenue?
PRACTICE 2.13 Correct the fourteen errors in capitalization in this paragraph. The first
Editing: error is corrected for you.
Errors in 1 U
Capitalization t have a friend named t homas. i go to school with him. he speaks
f \\ \7 i
Chinese and a little english. he is from taiwan. how he is living with
his brother, they have an apartment on frarvard avenue in Brookline,
Massachusetts.
PRACTICE 2.14 Work alone or with a partner. Review the capitalization rules on page 43.
Capitalization Then write two sample sentences for each rule.
Example: Rule 4: M auricio speaks Portuguese and English.________
1. Rule 1 :__________________________________________________
2. Rule 2:
3. Rule 3:
4. Rule 4:
5. Rule 5:
PART 4 I The Writing Process

The Steps in the Writing P rocess
On page 23, you learned about the writing process. There are four basic
steps in the process:
Prewrite WriteEdit W
Final Draft
o---------o--------- o--------- o
Step 1: Prewrite
At this step, you begin to get ideas for your paragraph. There are
many ways to get ideas, such as brainstorming and freewriting. You will
learn about these two ways and other prewriting activities in this book.
Step 2: Write
The first time that you write a paragraph, your paper is called your
first draft. Your work is not finished! Writing the first draft is only one
step on the way to your final paper.
Step 3: Edit
Editing is an important part of the writing process. Editing means
checking for mistakes and making corrections. You can also make
changes to the content — the ideas and information in your paragraph.
For example, you can add new information or move sentences. Always
edit your writing before you show it to a classmate or to your teacher.
W r it e r ’s Tip
When you check for mistakes,

read slowly. Sometimes using a ruler
(or a piece of paper) can help. Place
it under the line you are checking.
Move the ruler down as you read.
Look at your paragraph word by
word, one line at a time.
Sometimes you will do peer review. Your classmates are your peers.
When you do peer review, you work with a partner. You read and talk
about each other’s paragraphs. You think about these things:
• the content
• the words and sentences
• the format of the paper
Then you give your partner feedback — you say what you think
about his or her work. When you give feedback, it is important to be
both honest and kind.
Step 4: Write the Final Draft

Sometimes a writer’s first draft needs no changes. This does not
happen often. Most of the time, writers must write new drafts.
Sometimes your first draft will need only small changes. Then
maybe you can erase and make changes on that same paper. Most of
the time, you will need to prepare a final draft on a new piece of paper.
You will give your final draft to your teacher.
PRACTICE 2.15 A. Work alone or with a partner. Look at Henry’s first draft below. Henry
Comparing First showed his first draft to a classmate. His classmate gave him feedback.
and Final Drafts
Henry Liu
Aafe English 112-01
title margin
I It easy fo r me to get ready fo r the day. My alarm clock
! wakes me up a t 7:30.
r...................... T u i\ r { ................................................................................
hI get up and have a shower. I aet dressed. I drive to
i fdchnnl a t I go to the cafeteria, livery hungrv in the morn-

;!...................>p......................................................................
.......................................................................
i \m. 1eat cereal, fruit, egas. and to a st. 1drink oranae juice and
i tea. 1go to my class a t 9:00. @ iat is my morning routine.

B. Henry edited his paragraph. Look at his final draft below. What is
different? Mark the changes. How many changes did Henry make?
Henry Liu
February 1
English 112-01
G etting Ready fo r the Day
It is easy fo r me to get ready fo r the day. My alarm
clock wakes me up a t 7:30. I ge t up and take a shower.
Then I get dressed. I drive to school a t <3:15. F irst, I go
to the cafeteria. I am very hungry in the morning. I ea t
cereal fru it, eggs, and to a s t. I drink orange juice and tea.
I ta lk with my friends. Finally, I go to my class a t 9:0 0 .
That is my morning routine.

PRACTICE 2.16 Work alone or with a partner. Write the words from the box next to their
Understanding meanings.
the Steps in the
Writing Process editing first draft prewriting
feedback peer review
1 . ___ prewriting : getting ideas before you start writing
2. _____________________ the paper with your first try at writing

a paragraph
3. checking for mistakes and correcting them
4. working with a partner, looking at each other’s

writing
5. the things you tell a writer about his or her

paragraph
Your Paragraph: Getting Ready for the Day

You are going to write a paragraph about your morning routine.
# — O— O— O Step 1: Prewrite
a. Take a piece of paper. Make a list of the things you do in the

morning to get ready for the day. Begin with the time you get up.
Do not write complete sentences. Just take notes — write a few
words. For example:
7:00 a.m. get up

make tea
shower, shampoo
Chapter 2 I Describing Your Morning Routine 4 9
b. Work with a partner. Ask your partner, “What do you do in the

morning?” Take turns describing your morning routines. Try to use
these words: first, then, after that, and finally.
Step 2: Write
a. Choose a title for your paragraph. You can use Getting Ready fo r
the Day or My Morning Routine if you like.
b. Begin your paragraph with a general statement about your morning
routine. Look at the models on page 28 for examples.
c. Continue your paragraph, using your notes from Step 1.
0 —0 —# —o Step 3: Edit
a. Read your paragraph again. It may help you to read it out loud.
Make changes if needed.
b. Edit your paper carefully. Check for mistakes before you show it to
anyone.
c. Peer review: Exchange papers with a partner. Follow the Reviewer’s
Checklist below. Check (V) each box when you finish that step.
R eview er’s Checklist — C hapter 2

Your partner’s nam e:________________________________________
Content
□ Read all of your partner’s paragraph.
□ Underline any part of the paragraph you do not understand.
Ask your partner to explain it.
□ Ask questions if you want more information about your partner’s
morning routine.
Form
Look at these parts of your partner’s paper. Mark any problems on
the paper in pencil. Put a question mark (?) if you are not sure about
something. (See Henry Liu’s first draft on page 46 for an example of
how to mark a paper.)
□ the heading □ skipping lines
□ the title □ correct use of capital letters
□ indenting the first sentence □ a period after every statement
d. Return your partner’s paper. Say something nice about it, such as
“It’s a good start” or “Your paragraph is interesting.”
e. Look at your own paper. If you do not agree with a comment on it,
then ask another student or your teacher.
a. On your first draft, mark any changes you want to make. You may
want to add information or change sentences. Be sure to correct all
mistakes.
b. Take another piece of paper, and write your final draft.
c. Edit your paragraph carefully. Then hand it in to your teacher.
R esults o f the Writing P rocess

Your teacher will read your paragraph and
give you feedback on it. He or she may ask you
to rewrite it. Write the new draft, and edit it
carefully. Then hand in your old and new drafts
together. Staple your new draft on top of the
old one. old
draft
When you do not need to rewrite a paragraph

anymore, put your paper into a folder. Label your
folder with your name, your course number, and
your teacher’s name. Save this folder.
Your Journal
Keep making entries in your journal. Write as much as you can. Write
as often as you can.
Do not worry about writing perfect sentences. Your journal entries are
not formal compositions. A journal entry is like a message to a friend.
Think of your own topics for your journal entries or choose from these
topics:
• Write about a favorite food or drink. When and where do you have
it? Do you make it, does someone make it for you, or do you buy it?
• Do you have a best friend? Write about a friend who is important
to you. What do you like to do together?
• How is the weather today? Do you like this kind of weather? Name
a place with great weather. Name a place with terrible weather.
• Draw a picture or put a photo in your journal. Then write about it.
• Where and how do you learn new words in English? Do you write
new words in a notebook? What kind of dictionary do you have?
Challenge: Sleep Habits

When you write a Challenge paragraph, be sure to follow the steps of
the writing process described on pages 45-46.
Write a paragraph about your sleep habits. Here are some questions to
help you get started:
• Do you get enough sleep, or are you often tired?
• How many hours of sleep do you need?
• What time do you usually go to bed?
• What time do you usually get up?
• Are weekday and weekend nights the same or different for you?
You can use My Sleep Habits as a title. If you wish, begin your paragraph
with one of these sentences:
I am happy with my sleep habits.

My sleep habits are not good.
Write your first draft. Ask a friend or a classmate to review your

paragraph. You can use the Reviewer’s Checklist on page 49 to help you
edit. Then prepare a final draft, and give it to your teacher.
Every Picture Tells a Story
Who are they?
Chapter Preview
Topic Sentences

Subjects of Sentences
What Makes a Complete Sentence?

Adjectives
The Simple Present

Your Paragraph: The Face in the Photo
52
Chapter 3 | Every Picture Tells a Story 53
Chapter Preview
Work with a partner or in a small group. Look at the photo. Then read
the two model paragraphs. The writers of these paragraphs have different
ideas about the man in the photo. Their paragraphs tell different stories
about him. Answer the questions that follow the models.
MODEL The Man in the Photo

Paragraph 1
The man in the photo is a hardworking man. His name is Ben Smith.
He lives in Houston, Texas. He is married. He and his wife have a baby
girl. Ben helps take care of the baby. He also
works at a post office. He works five nights a
week. He is a college student, too. He goes to
school part-time. He wants to be a lawyer.
Ben Smith leads a busy life.
MODEL A Lucky Man

Paragraph 2
The man in the photo has an exciting life.
His name is Philippe Demay. He is in the
music business. He makes music videos in
London, England. He has a beautiful wife. She is a model. They go
out every night. They go to parties and famous clubs. Philippe has
a nice car. It is a Jaguar. I think Philippe is lucky.
1. What is the topic of the paragraph? _
2. Read the first sentence again. What is the writer’s main idea about
the topic?______ _________________________________________
3. What information shows us that Ben is hardworking?

4. Write the simple present verbs that complete these sentences from
the paragraph.
a. H e _________ in Houston, Texas.
b. H e _________ married.
c. He and his w ife_________ a baby girl.
d. He also _________ at a post office.
e. H e _________ to school part-time.
f. H e _________ to be a lawyer.
5. Which of the sentences in 4a-f has the verb be? Sentence 4 _______
6. What is the last letter of the verb in sentences a, d, e, and f ? _____
7. Look at the verb in sentence c. Why is the verb ending different?
1. What is the topic of the paragraph?__________________________
2. Read the first sentence again. What is the writer’s main idea about
the topic?____________________________________________ _
3. What information shows us that Philippe has an exciting life?
4. Write the adjectives the writer uses.
a. He has a _________ wife.
b. They go to parties an d _________ clubs.
c. Philippe has a _________ car.
d. 1 think Philippe i s _________ .
You will write a paragraph about someone in a photo later in this chapter
(page 70).
Chapter 3 | Ever\/ Picture Tells a Stor\/ 55
PART 1 | Organization
Topic S en ten ces
A topic sentence comes at the beginning of a paragraph. The topic
sentence gives the writer’s main idea. A good topic sentence helps readers
understand the paragraph.
A topic sentence has two parts: (1) a topic — what the paragraph is
about, and (2) a controlling idea — what the writer is going to focus on
in the paragraph. For example, look at this topic sentence:
TOPIC CONTROLLING IDEA
David Ferreira is a good father.
This topic sentence tells us that the paragraph will be about David
Ferreira. The writer will tell us about David as a father. The paragraph will
not have other information about David. For example, it will not have
information about his education, his friends, or his future plans. It will tell
us only about David as a father.
Either the topic or the controlling idea can come first in a topic sentence.
Compare these two topic sentences:
CONTROLLING IDEA TOPIC
There are several reasons whv I like my room.
TOPIC CONTROLLING IDEA
I like my room for several reasons.
Sometimes the topic and the controlling idea are in two sentences. Look
at the example below. Find the topic and the controlling idea.
People sometimes confuse sea lions and seals. These

animals are different in several ways. The sea lion has . . .
In this example, the topic is sea lions and seals. The controlling idea —
that they are different in several ways — is in the second sentence.
Not all paragraphs begin with a topic sentence, but topic sentences are
an important part of academic writing in English. You will need good topic
sentences for paragraphs you write for school. You will also need good
supporting and concluding sentences. You will learn about these in
Chapters 5, 6, and 8.
PRACTICE 3.1 Work alone or with a partner. Read each paragraph. Then find the topic
Examining sentence. Circle the topic and underline the controlling idea.
Topic Sentences
1. A betta makes a good pet. First,
it is a beautiful fish, especially in the
sunlight. The light brings out its
amazing color. Second, it is easy to
take care of a betta. Just feed it every
day, and give it clean water once a
week. Finally, a betta is not expensive.
You do not have to spend much money
on the fish, its food, or its fishbowl.
I tell all my friends to get a betta.
2. It is easy to use an ATM. ATM stands for

“ automated teller machine.” Most banks have
ATMs now. You can use an ATM to get cash from
your bank account. Just put in your ATM card
and press the buttons for your PIN (your Personal
Identification Number). Then follow the directions
on the screen. ATMs are open twenty-four hours
a day, seven days a week. They are easy and
convenient to use.
The man in the photo has a terrible job.

His name is Bob Walker, and he works for Bigg
Computers. Every day, customers call him on the
phone. They are unhappy about their computers.
He does not like to listen to them. Sometimes
they get angry, and they yell at Bob. Then he
gets angry, too. He needs a new job.
Chapter 3 I Every Picture Tells a Story 57
There are two common ways to tell the

temperature. One way is to use the Fahrenheit
scale. On this scale, water freezes at 32 degrees
and boils at 212 degrees. The other way is to use
the Celsius (or centigrade) scale. On this scale,
water freezes at 0 degrees and boils at 100
degrees. The Celsius system is more common,
but in most English-speaking countries, people still
use the Fahrenheit system.
0°C = 32°F
PRACTICE 3 .2 Work alone or with a partner. Read each paragraph and the three
Choosing the sentences that follow it. Choose the best topic sentence for the
Best Topic paragraph. Write that sentence on the line.
Sentence
1.
For example,
butterflies called Painted Ladies fly all the
way from Europe to Africa. They also fly from
Australia to New Zealand. Monarch butterflies
fly from Canada to Mexico. That trip can be
3,000 miles long. It is amazing how far some
A monarch butterfly
butterflies can fly.
a. Butterflies are beautiful.

b. Some butterflies are great travelers.
c. Butterflies live in many parts of the world.
2 . ____________________________________________ He played
two sports in high school. He was the captain of the wrestling and
tennis teams. He is also a good swimmer and a fast runner. He runs
every day to stay in shape. Sometimes Kai and I play Ping-Pong
together. Kai usually wins. He is good at Ping-Pong, too.
a. Kai is my friend.
b. I have a friend at school.
c. My friend Kai is good at sports.
3. ____________________________________________________
_____________________________________________________ The
letters a, e, i, o, and u are vowels. The other twenty-one letters are
consonants. The letter y can be a consonant or a vowel. For example,
y has a consonant sound in the words yes and you, but it has a vowel
sound in the words key and play. Students of English need to learn all
the letters and their sounds.
a. There are five vowels in English.

b. English is not an easy language to learn.
c. The English alphabet has two kinds of letters.
4. ______________________
The best
beans come from criollo trees. These
trees grow only in Central and South
America. Most beans come from forastero
trees. These trees grow in West Africa.
Finally, the third kind of bean comes from
trinitario trees. These trees grow in both
Africa and the Americas. All three kinds
of cocoa beans are used to make
chocolate. Cocoa beans in a pod
a. Some beans grow on trees.

b. Chocolate is popular around the world.
c. Chocolate is made from three kinds of cocoa beans.
PRACTICE 3.3 Work with a partner. Read each topic sentence. Circle the topic and
Supporting a underline the controlling idea. Then write two examples of sentences
Topic Sentence you might find in the paragraph.
1. (£jities)are exciting places to live.
There are interesting things to do at night, like going to restaurants,
movies, and clubs._____________________________________________
You can meet many new people in cities._________________________
2. Cities have many problems.

3. My brother Zamir is good at many things.
4. My brother Zamir has some bad habits.
5. It is not easy to learn a new language.
6. There are many reasons to leam a new language.
PART 1 | Sentence Structure

Subjects o f S en ten ces
In Chapter 1, you learned that every sentence has a subject and a verb.
Here is more information about subjects.
Rules Exam ples
1. A subject can be a noun or a Alex has a car. He likes to drive.

subject pronoun.
2. The subject comes before the On weekdays, he takes the bus

verb in a statement. to work.
3. A verb can have more than one Alex and his friends have cars.
subject.
Work alone or with a partner. Find the subject and the verb in each
Identifying
sentence. Circle the subject and write S above it. Underline the verb and
Subjects and write V above it.
Verbs S V
supermarket.
1. We buy most of our food at

Super Shopper.
2. It sells local food and food from
around the world.
3 .1 get fruit and vegetables in the
produce department.
4. The fruit is fresh and colorful.
5. The bread in the bakery smells wonderful.
6. My wife and I go to Super Shopper on Fridays.
7. On weekends, the store is full of shoppers.
8. The lines sometimes get very long.
What Makes a Complete Sentence?

Look at these groups of words. They are not complete sentences.
Is friendly.
Has five people in her family.
Something is missing. Who is friendly? Who has five people in her

family? The subjects are missing. A sentence must have a subject. For
example, you could write:
Bella is friendly.
She has five people in her family.
Look at these groups of words. They are not complete sentences either.
Something is missing.
My brother in Los Angeles.

Apples, bananas, and pears good.
Chapter 3 I Ever\/ Picture Tells a Story 61
What is missing? There are no verbs. There must be a verb in a sentence.

For example, you could write:
My brother is in Los Angeles.

Apples, bananas, and pears taste good.
PRACTICE 3 .5 Work alone or with a partner. Look at each sentence. Check (>/)
Editing: C om plete or Incom plete. For each incomplete sentence, tell what is
Recognizing missing. Write No subject or No verb. Then correct the incomplete
Complete sentences.
Sentences
Complete Incom plete What’s the

problem?
1. a. The capital of China is Beijing. y
is No verb
b. Beijing a big city. V
A
c. The city 5,000 years old.
2. a. San Francisco has many

attractions.
b. Is cool in the summer.
3. a. Many tourists travel to Mexico.
b. Visit the beaches there.
4. a. The beaches of Thailand nice,

too.
b. Tourists like the beaches of

Thailand.
c. Many tourists postcards.
5. a. Sydney a city in Australia.
b. It has a famous opera house.
c. Many visitors to Sydney.

PRACTICE Work alone or with a partner. Find the seven incomplete sentences in this
Editing:
paragraph. Make corrections. The first incomplete sentence has been
Incomplete corrected for you.
Sentences
I want to tell you about my friend Yasmin. She lives in Seattle,
She is
Washington, te young and single. She twenty-four years old. Works in
a women’s clothing store. Is a nice place to buy clothes. Yasmin likes
her job. Clothes very important to her. Loves to shop. She spends her
money on new clothes and shoes. She has a plan to open a clothing
store. Wants to have her own business. It is a good idea.
PRACTICE Work alone or with a partner. Find the incomplete sentences. Make
Editing:
corrections.
Incomplete
Sentences The name of my hometown is l-Lan. My parents and my
grandparents there. Is a small city in the countryside of Taiwan.
Has a population of 30,000. The weather in l-Lan changes with the
seasons. The winter wet and cool. The summer hot and humid.
We have typhoons from August through October. l-Lan has good
weather for plants. Is famous for growing vegetables. It a nice
place to live.

A djectives
The different types of words are called the parts of speech. Verbs and
nouns are two of the parts of speech. Adjectives are another part of speech.
An adjective describes a noun or a subject pronoun.
The boldfaced words in the three sentences below are adjectives. The
words they describe are underlined.
The elevator is full. He is tall. I like my new phone.
You can use adjectives in several ways.
Rules Examples
Be + Adjective
1. Use be + an adjective. Paris js beautiful.

1 am not Chinese.
They are tall and handsome.
A djective + IVoun
2. Use an adjective + a noun. You are a aood friend,

Ali has short, dark hair.
Fresh blueberries taste good.
3. Do not add -5 to adjectives. This building is old.

These buildings are old$.
See Appendix J fo r information about the order o f adjectives before a noun.

PRACTICE 3 .8 Work alone or with a partner. The boldfaced words in this paragraph are
Adjectives adjectives. Underline the words (nouns or subject pronouns) that the
and the Words adjectives describe.
They Describe
I have a favorite beach. It has soft,
white sand and nice, clean water. In
the summer, the beach is hot. I sit
under a big umbrella, and I often go into
the cool water. This beach is a good
place to swim. The waves are usually
small. Sometimes I spend the whole
day at the beach. On other days, I go to
the beach in the late afternoon or in the
early evening. It is quiet at that time.
PRACTICE 3 .9 Work alone or with a partner. Circle the twelve adjectives in this
Identifying
paragraph. The first adjective is circled for you.
Adjectives
Carlos likes living in Westfield, Massachusetts. It is a (small)and
quiet town. The streets are narrow. Along the streets there are many
big trees. They are beautiful. Westfield has great parks, too. Stanley
Park is Carlos’s favorite park. It is large and green. There are nice
fields for playing baseball and new courts for playing basketball.
Carlos has a good time in the park with his friends.
PRACTICE 3.10 A. Look at the adjectives in this list. Mark each word 0, 1, or 2.
Understanding
Common
0 = 1 know nothing about this word.
Adjectives
1= 1 know a little about this word.
2 = 1 use this word in writing and speaking.
b u sy___ fre e ____ nervous _
careful___ fu n n y___ single__
d ifficu lt___ interesting tire d ___
exciting___ m arried__ unusual _
expensive___ n ea t____ wonderful

B. Choose three words that you marked 0 or 1. Ask an English speaker

about their meanings, or look them up in the dictionary. Use each
of the three words in a sentence.
PRACTICE 3.11 Take a piece of paper. Write sentences with adjectives. Follow the
Using directions.
Adjectives
Examples: Name a food and describe it. Candy is sweet.
Name a song and describe it. "Happy Birthday" is
a famous song.
1. Name a movie and describe it.
2. Name a friend and describe him or her.
3. Name a city and describe it.
4. Name an actor and describe him or her.
5. Name a kind of car and describe it.
6. Name a kind of animal and describe it.
7. Describe your hair.
8. Describe your eyes.
The Sim ple P resen t

The simple present tense has two main uses. Use simple present verbs to:
(1) state facts — things that are true.
The sun rises in the east.

People need food and water.
(2) describe routines and habits — actions that happen again and again.
I always eat lunch with my friends.

The store opens at 9:00 a .m . every day.
Simple Present Tense: Affirmative Statem ents
Singular Subject Verb Plural Subject Verb
I We
sleep.
You You
He
sleep.
She They
sleeps.
It
The cat The cats
The form of a simple present verb depends on the subject.
Rules Examples
1. Use the base form of the verb after We talk a lot.

I, you, we, they, and plural noun Some people worry too much.
subjects.
2. Verbs after he, she, it, or singular noun He talks a lot.

subjects end in - 5, -es, or -ies. My mother worries too much.
These are third person singular
subjects and verbs.
3. The verb have is irregular. It is not like I/You/We/They have brown eyes.
other verbs. He/She/It has blue eyes.
See A ppendix E f o r spelling rules fo r third person singular verbs.

Chapter 3 I Ever\/ Picture Tells a Story 67
PRACTICE 3.12 Circle the correct form of the verb.

Simple Present
Verbs in 1 .1 ((keqp)/ keeps) photos in my wallet.
A ffirm ative
Statements 2 .1 (carry / carries) photos of my family.
3. We sometimes (look / looks) at photos in class.
4. The teacher (have / has) many photos of people and places.
5. She (use / uses) a digital camera.
6. It (take / takes) good photos.
7. This photo (show / shows) my children.
8. You (have / has) a beautiful family.
PRACTICE 3.13 Write the third person singular form of each verb. See Appendix E
Spelling Third for help.
Person Singular
Verbs 1. f l y _____ flies_____ 8. catch __________
2. wash ______________ 9. do __________
3. cook ______________ 10. give
4. fix ______________ 11. hurry
5. study ______________ 12. have
6. go ______________ 13. rain
7. brush ______________ 14. snow
PRACTICE 3.14 Complete the sentences. Use the verbs in parentheses.

Verbs with
Third Person
1. (treat) Doctors treat patients.
Subjects:
Singular 2. (build) Carpenters___________ furniture and houses.
and Plural
3. (write) A programmer___________ computer software.
4. (prepare) A cook___________ meals.
5. (clean) Window w ashers___________ windows.

6. (deliver) A mail carrier____________ letters and packages.
7. (help) A salesclerk___________ customers in a store.
8. (serve) A w aiter___________ customers in a restaurant.
9. (fly) Pilots___________ airplanes.
10. (do) Students___________ homework.
S im p le P r e se n t: N e g a tiv e S t a te m e n ts
Singular Do /D o e s Mot Base Plural Do Mot Base

Subject Verb Subject Verb
I We
do
You You
He
not run. do not run.
She They
does
It
The cat The cats
See Appendix E fo r contractions.
PRACTICE 3.15 Underline the verb in the first statement. Use the same verb in the
Simple Present second statement, but make it negative.
Verbs in
Negative 1. Baseball players catch baseballs.
Statements Soccer players do not catch
soccer balls.
2. Soccer players kick soccer balls.

Tennis players_______________
tennis balls.
3. A baseball player needs a glove. A

soccer player_______________ a
glove.
4, Football players wear cleats. Tennis players

cleats.
5. A tennis player uses a racket. A football player

a racket.
6. Soccer players score goals. Baseball players

goals.
7. A football player has a helmet. A soccer player____________

a helmet.
8 .1 like soccer and baseball. I tennis or football.
PRACTICE 3.16 A. Complete the paragraph. Write the correct forms of the verbs in
A ffirm ativ e parentheses.
and Negative
Statements I really like winter. My city, Montreal, Quebec,________
(1. like) (2. get)
a lot of snow. I ________ snowy weather. My friends and

(3. like)
I ________ playing in the snow. W inter_________ a long time in

(4. enjoy) (5. last)
Montreal. W e________ warm clothes here. The w eather_________

(6. need) (7. get)
very cold. I ________ hot cocoa to warm up. W e_________ fires

(8. drink) (9. build)
in the fireplace. W inter________ my favorite season.

(10.be)
B. Rewrite the paragraph. Change Montreal, Quebec to New Orleans,

Louisiana. Make all the verbs negative.
I really do not like winter. M y city. New Orleans. Louisiana, does not get
a lot of snow._____________________________________________________
PRACTICE 3.17 Work alone or with a partner. Find the verb error in each statement.
Editing: Errors Make corrections.
in Simple
speaks does
Present Verbs
Examples: My friend speak Arabic. He not speak English.
1. The movie s ta r t a t 9:30 p .m .
2. Children likes candy.

3. Mr. Abo is goes to work by car.
4. Pilar watchs TV in the evening.
5. It does not cold today.
6. That store sell shoes.
7. People needs sleep.
8. He does not has a car.
9. They do not married.
10. My friends speak Spanish, but they are not speak French.

Your Paragraph: The Face in the Photo
You are going to write a paragraph
about a person in a photograph, like the
model paragraphs on page 53. You will
need to use your imagination.
imagination = the ability to form new

ideas or pictures in your
mind
A writer with a great imagination

-O— O — O Step 1: Prewrite
a. Look at the people in the four photos on page 71. Choose one
person to write about. Imagine that you know the person well.
Chapter 3 ! Every Picture Tells a Story 71
A. R
C. D.
b. On a piece of paper, make a list of ideas about the person in your

photo. Do not write complete sentences. Just make notes.
c. Find a partner who has chosen a different photo. Ask your partner
about the person in his or her photo. For example, ask:
What is his/her name? Does he/she go to school?

Where is he/she from? Does he/she have a job?
Where does he/she live? What does he/she like to do
for fun?
How old is he/she?
What do you think about his/her
Does he/she have a family?
life?
d. Add to your notes or make any changes you want.
Step 2: Write
a. Choose a title for your paragraph. You can use The Man/Woman in
the Photo if you like.
b. Begin your paragraph with a topic sentence. Identify the person
(which photo are you writing about?), and state your main idea
about him or her. This will be the controlling idea about your
topic. For example, you can use one of these statements:
The woman in photo A has a __________ life.
The man in photo B is a __________ person.
Add an adjective to describe the person or the person's life. In

your paragraph, you must show your readers why that adjective
is true.
c. Use your notes to complete your first draft.
O— O— # — O Step 3: Edit
b. Edit your paragraph carefully. Check for mistakes before you show
it to anyone.
c. Peer review: Exchange papers with a partner. Follow the
Reviewer’s Checklist on page 73. Check (S ) each box when
you finish that step.
Reviewer’s Checklist — Chapter 3

Your partner’s name:________________________________________
Content
□ Underline any part of the paragraph you do not understand. Ask
your partner to explain it.
□ Circle the topic sentence. Write TS on the paper if there is no
topic sentence.
□ Ask questions if you want more information about the person in
the photo.
Form
□ the heading □ capital letters and periods
□ the title □ a subject in every sentence
□ indenting the first sentence □ a verb for every subject
“It’s a good first draft” or “I like your ideas.”
Step 4: Write the Final Draft
a. On your first draft, mark any changes you want to make. Then take
another piece of paper and write a new draft.
b. Edit your paragraph carefully. Then hand it in to your teacher.

Your teacher will read your paragraph and
give you feedback on it. He or she may ask you
to rewrite it. Then you will write a new draft.
Hand in your old and new drafts together. Staple
your new draft on top of the old one.
When you do not need to write another draft,

put your paper in your folder.
Your Journal
Continue making entries in your journal. Remember to read your
teacher’s comments. Sometimes your teacher will write questions in your
journal. Write the answers, or talk to your teacher about the questions.
If you need a topic for a journal entry, maybe these ideas will help:
• Who do you talk to on the phone? Name three people. When do
you talk to them? What kinds of things do you usually talk about?
• Name a place that you think is beautiful. What makes it beautiful?
• Do you have a pet? Write about your pet, or write about an animal
that interests you.
• Do you like to watch movies? What kinds of movies do you like
most? Name a movie that you have seen recently. Do you think
your teacher would like it?
• When do you usually do your homework? Where do you do it? Do
you work alone, or do you work with other people? Do you listen
to music while you work? Do you eat or drink while you work?
Challenge: An Im portant Person

Write a paragraph about a person who is important to you. You can use
the person’s name as a title, or use the title Someone I Care About if you like.
Start by writing some notes about this person. The list of questions on
page 71 might help you get ideas. Then write a first draft. Remember to
begin your paragraph with a topic sentence. For example, you could write
My friend Elizabeth is very important in my life.
Ask a friend or a classmate to review your first draft. Use the Reviewer’s
Checklist on page 73. Prepare a final draft, and give it to your teacher.
Saturda\/s
Saturday in the park
Chapter Preview
Time Order
Part 2: Sentence Structure and Vocabulary

Simple Sentence Patterns I
Adverbs of Frequency
Part 3: Grammar and M echanics

Common Verbs
Using Prepositions to Show Time
Titles

Your Paragraph: My Partner’s Saturdays
76
Chapter 4 I Saturdays 77
Chapter Preview
Work with a partner or in a small group. Read the two model paragraphs.
Answer the questions that follow.
MODEL Karl’s Saturdays

Paragraph 1
Saturday is a busy day for Karl. He gets up early. Then he works
from 6:00 a .m. to 2:00 p.m. After work, he goes home. He plays with
his little boy in the afternoon. He helps his wife. They do chores.
Sometimes they go shopping or run errands. They usually have
dinner at home. In the evening, Karl puts his son to bed. Then he
finally has free time. He and his wife often watch a movie.
MODEL Tomiko’s Favorite Day

Paragraph 2
Saturday is Tomiko’s favorite day. She always sleeps late in the
morning. She sometimes gets up at noon. Then she usually meets
her friends in the dining hall. In the afternoon, they spend time
outside or go shopping. It depends on the weather. On Saturday
evenings, she likes to dress up and go out. She and her friends often
go to the movies or to a party. Tomiko loves Saturdays.
1. What is the topic sentence? Copy it on the line below. Circle the
topic and underline the controlling idea.
2. What information does the writer give about Karl’s Saturdays?

Check (V) your answers.
□ what Karl does in the morning
□ what he does in the afternoon
□ what he does in the evening
□ Karl’s feelings about Saturdays

3. What word means “small jobs at home”? ____________________
4. What word means “short trips for shopping or other business” ?
5. Write the simple present verbs that the writer uses.
a. T hey_____________ chores.
b. Sometimes th ey_____________ shopping or

_____________ errands.
c. They usually_____________ dinner at home.
d. In the evening, K arl_____________ his son to bed.
e. Then he finally_____________ free time.
2. What information does the writer give about Tomiko’s Saturdays?
□ what Tomiko does in the morning
□ what she does in the afternoon
□ what she does in the evening
□ Tomiko’s feelings about Saturdays
3. Talk about what you think this sentence means in the paragraph:
It d e p en d s on the w ea th er.
4. What two-word phrase means “put on nice clothes”?

5. Write the adverbs of frequency that the writer uses.
a. She sleeps late in the morning.
b.She gets up at noon.
c. Then she _ meets her friends in the

dining hall.
d. She and her friends go to the movies

or to a party.
You will interview a classmate and write a paragraph about his or her
Saturday activities later in this chapter (page 92).
Time Order
When you write, you must think about organization — planning and
presenting information in a clear order. Writers need to organize
information to make it easy for people to read. There are many ways to
do this.
One way to organize information is to put it in time order (also called

chronological order). This means writing about events in the order in
which they happen. Start with the first or earliest event, and then tell what
happens after that.
Time-order words also help make information clear to the reader. Here
are some examples of time-order words:
First, Next, Then After that, Later, Finally,
These words go at the beginning of sentences. A comma follows each

one except Then. Do not put a comma after Then.
Learn about prepositional phrases to describe time on page 88.

PRACTICE 4.1 Underline the six time-order words in this paragraph. The first one is
Tim e-O rder underlined for you.
Words
Luis and Ada have a daily routine
at their bookstore. They always get to
the store at 8:30 a . m . First. Luis
unlocks the door and turns on the
lights. Next, he turns on the
coffeemaker, and Ada starts up the
computer. Then they put new books
on the shelves and in the store
window. After that, they open for
business. Luis begins working with
customers in the store, and Ada works
on the computer. Later, they change places. They clean the store
together at the end of the day. Finally, they close up and go home.
PRACTICE 4 .2 Work alone or with a partner. Add the words in the box to the paragraph
Tim e-O rder below. There is more than one correct answer in some cases.
Words
After Finally First Later Next Then
Sunday is a relaxing day for George. He gets up at 9:30 or 10:00 in

the morning. (1) First he takes a shower. (2)________ , he has
breakfast. (3)________ he reads the newspaper. (4)_________ that,
he washes his car. In the afternoon, he watches his favorite TV show,
Sports World. (5)________ , he orders pizza for supper. In the
evening, he calls his mother and his brothers. (6)________ , he gets
into bed and reads.
PRACTICE 4 .3 Number the sentences in order by time. Then write them as a paragraph
Time O rder on the lines.
___ First, she changes her clothes.
I Eva likes to spend quiet evenings at home.
___ She eats her dinner and reads the newspaper.

_She usually gets home from work at 5:45 p .m .
_Finally, she sits down to watch TV.
_After dinner, she does the dishes.
_Then she goes to the kitchen and makes dinner.
Eva likes to spend quiet evenings at home._______
PART 2 I Sentence Structure and Vocabulary/

Simple Sentence Patterns I
There are several kinds of sentences in English. First, there are simple
sentences. A simple sentence has one subject-verb combination. Look at
these two patterns for simple sentences:
1 subject + 1 verb I like blue.

1 subject + 1 verb Blue is a nice color.
2 subjects + 1 verb Alfredo and I like red.

2 subjects + 1 verb Red and blue are nice colors.
The two subjects go with the same verb, so there is one subject-verb
combination.
Use (Someone) and I as a subject. Do not use Me and (someone) as a

subject.
My friends and I play tennis.

NOT: Mo and my friends play tennis.
PRACTICE 4 .4 Underline the verbs and write V above them. Circle the subjects and
Simple write S above them.
Sentence 5 S V
Patterns
1.(Red and blug)are my favorite colors.
2. The sky and the ocean are blue.
3. The color blue seems peaceful.
4. Both men and women usually like blue.
5. Red is a strong and exciting color.
6. In China, red means “happiness.”
7. Red and blue are two of the primary colors.
8. The other primary color is yellow.
9. The secondary colors are orange, green, and purple.
10. Rainbows have all the primary and secondary colors.
Adverbs of Frequency
The M eanings o f Adverbs o f Frequency
Adverbs of frequency tell how often something happens.
How often do they eat breakfast? Su M Tu W Th F Sa

Al always eats breakfast. ✓ ✓ ✓ 100%
A
Uma usually eats breakfast. ✓ ✓ ✓
Oliva often eats breakfast.
Saeed sometimes eats breakfast.

V
Norberto never eats breakfast. 0%
Position o f Adverbs o f Frequency in Affirmative Statem ents
Rules Examples
1. In most affirmative statements: Subject Adverb Verb

Put the adverb after the subject and 1 usually arrive at 8:55 a.m.
before the verb. Maggie never comes on time.
Subject Be Adverb
2 In statements with be'
1 am often early.
Put the adverb after be.
George is usually late.
Sometimes can also come at the beginning or at the end of an affirmative

statement.
Sometimes we order pizza.

We sometimes order pizza.
We order pizza sometimes.
PRACTICE 4 .5 Add the adverb of frequency in parentheses to

Adverbs o f the affirmative statement.
Frequency often
1. (often) Schools^:lose on holidays.
2. (never) Some people celebrate the new
year on January 1.
3. (usually) Mother’s Day is a popular
holiday.
4. (always) The dates of some holidays
change, depending on the moon.
Happy Mother’s Day!
5. (usually) People think of Valentine’s Day
as a day for people in love.
6. (always) Valentine's Day is on February 14.
7. (often) Workers have a holiday in their honor.
8. (never) Some women work on International Women’s Day.
PRACTICE 4 .6 Rewrite each statement three times. Add sometimes in three different
Sometimes in positions.
A ffirm ative
Statements 1. My family has a special holiday meal.
2. Stores are closed on holidays.

Position o f Adverbs o f Frequency in Negative Statem ents
Rules Examples
Not Adverb
1. Put always, usually, and often after not. He does not always sleep well,
They are not often late.
2. Put sometimes at the beginning of the Sometimes he does not understand the
statement. homework.
3. Do not use not with never. is never

He isf^-never on time.
PRACTICE 4 .7 Rewrite each negative statement. Add the adverb in parentheses.

Adverbs o f Remember: Do not use not and never together.
Frequency
Example: I am not at home on New Year’s Eve. (never)
I am never at home on New Year's Eve.
1. People in different countries do not have the same holidays,

(always)
2. Halloween is not an important holiday outside the United States,

(usually)
3. Father’s Day is not on a weekday in the United States, (never)
4. Some businesses do not close on holidays, (never)
5. For example, airports do not close on holidays, (often)

6. People do not celebrate every holiday in the same way. (usually)
7. In some countries, birthdays are not special days, (usually)
8 .1do not forget my birthday, (never)
PRACTICE 4 .8 Take a piece of paper. Write complete sentences to answer the questions.
Using Adverbs Use at least three different adverbs of frequency.
o f Frequency
Examples: Do you ever watch the news?
I do not usually watch the news.
Are you ever tired in class?

I am often tired in class on Mondays.
1. Do you drink milk?

2. Are you ever late for class?
3. Do you ever write letters?
4. Are you in bed at 11:00 p .m .?
5. Do you surf the Internet?

6. Are you ever in a bad mood?
7. Do you go shopping on weekends?
8. Do you ever get hungry in class?
PART 3 I Grammar and Mechanics

Common Verbs
Some verbs are very common. English speakers use them every day.
These verbs have many meanings.
Chapter 4 | Saturdays 87
Pay attention to the words after the four common verbs in this chart. If
you can, add other examples of words that can follow each verb.
B ase Form Simple Present Common Ways to Use the Verb

Forms
1. have have, has have (a possession), have (a family member), have

money
have fun, have a party, have a baby, have breakfast
Other examples: have time
2. do do, does do homework

do the dishes, do laundry, do chores
Other examples:
3. make make, makes make coffee, make a sandwich, make dinner

make a phone call
make a mistake, make an appointment
Other examples:
4. get get, gets get sick, get hungry, get tired, get married
get (something) at the store
get to (a place)
Other examples:
When you see these common verbs, pay attention to the words that
follow them.
The verb be is also very common. See page 40 for information about
I how be combines with other words.
PRACTICE 4 .9 A. Read the paragraph. Circle the forms of have, do, make, and get.
Word Partners Underline the words that follow these verbs.
Every morning, Ebru(does)the same thing. At 8:00 a .m ., she gets

the bus at the end of her street. She gets to school at about 8:30 a .m .
She has time before her first class, so she goes to the cafeteria and
has coffee. There are usually many other students there. Some
students are having breakfast, some are doing homework, and some
are making phone calls. Sometimes she sees a classmate in the
cafeteria, and they talk. Ebru is making new friends at school. At
8:55 a .m ., she leaves the cafeteria, and she gets to her classroom
by 9:00 a .m .
B. Look at the words you underlined. Some are already in the chart on
page 87. Add new examples to the chart under “Other examples.”
PRACTICE 4.10 Take a piece of paper. Write three true statements using each verb.
Using Common
Example: have I have a new Watch.
Verbs
I have tea in the morning.
I have a son named kfen.
1. have 3. make
2. do 4. get
Using Prepositions to Show Time

Prepositions are usually small words, such as in, at, by, and with. A
preposition and a noun form a prepositional phrase. Prepositional
phrases have many uses. For example, they can be time expressions. Time
expressions tell when something happens.
PREP. + NOUN
On Saturdays, I like to sleep late.
PREP. + NOUN
I sometimes get up in the afternoon.
A time expression can go at the beginning or at the end of a sentence.

Put a comma after a time expression at the beginning of a sentence.
There are many rules for using prepositions to show time. Here are four
rules you need to know.
Rules Examples
1. Use on + a day or days. Do we have class on Friday?

They see each other on weekends.
2. Use in + a part of the day. Call me in the morning.

Exception: Use at + night. He gets home late at night.
3. Use at + a time. He starts work at 8:30 a .m .
Lunch is at noon.
4. Use from + a starting point + to + the From 7:00 to 10:00 p .m ., he studies.

end point. The course runs from January to May.
See pages 128-130, and 169 for more information on prepositions.
PRACTICE 4.11 Underline the seven time expressions with prepositions. The first one is
Prepositions underlined for you.
in Time
Expressions The Rock and Roll Hall of Fame in
Cleveland, Ohio, is a big attraction. Half a
million people visit each year. The hall is
usually open from 10:00 a .m . to 5:30 p .m .
On Wednesdays, it is also open in the
evening. In the summer (from Memorial
Day to Labor Day), it stays open late on
Saturdays, too. The hall is closed only on
Thanksgiving and Christmas. There are
exhibits, films, concerts, and a museum
store. It is a great place for rock and
roll fans to visit.
PRACTICE 4.12 Complete the sentences. Use in, on, at, from, or to to show time.
Prepositions
in Time 1. Do you dream _______ night?
Expressions
2. The movie ru n s_______ 7:00 p .m . ________ 8:50 p .m .
3. We have class_______ Tuesdays and Thursdays.
4. What do you d o _______the evening?
5. The train leaves_______ 4:35 p .m .
6 .1 usually have a snack_____the afternoon.
7. The office is open o n ly_______ weekdays.
8. The school year goes_______ September________June.
Titles
A title is the name of a book, a song, a story, or a movie. Titles are not
usually sentences. They are usually just a few words. A title can be one
word, such as Titanic or Superman.
When you write a paragraph for an assignment in this book, it should

have a title. A title gives the reader a little information about your
paragraph, but the real introduction to your paragraph comes in your topic
sentence. Sometimes your topic sentence must repeat words from the title.
Look at these examples:
My Friend Ray My Friend Ray

1have a good friend He is a good friend. He
named Ray. He is always . . . is always . . .
W r it e r ’s T ip
It is a good idea to write your paragraph before you write your title.
Finish your first draft, check your topic sentence, and then add a title.
Chapter 4 | Saturdays 91
C a p ita liza tio n in T itle s
Rules Examples
1. Capitalize the first letter of the first My Life

word of a title. The Phantom of the Opera
2. Capitalize every noun, verb, pronoun, A Day at the Races

adjective, and adverb in a title. Do not Journey to the Center of the Earth
capitalize a, an, the, or prepositions. Take Me Out to the Ball Game
3. Do not put a period after your title. Getting Ready for the D ay
4. Do not put quotation marks (“ ”) / ja e Yoon’s Favorite Day/

around your title.
PRACTICE 4.13 Work alone or with a partner. Rewrite each title with the capital letters
Capital Letters needed.
in Titles
1. fundamentals of academic writing
Fundamentals of Academic Writing
2. first steps in academic writing
3. the adventures of Tom Sawyer
4. gone with the wind
5. a wrinkle in time
6. the lord of the rings
7. introduction to psychology
8. around the world in eighty days

PRACTICE 4.14 Work with a partner. Think of good titles for books or movies about the
inventing Titles topics below.
Example: two young people in love
First and Last Love______________________________
1. a group of teenagers in a scary place
2. a big storm, like a hurricane or typhoon
3. a trip on a spaceship in the future
4. two people getting married at age eighty
5. a bank robbery
6. two boys away from home

Your Paragraph: My Partner’s Saturdays
You are going to interview a classmate about what he or she usually
does on Saturdays. Then you are going to use the information to write a
paragraph like the models on page 77.
a. Work with a partner. Ask your partner, “What do you usually do on

Saturdays?” Listen and take notes in the chart on page 93. Do not
write complete sentences.
in the
morning
in the
afternoon
in the
evening
b. What adjective best describes your partner’s Saturdays? Talk with

your partner about this question. There are examples of adjectives
in the box below. If you wish, you can use one of these adjectives
in your topic sentence.
boring busy difficult exciting interesting relaxing
c. Write a topic sentence for your paragraph. Look at the models on

page 77 for ideas.
Step 2: Write
a. Begin your paragraph with your topic sentence.

b. Continue writing your first draft, using your notes from Step 1.
c. Use time-order words, time expressions with prepositions, and
adverbs of frequency as needed.
d. Give your paragraph a title.
it to anyone.
c. Peer review: Exchange papers with the partner that you wrote
about. Follow the Reviewer’s Checklist below. Check (S ) each box
when you finish that step.

Your partner’s name:_________________________________________
Content
□ Tell your partner if any information is not correct.
□ Circle the topic sentence. Write TS on the paper if there is no topic
sentence.
Form
□ the title □ the use of words to show time
□ a subject in every sentence (time-order words, time
□ a verb for every subject expressions with prepositions,
adverbs of frequency)
“I liked reading this” or “Good job.”
O— O— O— 0 Step 4: Write the Final Draft
Results o f the Writing Process

Your teacher will give you feedback on your
paragraph. Look carefully at your teacher’s
comments and marks on the paper. Ask your
teacher about anything you do not understand.
Your teacher may ask you to write a new draft.
Check your new draft carefully before you

hand it in. Remember to hand in your old and
new drafts together, with the new draft on top.
When you do not need to rewrite a paragraph

any more, put it in your folder.
Your Journal
Continue making entries in your journal. Do not worry about making
mistakes. Your journal is a good place to experiment with new words.
If you need a topic for a journal entry, try one of these ideas:
• What is your favorite color? Do you have more than one favorite?
What colors do you usually wêar?
• Write about a friend who has a job. What does your friend do?
Where and when does your friend work? Do you think that he or
she has a good job?
• Name an island you want to visit. What do you know about this
island? Why do you want to go there?
• What are the seasons of the year where you live? Which season do
you like most? Why?
• Wrhat languages do you know7? Why are you learning English? Tell
how you feel about learning English.
Challenge: My Favorite Holiday

Write a paragraph about your favorite holiday. Begin by taking notes.
What do you usually do on this day? Organize your notes by time. If you
want, you can make a chart like the one on page 93.
Use your notes to write a paragraph. Begin your paragraph with a topic
sentence, such as Independence Day is always a lot o f fun or New Year's
Eve is my favorite holiday. Remember to give your paragraph a title.
Checklist on page 94. Prepare a final draft, and give it to your teacher.
What’s Going On?
5
What’s up?
Chapter Preview
Topic Sentences and Supporting Sentences I

Simple Sentence Patterns II
Part 3: Grammar
The Present Progressive
Non-Action Verbs

Your Paragraph: What Is Happening in
This Photo?
Chapter Preview
Work with a partner or in a small group. Read the two model paragraphs.
B.
MODEL
Tap Dancers
- aph Photo A shows a boy and his grandfather. They look happy. The
boy is looking up at his grandfather and smiling. His grandfather is
teaching him to tap dance. They are dancing on the sidewalk in front
of their house. They are doing the same step. The sun is shining, and
it looks like summer. It is a beautiful day, and they are having fun.
MODEL
____________ _ At the Hair Salon
Pa 1 1 The young woman in photo B looks nervous. She is at a hair
salon. A man is cutting her hair. She is sitting, and she has a towel
around her shoulders. The man is standing in back of her. He is
holding her hair with one hand. He has a pair of scissors in his other
hand. He is saying something. She is trying to smile. She is
wondering, “What is he doing? Am I making a mistake?”
Chapter 5 I What’s Going On? 9 9
1. The writer’s topic and controlling idea are in the first two
sentences. Copy them on the line below. Circle the topic and
underline the controlling idea.
2. What details does the writer give in describing photo A? Check (V)
your answers.
□ the people □ the weather □ the people’s clothes

□ the place □ the people’s actions □ the people’s feelings
3. What do you think is the meaning of it looks like summer?
4. Write the present progressive verbs to complete these sentences

from the paragraph.
a. The b o y _______________ up at his grandfather and
b. T hey_______________ the same step.
c. The su n ________ , and it looks like summer.
2. The writer thinks the woman is nervous. Do you agree?
□ Yes. She is nervous because______________________________
□ No. I think the woman looks_____________________________
3. What are the two different meanings of the verb look in these two
sentences?
The young woman looks nervous.
He is looking at his grandfather.
4. Find and write the sentences that use these words.
a. He / say / something____________________________________
b. She / try / to sm ile______________________________________
c. I / make / a mistake____________________________________
You will write a paragraph describing a photo later in this chapter

(page 114).
PART ] I Organization
Topic Sentences and Supporting Sentences I
Support for the Topic Sentence

In Chapter 3, you learned about topic sentences. The sentences that
follow a topic sentence are called supporting sentences. They support the
topic sentence in the same way that the legs of a table support the tabletop.
Supporting sentences show the reader why the topic sentence is true.
Some paragraphs end with a concluding sentence. You will learn more
about concluding sentences in Chapter 8.
Chapter 5 I What’s Going On? 101
Look at the three parts of this paragraph:
T o p ic S e n t e n c e
C o n c l u d in g S e n t e n c e
There are six supporting sentences in the paragraph. They explain why
the writer calls the human heart a hard worker.
Read each paragraph. Follow the directions below it.

Supporting
Sentences 1. Fred’s Bad Diet
Fred has terrible eating habits. He often skips breakfast at home
and buys a candy bar at school. For iunch, he usually has french
fries, soda, and more candy. In the afternoon, he gets junk food
from vending machines. He never eats fresh fruit or vegetables. In
the evening, he eats more junk food. Fred needs to make some
changes in his diet.
a. Underline the topic sentence and the concluding sentence.
b. Write the number of supporting sentences._________
c. Complete this statement: The supporting sentences in this

paragraph describe____________________________________
2. Why I Like Study Groups

I like study groups for several reasons. First of all, studying can
be a lonely activity. I feel better when I study with other people. In
addition, a study group helps me stay on schedule. When I am alone,
I waste time, but with a group, we start on time and focus on our
work. Finally, a study group makes me part of a team. I know that
many jobs require teamwork, so this is good preparation for my career.
For these reasons, I think study groups are a good idea.

paragraph give_________ reasons w h y _____________________
(number)
3. How to Annoy a Roommate

It is easy to annoy a roommate.
One way is to make a lot of noise.
Do this especially when your
roommate is sleeping or studying.
Another way is to leave a mess on
the floor. Drop your clothes and
shoes everywhere. Finally, eat smelly
food in the room. When you finish,
put the dirty dishes on the floor, too.
If you follow this advice, you will
surely drive your roommate crazy.

paragraph show som e_________ ways t o _____________
( a d j e c t iv e )
PART 2 I Sentence Structure

Simple Sentence Patterns II
In Chapter 4, you learned that simple sentences have one subject-verb
combination. You saw simple sentences with these two patterns:
1 subject + 1 verb I drink coffee.

2 subjects + 1 verb Matteo and I drink coffee.
Here are two more patterns for simple sentences. These patterns also
have one subject-verb combination.
1 subject + 2 verbs Rick sits and drinks coffee.

2 subjects + 2 verbs Rick and Tina srt and drink coffee.
Rules Examples
1. Use and to add a second subject or verb. Oiga and Anna are musicians.
Do not use a comma. They sing and play the piano.
2. Use or to connect two negative verbs. 1do not sing or play the piano.
Do not repeat do/does not or am/is/ Anna is not singing or playing right now.
are not.
PRACTICE 5 .2 Work alone or with a partner. Find the verbs and write V above them.
Simple Find the subjects and write S above them.
Sentence
S V V
Patterns 1. Minja exercises and eats healthy food.
2. She takes vitamins and does not smoke.
3. She eats fresh vegetables and avoids fast food.
4. Her parents and her brother also eat well and exercise.
5. Minja and her brother work out or swim six days a week.
6. She walks on a treadmill or rides an exercise bicycle.

7. She does not lift weights or run.
8. Minja and her brother look good and feel great.
Walking on a treadmill Lifting weights
PRACTICE 5 .3 Combine the sentences into one simple sentence. Use and or or. Make
Combining any other changes needed.
Sentences:
Three Patterns Example: London is a capital city. Paris is a capital city.
London and Paris are capital cities.________________
1. Lobsang lives in Nepal. Lobsang works in Kathmandu.
2. Caracas is in Venezuela. Maracaibo is in Venezuela.
3. Ali has English books. Ramon has English books.
4. Myriam plays the guitar. Myriam sings.
5. Most birds have wings and fly. Many insects have wings and fly.
6. Nadia does not watch TV. Nadia does not go to movies.

7. My grandmother does not drive or use computers. My grandfather

does not drive or use computers.
8. Laura works hard. She takes few vacations. Peter works hard.
He takes few vacations.
PART 3 I Grammar
The Present Progressive
In Chapter 3, you learned about verbs in the simple present tense. Now
you will learn about the present progressive (also called the present
continuous).
A present progressive verb has two parts: (1) am, is, or are and (2) a
main verb that ends in -ing.
P resent Progressive: Affirmative Statem ents
Singular Plural
Subject Be Main Verb Subject Be Main Verb
I am We
You are You
He working. They are working.
She is
It
The clock The clocks
See Appendix D for contractions with am, is, and are.

See Appendix F for spelling rules for verbs ending in -ing.
PRACTICE 5. Match the words and pictures. Write the sentences with present
Describing progressive verbs.
Actions a. They are standing. e. They are shopping.
b. He is shouting. f. She is writing.
c. She is laughing. g. They are relaxing.
d. He is studying. h. She is driving.
1. She is laughing.
8.
Chapter 5 ! What’s Going On? 107
PRACTICE 5 .5 Write the correct present progressive form of the verb in parentheses.
Present (See Appendix F for spelling rules for -ing verbs.)
Progressive:
A ffirm ative 1. (play) Two teams are paying
soccer.
2. (watch) Many people

the game,
3. (sit) I ______________ in the

stands with my friends. The referee with
her whistle
4. (have) W e __________ a good time.
5. (run) The players on the field.
6. (pass) One player . the ball.
7. (blow) Now the referee ____ her whistle.
8. (make) The people in the stands a lot

of noise.
9. (yell) T h ey _________________ at the referee.
10. (win) My team ___this game.
Present Progressive: Negative Statem ents
Singular Plural
Subject Be Not Main Verb Subject Be Not Main Verb

I am We
You are You

He
not working. They are not working.
She is
It
The clock The clocks
See Appendix D for contractions with am, is, and are.

PRACTICE 5 .6 Write the present progressive form of the verb in parentheses. (See
Present Appendix F for spelling rules for -ing verbs.)
Progressive:
Negative 1. (not, work) Jacinto is on vacation this week. He is not working.
2. (not, rain) It is a beautiful day today. I t ___________________
3. (not, get up) The children are sick, so they are staying in bed
today. T h ey ___________________
4. (not, eat) I am not hungry now, so I ________________________
5. (not, cry) The baby is happy right now, so h e ________________
6. (not, make) We are painting the walls carefully. We

a mess.
7. (not, die) These plants are healthy. T hey__________
8. (not, sleep) You are awake. Y ou____________________________
PRACTICE 5.7 Work alone or with a partner. Take a piece of paper. Write four or more
Using the
statements about the people in each picture. Use the present progressive.
Present Include affirmative and negative statements.
Progressive
Examples: Picture A: The woman is talking to the man. He is not
smiling. They are wearing business clothes.
Functions o f P resent P rogressive Verbs
Rules Examples
1. Use the preserit progressive for actions

happening no\v, at this moment. Look out the window. It is snowing.
Someone is singing. Listen!
10:21 a .m .
2. Use the present progressive for actions

happening over a longer time in the He is taking math this semester.
present. Ann and Bill are living with her parents.
AUG SEPT OCT NO V DEC JAN FEB
3. Use the present progressive with time

expressions such as the following:
• now, right now, and at this moment They are talking on the phone now.
• this week, this month, this year She is studying English this year.
4. Do not use present progressive verbs with 9°

adverbs of frequency. Use the simple Sometimes 1am going shopping.
present.
PRACTICE 5 .8 Circle the correct time expression for each sentence.

Present
Progressive 1 .1 am working on grammar. (now) every day
Versus Simple
Present 2 .1 do my homework. now (every day)
3 .1 am working on page 110. at this moment sometimes
4. The teacher is speaking. at this moment sometimes
5. The students listen. now always
6. Our class meets in room 112. now always
7. You are thinking. right now usually
8. You do good work. right now usually
9. We practice English. this week every day
10. We are learning about verbs. this week every day
Non-Action Verbs
Some verbs do not express action or movement. Do not use these verbs
in the present progressive. Use the simple present tense.
know does not know
I am knowing his name, but he is not knowing my name.
Verbs like know are called non-action verbs (or verbs with stative
meaning). Other non-action verbs are:
D escription S en ses Mental States Em otions
be hear know hate
look see need like
seem smell want love

PRACTICE 5.
Non-Action
1 Circle the correct verb.
^ . ./rT'v . ,
V erbs 1. This pizza tastes great. I (am liking /(lik^)) it!
2. Please be quiet. You (are making / make) too much noise.
3 .1 do not understand the homework. I (am needing / need) some help.
4. The students always (are looking / look) sleepy on Monday mornings.
5. Beatriz is at the mall. She (is looking for / looks for) a new dress.
6. Nanami has her radio on. She (is listening / listens) to the news.
7. Listen! Do you hear music? — No, I (am not hearing / do not hear)
anything.
8. Tom is at the drugstore. He (is wanting / wants) some cold medicine.
9. The children are happy in the pool. They (are loving / love) the water.
10. We are looking for Ali, but we (aren’t seeing / don’t see) him.
The Verb H ave

The verb have has several meanings. It can be an action verb or a
non-action verb.
Rules Exam ples
1. You can use the present progressive

when have means:
• eating or drinking He is having lunch right now. He always
has lunch at noon.
• doing or experiencing something They are having a party this evening. They
often have parties.
2. Use the simple present, not the present

progressive, when have means:
have
• possession They are having a white car.
does not have
• relationship She is not having sisters.
has
• sickness He is having a cold.
PRACTICE 5 Circle the correct verb.

Have: Action 1. Slava likes animals, but he (is not having / <Boes not a pet
Versus
l\on-Action 2. Mr. Brown is out of the office right now. He (is having / has)
lunch.
3. My sister (is having / has) two children, one boy and one girl.
4. My head hurts, and I (am having / have) a sore throat.
5. Monique (is not having / does not have) long hair.
6. My friends are at a party now. I’m sure they (are having / have)
fun.
7. I’m drinking tea, and she (is having / has) coffee.
8. Students often (are having / have) exams at the end of the school
year.
PRACTICE 5 Work alone or with a partner. Find and correct the nine errors in present
Editing: Verb
progressive and simple present verbs. The first error is corrected
Errors for you.
wants
to buy a car. He is having a new job and needing
a car for work. Right now, he is at Ace Used Cars. He is looking at a
car. A salesperson is talk to Danny. She describing the car to him. He
listens to her. The car is not bad, but Danny is not liking it very much.
He is want a nice car, but he is not having much money. The price for
this car seems right. He is thinking about it.

PRACTICE 5.12 Work alone or with a partner. Take a piece of paper. Look at the photos
Using Present on pages 1, 27, and 97. Choose one photo.
Progressive
and Simple A. Use your imagination. Write four or more facts about the people in
Present your photo. Use simple present verbs.
Example: Page 6 The man’s name is Rey.

He speaks Spanish and English.
He has a new job.
He plays basketball a fte r work.
B. Write four or more sentences describing the actions in your photo.

Use present progressive verbs.
Example: Page 6 Rey is smiling.

He is not talking.
He is looking a t me.
He is wearing a suit.

Your Paragraph: What Is Happening in This Photo?
You are going to write a paragraph about what you see happening in a
photo, like the model paragraphs on page 98.
a. Work with a partner. Look at the four photos on the next page.
Match one or more adjectives in the box to the people in each
photo.
angry happy relaxed upset

excited nervous scared worried
b. Choose one of the four photos to write about. You and your partner
must choose different photos. Ask your partner questions about his
or her photo. For example, ask:
Who are the people in the photo? Where are they?

What are they doing? What are they wearing? How do they feel?
B.
c. Take notes about your photo. Include one or more adjectives to

describe the feelings of the people.
Step 2: Write
a. Use your notes to write the first draft of a paragraph. At the

beginning of your paragraph, do two things: (1) Identify which photo
you are writing about, and (2) state the main idea of your paragraph.
You can do this in one or two sentences. Look at the models on page
98 for examples.
b. Continue writing your first draft. Make sure that your supporting
sentences show why your main idea is true. Give your paragraph
a title.
Chapter 5 | What’s Going On? 115
anyone.
c. Peer review: Exchange papers with a partner. Follow the Reviewer’s
Checklist below. Check (V) each box when you finish that step.
R eview er’s Checklist — Chapter 5

Content
□ Circle the writer’s main idea about the photo.
□ Ask questions if you want more information.
Form
something.
□ the title □ the use of simple present verbs
□ capital letters and periods □ the use of present progressive
□ a subject in every sentence verbs
d. Return your partner’s paper. Say something nice about the paragraph,
such as “Good work” or “It’s a good start.”
Q— O— O— 0 Step 4: Write the Final Draft

Your teacher will give you feedback on your paragraph. Look carefully
at the comments and marks on the paper. Ask your teacher about anything
you do not understand. Your teacher may ask you to write a new draft.
Edit your new draft carefully before you hand it in. Remember to hand
in your old and new drafts together, with the new draft on top.
When you do not need to rewrite a paragraph anymore, put it in your folder.
Your Journal
Continue making entries in your journal. If you need a topic for a
journal entry, these ideas might help:
• Where are you at this moment? Describe what you are doing and
what you are wearing. Are there any other people around you? Tell
what they are doing.
• Name a job that interests you, one that you might like to do in the
future. Why are you interested in this job?
• Do you watch TV? If you do, tell when, where, and what you
watch. If you do not watch TV, tell why not.
• What do you do for exercise? Do you exercise every day,
sometimes, or never?
• These days, you are going to classes and you are using this book.
What else are you doing — in school and out — to learn English?
What helps you the most?
Challenge: My Own Photo

Choose a magazine photo of people, or choose a photo of your family
or friends. Try to choose a photo of people doing something, not simply
looking at the camera. Review the questions under Step 1 on page 113.
Take notes about your photo.
Use your notes to write the first draft of a paragraph. Describe what the
people are doing and wearing. Give your paragraph a title.
Ask a friend or a classmate to look at your photo and to review your first
draft. Use the Reviewer’s Checklist on page 115. Prepare a final draft.
Then give your paper and your photo to your teacher.
Your Hometown
Where is your hometown?
C hapter P re v iew
Part 1: O rgan ization

Topic Sentences and Supporting Sentences II
P art 2: G ram m ar
There Is and There Are
A , An, and The
P art 3: V o ca b u la ry and S e n te n c e S tru ctu re

Prepositions for Describing Location
Prepositional Phrases in Sentences
P art 4: T he W riting P r o c e s s
Your Paragraph: Describing My Hometown
E x p a n sio n A ctiv ities
117
Chapter Preview

MODEL My Hometown
aph I am from Canovanas, Puerto Rico. It is a small city with a big
heart. It is in the northeastern part of Puerto Rico. There are about
30,000 people there. They are not rich, and their houses are small.
There are good people in Canovanas. My neighbors are like my
family. When there is a problem, people are always ready to help.
That is the best thing about my hometown. I miss the friendly
people of Canovanas.
MODEL A Special City

Paragraph Almaty, my hometown, is a special city. It is in the southeastern
part of Kazakhstan, near China. The name Almaty means “the apple
place.” The first apples in the world grew in that area. My hometown
is the cultural center of Kazakhstan. It has wonderful theaters and
museums. Also, Almaty has the world’s largest speed-skating rink.
It is in the beautiful mountains outside the city. Today, Almaty is no
longer the capital of Kazakhstan, but it is still a special city.
1. The topic and the controlling idea are in the first two sentences.
Copy them on the line below. Circle the topic and underline the
controlling idea.
2. How small is Canovanas? It has about______________ people.
3. Copy a sentence that supports the idea that Canovanas has “a big
heart.”
Chapter 6 | Your Hometown 119
4. Complete these sentences from the paragraph.
a. They are not rich, an d _________ houses are small.
b . _________ are good people in Canovanas.
c. W hen_________ is a problem, people are always ready to help.
5. Look at sentences 4a, b, and c. Then complete these statements.

Write there or their.
a. U se _______ + a noun to show possession (like my, your, his,

her, its, and our).
b. U se_____________+ is or are to introduce new information.
2. Where is A lm aty?_________________________________________
3. Why does the writer think that Almaty is special? List three
reasons.
A speed skater inside a ---------------------------------------------------------------------------------------------------------------------------------------------

skating rink
4. Write the prepositions used in these sentences from the paragraph.
a. It i s _________ the southeastern p art__________ Kazakhstan,

_________ China.
b. It i s _________ the beautiful mountains__________ the city.
You will write a paragraph describing your hometown later in this

chapter (page 132).
Topic Sentences and Supporting Sentences II
Support for the Topic Sentence
In Chapter 3, you learned about topic sentences. In Chapter 5, you

learned about supporting sentences. They form the body of a paragraph.
They show why the controlling idea in the topic sentence is true. They
present evidence — information to prove a point.
PRACTICE 6.1 Work with a partner or in a small group. Read the paragraph. Then
Supporting a follow the directions below.
Topic Sentence
My Best Friend’s Room
My best friend’s room is very neat. Her desk always looks clean
and organized. There are only a few books and her laptop on it. She
always puts her clothes away. There are never any clothes on the floor
or on her bed. She also makes her bed every day. It always looks
perfect. I wish my room looked like her room.
1. Underline the topic sentence. Circle the controlling idea.
2. What evidence supports the topic sentence? List three details.
3. Underline the concluding sentence. What does it mean?
Paragraph Unity/
All the supporting sentences in a paragraph must be relevant — they

must relate to the main idea. For example, look at the three sentences on
the next page. Only one of the sentences is relevant to the paragraph
Chapter 6 I Your Hometown 12}
“My Best Friend’s Room” in Practice 6.1. You could add this sentence to
the paragraph. Which one is it? The other two sentences are irrelevant —
not directly related to the main idea of the paragraph.
(1) Her hair is always neat, too.
(2) There are two large windows in her room.
(3) She puts her pens and papers away in the drawers.
Sentence (1) is irrelevant because the paragraph is about her room only.
It is not about her hair or any other part of her life. Sentence (2) is also
irrelevant. It does nothing to support the main idea. Sentence (3) is the
only relevant sentence. It tells how she keeps her desk neat. It supports
the main idea.
Read the following paragraph. Two irrelevant sentences are crossed out.
Why are they irrelevant?
My Favorite Holiday
I always loved the traditions of New Year’s Eve in my country. First,
we all cleaned our homes so they looked nice for the new year. We
also put up colored lights and other decorations. Then everyone
dressed up in nice new clothes. My brother never wanted to dress^
up or help w ith the cleaning. The best part was a special dinner
with my whole family. Then at midnight, everyone went outside, and
there were fireworks in the streets. Somet imes we had fireworks on
othor-holidays, too. New Year’s Eve was always an exciting night in
my country.
The writer’s topic is New Year’s Eve in her home country. Her paragraph
describes the holiday traditions that she loved. The sentence about her
brother is irrelevant because it does not describe a tradition that she loved.
The sentence about fireworks on other holidays is not about New Year’s
Eve, so that is also irrelevant.
PRACTICE 6. Work alone or with a partner. Read each paragraph. Underline the topic
Identifying sentence. Find two irrelevant sentences, and cross them out.
Irrelevant
Sentences
1. Roberto
My friend Roberto is a kind person. He helps everybody in his
family. He drives his mother to the doctor or the store. He helps her
understand English. People speak Spanish in Mexico. He checks his
little brothers’ homework. He also plays baseball with them. Roberto
is a good soccer player, too. He listens to his sisters’ problems. He
gives them good advice. Roberto is a good son and a good brother.
2. Hot-Air Balloons
It is easy to understand how a hot-air
balloon works. Airplanes are harder to
understand. A gas burner heats the air inside
the balloon. The hot air is lighter than the air
outside, so the balloon rises. When the burner
is turned down, the air inside the balloon cools
off. Then the balloon starts going down. That is
how a hot-air balloon works. Two men in France
took the first hot-air balloon ride in 1783.
3. The Petersons’ Farm

The Peterson family is having an excellent year on their farm.
Their vegetables are growing very well this summer. The corn is tall,
and the tomato plants are full of tomatoes. Corn and tomatoes have
many uses. All the Petersons’ animals are in good health. Their hens
are producing many eggs. The young sheep are growing quickly.
You can make good cheese from sheep’s milk. Every day, customers
stop at the farm to buy vegetables and eggs. Business is good,
and the Petersons are happy.
Chapter 6 I Your H ometown 123
4. Conditions in Antarctica
Antarctica is a difficult and dangerous
place for people. Penguins live there. It is
very cold, with the average temperature
about 40 degrees below zero. The air is very
dry, and there are strong winds. In the
winter, the sun never comes up. I would
never go there in the winter. In the summer,
the sun’s rays are bad for people’s skin and
eyes. They need protection from both the
cold and the sun. Some scientists stay there
to work for a few weeks or months, but no
one calls Antarctica home.
PART 2 I Grammar
There Is and There Are
Sentences with there is and there are often introduce new information.
There is a lot of work to do!
In addition, sentences with there is and there are often:

• tell the time of something
There is a train to the city at 7:30 a .m .
• tell where someone or something is

There are good restaurants of many kinds in my hometown.
Affirmative Statements with T h e re Is and T h e re A r e
T h ere Is Singular/ T h ere A re Plural

Moncount Moun
Moun
a lake near here. many things to do.
There is There are
mail on the four people in my
table. family.
See Appendix Cfor information about singular, plural, and noncount nouns.
R ules Exam ples
1. Use there is/are + no + noun to form a There is no elevator in this building.

negative statement. There are no tall buildings in my city.
There is no food in the refrigerator.
2. Do not confuse there are with they are.

• Use there are to introduce a new There are two women named Amina in mv
subject. They are
class. The4wo women are from Somalia.
• Use they instead of repeating a noun.
3. Do not confuse there with their.

• Use there + is or are. There are five people in the group.
• Use their + a noun. Their shows Those are mv friends. Their names are
possession. Isabel and Pilar.
PRACTICE 6 .3 Complete the sentences. Write there is or there are.

There Is Versus (1) There are many shopping malls in North America, but
There Are
the West Edmonton Mall in Canada is the biggest. (2 )__________
more than 800 stores in the mall. A visitor to the mall can shop for
days. (3 )____________ many other things to do, too. For example,
(4 )____________ a skating rink, (5 )_____________ many amuse
ment park rides, and (6) a theater with eight movie
screens. (7 )_____________twenty restaurants for hungry shoppers,
and (8 )__________ even a hotel. (9 )____________ something for
everyone at the West Edmonton Mall.
PRACTICE 6 .4 Circle the correct word.

There, They, o r
Their 1. (a) (There / They) are two students from Korea in my class.
(b) (There / Their) names are Jun Seong and Min Sup. They
usually sit over there.
2. (a) (There / They) are about 100 students in this program.

(b) (There / They) are from different countries, (c) (There / They)
are learning English.
3. The teachers often meet on Wednesdays, (a) (There / Their)

meetings take place in the conference room, (b) (There / Their) is
a large round table in there. They usually have (c) (there / their)
lunch during the meetings.
Chapter 6 I Your Hometown 125
PRACTICE 6 .5 Take a piece of paper. Answer the questions below. Write complete
Using T here Is sentences with there is and there are.
and T here Are
Example: Are there many plants in your bedroom?
No, there are no plants in my bedroom.
1. How many floors are there in the building where you live?
2. Is there a map of the world in your classroom?
3. How many desks are there in your classroom?
4. Is there a swimming pool at your school?
5. How many people are in your family?
6. Are there pictures in your wallet?
A , An, and The
The words a, an, and the are articles. Articles often come before nouns.
Using A and An
Rules Examples
1. Use a and an with singular nouns.

• Use a before a consonant sound. a bridge, a child, a house, a university
• Use an before a vowel sound. an apple, an egg, an hour, an umbrella
(Think about the first sound — not the

first letter — of the noun.)
2. Do not use a or an with plural or 1 have ar books.

noncount nouns. 1 have -dt money.
3. Use a or an when:
• the noun is not specific 1 need an eraser. (Anv eraser — 1do not
care which eraser.)
• the noun is first introduced There is a bank on Green Street.
4. One or more adjectives can come an old man

between an article and a noun. a new, red truck
See Appendix Cfor information about singular, plural, and noncount nouns.
See Appendix J for information about adjectives before nouns.
PRACTICE 6 .6 Write a or an, or put a dash (—), meaning “no article.”

A, An, o r No
1. Bolivia is a country. 9. A dollar is money.
A rticle in
Definitions 2. Cats are — animals. 10. Texas is American state.
3. mouse is animal. 11. Rome and Milan a re ___
Italian cities.
4. Blue i s __ color.
12. ___skyscraper i s ___ very
5 . ___jet is _ _airplane.
tall building.
6 . ___inn is small hotel.
13. ___ant i s ___ insect.
7. Small i s ___adjective.
14. Jaguars and Mercedes are
8. Come and go a re ___verbs. expensive cars.
PRACTICE 6 .7 Work alone or with a partner. Write definitions for the words in
Using A and An
parentheses. Use the words in the box. Use a or an as needed.
in Definitions
animal city country insect language
1. (Buenos Aires) Buenos A ires is a city.
2. (India)___________________________
3. (a horse).
4. (English)
Ants, bees, and 5 . (a bee) _

mosquitoes are insects.
6. (an elephant)
7. (M exico)___
8. (Japanese)
9. (Baghdad)
10. (a mosquito)
11. (Syria)____
12. (Cairo)____
Using The
Rules Examples
1. Use the with singular, plural, or the sun

noncount nouns. the stars
the weather
2. Use the when the noun means a specific Specific: 1know all the students in my
person, place, or thing. class.
N ot specific: Students go to school.
3. Use the when you repeat a noun already There is a bank on Green Street. You can
introduced. aet cash at the bank.
PRACTICE 6 .8
A, An, o r The
Complete the sentences. Write a, an, or the.
1 . We have a new baby in our family.___ baby’s name

a- b.
is Niko. He i s ___ first child for my brother and sister-in-law.
c.
They do not have___ daughter.
d.
2 . ___ aquarium i s ____ building where people can see fish and
a- b.
other sea animals. My hometown h a s ___ new aquarium.
c.
aquarium in my hometown is very interesting.
d.
3. Lee works i n ___ large department store.____ store is on

a- b.
Market Street. He i s ___ salesclerk a t ____ store.
c- d.
4. They are building___ airport near my city. There i s ____ old

a- b.
airport, too, but it is sm all.___ new airport will be big.
c.
5 .1 am from Jakarta. It i s _capital of Indonesia. It is on

a.
___ northwest coast of Java. Java i s ____ island.
K C.
PART 3 I Vocabulary and Sentence Structure

Prepositions for Describing Location
In Chapter 4, you learned about prepositions. A preposition can be one
word, such as to, from, or after, or more than one word, such as in front o f
or in back o f
Prepositions have many uses. They often help describe location —

where someone or something is.
Honduras is in Central America.
It is between Guatemala and Nicaragua.
It is next to El Salvador. It is near Belize.
The northern part of Honduras is on the Caribbean Sea. A small part

in the south is on the Pacific Ocean.
PRACTICE 6 .9 Circle the ten prepositions in this paragraph. The first one is circled
Recognizing f ° r y ° u-
Prepositions
I love visiting my grandparents. They live (on)a farm in a
small town in Turkey. It is near the Black Sea. There is a big garden
next to their house. My grandparents grow vegetables and herbs
in the garden. There is a small barn in back of the house. The
goats and chickens sleep in the barn. There are many apple trees
in front of the house. The farm is a beautiful place in the spring
and summer.
U sin g In , O n , and A t to D e sc r ib e L o ca tio n
R ules E xam ples
1. Use in + a continent, country, state, Canada is in North America. There are

province, or city. ten provinces in Canada. The beautiful city
of Vancouver is in British Columbia. My
friend Brian lives in Vancouver.
2. Use on + a street (without a specific Their building is on King Street.

address) or a floor of a building. We are meeting on the tenth floor.
3. Use at + a specific address or building. The Kelleys live at 132 King Street.
He works at the hospital.
PRACTICE 6.10 Complete the sentences with in, on, or at.

In, On, and At
fo r lo catio n ^*Nina^lves_____ California.
2. California i s _____ the United States.
3. She lives_____ Water Street_____ San Francisco.
4. Her building i s _____ 94 Water Street.

5. Her apartment i s _____ the second floor.
6. She works the Orchard Hotel.
7. The hotel is Bush Street.
8. The entrance is 665 Bush Street.
PRACTICE 6.11 Complete the sentences. Write about yourself.

In, On, and At in
Personal
1 .1live in
Inform ation
2. My hometown is in
3 . 1live o n ___________
4. My home is at
Prepositional Phrases in Sentences

In Chapter 4, you learned that a preposition and a noun form a
prepositional phrase. A writer can put a prepositional phrase in several
places in a sentence.
Rules Examples
Prepositional phrases can come:

• after be Dakar ]s in Senegal.
• after other verbs Miauel comes from Mexico Citv.
• after nouns The weather in India is usuallv hot.
• at the beginning or end of In my country, there are beautiful
sentences forests.
There are beautiful forests in my
country.
Use a comma after a prepositional phrase at the beginning of a sentence.

The subject and verb follow.
s v
In my hometown, the public gardens are full of flowers.
PRACTICE 6.12 Underline the prepositional phrases in the examples on the right. Then
Recognizing match the rules and the examples. Write the letters.
Prepositional RULES EXAMPLES
Phrases
c 1. be + prepositional phrase a. The animals on these islands
are unusual.
__ 2. other verb + prepositional b. Many visitors travel to the

phrase islands.
__ 3. noun + prepositional phrase c. The Galapagos Islands are

in the Pacific Ocean.
__ 4. prepositional phrase at the d. I hope to visit the islands

beginning of a sentence in the future.
__5. prepositional phrase at the e. In the Galapagos, the

end of a sentence animals are protected.
PRACTICE 6.13 Work alone or with a partner. Take a piece of paper. Look at the map of
Using Cambodia. Write six or more sentences about places on the map. Use
Prepositional between, in, near, next to, and on.
Phrases
Example: Cambodia is next to Thailand.
MYANMAR

Your Paragraph: Describing My Hom etown
You are going to write a paragraph about your hometown, like the model
paragraphs on page 118.
Step 1: Prewrite
a. Get ready to write by brainstorming. Brainstorming is a way of

getting ideas. It means thinking about a topic and quickly making
a list of all the words and phrases that come to mind.
• Do not write complete sentences. Just take notes.
• Do not worry about the order of your ideas. You will put them in
order later.
Here are the notes from one student’s brainstorming:
In k&zakhstan, in the southeast, near China (.how far?)
big city - population?? noisy (but I (ike) public transportation good
some beautiful buildings culture)
mountains, beautiful nature, snow
Medeo - high in mountains, rink fo r speed skating - iamous
expensive city was capital city (when?)
name = "the apple place” (Kazakhstan famous fo r apples)
Now brainstorm about your hometown. Take notes.
b. Work with a partner. Ask your partner questions about his or her
hometown:
Where are you from? Where is it? What is it like? What is special about it?
Answer your partner’s questions about your hometown. If you get

more ideas, add them to your notes.
Chapter 6 | Your Hometown 133
c. Review your notes to prepare for your paragraph. Decide what

information you do and do not want to use.
d. Look again at the notes from page 132. The writer has made
changes. She has decided on a title. She has written a topic
sentence. She has crossed out irrelevant information.
Almaty
topis sentence: Almaty, my hometown, is a special city.

In Kazakhstan, in the southeast, near China tfrow far?-)
culture! (theaters, museums)

mountains, beautiful nature, snow
Medeo - high in mountains, rinkfor speed skating - famous W orld's
la rg e s t
expenstve-£tty was capital city before (WhefV?)
name = ‘‘the apple place” (kftzakhstan famous fo r apples) f ir s t apples
in the world
O— 0 — O— O Step 2: Write
Use your notes to write your first draft. Begin your paragraph with
a topic sentence. See the models on page 118 for examples. Remember,
your supporting sentences must relate to your topic sentence.
W r i t e r ’s T ip
Prewriting often helps a writer decide on a topic sentence. However,

some writers like to do a first draft of a paragraph without a topic
sentence. Then they add it. Also, writers sometimes change their
topic sentence when they edit.
anyone.
Reviewer’s Checklist below. Check ( y ) each box when you finish
that step.

Content
□ Underline any part of the paragraph you do not understand.
Ask your partner to explain it.
sentence.
□ Read the supporting sentences again. Ask questions if you want
more information.
Form
something.
□ the format of the paper — □ the use of there is and
heading, title, margins, spacing there are
□ a subject in every sentence □ the use of prepositions
□ a verb for every subject
“I liked reading about your hometown” or “Good first draft.”
O— O— O— # Step 4: Write the Final Draft
b. Edit your new draft carefully. Then hand it in to your teacher.

at your teacher’s comments and marks on the paper. Ask your teacher
about anything you do not understand. Your teacher may ask you to write
a new draft.
Edit your new draft carefully before you hand it in. Remember to hand
in your old and new drafts together, with the new draft on top.
When you do not need to rewrite a paragraph anymore, put it in your

folder.
Your Journal
Continue making entries in your journal. If you cannot think of a topic
for a journal entry, try one of these ideas:
• Do you ever see the sun come up? Do you ever watch it set?
Describe a place where you like to watch the sunrise or sunset.
• Go to a public place and do some people-watching. Choose a
person, and describe him or her. What does the person look like?
How old is he or she? What is the person doing? What is he or she
wearing?
• Do you carry a wallet, a purse, or a backpack? Describe what is in
it right now, or describe the things you usually carry and tell why.
• Describe a nice place to visit in your country. It could be a famous
place, such as a city or national park, or a place that few people
know about.
• Write about using English outside of class. Who do you talk to in
English? When do you listen to English or read it?
Challenge: A Favorite Place

Write a paragraph about a favorite place. For example, you could
describe your favorite room at home or a place where you like to go.
Before you begin, brainstorm about the place (as you did for the prewriting
activity on page 132). Then review your notes.
Use your notes to write your first draft. Begin your paragraph with a topic
sentence. All the supporting sentences should relate to your main idea.
Checklist on page 134. Then prepare a final draft and give it to your
teacher.
Remembering an
Important Day
A big day
C hap ter P re v iew
P art 1: O rgan ization

Organizing Your Ideas
P art 2: S e n te n c e S tr u c tu re and M ech a n ics

Compound Sentences
Using Commas
P art 3: G ram m ar and V o cab u lary

The Simple Past
Your Paragraph: An Important Day
E x p a n sio n A ctiv ities
137
Chapter Preview

MODEL An Important Day in My Life

Paragraph 1 The day of my high school graduation was a good day for me.
It was a Saturday. In the morning, I got dressed. I had a new suit
and tie for that day. Then I went to a friend’s house. Six of my friends
were there. Later, we rode to the school together in my friend’s car.
At 2:00 p. m ., all the students in my class entered the hall. My parents
and grandparents were inside the hall, and they took many pictures.
The principal called the names of the honor students first. I was in
that group, and I won a prize because I was the best math student.
My family was proud of me that day.
MODEL My Wedding Day

Paragraph 2 I have many wonderful memories of my wedding day. I would like
to tell you about three of them. First of all, I remember the beautiful
weather. The week before was cold and cloudy, but my wedding day
was sunny and warm. I felt lucky. I also remember seeing smiles all
around me that day. Almost 100 of my relatives and friends were
there. They liked my future husband, so they were happy for me.
Most of all, I remember walking down the aisle with him. I carried a
bouquet of yellow flowers, and I held his arm tightly. My heart was
very full. This unforgettable day began a new life for me.
Chapter 7 I Remembering an Important Day 139
2. What details does the writer include in his description of the day?
□ the weather □ other people □ his clothing

□ places □ things that he did □ his feelings
3. Give one reason why it was a good day for the writer.
4. What words and phrases help show that the writer is using time
order? Write three of them here:_____________ , ______________.
and_____________
5. Complete these sentences from the paragraph with the simple past
forms of the verb be.
a. I t _________ a Saturday.
b. Six of my friends_________ there.
forms of regular verbs.
a. At 2:00 p.m ., all the students in my class_________ the hall.
b. The principal_________ the names of the honor students first.
forms of irregular verbs.
a. In the morning, I _________ dressed.
b. Then I _________ to a friend’s house.
1. The topic and the controlling idea are in the first two sentences.
Copy them on the lines below. Circle the topic and underline the
controlling idea.
2. What three memories of her wedding day does the writer focus on?
□ the weather □ the people at her wedding
□ the way she looked □ the place she got married
□ the music □ the way she felt
3. What adjective means “impossible to forget”? _________________
4. Complete these sentences with the coordinating conjunctions the

writer used.
a. The week before was cloudy,_________ my wedding day was

sunny and warm.
b. They liked my husband,_________ they were happy for me.
c. I carried a bouquet of yellow flowers,_________ I held his arm

tightly.
You will write a paragraph describing an important day in your life later
in this chapter (page 156).
Organizing Your Ideas
The information in a paragraph needs to be organized. The writer must
put the information in order. This makes the paragraph easier to read and
understand.
There are many ways to organize a paragraph. For example, you can use
time order. You studied time order in Chapter 4. Model paragraph 1 on
page 138 uses time order. Model paragraph 2, however, is different. Read
how the two writers organized their ideas.
Model Paragraph 1: Getting Organized

For a prewriting activity, the writer of model paragraph 1 on page 138
did some brainstorming. He made a list of notes about the day.
got up
had breakfast
made phone calls
got dressed - new clothes
-> T's house - 6 friends
drive around town, drive to school
walking into hall with my class
parents, grandparents, pictures
honor students first, my prize
dinner at restaurant
parties
The writer needed to limit his paragraph. He had to decide what

information from his list to keep and what information to leave out.
PRACTICE 7.1 Work alone or with a partner. Reread model paragraph 1 on page 138. In
Organizing the list of notes above, underline the details that the writer chose for his
Ideas from paragraph. Cross out the other notes.
P rew riting
Model Paragraph 2: Getting Organized

The writer of model paragraph 2 on page 138 also needed to limit her
paragraph. She could not give all the details of her wedding day. She had
to decide what to include and what to leave out.
As a prewriting activity, this writer tried freewriting. Freewriting

means writing without stopping for five or ten minutes. You keep your pen
or pencil moving across the page. You do not worry about spelling,
grammar, or complete sentences. You can use words in your first language
if you do not know the words in English. You write as fast as you can.
Here is the freewriting that the writer of model paragraph 2 did.
My wedding day — one of m ost im portant days of my life —

I have many things to say. Exciting, wonderful day. The day
beautiful, warm sun, a surprise — not like before. It was
October, a Saturday. In the early morning, I woke up before the
ring of my alarm clock. I was excited. I s ta r t to get ready, doing
my hair, my dress — what will I say about my dress? — my
siste rs and my friends in my room helping me. A t the church,
I remember flowers and music — singing, piano. Feeling love
around me. Many friends, relatives — alm ost 100 — I see their
faces, everybody smiling and smiling, so happy fo r me. I see my
future husband — our eyes meeting. About the wedding — the
(name?) talking, he gave much good advice to us. I walked (how
to say?) with my husband, I remember walking slowly, holding his
arm so tightly, so happy. Beginning of our new life together.
PRACTICE 7.2 Reread model paragraph 2 on page 138. Then look at the writer’s
Organizing
freewriting above. Underline the parts of her freewriting that she decided
Ideas from to use for her paragraph.
Prew riting
The writer of model paragraph 2 decided not to use time order in her
paragraph. She chose listing order. She lists three important memories of
her wedding day — the lovely weather, the smiles of her friends and
relatives, and the walk down the aisle with her husband — and she gives
details about each one.
PRACTICE 7.3 Look again at model paragraph 2 on page 138. Compare it with the
Adding Details
freewriting above. Look for details in the paragraph that were not in her
notes. On page 138, underline the new details.
PART 2 I Sentence Structure and Mechanics

Compound S en ten ces
Simple V ersus Compound Sentences
In Chapters 4 and 5, you learned about simple sentences. You studied

four patterns for simple sentences. Each pattern has one subject-verb
combination.
1 subject + 1 verb Emi loves music.
2 subjects + 1 verb Emi and her friends love music.
1 subject + 2 verbs They listen to music and watch music videos.
2 subjects + 2 verbs She and her friends love music and often go
to concerts.
A compound sentence is another kind of sentence. It has two subject-

verb combinations, as in this example:
1 2
Emi loves music, and her friends love music, too.
To make a compound sentence, connect two simple sentences. Put a

comma after the first simple sentence, and then put a coordinating
conjunction such as and, but, or so.
PRACTICE 7.4 Find the four compound sentences in the paragraph. In each one, mark
the subjects S and the verbs V. Also, circle the comma and coordinating
Recognizing
Compound conjunction. The first compound sentence has been done for you.
Sentences
Climbing Mt. Kilimanjaro is difficult
S V
but possible. The mountain is 5,895
meters high(fand)snow covers the top
of it. Climbers need warm clothes and
good boots but no special climbing
skills. The trip is 50 to 60 miles
long, and it usually takes several days.

Mt. Kilimanjaro in Tanzania,
Problems can occur, so it is important to East Africa
go with a guide. (Your guide should be a person who knows the
mountain well.) It is also important to be healthy and in good physical
condition. The climb is hard work, but the views from the top are
wonderful.
A nd , But, and So in Compound Sentences

The coordinating conjunctions and, but, and so have different meanings.
Rules Examples
1. Use and to add information. Max is a bus driver, and he works

in Montreal.
2. Use but when the second idea He works in the city, but he does
is different or surprising. not live in the city.
3. Use so to show a result. He is nice and friendly, so his

passengers and co-workers
like him.
See Appendix K fo r more information about coordinating conjunctions.

PRACTICE 7.5 Circle the correct coordinating conjunction.

Coordinating
Conjunctions 1. It was a beautiful place, (and / but) I was happy there.
2. Hee Eun did not study for the test, (but / so) she got a good grade.
3 .1 liked the movie, (and / but) I did not understand all of it.
4. First, I cleaned the kitchen, (and / so) then I cleaned the bathroom.
5. It rained all day, (but / so) they did not play baseball.
6. The music was great, (and / but) there was free food.
7. Their apartment building is nice, (but / so) that part of the city
is not.
8. The shoes did not fit right, (but / so) I did not buy them.
PRACTICE 7.6 Combine each pair of simple sentences into a compound sentence. Use
Creating the coordinating conjunction in parentheses.
Compound
Sentences 1. Last year, my son was six years old. My
daughter was four, (and)
Last year, my son was six years old. and my
daughter was four.____________________________
2. One day, my children were at home. My friend’s

little boy was there, too. (and)
3. The children were in the kitchen. I was not with them, (but)
4. My friend’s son picked up the phone. He called 911. (and)
5. He did not talk to the operator. She knew our phone number and
address, (but)
6. She believed that we had an emergency. She sent the police to our
house, (so)
7. There was no emergency. The police officers were angry, (so)
8 .1 was upset with the children. I had a serious talk with them, (so)
9. It was just a child’s mistake. I had to pay a $50 fine, (but)
10.1 learned a lesson. The children did, too. (and)
Using Commas
On pages 143 and 144, you learned about using commas in compound
sentences. Here are four more rules for using commas.
Rules Examples
1. Use a comma between the date and He was born on July 1, 1955.
the year.
2. Use a comma after a time expression Yesterday morning, I got up early.

or a time-order word at the beginning First, I took a shower and got dressed.
of a sentence. (Exception: Do not use a After that, I had breakfast.
comma after Then.)
Then I brushed my teeth.
3. Use a comma between items in a series You. Tomasz. Sara, and I are in one qroup.
of words or phrases. The students wrote their final drafts,
checked them, and handed them in.
4. Do not use a comma when you connect Mike and all his friends were at the aame.
only two words or phrases. I did not see Luis or call him.
PRACTICE 7.7 The following sentences are missing twelve commas. Add commas as
Adding Commas needed. Some sentences need no commas.
1 .1 was born on June 16 1988.
2. My parents were born in 1956.
3. In August of 2006 we had a big
family reunion.
4. My parents invited all our relatives
and everyone came to our house
for the day.
5. My grandparents aunts uncles and
cousins brought many kinds of food.
6. We ate together at a table in our backyard.
7. There were many delicious main dishes salads and desserts.
8. After that the children played games and the adults sat and
talked.
9. In the evening we said our good-byes and everyone went home.
10. Then we washed and dried all the dishes.
PRACTICE 7.8 Take a piece of paper. Write answers to the questions. Use commas and
W riting the words in parentheses.
Sentences with
Commas Examples: What are three things you do not own? (or)
I do not own a motorcycle, a horse, or a boat.
When were you born? (month/day/year)

I was born on January I, 1988.
1. What are three foods you like? (and)

2. What are three foods you do not eat? (or)
3. What are three places you want to visit? (and)
4. What are three things you do in the morning? (In the morning)
5. What are two things you do on weekends? (On weekends)
6. What is today’s date? (month/day/year)

7. When was your mother bom? (month/day/year)
8. When was your father bom? (month/day/year)

The Simple Past
Verbs in the simple past tense describe events that began and ended in
the past.
Present Past
I watch the news on TV every day. I watched the news on TV

yesterday.
Mr. Lee is a grandfather now. Mr. Lee was a child in the 1950s.
The Simple Past: Be
Singular Be Plural Be
Subject Subject
I was We
You were You
He They
here last week. were here last week.
She
was
It
My friend My friends
Rules Examples
1. Add not after was or were to make the 1was not here last week.
statement negative. They were not there a month ago.
2. The past of there is/are is there was/were. There was a meeting yesterday.
There were no cars 200 years ago.
3. A past time expression can go at the 1was at home yesterday morning.

beginning or end of a sentence. We were there two weeks ago.
In 1999, Jack was in Brazil.
See page 168 fo r more information about p a st time expressions.
PRACTICE 7. j) 1 Change the sentences to the past. Use was or were.

Was/Were:
A ffirm ativ e 1.1 am here.
Statements Last Friday, I was here.
2. The train is on time.

Yesterday,________
3. You are my partner.

three days ago.
4. There are six people in the car.

last night.
5. My family is on vacation.
Last August,__________
PRACTICE 7.10 Change the sentences to the past. Use was or were + not. (Do not use
Was/Were: never.)
Negative
Statements 1 .1 am never late for class.
I was not late for class __________________________ this morning.
2. You are never late for class.

________________________________________________ yesterday.
3. You and I are never partners.

Last semester,____________________________________________
4. There are not four people in our group.

a week ago.
5. There is never much rain here.

last year.
6. My family is not here.

In 1998,_________________________________________________
PRACTICE 7.11 Take a piece of paper. Answer the questions in complete sentences. Use
Using W as/W ere was or were-
1. Where were you at 6:00 p .m . yesterday?
2. How was the weather yesterday?
3. When you were a child, who were your best friends?
4. When you were a child, what were your favorite stories or TV shows?
5. What color was your first (bicycle / car)?
6. Where were you in 2004?
7. Where were you in 1994?
8. Who were two important people in the history of your country?
The Simple Past: Regular Verbs

In simple past tense affirmative statements, regular verbs all end in -ed.
Also, regular verbs are the same for all subjects.
Chapter 7 | Remembering an Important Day 151
A ffirm a tiv e S ta te m e n ts
Subject Sim ple Past V erb
I washed my car yesterday.
She studied for the last test.
The rain stopped last night.
My parents arrived on Sunday.
See A ppendix G fo r spelling rules fo r regular verbs in the sim ple past.
N eg a tiv e S ta te m e n ts
Subject Did Mot Base F o rm o f V erb
I wash my car last week.
She study for the first test.

did not
The rain stop before midnight.
My parents arrive on Saturday.
PRACTICE 7.12 Write the simple past tense form of each verb. Check Appendix G for
Spelling spelling rules.
Practice:
Regular Verbs 1. listen listened 6. plan _______________
2. smile _______________ 7. carry _______________
3. need _______________ 8. decide _______________
4. s t a y _______________ 9. ask _____________________
5. cry _______________ 10. fix _______________
PRACTICE 7.13 Complete the sentences. Repeat the same verb, but make it negative. Use
Regular Verbs: the past time expression in parentheses.
Negative
Statements 1 . (last night) I often watch T V at night, but I did not watch TV
last night.___________________________
2. (last year) They often visit us, but they

3. (yesterday) She often calls me, but she
4. (last night) It often rains, but it
5. (last weekend) He often washes his car, but he
6. (last month) We often travel, but we
PRACTICE 7.14 Take a piece of paper. Write ten true statements using the simple past.
Using Regular
Use verbs from the box. Include both affirmative and negative
Verbs in the statements.
Simple Past
clean fix play snow study wait
cook listen rain stay talk walk
Examples: I listened to music on the radio last night.
It did not rain yesterday.
The Simple Past: Irregular Verbs

Irregular verbs do not end in -ed in the simple past.
Present Past
I go to work every day. I went to work yesterday.
She does her homework She did her homework

at night. last night.
Many common verbs are irregular. You must study them and memorize
their simple past forms.
See A ppendix H for a list o f common irregular verbs and their sim ple p a st form s.
Chapter 7 i Remembering an Important Day 153
In negative statements, irregular verbs are like regular verbs. Use did not
+ the base form of the verb.
Affirmative Statem ents TMegative Statem ents
Regular verb: start We started work on time. We did not start late.
Irregular verb: begin We began work on time. We did not begin late.
See Appendix G for contractions and questions in the simple past.
PRACTICE 7.15 Complete the sentences with the words given. Use the simple past.
Irregular Verbs:
Affirm ative 1. 1/ take / a trip with my family
Statements In 1998, I took a trip with mv family.____________________
2. he / go / to his grandparents’ house

Last summer, _________________ ____________________ _
3. my cousins / come / to visit me

last year.
4. she / make / an important decision

Two years ag o ,________________
5. they / leave / early

yesterday morning.
6. the children / have / fun

last weekend.
7 .1 / get / home at 8:00 p .m .
yesterday evening.
8. we / buy / new phones

Last year,__________
Change each statement from affirmative to negative.

Irre g u lar Verbs:
Negative 1. We began our trip. We did not begin our trip.
Statements
2. She came with u s.______________________________________
3. We had a good tim e.____________________________________
4. You made a mistake.___________________________________
5. He said good-bye.______________________________________
6. She got upset._________________________________________
7 .1 went hom e.________________________________________
8. They did the right thing.________________________________
Read the following story. Then answer the questions. Write complete
Reading and sentences.
W riting About
the Past
Marco Polo’s route to Beijing
Marco Polo was a great traveler. He was born in Venice in 1254.

At age seventeen, he left Venice with his father and his uncle. They
began a 5,600-mile trip across Asia. It took them three and a half
years, but they finally reached Beijing. Beijing was the capital city of
Chapter 7 | Remembering an Important Day 155
Kublai Khan, the powerful ruler of Mongolia and China. He liked Marco
Polo and gave him work to do. Polo spent seventeen years in China,
and he got rich there. He finally made the long trip back to Venice in
1295. Later, he wrote the story of his travels. His book was a great
success in Europe. Polo died in 1324, but Europeans continued to
read his book. In fact, for almost 600 years, they depended on his
book for information about China.
1. Who was Marco Polo?

He wqs a great traveler.______________________________________
2. When was he born?
3. Where was he born?
4. Where did he go on his 5,600-mile trip?
5. How long did the trip take?
6. Who was Kublai Khan?
7. How long did Marco Polo stay in China?
8. What did Marco Polo do after his return to Europe?

Work alone or with a partner. Find and correct the twelve errors in verbs
Editing: The
in this paragraph. The first error has been corrected for you.
Simple Past had
Last Monday, Harry was have a terrible
day. The day begun badly. He did no hear
his alarm clock, so he got up late. He did
not has time for breakfast. He boughts
coffee on the way to work and spilled it on
his clothes. At work, he wrote reports all
morning. At noon, his boss came in. He was angry. “You did not a
good job on this report,” he say to Harry. Harry felt bad. He no went
out to lunch with his friends. Instead, he was stayed in his office and
work. Finally, he finished. On the way home, he has a car accident.
Poor Harry! At home, he goed back to bed. He wanted to forget the
whole day.

Your Paragraph: An Important Day
You are going to write a paragraph about a day that you remember well,
like the model paragraphs on page 138.
# —O— O— O Step 1: Prewrite

a. Get ready to write by doing a prewriting activity. Choose one of
these activities:
• Make notes in time order about what happened on that day.
(See page 141 for an example of notes in time order.)
• Freewrite about that day for at least five minutes. (See
pages 141— 142 for an explanation of freewriting and an
example.)
Chapter 7 [ Remembering an Important Day 157
W r ite r ’s Tip
Some writers like to do freewriting this way: First, they freewrite for
five minutes. Next, they read what they wrote and choose one idea from
their writing. Then they freewrite about that idea for five minutes more.
b. Work with a partner. Take turns describing your days. Then tell
your partner three things you remember about his or her day.
c. Look at your notes or freewriting. Decide what information is most
important to your description of the day. Circle or underline it.
Decide how you want to organize your paragraph. Use time order,
like model paragraph 1, or listing order, like model paragraph 2
(page 138).
Step 2: Write
Write your first draft. Begin with a topic sentence. See the models
on page 138 for examples. Make sure your supporting sentences
show why your topic sentence is true.
Step 3: Edit
b. Edit your paper carefully. Check for mistakes before you show it
to anyone.
Reviewer’s Checklist on page 158. Check (✓) each box when you
finish that step.

Content
sentence.
□ Reread the supporting sentences. Ask questions if you want more
information.
Form
something.
□ the format of the paper □ the use of simple past verbs
□ a subject in every sentence □ the use of commas
□ a verb for every subject
d. Return your partner’s paper. Say something nice about the

paragraph.
e. Look at your own paper. If you do not agree with a comment, ask
another student or your teacher.
O — O— O— # Step 4: Write the Final Draft

b. Edit your new draft carefully, and hand it in to your teacher.

at your teacher’s comments and marks on the paper. Ask your teacher
about anything you do not understand. Your teacher may ask you to write
a new draft.
Check your new draft carefully before you hand it in. Remember to
hand in your old and new drafts together, with the new draft on top.
When you do not need to rewrite your paragraph, save it in your folder.
Your Journal
• How was this past weekend? Did you have fun? Did you do
anything special, or was it just a typical weekend? Describe what
you did.
• Write about your education. How old were you when you started
school? What schools did you go to? How did you feel about
school?
• Think of a time when you had some good luck. What happened?
Why do you think you were lucky?
• Think of someone who was important to you when you were
growing up. Who was this person? WThy was he or she important in
your life?
• When did you start learning English? Did you choose to study
English, or did you have to learn it? Describe your first
experiences with learning English.
Challenge: A Funny or Scary Experience

Write a paragraph about a funny or scary experience. First, choose a
prewriting activity: brainstorming and taking notes (see page 132), listing
notes in time order (see page 141), or freewriting (see page 142). Write a
lot of ideas before you start your first draft.
Begin your paragraph with a topic sentence. In your topic sentence, tell
the reader what kind of experience you are going to describe. Be sure to
include enough details in your paragraph.
Ask a friend or a classmate to review your first draft. Use the

Reviewer’s Checklist on page 158. Then prepare a final draft and give it
to your teacher.
Memories of a Trip
Going on a trip!
C hap ter P re v iew
Part 1: O rgan ization

Concluding Sentences
P art 2: G ram m ar and V o ca b u la ry

Past Time Expressions
Before and After as Prepositions
P art 3: S e n te n c e S tru ctu re

Sentences with Past Time Clauses
Sentence Fragments
Your Paragraph: Memories of a Trip
E x p a n sio n A c tiv itie s
161
Chapter Preview
MODEL A Trip with My Family

Paragraph 1 I have a happy memory from my childhood. When I was small, my
family took a trip to a lake. It was in the summer. We went there early
in the morning and stayed all day. I remember playing games on the
grass with my brothers and sisters. We had fun climbing trees, too.
At noon, my father built a fire, and we made shish kebab. It was
delicious. After that, I remember listening to my sister tell stories. I did
not want to leave when it was time to go home. I had a lot of fun that
day, so I like to remember our trip to the lake.
MODEL The Trip That Changed My Life

Paragraph 2 My trip to the United States was a big shock. One day, my mother
said, “Go and pack your clothes. Tomorrow we are going to live in
New York.” The news was a complete surprise to me. I went to my
room and sat on the bed for a long time. Then I called my best friend.
The next morning, my mother and I got on a plane. I remember sitting
next to the window and looking down on my city. I remember feeling
scared about my future. After we landed in New York, my aunt picked
us up, and we went to stay with her. My life changed overnight. I will
never forget that trip.
1. The writer uses the first two sentences to introduce the topic and
the controlling idea.
a. What is the topic?____________________________________
b. What does the writer say about it?

Chapter 8 I M em ories o f a Trip 163
2. What details does the writer give about the trip?
a. When did it happen?_____________________________________
b. What did the writer d o ? __________________________________
3. Did the writer use time order to organize the paragraph? (Yes / No)
4. Complete these sentences with the words the writer used.
a. I __________________________games on the grass with my

brothers and sisters.
b. After that, I _________________________ to my sister tell

stories.
1. What is the topic sentence? Copy it below. Circle the topic and
underline the controlling idea.
2. Why was the trip a shock for the writer? Check (S ) your answers.
□ His mother’s plans surprised him.
□ He had tosay good-bye to his mother.
□ He was afraid to get onan airplane.
□ Big changes happened in his life very fast.
3. Did the writer use time order to organize the paragraph? (Yes / No)
4. Complete these sentences with the words the writer used.
a. I __________________________ next to thewindow and looking

down on my city.
b. I ___________________________ scared about my future.

5. Complete these sentences with the verbs the writer used.
a. One day, my mother __________ , “Go and pack your

clothes.”
b. After w e ____ in New York, my aunt

us up, and we ___ to stay with her.
c. My life _____ overnight.
What tense are the verbs you wrote in 5a-c?
You will write a paragraph about a trip that you took later in this chapter
(page 175).
Concluding Sentences
Some paragraphs end with a concluding sentence. Concluding means
“finishing” or “completing.” A concluding sentence marks the end of the
writer’s comments on the topic. It usually connects to information in the
topic sentence. Below are two ways for a concluding sentence to do that.
(1) Sometimes a concluding sentence repeats words from the topic

sentence, to bring the reader back to the main idea:
T o p ic S e n t e n c e When I take a trip, I prefer to go by train. The seats on trains

are very comfortable. They give me enougKspace for my legs.
I like the big windows on trains, too. I enjoy lo&king out at the
views, especially in the country. I alsbJike being to leave my
seat. I can stand up and walk around orh& train whenM want to.
C o n c l u d in g S e n t e n c e These are just a few of the reasons why I like traveling by train.
(2) Sometimes the writer ends the paragraph with a personal comment
about the topic:
T o p ic Meriwether Lewis and William Clark were important American

explorers. In 1803, President Thomas Jefferson asked them to find
out about a new part of the United States. For almost three years,
they explored from Missouri to the Pacific Ocean and back, a trip of
8,000 miles. A young Native American woman named Sacagawea
helped them find their way. It was a difficult and dangerous trip, but
they brought back a great deal of valuable information about the area.
P ersonal C o m m e n t I admire Lewi s and Clark because they were brave, smart, and
adventurous.
hhhhhhhnhmhm
PRACTICE 8.1 Underline the topic sentence and the concluding sentence. Circle the
M aking words that connect them.
Connections
Last spring, I had fun on a camping
trip. I went with friends from my high
school in Puerto Rico. First, we took a
bus from our hometown, San Juan, to
the town of Fajardo. Then we took a
boat from Fajardo to the island of
Culebra. There is a beautiful beach
there called Playa Flamenco. We
camped near the beach for five days.
I got a sunburn and many insect bites, but I did not care.
I had a great time camping with my friends.
PRACTICE 8. Read each paragraph. Then choose the best concluding sentence. Write
Choosing a
that sentence on the lines.
Concluding
Sentence 1. The Secrets to a Successful Restaurant
There are four keys to running a successful restaurant. First, the
food must taste good. Boring or bad food will not bring in customers.
Second, the dining room must be a comfortable and attractive place.
People should feel good spending time in the restaurant. Third, there
must be good service. Both the kitchen staff and the servers need to
do their jobs well. Finally, the price must be right. There must be a
good match between the cost and the dining experience._________
a. The restaurant should stay open late, too.

b. Many new restaurants have to close after just a few months.
c. A restaurant that does well in these four areas will be
a success.
2. A Wonderful City
There are three main reasons why
I love Florence, Italy. First of all, I enjoy
the people of Florence. They are
friendly, interesting, and good-looking.
Second, I like to hear people speak
Italian. I think it is a beautiful language.
Finally, I love the food in Florence. You
can get delicious things to eat in the
markets, shops, and restaurants.
a. Millions of people visit Florence

because it is an important city.
b. The people, language, and food make Florence one of my
favorite places.
c. It is also very interesting to learn about the art and history of this
beautiful city.
3. The Power of Television

Television has a big influence on children today. In some countries,
children spend a lot of time watching it. For example, in the United
States, the average child watches television three or four hours a day.
Many children spend more time each year in front of a TV than in
sch o o l.____________________________________________
a. As a result, television can influence how children think and act.

b. In addition, the Internet has a very strong effect on many children.
c. In fact, almost all American homes today have one or more T V sets.
4. An Easy Recipe
Peanut butter cookies are
very easy to make. The following
recipe has only four ingredients
and takes only a few minutes.
Start by beating an egg in a
mixing bowl. Add one cup of
sugar, one cup of peanut butter,
and one teaspoon of vanilla. Mix everything well. Using a spoon, drop
small amounts of dough onto a cookie sheet. Bake the cookies for
10 minutes at 325°F._______________________________________
a. Chocolate chip cookies need a little more work.

b. I hope you will like these cookies as much as I do.
c. Peanut butter sandwiches are very easy to make, too.
5. Getting Drinking Water from the Ocean

One way to get drinking water is to take the salt out of ocean
water. The process of taking the salt out is called desalination. Many
countries use this process to get drinking water. Most of them are in
the Middle East, the Caribbean, and the Mediterranean. They need the
water for homes, farms, and businesses. However, there is a problem
with desalination. It is very expensive. For that reason, only one
percent (1 %) of the world’s drinking water now comes from the ocean.
We need to learn how to make the process less expensive._________
a. Of course, people need clean water.

b. In addition, water power can give us clean energy.
c. Then we can get more drinking water from the ocean.

Past Time Expressions
A past time expression tells when something happened. In Chapter 7,
you learned that it usually comes at the beginning or end of a sentence.
I went to the movies yesterday.
Yesterday, I went to the movies.
U sin g A g o or L a s t
Rules Examples
1. Use an amount of time + ago. It happened many years ago.

They left five minutes ago.
2. Use last + a period of time. It happened last summer.

They left last week.
PRACTICE 8 .3 Write ago or last.

Past Time
Expressions (!) Last year, Raquel took several
business trips. In January, she was in
South Africa for ten days. Then she went
to Brazil (2 )______ March. It was not
her first trip to South America. She was
also there in 2000 and again four years
(3 )______ . Her next trip was (4 )______
May, to Hong Kong. She has been there
several times, too. In fact, she was there again a week (5 )______ .
Then (6 )______ fall, Raquel went on two trips to Europe. Many years
(7 )______ , when she was a little girl, she dreamed about seeing the
world. Now her dream has come true.
P r e p o sitio n a l P h r a s e s fo r D esc rib in g P a st T im e
Rules Examples
1. Use in + a month, season, or year. It happened in July.

It happened in 1922.
2. Use on + a specific day or date. It happened on July 1, 1922.

The baby was born on Friday.
3. Use fo r + an amount of time. We waited for fifteen minutes.
See pages 88 and 128-130for more information about prepositional phrases.
PRACTICE 8 .4 Write in, on, or for.

Prepositions
fo r Describing 1. He graduated____2006. 7. They le ft____August.
Past Time
2 .1 was born March 13, 8. Their trip began
1987. August 8.
3. We stayed there ten days. 9. We waited an hour.
4 . 1 bought my ticket 10. We got married the

Monday. spring.
5. She went on vacation 11. The wedding w as____May 1,

April. 2001 .
6. They were away a week. 12. Our son was born 2003.
PRACTICE 8 .5 Take a piece of paper. Write eight true statements about your life. Use
W riting About the time expressions given.
Past Time
Example: yesterday
I went to my classes yesterday.
1. yesterday 5. in 1999
2. last weekend 6. for a long time
3. last summer 7. fo r_____ years
4. one year ago 8 . _____ years ago
Before and A fter as Prepositions
Before and after are prepositions. Prepositional phrases with before or

after + a noun describe time.
Rules Examples
1. Use after + an earlier event. Thev took a trip after their weddina.
(first, the wedding; then the trip)
2. Use before + a later event. 1 talked to the teacher before class.

(first, the talk; then the class)
3. Put the phrase at the beginning or end Before class. 1talked to the teacher.
of a sentence. The meaning is the same. (first, the talk; then the class)
4. Put a comma after a prepositional After their wedding, they took a trip.
phrase at the beginning of a sentence.
PRACTICE 8 .6 Work alone or with a partner. Combine the two sentences, keeping the
B efore and
time and word order the same. Use after or before + the boldfaced
After: words.
Combining after
Sentences Examples: Wo finished work. We went fishing.
A fter work, we went fishing.
before
I washed my hands. I had lunch.
I washed my hands before lunch.
1. 1 studied. I took the test.
2. He had an interview. He got the job.
3 .1spent a day at the beach. I had a sunburn.
4 . 1sent out invitations. I had my birthday party.

5. We went on our vacation. We told our friends about it.
6. He read the newspaper. He went to work.
PRACTICE 8.7 Take a piece of paper. Write four true statements with before + a noun
Using B efore and four true statements with after + a noun. Use the nouns in the box,
and A fter + a or choose other nouns.
l\loun
Examples: People often feel nervous before an exam.
I had coffee after my firs t class.
breakfast class dinner exam lunch party

Sentences with Past Time Clauses
Past Time C lauses and Main Clauses
A past time clause tells when something happened.
They saw the Taj Mahal. When did they see it?
They saw the Taj Mahal when they were in India.
A past time clause must have three things: a time word, a subject, and
a verb.
1 2 3
We said good-bye before we left.
A past time clause is never a complete sentence by itself. It must connect

to a main clause. A main clause can be a complete sentence.
I went to Buenos Aires. = a complete sentence
MAIN CLAUSE PAST TIME CLAUSE

I went to Buenos Aires after I finished school.
Sentences with time clauses are complex sentences. See Appendix K

I for more information.
PRACTICE 8 .8 Work alone or with a partner. Look at each group of words below. Check
Recognizing (V ) Main C lause or Past Tim e Clause.
Main and Past
Time Clauses
Main Past Time

Clause Clause
□ 0 1. when Mei Li and I heard about the concert

0 □ 2 . we decided to buy tickets
□ □ 3. we stood in line for an hour before the
concert
□ □ 4. a lot of our friends came
□ □ 5. before the concert started
□ □ 6 . the concert lasted more than three hours
□ □ 7. the band played some of their greatest hits
□ □ 8 . after they played some of their new music
□ □ 9. when the concert ended
□ □ 10. Mei Li and I went out to eat
Past Time C lauses w ith B efo re , A f t e r , and W hen
Before, after, and when are subordinating conjunctions in time clauses.
Rules Exam ples
1. Use after + something that happened T h is h a ppen ed firs t.
earlier. He went to bed after he brushed his teeth.
2. Use before + something that happened T h is h a ppen ed la te r .
later. He brushed his teeth before he went to bed.
T h is
3. Use when + something that happened at h a ppen ed a t th e same time.
the same time or soon afterward. Evervbodv cried when we said aood-bve.
4. A past time clause can come before or When we said good-bye, everybody cried.
after the main clause. Put a comma after
the time clause when it comes first.
Do not put a comma after the word after. Do not put after at the end of a
sentence.
after + subject + verb After we met for coffee, we went to class.
after + noun After coffee, we went to class.
After that, We met for coffee. After that, we went to class.
PRACTICE 8.9 Work alone or with a partner. Write 1 above the action that happened first
Complex and 2 above the action that happened later. Underline the past time clause.
Sentences with
2 I
Before and 1. Mariela and Ricardo met after they entered the London School of
After
Economics.
2. Mariela knew Ricardo’s friends before she met him.
3. After Ricardo heard about Mariela, he wanted to meet her.
4. He fell in love soon after he met her.
5. Before Mariela agreed to marry him, Ricardo had to meet her
family in Venezuela.
6. Ricardo and Mariela graduated from the university before they got
married.
7. They went on a honeymoon after they got married.
8. After they returned from their trip, they found jobs in Caracas.
PRACTICE 8.10 Take a piece of paper. Write sentences with past time clauses to answer
Using Past Time
the questions. Use after, before, and when. Underline each past time
Clauses clause.
Examples: When did you start school?
I started school when I was five years old.
When did you buy a ticket before you did something?
I bought a ticket before I took a train last weekend.
1. Did your parents decide on your name before or after you were
born?
2. When did you start learning English?
3. Did you get this book before or after you went to the first class?
4. When did you buy new clothes before you did something?
5. When did you feel nervous before you did something?
6. When did you feel good after you did something?
7. When did you make an important decision?
8. When did you have fun with a friend?
Sentence Fragments
A fragment is a broken piece of something. A sentence fragment is a
piece of a sentence, not a complete sentence. Something is missing.
A past time clause by itself is a sentence fragment.
FRAGMENT COMPLETE SENTENCE

After Noriko arrived. We made popcorn.
Chapter 8 | M em ories o f a Trip 175
Here are two ways to correct a fragment like After Noriko arrived.
(1) Connect the fragment to a complete sentence.
After Noriko arrived, we made popcorn.

We made popcorn after Noriko arrived.
(2) Change the fragment to make it a complete sentence.
At 8:00 p.m., Noriko arrived.
PRACTICE 8.11 Work alone or with a partner. Read the paragraph. Correct the five
Editing: sentence fragments. Add commas as needed. The first fragment has been
Sentence corrected for you.
Fragments
shopping after
Yesterday, Vincent went shopping. After he finished his classes.
He needed new running shoes because his old shoes were worn out.
After he arrived at the store. He started trying on shoes. Some shoes
did not feel right, and some were too expensive. He tried on several
pairs of shoes. Before he found the right ones. When he went to pay
for them. He realized that he did not have his wallet. It was not in his
pocket. He asked the salesclerk to hold the shoes for him. He needed
to come back later. After he found his wallet in his room. He went
back and got his new shoes.

A. Your Paragraph: Memories o f a Trip
You are going to write a paragraph about a trip you took, like the model
paragraphs on page 162.
0 — O— O— O Step 1: Prewrite
a. Get ready to write by doing a prewriting activity. Choose one of
the following activities:
• Make notes about the trip in time order. (See page 141 for an
example of notes in time order.)
• Freewrite about the trip for at least five minutes. (See pages
141— 142 for an explanation of freewriting and an example.)
b. Find a partner and take turns asking about each other’s trip. Ask
questions like the following:
Where did you go on How long was your trip?
your trip? What did you do on your trip?
When did you go? |_|ow ^ yQU fee| 3 ^0^ ^ e trip?
Who went with you?
c. Look again at your notes or freewriting. Add notes as needed.

Include answers to the questions above. Underline the information
that will be most important to describe your trip.
Step 2: Write
Write your first draft. Begin your paragraph with a topic sentence.
See the models on page 162 for examples. Give details in your
supporting sentences. End your paragraph with a concluding sentence.
Try to include both past time expressions and past time clauses.
Step 3: Edit
b. Edit your paper carefully. Check for mistakes before you show it
to anyone.
Reviewer’s Checklist on page 177. Check (^ ) each box when you
finish that step.
d. Return your partner’s paper. Say something nice about the
paragraph.
e. Look at your own paper. If you do not agree with a comment, then
ask another student or your teacher.
Review er’s Checklist — Chapter 8

Your partner’s name:__________________________________________
Content
sentence.
information.
□ Circle the concluding sentence. Write CS on the paper if there is
no concluding sentence.
Form
something.
□ the format of the paper □ the use of past tense verbs
□ a subject in every sentence □ the use of before and after
□ a verb for every subject □ the use of commas
O— O— O— % Step 4: Write the Final Draft


Your teacher may ask you to write another draft after he or she reads your
paper. Check your new draft carefully before you hand it in. Remember to
hand in your old and new drafts together, with the new draft on top.
When you do not need to rewrite a paragraph, put it in your folder.
Your Journal
• Write about another trip you remember. Tell where and when
you made this trip. Focus on describing one thing that you heard,
smelled, saw, or tasted on this trip.
• Describe a time when someone or something surprised you.
What happened? Was it a good or a bad surprise? Why?
• Write about an important decision you made. What did you
decide? Why did you make this decision? Do you think your
decision was good or bad?
• Write a short biography of one of your parents, one of your
grandparents, or another older person. (Biography means “the
story of a person’s life.”)
• Write about one of your earliest memories of English. Did you
hear a song in English? Did you learn a word in English? Why do
you remember this event?
Chapter 8 | M em ories o f a Trip 179
Challenge: From My Childhood

Write a paragraph about one of your favorite possessions from when
you were a child. It could be a favorite toy, a pet, or a piece of clothing,
for example. First, choose a prewriting activity: brainstorming and taking
notes (see page 132), making notes in time order (see page 141),
or freewriting (see page 142).
Write a first draft. Begin your paragraph with a topic sentence. Be

sure to include enough details to support your main idea. End your
paragraph with a concluding sentence.
Ask a friend or a classmate to review your first draft. Use the

Reviewer’s Checklist on page 177. Then prepare a final draft and give
it to your teacher.
Looking Ahead
I can’t wait!
Chapter Preview
Listing Order and Listing-Order Words

Expressing Future Time with Be Going To
Expressing Future Time with Will
Future Time Expressions

Sentences with Future Time Clauses
Run-On Sentences

Your Paragraph: My Future Plans
180
Chapter 9 I Looking Ahead 181
Chapter Preview
MODEL Planning for My Son’s Birthday

Paragraph 1
I am looking forward to my son’s birthday. In two weeks, he is
going to be four years old, and we are going to have a party for him
at home. We are going to invite about ten or twelve friends and
relatives to the party. First, the children will play, and the adults will
talk. Then we will have lunch. My wife is going to make a birthday
cake for the party. After we have the cake, my son will open his
presents. I am going to give him a remote-control car because he
asked for that. I hope he will like it, and I hope his birthday will be
happy.
MODEL My Future
Paragraph 2
I have big plans for my future. I am going to study nursing after
I learn more English. I am going to finish the English program here
before I transfer to a university. At the university, I plan to get a
bachelor’s degree in nursing. After I become a nurse, I am going to
work in a hospital. I hope that I will find a good job. I am also
planning to get married someday. I hope that I will meet a kind and
intelligent man. I would like to have four children, two boys and two
girls. I am looking forward to my career, but my family will be the
most important part of my future.
1. What is the topic of this paragraph?
2. What does “I am looking forward to” mean? Circle your answer.

a. I am nervous about (something in the future).
b. I am excited about (something in the future).

3. Complete these sentences about the paragraph.

a. The writer hopes that his so n _____________________________
b. He also hopes__________________________________________
4. Does the writer use time order to organize his paragraph? Circle:
(Yes / No)
5. Complete these sentences with the verbs the writer uses to describe
future events.
a. In two weeks, h e __________________ four years old, and we
a party for him at home.
b. First, the children , and the adults
1. What is the topic sentence? Copy it h ere._______________
2. Put the writer’s goals in the order she expects to reach them.
Number them from 1 to 6.
□ have children □ get a job in a hospital
m learn more English □ get a bachelor’s degree
□ study nursing CD transfer to a university
3. What word means “at some time far in the future'’?
4. What word means “many years of work in a professional job”?

Chapter 9 , Looking Ahead 183
5. Complete these sentences from the paragraph. Write the future

time clauses.
a. I am going to study nursing____________________________
b. I am going to finish the English program h ere ____________
c .__________________________ I am going to work in a hospital.
6. Circle the verb in each future time clause that you wrote above
(5a, b, c). Which tense are the three verbs you wrote?
(simple present / future)
Later in this chapter (page 196), you will write a paragraph about
something you look forward to in your future.
Listing Order and Listing-Order Words
One way to organize a paragraph about the future is to use time order.
The writers of both model paragraphs on page 181 used time order.
Another way to organize a paragraph about the future is to use listing

order. A writer can use listing order if he or she does not know the time
order of future events.
Read this paragraph by the writer of model paragraph 2 on page 181. She
is writing about the same future plans, but here she uses listing order. Her
topic sentence tells us that the paragraph will list her three goals.
I have three major goals for my future. First, I want a good

education. I am going to learn more English and go to a university.
I plan to get a bachelor’s degree in nursing. I also want to get
married and have a family. I hope that I will meet a kind and
intelligent man someday, a man who loves children. I would like
to have four children, two boys and two girls. Finally, I want to have
a good career as a nurse. I am going to do my best to reach these
three goals.
The three boldfaced words in the paragraph on page 183 are listing-
order words. They introduce each of the writer’s three goals. Notice the
position of also in I also want to get married. All the other listing-order
words go at the beginning of the sentence.
Here are some more listing-order words and phrases:
First of all, Second, Third, also In addition,
For more examples of paragraphs with listing order, see the following:
• “My Wedding Day” on page 138
• “The Secrets to a Successful Restaurant”on page 166
• “A Wonderful City” on page 166
When you read these paragraphs, notice the topicsentences and the listing-
order words and phrases.
PRACTICE 9.1 Work alone or with a partner. Check (v') the topic sentences that tell the
Listing-Order
reader the paragraph will be in listing order.
Paragraphs:
Topic Sentences 0 1. There are three reasons why I want to be a lawyer.
□ 2. There are several different kinds of engineers.
□ 3. Becoming a doctor will take me a long time.
□ 4. A good nurse must have four important qualities.
□ 5. My grandfather had an important career in public service.
□ 6 . 1 have two main reasons for wanting to be a teacher.
□ 7. My mother changed careers at age forty.
□ 8. The Career Development Office can help students in

several ways.
Chapter 9 | Looking Ahead 185
PRACTICE 9 .2 Circle the correct listing-order words for this paragraph.

Listing-Order
Words I plan to accomplish four things this
weekend. (1. Also / F irst), I am going
to play tennis with my brother, and I am
going to win. That is going to be great.
I am ( 2 . also / second ) going to do
something about the dirty clothes on
the floor of my room. Maybe I will wash
some of them. ( 3. Finally / In addition ), I am going to fill out an
application for a part-time job at the library. I think the application is
on my floor somewhere. ( 4. Finally / First of a ll), I am going to work
on a paper for my psychology class. It is due soon, so I really need
to get started. Those are my goals for the weekend. Wish me luck!

Expressing Future Time with Be Going To
Verbs with be going to express future time.
A ffirm a tiv e S ta te m e n ts w ith B e G o in g To
S in g u la r P lu ral
Subject Be Going To B ase Subject Be Going To B ase

Verb Verb
I am We
You are You
He They
going to win. are going to win.
She
IS
It
Tony The men
See Appendix D fo r the contracted forms of dim, is, and are (+ not).
Rules Examples
1. Use be going to for future plans (to tell 1am going to be at home in June.
what someone has already decided to do). We are going to invite all our friends to
the party.
2. Use be going to for predictions or 1 think the weather is going to be nice.

guesses about the future. You are going to love this song.
3. To form the negative, add not after be. We are not going to go tonight.
It is not going to rain.
W rite r’s Tip
Use / think or I do not think to introduce a statement when you are

not sure about the future.
I think I am going to take an economics class.
I do not think I am going to take any math classes.
PRACTICE 9 .3 Complete each sentence with the correct form of be going to. Use the
Statements verb in parentheses.
with Be
Going To 1. (have) I am going to have .a day off next Monday.
2. (not, go) I ______________ _____ to work that day.
3. (not, work) Monday is a holiday, so most people
4. (be) I think the weather great.
5. (go) My friends and I _ to a lake.
6. (be) I think there _____ seven of us.
7. (take) W e___________ the bus.
8. (not, cost) It __much.
9. (be) I think it fun.
10. (come) I hope that you

PRACTICE 9 .4 Take a piece of paper. Write answers to the questions below. Write
Stating Plans complete sentences with be going to. Use / think/1 do not think if you
and Making are not sure about what is going to happen.
Predictions 1. What are you going to do this evening?
2. What time are you going to get up tomorrow?
3. What do you think the weather is going to be like tomorrow?
4. Who do you think is going to call you soon?
5. Where are you going to be next summer?
6. What is something important that you are going to do in your
future?
Expressing Future Time with Will

Verbs with will also express future time.
A ffirm a tiv e S ta te m e n ts w ith W ill
Singular Plural
Subject W ill B ase Verb Subject W ill B ase Verb
I We
You be on time. You be on time.

He
will will
She They
It need help. need help.
Tony The men
See Appendix I fo r contractions.

Rules Examples
1. Use will for predictions about the future. You will love this song. = You are going to
In this case, will and be going to have love this song.
the same meaning.
2. To form the negative, add not after will. The meeting will not take long.
3. Use be going to, usually not will, for are going to

plans you have already made. Chris and 1witt get married.
Writer’s T ip
Use and to join two verbs. Do not repeat will or be going to.
She will call and wilt tell him.
She is going to call him.
PRACTICE 9 .5 Rewrite these predictions. Use will. (Note: The meaning of the sentences
Making does not change.)
Predictions
with Will Example: The flight is going to take about six hours.
_The flight will take about six hours.
1 .1 think you are going to enjoy your trip to Hawaii.
2. The weather is going to be great.
3. You are not going to need warm clothes.

4. The surfing is going to be excellent.
5. The beaches are not going to be crowded.
6. We are going to miss you.
Surfing
PRACTICE i Work alone or with a partner. Find and correct the verb error in each
Editing: statement. (Note: There is more than one way to make the corrections.)
Statements
About the be
Future 1. Dinner will to be ready soon, or Dinner is going to be ready soon.
2. It’s will be sunny tomorrow.
3 .1 think my brothers going to study chemistry.
4. Your adviser will going to help you.
5 . 1 think Brazil will winning the next World Cup.
6. Hiral is going have her baby in May.
7. The p a r t y g o in g to s ta r t a t 9:00 p .m .
8. Juan Carlos will goes to work at 3:00 p .m .
9. The next bus will coming soon.

10.1 think I’m will need a ride tomorrow.
Future Time Expressions

F uture tim e expressions tell when events will happen. They can help
show the time and order of events in a paragraph.
U sing T his, N e x t, o r In
Rules Examples
1. Use this + a specific time period. 1 am going to leave this evening.

They will finish the job this week.
The time period is happening now or will
start soon.
2. Use next + a specific time period. 1am going to leave next Monday.
They will finish the job next week.
The time period has not yet started.
3. Use in + an amount of time (as in a He is going to be here in a minute.

number of hours, days, or years). In two weeks, it will be spring.
The event will happen after that time
passes.
PRACTICE 9 .7 Circle the correct word.

This, Next, o r In , T , . , • x
1. Jack is going to graduate (in / this) two years.
2. This summer, I am going to take classes, but (this / next) summer,

I am going to work.
3. Rima is studying this morning because she is going to have an

exam (in / this) afternoon.
4. The students are on spring break now, so there are no classes

(this / next) week.
5. Professor: Your papers are due on Tuesday.
Students: Do you mean tomorrow?
Professor: No, not this week. (Next / In) Tuesday.
6. The semester began three weeks ago. It will end (next / in) twelve
weeks.
PRACTICE 9 .8 Take a piece of paper. Write complete sentences to answer the questions.
Using Future Include the time expressions.
Time 1. What are you going to do tomorrow?
Expressions
2. Where are you going to be the day after tomorrow?
3. What are you going to do this weekend?
4. Where are you going to be next week?
5. What is going to happen in a few years?

Sentences with Future Time Clauses
Future Time C lauses and Main Clauses
A fu tu re tim e clau se tells when something will happen.
I am going to study. When are you going to study?
I am going to study before I go to bed.
A future time clause must have three things: a time word, a subject, and
a verb.
1 2 3
I will call you when I arrive.
A future time clause is never a complete sentence by itself. It must

connect to a main clause. A main clause can be a complete sentence.
He is going to get a job. = a complete sentence

After he graduates. = a sentence fragment
MAIN CLAUSE FUTURE TIME CLAUSE
He is going to get a job after he graduates.
Sentences with time clauses are com p lex sentences. See Appendix K
Ifor more information.
PRACTICE 9. Work alone or with a partner. Check (V) the sentences with future time
Identifying clauses. Underline the future time clause. The first one has been done.
Future Time
Clauses □ 1. Vote for me next election day!
IZI 2. When I become president, I will work for world peace.
□ 3. Together, we are going to put an end to all wars.
□ 4.1 am also going to make education a high priority.
□ 5. After I am president, there will be more money for our

children’s schools.
□ 6 . 1 am going to make sure we have clean air and clean water.
□ 7 . 1 will stop polluters before they destroy our environment.
□ 8.1 am going to do great things after I win this election!
F u tu re T im e C la u s e s w ith B e fo re , A f t e r , a n d W hen
The time words before, after, and when can introduce future time clauses.
Rules Examples
1. Use a simple present verb in a future The meeting will start when everyone
time clause. Do not use w ill or be is here.
going to. He will sav aood-bve before he leaves.
2. A future time clause can come before 1 am going to go to medical school after
or after the main clause. The meaning 1 finish college.
is the same.
Put a comma after a time clause when After 1finish college, 1am going to go to
it comes first. medical school.
3. Remember, before and after can also be 1 am going to go to graduate school after
prepositions. college.
Before, after, and when are subordinating conjunctions in time

clauses. See Appendix K for more information.
See page 170 for more information about before and after as prepositions.
Chapter 9 ! Looking Ahead 193
PRACTICE 9 .1 0 Work alone or with a partner. Mark the main clause and the future time
Sentences with clause in each sentence. Circle the correct verb.
Future Time
Clauses: Verbs 1. Sonia and Tony are going to get married after
they ((|jnTsK)/ will finish ) school.
2 . 1 (am / will be) there when they have their

wedding in June.
3. After they (are / are going to be) married, they are going to take
a trip.
4. When they (come / will come) back, they are going to find
work.
5. They (look / will look) for a place to live after they have jobs.
6. They are going to wait a few years before they (have / will have)
children.
7. Before they start a family, they (buy / are going to buy)

a house.
8 .1 hope they will be very happy when they (are / will be)
married.
PRACTICE 9.11 Take a piece of paper. Copy and complete the following sentences.
Using Future 1. After I finish this exercise, . . .
Tim e Clauses
2. Before I go to bed tonight, . . .
3. . . . after I get up tomorrow.
4. I am going to have something to eat . . .
5. . . . , I am going to relax.
6. . . . , I will be happy.
Run-On Sentences
A run-on sentence is a mistake. Run-on sentences happen when writers
do not connect sentences correctly. Look at these four examples and the
ways to correct them.
1. Run-On: My brother's name is Osman he is sixteen years old.

Problem: There is no connecting word.
Correction: Add a comma + and.
My brother’s name is Osman, and he is sixteen years old.
2. Run-On: They are going to save their money, then they will buy a house.
Problem: Then is not a connecting word.
Correction: Separate the two simple sentences.
They are going to save their money. Then they will buy a house.
3. Run-On: I am going to study math, 1 want to become an engineer.

Problem: A comma cannot connect two sentences.
Correction: Connect the verbs with and.
1 am going to study math and become an engineer.
4. Run-On: First, he will wash the clothes, after he will dry them.
Problem: The word after is used incorrectly.
Correction: (a) Write a compound sentence with and then.
First, he will wash the clothes, and then he will dry them.
(b) Use a future time clause with after.
After he washes the clothes, he will dry them.
PRACTICE 9.12 Work alone or with a partner. Write RO next to each run-on sentence.
Identifying Write OK next to each correct sentence.
Run-On
Sentences 1. In the year 2025,1 think my life will be very different.
2. RO I will be much older I will be middle-aged.
3 . I am not married now, in 2025 I think I will be married.

_
Ja n u a r y 4. I hope to get married in a few years, after, I hope we will
have children.
1
5. Now I do not own a house, but I hope to have a nice one
in 2025.
6 . ___ I am going to finish my education, then I will begin my career.
7 . ___ After I begin my career, I am going to work very hard.
8 . ___ I hope to have a good job in 2025, so my family can live

well.
PRACTICE 9.13 Work alone or with a partner. Correct these run-on sentences. There is
Correcting more than one way to correct each sentence.
Run-On When we
Sentences 1. We- said good-bye to our friends, I felt sad about leaving my
homeland.
2. We began our trip it was very cold.
3. We arrived at the airport, then we went to the ticket counter and

checked our bags.
4. This was my first time on a plane it felt like a bus at first.
5. The plane left the ground, it made my stomach feel strange.
6. We flew for a few hours, after we landed in Canada.
7. We walked off the plane my relatives were there.
8 .1 missed my friends, I was excited about starting a new life.

Work alone or with a partner. Find and correct the seven run-on
Editing: Run-On
sentences in this paragraph. The first run-on sentence has been corrected
Sentences for you. There is more than one way to make a correction.
Someday, I am going to take
a trip around the world. I plan to

and
spend six months on my trip,Al
expect to travel mostly by plane.
My first stop will be in Hawaii I
want to try surfing and visit a Pyramids in Egypt
volcano. From Hawaii, I am going to fly to Japan, I also want to visit
Korea, China, Taiwan, Thailand, and Indonesia. In each country, I am
going to spend some time in cities, I especially want to see Kyoto and
Beijing. I also hope to visit the countryside. After two months in Asia,
I am going to fly to eastern Africa. I want to go on a photo safari to
see wild animals, of course, I will have my camera. My next flight will
take me north to Egypt, so I can see the pyramids, after that, I am
going to travel to Istanbul. I look forward to spending the last part of
my trip in the great cities of Europe, cities like Athens, Rome, Berlin,
and St. Petersburg. I am going to need a lot of money for this trip,
I think I am going to need more than six months, too!

Your Paragraph: My Future Plans
You are going to write a paragraph about something that you are looking
forward to in your future. You can write about something that you are
planning to do soon, or you can write about your long-term plans.
Remember to use be going to when you write about plans.
Step 1: Prewrite
a. Get ready to write by doing some prewriting. Choose one of these
activities:
• Make notes in time order about what is going to happen. (See
page 141 for an example of notes in time order.)
• Freewrite about your plans for at least five minutes. (See
pages 141— 142 for an explanation of freewriting and an
example.)
b. Find a partner and take turns asking about each other's plans. Add
information to your notes as needed.
c. Plan how you will organize the information in your paragraph.
You can use time order or listing order. There are models on
pages 181 and 183 showing both ways to organize a paragraph
about the future.
Step 2: Write
Use your notes to write a first draft. Your paragraph must begin
with a topic sentence. See the models on page 181 for examples.
Your supporting sentences should all relate to your main idea. End
your paragraph with a concluding sentence. It should connect to the
ideas in your topic sentence. Remember to use be going to, not will,
when you write about your plans for the future.
Step 3: Edit
it to anyone.
Reviewer’s Checklist on page 198. Check (S ) each box when you
finish that step.
d. Return your partner’s paper. Say something nice about it.
e. Look at your own paper. If you do not agree with a comment, then
ask another student or your teacher.

Content
sentence.
information.
□ Circle the concluding sentence. Write CS on the paper if there is
no concluding sentence.
Form
something.
□ the format of the paper □ the use of verbs with be going to
□ a subject in every sentence □ the use of time-order or
□ a verb for every subject listing-order words
Q— o — o — 0 Step 4: Write the Final Draft


Your teacher may ask you to write another draft after he or she reads
your paper. Check your new draft carefully before you hand it in.
Remember to hand in your old and new drafts together, with the new draft
on top.
When you do not need to rewrite a paragraph anymore, put it in your

folder.
Chapter 9 | Looking Ahead 199
Your Journal
• Write about what you are going to do tomorrow. Include at least
six activities. Are you looking forward to the day?
• Choose any place in the world and write a weather forecast for this
place. Use your imagination, or get current weather information
from TV or the Internet.
• Write about the future plans of a friend or family member. Are
there going to be any important changes in this person’s life? Will
this person’s plans affect you?
• Write about your life five years from now. Where do you think you
will be? What do you think will be different, and what will be the
same?
• Write about how you will be learning English in the next few
weeks or months. What are you going to continue to do? Are you
going to make any changes?
Challenge: Imagining the Future

Write a paragraph about future changes. You can write about your
country, the environment, fashion, technology, family life, transportation,
or another topic of your choosing. Focus on a specific time period —
20 years from now, or 100 years from now, for example — and imagine
what life will be like at that time.
Begin with a prewriting activity to gather ideas. Then write a first draft.
Begin your paragraph with a topic sentence, and be sure that all your
supporting sentences relate to your main idea. Include plenty of details.
End your paragraph with a concluding sentence.
Checklist on page 198. Then prepare a final draft and give it to your
teacher.
Appendices
Appendix
A The Parts o f Speech
The different kinds of words are called the parts of speech.
Part of What is its function? Examples

Speech
a noun a word for a person, I have a roommate at school.
place, thing, or idea His name is Mark.
He is from Hong Kong.
Mark and I like the same music.
a verb a word for an action or Davina plays the guitar and
state sings.
She is in a band.
She loves rock music.
an adjective a word that describes I have a new neighbor
noun or subject named Eva.
pronoun Eva has a nice smile.
She is friendly.
an adverb a word that describes a The actors talked fast.
verb, an adjective, It was really difficult to
another adverb, or a understand them.
complete sentence, I listened very carefully.
often to tell how, I’m going to watch the same
when, or where movie tomorrow.
Meet me here at 8:00.
a pronoun a word that takes the Do you know Marta? She is
place of a noun a good friend of mine.
I like her very much.
an article the word a, an, or the, There is a cafe on Green Street.
used to introduce The cafe is called Java’s,
a noun It is an interesting place.
a preposition a word that takes a noun I’ll meet you at 7:30.
or pronoun as an Let’s meet in front of the
object, often to library.
express a place, time, We can walk to the movie
or direction theater.
201
2 0 2 Appendix B I Pronouns and P o ssessiv es
Appendix Subject Pronouns; Object Pronouns;

B P ossessive Adjectives; P ossessive Pronouns
S u b ject P ro n o u n s
Singular Plural
I we 1 am a student. We are students.
you you You are my partner. You are my classmates.
he they He is from Japan. They are from Mexico.

she She is from China.
it It is a chair.
O bject P ro n o u n s
Singular Plural
me us Call me. Come with us.
you you This chair is for you. These chairs are for you.
him them 1 know him. 1 know them.

her 1 know her.
it 1 know it.
P o s s e s s iv e A d jectiv es
Singular Plural
my our This is my name. These are our names.
your your What is your name? What are your names?
his their What is his name? What are their names?

her What is her name?
its What is its name?
Appendix C i Count and Moncount Nouns; P o ssessiv e Mouns 2 0 3
P o s s e s s iv e P r o n o u n s
Singular Plural
mine ours This book is mine. This classroom is ours.
yours yours That book is yours. That classroom is yours.
his theirs That paper is his. That classroom is theirs.

hers That paper is hers.
Appendix Count and Noncount Nouns;

C P ossessive Nouns
Count Mouns
Count nouns can be singular or plural.
Spelling Rules for Plural Count Examples

Mouns
1. For most count nouns, add -s. sister / sisters house / houses
2. For count nouns ending in ch, sh, box / boxes match / matches
or ss, add -es.
3. For most count nouns ending in a tomato / tomatoes volcano / volcanoes
consonant + o, add -es. (Exceptions: photos, pianos)
4. For count nouns ending in a vowel + y, boy / boys key / keys
add -s.
5. For count nouns ending in a consonant baby / babies party / parties
+ y, change the y to i and add -es.
6. For count nouns ending in /o r /e , knife / knives wife / wives
drop thQf(e) and add -ves.
2 0 4 Appendix C I Count and Noncount Mouns; P o ssessiv e Mouns
Irregular Count Mouns Examples
1. Some count nouns have an irregular person / people child / children

plural form. man / men woman / women
tooth / teeth foot / feet
2. Some count nouns have the same form fish / fish sheep / sheep
in the singular and the plural.
3. Some count nouns have only a plural — / jeans — / pants
form. — / clothes — / glasses
Noncount Nouns
Noncount nouns have only one form. These nouns cannot be counted. For
example, it is not correct to say one homework or many homeworks.
Common Noncount Nouns
Food Liquids Substances with Gases

Ver\/ Small Parts
bread fruit coffee oil dirt rice air nitrogen
butter lettuce gasoline soda dust salt helium oxygen
cheese meat juice tea flour sand hydrogen
fish soup milk water pepper sugar
Weather Abstract Ideas Problem s Other
fog advice hope crime e-mail money

ice education love noise furniture music
rain happiness luck pollution homework paper
snow help time traffic information work
Some nouns (often nouns for food or drink) can be count or noncount:
Count: We would like two coffees, please.

Noncount: He drinks a lot of coffee.
Appendix D | The Verb Be—Present and Past 2 0 5
P ossessive IVouns
A possessive noun shows the owner of something.
That is Hiro’s car. = Hiro is the owner of that car. It is his car.
Spelling Rules for P o ssessiv e Mouns Examples
1. Add an apostrophe + s ( ’s) to singular He is my sister’s son.

nouns. 1am riding Carlos’s bike.
2. Add an apostrophe + s ( ’s) to plural Where is the men’s department?
nouns that do not end in -5. Tell me the people’s names.
3 . Add an apostrophe alone ( ’) to plural Our teachers’ offices are on the first floor.
nouns that end in -5. The Smiths’ house is on Maple Street.
Appendix
D The Verb Be—Present and Past
The Present o f Be
S ta te m e n ts: Full F o rm s
Affirmative Statem ents Negative Statem ents
Subject Be Subject Be Not
1 am ready. 1 am not late.
We We
You are in class. You are not at home.
They They
He He
She is warm. She is not cold.
It It
2 0 6 Appendix D I The Verb Be—Present and Past
S ta tem en ts: C o n tra ctio n s
Affirmative Negative
I’m I’m not —
w e’re w e’re not we aren’t
you’re you’re not you aren’t
they’re they’re not they aren’t
he’s he’s not he isn’t
she’s she’s not she isn’t
it’s it’s not it isn’t
Q u e stio n s and A n sw e rs
Yes / Mo Q uestions Short Answers
Be Subject Yes Subject Be Mo Subject Be Mot
Am 1 late? 1 am. 1 am
we we we
Are you on time? you are. you are
they Yes, they No, they not.
he he he
is. is
Is she ready? she she
it it it
Information Q uestions A nswers
Wft- Question Word Be

Where are we? We are on Price Street.
Who is she? She is my sister.
What is that? It is a letter for you.

Appendix D I The Verb Be—Present and Past 2 0 7
T he P ast o f Be
S ta te m e n ts
A ffirm a tiv e S ta te m e n ts N eg a tiv e S ta te m e n ts C o n tra c tio n s
Subject Be Subject Be Mot
1 was ready. 1 was not late. was + not =

wasn’t
We We
You were in class. You were not at were + not =

home. weren’t
They They
He He
She was warm. She was not cold.
It It
Q u e stio n s and A n sw e r s
Yes / Mo Q uestions Short A nsw ers
Be Subject Yes Subject Be Mo Subject Be Mot
Was 1 late? 1 was. 1 was
we we we
Were you on time? you were. you were
they Yes, they No, they not.
he he he
Was she ready? she was. she was
it it it
2 0 8 Appendix E I The Simple Present
Information Q uestions A nswers
Wh- Question Word Be
Where were you? I was at home.
Who was that man? A friend of Rima’s.
What was his name? Tim.
Appendix
The Simple Present
S ta te m e n ts
A ffirm ative N eg a tiv e S ta te m e n ts C o n tra ctio n s

S ta te m e n ts
Subject Simple Subject Do/D oes Mot Base

P resent Form
Verb
1 I
We We
work. do do + not =
You You don’t
They They not work.
He He
She works. She does does + not =

doesn’t
It It
Appendix E | The Simple Present 2 0 9
Q uestions and A nsw ers

Yes / No Q uestions Short A nswers
Do/ Subject Base Yes Subject Do/ No Subject Do/ Not

Does Form Does Does
1 1 1
we we we
Do do. do
you you you
they work? Yes, they No, they not.

he he he
Does she she does. she does
it it it
Inform ation Q uestions About the Subject Answers
Wh- Question Word Simple

(subject) Present Verb
Who teaches that class? Ms. Adams.
What happens on Fridays? We go to the lab.
Other Inform ation Q uestions A nswers
Wh- Question Word Do / Does Subject Base Form
Where do you work? At City Hospital.
Who does she like? Paul.
What does he do? He is a taxi driver.

210 Appendix F I The Present Progressive
S p ellin g R u les fo r Third P e r so n S in gu lar V erb s

in A ffirm ative S ta te m e n ts
Rules Examples
1. For most verbs, add -5 to the base form works plays reads writes
of the verb.
2. For verbs ending in x, ch, sh, or ss, boxes kisses watches washes
add -es.
3. For verbs ending in a consonant + y, study / studies carry / carries
change the y to i and add -es. fly /flie s
Appendix
F The Present Progressive
S ta te m e n ts
Affirmative Statem ents Negative Statem ents
Subject Be Base Form + -ing Subject Be Mot Base Form + -ing
1 am 1 am not
We We
You are You are not
They working. They working.
He He
She is She is not
It It
Contractions: See Appendix D fo r the contracted fo rm s o f am, is, and are.

Appendix F I The Present Progressive 211

Yes / l\lo Q uestions Short A nsw ers
Be Subject Base Form Yes Subject Be No Subject Be l\o t

+ -ing
Am 1 i am. 1 am
we we we
Are you you are. you are
they working? Yes, they No, they not.
he he he
Is she she is. she is
it it it
Inform ation Q uestions About the Subject A nsw ers
Wh- Question Word Is Base Form + -ing

(subject)
Who is singing? Janice is.
What is happening? We are having a meeting.
Wh- Question Word Be Subject Base Form + -ing
Where are you going? To work.
Who is she calling? Her mother.
What is he doing? He is fixing the computer.

212 Appendix G I The Simple Past
S p ellin g R u les fo r V erb s Ending in -irtg
Rules Examples
1. Add -ing to the base form of most verbs. go / going read / reading fly / flying
2. When the base form ends in e, drop make / making write / writing
the e and add -ing.
3. When the base form ends in ie, change die / dying lie / lying
the ie to y and add -ing.
4. When the last three letters of the base begin / beginning stop / stopping
form are consonant + vowel + consonant,
double the final consonant and add -ing.
5, There are two exceptions to Rule 4:

• Do not double w or x. snowing fixing
• Do not double the final consonant listening offering happening
when the last syllable is not stressed.
Appendix
G The Simple Past
Regular Verbs in the Simple Past
Affirmative Statements Negative Statements Contractions
Subject Simple Subject Did Mot Base

Past Verb Form
1 1
We We
You You
They worked. They did not work.

did + not = didn’t
He He
She She
It It
Appendix G I The Simple Past 213

Yes / Mo Q uestions Short A nswers
Did Subject Base Form Yes Subject Did /Vo Subject Did Mot
1 1 1
we we we
you you you
Did they work? Yes, they did. No, they did not.
he he he
she she she
it it it
Inform ation Q uestions About the Subject A nswers
Wft- Question Simple Past

Word (subject) Verb
Who worked yesterday? I did.
What happened on Friday? We watched a movie in class.
Wh- Question Word Did Subject Base Form
Where did you walk? In the park.
Who did she call? Her sister.
What did he do? He washed his car.

214 Appendix G I The Simple Past
S p ellin g R u les fo r V erb s Ending in -ed
Rules Examples
1. Add -ed to the base form of most regular watched played listened
verbs.
2. When the base form ends in e, then danced hoped believed

add -d only.
3. When the base form ends in a study / studied carry / carried
consonant + y, drop the y and add -ied.
4. When the base form ends in consonant + plan / planned shop / shopped
vowel + consonant, then double the final prefer / preferred
consonant and add -ed.
5. There are two exceptions to Rule 4:

• Do not double w or x. snowed mixed relaxed
• Do not double the final consonant Stressed: refer / referred
when the last syllable is not stressed. Not stressed: offer / offered
Irregular Verbs in the Simple Past

For be: See Appendix D.
Affirmative statements: See the Irregular Verbs chart in

Appendix H.
Negative statements: Irregular verbs are the same as regular verbs

in negative statements.
Questions: For information questions about the subject, use the

irregular verb forms shown in Appendix H. Irregular verbs are the
same as regular verbs in yes/no questions and other information
questions.
Appendix H I Irregular Verbs 215
Appendix
H Irregular Verbs
B ase Form Simple Past Base Form Simple Past

be was / were keep kept
become became know knew
begin began leave left
blow blew let let
break broke lose lost
bring brought make made
build built pay paid
buy bought put put
catch caught quit quit
choose chose ride rode
come came ring rang
cost cost run ran
cut cut say said
do did see saw
draw drew sell sold
drink drank set set
drive drove shake shook
eat ate shoot shot
fall fell shut shut
feel felt sing sang
fight fought sit sat
find found sleep slept
fit fit speak spoke
fly flew spend spent
forget forgot stand stood
get got steal stole
give gave swim swam
go went take took
grow grew teach taught
have had tell told
hear heard think thought
hide hid throw threw
hit hit understand understood
hurt hurt write wrote
216 Appendix 1 I Expressing Future Time with Be Going To and Will
Appendix Expressing Future Time with

1 Be Going To and Will
Be Going To
S ta te m e n ts
Affirmative Statem ents Negative Contractions

Statem ents
Subject Be Going To Base Form
1 am
We
You are Add not after am, See Appendix D

is, or are. for the contracted
They going to eat.
forms of am, is,
He and are.
She is
It
Be Subject Going To Base Form
Am 1
we
Are you
See Appendix D for the short
they going to eat? answers for questions with be in
the present tense.
he
Is she
it
Appendix 1 I Expressing Future Time with Be Going To and Will 217
Inform ation Q uestions About the Subject A nsw ers

Wh- Question Is Going To Base Form
Word (subject)
Who is going to help? John is.
What is going to happen? We are going to take a vote.

Wh- Question Be Subject Going To Base
Word Form
Where are you going to go? To the beach.
Who is she going to invite? All the neighbors.
What is he going to do? He is going to find a new job.
Will
S ta te m e n ts
Affirmative Negative Statem ents C ontractions

Statem ents
Subject W ill Base Subject W ill Mot Base Affirmative Negative

Form Form
1 1 I’ll
We We w e’ll
You You you’ll
They will work. They will not work. they’ll will + not
= won’t
He He he’ll
She She sh e’ll
It It it’ll
218 Appendix 1 I Expressing Future Time with Be Going To and Will
Will Subject Base Form Yes Subject W ill /Vo Subject W ill Mot
1 1 1
we we we
you you you
Will they work? Yes, they will. No, they will not.
he he he
she she she
it it it
Information Q uestions About the Subject Answers
Wh- Question Will Base Form

Word (subject)
Who will help tomorrow? Mary will.
What will happen next Monday? There will be a meeting.
Other Information Q uestions Answers
Wh- Question W ill Subject Base Form

Word
Where will the concert be? In the park.
Who will he call? His doctor.
What will they do? They will sell the car.

Appendix K I Sentence Types 219
Appendix
J Order o f Adjectives
There can be more than one adjective before a noun, as in
There is a nice new Vietnamese restaurant on Main Street.
Adjectives usually go in this order before a noun:
C ategories o f Size Opinion Physical D escription Origin Material

adjectives
Shape Age Color
Examples o f big good round old red English plastic
adjectives small beautiful square new white African cotton
expensive light blue Japanese wooden
They live in a beautiful old apartment building.

He drives a small white Korean car.
Use commas + and or or when you use a series of three adjectives from
the same category.
The orange, white, and green flag of Ivory Coast is similar to the
Irish flag.
There are no French, German, or Spanish students in the class.
Never put a comma between the last adjective in a series and the noun.
Appendix
K Sentence Types
There are three basic types of sentences: simple, compound, and

complex.
Simple Sentences
A simple sentence has one subject-verb combination. See page 103 for
examples of simple sentences.
2 2 0 Appendix K I Sentence Types
Compound Sentences
A compound sentence has two subject-verb combinations (simple
sentence + simple sentence). See page 143 for examples of compound
sentences.
A compound sentence needs a comma and a coordinating conjunction to
connect the simple sentences. There are seven coordinating conjunctions:
C oord in atin g C o n ju n ctio n s

and but for nor or so yet
Complex Sentences
A complex sentence has one independent clause and one or more
dependent clauses.
• An independent clause can stand alone. It can be a simple sentence.

Examples: We didn’t go.
I will call you.
He watches the news.
• A dependent clause cannot stand alone because it does not express

a complete thought.
Examples: because it was raining
when I get home
if he has time
E xam p les o f C om plex S e n te n c e s
Independent clau se + dependent Dependent clause, independent

clause clause
We didn’t go because it was raining. Because it was raining, we didn’t go.
1 will call you when 1 get home. When 1get home, 1will call you.
He watches the news if he has time. If he has time, he watches the news.
Appendix L I Rules for Capitalization 221
A dependent clause has a subordinating conjunction + subject + verb.

There are many subordinating conjunctions.
E xam p les o f S u b o rd in a tin g C o n ju n ctio n s
For Adverb Clauses For Adjective Clauses
Time R eason Condition People Things Times Places

as soon as because if who that when where
after since unless whom which
before that
when
Appendix
L Rules for Capitalization
When to Use a Capital Letter Examples

1. At the beginning of a sentence My name is Merita. What is your name?
2. For the pronoun I Hassan and I are partners.
3 .For people’s names and titles (Do not My dentist’s name is Dr. Parker.
capitalize a title without a name: This is a picture of Queen Elizabeth.
Where does the queen live?)
4. For: nationalities Canadian, Syrian, Brazilian
languages English, Arabic, Portuguese
religions Buddhism, Islam, Christianity
ethnic groups Native American, Latino
5 .For place names (such as specific countries, Miami, Florida, is in the United States.
cities, rivers, mountains, and so on) Where are the Rocky Mountains?
6. For names of buildings, roads, That building is the Westin Hotel.
bridges, and other structures My bank is on High Street.
We saw the Statue of Liberty.
7. For names of months, holidays, special time There are thirty days in April.
periods, and the days of the week Do you celebrate New Year’s Eve?
(Do not capitalize the seasons: winter, When is Ramadan?
spring, summer, fall/autumn.) My appointment is on Monday.
222 Appendix M I Punctuation
8. For names of organizations (such as My country belongs to the United Nations.

businesses, schools, clubs) He is the president of Nike.
She is a student at Harvard.
9. For abbreviations He drives a red VW.
They are students at UCLA.
10. For the titles of movies, TV shows, plays,
books, newspapers, and magazines
• Capitalize the first word and all Have you seen Gone with the Wind?
nouns, pronouns, verbs, adjectives, Who wrote A Raisin in the Sun?
and adverbs.
• Use italics when you write a title I used to watch Sesame Street.
on the computer.
• Underline a title when you write He reads The Boston Globe every day.
it by hand.
11. For the titles of your paragraphs My Hometown
See page 90. Planning for the Future
Appendix
M Punctuation
Punctuation Rules for Use Examples

Mark
period 1. Use at the end of a statement. My name is Anna.
2. Use to separate dollars and cents. $10.99
question mark Use at the end of a question. What is your name?
exclamation 1. Use to show surprise or strong emotion. What a nice idea!

point
2. Use to show a command is strong. Don’t forget!
apostrophe 1. Use in place of a letter in a contraction. he + is = he’s
2. Use to form a possessive noun. That is Mr. King’s office.
quotation Use before and after the exact words He said, “ Meet me at 4:00.”
marks that someone spoke.
Appendix 1M I Correction Sym bols 223
Punctuation Rules for Use Examples

Mark
comma 1. Use between the date and the year It happened on July 4, 1776.
and also after the year in a sentence. May 1, 2001, was my first
day on the job.
2. Use after an introductory word or Finally, add salt and pepper.

phrase at the beginning of a sentence. On Friday, they met for lunch.
3. Use to separate three or more items I like bananas, apples,

in a series. oranges, and pears.
4. Use after the first part of a compound He loves good food, but
sentence. he does not like to cook.
5. Use after a dependent clause that After the class ended, we

comes first in a complex sentence. went for coffee.
6. Use in large numbers to separate There are 5,280 feet in a mile.

thousands, millions, billions, and so on. She received $2,000,000.
Appendix
M Correction Symbols
Group 1
Symbol Meaning Example of Error
cap*.
cap. capitalization error The class meets on monday.
P1-
pi. plural She has two book,
sp.
sp. spelling mistake He is a coleae student.
A missing word HeAmy friend.
some of my
rewrite as shown I go with my some friends.
cap.
1would like to introduce myself, my name is Isabel Angara.
sp.
hfrom the Philippines, huarned. I have one son and one daugther.
am taking cap. pi.
I take two classes. I want to learn english. I want to study computer.
2 2 4 Appendix INI I Correction Symbols
Group 2
Symbol Meaning Example of Error
w.w.
w.w. wrong word He makes cars in a Honda fabric.
r ^ j
wrong word order It is a ^restaurant/nice.)
0 delete word Do you like(@)hip-hop music?

agr.
agr. error in subject-verb You was absent yesterday.
agreement
connect or close I somejimes watch the news.

up space He speaks English, Spanishf?and
French^
_______ w.w.
Alessandro Santos has a\lifeêry busyl He has nineteen years old.
He is a college student, and he works, too. He delivers(tjf^ pizzas

agr. agr.
for Pizza Express. He have classes during the week, and he work on
^ w.w. ___
weekends. He is not have muchitime/rreel. Sometimes he@ plays
basketball with his friends.
Group 3
p- punctuation error She was born on March,. 13, 1987.
v.t.
v.t. wrong verb tense Last night, I see a good movie.
w.f.
w.f. wrong word form We are aoina shop downtown.
FRAG
FR AG sentence fragment I went home. Because I was tired.
RO
R0 run-on sentence He gets up early he takes a shower.
V.t.
I have a scary experience two years ago I was in a car accident. The
w.f.
other driver did not stop a t a stop sign, so his car hitting my car.
FR A © p.
When he ran into me. My car turnedând hit another car. 1was very
w.f. p. w.f.
scary. There was a lot of damage to the cars but no one was bad hurt.
Index
A, an, 125 Correction symbols, 46, 223-224

Adjectives, 54 Count nouns, 19, 21, 203-204
after be, 40
definition, 63, 201 Dates, 146
order, 219 Dependent clauses. See Clauses, past time
possessive, 202 and future time
with articles and nouns, 125 Do
Adverbs as auxiliary verb, 68, 208-209
definition, 201 as main verb, 87
of frequency, 79, 83, 85 Drafts
After, 170, 173, 192 first, 45
Ago, 168 final, 46
And, 143-144 illustrations of, 46^17
Articles, 125-127, 201
At, 89, 129 Editing
definition, 45
Base form of verb, 36, 66, 87, 151, 185, writer's tip for, 45
208-218
Be Feedback, 46
basic sentence patterns with, 40 Final draft. See Drafts
past tense, 139, 148-149, 207-208 First draft. See Drafts
present tense, 36-38, 205-206 For, 168
Be going to, 185, 216-217 Fragments, 174
Before, 170. 173, 192 Freewriting
Brainstorming, 131 definition, 141
But, 143-144 example, 142
writer’s tip for, 157
Capitalization. 43, 91, 221-222 Frequency, adverbs of, 79.
Chronological order. See Time order 83, 85
Clauses From, 89
future time, 183, 191-192 Future
main, 171, 191 plans, 186, 188
past time, 171 predictions, 186, 188
Commas, 146, 173, 192, 223 time clauses, 183, 191-192
Common verbs, 86 time expressions, 190
Complex sentences, 172, 191, 220 with be going to, 185-186,
Compound sentence, 143-144, 220 216-217
Concluding sentences, 164-165 with will, 187-188. 217-218
Conjunctions
coordinating, 143, 220 Get, 87
subordinating, 173, 192, 221
Connectors. See Conjunctions Have, 87,111
Content, 45 Headings, 30-31
Contractions, 206-208. 212, 217
Controlling idea. See Topic sentences In, 89, 129. 168, 190
Coordinating conjunctions, 143, Indenting, 9
144, 220 Independent clauses, 220
225
Information questions Papers typed on a computer, format,
simple past, 213-214 32-33
simple present, 209 Paragraphs
with be, 206, 208 body, 101
with be going to ,2 \l concluding sentences, 100-101, 164-165
with will, 218 definition, 8
Irregular count nouns, 21, 204 format, 9
Irregular verbs, 139, 152-153, supporting sentences, 100-101, 120-121
214-215 topic sentences, 55, 100, 120
unity, 120
Journals, 25 Partners, 2
example of journal entry, 26 Parts of speech, 63, 201
FAQs, 25 Past tense. See Simple past tense
topics, 26, 51, 74, 96, 116, 135, 159, Past time clauses, 171
178, 199 Past time expressions, 168
Peer review, 46. See also Reviewer's
Last, 168 Checklists
Letters Periods, 13, 222
capital, 8, 13, 43 Plans, expressing future, 186, 188
small, 8 Possessives
Lines adjectives, 202
skipping, 30-31 nouns, 205
spacing between, 31, 33 pronouns, 203
Listing order, 142, 183-184 Predictions about the future, 186, 188
Listing-order words, 143, Prepositional phrases, 130
183-184 for describing location, 128
Location, prepositions for, 128 for describing past time, 168
to show time, 88
Main clauses, 171, 191 Prepositions, 88, 201
Make, 87 before and after, 170
Margins, 31-32 prepositional phrases. 88, 128, 130, 168
Model paragraphs, 7, 28, 53, 77, 98. 118, Present progressive. 99
138. 162, 181 functions, 109
questions, 211
Next, 190 spelling rules, verbs ending in -ing, 212
Non-action verbs, 110 statements, 105, 107,210
Noncount nouns, 123, 204 Present tense. See Simple present tense
Notes Prewriting
from brainstorming, 132 brainstorming, 131
in time order, 141 definition, 45
taking, 48, 133 freewriting, 141-142
Nouns notetaking, 48, 133, 141
count, 19, 21, 203-204 Process
definition, 19, 201 definition, 23
noncount, 123, 204 writing, 24, 45-46. 51
possessive, 205 Pronouns
singular versus plural, 21 definition, 201
spelling rules for plural, 203 object, 202
with adjectives, 125 possessive, 203
with prepositions, 88 subject, 34-35, 202
Punctuation, 13, 222-223
Object pronouns, 202 commas, 146, 173, 192, 223
On, 89, 129, 168 periods, 13, 222
Organizing ideas. 140 question marks, 13, 222
Index 227
Regular verbs. See Simple past Tenses. See Simple present, Present
Relevant versus irrelevant sentences, progressive, Simple past, Future
120-121 The, 127
Results of the writing process, 51 Their versus there, 124
Reviewer’s Checklists, 49, 73, 94, 115, There is/are, 123
134, 158. 177, 198 statements. 123-124
Run-On sentences, 194 versus their, 124
versus they are, 124
Sentence fragments, 174 This, 190
Sentences, 9, 12-13, 60-61 Time expressions, 88
complex, 172, 191, 220 future, 190
compound, 143-144, 220 past, 168
concluding, 164-165 Time order, 79, 141
fragments, 174 Time-order words, 79
run-on, 194 Titles, 30-31, 90-91
simple, 81, 103, 143, 219 To, 89
subjects of, 12, 59-60, 103 Topic
supporting, 100, 120 definition, 2
topic, 55 in topic sentences, 55
types, 219-220 Topic sentences
with future time clauses, 191 controlling idea in, 55
with past time clauses, 171 definition of, 55
Simple past tense, 139 links to concluding sentences, 164
be, 139, 148, 207-208 topic in, 55
function, 148 support for, 100-101.120
questions, 213
spelling rules for verbs ending in -ed, 214 Verbs. See also Simple present.
statements, 150-153, 212, 214-215 Present progressive, Simple past,
Simple present tense, 54 Future
be, 36-38, 205-206 base form of, 36, 66, 87, 151, 185,
function, 65 208-218
questions, 209 common, 86
spelling rules, third person singular, 210 definition, 16-17, 201
statements, 66, 68, 208 have, 111
Simple sentences, 81, 103, 130, 143, 219 in complete sentences, 60-61
Skipping lines, 30-31 irregular, 152-153
So, 143-144 non-action, 110
Spacing regular, 150-151
between lines, 31, 33 with stative meaning, 110
between words, 32
Spelling rules When, 173, 192
plural count nouns, 203 Will, 187-188
present progressive verbs ending Writing process
in -ing, 212 illustrated, 24
simple past verbs ending in -ed, 214 results of, 51
simple present verbs, third person steps in, 45-46
singular. 210
Steps in the writing process, 45-46 Yes/no questions and short answers
Subject pronouns, 34-35, 202 be, 206-207
Subjects of sentences, 12, 59-60, 103 simple past, 213
Subordinating conjunctions, 173, 192. 221 simple present, 209
Supporting sentences, 100-101 future, 216, 218

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The Longman Academic Writing Series

Preface ............................................................................................................................................. vii

Getting StartedYour Classm ates........................................................... 1

Chapter 1 Introducing Y ourself....................................................... 6

Chapter 2 Describing Your Morning R o u tin e................................ 27

C hapter P re v ie w ................................................ ................................................................... 53

Chapter 6 Your Hometown................................................................117

Chapter 7 Remembering an Important Dav ....................................137

Chapter 8 Memories of a Trip......................................................... 161

Part 4: The W riting Process

Chapter 9 L o o k in g Ahead ............................................................... 180

Fundam entals o f A cadem ic W riting is intended for beginning-level students

Organization o f the Text

As you continue in the chapter, remember that with beginning-level students, it

An introduction to journal writing appears on page 25, at the end of Chapter 1,

In addition, I am grateful for the support and feedback provided by my ESL

Thinking before writing

1. What’s your first name?____________________________________

2. What’s your last name?_____________________________________

3. Where are you from ?_______________________________________

4. What’s your first language?_________________________________

5. Where do you live?________________________________________

6. Who lives with you?_______________________________________

7. Do you have a jo b ? ________________________________________

8. What do you like to do in your free tim e?_____________________

Martin is asking Yelena about spelling.

Yelena is introducing Martin.

Step 3: Introduce your partner to the class or to a small group of

Step 1: Read these two paragraphs.

I My classmate Yelena Politova is an interesting person.

| She is from Ukraine. She speaks Ukrainian and Russian.

| one son and one daughter. She works part-tim e a t the

| Chicago Animal Hospital. I hope to learn more about her.

My classmate Jason Kim is an interesting person. He is

from Seoul, k'area. His firs t language is kftrean. We (ives

on campus. We has a roommate. He is not married. He does

video games. He loves to sleep.

Step 3 : Write a paragraph about your partner. Follow the examples on

M y classm a te ________________________is an interesting person.

Nice to meet you!

Part 2: Sentence Structure and M echanics

Part 3: Grammar and Vocabulary

Part 4: The Writing P rocess

Chapter 1 I Introducing Y ourself 7

I would like t o introduce myself. My home country classes at school

3. Show your sentences to your partner. Read your partner’s sentences.

We use words to form sentences.

We use sentences to form paragraphs. A paragraph is a group of sen­

Read this paragraph.

Strawberries are a delicious kind of fruit. They

The topic of this paragraph i s _____________________

What D oes a Paragraph Look Like?

Dear Ms. kjennedy,

My name is Nadia Duric. I am a new student. I am in your

My family is from kOsovo. I live with my parents, my two little

We use sentences to form paragraphs. A paragraph is a group of sen

3. It meets from _____ t o

5. Our teacher’s name i s __

6. The work i s _